Tuesday, November 26, 2019
The issue of adverse reactions to artificial food additives is not a new one. The WritePass Journal
The issue of adverse reactions to artificial food additives is not a new one. Introduction The issue of adverse reactions to artificial food additives is not a new one. IntroductionFood additives EpidemiologyPathophysiologyFood additives and urticariaFood additives and atopic eczemaFood additives and behaviourDouble blind placebo controlled crossover studiesReferencesRelated Introduction The issue of adverse reactions to artificial food additives is not a new one. The search for this relationship stems from various parental reports of food additives responsible for their child’s various symptoms. Investigation of the incidence of food additive intolerance is challenging because of the large number of additives involved and the need for extensive patient compliance. The large number of additives available also makes it difficult to associate specific additives with symptoms. The gold standard for investigating the association between food additives and adverse reactions in children is a double blinded, randomised placebo-controlled challenge. Despite improved methodology of more recent studies, the overall relationship between these two variables has failed to be clearly established. Food additives A variety of symptoms have been reported in children consuming artificial food additives in their diet. Table 1 shows the range of symptoms reported. Table 1 Symptoms reported to food additives. Taken from (1) Itching                                             Gastrointestinal Flushing                                        Headaches Eczema                                           Behavioural/mood changes Urticaria/angioedema            Musculo-skeletal symptoms Asthma                                              Others Rhinitis Conjunctivitis Wilson et al (2) performed a double blind assessment of additive intolerance in 29 children with a clear history of symptoms induced by artificial yellow colourings. The symptoms included cough and wheeze (14 children), behavioural disturbance (7 children), eczema (4 children), urticaria (2 childen) and abdominal pain, pallor and lethargy (2 children). Following a period of additive free diet, the children were challenged daily with drinks containing tartrazine and sunset yellow for 12 days. Out of the 19 children who completed the study, only three children were found to have exacerbation of symptoms, which proved a causal relationship with substances in the challenge drinks. Epidemiology In 1997, Young et al (1) conducted a population study in Wycombe to find out the prevalence of food additive intolerance. A total of 30000 people were surveyed, of which 7.4% of those who responded claimed a reaction to food additives. Of the 649 were interviewed for participation in the study, 132 were selected to take part. The subjects were given a low and high dose challenge of additives or placebo (lactose) concealed in opaque capsules. Statistical analysis of the results provided an estimate of 0.01-0.23% prevalence of food additive intolerance in the Wycombe population. Fuglsang et al (3) performed a similar study in Denmark but looked at children who were referred to paediatric allergy clinics for symptoms of urticaria, asthma, eczema or rhinitis, and found the incidence of intolerance of food additives to be 2% (6/335) on double-blinded challenge of additives. Pathophysiology The mechanism of food additive intolerance is not clearly defined. Supramaniam and Warner (4) had disproved the then-held view that altered prostaglandin production was responsible as a reaction can be induced in aspirin-sensitive patients, because aspirin intolerance was uncommon in their study. Food additives and urticaria Artificial food additives, particularly tartrazine and benzoates (1) have been shown to trigger urticarial reactions in children in many studies conducted over the last three decades. One of the first few reliable studies to emerge was by Supramaniam and Warner (4). They evaluated 43 children who presented with angioedema and/or utricaria and had responded to an additive free diet in a double-blinded study. These children were challenged with various food additives including tartrazine (E102), sunset yellow (E110), amaranth (E123), indigo carmaine (E132), carmoisine (E122), sodium benzoate and sodium metabisulphite. 24 of the 43 children were found to have reacted to 1 or more of the additives. The authors noted that a very small percentage of these children had a history of atopy; only 9.3% had asthma and 11.6% had postitive skin prick tests and came to the conclusion that food additive intolerance causing urticaria was not an IgE-mediated phenomenon. Food additives and atopic eczema No well-controlled studies have been performed to investigate the claims that food additives can induce atopic eczema until Van Bever et al (5) performed a double blind placebo controlled challenge in 25 children with severe atopic eczema. In all the children, a thorough history was obtained linking food intake with exacerbations of eczema. Furthermore, their eczema was poorly controlled despite the use of topical moisturisers and steroids. All the children were admitted to hospital and were fed an elemental diet via a nasogastric tube (NG tube) and 1-2 weeks after this treatment, an improvement in the childrens’ skin was apparent, such that they were almost free from active eczema lesions. They were then given a placebo or the food additives (tartrazine, sodium benzoate, sodium glutamate, sodium metabisulphite, acetylsalicylic acid and tyramine) via the NG tube. The study (5) found that all children challenged with food additives showed positive reactions within 10 minute s after administration and the reactions consisted of pruritus and redness of the skin. It is not clear whether food additives worsen atopic eczema by inducing erythema and urticaria or whether they exert a direct effect (5). Although the study managed to show adverse reactions to food additives, it failed to describe or measure the severity of the reactions (6) or pick up late reactions as the observation period lasted only four hours (6). Devlin and David (6) attempted to address these drawbacks in a study of 13 patients with severe eczema (requiring regular attendance at outpatient clinics). The subjects were randomly assigned a regimen of three placebo and three active weeks where they were given capsules containing either tartrazine (50mg) or glucose placebo (50mg) to be dissolved in orange juice and drunk using a straw through an opaque cup. The severity of their eczema was assessed using a chart to record the percentage surface area affected. The results of the study failed to find evidence of a clear relationship between tartrazine and eczema as only one patient out of the 12 who completed the study had a significant correspondence between symptom or disease severity score with tartrazine challenges, and this relationship could have occurred by chance. The above two studies have failed to demonstrate a significant link between food additives and eczema, although both had evaluated mainly tartrazine, so reactions to other types of food colouring may not have been tested. Furthermore, the mechanism in which food additives trigger exacerbation of eczema is now well known. Food additives and behaviour The earliest report of an association between food additives and behavioural problems such as hyperactivity was in 1973 when Dr Benjamin Feingold, Chief Emeritus of the Department of Allergy at the Kaiser-Permanente Foundation Hospital in San Fransisco claimed that much of the hyperactivity and learning difficulties seen in school-aged children was due to the ingestion of foods containing naturally occurring salicylates and artificial colourings and flavourings (7). Feingold devised a diet free from these foods and named it the â€Å"Kaiser-Permanente†(KP) diet (8) (see Table 1). Over 5 separate programs, Feingold managed 260 children whose primary complaint was behaviour disturbance with the KP diet and using the Conners rating scale, discovered that there was marked behavioural change within 3-21 days in 30-50% of the children (8). The studies reached no statistical conclusion but proved that the KP diet influenced behaviour. Feingold also noted that an individual child’s behavioural deficit varies in terms of type and duration and the child’s age influences the speed and degree of response; in early infancy the response may take 24-48 hours, 2-5 year olds, more than 5 days, 5-12 year olds, 10-14 days and in older, post-pubertal adolescents, several months (8). Feingold’s proposal attracted widespread attention from the media and public but was criticized by many in the medical community because his studies lacked a structured diagnosis for the subjects, control groups, an objective measure of outcome and was not double blinded. Table 1. The Kaiser Permanente Diet. Taken from (8) Avoid all artificial colours and flavours contained in foods, medications and  cosmetics Avoid preservatives BHA and BHT (butylated hydroxyanisole and butylated hydroxytoluene) Avoid the following foods containing natural salicylates: Almonds        Currants                   Plums, prunes               Cloves Apples            Grapes, raisins        Tangerines                      Coffee Apricots         Nectarines              Cucumber, pickles        Teas Berries            Oranges                     Green peppers               Oil of wintergreen Cherries           Peaches                     Tomatoes Over the subsequent period of 35 years, many studies have been conducted to evaluate Feingold’s hypothesis and these were performed in children who were diagnosed with hyperactivity, ADHD or other behaviour problems. One of the earliest studies to be reported was by Conners et al. (9). The study looked at 15 hyperkinetic children using a double blind crossover design. These children were randomly allocated to 4 weeks of the KP diet followed by 4 weeks of a control diet or they were assigned to the control diet followed by the KP diet. Relative to a 4-week baseline period, parents and teachers were asked to rate the children based on a standardised rating scale of ADHD symptoms. It was found that from teacher ratings, the KP diet was significantly more effective than the control diet with approximately 15% reduction in symptoms (p0.005) but not on parent ratings. However, when compared with the baseline period, both parents and teachers reported fewer hyperkinetic symptoms- 2.5 3% reduction in symptoms (parent) and 2.55% (teacher), on the KP diet (p0.05). Although this study had an improved methodology compared to Feingold’s, it was limited by a small sample size (n=15), inconsistent results, uncertain control of information and expectation held by parents and findings that the behavioural effect of the diets were related to the order in which they were administered. Gross et al (10) performed a study of 39 children ranging in age from 11 to 17 with learning problems attending a private summer camp, 18 who had been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), amongst which, 17 were taking stimulant medication. All children were given the KP diet for 1 week, and then allowed to eat a typical American diet rich in cookies, cakes, candy, soft drinks and snacks from home during the second week. Each week, the childrens’ behaviour was monitored by videotape placed in the dining hall at 4-minute intervals by three blinded observers (one which included the study author) for motor restlessness, disorganized behaviour and misbehaviour. The authors found no difference in the behaviour of the children while on both diets and also commented that the children disliked the KP diet. Despite being blinded and the investigators having complete control over the children’s diets, there were several weaknesses in the study. Firstly, there was no specification of the components of the diet rich in food additives. Secondly, the children were aware for the first week that they were eating a different diet (11). Thirdly, all the subjects except for one were taking stimulant medication (10), which arguably might have influenced the outcome of the study. In addition, the sensitivity to changes in children’s behaviour of the outcome measure (coding of videotapes) had not been evaluated (11). Based on these initial investigations, there has not been a clear and consistent association between the KP diet and behaviour in children with symptoms of hyperactivity. Only a small proportion (11-13%) of hyperactive children respond to the KP diet such that there is an improvement in their functioning at home and in school (11). Double blind placebo controlled crossover studies Various studies have been done to investigate the effects of artificial food colourings (AFC) on hyperactive behaviour in children and adolescents by following a methodological pattern of a baseline diet free of AFCs, followed by a double blind, placebo controlled crossover challenge of AFCs (11). However, these studies vary in length, sample size, outcome measure and AFC challenges, which varied in the amounts and selected dyes. Most studies used a mixture of AFCs as a challenge-most commonly allura red, erythrosine, brilliant blue, indogotine, tartrazine and sunset yellow, and a similar amount of AFCs (26 mg) (11). Swanson and Kinsbourne (12) performed a short-term trial with 20 hyperactive and 20 non-hyperactive children in a hospital setting. The children were given a diet free of food dyes, artificial flavours and preservatives for 5 days- 3 days of baseline and 2 days of placebo-controlled challenge of 100 to 150 mg of AFCs. The high doses of AFCs were given because the authors concluded from an earlier study (8) that a high dose of 100mg produced significant effect (p0.001) on the children’s ability to perform a laboratory learning task compared to the 26mg dose. They found that the performances of the hyperactive children on learning tasks were significantly impaired (p0.05) after the AFC challenge but the performances of the non-hyperactive children were not affected. This study used an objective measure of outcome (laboratory learning test) and compared the effects of AFCs in hyperactive and non-hyperactive children, as compared to previous studies that only looked into children with diagnosis of hyperactivity or children with suspected behavioural problems associated with AFCs. However, the need to use a high dose of AFC (100mg) to provoke behavioural reactions in hyperactive children suggests that average doses of AFC found in the daily diets of these children might not do so. Pollock and Warner (13) performed a 7-week double blind AFC crossover challenge, also using a high dose of AFCs (150mg) on 19 children between the ages of 2-8 years (mean 8.9), whose parents had observed that various behavioural problems in these children had improved on a diet free of food additives. The children studied were all normal except for one who had idiopathic global retardation and another who had been diagnosed with hyperkinesis. The food colours used in the challenge were tartrazine (E102) 50mg, sunset yellow (E110) 25mg, carmoisine (E122) 25 mg and amaranth (E123) 25mg, as they were often the blamed food additives causing adverse reactions. These were given in opaque capsules daily for two weeks while placebo capsules given the remaining five weeks, in random sequence. Parents were asked to complete a daily questionnaire of the child’s behaviour and somatic symptoms throughout the seven weeks. Results of the study showed that parents reported more behavioural pr oblems (p0.01) on the AFC challenge compared to placebo. However, only 2 children demonstrated clinical hyperactivity on their Conners’ score. They (13) also suggested that food additives given in large doses act as a pharmacological trigger in a small percentage of children with behaviour problems, although their study showed that the effect was small. Rowe and Rowe (14) investigated the effect of 6 doses of tartrazine (dose range 1-50mg) in 34 hyperactive children and 20 non-hyperactive children in a double blind placebo controlled study for 6 weeks. The parents of the children were asked to complete two rating scales (a behaviour rating inventory devised by the authors and Conners 10 item Abbreviated Parent-Teacher Questionnaire). In total, 24 children (22 hyperactive and 2 comparison children) reacted to the tartrazine challenge. These children demonstrated consistent variations in behaviour for at least 5 of the 6 challenges. The study also found that pre-schooled and school aged children responded differently to the AFC challenge; severe sleep disturbance was the main complaint in younger children (aged 2-6 years), while older (aged 7-14 years) children exhibited negative mood, impulsivity and whining. This study was able to address the drawbacks in an earlier study by David (15) where tartrazine could not be disguised in capsules due to its bright and early recognizable colour, thus could not be performed in the home environment. In Rowe’s study (14), the capsules were colourless and tartrazine was planted in an inner capsule surrounded by the placebo (lactose). Based on the above studies (13,14), it can be concluded that in non-hyperactive subjects, there exists a relationship between food additives and behavior but to a much smaller extent compared to hyperactive subjects. In an attempt to address the problem with generalization of findings from previous studies limited by small samples, dependant on a diagnosis of hyperactivity or in children thought to show adverse behaviour triggered by food additives (11,13,14), Bateman et al (16) devised a population based study to test whether food additives have a pharmacological effect on behaviour. They looked at 277 children aged 3 years, registered with general practitioners in the Isle of Wight, who were given 20 mg in total of AFCs (sunset yellow, tartrazine, carmoisine and ponceau 4R; 5mg of each) and 45 mg of sodium benzoate during the second and fourth week of the 4-week study. As an objective measure of outcome, research psychologists using validated tests assessed the children’s behaviour weekly. In addition, parents were asked to rate changes in their child’s behaviour. The study found that parental ratings showed a significantly greater increase in the hyperactive behaviour during the active period (p0.007). The authors suggested that the reason parental ratings have a higher sensitivity to changes in behaviour is because parents experience their child’s behaviour over more prolonged periods of time and in varied environmental settings (16). The most recent population study by Mc Cann et al (17) was performed on 2 groups of schoolchildren: 137 preschoolers (age 3) and 130 school-aged children (ages 8 and 9) from the general population. Each group was challenged with sodium benzoate combined with 2 different mixtures of dyes. Mixture A had the same content as the Bateman et al study while mixture B contained sunset yellow, carmosine, quinolone yellow and allura red. The doses of dyes were different in the two mixtures and also according to age group- mixture A contained 20mg (preschool) and 24.98mg (school-aged) while mixture B contained 30mg (preschool) and 62.4mg (school-aged). It was found that both age groups had significantly increased Global Hyperactivity Aggregrate scores when challenged with one or both dyes compared with placebo. The younger children significantly reacted to mixture A (p=0.044) but not mixture B while the older children reacted significantly to both mixture A (p=0.023) and mixture B (p0.001). Despite much-generated interest from parents and the public over the effect of food additives to children’s behaviour, evidence for this association is generally weak and as described above, some findings can be conflicting. However, recent population studies have managed to show a significant association between food additives and childhood behaviour, particularly in the older age group (8-9 years). Table 2 summarises the studies discussed above. Table 2: Double blind placebo controlled studies on effect of artificial food colouring on behaviour in children Studies   Number of  Restricted Diet AFCs Medium Amount of Outcome Challenge                    Subjects                                                                  AFC (mg)    Measure         Effect Swanson    20     KP diet              Mix           Capsules 100-150   Learning           p0.05 et al.(7)                                                                                                            task Pollock      19       Additive free  Mix           Capsules 125            PRS                p0.01 and Warner(9) Rowe          34      Additive free  Tartra-        Capsules 1-50            PRS                p0.001 and Rowe (10)                                  zine Bateman    277                                 Mix               Drinks     20                     PRS                  p0.007 et al. (13) Mc Cann    267                                  Mix               Drinks                                 GHA                 A-p=0.044 et al (14)                                                                       A- 20(preschool)      (preschool) 24.98(school-aged) B-p=0.023 B-30(preschool)        (preschool) -62.4 (school-aged) B-p0.001) (school-aged) AFC:Artificial food colouring, PRS: Parental rating scale , GHA: Global Hyperactivity Aggregrate, A:Mixture A, B:Mixture B References 1) Young E. Prevalence of intolerance to food additives. Environmental Toxicology and Pharmacology 1997;4:111-114 2) Wilson N, Scott A. A double blind assessment of additive intolerance in children using a 12 day challenge period at home. Clinical and Experimental Allerfy 1989;19L267-272 3) Fuglsand G, Madsen C, Halken S, Jorgensen M, Ostergaard OA, Osterballe O. Adverse reactions to food additives in children with atopic symptoms. Allergy 1994;49:31-37 4) Supramaniam G, Warner JO. Artificial food additive intolerance in patients with angioedema and urticaria. Lancet 1986;2;907-909 5) Van Bever HP, Docx M, Stevens WJ. Food and food additives in severe atopic dermatitis. Allergy 1989;44:588-594 6) Devlin J, David TJ. Tartrazine in atopic eczema. Archives of disease in childhood 1992;67:709-711 7) Feingold BF. Adverse reactions to food additives. Paper presented at American Medical Association annual meeting 1973, Chicago, IL. 8) Feingold BF. Hyperkinesis and learning disabilities linked to artificial food flavours and colours. American Journal of Nursing. 1975;75:797-803 9) Conners CK, Goyette CH, Southwick DA, Lees JM, Andrulonis PA. Food additives and hyperkinesis: a controlled double blind experiment. Pediatrics 1976;58:154-166 10) Gross MD, Tofanelli RA, Butzirus SM, Snodgrass EW. The effect of diets rich in and free from additives on the behaviour of children with hyperkinetic and learning disorders. Journal of American Academic Child and Adolescent Psychiatry. 1987;26:53-55 11) Stevens LJ, Kuczek T, Burgess JR, Hurt E, Arnold LE. Dietary sensitivities and ADHD symptoms: Thirty five years of research. Clinical Pediatrics 2011;50(4):279-293 12) Swanson JM, Kinsbourne M. Food dyes impair performance of hyperactive children on a laboratory learning test. Science 1980;207:1485-1487 13) Pollock I, Warner JO. Effect of artificial food colours on childhood behaviour. Archives of Diseases in Childhood 1990;65:74-77 14) Rowe KS, Rowe KJ. Synthetic food coloring and behavior: a dose response effect in a double blind, placebo controlled, repeated measures study. Journal of Pediatrics. 1994;125:691-698 15) David TJ. Reactions to dietary tartrazine. Archives of Disease in Childhood 1987;62:119-122 16) Bateman B, Warner JO, Hutchinson E, et al. The effects of a double blind, placebo controlled, artificial food colourings and benzoate preservative challenge on hyperactivity in a general population sample of preschool children. Archives of Disease of Childhood 2004;89:506-511 17) McCann D, Barrett A, Cooper A, et al.Food additives and hyperactive behaviour in 3 year-old and 8/9 year-old children in the community: a randomised, double blinded placebo controlled trial. Lancet 2007;370:1560-1567
Friday, November 22, 2019
Author Website Design Inspiration 5 Ideas to Build the Perfect Website
Author Website Design Inspiration 5 Ideas to Build the Perfect Website Author Website Design Inspiration: 5 Ideas From Bestselling Authors Author websites are the one place readers get to judge a book by its cover†¦ or in this case, the webpage. We’ve already written an extensive piece with tips for building an effective author website: 10 Tips to Build The Perfect Author Website, but we thought we could go even further and offer you some actual inspiration and ideas to get started on yours.The main goal of your website is to allow you to connect with your readers, and help convert them into loyal customers. It’s obvious that authors are masters of language, but when it comes to the web, some don’t deem it necessary to have a strong internet presence. And that’s exactly where a dedicated reader can be made†¦or lost. So the author website design inspiration you'll find in this post will be geared towards one main goal: creating loyal readers. Idea #1: Adding teasers to your author websiteOnce an avid reader has finished a great book, they immediately want to read another; it’s an addiction. So when they make their way to your author website, the first thing they should see on your homepage is a feature on what you’re working on next. Readers want some exclusivity!Nothing is worse than finishing your new favorite book or the first book in a series and going to the author’s website to find out when the next one will be published and there’s absolutely zero information. It’s simply heartbreaking coming from a reader’s eyes and also from a marketing perspective.Case in point? If you're a loyal reader of George R.R. Martin's A Song of Ice and Fire series (aka Game of Thrones), you probably want to know when Winds of Winter is going to be finished. So you head to the author's website, and†¦ you see this.We understand that being a published author means that you’r e extremely busy working on your next book, but creating a separate email account for the sole purpose of receiving feedback from your followers is extremely controlled and feasible. (And if you’re having a bad day, reading a little fan mail should cure that!)Similarly, designing the website so that the "Contact" page is immediately available from the menu is crucial. If people want to get in touch with you, your design should make it as easy for them as you can.Also, if you’re feeling sociable, make it easy for your readers to find you on social media - Twitter, Instagram, Facebook - with the help of push buttons. It will be easier to â€Å"like†what they tweet or tag you in and if they tweet positive feedback, they’re marketing for you!Or you can try Nick Stephenson’s approach to staying in touch: homing pigeons 😉Idea #4: Make the best first impressionA reader coming to your website usually wants one thing: to know more about you. The first thing they'll do is click to your "bio" page. We know writers hate writing about themselves (unless you're a memoir writer!), but you gotta give readers what they want, so feel free to indulge yourself with some healthy bragging.But how do you write the ultimate author bio? The trick is to write more than one. As a writer, rewriting and re-editing comes with the territory. Write multiple versions of your bio blurb until you’ve broken down your shyness barrier and created a bio that truly defines you not only as an author, but also as a person. And continuing our point in idea #2, continue to keep it fresh by updating it as you move along in your career.Now, since you're here for some inspiration, take a look at Lindsay Buroker's bio page. It's a great case in point for being genuine and true to your work. She’s honest, witty, and real in her bio blurb.Idea #5: The website as an extension of your bookThere is one question we haven't addressed yet: how do you get as many readers as possible to actually go to your website? The first thing is to write a really really good book. The better the book, the more the author will want to learn more about you and your other work, and head to your website for that.Then, you need to make sure that you actually link to your website at the beginning and end of all your ebooks. You also need to make sure you pick a simple URL, like "firstnamelastname.com" or "seriesname.com." That way, your website will likely show up as the first result on Google when readers Google you.But the ultimate way to get authors to check out your site is to turn it into an extension of your book, by linking it to one of your characters, or places, or adding more to the story. Not sure what we mean by that? You'll find some inspiration in ML Banner's story:"I had a character in the book who was a scientist and I thought: it’d be really cool if he had this res earch institute. So I created a persona for him online: a G+ profile, a Twitter account, and a website for the CMER Institute. The key was really to think from my character’s standpoint and see what I would do, in his place, to get the word out about this phenomenon that endangers the world.The beautiful thing about eBooks is the connectivity: you can embed hyperlinks. So I linked to this CMERI website where my character actually offered a free ebook called â€Å"The Apocalypse Survival Guide†. And I actually got over 1,200 downloads of that book. Some people even seem to believe that the CMERI is real, as I got a couple of media inquiries!"You have all the best practices in one: link to the website in the book, social media, free additional content, and a website that truly takes the story to another level. Of course, your author website's design should match the "branding" of your book or series, and ideally feature some of the imagery used on the cover. Our b est advice for that is to put your author website design in the hands of a Reedsy professional.What are your favourite author websites out there? Which ones do you turn to for design inspiration? What other tips would you add to this list? Let us know your thoughts in the comments below!
Thursday, November 21, 2019
International Marketing Mix Tutbury Crystal Analysis and Essay
International Marketing Mix Tutbury Crystal Analysis and Recommendations - Essay Example A family owned business that churns out the highest quality of cut glass and allied products that come under the lifestyle category, Tutbury is a name to reckon with. It has a rich heritage in customer management. Given its history and the prestige attached with owning pieces produced by this company, it would be a tough job to market this effectively in a region where little would be known about this exclusive brand without appropriate customer management. In this regard, it is imperative to loosely define international marketing before moving on. International marketing is that sphere of activities that is aimed at introducing a product in a country or group of countries with the aim of creating sales and some amount of awareness regarding the brand. (Bennett et al, 2002) Therefore, for a lifestyle product like crystal, what better than a country where lifestyle solutions are becoming a rage and the norm of the day - India. This Asian country is fast moving away from its traditional colonial bearings to discover style and charm in urban living. The new generation in India does not mind doling out that extra amount of cash to spend on good lifestyle products that will make a statement about their homes, lives and times. Welcome to the new Indian - Sassy, stylish and very, very choosy. (Fernandes, 2000) About Tutbury's: Born and marketed during the 1920s to the 1960s, Tutbury's was named Thomas, Webb and Corbett to start with until it was known by its present name in 1984, owing to the spot of it factory which was in a 15th century village named Tutbury. 2006 saw a strategic move on Tutbury's part where its factory chose to be based at Stroke - on - Trent, instead of Tutbury's. The branding of Tutubry's has been largely based on norms that revolve around exclusivity and a certain amount of mystery with the nitty gritties of the company. The basic finding that this paper will work on is that Tutbury's has capitalised on the lifestyles of a certain section of people so as to form a brand identity of its won. In case of the consumer base enjoyed by the company, there is a sharp segmentation in terms of the target group. The basic target group of the company includes people in the upper income group starting from the age of 30 and above. Further, the people who have retired and are in the age group of 50 and above, serve as a major source of profitability. Another important source of income for the product is the Internet. Therefore, the important element in the application of the entry point strategy for Tutbury's is to recognise the age and income groups that predominantly define the demographics in India, before going on to carry out segmentation and reach suitability in terms of the marketing mix. In this case, the entry point strategy may be used as a preliminary process that will help develop the marketing mix. This entry point strategy has been defined throughout the paper in the various elements of the marketing mix so as to find a suitable base for segmentation and subsequent bran d positioning. Entry Point Strategy The first element when entering a new market is the risk factor. For Tutbury's there has been a strategic management of
Tuesday, November 19, 2019
Financial Managment course project Research Paper
Financial Managment course project - Research Paper Example Discussion of the family riches would involve studying the personal, professional and the financial initiative that makes the family rich. Financial initiative Finance initiative represent a step taken by an individual by showing his willingness to remain strong in gaining market share while trumping the existing competition. The Rothschild family has taken a financial initiative to ensure that they remain economically afloat. One of the major financial initiative taken by the family is the maximizing their concentration in bank investment. Since the foundation by Amschel Rothschild the family has continued, sharpen their ways of bank investment because of the realization that it fetch them more money (Nasar, 2000, p.636). The concentration in banking activities has helped the family in developing better ways of increasing their wealth through their investment. For instance, the family have branches across the UK and US something that has helped in increasing their market share. Esta blishing branches in the richest zones around the world is enough financial initiative that would have acted as a pinnacle for the wealth of the family. The branches helped the family into reaching a wider market thereby raising their acquisition from the market. Another financial initiative witnessed by the family in the early 20th century is their involvement in other investment activities. After the realization that only one type of investment would not serve well, the family went flexible by exploring other investment activities. The family decided to expand their operations by investing in railway, coal, iron working, oil and metallurgical investments (Golden, 2012, p. 67). This change in the strategy assured the family of success since a failure in one activity would have been compensated by the success of another. It is true that diversification in the investment activities helped the family a bid deal especially after the Nazi seized their Austrian banking house. Without the investment in other acitivities, the family would have suffered some sort of downfall. The family has also included in their operation, the provision of government securities. Another financial initiative applied by the family is the expansion of its operation to include government securities and industrial companies. The two, government and industrial companies represent the pillar of any economy; hence, their inclusion means the family has also established themselves as a pillar in the economy. Inclusion of government as one of the clients represents one of the strongest financial initiative that a company can make. It is often difficult for the government to suffer downfalls hence a deal with them is an initiative towards staying rich as long as the government remains in position. The government is the last resort for any activity occurring in a country; hence, including them in investment means the family have strengthened their acquisition in the territory. Further, another fi nancial initiative is the inclusion of the bigger industrial companies in their investment activities. This also assures the family of a lasting wealth since the other big industrial companies would do anything within their effort to avoid downfall. The financial initiative taken by the family, in including the big names in their investment list, means that their downfall would mean the downfall of the global economy. It is difficult for the
Saturday, November 16, 2019
Lil Wayne vs World Essay Example for Free
Lil Wayne vs World Essay During a CBS interview with rapper Lil Wayne, Katie Couric asks What does that mean, when you say Im a gangster? Wayne replied, â€Å"I dont take nothin from no one. I do what I wanna do, And Im gonna do that until the day I die. And if I cant do that, then Ill just die(All Access). Katie Couric and Lil Wayne sat down together on national television for an interview where two people of vastly different backgrounds had a conversation. Kwame Anthony Appiah, a professor in top Universities across the world, describes a conversation to be engagement with the experience and ideas of others. Also, the more dissimilar the backgrounds are the more information can be exchanged between two people. â€Å"America’s Sweetheart†Katie Couric and ‘Weezy’ (Lil Wayne) are undeniably two very different people. Seemingly their only similarity is their fame. Although as their interview progresses one can see how they are able to connect and exchange their own cultures with one another. The famous Lil Wayne is far from average, making this and all of his exchanges other extremely valuable to cosmopolitanism exposing his miscellany to the masses. By the end of the interview, although not necessarily in agreement, they both seem to have an understanding of one another accomplishing the main goal of conversation. Any person who is somewhat familiar with hip-hop should know who Lil Wayne is. 28-year-old Lil Wayne is loved by millions of teenagers for his music with his recent album The Carter III being the highest selling album in 2009. By default Lil Wayne is a role model, anyone with his amount of fame and recognition is going to have influence on others. What makes Lil Wayne a unique role model is that he is not the standard ‘liked by all’ leader that most mothers would approve of. Rapper Lil Wayne has been arrested for possession of drugs and illegal weapons three times with the third putting him in jail. A majority of his raps consist of drugs, money, and sex. Is this a role model teenage fans should follow? These aren’t typical traits that one would normally see in a role model but his unconformity is what defines him and makes him the icon he is. In countless interviews and talk shows Lil Wayne is asked about his notorious drug abuse. He gives the same response each time showing no shame, I will stand up for marijuana any day Im a rapper. That’s who I am†¦ I am a gangster and I do what I want. And I love to smoke. And I smoke(all access). In his mind what he does is not wrong and as Kwame Anthony Appiah understands, â€Å"A good deal of what we intuitively take to be right, we take to be right just because it is what we are used to.†Who can say that what Lil Wayne does is wrong? Right and wrong at the most basic level is man made. What he believes is right is what makes him happy, and it is only because we are used to marijuana being illegal or we are used to frowning upon his life style that it is considered â€Å"wrong.†For someone who does a lot of ‘wrongs,’ he is overwhelmingly successful. Lil Wayne has a net worth of 75 million dollars, â€Å"Following the drop of his sixth studio album Tha Carter III in 2008 he was nominated for eight Grammy’s, the most for any artist that year taking home four awards. Wayne†¦ was named #2 on MTV’s list of hottest MC’s in the game behind Brooklyn bred rapper Jay-Z†(Celebnetworth). Lil Wayne is only 28 years old yet h as more success than most can ever dream of obtaining. â€Å"Some call him the best rapper to ever live others say he’s self-destructive but whatever you believe Lil Wayne has become a staple in American music and will remain there, indefinitely†(Celebnetworth). People aren’t used to a successful â€Å"gangster†like Lil Wayne coming from nothing and breaking the law while reaching the top. Lil Wayne embraces his vice-filled lifestyle, and thrives off of it. Like his hit song ‘I’m me’ expresses â€Å"Baby, Im me, so who you? Youre not me, youre not me.†(metrolyrics) He knows he is one of a kind and he knows he is the best. This is the attitude that attracts so many of his fans. His confidence and arrogance is what really defines him and his success just adds to his ego. While arrogance is not usually good, he gives off a confidence that many people can learn from when engaging in any of his conversations. At first look he may not appear to be very intelligent, but what many people do not realize is that Lil Wayne received straight A’s while in school. For me, it was always a way of showing someone my intelligence, a way of showing someone who I really am, Wayne says about his music(all access). When listening to Lil Wayne converse with Katie Couric, he is actually a very articulate speaker. Even through his lyrics one can see how descriptively he express his mind. Even the way he creates his rhymes is impressive. Lil Wayne never writes lyrics down before he records his songs. Every time he records a new song he raps impromptu, putting together rhymes as he goes. The ability to think that quickly and produce coherent thoughts unrehearsed in the form of music is astounding. The majority of people I’m sure do not know this about Lil Wayne and would never think of him as genuinely very intelligent. His intelligence confuses most people who immediately profile this black thuggish rapper as brainless. As Appiah understands â€Å"Understanding one another may be hard†(25). To fully understand Lil Wayne or any person is not easy, and those hidden characteristic of people, such as Lil Wayne’s genius, is what conversation can unveil. The complexity of this 28-year-old rapper allows for extremely beneficial conversation, changing first impressions and providing new perceptions. Lil Wayne uses music to reach the world exposing his intelligence and talent to millions. I believe that music is another form of news, he tells CBS News anchor Katie Couric. Music is another form of journalism to me so I have to cover all the areas with my album(allaccess). In many of his songs Lil Wayne will address current events. Katrina was a very sensitive subject to many and Lil Wayne having grown up there and lost ones who were close to him as shown in his lyrics. â€Å"To those restin in peace, those dead and deceased, soon again we meet†(metrolyrics). Lil Wayne donated $200,000 To Hurricane Katrina Relief Project to help the area where he grew up(Gigwise). Through the medium of his music he expresses his feelings, and has a vast amount of influence. This is what Appiah believes is necessary; to influence others and exchange ones own ideas like little Wayne does through his music quoted above. Whether people like it or not Lil Wayne is a leader. There is a reason he is so loved by his fans and has had so much success. He is a success himself and what people all over the globe strive to achieve. Alternatively when examining his habits and way of going about life it is hard see him as a positive influence in any respect. He does illegal drugs, possesses illegal weapons, and is known to be a womanizer in many of his lyrics. Recently he was arrested for possession of weapons without a permit. To many teens this looks â€Å"cool†and just adds to his notoriety. Illegal activity isn’t the key to success for most people, yet as he proclaimed, he is a gangster and can do what he wants when he wants. This cocky attitude gets him in a lot of trouble, but it also fuels his greatness. With every hero there is a flaw and Lil Wayne’s flaw is breaking the law. Most of his followers understand that some of his actions we should follow; instead following his confidence and individualism that yield success in an increasin gly competitive world. During the CBS interview Katie Couric asked if he views himself as a positive role model, Lil Wayne replied, I’m not an example for how people should live their lives, Never in my life would I ever set out to be an example for people on how to live their lives. If you need an example for how to live, then you just shouldn’t have been born.†Practicing what he preaches Lil Wayne does not live for anyone but himself. It is this attitude that intrigues people and causes conversation. Every time he makes a new song that tops the billboard charts he is reaching out and sharing himself with the world. Lil Wayne has conversation everyday when he makes his music, sharing himself with many different types of people each with their own varying backgrounds. Appiah would agree that Lil Wayne is someone people of differing cultures can learn from being as unique as he is. His uniqueness allows for good conversation by crossing boundaries like done in the CBS interview with Katie Couric, while still being able to connect easily with society as shown through his fame. Lil Wayne has always been himself and while many times misunderstood he will keep being Weezy F Baby, â€Å"The Best Rapper Alive.â€
Thursday, November 14, 2019
Gambling in the United States Essay examples -- Gaming Casinos
Gambling in the United States      Gambling has increased in the last couple of years. Is it because people are addicted? There are two types of gambling: Compulsive Gambling and pathological gambling. Compulsive Gambling is when people have a hard time resisting to gamble. Pathological Gambling is when there is a need to gamble for money or for large amounts of money. Also people don’t know when to quit when they are pathological gamblers. Both types of gambling have major side effects, and can both lead to serious gambling problems.               â€Å"Studies show that 82% of people gamble. In 1975 only 61% gambled (Richard E. Vatz).†Gambling has increased rapidly in the United States. Many Americans who gamble often lose more than they win. It is a bad habit that many people develop. As people are young the gamble for fun, as It carries on some may become addicted, and can become a â€Å"Pathological or Compulsive†Gambler.      â€Å"One third of Problem gamblers who receive treatment for compulsive gambling also received treatment for either chemical dependency or mental health problems (Lee S. Weinberg).†This is why people don’t know when to quit because some may have mental problems. If someone has a gambling problem, it is a serious behavior disorder that can cause psychological, financial, emotional, marital, and legal difficulties. Gambling effects peoples lives and families, not just the person who is gambling.      There are many signs when people have gambling p...
Tuesday, November 12, 2019
Dbq- Trade
In the times of the early modern world, there was an increase in desire for new goods and resources, which led countries to explore different lands. More trade routes were made, allowing trade to erupt all around the world. Trade became an important force of change and had many effects on society and foreign relations. From 1300-1800 many European countries wanted to expand and make their lands more bountiful with more resources and goods from other places. Countries wanted what other countries had; for example different types of food and spices.This desire for new goods and resources drove countries to explore new lands and trade with other places so they can attain those things. For example, there was Vasco de Gama of Portugal who travelled to Calicut, India, claiming that he wanted to befriend the ruler of Calicut (document 4). In truth, the reason Vasco de Gama came to India was because he knew that other countries were bringing goods to India and he was interested in discovering what goods and resources they had.As more trade routes were being made, and more countries were exploring different lands; trade became an important force for change due to the exchanging of different resources and ideas. The Western Hemisphere and the Eastern Hemisphere each had a lot to offer (document 2) and through the many trade routes that were made through the European sea trade (document 5), a lot of goods were now being exchanged. So a variety of lands now had different food, animals, metals, and diseases.In this new modern world, changes began to happen in different areas; lands were now being exposed to different resources unlike what they were used to because of the different goods and resources they were receiving. Another change that occurred because of this age of exploration and trading is the rising of a new merchant class (document 3). The merchants, not only did the trading of goods and resources but also of ideas. Since trading became so big, the merchants who w ere in charge of it became very wealthy and were always in demand for the goods that they had.These changes stuck in society, and there became a wider variety of goods, resources, and ideas all around the world. Trade provided the world with new resources that they have not seen, which also allowed relationships between countries to interact and improve. For example the letter from the governor of Sijilmasa in southern Morocco, to the king of Ghana in Western Africa (document 1). Even though these two kingdoms are not from the same religion or place, they have put aside their differences and agreed on the issue that merchants should not be imprisoned.Trade has let completely different people interact and communicate humanly even though they are not the same. Another example is what Pope Innocent III granted to Venice (document 6). Under normal circumstances the pope did not allow Venice to trade with Muslim because they were at war with them, but due to critical conditions, an accep tion was made, to allow the people of Venice to live well. Venice was now allowed to trade with the Muslims, so the relationship between those two lands were mended slightly due to this.In general because of the European sea trade and all the trade routes that there were, countries were forced to interact more with each other, so just in that aspect itself it improved relationships between countries, different lands, and leaders themselves. In the 1300’s to the 1800’s, goods and resources became more desirable so trade routes flourished throughout the European sea trade. Trade introduced new resources and ideas to different countries and lands, and came up with a new merchant class. It improved different countries relationships with each other and helped countries interact better.
Saturday, November 9, 2019
Introduction to Literature; Plot; Character
ENG 150 Reynolds 1 Online Lecture 1: Introduction to Literature; Plot; Character If you've ever taken a literature class, you will have realized that not all literature is the same. There's the stuff you read for information (mostly nonfiction, and not our concern in this class), there's the stuff you read for fun (literature with a little â€Å"l†), and there's the stuff you read in classes like this (Literature with a capital â€Å"L†). The stuff you read for fun (â€Å"literature†) is mostly easy to read. Most romance, science fiction, and mystery novels fall into this category, for example. Okay, you hard-core sci-fi fans: I said â€Å"most†! ) It's usually plot-oriented; that is, you read it to see what's going to happen next, and you enjoy it more if it builds suspense and keeps your interest. It entertains you. It doesn't require much thought; no one needs to discuss it to discover its hidden messages–it doesn't have any. When you've finished it, you're finished. This sort of reading rarely challenges your ideas about the world. In fact, it usually reinforces the things we'd all like to think are true: everything happens for a reason, the good are rewarded and the bad suffer, everything comes out okay in the end. You'll notice that most of these books have happy endings. When they don't, you cry along with the characters, but their sad fates don't make you question the order of the universe. Those who die, die for a clear and logical reason. Literature with a capital â€Å"L†is different. It demands more of you. It requires both your attention and your participation. It asks you to think, to analyze, to stop occasionally in the middle and ask, â€Å"Why did that happen? †or â€Å"What is he doing in this scene? †Many of these stories (or poems or plays) make you uncomfortable. They make you question your comfortable and easy assumptions about the world and your place in it. And sometimes there's not a happy ending. In return, Literature helps you grow. It allows you to experience events emotionally and intellectually without having to suffer the physical danger. You get to experience the Vietnam War in â€Å"The Things They Carried†without having to worry that you'll be the next to die. You get to meet a serial killer in â€Å"A Good Man is Hard to Find†without having to worry about being murdered. You get to follow a woman into insanity in â€Å"The Yellow Wallpaper†ithout having to be institutionalized yourself. You get to look into the hearts and minds of the characters and take home for free what they teach you about yourself, your family, and your friends. Everything in this class is designed to enhance that experience–to help you learn to read more effectively, so that you can experience Literature more fully, and enjoy it more. And any reader will tell you, that's the point of all this: enjoyment. I can't promise you that any of the information you receive in this class will ever make you a dime. I seriously doubt that any Human Resources director is going to look at your resume and say, â€Å"Oh! Here's someone who's read A Streetcar Named Desire! Let's hire him! †Your gains will be less tangible: an enhanced ability to see things from other points of view, to detect patterns in people's actions, to have a deeper understanding of the complexities of human motivation. Okay, okay, enough with the theory; let's get to some real stuff. ENG 150 Reynolds 2 One example of a literary work that challenges the traditional canon is â€Å"All about Suicide†by Luisa Valenzuela, an Argentinean writer. A brief, shocking story, â€Å"All about Suicide†is part of a large and growing genre of literature from around the world that purposely violates our standard literary expectations to make its point – in this case, a point about the political realities of Argentina in the 1960s. LUISA VALENZUELA (1938- ) All about Suicide (1967) Translated by Helen Lane Ismael grabbed the gun and slowly rubbed it across his face. Then he pulled the trigger and there was a shot. Bang. One more person dead in the city. It's getting to be a vice. First he grabbed the revolver that was in a desk drawer, rubbed it gently across his face, put it to his temple, and pulled the trigger. Without saying a word. Bang. Dead. Let's recapitulate: the office is grand, fit for a minister. The desk is ministerial too, and covered with a glass that must have reflected the scene, the shock. Ismael knew where the gun was, he'd hidden it there himself. So he didn't lose any time, all he had to do was open the right-hand drawer and stick his hand in. Then he got a good hold on it and rubbed it over his face with a certain pleasure before putting it to his temple and pulling the trigger. It was something almost sensual and quite unexpected. He hadn't even had time to think about it. A trivial gesture, and the gun had fired. There's something missing: Ismael in the bar with a glass in his hand thinking over his future act and its possible consequences. We must go back farther if we want to get at the truth: Ismael in the cradle crying because his diapers are dirty and nobody is changing him. Not that far. Ismael in the first grade fighting with a classmate who'll one day become a minister, his friend, a traitor. No, Ismael in the ministry without being able to tell what he knew, forced to be silent. smael in the bar with the glass (his third) in his hand, and the irrevocable decision: better death. Ismael pushing the revolving door at the entrance to the building, pushing the swinging door leading to the office section, saying good morning to the guard, opening the door of his office. Once in his office, seven steps to his desk. Terror, the act of opening the drawer, taking out the revolver, and rubbing it across his face, almost a single gesture and very quick. The act of putting it to his temple and pulling the trigger – another act, immediately following the previous one. Bang. Dead. And lsmael coming out of his office (the other man's office, the minister's) almost relieved, even though he can predict what awaits him. (When reading this, remember that the ENG 150 Reynolds 3 story takes place in Argentina; there, a â€Å"minister†is a highly placed government employee, similar to a Cabinet member in the U. S. ) Then tell me: what happened? Did Ismael kill himself? What details of the story make you think he did or didn't? Did Ismael kill the minister? What details of the story make you think he did or didn't? Are there other possibilities? How does the use of pronouns (â€Å"he,†â€Å"him,†â€Å"his†) contribute to the ambiguity of the story? (â€Å"Ambiguous†means â€Å"susceptible to more than one interpretation. â€Å") If Ismael didn't kill the minister, why is the story called â€Å"All About Suicide†? Why doesn't Valenzuela tell the story in chronological order (that is, in the order in which the events happened)? Do you think Valenzuela is deliberately confusing the reader? What point might she be making about the political situation in her country by doing that? Theme When I asked that last question, I was asking you to think about the author's intentions. Most authors, in addition to telling a story, want their stories to explore ideas. The â€Å"theme†is the dominant or central idea of the story. It is seldom stated explicitly–most stories do not have a â€Å"Moral†at the end. A theme is not the same as a plot. The plot is what happens in a story, the events that take place in the story. A theme is the ideas the story asks you to think about. For example, in â€Å"All About Suicide,†Luisa Valenzuela is telling you about Ismael–but not just about Ismael. We know he's just one of many people in the country who have died. (â€Å"It's becoming a vice. ) So maybe the story is asking you to think about what it's like to live in a country where you can't speak freely and where it's easy for the government to kill. How might that affect a person's character? How might it affect his way of handling problems? And Valenzuela doesn't tell her story straightforwardly, in the same way that people may not be a ble to speak straightforwardly in this country. So the truth gets confused, and you never really know what it is–just as someone living in this country would have to deal with never knowing the real truth; the most he could hope for would be the official version of the truth for that day. A story may have one theme; more often, it has several, as you can see from Valenzuela's story. Interpreting Literature As you can see, it is possible–in fact, it's likely, that different readers will come up with different interpretations of stories and poems. Many works are deliberately written so as to allow more than one interpretation. So if, in the discussions, you find yourself disagreeing with anyone else's ideas about the story, please don't hesitate to say so, and volunteer your ideas. The point of having the discussions is to allow readers to learn from each other, to show each other things they might not have noticed themselves. ENG 150 Reynolds 4 But! A note of caution here. While it is usually true that there is no single correct reading of a text, your interpretation must be supported by the text. It is often tempting to â€Å"read into†a work things that are not there. After all, we all bring our own experiences and preconceptions to anything we read. Like scientific theory, literary interpretation must have a basis in fact: you must be able to support your interpretation with dialogue, descriptions, events, or other details from the text. The Reading Process To read more effectively, follow these steps: Read the story once, all the way through. Highlight or otherwise mark the text to identify key elements: words, phrases, or images that are repeated; any elements that seem out of place or unnecessary. Make notes in the margins of any ideas that occur to you about what the writer's theme(s) might be, any questions you might have, or the definitions of any words you didn't know and had to look up. Read the story a second time, and make note of anything else that occurs to you. Literary Criticism Many books and articles have been written by professional literary critics who analyze and interpret literature. Reading their work can help you gain new perspectives on particular works and help you understand them better. But you should not accept the ideas of any critic unquestioningly. Each critic, like other readers, has his own interpretation. And different critics come up with very different conclusions about the same work. For an example of this, look on pp. 1912-1920 followed by a sample student paper on page 1921-1926 each with a different interpretation of a story. Plot The plot of a story is simply the events that take place in the story. Most people read only for plot–but you now know to look for theme, too. And often, clues to the author's intentions can be found in the plot. For example, pay attention to beginnings and endings of stories, and ask yourself questions: Why did the author choose to begin the story with this event? Why choose to end it with that event? What has changed between the beginning and the end? â€Å"The Secret Lion,†for instance, begins when the boys are in junior high, and then moves back in time. Why wouldn't Rios choose to begin when the boys were younger, and then work his way up to junior high? And what has changed in the boys, and in their lives, between the beginning and the end of the story? Look also at the stages in all the important changes. What happens to change things or people? Why do you think the author chose to take this course of action? In â€Å"Happy Endings,†Atwood ENG 150 Reynolds 5 details the possible outcomes of a single event. What is her point in showing us all these alternatives? Look for events, people, and/or circumstances that work against the action of the story. In â€Å"The Things They Carried,†for example, the narrator tells us what happens to the soldiers–but he also repetitively tells us what they carry, and this slows down the story. Why would O'Brien choose to include all this information? Why not just tell us what happened? Look for characters, events, and details which seem to make no contribution to the plot or movement of the story, and ask yourself why they are there. In â€Å"This Is What It Means to Say Phoenix, Arizona,†(pg. 474) for instance, the narrator tells us a lot of stories about Victor's and Thomas's past which seem to have nothing to do with the events taking place on their trip. Why tell us? We are told about a gymnast they meet; but the gymnast is unnecessary to the plot; why is she there? The reservation where the boys live is described; what details are we told about the reservation? What is left out? Why? Look for repetition of events and details. What details repeat themselves in Faulkner's â€Å"A Rose For Emily†? (pg. 29) Is there any sort of pattern that you can detect in this repetition? The narrator of â€Å"The Tell-tale Heart†also repeats himself; why? Note the conflicts that occur in the story, whether they are between the characters, the characters and their surroundings, or within the characters themselves. And look at how those conflicts are resolved. In â€Å"Kansas,†the narrator describes the conflict between the boy and the farmer; why is he so frightened? How does this affect his later actions? And how is the conflict resolved? What does this resolution reveal about the boy? About the reader? Character Characters in books and stories can function in two ways: they can be individuals, with unique characteristics, habits, quirks, and personalities, so that they seem like real people; or they can be â€Å"types†–that is, they can typify or represent something larger than themselves. The best characters do both. In a story, the main character is called the â€Å"protagonist. †The protagonist's opponent is the â€Å"antagonist. †The antagonist is usually another person, but in some stories it is an animal, or a spirit, or even a natural force. Figuring out which character is the protagonist can help you to interpret the story's theme. For example, in â€Å"A Rose for Emily,†we might say the protagonist is Emily–or we might say the protagonist is the town. If we choose Emily, we might see the story's theme as having to do with fear, loneliness, or mental illness. If we choose the town, we might see the story as having to do with social isolation or social class. Some characters are â€Å"flat†; others are â€Å"round. †Flat characters may play a small or a large role in a story, but they experience no change or development throughout the course of the story. Round characters change, grow, develop. (This does not make round characters superior to flat characters; it simply means they serve a different function in the story, depending on the author's ENG 150 Reynolds 6 intention. ) In â€Å"The Yellow Wallpaper,†(pg. 436) for instance, the husband is flat; we do not see him experience any growth or development during the story. But the narrator, his wife, is round; her experiences change her. Sometimes it is not easy to figure out whether a character is round or flat, and that in itself can help you arrive at an interpretation of the story. For example, is the narrator of â€Å"The Tell-tale Heart†flat or round? Does he change or develop during the course of the story, or does he stay the same? The way you answer this question may affect the way you see the theme(s) of the story. Often, the names of characters are revealing. Authors are usually careful to give their characters appropriate names. Charles Dickens, for example, in Nicholas Nickleby, names a schoolmaster â€Å"Mr. Choakumchild†; right away, we know that Nicholas is in for a rough time at this school. Sometimes, the
Thursday, November 7, 2019
A Corporation With No Morals essays
A Corporation With No Morals essays Some teenagers today, may not know what business ethics are. Well, business ethics is the difference between right and wrong in the business realm. There are so many companies with good business ethics but in our world we only hear about the companies with the bad ethics. One of those companies is called Enron. Enron is a gigantic corporation that deals with the electrical power in Dallas, Texas. Enron may have destroyed many peoples lives due to the company declaring bankruptcy. Enrons collapse has devastated the world; especially the market place because no one thought that a corporation that big would ever fall. What the Enron executives did was morally despicable, lying to their fellow blue collar workers and not telling them the truth behind all of Enrons debts. In the space of five days last week, the story of Enrons collapse went from the merely unusual to the truly baroque, with plot elements lifted from the pages of Robert Penn Warren and John Grisham (Time Feb 2002 18 ). Enron executives have brought loads of controversy upon themselves. How does the seventh wealthiest corporation collapse? Why did it collapse? Who was behind all of this? Questions like these are wandering through investors heads who invested their money in this company. Enron was a corporation that was built up through loans or fake money. One would call it fake money because Enron really had no clue on how many debts they owed and how many loans they had. Enron avoided paying federal income tax for four out the last five years and instead received millions of dollars in federal-tax refunds. Enron ran into financial trouble while transforming itself into a company that traded energy, water, weather derivatives and anything else it could turn into commodity (Time Jan 2002 19). Kenneth Lay, the former Enron chairman, resigned a few ...
Tuesday, November 5, 2019
The Meaning of Vive la France!
The Meaning of 'Vive la France!' Vive la France! is an expression used in France to show patriotism. It’s difficult to translate the term literally into English, but it generally means â€Å"long live France!†or â€Å"hurray for France!†The phrase has its roots in Bastille Day, a French national holiday commemorating the storming of the Bastille, which took place on July 14, 1789, and marked the beginning of the French Revolution. Patriotic Phrase â€Å"Vive la France!†is mostly used by politicians, but you will also hear this patriotic expression bandied about during national celebrations, such as Bastille Day, around French elections, during sporting events, and, sadly, at times of crisis as a way to invoke patriotic feelings. La Bastille was a prison and a symbol of the monarchy in late 18th century France. By capturing the historic structure, the citizenry signaled that it now held the power to rule the country. Bastille Day was declared a French national holiday on July 6, 1880, on politician Benjamin Raspails recommendation, when the Third Republic was firmly entrenched. The Third Republic was a period in France that lasted from 1870 to 1940. Bastille Day has such a strong signification for the French because the holiday symbolizes the birth of the republic. The related phrase Vive le 14 juillet! (literally â€Å"Long live the 14th of July!†) has been associated with the historic event for centuries. The key term in the phrase is vive, an interjection that literally means long live. The Grammar Behind Vive la France French grammar can be tricky. The term vive is no exception. Vive comes from the irregular verb â€Å"vivre,†which means to live. Vive is the subjunctive. So, an example sentence might be: Nous souhaitons, nous espà ©rons que la France vive longtemps, heureusement. This translates to: We hope that France will live for a long time, fortunately. Note, that the verb is vive and not viva, as in Viva Las Vegas, and it is pronounced veev, where the final e is silent. Other Uses for Vive The expression vive is very common in French to show enthusiasm for many different things, such as: Vive les vacances! Hurray for the vacation! Vive les soldes! Hurray for the sales season! Vive moi! Yeah me! Vive is also used in a number of other contexts that are not related to the famous phrase but still important in the French language. Examples include: On ne voyait à ¢me qui vive. There wasnt a living soul to be seen. Etre sur le qui-vive. To be on the alert. La vive- eau Spring tide Vivement Brusquely, sharply While the saying Vive la France is deeply rooted in French culture, history, and politics, the full slogan is generally invoked only on historical occasions and during political events. By contrast, the key term in the phrase, vive, is widely used by the French to express joy and happiness on many occasions. So, the next time youre in France (or find yourself among French-speakers who happen to use this famous phrase), impress them with your deep knowledge of French history. Source The Editors of Encyclopaedia Britannica. Bastille Day. Encyclopaedia Britannica.
Saturday, November 2, 2019
Major Theoretical Logic in Global Marketing Essay
Major Theoretical Logic in Global Marketing - Essay Example There is a major gap in our understanding of the types of internal organizational resources that are conducive to implementing a global marketing strategy and that can lead to sustainable competitive advantages in the global market. A major issue that needs to be investigated is what organizational processes that successful global competitors adapt to influence its foreign subsidiaries so that they can achieve global marketing standardization, coordination, and integration (Samiee and Kendall, 1992). Potential organizational processes may range from suggestion, inducement, request, to the direction (Bartlett and Ghoshal 1992). It should be interesting to know which process is more effective and, perhaps more importantly, under what conditions a particular process may be effective for implementing a global marketing strategy. Researchers need to properly conceptualize various organization processes, define their relationships to global marketing strategy implementation, and design emp irical studies to test such relationships. Another major issue involves the organizational structures that are conducive to global marketing strategy implementation (Appelbaum et al, 1998). While centralization vs. decentralization and product division vs. geographical division has received some discussion in the literature, other dimensions of organizational structure have not been investigated adequately. For example, how a firm's decision to enter into international joint ventures (or any other modes of foreign market entry) affects its ability to implement a global marketing strategy, and how various knowledge management systems relate to a firm's ability to implement a global marketing strategy are among important issues to be researched (Bellamy and Graham, 1987). Still another major issue in global marketing is the type of organizational cultures that facilitate global marketing strategy implementation (Beyers and Lindahl, 1999). Perhaps the strength of the organization cultu re is an important variable, or the content of the organization culture is more relevant. Researchers need to develop sound classification schemes for organization cultures and link them to a firm's ability to implement a global marketing strategy. Empirical research in this area is particularly scarce. In addition to the aforementioned issues that relate to a firm's internal organizational resources, research is also needed to identify various industry globalization drivers and the specific mechanisms through which a global marketing strategy can lead to competitive advantages for a firm. With quality research in these areas, a complete theory of global marketing strategy can be expected in the future. Culture is an important factor in the understanding organization because for any organization to operate effectively it must to some extent have a general set of beliefs and assumptions.Â
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