Dubitatio as a Rhetorical Strategy

Dubitatio as a Rhetorical Strategy Dubitatio is a  rhetorical term for the expression of doubt or uncertainty. The doubt that is expressed may be genuine or feigned. Adjective: dubitative. Also called indecision. In oratory, dubitatio commonly takes the form of expressions of uncertainty about the ability to speak effectively. EtymologyFrom the Latin, wavering in opinion Examples and Observations To be, or not to be, that is the question:Whether tis nobler in the mind to sufferThe slings and arrows of outrageous fortuneOr to take arms against a sea of troublesAnd by opposing end them. . . .(From Hamlets soliloquy in Act III, scene 1, of William Shakespeares Hamlet)Comic Dubitatio[E]ventually it became clear that the only thing to do was to go to Croyden, where [British Telecoms] offices are.And that, gentlemen, is how I discovered the legendary Arsehole of the Universe, a sort of reverse Shangri-La where you age hundreds of years in a mere lunchtime. Can I speak of the mystical Telecom eyrie, the fabled Delta Point, with its solemn procession of whining, impotent, bearded men in brown Terylene suits? Can I tell of its burger bars, car parks, building society offices? Is my pen capable of painting its atmosphere of municipal sniveling and cheeseparing rapaciousness? Have I the tongue to sing its one-way system?No.(Michael Bywater, Bargepole. Punch, August 24, 1990)Dubitatio in Shakespeares  Julius CaesarI come not, friends, to steal away your hearts:I am no  orator, as Brutus is;But, as you know me all, a plain blunt man,That love my friend; and that they know full wellThat gave me public leave to speak of him:For I have neither wit, nor words, nor worth,Action, nor  utterance, nor the power of speech,To stir mens blood: I only speak right on.(Marc Antony in William Shakespeares  Julius Caesar, Act III, scene 2) Dubitatio as the Ironic Expression of Doubt- One device of which [Thomas Hobbes] makes frequent use is dubitatio, the ironic expression of doubt or ignorance. . . . Some English rhetoricians had assumed that the purpose of the device is to give voice to genuine uncertainties, in consequence of which they made no distinction between dubitatio and aporia. But others recognised that, as Thomas Wilson observes, the defining characteristic of dubitatio must be its disingenuousness. We are far from expressing any real uncertainty; we merely make the hearers believe that the weight of our matter causeth us to doubte what were best to speake.(Quentin Skinner, Reason and Rhetoric in the Philosophy of Hobbes. Cambridge University Press, 1997)- Dubitatio  consists in the speakers trying to strengthen the credibility (fides veritatis) of his own point of view by means of a feigned oratorical helplessness, which expresses itself in the appeal to the  audience, made in the form of a question, for advice concerning the efficient and relevant intellectual development of the speech.(Heinrich Lausberg,  Handbook of Literary Rhetoric: A Foundation for Literary Study, 2nd ed.. Translated by Matthew T. Bliss and edited by David E. Orton and R. Dean Anderson. Brill, 1998) Dubitatio and IntonationDubitatio is not always an oratorical device . . .. The speakers intonation always conveys a high or low degree of assurance. Doubt is quite natural in interior monologue.(Bernard Dupriez, A Dictionary of Literary Devices, trans. by Albert W. Halsall. Univ. of Toronto Press, 1991)The Lighter Side of Dubitatio- [N]othing irks quite as much as the luvvie that takes to the stage and utters the big fat lie: I havent prepared a speech, because I really didnt think I was going to win.What do they mean, they didnt think they were going to win? They are in a category of four nominees. And its not like they havent seen award  ceremonies before where the result was unexpected. Of course they thought they might win, and of course they spent the whole week leading up to the ceremony rehearsing their speech again and againin the shower; on the loo; walking up the stairs; walking down the stairs; staring in the fridge; squeezing their teabags; moisturising; doing their pr ess-ups; taking out the recycling; changing a light bulb; chopping onions; flossing; tossing their socks in the laundry bin; loading the dishwasher; turning lights off; turning lights on; drawing the curtains; sniffing the milkso youd have thought they would have got it down pat by now. And you know what, they have. Because the speech theyve been endlessly rehearsing is this:I havent  prepared a speech, because I really didnt think I was going to win.Liars.(Rob Brydon, Lee Mack, and David Mitchell,  Would I Lie To You?  Faber Faber, 2015)-  You know Im not good at making speeches, especially when I dont have you to write them for me.(Dan Wanamaker, played by Alan Alda, in What Women Want, 2000)

Reflections, Translations, and Rotations on SAT Math Coordinate Geometry Guide

Reflections, Translations, and Rotations on SAT Math Coordinate Geometry Guide SAT / ACT Prep Online Guides and Tips If it's always been a dream of yours to shift around graphs and points on the $x$ and $y$ axes (and why not?), then you are in luck! Points, graphs, and shapes can be manipulated in the coordinate plane to your heart's content. Want to scoot that triangle a little to the left? Flip it? Spin it? With reflections, rotations, and translations, a lot is possible. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the SAT- what these terms mean, the types of questions you'll see on the test, and the tips and formulas you'll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are extremely rare on the SAT. If you're aiming for a perfect score (or nearly) and want to grab every last point you can, then this is the guide for you. But if you still need to brush up on your fundamentals, then your time and energy is better spent studying the more common types of math problems you'll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer two or three questions on integers, triangles, or slopes than to answer one question on rotations. So if you've got everything else nailed down tight (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? Just like how your image is reflected in a mirror, a graph or a flat (planar) object can be reflected in the coordinate plane. It can be reflected across the x-axis, the y-axis, or any other line, invisible or otherwise. This line, about which the object is reflected, is called the "line of symmetry." Most SAT reflection questions will ask you to identify a shape that is symmetrical about a line that you must imagine or draw yourself. These questions should be simple enough so long as you pay attention to the details. For example, The diagram below shows the Greek letter pi. Each side of the figure is reflected identically about a vertical line of symmetry. Of the letters shows bellow, which has both a vertical and a horizontal line of symmetry? A. B. C. D. E. Now, we are being asked for a letter that has BOTH a vertical AND a horizontal line of symmetry (even though the example, pi, only has a vertical line of symmetry). If you are going too quickly through the test, you might be tempted to find the letter with only a vertical line of symmetry like the example picture. Doing this, however, would lead you to select the wrong answer choice. So, now that we know that we must find a letter that is symmetrical both vertically and horizontally, let us examine our options. You can either draw lines of reflection in your mind or on the page, but we will draw it out here. Let us test our options by first giving them a vertical line of symmetry. If they fail the vertical test, then they will automatically be eliminated, with no need to test if they have a horizontal line of symmetry. (Remember, we are looking for a letter that has both.) So let us draw a potential vertical line of symmetry through each of our answer choices, starting with answer choice A. We can see that rho does not have a vertical line of symmetry, as each half is not a perfect reflection of one another. We can eliminate answer choice A. Each half of gamma is also not symmetrical with the other half. We can eliminate answer choice B. Mu is symmetrical about itself vertically and if you were going quickly through the test, you may be tempted to stop here. But we know we must also find a horizontal line of symmetry. Mu does not have a horizontal line of symmetry, so we can now eliminate answer choice C. Eta, as well, has a vertical line of symmetry. Let us see if it also has a horizontal one as well. Success! Eta is symmetrical, whether the line of symmetry is vertical or horizontal. We can stop here, as we have found our correct answer choice. Our final answer is D. Nature showing off its coordinate geometry skills. Clearly. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. To rotate an object, we must pick a point to act as the center point for our rotation. This center point of our rotation does NOT have to be the center of the shape, however; there must always be a center to our rotation, but we can pick any point to act as this center. Let us look at a visual demonstration of this. First, let's look at a shape that has a center of rotation at the center of the shape itself. Now we can see how the movement of the object changes as the center of rotation shifts. Here, we have a center of rotation as a point on the outline of the shape. But though any point can act as a center of rotation, you will almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) will act as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. Through both objects ended up in the same place, one was rotated +180Â ° and the other was rotated -180Â °. If you are asked to rotate an object on the SAT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into 4 parts, and each of these degree measures has a standard rule of rotation. Let us look at these rotation rules. Note: if you're a little shaky on the different quadrants of the $xy$-coordinate plane and where $x$ and $y$ are positive and negative, you should take a couple of minutes to read through our article on the four graph quadrants before going to the next section of this guide. Put your cudgels away and we'll prove we're not fakirs. Rotation Rules and Formulas You can determine the new coordinates of your point if you rotate your object by a certain angle about the origin. [Note: these formulas only work when rotating a point or a series of points about the origin- they will not work if rotating the object about any other center of rotation.] Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. For example, let us start with a set of coordinates at $(4, 6)$ and rotate the point. Here we have our original coordinates of $(4, 6)$ For 90 degree rotations: $(a, b)$ = $(-b, a)$ If our original coordinates of (4, 6) are rotated 90Â °, the new coordinates will be (-6, 4). For 180 degree rotations: $(a, b)$ = $(-a, -b)$ If our original coordinates of $(4, 6)$ are rotated 180Â °, the new coordinates will be $(-4, -6)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ If our original coordinates of $(4, 6)$ are rotated 270Â °, the new coordinates will be $(6, -4)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) If our original coordinates of $(4, 6)$ are rotated 360Â °, the new coordinates will be the same, $(4, 6)$. â™ ª You spin me right round, baby, right round â™ ª What is a Translation? If we continue to think of the shape as a piece of paper lying flat on a table (on the coordinate plane), a translation is the act of sliding it along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is by saying: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x + a, y + b)$ For example, What is the new point for $T_{-3, 4}(2, -6)$? A. $(-5, 10)$B. $(-1, 2)$C. $(1, -2)$D. $(-5, -10)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{-3, 4}(2, -6)$ $(2 + -3, -6 +4)$ $(-1, -2)$ Our new coordinates for this point are at $(-1, -2)$. You can see why this is true if we look at it on a graph. We are starting at the coordinates $(2, -6)$. Now, we are traveling -3 spaces along the $x$-axis and +4 spaces along the $y$-axis. By tracing this, we can find our new coordinates. Our final answer is E, $(-1, -2)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are extremely rare on the SAT, and the odds likely that you will not see any reflection, rotation, or translation problems at all on your test. That said, there are three different types of reflection/rotation/translation problems that will show up, when they appear at all. These questions will be either a reflection, rotation, or translation questions about: #1: Points#2: Shapes in the coordinate plane#3: Function graphs Let's look at all three. Points Points are the simplest objects to be rotated, reflected, or translated, because there is only one component- the single point. Any point on the coordinate plane will have an $x$-coordinate and a $y$-coordinate, but you will still have far fewer moving parts when dealing with a point rotation than with any other kind of rotation, reflection, or translation. Shapes Shapes are slightly more complicated to reflect or rotate than points are for the sheer reason that shapes are made up of several points (and the lines connecting those points). This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don't worry about the lines- mark the proper position of the new coordinates for the points and the lines will sort themselves out. For instance, let us say that we must rotate a trapezoid +90 degrees. The particular question may ask you to find the slope of one of the new lines of the rotated shape, identify a new coordinate point, or anything else. But first, we must rotate our figure. The easiest way to do this is to simply map the new coordinate points according to our rotating rules. We know that a 90 degree rotation will transform all of our coordinates from $(a, b)$ to $(-b, a)$, so let's find them. Each given coordinate point will transform like so: $(1, 1)$ = $(-1, 1)$ $(3, 4)$ = $(-4, 3)$ $(7, 4)$ = $(-4, 7)$ $(9, 1)$ = $(-1, 9)$ Now we can simply connect the lines and find our new trapezoid, allowing us to answer any question we need to about it. Function Graphs Finally, function graphs can be reflected or translated just like shapes and points, though NOT rotated. (Why can't functions be rotated? If a function were rotated, it would fail the vertical line test and no longer be a function.) A reflected function. A translated function. Functions cannot be rotated! This fails the vertical line test and so is no longer a function. Function Translations We can either translate our function vertically (up and down) or horizontally (left and right), or a combination of the two. The way we do this is by modifying our inputs and outputs (for more on how functions work, including inputs and outputs, check out our guide to SAT functions.) We can translate our function up or down by adding or subtracting from our output. Adding to output translates the graph up. Subtracting from the output moves the graph down. On the other hand: Adding to the input will shift the graph left Subtracting from the input will shift the graph to the right Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $\bi x$-axis (inverts it about the $x$-axis). Making the input negative makes the function reflect across the $\bi y$-axis. If this is a lot of new information for you, don't stress. These types of questions are, again, so rare that the odds are you won't see them on your test. Only try to memorize these rules if you feel comfortable doing so. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw Your Own Graphs Especially when dealing with a problem that requires a reflection or a translation, it is always a good idea to take a moment to sketch out a graph of the object's old and new positions in space. This allows you to work with the problem on the page instead of in your head, which is especially useful if you are asked to find information other than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected line, or the product of two translated $x$-coordinates, or anything else the SAT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill Your Rotation Formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you've mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it's better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not overly complex), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly and so get the question wrong. So make sure you double-check that you've properly shifted your coordinates before you bubble in that final answer. Test Your Knowledge 1. 2. The graph $y = f(x)$ is shown below. What could be the graph of $y = f(x + 3)$? A. B. C. D. E. Answers: E, A Answer Explanations: 1. If we draw an imaginary vertical line through every letter in the answer options, we can see that all but one are symmetrical about that vertical line. Only the letter E has a different shape to it on each side of the vertical line. Our final answer is E. 2. We know that adding to the input or output will shift our graph and translate it somewhere else. In this case, we are adding to the input, which, you'll recall, translates our graph to the left. We are making no additional changes, so its vertical position will remain unchanged. The only answer choice that shows us a graph that maintains the vertical position and is shifted to the left is answer choice A. Here is the starting position of the function. And here it is shifted to the left in answer choice A. Our final answer is A. Yay! You did it! The Take-Aways Though quite rare to see, the surprise rotation or reflection question can throw a wrench in the works if you are unprepared for it. But nothing the SAT can put on the test is insurmountable (and, indeed, the test is designed to give you opportunities to succeed). Once you've got your understandings down tight and know not only the difference between all your terms, but how to properly take down any kind of coordinate geometry question the SAT can throw at you, you will be well on your way to earning that perfect score. What's Next? You've taken on one of the more obscure SAT math topics, but have you made sure that you have a solid understanding of all the rest of the math topics the SAT will test you on? As always, it is better to get as many points as possible (as accurately as possible), so now might be a good time to catch up on your understanding of circles, triangles, and integers, both basic and advanced. Want to know two of the most invaluable math strategies? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest SAT problems out there. Looking to get that perfect score? Our team has your back with our guide to getting a perfect 800 on the SAT math, written by a perfect-scorer. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Young people 's attitude to health (young people who eat McDonald's Essay

Young people 's attitude to health (young people who eat McDonald's more than once a week do not care about their health) - Essay Example nald's more than once a week. The researcher has used two separate hypothesis regarding health awareness and hedonic value drivers of eating in fast food restaurants in order to develop research problems. As research methodology, the researcher has used triangulation approach in order to address the research problem in robust manner. Close ended questionnaire and open ended interview were used in order to collect the data. On the basis of data analysis, influence of hedonic value drivers on fast food consumption of young people has been identified but the study has failed to find any significance of the primary hypothesis: â€Å"Young people who eat McDonald's more than once a week do not care about their health†. It is not the fact that the research paper has only the academic value of fulfilling gap in the literature but the research findings will also have commercial value such as, findings of the research can be used by fast-food marketers to decide their marketing strateg y. Chapter 1: Research Background In the last couple of years, fast food industry has witnessed phenomenal growth in terms of both value and volume across different countries. Ali, Kapoor and Moorthy (2010) found that demand for fast food among customers have increased due to three reasons, 1- convenience for customers to consume fast food in quick succession in contrast to waiting in long queue to dine out in traditional restaurants, 2- fast foods are low cost food offerings which can satisfy the hunger of consumer without costing them huge chunk of money in contrast to dining in posh restaurants and 3- while consuming fast food, consumers often pass through health-indulgence antinomy which helps them to establish trade-off between immediate gratification and prophylactic reward. According to Ali, Kapoor and Moorthy (2010), children, adolescents, young people and working professional are the prime target market for fast-food marketers like McDonald, Kentucky Fried Chicken (KFC), Pi zza Huts, Domino’s, US Pizza etc. Anand (2011) and Ali, Kapoor and Moorthy (2010) identified reasons why fast-food marketers target young people and the identified reasons can be summarized as, 1- income of young people is low as compared to adults, therefore they show the preference for low cost fast-food items in contrast to high end food items, 2- young people prefer to eat out in fast food joints with friends due to convenience, 3- health consciousness among young people regarding the ill effects of fast foods is less as compared to young people and 4- young people prefer to indulge themselves in fast-food experience in order to satisfy hedonic value. Now the question is whether eating fast-food offered fast-food marketers like McDonald, Kentucky Fried Chicken (KFC), Pizza Huts, Domino’s, US Pizza has only benefits or there is presence of dark side of the story? The answer is yes and health related issues regarding fast-food consumption among people are central the me of the research paper. Consideration of the research works of Ritzer (2001) and Williams (2006) reveals the fact that periodic and frequent consumption fast food can lead to multiple health problems such as obesity, diabetes, cardiovascular disease and even cancers. Ali, Kapoor and Moorthy (2010) found a direct link between growing obesity among young people

Social and Economical Factors Impact on Managerial Education Decisions Research Paper

Social and Economical Factors Impact on Managerial Education Decisions - Research Paper Example In this study, we would first draft the economic and social viewpoint on manager decision and a number of abnormal experiential phenomena as they emerge in research. Second, we would bring in the ideas of decision and manager decision because we would consequently employ them in this study. Third, we would argue two-stage rational attitude in a hospitality industry and whoosh in on the management of two-stage rational attitude. Fourth, we would build a structure of decision based on two-stage rationality. Fifth, we would depict what manager decision of two-stage rational attitude appears akin to within the structure and demonstrate how it could gather the four phenomena elaborated in the study (Kim; Shin and Swanger 2009 pp.96-104). Lastly, we would sketch a number of conclusions, among others concerning the reimbursement of having a socio-economic view on manager education decision. Research Questions 1. Find out the overture a structure of manager education decision that gathers ph enomena in study, similar to the significance of social and economic components for managing behaviour, rule-subsequent behaviour and the evolutionary temperament of control? 2. Give detail the phenomena that the leading economic and social viewpoint, depended on self-attracted agents and financial rewards, could not effortlessly attract. Discuss Design The structure typifies manager education decision as the managerial attitude in hospitality industry. It is based on two-stage rationality in which rule-following managerial attitude provides sense to economic and social components. Study Review The Economic View A most vital element of the study in manager decision is... This essay stresses that there are very little efforts to provide a more universal structure which is based on a broader picture of people attitude. In this study, we would first draft the economic and social viewpoint on manager decision and a number of abnormal experiential phenomena as they emerge in research. Second, we would bring in the ideas of decision and manager decision because we would consequently employ them in this study. Third, we would argue two-stage rational attitude in a hospitality industry and whoosh in on the management of two-stage rational attitude. Fourth, we would build a structure of decision based on two-stage rationality. Fifth, we would depict what manager decision of two-stage rational attitude appears akin to within the structure and demonstrate how it could gather the four phenomena elaborated in the study. As the paper declares a most vital element of the study in manager decision is considered with the economic view on the decision concern. In accordance of this viewpoint, self-attracted peoples are synchronized throughout the employment of, typically financial, rewards and punishments. In the precedent few decades, four advancements were pointed out in study that could not be gathered effortlessly by the neo-classical as well as new-institutional economics supported perception on manager decision. A lot of experiential studies demonstrate that the running methods for managing a hospitality industry are established to vary from the resolutions agreed by the economic viewpoint

Swot analysis Essay Example for Free

Swot analysis Essay STRENGTHS   It successfully projects Indian philosophy It attempts to highlight traveling facilities It projects governmental concern over safety and security of the tourists   It exploits visual and print details of Indian wildlife, social and cultural hotspots   Its backed by the Tourism Department of India WEAKNESSESS   It completely ignores the upcoming tourism market like medical tourism   It fails to promote Yoga and other ancient Indian healing and spiritual development techniques separately It fails to promote word of mouth campaign   It fails to create a USP which is essential for branding and positioning. It fails to exploit the 300-year old Indo-British relationship OPPORTUNITIES   Huge Market of medical tourism is growing rapidly and it deserves to be the nodal head of the entire campaign   It has the scope to exploit the upsurge of new age culture, which is a revival of ancient Asian techniques to maintain well being   It has the scope to embed far more attractive packages by embedding sophisticated medical treatment or ancient healing/well being facilities with sight-seeing   It can exploit the British sentiments over colonial architectures in India THREATS. Other Asian countries like Japan, China, Hong Kong, Singapore and Malaysia are gearing up towards promoting medical tourism. These countries have already popularized the Buddhist or Chinese/Mongoloid style of healing and well being techniques, which too is a part of the New Age Culture These countries possess quality infrastructure While SWOT attempts to summarize the pros and cons of Incredible India Campaign, the issue of branding India in the global tourism market needs one vital approach to achieve its desired outcome, and that is, to review this campaign from the framework of branding technique. IV. Analysing Incredible India from the Perspective of Branding Branding works as an invisible tool, which creates a situation where the name of the company/organization would trigger all the stimuli in the customers instantly. Thus the journey of a product together with branding would look like below: Figure 1 The figure above evokes a few basic clarifications about branding, before this system can be incorporated in a company, where are the issues are: 1. Definition of Branding 2. Importance of branding 3. Brand equity 4. Brand loyalty 5. Brand awareness. 6. Brand value 7. Brand personality IV. 1. How Incredible India can create a strong brand India As Mary Brown, a creative director of Marketing Angel would prefer to define brand as a term that has evolved to mean the enduring emotional association one has with a particular company or product (McCall, 2003), the famous copywriter and ad agency founder David Ogilvy would prefer to go into a detail brand is an intangible sum of a products attributes: its name, packaging, price, its history, reputation, and the way its advertised (Brand, 2008). In short, brand could be anything like symbol, words, or mark that distinguishes a product or company from its competitors(Brand Definition, 2008). From this perspective Incredible India needs to review its name, packaging, price and its history and modify it concerning the current demand. IV. 2. Definition of Branding Branding is the sum total of a companys identity – from its name and logo to every piece of communication(Brandguru). Thus, the campaign in discussion needs to have multiple views on the definition of branding to have a comprehensive view, besides choosing the right one applicable for restaurant industry. Branding means starting with your values and beliefs, projecting these into everything you do, and going forward from there, says Susan Dunn, the EQ Coach (Dunn, 2007), while some would prefer to say, branding is generally used to describe the companys visual identity (Branding, 2006). Todays modern concept of branding grew out of the consumer packaged goods industry and the process of branding has come to include much, much more than just creating a way to identify a product or company, observes Dave Dolak (2001), a branding professional and an author. Thus, the successful branding of India should be able to 1. Deliver the message clearly. 2. Confirm the credibility of the company. 3. Connect the target prospects emotionally. 4. Motivate the buyers. 5. Concretize the user loyalty (Lake, 2008). In any case, overall branding can also stretch to a logo, symbol, or even design features (Bizhelp, 2008). Taking cue from the above ideas, this can be said that branding is an attempt to create a wholesome bonding between the company and its customers: Figure – 2 The diagram above clearly shows that branding literally bonds the customer with a product in several ways – the end result of which brings in secured sales for the company. This amply proves the significance of branding in the life of a company – if it wants to grow more; it cannot do without branding, from this perspective Incredible India has to focus more on emphasizing emotional bond with UK through exploiting the earlier history of close communication.

Using Biometrics for Security :: Technology Safety Essays

Using Biometrics for Security Today the protection of everything has become an important issue that affects everyone. Whether it’s protecting a cashier’s cash drawer or preventing a suicide bomber onto an aircraft. Either way there is going to be an increase and change in security. The advancement in the technology of computers has made it easier for people to get information. Today, a person can log onto the internet and view information on anything and everything. If an average person can do that then how secure is the internet? How much security should be placed on a computer or a website? For the average person, a password, personal identification number, or keys allow them to view information that only they can access. This form of security isn’t of high-quality because it can be forged. Over the years, many people have developed security systems that can actually authenticate a person. This report will be looking at these advancements as well as my thoughts of them. The improvement in security was developed on the bases of biometrics. Biometrics refers to the authentication techniques that rely on measurable characteristics that can be automatically checked. [1] Biometric techniques are divided into physiological and behavioral characteristics. Physiological characteristics include: the finger, palm, the face, and the retina and iris of the eye. Behavioral characteristics include: voiceprints, keystrokes and handwritten signatures. Fingerprints is the most commonly use of biometric today. It works great for the population between the ages of 18 and 40 because their prints are haven’t been effective by normal aging. In my view there are a few downfalls. The first on is due to aging. As we go through life our body changes. We lose fat on a fingers causing the image to become more difficult to read. The second one is due to the type of employment. A construction worker or a carpenter work with their hands all the time. Many of them get injuries on their hands causing a scar to alter the fingerprint. My final downfall is a bit distorted. A finger can be cut off. There are many people that will go to any means to get what they want. This includes cutting off a person finger and carrying it around till they get to what they need to access. Palm and hand scanner are less effective and more expensive then fingerprint scanners.

Mindy’s Sections Essay

Profitability BJB intends to apply a six sigma approach to improving profitability in the innovative CD changers. Using such tools provided through this approach will lead to major cost reduction and quality improvements that will result in an increase in profitability. The approach will involve measuring capability of processes to produce services and products that remain free of defect. Experts at BJB will analyze standard deviation, short term performance data, and critical to quality (CTQ) characteristics to predict long-term process capability. Such analysis will apply concepts to the product, such as opportunity for defect, defects per opportunity, and defects per million opportunities. Experts previously described will use a four step approach to deploy this strategy. These steps include measuring of CTQ characteristics; analysis through benchmarking and gap studies, improvement, and control. With a ratio of 1 expert per 100 employees, BJB will lead more projects per year as well as have a potential savings of $175,000 per project. Reference: Harry, Mikel J. (1998). Quality Progress. Six Sigma: A Breakthrough Strategy for Profitability. American Society for Quality. Retrieved from: http://asq.org/qic/display-item/index.html?item=13334 Customer Complaints Management BJB will apply a Six Sigma approach to manage and improve customer complaints’ management process. This methodology provides an organized structure for solving and analysis of problems. BJB will apply DMAIC (Define, Measure, Analyze, Improve, and Control) phases to solve and define problems within the organization. First, the problem is defined, variables influencing processes are measured, cause for process failure are analyzed, improvements are planned and made as well as variables are controlled until a defined six sigma level and a solid level of customer satisfaction is determined. Reference: Riesenberger, Carlos & Sousa, Sergio Dinis (2010). Application of the Six Sigma Methodology in Customer Complaints Management: A Case Study in the Automotive Industry. Retrieved from: http://www.pomsmeetings.org/ConfPapers/015/015-0345.pdf Environmental Regulations Compliance BJB must consider environmental regulations compliance in regard to computer and electronic product manufacturing sector (NAICS 334). This sector covers manufacturers of electrical distribution equipment and electrical industrial apparatus as well as other electrical equipment and supplies. Laws and Regulations that BJB must abide by include: †¢ Greenhouse Gas Reporting Program †¢ National Emissions Standards for Hazardous Air Pollutants (NESHAP): air toxics regulations: o Degreasing Organic Cleaners (Halogenated Solvent Cleaners) o Magnetic Tape (surface coating) o Semiconductor Manufacturing †¢ Stratospheric Ozone Regulations: o The Phase-out of Ozone Depleting Substances o Significant New Alternatives Policy (SNAP) Program: EPA’s program to evaluate and regulate substitutes for the ozone-depleting chemicals that are being phased out under the stratospheric ozone protection provisions of the Clean Air Act (CAA). Compliance to such laws and regulations will assist BJB meet environmental obligations. Enforcement of legal action against BJB is a result of noncompliance to such laws and regulations. Reference: United States Environmental Protection Agency (2012). Laws and Regulations. Retrieved from: http://www.epa.gov/lawsregs/compliance/

Early childhood education Essay

In a childcare setting the practitioners has an important role in supporting children. In a childcare setting the practitioner needs to help the children learn and achieve their full potential in their development stages; they must understand where the children are at in their development and know what they should be trying to achieve next, the practitioner can do this by spending time with the child and learning what the child can do and what they are struggling with so then they can plan activities to help the child with what they are struggling with and help them achieve their next stage of development. As a practitioner you’ve got to think about if the child is ready to be achieving the next stage of development because if they are not ready then it will be harder for them to do it; when a child achieves something new that they have not done before it is the practitioners job to praise them so they will feel like they did something good and will feel like doing it again as they like being praised for it and having that attention. Practitioners must make sure that all children in the setting are safe and secure; at all times children must be supervised, at least 1 of the staff members must be qualified in each room and their must be at least 2 members of staff in the room so if you need anything you can go and get it without the children being left on their own. To keep the children safe you must make sure that all dangerous objects and equipment are kept out of sight of children and make sure if it is equipment outside such as climbing frames or slides etc. that they do not go on them, you must make sure before the children go outside to play that you check whether all the playing equipment is safe so their wont be any accidents or injuries and if it is dangerous weather such as raining or snowing you must not allow the children on the equipment that they could injure themselves on. at my previous placement in the playground their was some monkey bars but in certain conditions when it was raining or snowing this piece of apparatus where not in use and all the children were told they could not use it; they did this so that none of the children would go on it and slip and injure themselves. When children first start the setting the practitioner has to make the child feel safe and secure because if you welcome them and you are warm and comforting they will feel more comfortable in the setting and won’t mind leaving their mum and dad’s and will want to stay their and play with their friends. it is important that you work in partnership with parents because the parents know their child better than anyone, this allows you to find out what the child’s likes and dislikes are and if you have good communication with the parents you will know what to expect the child to be like in the day whether they are upset or happy or they might need a sleep as they didn’t have much the night before, when you work with their parents you can find so much about the child which will help you later on and you can talk about the child about how they could help them develop if they are struggling or if they need advice on how to potty train them. (see appendix 1) E2 Many families have to deal with change in their lives and they usually have the support of their families to support them through these changes. Many families face daily issues that affect their family life and often need help to sort them out. These issues could be financial difficulties; all families have a lot of things to pay out for such as housing bills, care provision for their child and food etc. if the families cannot pay for this then it can be very hard on them if they don’t have the correct support of their families and organisations as they could not have enough money to keep their house or to buy food and clothes for their child, families could support them with this situation by helping them out with buying stuff for the child for example a few extra clothes, food etc. , but also if the family also cannot afford this there is organisations you can go to within your community that helps in these situations such as food banks. Another issue is employment; if a member of the family loses their job then it can be difficult as you will not be getting enough income as you usually would and will be harder to provide for the child or if the mother wants to go to work and earn some extra money and not just be at home then it could be difficult if both the parents/carers work as you have to find provision for the child and can be difficult if you cannot afford to put the child in the nursery, families can support you with this as you can ask them if they can have the child for a bit some days whilst you are at work or you can try and get government funding at a nursery so you can take them in maybe in the morning depending on when you work and get another member of your family to pick them up if you are unable to. Many families go through divorce and separation and it can affect the family in so many ways; if the two parents separate then their will not be as much income so they will struggle in paying on everything and also may not have somewhere to go straight away so they might have to go and live with some of their families and will be cramped. There are certain organisations that can help you with these situations, you can go on the council list and they will try and find you a place as soon as possible as you will be classed as homeless and you can get housing benefits or benefits as a single parent. There are different types of family structures and it depends what structure you are in with how much support you will be getting not just with family but organisations within you society as well. Parents whose families are married will not need as much support as they will be getting more income and can get support of each other but they will get some support if they need it. when the child is being brought up by a lone parent then they will get support by all their family as they might need help to look after the child when they have something to do or has to work; when a parent is bring up the child on their own then they might be struggling financially as they will only be getting their income and no one else’s, if you are a single parent then you can claim money for being a single parent to help you out a bit more. In reconstituted where only one adult is the biological parent to the child and where there may be children who may have different biological parents; in this family they will have the support of both families and will still get benefits to help them out with money. All families need support at some point in their life and there are many organisations and self help groups that can provide this support and there are many different settings where you can take your child and they will be cared for such as respite care, holiday play schemes, parent and toddler groups, schools, workplace nurseries, child minders, pre-school, after school clubs, residential care, day nurseries and creches. There are four different types of sectors that provide care and education for children which are: statutory sector voluntary sector private sector independent sector A statutory sector has to be there by law and is funded by the government. Local schools is an example of a statutory sector, they have to be there by law and gets funding by the government so they can afford all the equipment and everything they need to run the school. Schools look after children from the age of 5-11 years old; they follow a set routine. Foundation stage covers EYFS and year 1 to year 6 covers the national curriculum. Schools are open from 9-3:30 from Monday to Friday. Schools are closed in the holidays such as Christmas, Easter, summer and half terms. Schools are located all over in areas easy to access so it is easy for the parents to drop and collect the children off at their school. In all schools there is always enough space for an outside area for example the playground and an indoor area where they can do P. E activities. Local schools can be adapted when needed for example building ramps for people with disabilities so they find it easy to access the school. Schools also provides snacks for the children which are healthy such as fruit and vegetables to provide them with some of their five a day. they should also have toileting times such as before they go out for break or before dinner. Statutory schools are free apart from paying for school dinners, school trips and some snacks. The aim of a statutory sector school is to provide opportunities of education for every child and to support their learning and to help them in areas where they are struggling. They also aim to provide a safe and secure environment to keep the children from harm. Another aim is to provide social opportunities for the child for example learning to make new friends, learning to socialise with people, learning the difference between adults and children and learning to respect others. It may also provide opportunities for the family as they will be meeting other parents and socialise with them and get support from them if they need it and also they can find different services through schools to help support them. A voluntary sector are provided by organisations such as charities. Volunteers and paid staff provide services in the same way as in the statutory sector. mostly all their funding’s come from donations from others. Mother and toddler groups, brownies and pre-school groups are apart of this. Mother and toddler groups are usually for children aged 2-4 years. Mother and toddler groups are usually open between 9-11:30 in the mornings or 1:30-3 in the afternoons. These kinds of organisations are usually placed in a church or community hall. The staff at these groups are usually parents themselves but the person that runs the group has to have a level 3 qualification in childcare. The group may ask for a small donation each week to cover the cost of booking the hall and also for lighting and water bills. The area where the group is located in may not have an outdoor play area for the children to play in. The group should also follow the EYFS Curriculum where children will learn through play and the space may also be Ofsted inspected . The main aim of a mother and toddler group is to provide short term care so the parent or carer gets a little time to themselves in case they need to get anything done and it also gives children the chance to develop their social skills and to make new friends. Another main aim is to get children ready for nursery. Also it provides opportunities for parents or carers to meet new people whilst helping out with the organisation or just dropping the child off at the group; this gives the parents someone to talk to about their child and if they need advice they can talk to someone. A private sector is where you have to pay extra to try and get their best out of their child’s education. When you use a private day nursery you are charged for using them, you are approximately charged ?150 a week to use these services, but at some nurseries they offer free government funding for parents who can’t afford to keep taking their child there. Nurseries are normally open from 8am-6pm all year except from bank holidays. At nurseries they look after children aged 6 weeks-5 years. They provide all meals including breakfast, snacks, dinner and tea. They also have sleep facilities, indoor and outdoor play areas for children to play in. The building may not of been purposely built to be used for a nursery but can be adapted for the children to provide their size abilities. All the members of staff will be fully qualified, managers and room leaders must be level 3 qualified. Ofsted will come and inspect the building and the staff to make sure it is safe and also to check whether they are following the EYFS curriculum. The aim of a private day nursery is to provide safe and secure environments for children to keep them from harm and to make them feel comfortable in the setting without the parents being there with them. it also gives the children the opportunity to build their social skills and make new friends. Another aim is to provide a stimulating environment with bonding sessions between the child and their key worker. Whilst the children are at nursery it gives the parents the chance to get a job and earn some extra money. E4+C The children’s act 2004 goes on about the rights of the children. This act is concerned with families and the care of children, local authority support for children and their families, fostering, childminding and day care provision. The children act is really important because it says the importance of putting the child first. This act states what is best for the child must always be the first consideration; when caring for children you must always think about what is best for the child because in all situations the child must always come first and you have got to think about how the child is going to react about situations they don’t like, you’ve especially got to think about the child when it comes to activities because you have to think about where the child is at and got to adapt the activity to suit their needs. It also states that unless the child is at risk or harm, a child should not be taken away from their family without the families agreement; children should never be taken away from their family because families the most important people in their life, the only reason you should take them away is if you have concerns about the child that they are not safe then you would have to contact other services such as social services and get the situated observed. Courts must put the children first when making decisions; when making decisions in court such as who gets to look after the child the mother or father you have to think about who the child would be best looked after with. There are five outcomes for children that the childrens act 2004 talks about. (see appendix 3) In Health and Safety at Work act employers must make the workplace as safe as possible; when working with children you have to make sure all the workplace is safe and none of the children can injure themselves or get hurt. Before the children goes outside to play a member of staff must go out and check whether all the equipment is safe and not broke so the children can’t hurt themselves on them. All dangerous equipment or substances must be kept out of all children’s reach so they can not harm themselves on them and all plug sockets must have plug guards in to stop the children from putting their finger in them and all plug sockets must be turned of at all times when not being used. you must decide how to manage health and safety in the setting for example doing a written policy on how to make sure none of the children get hurt and how to keep them safe and healthy. All employees must work safely; if you are given guidance about how to use equipment you must use it that way and no put anyone in danger. E5 E6 When working with other professionals it is important to respect and value the knowledge of other professionals because everyone has better knowledge in certain areas and if you have concerns about something and you are not sure what to do then you could go to other professionals and ask for their opinions such as if you are having concerns about children if their acting a bit strange and you think they are in danger such as at home they are being hurt as they have got some strange markings or bruises appearing then you can take it to other professionals and see what they think and they can take it into their hands and look into it; they can observe the child closely to see what they actually think and the two professionals can work together and keep a close eye on the child and keep exchanging information so it works out best for the child in the end and to put them out of danger. You have got to have good communication skills whilst working with different professionals as you are working with different professionals all day and you have to communicate with them and share information with them for example teachers and teaching assistants work together all day, they share the class such as when doing phoenix or numbers they have half the class each depending on where the children are one of them will have the lower group and the other one will have a higher group and they’ve got to communicate with each other so they know how all the children in the group are doing and if they are improving; when you have shared this information you still have to communicate about what they could do to improve the child’s learning. It helps improve outcomes so if you think something is happening with a child and is bothering them then if you are working with different professionals that expertise in different things then it will benefit children in the end. If you have more professionals working together on a situation then they will pick up on signs quicker and it will benefit the child a lot because the sooner they know what’s going on than the less hurt the child gets and they won’t be as traumatized. If you are working with different professionals then you are learning from each other; each professional knows different things and knows how to handle different situations so if you come across a situation like that then you’ll know what to do. It helps us look at everything as a whole for example if you are looking at the child’s h health. Every professional works on different aspects of the child’s development so if you work together then you can go to them for advice. By working in a multi professional approach it maintains a focus on the child; by putting them at the centre of everything they do and by involving them, this ensures that everyone communicates about the child. It improves communication and strong partnerships between all other professionals which is important as they will have to work together at some point in your career. D1 If you have good knowledge about childcare then it can help you to recognise the care needs of all children in the setting. If you take reliable and valid assessments of the children then you will see exactly where the child is at and what they need help in; they might be really clever in certain areas but might need a bit of a push in others, if you do observations and assessments on the children then you will be able to plan activities where it can help them to know how to plan activities to make them develop their learning. You should always use development norms when thinking about what the children’s needs are because each child has different needs and depending on the age of the child they will have different needs as well so you have to look up where they are supposed to be and where they actually are and see what their needs will be, this will help you plan activities as well as you know where the children are at and whether they are above or below their developmental norms. Prediction of next stages; if you can predict what the next stages are of the children are it will help you to plan activities for them to help them to help them achieve their next stage and push them in that direction. You’ve got to understand that all children are different and have different needs so you’ve got to find out what all the children’s needs. D2 To improve my own practice I could look back at what I’ve done and discuss my strengths and weaknesses. You need to think about how you currently work and looking at what you need to do in order to improve. You should stand back, take a look and recognise what works well, but also you need to be able to recognise what could be changed. To be a reflective practitioner you need to be self-aware and look at how you work with children, colleagues and parents as honest as you can. Evaluating your own practice helps to put you in control of the changed that should be made, enables you to identify your professional development needs and will make you more confident. Being a reflective practitioner involves asking people you work with what they think you do well at and where you could improve. Everyone has their own ways of working and doing things differently, if you ask other people what they think you could improve at then they could tell you what they thinks going well and maybe give you examples of different ways of doing certain things, then you could test them out and see which way works best for you. Other people can look at what you are doing and discuss your strengths and weaknesses accurately, but when you might be looking at what you do well and what needs improving you may not look at every single thing as you can only look back at what you have done and other people can look at It as you are doing the activity. C B A Appendix 1 Nursery Nurse and Nursery assistant job description Nursery nurse’s provide care for children up to the age of 5 years. they work primarily with young patients, although some are employed in nurseries looking after children of NHS staff. Nursery assistants will work alongside and usually under the supervision of qualified nursery nurse’s The work of nursery nurses typically includes the following: provide physical, emotional and spiritual care to children coordinating play for children in a range of settings supporting carers in the parenting of their children  developing play as a means of communicating information to children, to distract them during unpleasant procedures and to maintain their stage of development during illness or stress maintaining the environment in a child-friendly manner maintaining toys and play equipment finding ways to stimulate children particularly those with special and sensory needs attending meetings working with members of multidisciplinary agencies within and outside of the NHS organisation they are working for maintaining records nursery assistants will assist nursery nurses in most aspects of their work, ensuring that the children in their care remain safe, happy and stimu lated. Additional responsibilities for nursery nurses after further training or experience include: supporting children who have been abused playing a key role in supporting public health assisting in the education of learners/students who are training to work as a nursery nurse or assistant Nursery nurses and nursery assistants work in a variety of settings both in the hospitals and in the community. In hospitals this will include in children’s wards, nurseries and outpatient departments in community settings this could include working in nurseries in a health centre, or in a community centre, GP surgery or children’s centre. Appendix 2 Westdale lane all about us. Westdale infant school is a local authority/community school established over 40 years ago in its new building to educate. The school is placed on a pleasant site in the area of Mapperly area in Nottingham, falling within Gedling Borough although only 3 miles outside the centre of nottingham. The schools capacity is 180 children. 60 per year. The families come from mainly the catchment area or close by. However, there are a number of children who live further away. The school is adjacent to Westdale Juniors where most children move to for year 3 in their education. There is no doubt that teachers, the staff team and governing body pride themselves on the achievements of the school and all work in order to maintain very high standards. Please see our latest Ofsted report (available through this website) to see evidence of our performance. The report shows that out school performs above the national average for overall education attainment and is well lead by senior staff. The school excells in providing a stimulating learning environment for our children and there are many enrichment based activities such as trips outside the school and visits by musicians, story tellers, and theatre groups. Much pride is taken in providing a sense of community particulary involving parents and seeking their views. we have a very successful record on fund raising based on out of school events for all members of the family. The school takes seriously its role in embracing all elements of equalityand diversity to reflect our ever changing communities. we accomadate children with special needs and learning difficutlies and the school makes every effort to support children from different backgrounds and cultures. Appendix 3 Five outcomes for children stay safe- from: maltreatment, neglect, violence, and sexual exploitation; accidential injury and death, bullying and discrimination, crime and anti-social behaviour in and out of school; insecurity and instability. Be healthy- physically healthy, mentally and emotionally healthy, sexually healthy, healthy lifestyles, choose not to take illegal drugs. enjoy and achieve- ready for school, attend and enjoy school, achieve strethcing national educational standards at primary school; achieve personal and social development and enjoy recreation, achieve stretching national educational standards at secondary school. Achieving economic wellbeing- enagage in decision making and support for the community and environment; engage in law abiding and positive behaviour in and out of school, develop positive relationships and choose not to bully or discriminate, develop self-confidence and successfully deal with significant life changes and challenges, develop enterprising behaviour. make a positive contribution- engage in further education, employment or training on leaving school; ready for employment, live in descent homes and sustainable communities, access to transport and material goods, live in households free from low incomes.

The Passion is a passionate fi essays

The Passion is a passionate fi essays The Passion is a passionate film amongst viewers Mel Gibsons The Passion of the Christ blasted into the theatres with high expectations last Wednesday February 25, 2004. Many movie fanatics rushed to the threates to see the phenomenon movie that had been greatly advertised in magazines, newspapers, on television and on the big screens previews. However, many of The Passions viewers had different opinions after seeing the gory and gruesome, but historical accurate movie about the legendary of the death of Jesus Christ. The film seemed to be a very controversial diary of Jesus Christ among citizens in Hanover Township, as it had done to many other people across the nation who had witnessed the historical movie. It seemed a bit gory, but it was true. It told the whole story of the death of Jesus. Claimed David Suh, 15, a sophomore at Whippany Park High School. The blood and violence brought out what truly happened back in the days of Jesus. Some may have enjoyed its flash back into the B.C. times, but others thought the blood and violence was too much to take in. There was way too much violence. It showed the pain and hatred of those days and it didnt settle well in stomach. Explained Lindsey Molina, 19, college student. Others may have thought that brutal battling and horrifying and graphic images were a very dark side of the movie. It seemed too much. Others had mixed feelings. At times, the blood got to me, and I felt like I was going to faint. Said Jerry Pinnes, 15, sophomore at Whippany Park High School. However, I really enjoyed the trip back into history. Those were very important times. The mixture of fact and gore has defiantly had a great impact on American moviegoers, because The Passion of the Christ has already soared past a million dollars in movie tickets. ...

Biography of California Senator Kamala Harris

Biography of California Senator Kamala Harris Kamala Harris  was born October 20, 1964, to a black Stanford University professor and a Tamil Indian physician mother. Harris became the first California attorney general with African American or South Asian ancestry after defeating Republican rival Steve Cooley in the 2010 election for the position. Harris,  formerly San Franciscos district attorney, is also the first woman to serve in the role. Kamala Harris announced she was running for president in 2020 on Martin Luther King, Jr. Day, 2019. Fast Facts: Kamala Harris Name: Kamala Devi HarrisBorn: October 20, 1964, in Oakland, CAKnown For: Junior Senator from California; sits on Senate Budget, Homeland Security and Governmental Affairs, Judiciary, and Intelligence committees. First woman, African-American, and South Asian district attorney in San Francisco. First California Attorney General with African-American or South Asian ancestry.Education: Howard University, Hastings College of the LawDistinctions and Awards: Named one of Californias top 75 women litigators by the legal paper The Daily Journal and a Woman of Power by the National Urban League. Awarded Thurgood Marshall Award by National Black Prosecutors Association. Named Rodel Fellow by the Aspen Institute. On the board of the California District Attorneys Association. Early Life and Education Kamala Devi Harris was raised in San Franciscos East Bay, where she attended public schools, worshipped at black churches, and lived in predominantly African-American communities. Her immersion in African-American culture didnt prevent her from being exposed to Indian culture, however. Her mother took Harris to Hindu temples to worship. Moreover, Harris is no stranger to India, having visited the subcontinent on several occasions to see relatives. Her bicultural heritage and travels around the globe have inspired political insiders to compare her with President Barack Obama. While Obama sometimes struggled with identity issues,  as he describes in his memoir Dreams from My Father, Harris evidently didnt experience growing pains in this vein. Harris attended high school in Quebec, where she moved with her mother following her parents divorce. After graduation, Harris attended Howard University, a historically black academic institution. She earned a bachelors degree from Howard in 1986 and then returned to the bay area in northern California. Upon her return, she enrolled at Hastings College of the Law, where she earned a law degree. Following that accomplishment, Harris proceeded to leave her mark on the legal arena of San Francisco. Career Highlights Law degree in tow, Harris began prosecuting murder, robbery, and child rape cases as deputy district attorney for the Alameda County District Attorneys Office, serving as a prosecutor from 1990 to 1998. Then, as managing attorney of the Career Criminal Unit of the San Francisco District Attorneys Office, a position she filled from 1998 to 2000, Harris prosecuted cases involving serial felons. Later, she headed the San Francisco City Attorneys Division on Families and Children for three years. But it was in 2003 that Harris would make history. At the years end, she was elected as the San Francisco district attorney, becoming the first female, black, and South Asian person to achieve this feat. In November 2007, voters re-elected her to the office. During her 20 years as a prosecutor, Harris has shaped an identity for herself as being tough on crime. She prides herself on doubling trial conviction rates for gun felonies to 90 percent as San Franciscos top cop. Also, with Harris as head, the San Francisco District Attorneys office increased the percentage of dangerous criminals sentenced to prison by more than half. But serious crime wasnt Harris only focus. She also tripled the number of misdemeanor cases sent to trial  and prosecuted the parents of truant children, which helped slash the truancy rate by 23 percent. Controversy The San Francisco District Attorneys Office found itself under fire in early 2010 when it came to light that Deborah Madden, a drug lab technician for the city police, confessed to removing cocaine from evidence samples. Her admission resulted in the police labs testing unit closing and pending drug cases being dismissed. The police department also had to investigate cases already prosecuted due to Maddens admission of evidence tampering. During the scandal, it was asserted that the District Attorneys Office knew of Maddens evidence tampering. However, it remains unclear what information the district attorney knew about Madden and when Harris learned of the techs improprieties. The San Francisco Examiner has alleged that the District Attorneys Office knew of the situation months before the public was told of the controversy and before the police chief himself learned of the news. Endorsements and Honors Harris won endorsements from Californias political elite while campaigning for Attorney General, including Senator Diane Feinstein, Congresswoman Maxine Waters, California  Lieutenant Governor Gavin Newsom, and former Los Angeles Mayor Antonio Villaraigosa. On the national stage, Harris had the backing of former U.S. Speaker of the House Nancy Pelosi. Leaders in law enforcement also endorsed Harris, including the then-police chiefs of San Diego and San Francisco. Harris has also won numerous honors, including being named one of Californias top 75 women litigators by the legal paper The Daily Journal and as a Woman of Power by the National Urban League. Additionally, the National Black Prosecutors Association gave Harris the Thurgood Marshall Award and the Aspen Institute chose her to serve as a Rodel Fellow. Lastly, the California District Attorneys Association elected her to its board. Senator Harris In January 2015, Kamala Harris announced her bid for the U.S. Senate. She defeated her opponent Loretta Sanchez to become the second woman of African or Asian descent to hold such a position. As a junior Senator from California, Harris sits on the Senate Budget, Homeland Security and Governmental Affairs, Judiciary, and Intelligence Committees. In 2017, she introduced 13 bills and resolutions, the majority dealing with public lands and natural resources, crime and law enforcement, and immigration. Member of the Resistance Harris is an outspoken advocate for immigrant and women’s rights, and a proud member of the resistance against Donald Trumps presidency. Speaking at the Women’s March in Washington, D.C., on January 21, 2017, the day after Trump was sworn into office, Harris called his inaugural address a â€Å"dark† message. Seven days later, she criticized his executive order barring citizens from terror-prone countries entry to the U.S. for 90 days, deeming it a â€Å"Muslim ban.† On June 7, 2017, during a Senate Intelligence Committee hearing, Harris put some tough questions to Rod Rosenstein, the Deputy Attorney General, over the role he played in the May 2017 firing of FBI director James Comey. As a result, Senators John McCain and Richard Burr admonished her for not being more respectful. Six days later, Harris was again taken to task by McCain and Burr for her hardline questioning of Jeff Sessions. Other Democratic members of the committee pointed out that their own questions had been similarly tough, yet Harris was the only member who received reprimands. The media got wind of the incidents and promptly leveled  accusations of sexism and racism against McCain and Burr. Sources Hafalia, Liz. Judge rips Harris office for hiding problems. San Francisco Chronicle, May 21, 2010. Herb, Jeremy. Senators try to quiet Harris, but she doesnt back down. CNN, June 7, 2017. Herndon, Astead W. Kamala Harris Declares Candidacy, Evoking King and Joining Diverse Field. The New York Times, January 21, 2019.

Examining a Business Failure Essay Example | Topics and Well Written Essays - 1250 words

Examining a Business Failure - Essay Example In simple terms, business failure can be defined as a situation whereby a company or an organization ceases operations due to inability to make profit or because it can no longer be able to bring in sufficient revenue that can cover the expenses it incurs. Studies have shown that business failure can be caused by the following factors: increased competition; poor implementation of strategies; outdated technology; poor management; poor leadership; financial problems; and economic challenges (Hatch, 2006). In order to have a better understanding of business failure, this paper will discuss the failure of Enron Corporation. Enron Corporation was one of the leading players in the energy market; actually, in the year 2001, it was the United States ’ seventh Largest Corporation in terms of revenues (Mclean and Elkind, 2003). However, it suffered a catastrophic collapse as a result of financial scandal (famously known as Enron Scandal) which involved its accounting firm (Arthur Ander sen), Enron’s management and leadership. The scandal involved fraudulent accounting procedures and practices which occurred during the 1990s and the beginning of 21st century. These fraudulent activities included manipulation of the Enron’s stock price. This scandal eventually led the Corporation to file for bankruptcy in December 2001 (Fox, 2003). Robbins (2004) argues that whereas events leading to business failure of an organization often take different dimensions, the contribution of the organization’s management, leadership, and organizational structures towards the failure cannot be ruled out. As a matter of facts, he notes that this contribution is usually central to business failure in any given organization. So, how did Enron’s leadership, management, and organizational structures contribute to the failure of the organization? Fox (2003) observes that the trials relating to Enron scandal showed that, indeed, the Corporation’s leadership co ntributed to its failure. Enron executives were charged with criminal acts that include insider trading, money laundering, and fraud. What became clear was that the Corporation’s leadership only focused on influence, greed, power, and profits and paid little attention to the Corporation’s Code of Ethics (Mclean and Elkind, 2003). Their focus made them to make wrong and deceiving decisions, as well as conspiring with Arthur Andersen auditors to engage in illegal accounting activities and methods. Jeff Skilling, Ken Lay and Andrew Fastow are the most notable top-level leaders of Enron whose behaviours greatly contributed to the collapse of the Corporation (Fox, 2003). For example, Andrew Fastow who was the Corporation’s chief financial officer engaged in improper partnerships, fraud, and money laundering activities. Jeff Skilling engaged in conspiracy, insider trading, made false financial reports, and in fraud. Ken Lay made misleading statement and got involved i n fraudulent activities (Mclean and Elkind, 2003). As leaders of the Corporation, Fastow, Skilling, and Lay were expected to adhere to and uphold Enron Code of Ethics that called for integrity, excellence, communication, and respect. However, they engaged in activities that challenged the Corporations ethics code’s foundational values. The top leadership as well as the Corporation’s senior management contributed to the failure by attempting to create a conglomerate in the energy industry that was aimed at increasing the