Students Absenteeism

INTRODUCTION Absenteeism, according to Merriam- Webster dictionary means chronic absence. In the context of the school it is the habitual or intentional failure from going to school. It cannot be denied that every now and then, students may miss some school activities and lessons. But it becomes a problem if the student will be away from school for many days. Chronic absentee students are placed at a disadvantage both socially and academically. They miss out on critical stages of social interaction and development with their peers and at the same time impacts negatively on their academic progress.This can result to low self-esteem, social isolation, and dissatisfaction that could well have precipitated non-attendance in the first place. School absenteeism is an alarming problem for administrators, teachers, parents, and the society in general, as well as for the pupils in particular. Unaccepted absence has a negative effect on peer relationship which could cause absence. Also, prolon ged absence can have deleterious effects for the child in later life. Students who are absent from the school are at the risk of dropping out of school early.Absenteeism also affects the teacher’s ability present class work in sequential and organized way. This can have an effect on the progress of all the students attending the class. One way of addressing this problem is to identify the causes why students become truant from school. Once they are singled out, understood and analyzed, specific actions and measures can be undertaken. This will eventually redound to the better performance of the students, teachers, and the school in general. II. Background of the study Jason Caringal is a student who belongs to heteroclass.He is already third year and he is not a shy type and silent student. He tends to sleep when he wants, and commit absences without informing his teachers. He have been absent two days in a week and though he will come to school he seldom participate in schoo l activities. III. Review of Related Literature A child or student’s interest is the most basic element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others.This kind of educational system is comparable to a series light connection where in the state of one greatly affect the others. Population and percentage within that population which causes negative feedbacks can be primary reason of a poor product. The group or classroom type of organized way of learning has given that impact to the community being the commonly used system. Its effectiveness has been proven and has never been out of fashion. The relationship between the student’s physical presence on the class discussions and their learning performance are greatly relative.Class participation is just one way of measuring a child’s learning ability. In a class, the teacher-student relationship is one of the most fundamental units in student’s learning. When a student misses a day of school he/she must have lost the chance to hear others, interpret and analyzing the lessons or joins the interaction within the class. This lost is being rooted to two different courses and varying factors under these courses. The inquiry might be a family situation or an individual problem. Then, under these courses are the factors that contribute to a child’s regular truancy.These may be finance concerns, disability, psychotic imbalance, poor school climate, family health, transportation problems, drug and alcohol use, and differing community attitude towards education, (Savers, D. et al, 2005). Absenteeism in one angle view point is one of the most common causes of degrading performances of the students. Especially to those who are included in the advance intelligence curriculum, absenteeism causes a great lose and may result to giving up an aimed position. It can also cause social repl etion especially when a class is composed of a great number of students.This habit causes a dilemma to the school administration when big figures are involve and may decrease the school’s performance. On the other hand, contamination of sickness and disease can be avoidable because of the absences of a person (Marburger, D. ,2001) A student’s attendance may be the grounds of the results of his or her learning performance. School administration and faculty may also affect the absenteeism rate of their student, and so as the population of those who practice absenteeism affect the administration and the school itself.Absenteeism in students affects their school performances especially when they are in a group or teamwork for their assignments and projects. Since grouping will help develops the students’ cooperative and ability to share and gain knowledge from their group mates will also miss the opportunity of gaining knowledge from the absent student (Koppernhaver , 2003). According to Schmidt in 1983, absenteesm affects the students’ ability to get high scores in examinations which can cause the decreasing of grades or the student may fail and will cause him/her to repeat the same year level.Students who have spent time attending lectures or classes have a significant, positive effect on students’ performance. Students that participated exhibited higher grades and scores in examinations of the student. Marburger states tat the difficulty inferring the effect of absenteeism on performance because, once a student is absent in a class, he or she may miss the opportunity of learning other techniques. He found out that missing in class progresses the likelihood of missing examination material covered that day compared to the students who were present in the class (2001).It indicates that persistent absentees at an inner-city school in South Wales had significantly lower self concept self-esteem, more deprived socioeconomic backgroun ds, lower intelligence level, and more educational problems to control groups. Suggest that remedial measures for absenteeism should focus on raising self-concepts and changing attitudes toward school (Reid K. , 1982). Absenteeism is the most significant factor to affect the functioning of assembly lines in the development of the School Administration.Those high level of absenteeism have negative repression colleges’ effect to the production of quality levels of well trained students because of work specialization. The analysis of hundred absentees reveals hundred of instances of negative effect of building well discipline students for the future. In contrast to the empirical evidence it confirms that absenteeism produce higher level of problems, that value specialization among student has been significant reduced in the students’ achievements (Mateo R, 1998). Here are some causes of absenteeism . Lack of Subject Interest 2. Lack of Personal Interest in studies. 3. Ava ilable opportunities for entertainment like malls, movie halls etc. 4. The mental capacity of a students does not matches with the the course opted. 5. Too much Pamperness from family. 6. The poor teaching skills of a teacher also keep away student from the school. 7. Lack of confidence 8. Ragging also cause absenteeism 9. Lack of allied activities also causes absenteeism like no sports program, no fresher’s or farewell parties ,no annual day celebration etc. 10.Poor food of canteen may also be consider as one of the reason for absenteeism. 11. Poor infrastructure facility in school such as no place in a library to sit is also one of the reason of absenteeism. 12 Excess of homework and sometimes fear from examination keep away students from school/college. 13 Preparation for the participation in TV shows in dance musical or acting,G. K. contest programs also increase the percentage of absenteeism. 14. Preparation for examination causes absenteeism. 15. If school or college is far off the percentage of absenteeism may increase. 16.Over expectation of parents also deteriorate the attendance of a student when s/he is unable to cope with parent nature of making comparison among their own children of with the friends of their child. 17. Too much socialization causes absenteeism. It mostly happens during teen age and college when the students forms a group to freak out . 18. Inferiority complex within student causes absenteeism. V. Solutions made by the Teacher to remedy the cause of the problem A. Counselling approaches As a subject teacherer I talk to him and gave some advices in regards with his attitudes.I explained to him that it is not good to be always absent because it will affect his performance. It will be very hard for him to cope up with different activities. B. Parental involvement programs Parents know everything that happened to their child, with this as a solution I seek an advice from our guidance and from my CT. I shared that there is a need to talk with the parents of the child. I told to my student who is related to him that I’m going to talk with his guardians, and if they can able to visit the schools during their free time.During the visitation we talk the problem of his son, it became clear to us real reason of his always being absent and I asked also for their help in order to minimize his absenteeism. C. Student – Centered Agreements My student and I made an agreement, that though he made absences he should make sure that he will complete all the outputs and requirements upon submission in order for him not to be late an all his task or responsibilities. We also agreed that he will not commit absences unless he cannot carry himself in school. VI. Results or FindingsAfter adopting several solutions, I came up with this result. Student’s attendance is always affected by the health condition. Once the student is not feeling well the tendency of it is to absent on their class. If the teacher di d not give any concern with the problem of the student, definitely the performance of the student will fail. Otherwise if the parents did not coordinate to the school in regards with their son, problem may really occur. VII. Recommendations Having the basis from the findings the researchers offer the following recommendations that can be taken into considerations: . The school administration with the parents of the concerned students must conduct and effective conference dialogue with the help of findings of the study. 2. Solutions to the different areas of difficulty due to absenteeism can be taken action by individuals in their respective fields. 3. Orientation and briefing on these students might be conducted to all least they would commit to absenteeism with the help of the study. 4. Removing Sickness Parents, teachers, can control sickness by emphasizing upon school students to maintain a high standard of cleanliness and health.Physical check up must be carried out as programme . These measures will not only check the absences but will improve the overall health of the school pupils. BIBLIOGRAPHY Internet Resources http: /Q/What_are_the_causes_of_absenteeism_of_students http://www. merriam-webster. com/dictionary/absenteeism http://www. studymode. com/essays/Absenteeism-3-898789. html ACTION RESEARCH IN SOCIAL DIMENSION Submitted by: Kimberly Mae D. Rosales Jethro H. Salvan Sharmaine D. Fiedalan Angeli Rose E. Robles Shenalyn I. Ilagan Rolando L. Tampucao (ENGLISH MAJORS)

Land Law Notes Essay

Land includes land of any tenure, and mines and minerals, whether or not held apart from the surface, buildings or parts of buildings (whether the division is horizontal, vertical or made in any other way) and other corporeal hereditaments; also a manor, an advowson, and a rent and other incorporeal hereditaments, and an easement, right, privilege, or benefit in, over, or derived from the land Law of Property Act 1925 s.62 A conveyance of land shall be deemed to include and shall by virtue of this Act operate to convey, with the land, all buildings, erections, fixtures, commons, hedges, ditches, fences, ways, waters, water-courses, liberties privileges, easements, rights, and advantages whatsoever, appertaining or reputed to appertain to the land, or any part thereof, or, at the time of conveyance, demised, occupied, or enjoyed with, or reputed or known as part or parcel of or appurtenant to the land or any part thereof. ‘He who owns the land owns everything up to the sky and down to the depths’ Unrealistic in modern times – pipes underground, aircraft above etc. Bernstein v Skyviews & General Ltd 1978 QB: Establishes that a landowner doesn’t have unqualified rights over the airspace of his land. Fixtures and Fittings Law of Property Act 1926 s.62 ‘Whatever is fixed to the land becomes part of the land’ Holland v Hodgson 1872 LR 7CP 328: Looms were fixtures as they were attached to the floor by nails, not just their own weight. If an article is annexed to the land by something more than its own weight, it’s a fixture, therefore part of the land. Elitestone v Morris 1997: Bungalow couldn’t be removed without its destruction. An objective test to determine whether the object was intended for the use or enjoyment of the land, or for the more convenient use of the object itself. General principle: whether an object is part of the land is determined by†¦ a) The physical degree of annexation Chelsea Yacht & Boat Co v Pope 2000 1WLR 1941: Boat on a river was a chattel not a fixture b) The purpose of the annexation: for better enjoyment of the land or for the better enjoyment of the chattel? Leigh v Taylor 1902 AC 157: These tapestries were works of art, but could be removed without causing structural damage. Therefore they were chattels not fixtures. Re Whaley 1908 1Ch 615: These tapestries were hung as to create the effect of an Elizabethan dwelling house, therefore they were fixtures. Relevance? Buyer: Taylor v Hamer 2002 EWCA Civ 1130: The Court decided that the flagstones were fixtures, and suggested that a seller is not allowed to remove fixtures without informing the buyer if there is a possibility that the buyer expects the fixtures to be included in the sale. Mortgage lender: Botham v TSB 1996 EGCS 149: The bank applied to the High Court to decide if certain everyday articles in the borrower’s flat were ‘fixtures’ and therefore were subject to the bank’s mortgage, so it could sell them as mortgagee. Taxation: Melluish v BMI 1996 AC 454 Landlord and tenant: A tenant has the right to remove ‘tenants fixtures and fittings’ at the end of the tenancy: Young v Dalgety 1987 1 EGLR 116: A better definition of a tenant’s fixture is any item which is properly legally identifiable as a fixture and which was installed and continues to be removable by the tenant, is a tenant’s fixture. Spyer v Phillipson 1929 2 Ch 183: So long as the chattel could be removed without doing irreparable damage to the demised premises, neither the method of attachment nor the degree of annexation, nor the quantum of damage that would be done either to the chattel itself or to the demised premises by the removal, had any bearing on the right of the tenant to remove it. Wessex Reserve Forces and Cadets Association v White 2005 EWHC 983: landlord’s intention here to ‘demolish’ the premises only led to its aspirations of regaining possession being ‘flattened’ when the court held that (objectively) the landlord’s (subjective) intention could not be implemented and that, in any event, the landlord would not require possession of the premises to carry out the proposed works. Ownership of things found on the land. Parker v British Airways Board 1982 QB 1004: court decided that the finder of a gold bracelet in a public area of British Airways was entitled to possess it against the whole world save the true owner. An occupier of a building has rights superior to those of a finder over chattels on or in, but not attached to, that building if, before the chattel is found, he has manifested an intention to exercise control over the building and the things which may be on or in it. Bridges v Hawkesworth 1851: The finder of a lost article is entitled to it as against all but the true owner. Waverley BC v Fletcher 1996 QB 334: owner or lawful possessor of land owned all that was in or attached to it. Local authority which owned a public open space had a right SUPERIOR to Finder to things found in the ground of that open space and was entitled to possess them against all but the rightful owner. Buried Treasure Treasure Act 1996 s.1(1) Defines what treasure is s.4(1) When treasure is found, it vests, subject to prior interest and rights†¦in the Crown†¦ s.8(1) A person who finds an object which he believes or has reasonable grounds for believing is treasure must notify the coroner for the district in which the object was found (within 14 days) s.8(3) Any person who fails to comply with subsection (1) is guilty of an offence†¦ s.10 Payment of rewards

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Cash vs. Accrual Accounting and Balance Sheets Essay

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Jean Piaget Essay Example for Free

Jean Piaget Essay My own beliefs about early childhood education are based upon the knowledge that childrens growth is developmental. It seems very clear to me that a high quality early childhood program must provide a safe and nurturing environment which promotes a broad spectrum of support for the childs physical, social, emotional, and cognitive development. I strongly agree with the tenets of the National Association for the Education of Young childrenthat high quality, developmentally appropriate programs should be available to all children (Bredekamp Rosegrant, 1992, p. 7). Children under the age of eight have enormous potential for growth and achievement, and it is my belief that they have rights to fulfill their possibilities. A separate statement of the NAEYC divides the concept of appropriateness into two aspectsage appropriateness and individual appropriateness (Bredekamp, 1987, p. 2). This statement coincides with my belief that children are unique individuals who may or may not reflect the usual characteristics of other children of their same age. Furthermore, I believe that a developmentally appropriate curriculum for young children is correctly tailored to the specifics of each age group. Different ages have different needs, interests, and developmental tasks, and the curriculum should reflect those variations. The most effective early childhood curriculum offers creative expression, social and emotional interaction, child-adult communication, child-child communication, physical expression, knowledge acquisition, reasoning practice, risk-taking, and personal autonomy. Early childhood learning happens through play. In this case, play is a serious matter, although it is quite fun to all involved. Children learn by doing and actively participating. When given the opportunity to explore, children flourish. They experiment, make choices, achieve strength and a sense of belonging as an effective individual within the context of a supportive, safe group. It is my belief that early childhood learning must happen in an integrated manner. Children of this age are too young for rigidly separated subject matter, and the skillful teacher of young children easily integrates the physical, emotional, social, creative, and cognitive areas of early learning. Role of Child as a Learner Johann Pestalozzi and Froebel, two of the earliest professionals in early childhood education, championed the development of the quality of early childhood theory and practice. Pestalozzi contended that young children learn most effectively by doing, by playing, and by interacting with the environmentthe physical world and other children (McCarthy Houston, 1980, p. 4). Early, effective learning happens best in a mixed age group, multi-cultural settings,  Froebel, like Pestalozzi, believed that play is of paramount importance in the development of the child, and that the emotional quality of the childs life (relationship with parents and other significant people) profoundly permeates the quality of the childs life (McCarthy Houston, 1980, p. 6). Pestalozzi did not particularly formalize his theories and methods, but he had a very good intuitive grasp of the necessity for language development, nurturing environments, and healthy relationships for children as a springboard for optimum learning. The child as a learner has cognitive needs, and these vary according to the age of the child. Piaget became famous for his work in the cognitive domain, and his guidelines of pre-operational thought to more sophisticated abstract thinking are useful for teachers who wish to be careful about not expecting too much from children who are operating at a lower cognitive level (DeVries Kohlberg, 1987, p. 54). His work was rather theoretical, and others (principally Kamii and DeVries) have expanded Piagets theory to widen its practical usefulness in early childhood classrooms. The young child learns from the motivation of a need to know, and most early learning takes place in the context of the home and relationship with parents and other family members. Lev Semenovich Vygotsky, one of the earliest workers in the area of developmental psychology and psychopathology, believed that childrens learning happens within the framework of the childs activities and is greatly influenced by the society and values of the persons near the child. The entire field of child development then consists of an endless stream of dialectical conflicts and resolutions, with the resolutions then internalized to form the childs increasingly sophisticated physical and psychological knowledge (Thomas, 1992, p. 322). John Deweys progressive education movement greatly affected thinking and practice for teachers desiring to arrange an appropriate environment for young learners. Dewey was one of the most influential educational philosophers in the United States in the early 1900s and his influence is still felt in the 1990s (McCarthy Houston, 1980, p.6). Dewey and other forward-thinking professionals of his time believed that learning should be based upon the childrens interests and that children should be actively involved in their education. Before Deweys time, most classroom activity consisted of teachers instructing passive, obedient listeners. Deweys work provided a solid philosophical basis for early childhood educators who desire to integrate subject matter into whatever the children are actively involved with at the moment. Dewey contended that any kind of life experience is valuable for learning. Dewey was humanistic in his orientation, and his work spoke to the importance of human interest, value, and dignity (McCarthy Houston, 1980, p. 8). Abraham Maslow was one of the first psychologists to emphasize the importance of various needs being met before other, higher needs come into focus. He placed the physical needs at the bottom of his needs hierarchy, followed by the need for love and belonging. Physically, children at young ages grow and change dramatically from year to year, and the alert, educated teacher will firmly grasp the necessity of a balanced program of large muscle activity, small muscle play, outdoor opportunities for expression of vigorous excess energy, and small motor expressive activity (Bredekamp, 1987, p. 56). Psychologically, children must feel safe before they are able to explore and learn. Children learn through social interaction with adults and other children, and their learning begins with awareness, moving through cycles of exploration, questioning, and application. Vygotsky viewed each childs learning in terms of that childs own ontogenetic development. Each experience of the child comes about as a result of the childs prior experiences of problem-solving and problem resolution (Thomas, 1992, p. 323). Mitchell, a student of John Dewey, also emphasized the necessity of learning within the context of the group. She believed that education for a democratic society begins at a very young age and she placed great importance on young children learning to cooperate and operate within a group (McCarthy Houston, 1980, p. 9). Carl Jung did a great deal of research and writing in the areas of variation of personality types, and his concepts lead us to believe that some individuals do their best work completely alone, even at a very young age. Carl Rogers also wrote about the importance of the individual contemplative experience. Like Maslow, Rogers as a humanistic psychologist believed in the importance of the human, individual aspect of learning. He saw learning as a change in self-organization. These learnings may be threatening and happen best in a psychologically safe, supportive environment (Rogers, 1969, p. 159). Although Rogers work primarily applied to the therapeutic counseling situation, it has great application to anyone dedicated to assisting others learn more about themselves. Role of the Teacher in the Learning Process Carl Rogers also had definite views on the nature of learning and the role of the teacher. He said that people learn by doing and by activities which involve the whole person (Rogers, 1969, p. 162). He contended that the most useful learning is the learning of the process of learning so that practical problems of living in a changing society may find successful solutions. According to Rogers and others who have followed similar philosophies, teachers are guides and facilitators. They set a creative, stimulating, supportive environment which enhances the childs natural curiosity about life around him. The astute early childhood educator provides a variety of activities, objects, events, materials and people which will assist the children in channelling their innate drive to learn. The best teachers are current in the understandings of fads and characters that appeal to young childrentelevision shows, favorite foods, clothing, and stories that are modern. Young children tune out adults who simply do not understand current culture. In this way, responsible teachers bring multicultural awareness into the classroom as well as information and materials relevant to their own ethnic background. Mixed classrooms provide an excellent opportunity to teach trust, respect, pride, appreciation of differences, and orderly group problem-solving (McCracken, 1993, p. 55). The teacher sets the tone for self acceptance and the acceptance of others. The effective early childhood teacher is an active learner, regardless of her own age, and this type of professional engages children in active participation with materials that are genuinely interesting to the children. This type of adult extends the childs learning with skillful questioning and acceptance of error through experimentation. The well-versed teacher understands the various levels of cognitive learning, Piagets theories, and Blooms Taxonomy so that children are guided and encouraged, but never forced into an intellectual level that is not appropriate. Responsible early childhood teachers respect the individual styles of the students at all times, as well as the various cultures from which they originate. The emotional tone in the best early childhood environments is one of warmth, high self-esteem, and safety. Creative expression is welcomed, even if the forms prove to be highly unusual. Mitchell advocated creative expression of the whole child, through conversation, art, music, dance, and story-telling (McCarthy Houston, 1980, p. 9). Cooperative learning and family involvement provide rich resources for respect among individuals and groups of a variety of different cultures. Skillful teachers in multicultural settings will recognize those values which must be basic (respect for the human body and rules for group interaction) and encourage the expression of the varieties and nuances specific to the individual ethnic group (McCracken, 1993, p. 65). Role of Peers in Learning The National Association for the Education of Young Children strongly advocates the guidance of social-emotional development in the classroom. Teachers have the responsibility for positive modeling, encouraging expected behavior, redirecting inappropriate actions, and setting clear limits. With this type of skilled teaching, children learn the social skills of cooperation, helping, negotiation, and verbal communication. In order for these important social skills to happen, teachers must depart from the traditional modes of instructing, placing children at individual desks, and spending a great deal of time as referee or punisher (Bredekamp, 1987, p. 55). CLASSROOM PRACTICES It is evident from the previous writing that effective teaching requires the logical, ethical translation of teaching philosophy into classroom implementation. Most importantly, all activities for young children must be developmentally appropriate to the age (Bredekamp Rosegrant, 1992). This is true across the board in every subject matter and in every aspect of the childs beingphysical, emotional, social, cognitive, and spiritual. SUMMARY/CONCLUSION In order to be an effective early childhood teacher, I must know my own philosophy, limitations, prejudices, and strengths. In general, I prefer five-year olds, and honestly, I am more comfortable with students of this age who are from my own cultural background. I lean philosophically towards the concepts of Pestalozzi and Froebel as well as the humanistic psychologists who followed in this country. Most of all I strive to provide age-appropriate materials and experiences for the children. References Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, D. C. : NAEYC. Bredekamp, S. , Rosegrant, T. (Editors) (1992). Reaching potentials: Appropriate curriculum and assessment for young children, Volume 1. Washington, D. C. : NAEYC. DeVries, R. , Kohlberg, L. (1987). Constructivism early education: Overview and comparison with other programs: Washington, D. C. : NAEYC. McCarthy, M. , Houston, J. (1980). Fundamentals of early childhood education. Cambridge, Massachusetts: Winthrop Publishers. McCracken, J. B. (1993). Valuing diversity: The primary years. Washington, D. C. NAEYC. Rogers, C. (1969). Freedom to learn. Columbus, Ohio: Merrill. Thomas, R. M. (1992). Comparing theories of child development, Third Edition. Belmont, California: Wadsworth Publishing Company.

How E Commerce Is Changing Consumer Buying Behaviour Marketing Essay

How E Commerce Is Changing Consumer Buying Behaviour Marketing Essay In Electronic Commerce, online purchasing is the process consumers go through when they decide to shop on the internet. Therefore, the internet has developed to a highly competitive market, where the competition over the consumer is fierce. In order to have an impact on and retain consumers, in a competitive market, Constantinides (2004) stated that the first step is to identify certain influencing aspects when purchasing online, these can be regarded as factors. The purpose of the research is primarily to identify and get insight into what main factors the online consumer takes into consideration when purchasing books online, as books are the most commonly bought product on the internet (Arbeitsgemeinschaft Online-Forschung e.V. [AGOF e.V.], 2007). Concise Review of the Related Literature This research suggests that consumers attitude toward Internet shopping first depends on the direct effects of relevant online shopping features (Davis, 1993). The core constructs of our framework are adapted from the Technology Acceptance Model (TAM) by Davis (1989), an influential research model in the information systems field. Although this model is specifically tailored to understand the adoption of computer-based technologies on the job or in the workplace, it has proven to be suitable as a theoretical foundation for the adoption of e-commerce as well (Chen et al., 2002). Therefore, the TAM structures are employed as a foundation for our research framework. Online shopping features can be either consumers perceptions of functional and utilitarian dimensions, like ease of use and usefulness, or their perceptions of emotional and hedonic dimensions like enjoyment (Menon and Kahn, 2002). The internet has developed into a new distribution channel (Hollensen, 2004) and the evolution of this channel, e-commerce, has been identified by Smith and Rupp (2003) to be the most significant contribution of the information revolution. The number of internet users is constantly increasing which also signifies that online purchasing is increasing (Joines, et al., 2003). The rapid increase is explained by the growth in the use of broadband technology combined with a change in consumer behaviour (Oppenheim Ward, 2006). Using the internet to shop online has become one of the primary reasons to use the internet, combined with searching for products and finding information about them (Joines et al., 2003). Smith and Rupp (2003) also state that the consumers have never had access to so many suppliers and product/service opinions. By integrating Fishbeins attitudinal theoretical model (Fishbein 1967) and the expectation-confirmation model (Oliver 1980), we attempt to associate the three elements together and form a base model Model of Intention, Adoption, and Continuance (MIAC) (as depicted in Figure 2) for the development of an online consumer behaviour framework. (Purpose) (Implementation) (Persistence) Consumer Online Purchase Consumer Online Repurchase Consumer Online Purchase Intention Figure 2: Model of Purpose, Implementation, and Persistence Fishbeins attitudinal model has been widely used in the marketing context (Lilien et al 1992) and this paradigm provides researchers with a useful lens for examining the factors explaining consumer purchasing intention and adoption. According to this model, behaviour is predominantly determined by intention. Other factors like attitudes, subjective norms, and perceived behavioural control are also shown to be related to an appropriate set of salient behavioural, normative, and control beliefs about the behaviour. However, Fishbeins model stops at the adoption level and does not capture other important factors that explain and predict consumer continuance behaviour (repurchase). The expectation-confirmation model (Oliver 1980), on the other hand, focuses on the post-purchase behaviour. It is a widely used model in the consumer behaviour literature, particularly in explaining consumer satisfaction and repeat purchase. Satisfaction is the central notion of this model and it is formed by the gap between expectation and perceived performance (Oliver 1980). The expectation-confirmation theory suggests that if the perceived performance meets ones expectation, confirmation is formed and consumers are satisfied. Bhattacherjee (2001) stated that satisfied users are more likely to continue the IS use. Thus, we point that adoption and continuance are connected to each other through several mediating and moderating factors such as trust and satisfaction. The research articles appear in a variety of journals and conference proceedings in the fields of information systems, marketing, management, and psychology. A review of these articles indicates that researchers mostly draw theories from classical consumer behaviour research, such as behavioural learning (Skinner, 1938), personality research (Folkes 1988), information processing (Bettman 1979), and attitude models (Fishbein 1967). There are still significant differences between offline and online consumer behaviour that warrant a distinguishing conceptualization. For example, Vijayasarathy (2001) integrated the web specific factors (online shopping aid) into the theory of reasoned action (TRA) to better explain consumer online shopping behaviour. Song and Zahedi (2001) built on the model of the theory of planned behaviour (TPB) and examined the effects of website design on the adoption of Internet shopping. Donal Rogan (2007) explains the relationship between consumer behaviour and marketing strategy and states that strategy is about increasing the probability and frequency of buyer behaviour. Requirements for succeeding in doing this are to know the consumer and understand the consumers needs and wants. Chisnall (1995) points out that human needs and motives are inextricably linked and that the relationship between them is so very close that it becomes difficult to identify the precise difference which may characterize them. Buyers characteristics are important theories from Kotler and Armstrong (2007) and it explains the way that the consumer interprets and receives stimuli from advertisements. The decisions of consumers are influenced by a number of individual characteristics that are linked to the consumers specific needs. (Kotler Armstrong, 2007) A review of online consumer research reveals that the scope of published studies is rather broad, the studies appear relatively fragmented with contradictory results, and only very few prior studies (e.g., Jarvenpaa and Todd 1996, Koufaris et al 2001) have attempted to systematically review and develop a framework for the research of this important research area. Aims and Objectives of Study To develop a valid and reliable measure of motivations and costs associated with online information search and purchase behaviour; To provide a systematic and exhaustive review of online consumer behaviour research; To test the ability of the measure to identify the impact that specific motivations and costs have on apparel search and purchase decisions among Internet shoppers worldwide; To identify important constructs that are specific to the context of online purchasing; to propose an integrated framework that enhances our understanding of the underlying driving factors of online consumer behaviour; To evaluate the potential of the Internet as an efficient and effective medium to disseminate information to enhance brand/product awareness, evaluations, and purchase intentions in the global marketplace; To provide directions for future research in this area. Research Questions How does the level of computer and Internet experience of the target group relate to the level of Internet purchases? What main factors affect the online consumer when considering and making a purchase over the internet? How do these factors influence the consumer when purchasing books online? What kind of segments can be found within the identified consumers when purchasing books online? What is the connection with the identified factors and consumer segment groups? A Structured Research Approach Prior literature provides us with a rich foundation on which to build a research framework for the study of online consumer behaviour. As suggested by Douglas et al. (1994), strong theoretical and conceptual frameworks can be developed through an integration of constructs from different research traditions and disciplines. In the current study, we review the prior literature of online consumer behaviour and analyze the theories and the underpinning factors. A systematic and structured approach in search and review is strongly recommended in writing sound IS literature reviews (Webster and Watson 2002). In this study, we conducted an exhaustive and systematic electronic search using ProQuest, Social Science Citation Index, IEEE Xplore, and other bibliographic sources with keywords such as online shopping, Internet shopping and online consumer purchasing behaviour. In addition to the search for referred journal articles, we included three IS-related conference proceedings (AMCIS, HICSS, ICIS) in our literature search and analysis. Research Methodology To answer the purpose of the thesis, both primary and secondary data had to be collected. Primary data is data collected especially to answer the purpose and research questions of the current research. This data must be gathered by the researcher of the research at hand and can be done by observation, interviews or questionnaires. Secondary data is data that has been collected earlier, to fulfil the purpose of some other research. This data can be gathered from books, articles, reports and many others sources. (Saunders et al., 2007) Direct Observation Observation is a research technique that is often implicit in the data-gathering approach and observation is something we cannot fail to do as people, we are all expert observers (Hackley, 2003). Furthermore, participant observation will be chosen as it puts the researcher where the action is enabling them to experience the lives of informants, one option is to observe consumers behaviour and their purchase decision in online store (Meiselman et al., 2000). An observational approach provides a clearer representation of the decision process that consumers proceed through rather than the consumers perceptions of that process (Douglas and Wind, 1978), thus providing the researcher with the ability to uncover unconscious consumer actions. Survey The greatest use of questionnaire is made by survey as strategy. However, both experiment and case studies research strategies can make use of these techniques (Oppenheim, 1992). Some authors reserve it exclusively for surveys where the person answering the question actually records their own answers and other authors use it as a more general term to inclusively for survey interview hat administered either face to face or by telephone. (Kervin 1999) In addition, questionnaire can be used as a general term to include all techniques of data collection in which each person is asked to respond to the same set of questions in a predetermined order. (DeVaus, 1996) Interview An interview is a purposeful discussion between two or more people (Kahn and Cannel 1957). The use of interviews can help to gather valid and reliable data that relevant to the research questions and objectives. Sampling Sampling techniques provides arrange of methods that enable to reduce the amount of data need to collect by considering only data from a sub groups rather than all possible cases or elements. Sampling also save times and give over view of population. Researcher Kervin (1999) argues that using sampling enables a higher overall accuracy than a census. Methods of Data Analysis During the dissertation both the quantitative and qualitative data will require analysis. In order to analyze the data collected through the survey and the focus group, several strategies were used. The aim was to give a descriptive analysis of the consumer behaviour in online shopping. The tables, charts and pie charts were interpreted as made up the foundation for the focus group discussion. The method of analysis to be followed is that proposed by Dey, Miles and Huberman: Comprehend and manage it. Merge related data drawn from different transcript and notes. Identify key themes or pattern from it for further exploration. Develop and / or test hypotheses based on these apparent patterns or relationships. Draw and verify conclusions. (Dey, 1993; Miles and Huberman, 1994) Moral Issue of Research Consumers were firstly observed without interruption, allowing their natural behaviour will be recorded. Only once they complete their actual purchase decision, the researcher will approach them. Those shoppers who will picked up a product to purchase were intercepted as they walk away from the cabinet and will be asked to answer a few short questions regarding their purchase choice. Research Timetable Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Internet Research Literature Review Research Design Methodology Data Sources Data Collection Data Analysis Writing up Draft Editing Final Document Binding Document References Arbeitsgemeinschaft Online-Forschung e.V. [AGOF e.V.], 2007. Bettman, J. R. (1979) An information Processing Theory of Consumer Choice, Reading, Mass.: Addison-Wesley. Bhattacherjee, A. (2001) Understanding Information Systems Continuance: An Expectation Confirmation Model, MIS Quarterly, vol. 25, no. 3, pp. 351-370. Chen, L., Gillenson, M.L. and Sherrell, D.L. (2002), Enticing online consumers: an extended technology acceptance perspective, Information Management, Vol. 39 No. 8, pp. 705-19. Chisnall, M. P. (1995) Consumer Behaviour, 3rd Edition, Maidenhead, McGraw Hill Companies. Constantinides, E. (2004) Influencing the online consumers behaviour: the Web experience, Internet Research 14: 2, 111-126. Davis, F.D. (1989), Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, Vol. 13 No. 3, pp. 319-40. Davis, F.D. (1993), User acceptance of information technology: system characteristics, user perceptions and behavioural impacts, International Journal of Man-Machine Studies, Vol. 38 No. 3, pp. 475-87. Devaus, D. A. (1996) Surveys in Social Research, 4th edition, London, UCL Press. Dey, I. (1993) Qualitative Data Analysis, London, Routledge. Donal Rogan, FH Joanneum Graz, 28 May 1 June 2007, International Consumer Behaviour. Douglas, S. P., Wind, Y. (1978) Examining family role and authority patterns: two methodological issues, Journal of Marriage and the Family, Vol. 3 pp.35-47. Fishbein, M. (1967) Attitude and Prediction of Behaviour, in M. Fishbein, ed., Readings in Attitude Theory and Measurement, New York: John Wiley, pp. 477-492. Fishbein, M. (1967) Attitude and Prediction of Behaviour, in M. Fishbein, ed., Readings in Attitude Theory and Measurement, New York: John Wiley, pp. 477-492. Folkes, V. S. (1988) Recent Attribution Research in Consumer Behaviour: A Review and New Directions, Journal of Consumer Research, vol. 14, pp. 548-565. Hackley, C. E. (2003) Doing Research Projects in Marketing, Management and Consumer Research, Routledge, London. Hollensen S. (2004) Global marketing A Decision Iriented Approach, 3rd Edition, Edinburgh Gate, Pearson Higher Education. Jarvenpaa, S. L., and Todd, P. A. (1996) Consumer reactions to electronic shopping on the World Wide Web, International Journal of Electronic Commerce, vol. 1, no. 2, pp. 59-88. Joines, L. J., Scherer, W. C., and Scheufele A. D. (2003) Exploring motivations for consumer Web use and their implications for e-commerce, Journal of Consumer Marketing, 20: 2, 90 108. Kervin, J. B. (1999) Methods for Business research, 2nd edition, Reading, Addison Wiley. Khan, R. and Cannell, C. (1957) The Dynamics of interviewing, New York, Wiley. Kotler, P. Armstrong, G. (2007) Principles of Marketing, 12th Edition, Upper Saddle River, Prentice Hall. Koufaris, M., Kambil, A., and Labarbera P. A. (2001) Consumer Behaviour in Web-Based Commerce: An Empirical Research, International Journal of Electronic Commerce, vol. 6, no. 2, pp. 115-138. Lilien, G. L., Philip K., and Sridhar M. K. (1992) Marketing Models, New Jersey: Prentice Hall. Meiselman, H. J., Johnson, J. L., Reeve, W., Crouch, J. E. (2000) Demonstration of the influence of the eating environment on food acceptance, Appetite, Vol. 35 pp .231-7. Menon, S. and Kahn, B. (2002), Cross-category effects of induced arousal and pleasure on the Internet shopping experience, Journal of Retailing, Vol. 78 No. 1, pp. 31-40. Miles, M.B. and Huberman, A. M. (1994) Qualitative Data Analysis (2nd edition), Thousand Oaks, California, Sage. Oliver, R. L. (1980) A Cognitive Model for the Antecedents and Consequences of Satisfaction, Journal of Marketing Research, no. 17, pp. 460-469. Oppenheim, A. N. ( 1992) Questionnaire Design, New edition , London , Printer. Oppenheim, C. and Ward, L. (2006) Evaluation of web sites for B2C e-commerce, Aslib Proceedings: New Information Perspectives 58: 3, 237-260. Saunders, M. N. K., Thornhill, A., Lewis, P. (2007) Research Methods for Business Students. London: Pearson Higher Education. Skinner, B. F. (1938) The Behaviour of Organisms: An Experimental Analysis, New York: Appleton Century Crofts. Smith, D. A., and Rupp, T. W. (2003) Strategic online customer decision making: leveraging the transformational power of the Internet, Online Information Review 27: 6, 418 432. Song J., and Zahedi, F. M. (2001) Web Design In E-Commerce: A Theory And Empirical Analysis, Proceedings of the International Conference of Information Systems 2001, pp. 205-220. Vijayasarathy, L. R. (2001) The Impact of Shopping Orientations, Product Types, and Shopping Aids on Attitude and Intention to Use Online Shopping, Quarterly Journal of Electronic Commerce, vol. 2, no. 2, pp. 99-113. Webster J., and Watson R. T. (2002) Analyzing the Past to Prepare for the Future: Writing a Literature Review (pp. xiii-xxiii), MIS Quarterly, vol. 26, no. 2, pp. xiii-xxiii (13-23).

Alcohol and Cigarette Advertisement Essay -- Advertising Marketing

Alcohol and Cigarettes Advertisement How would you feel if one of your family members or close friends told you they have a lung disease or cancer? According to a 1992 national household survey on alcohol, about 7.5% of the United States population (That is about 14 million Americans) abuse or are dependent on alcohol. Also, a recent 2004 Center for Disease Control (CDC) survey indicated that about 21% of US adults are current cigarette smokers. (That is about 44.5 million people).Let me repeat that. These numbers are from 2004. I’m guessing these numbers have increased in the last four years. These numbers are incredible since everyone realizes how damaging alcohol abuse and cigarette smoking can be. After reading a number of health articles as well as reading about horrible deaths caused by alcohol and cigarettes, I would not endorse these products to anyone. For any of you who know someone who smokes or drinks, you might want to tell them about the facts I’m going to tell you today because it might save their lives. Today I’d like to talk to you about first, why alcohol and cigarettes advertisement should be banned Second, I’m going to talk about the importance of the cigarette and alcohol problems in America, and finally, how people in society can benefit if the advertisements were not shown. Alcohol and cigarettes have killed a lot of people in the United States. The people who don’t die directly from drinking or smoking, end up having cancer or one of many diseases when they get older. Some long term effects of alcohol and cigarettes are permanent damage to vital organs, several types of cancers and brain damage. Bryan Curtis, a resident of St. Peterburg, started smoking at the age of 13, never thinking that 20 ye... ...Tourres. "France Ban on Internet Alcohol Advertising Hits Industry." Timesonline.co.uk. 9 Sept. 2008. 12 Nov. 2008. . "Cigarette Smoking." Cancer.org. 9 Nov. 2008 . Fuller, Richard K. "Alcoholism Treatment in the United States an Overview- some 14 million Americans Have an alcohol problem, treatment efforts are described." Findarticles.com. 12 Nov. 2008 . ""He Wanted you to Know"" Whyquit.com. 10 Nov. 2008. "Quotes About Alcohol and ADS." Frankwbaker.com. 12 Nov. 2008

Informational Essay about Lille, France -- essays research papers

Lille Lille is a city in the north of France. Once know as the Manchester of France, because of its old textile mills. In the 1950’s it was a big coal-mining district, but recently the mines have dried up. Lille is most famous for its textiles as well but other countries make fabrics cheaper Lille- a short brief And faster. One of Lille’s main businesses is a mail order company. They are the apparently the best in France. Lille now has many advantages, main motorways that lead to other countries and around France, it has the euro star running through the city. Lille is right by the border of Belgium. Which means many people can travel from Belgium to Lille for work. There are no more borders gates now. The E.U took them away so more people can travel to the city. The modernisation of Lille took about  £90 million pounds. The e.u paid about  £5 million for the motorways. CONTENTS – Page 1 – introduction and contents (your reading it) Page 2 – how Lille has changed Page 3 - businesses of Lille Page 4 – canal map Page 5 – table to show how many workers (inaccurate) Page 6 - conclusion Page 2 – how Lille has changed Lille has changed in many ways, new roads, industries, offices and businesses. The whole conversion of Lille has made a big improvement on the place. More people can get work, more tourism and more people coming to life in the city. The city has wacky buildings, modern shopping centres and a new mail order that is the best in France. Which was converted from an old textile mill. First it just did clothes but now it did all. Because of the new motorways, you can get to anyway in France from Lille. Great for the mail order company to deliver in 24 hours! Because Lille is so n... ...rrocans. Many of them are having big trouble finding jobs, some of been waiting years for one. There are plenty of offices but not enough people want to start up their own buissness or they do but they just haven’t got the money. But if Lille did manage to find some more labour then the city would greatly improve by a great deal. But since the 1950’s Lille has become quite modern. Lille has suffered ww1 because its close to flanders, it has suffered ww2 because it was right on the border belguims where the germans invaded first because they could not get past frances east defences so they went in from the top. The city has suffered revolution and many more but the current one of course is not enough jobs. I think Lille is quite a nice city though. If they play their cards right they could be as famous as their capital, Paris. Well not quite but close to it.

Math History Essay -- essays research papers

Mathematics starts with counting. It is not reasonable, however, to suggest that early counting was mathematics. Only when some record of the counting was kept and, therefore, some representation of numbers occurred can mathematics be said to have started. In Babylonia mathematics developed from 2000 BC. Earlier a place value notation number system had evolved over a lengthy period with a number base of 60. It allowed arbitrarily large numbers and fractions to be represented and so proved to be the foundation of more high powered mathematical development. Number problems such as that of the Pythagorean triples (a,b,c) with a2+b2 = c2 were studied from at least 1700 BC. Systems of linear equations were studied in the context of solving number problems. Quadratic equations were also studied and these examples led to a type of numerical algebra. Geometric problems relating to similar figures, area and volume were also studied and values obtained for p.The Babylonian basis of mathematic s was inherited by the Greeks and independent development by the Greeks began from around 450 BC. Zeno of Elea's paradoxes led to the atomic theory of Democritus. A more precise formulation of concepts led to the realisation that the rational numbers did not suffice to measure all lengths. A geometric formulation of irrational numbers arose. Studies of area led to a form of integration. The theory of conic sections show a high point in pure mathematical study by Apollonius. Further mathematical discoveries were driven by the astronomy, for example the study of trigonometry. The major Greek progress in mathematics was from 300 BC to 200 AD. After this time progress continued in Islamic countries. Mathematics flourished in particular in Iran, Syria and India. This work did not match the progress made by the Greeks but in addition to the Islamic progress, it did preserve Greek mathematics. From about the 11th Century Adelard of Bath, then later Fibonacci, brought this Islamic mathemati cs and its knowledge of Greek mathematics back into Europe. Major progress in mathematics in Europe began again at the beginning of the 16th Century with Pacioli, then Cardan, Tartaglia and Ferrari with the algebraic solution of cubic and quartic equations. Copernicus and Galileo revolutionised the applications of mathematics to the study of the universe. The progress in algebra had a major psychologic... ...ever have taken place without logs. Then the world changed. The pocket calculator appeared. The logarithm remains an important mathematical function but its use in calculating has gone for ever. Here is the challenge. What will replace the calculator? You might say that this is an unfair question. However let me remind you that Napier invented the basic concepts of a mechanical computer at the same time as logs. The basic ideas that will lead to the replacement of the pocket calculator are almost certainly around us. We can think of faster calculators, smaller calculators, better calculators but I'm asking for something as different from the calculator as the calculator itself is from log tables. I have an answer to my own question but it would spoil the point of my challenge to say what it is. Think about it and realise how difficult it was to invent non-euclidean geometries, groups, general relativity, set theory, and everything else to do with MATH! Einstein and his Theory What do you think when some one says Einstein, is it Relativity, or E=MC2? What do you think E=MC2 means, well it means Energy=Mass x Speed of Light Squared. He was way ahead of his own time, he was a genius!

Cleopatra’s dramatic Essay

This request displays Cleopatra’s dramatic, attention seeking and indulgent side. She can be very histrionic which becomes more evident throughout the scene. Cleopatra’s words also portray her as a very manipulative person, able to bend people to her will. Cleopatra’s unexpected actions are what fascinates Antony and keeps him drawn to her. This could partly be the reason why Antony’s Egyptian side has such a strong hold over him. Furthermore, Cleopatra’s dramatic words accuse Antony of being unfaithful: â€Å"O, never was there queen/ So mightily betrayed!† This again shows Cleopatra as being manipulative, jealous and quarrelsome – a difficult aspect of her character. Her statement is very self-pitying and manipulative, she is accusing Antony and there is nothing he could say to please her. He cannot control or deal with her – possible part of what makes her so fascinating and intriguing. Therefore it can once again be seen that Shakespeare’s creation of Cleopatra as a manipulation and captivating character plays some part in Antony’s duality of character. Her hold over her lover is too strong and is making Antony a more Egyptian, hedonistic lover than a true Roman of his past.  The audience are first introduced to Antony through the comments of Philo at the very beginning of the play, and the audience are informed of the duality of character in Antony. Philo begins by describing how he feels that Antony’s love for Cleopatra is out of control and damaging him and his reputation: â€Å"Nay, but this dotage of our general’s/ O’erflows the measure.† Philo continues with: â€Å" His captain’s heart,  Which in the scuffles of great fights hath burst  The buckles on his breast, reneges all temper,  And is become the bellows and the fan  To cool a gypsy’s lust.†Ã‚  This refers to Antony’s past greatness as a soldier – a true Roman hero. Philo feels like Antony’s love for Cleopatra has overpowered him and destroyed what he once was. Philo then describes Antony as one of â€Å"the triple pillar of the world transformed/ Into a strumpet’s fool.† This shows the Roman contempt for Cleopatra, which is conveyed throughout the play. None of the Romans have a good thing to say about her and disregard her. The hugely eminent and powerful, magnificent Antony has been utterly diminished by his infatuation and obsession with Cleopatra. Philo once again makes reference to Antony’s past greatness: â€Å"Sometimes, when he is not Antony,  He comes too short of that great property  Which still should go with Antony.†Ã‚  It reminds the audience how great Antony was as a great roman, a great leader, strong politician and statesman. Through the conversation of Philo and Demetrius, it can therefore be seen that Antony is indeed caught in a tug-of-war between his Roman and Egyptian loyalty ties. He is supposedly loyal to Rome, yet he is loyal to Cleopatra and the inhabitants of her Kingdom in Egypt. In conclusion, it is the differing character’s comments and views that bring out the duality in Antony’s character in Act One. The comments from Antony uncover an underlying battle within himself, a battle fought by both his Egyptian and Roman side. Antony himself acts madly in love with Cleopatra, yet aside, he seems to know that his real loyalty lies with Rome, and his love with the queen can only lead to destruction and danger. Octavius Caesar’s remarks inform the audience of Antony’s past as a great and respected soldier of Rome. This reinforces the audience’s view of Antony’s character division and allows the audience to fully appreciate the difficult choice that Antony will have to make. In addition, Cleopatra’s comments on her lover give the audience her true personality traits of being manipulative and dramatic. These qualities fascinate Antony and encourage his lust and strengthen his Egyptian loyalty ties. Finally, Philo’s own observations of Antony give the notion of Cleopatra being a poison that has transformed Antony from a fully pledged guardian of Rome to an irresponsible and pleasure seeking fool.

Biography of Christopher Bruce Essay

Christopher Bruce was born on the 3rd of October 1945 in England, he started studying dancing at 11 years old, and he began with tap and ballet. After studying at the Rambert School Christopher Bruce joined Rambert Ballet in 1963, where he quickly became the leading male dancer. Bruce appeared in works such as Don Quixote in 1964 and Coppelia in 1966. Then the company began to experiment with ballet and modern, combining them to form, specifically the Martha Graham technique. (Martha Graham created 181 ballets and a dance technique that has been compared to ballet in its scope and magnitude. Many of the great modern and ballet choreographers have studied the Martha Graham Technique or have been members of her company.) When Bruce danced the role of Pierrot Lunaire, his own interpretive skills were noticed. Bruce was â€Å"dominating everything- practically living the part†. Bruce then worked with Glen Tetley, he discovered that â€Å"the motive for the movement comes from the centre of the body†¦ from this base we use classical ballet as an extension to give wider range and variety of movement† In 1977 he was appointed associate director of the company and was its associate choreographer from 1979-87, he created over twenty works for the company. Between 1986-91 he acted as associate choreographer also for London Festival Ballet, later ENB, and resident choreographer for Houston Ballet in 1989. In 1994 he became artistic director for RDC. Often political in his work, he integrates classical ballet and modern dance, often set against popular music by artists like Bob Dylan, Rolling Stones. His productions include ‘Cruel Garden’, 1977, ‘Ghost Dances’, 1981, ‘Swansong’, 1987, and ‘Rooster’, 1991. Influences Social and political themes emerge as naturally as a reflection of his own concerns, although his aim is always firstly to create a piece of dance, rather than to make a statement. Nevertheless, he does not see a conflict between creating interesting movement and tackling difficult issues. He believes that there is much beauty in Ghost Dances and similar works. Bruce is typically known for using themes that focus on personal or political issues. He has created abstract pieces but even these have a strong undercurrent of emotion. Bruce uses a wide range of starting points, particularly poetry, literature, music, newspaper articles and world events. For example ‘†¦for those who die in cattle’ reflects his views and concerns of war, ‘rooster’ is his idea of relationships, ‘swansong’ is probably one of his most moving and emotional pieces and tackles the very serious issue of torture. His views on the general human condition are portrayed in ‘waiting’. Throughout his career, Christopher has been a strong supporter of Amnesty International’s ideas and through his choreography he has voiced his concerns for society, the persecuted and victims of a wide range of human rights abuses. Time and again he has returned to these themes and in his most recent work â€Å"grinning in your face†, these concerns are articulated as powerfully as ever. The Arts have an important role to play in exploring social issues and dance can be seen as the most human of the Arts as it is based on the body. The image of the tortured prisoner from â€Å"swansong† or the unjust imprisonment of Reuben Carter, in â€Å"Hurricane† are far more powerful than mere words can ever be. Video extracts of Christopher’s work have been used to reinforce talks about human rights abuse. In the 1970’s the focus for Bruce was South America and Pinochet’s bloody coup against the elected Allende government in Chile. He was deeply moved on the meeting of Joan Jara, who was tortured and murdered by Pinochets forces. This meeting lead him to choreograph, Ghost Dances. He took the theme of the day of the dead, simple symbolism and indigenous dance movements as a basis to convey the plight of the innocent people of South American down the ages and their courage in the face of adversity. Certainly, Ghost Dances has a tremendous impact and audiences in many countries have delighted in its distinctive, rhythmic movement performed to haunting American tunes. However, it is the representation of the oppression of ordinary people, symbolised by the sinister ghost figures, which give the work much of its resonance. On the evidence of ghost dances, swansong, and cruel garden  (about the death of Lorca at the hands of the fascists in Spain), human rights themes have provided him with a strong source of inspiration. He remains a passionate advocate for the role of dance and the arts in society and believes that seeing good work and the chance to perform, either as an amateur or a professional, an not only enrich lives, but can also be civilising influence. Ghost dances It was created in 1981, and was influenced by the political oppression in Chile. The style was contemporary ballet blended with South American folk dance. The setting of Ghost Dances is a rocky Andean location suggesting the mouth of a cave. The colours (blue’s, greens and greys) of the backdrop were very effective and complimented the costumes and movement by adding to the eerie atmosphere. The whole stage was lit by a dim white light. The ‘dead’ wear everyday clothes, which are beginning to disintegrate. The Ghost Dancers appear as skeletal figures in striking skull masks. The piece is accompanied by Andiean folk music, with panpipes, guitars, and flutes. The tune is infectious, rhythmic and tuneful. The style of the choreography is sinuous and graceful, incorporating folk-dance influences. The Ghost dancers style of dance differs to the style of the ‘dead’. The Ghost dancers use very off balanced and angular Movements, there heads are the main key I think to making their dancing look as threatening as it does, they move them very quickly and sharply in unison and it creates a very menacing effect. The ‘dead’, on the other hand are very free flowing and graceful, their posture is very open chested and balletic with very neat but complex footwork. I loved this piece and the skills used to perform it. The fluid motion alongside traditional Chilean folkdance was original and inspiring to watch, it was a very moving piece and had a big impact on me because of the real life issues behind it. Swansong This piece was created in 1987 and was influenced by the fate of political  prisoners, the style was contemporary ballet and the prisoner’s movements were based on the idea of a swan. The piece is generally based around the fate of political prisoners and their need to break free. Swansong is a deliberately disturbing dance showing a victim being tortured by a variety of means, although there is no actual violence on stage. It shows both the aggressive and sadistic element of interrogation, and how brainwashing, humiliation and playing with emotions can all be part of a long, nerve- racking game. In combining vaudevillian humour, balletic virtuosity, and contempory dance expressionism with such a serious theme, he seeks to create work that can be appreciated at a number of levels by a broad audience. The three dancers are costumed archetypally and very much resembled the set, it was all very simplistic, with the prisoner in just a plain t-shirt and jeans and the two guards a re wearing vaguely militaristic khaki trousers and short- sleeved shirts could be viewed as policemen, soldiers, or guards. Programme notes have tended neither to give names to the characters nor to specify roles – choosing instead to simply list the cast and allow audiences to make their own interpretation. The prisoner uses a very graceful and flowing style of dance whilst in contrast the two guards dance in a modern, camp manner, highlighting even more the separation and difference between the guards and prisoner. The simplicity of the staging and ambiguity of the characters lends weight to its universality. The action could be taking place anywhere in the world. The stage is dark and bare with the exception of a single wooden chair lit starkly from above, indicating perhaps a single bulb-hanging overhead in an otherwise empty room. There are seven sections in swansong; each has a different theme and style.  ·Section 1, questions and answers. Throughout the first section the dance suggests the interrogators and victim playing a game of cat and mouse, the dance changing from trios to brief duets and solo’s. in the duets the interrogators dance in unison, performing the same material one after the other or slightly varying the steps to attack their victim.  ·Section 2, tea for two. The section section begins with another interrogation session during which the second interrogator walks round his seated victim, and this time the victim taps out ‘answers’ but in a defiant  mood. The interrogators change tatics.  ·Section 3, first solo. The third section is a solo for the victim alone on the stage and it is more lyrical both in music and movement than the proceding sections. It contrasts with the torture previously shown, appearing to be a cry of frustration and anger at the victim’s situation as well as evoking his urge for freedom.  ·Section 4, slow trio. The victim immediately tenses and flinches as the first interrogator reaches towards him, and then relaxes when he is not harmed. No questions are asked. Again the opening sequence is performed twice but at the end of the chair is moved so that the victim cannot return to it. This becomes a recurring theme of this dance; the victims chair is repeatedly pulled away from under him or placed just beyond his reach. He is pushed and thrown around, the effect of the violence is in slow motion. The victim curls defensively on the floor and is uncurled by the second interrogator and the torture continues.  ·Section 5, second solo without accompaniment. Although this section repeats dance motifs from the first solo such as the jumps and arabesques suggestive of flight, it is generally more mimetic. The victim lifts the chair onto his back to make it appear he is carrying a huge weight on his shoulders. He then stands facing the audience staring through the bars of the chair, then he appears to crumble in frustration and the solo ends with his ankles trapped in the bars of the chair as if fetted.  ·Section 6, cane dance. The progression of the piece shows a build up of abuse and humility of the prisoner till the final section where the prisoner performs his last solo, his ‘swansong’. Rooster This piece was created in 1992 and in contrast to my other two chosen pieces  is influenced by the Rolling stones; the dance is based on the theme and context of the music. It is danced in a contemporary ballet style blended with modern dance to match the music. The set is a clear stage with naturalistic lighting and a white spotlight. The women wear black skirts, tops and tights and the men wear black trousers and a skirt, a red dress is worn only in one number and that is ‘ruby Tuesday’. The whole piece is danced to rolling stones music ranging from upbeat fast and rocky numbers to slower more relaxed music. The theme of each song in ‘rooster’ reflects the character that is dancing it, none of the dances are linked, and each section occurs simply because of the different songs that are used, this helps to create an episodic structure. The tempo of the music dictates the style of dance; the faster tracks are modern and contemporary whilst the slower ones are more balletic. This piece does not present a great deal of emotional involvment with the audience; it is simply based on the theme and context of the music. You can see this by the fact that the dancers, the style of dance and the music purely dictate the song. A Time line of dance works which have been choreographed and produced by Christopher Bruce  ·1969 George Frederic  ·1972 ‘†¦for those who die as cattle’  ·1974 Weekend  ·1975 Ancient voices of children  ·1976 Black Angels  ·1976 Promenade  ·1977 Cruel Garden  ·1981 Village Sounds  ·1981 Ghost Dances  ·1984 Sergeant early’s dream  ·1984 Intimate Pages  ·1985 Silence is the end of our song  ·1985 Land  ·1987 The dream is over  ·1987 Swansong  ·1989 Symphony in three movements  ·1990 Journey  ·1992 Rooster  ·1995 Meeting point Section B Producing our own piece of choreography in the style of Christopher Bruce in groups. How has the work of the choreographer influenced and inspired my own performance and choreography? I chose Christopher Bruce because of the influences behind his choreography, the real life human rights issues that through symbolism he has transferred this into dance. He has successfully brought more awareness to serious issues that most people would not be aware of because it is not going on in  this country. The fact that this affects Bruce personally is very inspiring, as his pieces have real meaning and thought behind them. The three works by Christopher Bruce that I have chosen to study are ‘ghost dancers’ and ‘swansong’ because of the political human rights issues that influenced them and ‘rooster’ because it was a contrast to the other two as its influence was the celebration of the Rolling Stones music. I thought these pieces complimented each other well to evaluate as each bears a large variation of accessible motifs, images and sequences of movement that I could re- interpret in my choreography in the style of Christopher Bruce. As it gave me the opportunity to analyse a variety of influences and issues behind the three pieces. Choreographic notes We choreographed a piece for a trio in the style of ‘rooster’. The set was clear other than three chairs that were used within the dance. We were dressed all in black and wore red scarfs round our necks. The lighting of the set was dark red.

A Subaltern’s Love Song Essay

â€Å"A Subaltern’s Love Song† is a rhapsodic poem that details the poet’s real-life infatuation. Betjeman does not use the military definition of subaltern here, but instead is referring to someone in an inferior position. The author struggles, somewhat happily, against his love interest as she continually bests him at tennis. In Literature, poems can often be very difficult for one to comprehend and interpret the author’s perspective. Many people grew only being exposed to the basic â€Å"Roses are red, violets are blue† form of poetic expression, so anything that fails to employ simple rhythmic phrases can be somewhat aloof to some people. Poetry is one of the most artistic forms of literature because it influences the author to express big thoughts and imaginations in somewhat of an abbreviated writing style, in contrast to essays, short stories, and many more. A Subaltern’s Love Song by John Betjeman is an example of poetry that takes the reader on a journey of music and a love story. It was not until I actually read through the poem once did I realize that the title â€Å"A Subaltern’s Love Song† would actually allude to the character of this poem. The context of this poem is most certainly romantic, and indicative of a love story, however the form of the poem actually has a rhythm to it. I am not exactly certain if the author purposefully paralleled the word â€Å"song† in the title with music, but it was something that stuck out to me and was one of the things that did capture my interest in this particular poetic work. Due to the fact that I am a one who enjoys reading love stories, my imagination was most certainly ignited by reading this poem. Another thing that particularly stuck out to me about this poem was the use of ambiguity regarding the soldier and the love interest. The author was successful in my opinion with his use of ambiguity to â€Å"raise questions and suggest outcomes. † (Clugston, 2010) All of the aforementioned components of â€Å"A Subaltern’s Love Song† allowed me to be an active and responsive reader while I was reading this. The archetypal approach is the best analytical approach that can be used to describe this poem. The poems does not direct it attention to only one sole approach. Because the poem is not just limited to the author’s feelings or way of thinking but it is delivered in a manner that the author has you thinking of different ways to show your love. The archetypal approach is being used in line five where it states â€Å"Love-thirty, love-forty, oh! Weakness of joy† (Clugston, 2010). It relates the weakness to as getting older in life and taking a chance on love. This also shows his progress through life in which he learns to love and finally ask for marriage. Were in the last stanza of the poem it sums up the whole meaning of the poem. A good poem should write in such a way that it does not immediately reveal all of its secrets. But neither should the language be couched in such arcane and esoteric terms that discovering its meaning become impenetrable. Poem is not a synonym for puzzle. When the inherent message of a poem becomes impossible to understand, then it becomes a more of an ordeal than a pleasure. The references should, in my view, be accessible to scrutiny in such a way that its treasures are unlocked upon careful and considered reading. A deliberately confusing poem serves no purpose other than to prove what a smart Alec the poet is. A Subaltern’s Love Song is a perfect example of a well-structured poem. Upon first reading this seems little more than a clever poem written about a few posh twerps with too much time on their hands. But, there is so much more going on. It’s a love story that was not directly stated and I enjoyed the reading.

New Product Launch Marketing Plan, Part III

Public relations and sales promotion will play a major part of LiveWell’s ability to stay in the growth stage, attract new customers, and keep loyal customers that wish to lead a healthy lifestyle. Healthy chocolate’s message to the public is to â€Å"Live healthier and happier with every bite†. To enforce the credibility of healthy chocolate’s message, all of the chocolate products can get labeled with university research on its ability to produce anti-toxins, reduce blood pressure, and claim any other discoveries healthy chocolate can achieve.Public relations for healthy chocolate will involve sponsoring events for publicity such as the Special Olympics, hosting disabled veterans sports events, and holding fitness fairs to identify with individuals who want to become healthy in the target market, increase the product’s name, and to express commitment toward social issues. â€Å"Companies can promote their brands and public name by sponsoring and publicizing sports and cultural events and highly regarded causes† (Kotler & Keller, 2012, pg. 529). The brand image of living a healthy lifestyle will get promoted through public relations and can get used for sales promotion of the product.â€Å"New products typically merit large advertising budgets to build awareness and to gain customer trial† (Kotler & Keller, 2012, pg. 505). Hosting a disabled veteran sporting event or the Special Olympics is not only a less expensive advertising campaign but will encourage the trial of healthy chocolate through samples at these events. † Marketing communication activities contribute to brand equity and drive sales in many ways: by creating brand awareness, forging brand image in consumer’s memories, eliciting positive brand judgments or feelings, and strengthening consumer loyalty† (Kotler & Keller, 2012, pg.478).The two additional advertising methods that will be used to target LiveWell consumers will be word of mouth (network marketing) and print advertising. Word of mouth is one of the oldest forms of advertising. Advertising LiveWell healthy chocolates this way will allow current distributors to invite potential distributors to learn about the products by listening to presentations from company representatives. In addition to, listening from satisfied clients who share how much they enjoyed the products and the ability to make extra income.Unlike print advertising the consumer will have the opportunity to taste the product Print advertisement is another effective method to advertise our LiveWell healthy chocolate product. Individuals have a trend to be interested to new data and perceptive of things of concern. Print advertising targets and draws the audience attention to products and amenities as they are reading or glancing through ads, magazines and newspapers. LiveWell-Healthy Chocolate will be delivering three primary messages in its marketing plan that will be consistently appli ed to describe and position the healthy chocolate’s benefits.The main message for LiveWell will be â€Å"Live healthier and happier with every bite. † This main message will be our slogan. We repeatedly will use it so that consumers are constantly reminded of our products benefits as well as its superior taste. The intention is to make our product and its slogan familiar in every household in America, so that we may gain more recognition and become more popular by word-of-mouth, advertising, etc. Another message that we will apply to describe our product is focused on its health benefits. The health benefits will be used to position the chocolate chews as a healthy chocolate.It will be distributed through channels that will support its premium positioning. We will advertise and promote our products’ heart health benefits as well as its antioxidant properties. The third primary message we will be delivering to consumers is the quality of taste in our product. Not only is our product good for the consumer, but it also has a rich, decadent taste that leaves individuals feeling very fulfilled. The main message to consumers will be that the chocolate is luxurious, tasty, and good for your health sweet sensation.This general message will be communicated to the target market across all promotional tools. Secondary messages we will be instilling in the public are that our product is great for adults and great for kids. Although, we will be primarily targeting adult consumers, we will also frequently mention that this chocolate is a much healthier alternative to the chocolate most children eat. We will make mention that adults should replace their children’s favorite candy bars with LiveWell, so that even their children will have the opportunity to grow up healthier and happier with every bite.