A Woman Of No Importance Essay

‘A Woman of No Importance’ was written in 1892 by Oscar Wilde. In the play Wilde shows the hypocrisy that permeated through the 19th century and he expresses his views on a parochial society. The exposition of the play is pivotal in Wilde’s craft as he establishes characters and lays the foundations of the play. The play shows how 19th century, upper-class societies functioned. With hindsight, we can reflect upon Wilde’s use of suggestion as he radically expresses his views on the society in which he lived in. Wilde successfully introduces the characters within the exposition and the subtext allows the reader to gain a deeper understanding of the true nature of all the characters. Wilde immediately introduces us t the character of Lady Caroline, a woman who has been married four times herself, a trait that would be highly disapproved of in the 19th century. Her opinions seem to echo what many women of her status may have thought about the goings on in a 19th century society. She is persistent in patronising Miss Worsley and takes amusement in insulting her about her American heritage. ‘I am not sure Miss Worsley, that foreigners like you should cultivate likes or dislikes’. This statement shows that Lady Caroline places herself above Miss Worsley in society, although she is a Lady, and Hester has no title. Lady Caroline clearly thinks that everything she says is correct, as in conversation with Lord Kevil she comments that she is ‘usually right’, even though she refers to Lord Kelvil as Kettle, and she has to be corrected by her passive husband, Sir John. ‘You believe good of everyone Jane. It is a great fault’, although this is a virtue, Lady Caroline is clearly a pessimist, and her statement is a paradox. The statement shows that Lady Caroline has warped morals and is greatly unaware of her own nature. Through Wilde’s presentation of Lady Caroline we are shown how we cannot believe the surface appearance of characters in the play, deepening our knowledge of a 19th century culture was truly like. Wilde reinforces the hypocrisy of Lady Caroline, creating the impression that her knowledge is purely based upon gossip. ‘It’s said, of course, that she ran away twice before she was married’. This is an aspect to Lady Caroline that is key in understanding her nature; her egotistical vanity creates a particularly bad impression of 19th century upper-classes, as her views almost mirror modern day celebrities. Wilde portrays Hester as a stark contrast to the malicious character of Lady Caroline; Hester has a nonchalant manner and speaks in long, meaningful dialect, whereas Lady Caroline’s dialect is shorter and far more aggressive. Through Hester we can see Wilde’s possible true intentions, as he is perhaps suggesting that an American society far exceeds the British way of life. ‘In America those are the people that we respect the most’, Hester says this to Lady Caroline when she is being informed that Lady Caroline is disdainful towards people that have to work for a living. Hester is clearly an independent woman, and like the Suffragette movement during the 19th century, she represents the ‘new woman’; she is very clear about what she wants and is able to make her own decisions. In the 19th century the Suffragettes battled for the rights for women to vote and were very forward in their thinking, much in the same way as Wilde and Orwell (1984). When Hester comments on her thoughts and feelings towards Gerald Arbuthnot many of the characters disapprove of her speech, as she is breaking the stereotypical expectations of a woman in the 19th century. ‘He has one of the most beautiful natures I have ever come across’. Although Hester is the most isolated and vulnerable, due to her being from America, the audience seem to her like her the most out of all the characters, as she appears to be the most honest and likeable, she also has a witty sense of humour.

Character Sketch of Daniel from Daniels Story

Character Analysis: ____chapter 3__________________ Your task is to choose a character from the novel and draw a picture of them in the first box. Surround your picture with quotes from the novel, as well as adjectives describing their appearance. Next, describe your character’s personality, family, and the conflicts he/she is facing in the story. You must have at least 5 points in each category and evidence from the novel. For example: Daniel is a ‘†free spirit† because in Chapter 3 he disguises himself as a Hitler Youth and travels throughout Frankfurt, doing all of the things he isn’t allowed to do.Physical Traits (What does your character look like? ) 12 – 13 years old. â€Å"I had to be who I was – Daniel, a twelve-almost thirteen-year-old Jewish boy who carried an I. D. Card stamped with a big J â€Å"(p 28) â€Å"How I had loved skiing – the speed, the cold, the daring† (p 24) Personality (What kind of person are th ey? ) â€Å"She’s not only beautiful, though, it’s that her inner calm and sweetness shine through her eyes. I love to photograph her† (p 20). (mother) -finds beauty within, caring, enjoys photography, They aren’t all so bad, Mother,† I say, trying to make her feel better. How can I tell her that I’m looking through them to try to make sense of this nightmare? I can’t let her see how upset I am. It would only make her more miserable† (p 21) -Caring, hides feelings from mother, devoted, kind, empathetic, compassionate, concerned, thoughtful, â€Å"I remember Auntie Leah giving me Uncle Peter’s camera when she and her children moved in with us after they took Uncle Peter away†¦ and the first thing we did was turn one of the closets into a darkroom.Then I read every book I could on photography until I felt ready to begin taking pictures† (p21) -Brave for starting a darkroom when photos were banned. Ambitious, moti vated, excited about photography, hard working, knowledgeable, patient as he gathers knowledge, likes to be prepared, responsible, cautious, â€Å"I felt it was my duty to take over his responsibility as the family photographer. † Friedrich and I made a pact that we would photograph everything we could as a record of our ill treatment by our fellow Germans† (p 21). Trying to compensate/ take pictures in memory of his Uncle Peter, gathering proof/evidence of German behaviour, historian, loyal, responsible, reliable, trustworthy, makes promises and keeps promises, I remember powdering my face with flour as she and Erika were working and then shouting ‘boo’ at them. †¦ it felt good to be scolded about something ordinary like that – I think it made me feel that things were ordinary† (p25) -trying to remain positive, make life feel normal, prankster, joker, comedian, humour,

The Validity of Knowledge

Lia Thompson Mr. Faria HZT 4U1 Wednesday January 18, 2012 The Validity of Knowledge This paper will explain the validity of John Locke’s Theory of Knowledge. Epistemology has been the topic of discussion for many philosophers over the centuries. The study of knowledge is important because as humans, it is necessary to understand where the basis for our knowledge originates. Locke, like many philosophers believed that all knowledge about the world is derived from sensory perceptions.Empiricists such as Locke believe this â€Å"posteriori† view of knowledge. He explains in his theory that we are born with â€Å"blank slates† or Tabula Rasa, the term used in Locke’s theory in his writing, â€Å"An Essay Concerning Human Understanding† (Locke 163). Philosophical arguments are as varied as the philosophers who construct them. For each theory, there is an opposing view. Rationalists, such as Rene Descartes would argue against Locke and his empiricist view of knowledge, believing knowledge to be innate.Descartes believed that all humans are innately born with these truths without the aid of our senses as argued in his first, second and third Meditations (Descartes 3). Locke’s theory goes against not only Descartes views but Plato’s as well. But Despite the arguments against Locke’s empiricist view, he is most reasonable. I agree with John Locke’s theory of sensory perception because we would not be able to survive without our senses. John Locke was born on August 29, 1632 in a village in Somerset, England (John Locke-Biography).He wrote several major works that have made a big impact on today’s view of the world, but his major theory on knowledge was in his book, â€Å"An Essay Concerning Human Understanding†, where he outlined his views as well as argued against rationalist’s view on innate knowledge. He wrote his book based on his belief that true knowledge is gained through experien ce, â€Å"a posteriori† (Velasquez 330). â€Å"Locke holds that the mind is a tabula rasa or blank sheet until experience in the form of sensation and reflection provide the basic materials — simple ideas — out of which most of our more complex knowledge is constructed† (Uzgalis).Reflection and sensory experiences go hand in hand because in order for our senses to be used, we must experience the world around us. Once we have experienced, for example the sweet taste of an apple, from eating it, we are able to reflect on what our senses were able to establish about it and gain truths about what we experienced. â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). Locke does agree that we as humans have reason but our senses are paired up with reason, as we are to reason what our senses are experiencing.Locke created the theory of â€Å"Primary and Secondary Qualities† to explain his i deas about the differences between our perception of the world and what the world really is. Based on scientific research, humans are aware that not everything we perceive is the same as how other living creatures perceive it. Animals in comparison to humans may experience the same things as humans do, but the way they are perceived can be totally different. For example, it is scientifically proven that dogs cannot see in colour, so to them everything is in black and white.Dogs still use their sight, but are unable to see the same colour humans can. Primary Qualities are measurable qualities by size, weight, shape etc. and will stay the same regardless of our perception. Secondary Qualities are the hidden powers an object has that can produce in us a sensory experience such as the colour we see in the sky. (Velasquez 333) We can understand his theory on Primary and Secondary Qualities because scientists are able through research to study other living things and their perceptions of senses.Locke’s theories are a clear explanation to the many things we experience as human beings. Descartes was born on March 31st, 1596 in Touraine. After finishing school in 1612, it left him feeling unsettled and dissatisfied. He felt the need to travel, so he could discover new surroundings and he joined the army at the age of seventeen. He was in search of discovering more truth than he had found at school. Descartes lived in a time of great uncertainty as to what truth was, and what it wasn’t.There were new scientific discoveries being made which were unheard of at that time, as well as the new protestant branch of Christianity that went against the old traditional religious beliefs. With everything around Descartes changing, he began to doubt all his prior knowledge (Velasquez 320). Descartes began to search for true knowledge, which was the beginning of Descartes’ first meditation on Doubt. He questioned the idea that we may all be unaware of our state o f mind; are we dreaming, or are we awake?Descartes concluded that there are no ways to tell whether or not we are awake or dreaming. So where did this idea come from? He went on to say that there must be something of a higher power deceiving him, an â€Å"evil genius† of deceiving nature creating this illusion for all to get caught up in. Descartes reasoned that, if this were the case, we couldn’t trust our senses at all because our senses are illusions. With this mindset, Descartes believed that the only basic truths are those that cannot be doubted. The undeniable truth he discovered was â€Å"I think, therefore I am† which he reasoned that even if he was being deceived about everything else, he could not be deceived that he was thinking he was deceived, therefore he exists† (Velasquez 321). In order for Descartes to rule out sensory perceptions, he would need to rely on another basis for our knowledge. Based on his inner reflection, he believed that kno wledge is not learned, ideas are present in the mind at birth. â€Å"We have a priori knowledge – we are born with knowledge and truths without the aid of sense perceptions†¦Ã¢â‚¬ (Velasquez 324).Descartes would argue against Locke’s sensory perceptions theory because to Descartes, our senses are invalid. In Descartes† second meditation, he uses an example of a piece of wax to prove our senses wrong. â€Å"Let us take, for example this piece of wax: it has been taken quite freshly from the hive, and it has not yet lost its sweetness of the honey which it contains; it still retains somewhat of the odor of the flowers from which it has been culled; its colour, its figure, its size are apparent; it is hard, cold, easily handled, and if you strike it with a finger, it will emit a sound† (Descartes 190-191).Here Descartes explains, in every respect all physical aspects of the wax that is experienced with our senses. â€Å"But notice that while I speak a nd approach the fire what remained of the taste is exhaled, the smell evaporated, the colour alters, the figure is destroyed, the size increases, it becomes liquid, it heats, scarcely one can handle it, and when one strikes it, no sound is emitted†¦What then did I know so distinctly of this piece of wax? It could certainly be nothing of all that the senses brought to my notice, since all hese things which fall under taste, smell, sight, touch, and hearing, are found to be changed, and yet the same wax remains†¦ it is mind alone which perceives†¦this piece of wax† (Descartes 190-191). Descartes explains that because the wax can transform, leaving us with different sense perceptions than before, it cannot be trusted as knowledge. Descartes was unable to grasp Locke’s concepts of sensory experiences and therefore rejects everything but the knowledge we are innately born with.Although Descartes gives an adequate theory, his views do not stand up to Locke and other philosopher’s criticisms. To Locke, Descartes’ whole argument on innate knowledge and the ideas behind his meditations are weak, not only invalid because of their opposing views on how humans attain knowledge, but invalid in regards to his reasoning behind his theories. There are many things to point out about Descartes, based on Locke’s ideas. Locke understood the ideas of innate knowledge, but disagreed because he believes we are too much a part of this world to doubt its existence.If innate knowledge were the only true way to have knowledge, people would not be having arguments of what is right and what is wrong. â€Å"[Descartes ideas of doubt are invalid] because there are none to which all mankind give a universal assent† (Uzgalis). Descartes’ explanation of existence of things states that because Descartes can think, and because thinking things exist, Descartes therefore exists. But this argument is invalid because this is the same as saying, â€Å"I am walking, hence I am the walking. The author, William Benton in the book, â€Å"Descartes/Spinoza† objected to Descartes’ second meditation on doubt by saying, â€Å"this is an assumption on Descartes part to say that which one understands is the same exercise of understanding†¦for the entity of understanding itself, is one thing and the essence is another† (Benton 135). This relates back to Descartes invalid argument because Descartes defense can be restated as a claim that he is thought.One may think, but can never be the â€Å"entity† or the actual action of thinking. All of Descartes meditations on knowledge surround the main idea of innate knowledge and thought, â€Å"but whence comes our knowledge of this proposition, I think? †¦ we cannot think of leaping, apart from that which leaps, of knowing apart from a knower, of thinking without a thinker† (Benton 135). Descartes has no explanations of how we are able to c ome to thoughts on actions.Actions can relate to the idea of innate knowledge because they both are thought, but are unseen to the senses, at least until the thought or action is indeed physically done. â€Å"But for example, willing fearing and denying always go hand in hand with something physical as the subject of those thoughts, you cannot have the knowledge of what scares you without experiencing it in some way† (Hutchins 138). Locke also expresses his opinion not on emotions that derive from experiences but with the nature of this world. For I imagine any one will easily grant that it would be impertinent to suppose the ideas of colours innate in a creature to whom God hath given sight, and a power to receive them by the eyes from external objects: and no less unreasonable would it be to attribute several truths to the impressions of nature, and innate characters† (Uzgalis). If we know what the term â€Å"colour† means, that is some sort of knowledge, and s o we are unable to identify colour unless we use our senses. We cannot believe we know the term colour, without actually experiencing it.Just as the author in the book â€Å"Descartes/Spinoza† explains that one is unable to know what an actual angel looks like, but from our experiences through visual senses, we are able to construct ideas of what one might look like based on our visual surroundings. (Hutchins 136) Now this goes against Descartes ideas of thought and innate knowledge because, â€Å"Notice that in order for Descartes to doubt his beliefs, he needs a language in which to express his doubt. But then, if Descartes were to doubt his beliefs about what words mean, then he could not formulate any doubts at all.He would be totally incapable to express his doubts. Thus the attempt to doubt anything would be necessarily self defeating† (Albert). Descartes’ arguments on doubt are self-defeating because Descartes does not believe anything exists but his mind , ruling out all language and terms used and formulated in this world. The example of wax used by Descartes to validate his view that sensory knowledge is the only knowledge, can be looked at differently to validate sensory experiences.From an empiricist’s point of view, one would indeed gain knowledge by putting the wax near the fire because in doing so, one would understand what happens to wax when it is being scorched. By using the senses to experience the wax in a different form, one is able to reflect and learn from the experiment. Descartes theories have many flaws, therefore making his arguments invalid. Although there are many other rationalists that oppose the views of empiricism, Plato was another great philosopher who developed the very foundations of innate knowledge based on Socrates dialogue with the slave boy.Socrates, being one of the significant founders of western philosophy, along with his student Plato was famous for imposing difficult thought-provoking in quiries to the fellow Athenian citizens. Although Socrates did not record any of his philosophical discussions or inquiries, his student Plato explains to us the works of Socrates. Plato, like Descartes believed that there was only one way to have knowledge. He believed knowledge was not acquired through the use of our senses, but merely obtained before we were born.Plato went farther than Descartes by believing that our souls must have lived in another universe before being born in this one. This other universe would have been perfect where we would have been able to experience perfect objects and were able to experience all that was perfect in the prior universe. The reason we would have innate knowledge would be because when we were born into this imperfect world, according to Plato, all the perfect concepts of the previous world would still be within our souls. â€Å"Most rationalist philosophers have rejected Plato’s claim that before we were born we existed in another perfect universe.But many rationalists have accepted Plato’s more basic insight: we do not acquire the basic truths of math and science by observing the world around us†(Velasquez 326). Although his beliefs about how we attained innate knowledge were not much accepted, he uses a dialogue between Socrates and Meno, the slave boy’s master to explain his beliefs on innate knowledge. â€Å"In Meno, Plato tells us how Socrates once made a slave boy â€Å"remember† his knowledge of geometry by showing him some imperfect figures drawn on the ground.Socrates shows the slave boy a square that is supposed to be two feet by two feet in size. Socrates asks the boy to draw a second square that is exactly twice the size of the first square†¦the boy initially realizes that his first answer is wrong. If you double the length of each side of the square, you will get a new square that is exactly four times as big as the first square. Yet the boy knows this without mak ing exact measurements†¦ and even if the boy had measured the squares, they would probably not have turned out to be exactly the right sizes. So where did this boy’s knowledge come from? (Velasquez 324) In this summary of the dialogue, Plato argues that the boy’s knowledge of the Pythagorean theorem could not have come from observing the imperfect figures drawn on the ground. This proves that it must be knowledge that is already in our minds then, because Plato explains that the knowledge of mathematical theorems are not obtained through sensory experiences. It is impossible to rely on our senses to give us knowledge of math because there is no physical experience to go hand in hand them. This belief is the total opposite of Locke’s views because Plato denies any thing that relies on the senses.In Plato’s dialogue involving the slave boy, there is some questionable material that can relate back to Locke’s beliefs of relying on our senses. Even though the slave boy was able to answer Socrates’ geometrical question, the dialogue stated that the boy hesitated and also made a mistake before arriving at the correct answer. â€Å"At first the boy says that if you double the length of each side of the first square, you will get a second square that is exactly twice the size of the first square†¦the boy quickly realizes that his first answer is wrong. (Velasquez 324) His knowledge was based on observation not innate knowledge. The boy was able to use his visual perception to determine the measurements of the squares. As Locke would say, â€Å"Reason is our intellect, our power to think and make judgments based on our sensory experience† (Locke 59). It merely takes reason and reflection to first observe the dimensions of square and then come to a realization about how to double the square. Although he was answering a question, Socrates used an example of an imperfect square and then asked him to solve the ques tion.The answer was discovered through trial and error. It was clearly not based on innate knowledge but visual senses. I agree with Locke’s theory because it is the most reasonable approach to the idea of gaining knowledge. With out sensory perception feeding us, we have nothing to base our knowledge on. We have been born with blank slate, but are still equipped with reason as human beings. One can relate scientific discoveries to sensory perceptions because all scientific knowledge comes from observations.One cannot call something a scientific discovery if it does not have evidence to back up their hypotheses. The evidence used does not come from innate knowledge, but from observation, touching, hearing, smelling, tasting. If, according to Plato and Descartes, basic science and math were innately known, then science would not improve. If science were innate, scientists would not have a job, and everyone wouldn’t be arguing about their beliefs. Science is constantly d iscovering something new, constantly realizing that something once thought as true, turned out to be false.For example, Einstein’s Theory of Relativity is based on mathematical structures and therefore is valid in the eyes of a rationalist. But if this knowledge were innate it would automatically have to be true. Scientists just recently have discovered subatomic particles that defy the theory of relativity, as these particles move faster than the speed of light. If this is the case, it is impossible to say that innate knowledge is the only truth. The whole world would have to be in agreement and collectively accept things as they are, and the world is nothing like that.We can all agree to this because we have all gained knowledge through the use of our senses. Knowledge itself is something that we as humans are still discovering, questioning and experiencing in our own way. John Locke helps us to see that knowledge is something gained individually, in our own ways, in our ow n time. We all have something in common and that is our ability to use our senses in such ways that we have been able to create magnificent pieces of art, unravel the mysteries of the universe, invent new and convenient strategies for the human race and so on.All this made possible by the pursuit of knowledge. Works cited Books Hutchins, Robert Maynard// Rene Descartes// Baruch Spinoza. Great Books of the Western World: Descartes Spinoza. Chicago: Encyclopedia Britannica, 1952. Print. Locke, John. An Essay Concerning Human Understanding. Ed. Kenneth Winkler. Hackett Publishing Company, 1996. Velasquez, Manuel. â€Å"Chapter 5: The Source of Knowledge. † Philosophy. 10th ed. Belmont: Thomas Wadsworth, 2008. 320-33. Print. Websites Albert. â€Å"Criticisms to Descartes’ Cogito  « Albert’s PHI101/103 Weblog. Albert’s PHI101/103 Weblog. 1 Apr. 2008. Web. 20 Jan. 2012. . â€Å"John Locke – Philosopher – Biography. † The European Graduat e School – Media and Communication – Graduate & Postgraduate Studies Program. 2010. Web. 20 Jan. 2012. . Uzgalis, William, â€Å"John Locke†, The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta  (ed. ), URL = .

Logistics - FedEx Distribution Systems Coursework

Logistics - FedEx Distribution Systems - Coursework Example The company is observed to use a distribution system of its own known as the ‘FedEx International DirectDistribution’ which is said to be an easy and cost-effective process, resulting in the distribution of various shipments in proper time along with decreasing its operational cost. This mechanism thereby facilitates to ensure that low cost is charged from the customers. This, in turn, plays a vital role in ascertaining the preference of FedEx amid consumers. With reference to the above graphical representation i.e. ‘FedEx International DirectDistribution’, it can be viewed that the distribution system of FedEx comprises three steps that include packaging of the shipment received from different sources, making transportation of goods with the help of different means, as well as the concluding step is to deliver the shipment to the final customers or retailers. The different steps have been elaborated below: The packaging of the shipment received: In the first step of the distribution process of the company, the shipments received are packed according to their requirements. The packaging process is considered to be a vital part of the distribution process of the company as the shipment of the goods in proper order or quality is reliant on the way in which the packaging is done. FedEx does have different packaging policies for diverse forms of products. The different packaging policies comprise stacking the shipment received in order to have a proper estimation of the width, length, and breadth of the boxes that would be needed to pack the product. The next step is the process of cushioning and bracing, resulting in the proper handling of the products while transporting the shipments from one location to another. And, the last step is banding and wider packaging so that no damages occur owing to an inadequate stacking of the products (FedEx, 2013).

Discuss the nature of an effective performance management system. In Essay

Discuss the nature of an effective performance management system. In your discussion, recommend the process that should be used - Essay Example It argues that there is no singular nature of effective performance management, instead effective performance management exists in a fluid and contextually specific reality. The essay also considers the nature of effective performance management within the real world context of service and consultancy firms. In considering the nature of effective performance management measures, one of the crucial elements is that of situating performance management in terms of a structural framework. This essay argues that in large part there are different levels of understanding that can be brought to performance management systems, with structural or overarching frameworks representing a general qualitative perspective on the nature of effectiveness, as well as defining the boundaries of performance management. One such framework is that proposed by Fitzgerald and Moon (1996) who broadly argue that there are a number of core competencies that must be implemented to achieve effective performance ma nagement. Within this context, they have outlined the most effective measures to be understanding one’s intentions, developing a range of performance standards, developing patterns of comparison, and implement a top down system. While Fitzgerald and Moon (1996)’s framework is powerful in its simplistic message, other researchers have articulated the characteristics of effective performance management from a different perspective. In these regards, Otley (2005) has advanced a notion of effective performance management from a more complex angle. In these regards, Otley states that performance management must heavily consider strategic measures, emphasize effectiveness or efficiency patterns, consider incentives, and follow a bottom down structure. The elements indicated by Otley and Fitzgerald and Moon constitute a broadly framed perspective on the nature of performance management. At this level of abstraction, the defining elements represent more of general overview of effective elements. One will note that the definitions contain contradictory elements. In these regards, it seems that the benefits of one method over the other are linked to the nature of the business system in which the measures are implemented. Another framework that articulates effective performance management is that which has been implemented by Otley (2007). In this research Otley examines previous conceptions of effective performance management, specifically those presented by Johnson and Kaplan (1987), as Otley argues that it is no longer relevant to consider performance management within the ‘management accounting’ paradigm. Ferreira and Otley (2009) considered the literature involving performance management systems and argued that traditional critical assumptions did not go far enough in articulating the essence of effective performance management. As such they proposed a new critical framework that examines the issue in terms of an extended framework of perf ormance management systems. Within this framework, some of the critical assumptions regarding what constitutes effective performance management are articulated as a means of advancing past critical assumptions. The framework developed is referred to as performance management systems, and it incorporates a number of elements from Otley’s previous theoretical matrices, augmenting them through the

Critical Appraisal of the International Accounting Standard Dissertation

Critical Appraisal of the International Accounting Standard - Dissertation Example The comparison focusing on the latter group is a means to identify whether there would be an increase in the degree of accounting quality that a firm has after utilizing and applying IAS 40 in their policies and processes. In that light, the researcher aims to determine the prospect of improvement of a firm's accounting quality and financial reporting with the use of International Accounting Standards on Investment Property. One of the key objectives of the International Accounting Standards Board (IASB) is to formulate a singular guideline that would establish accounting standards of high quality that must be comprehensible, as well as practical and practicable for the sake of public interest. Such guideline would encompass the accounting framework across the globe, which mandates transparent and analogous data of financial statements dedicated to a universal rationale (IASB) (Ashbaugh & Pincus 2001). With that philosophy in mind, the IASB has made the necessary measures to eliminate permissible accounting practices and policies that would serve as alternatives (Leuz et al 2003; Tarca 2004). In addition, the board has necessitated that the accounting measures enforced in IAS mirror the performance of a firm based on its economic position (Street & Gray 2001; Tarca 2004; Hung & Subramanyam 2004). With these two premises in mind, one can note that the application of IAS is directed towards the development of accounting quality among firms. A firm's accounting quality poses the probability to improve provided that alternatives are eliminated and the perusal of developing the degree to which the concept of accounting measurements aim to echo the limit of a firm's economic position, which would then be based on the prerogative of the management in reporting accounting amounts that pose an inferior representation of a firm's economic performance, such as the process of managing earnings (Bartov, Goldberg & Kim 2004; Daske 2006; Leuz 2003). With that concept in mind, the researcher aims to identify whether accounting amounts that have been identified with the help of IAS present higher quality, as opposed to those determined by GAAP (Leuz 2003).  

Week Two Learning Team Reflection Essay Example | Topics and Well Written Essays - 250 words

Week Two Learning Team Reflection - Essay Example Waldo had previously tried to explain to her supervisor several times that she is being subject to sexual harassment and violence. There are certain employee rights which are to be abided by all companies because the government has laid down strict rules and regulations with respect to human respect and to ensure that there is no discrimination with respect to gender and race. These rules are set to ensure that the employees are not abused in any manner. Harassment issues are a common problem and that is why law a law has been implemented. Waldo did not keep quiet about her harassment by the employer. Waldo claimed that her current employer subjected her to gender discrimination, hostile work environment, and retaliation under state and federal law. Waldo took the company to the court to claim her rightful place in the society and to punish the company for its wrongful behavior in order to ensure that it is not repeated again and again with other employees. Several trials were held in this regard and the employer was punished by awarding Waldo a lump-sum amount of $400,000 in compensatory damage and $7,500,000 in punitive damage (MOORE,

Introduction to the Criminal Justice System Essay

Introduction to the Criminal Justice System - Essay Example The authority of the agencies involves law deception and law exemption, secret police and other law issues outside power and control of the local law enforcement agencies. The Office of the United States Attorneys is an important body as it represents such institutions as federal government in US district court and the court of appeal. From this perspective, federal law enforcement is essentially a straightforward matter: the law and common sense are all that are required. Bittner remarked that organizations are 'permanently flooded with petty military and bureaucratic regulations' Legalism is closely linked to the conception of police organizations as effective bureaucracies. The federal judiciary consists of the Circuit Courts and permanent appellate court for each circuit. Today, 94 courts are established around the country. The federal judiciary is headed by the chief judge of the court of appeal. There are 12 circuits in the USA, and each of these courts has its own court of appeal. This can get complicated because more than one person may have control over an area. People unfamiliar with the legal system may also find the concept of standing complicated. Generally, people must have had their own rights violated before they can object in court (Koletar, 2005).

Fashion marketing Dissertation Example | Topics and Well Written Essays - 750 words

Fashion marketing - Dissertation Example From this research it is clear that the concept of fashion is one that is now growing to international trends that are affecting the market. When looking at different regions, it can be seen that there are changes and complexities that are altering how many are able to sell various fashion labels. The rise of globalization is one of the factors which are changing the contemporary issues and trends. This has led to two major trends in the industry, one which is based on fast changes for consumer trends, such as wholesale clothing, and the other which includes high – end fashion. These trends are further divided by resistance or acceptance to different styles, specifically which are influenced by region and the demands that are associated with the area. When looking at the Chinese market, it can be seen that the trends are continuously changing the most popular styles. This includes the high end clothing as well as fast changing trends, as well as the resistance and acceptance o f Western style clothing in society. This research study will examine the different marketing trends in the Chinese market as well as how these are directly influencing the fashion industry nationally and internationally. More important, there will be an examination of how the trends are altering the direction of fashion labels. The study will focus specifically on the acceptance of European brands among generation Y students, including the perceptions in terms of quality, image, emotional value and mindset from consumers. Rationale for Topic The changes in the fashion industry are continuing to alter at rapid rates. The study of the Chinese market and how it is a part of the changing trends provides a larger context in understanding the fashion industry. First, there is an understanding of the product cycles and trends that are incorporated into cultural values through different regions. At the same time, there will be a better understanding of how this affects the perceptions and fashion styles in the global market. The result will be the ability to understand production from global sourcing within the fashion industry (Tokatli, 2006). These specific trends will be further defined with importance because of the expectations associated with Generation Y youth in China. The perception of brand from this generation is one which is more open to European styles and contemporary looks that move outside of the traditional Chinese styles. The involvement is based on understanding status, attitude and emotion al impact with the youth (O’Cass, Choy, 2008). Understanding the impact of these different topics will help to further a personal career field with international brands and with the future of fashion. By determining the trends in fashion in one region, internationally and among Generation Y, there will be the ability to understand more about the impact which this makes on the future of fashion labels. Aims and Objectives The aims of this particular study will be to: 1. Examine the marketing trends in fashion among Chinese consumers 2. Examine the acceptance of international brands, specifically with a focus on Europe, among Chinese consumers 3. Define the difference between fast fashion trends and high quality luxury items 4. Examine the Generation Y trends, attitudes and behaviors to international brands, as opposed to national labeling. These specific aims will be used to understand marketing patterns and trends that are currently in China as well as how this links to inter national trends. More specifically, the objectives will identify marketing patterns that occur with specific types of brands for those who are in a given culture. The objectives will be used specifically to identify concepts that are occurring within fashion and with marketing trends. Methodology The methodology will consist of a qualitative and quantitative analysis of the market that is in China. The qualitative analysis will consist of surveys that will be distributed online to 50-100 Generation Y participations. The youth will be asked questions

Three Men in a Boat-Summary Essay Example for Free

Three Men in a Boat-Summary Essay Jerome K. Jerome is a famous and outstanding novelist, essayist, humourist and playwright in the English literature. His literary heritage includes hundreds of brilliant works impressing readers during a century. The works of Jerome K. Jerome reflect not only his epoch, but his inner world, background, life experience, socio-political views, etc. The novel â€Å"Three men in a boat†, written in 1889, is constructed in a specific way helps to create a message of the story. This structural and stylistic device reveals a variety of interpretations as to the meaning of the action in the novel. The main characters of the story are three friends who decided to have a rest and planed a trip down the Thames. â€Å"There were four of us–George, and William Samuel Harris, and myself, and Montmorency†. The author depicts the world of countryside throughout the story, which is unchangeable, and even static. Calm and leisurely are main characteristics of that world. The novel depicts nature and discusses how beautiful it is. Nature, and the theme of river in particular, is used as a symbol to describe deep personal feelings and life experience of a human. The author gives only some hints to the reader to comprehend the meaning of the novel, and under â€Å"river† and â€Å"boat† Jerome K. Jerome means our life with non-trodden paths, which we have to carve. â€Å"To those who do contemplate making Oxford their starting-place, I would say, take your own boat – unless, of course, you can take someone else’s without any possible danger of being found out. The boats that, as a rule, are let for hire on the Thames above Marlow, are very good boats†. Nature serves as a symbol that represents dilemma and the knowledge retrieval, the desire to find old truth. The theme of water was always one of the topical one. Human’s life flows like a river, it is comparable with the rain or snow weather. Water represents life cycle of nature in comparison to the human’s life. A glorious scene of nature grasps the readers’ imagination, and beauty depicted and enhanced by the author’s rendering of delicate expressions that come together to form a beautiful composition of nature at it’s best: †From the dim woods on either bank, Night’s ghostly army, the grey shadows, creep out with noiseless tread to chase away the lingering rearguard of the light, and pass, with noiseless, unseen feet, above the waving river-grass, and through the sighing rushes†. Critics find that the story has a sign of a â€Å"complex, multifaceted mind†, but they have hesitated to diminish his achievement by â€Å"inscribing it within a single master narrative†. It is a familiar theme, but few versions can rival the story, the vividly assured characterisation and the sharp division between comedy and satire, in which he lays bare the moral dilemma between â€Å"a callous story and a deed†. On the other hand, the suddenness and the strength of productive Jerome K. Jerome years still excites scholarly interest, the focus has shifted from questions related to motive and origin to those concerned with style and practice. This situation illustrates the moral values taken place in city.

Effects of Traumatic Experience on Child Behaviour

Effects of Traumatic Experience on Child Behaviour How can a traumatic experience influence childrens behaviour? A literature review Introduction The issues surrounding childrens behaviour after a traumatic experience are complex, multifactorial and often hugely controversial. Having considered the literature on the subject, one could be forgiven for believing that there are as many opinions on the issues as there are people considering the issues. In this review we have attempted to cover as many of the major areas as possible in order to present a reasonably comprehensive overview of the subject. The definition of a traumatic experience is subjective from both the point of view of the child concerned and also form the observer. Some commentators have suggested that the only workable definition of a traumatic experience is one that, by definition, produces demonstrable psychological sequelae. (Abikoff 1987) This may be the case, but as other commentators observe, some psychological sequelae may not surface for years, if at all. This does not mean that the original triggering episode was not traumatic. There is also the view that that the worst kind, or most extreme type of trauma may be the most likely to be actively suppressed at either a conscious or subconscious level. (Haddad Garralda. 1992) Literature Review With an area of literature as vast as the one that we are considering here, it is often difficult to find a place to start. In this instance we will consider the paper by Prof. Harry Zetlin (1995) who starts with a short monograph on the screening of a television programme which dealt with arguably the most catastrophic of stresses to befall a child, that of the loss of a parent through murder or violence. He makes several thought provoking comments which are worthy of consideration as they are germinal to the thrust of this article. The first is a plea that the diagnostic label of post-traumatic stress should not be a â€Å"catch-all basket† for all emotional and behavioural problems that can occur after a traumatic experience. (Gorcey et al.1986) The second is the realisation that in the particular circumstances portrayed on the television where a parent is murdered have two consequences. The first is the obvious catastrophic trauma that the child experiences with the violent loss of a parent, but the second is the much less obvious fact that the child has, at a stroke, also lost a valuable, and normally available resource, of the protective family environment, which is often one of the most useful therapeutic tools available to the therapist. He adds to this two further insights. The first is that the surviving parent has their own trauma to deal with and that is invariably transmitted to the child and that, because such events are mercifully comparatively rare, only a comparatively few professionals are ever able to build up any significant expertise and experience on the subject. The main issue of the piece is, however, the very relevant point that considering the apparent obsession of the media with intrusive â€Å"fly-on-the-wall† documentaries and the almost equally insatiable public hunger for sensation, the very fact that such a programme is made at all, almost inevitably adds to the trauma felt by the victims. (Koss et al 1989) One could argue that actually confronting and talking about such issues is part of the healing process. Such considerations may be of value in the adult who is more able to rationalise the concepts involved, but to the child this may be very much more difficult and being forced to relive the episodes in a very public and unfamiliar arena, may do little more than add to the psychological stresses and damage already caused. (Mayall Gold 1995) This paper offers a wise and considered plea for sense and moderation, not to mention reservation and decency. It is written in calm and considered moderate tones which makes the impact of its message all the more powerful. The next few papers that we would like to analyse deal with the thorny issue of Attention deficit hyperactivity disorder (ADHD) in children. It has to be commented that there is a considerable body of literature which argues on both sides of the debate about whether ADHD is the result of childhood trauma. One side is presented, quite forcibly, by Bramble (et al. 1998). The authors cite Kewley (1998) as stating that the prime aetiology of ADHD is a genetic neuro-developmental one. They challenge the expressed views that it is a manifestation of early childhood abuse or trauma which can have occurred at some time previously with the words: â€Å"†¦..early abuse and trauma later manifest as symptoms and that the detection of these symptoms in children clearly illustrates early trauma is a prime example of the logical fallacy that underpins all psychoanalytical theory and practice.† The authors argue that to state â€Å"because psychotherapy is often effective it must reflect the fact that a traumatic episode must have been responsible because it addresses directly the original emotional trauma† (Follette et al.1996), is completely unsound. The natural progression of this argument, they assert, is the reason why many parents of children with ADHD have such difficulty in finding child psychiatrists who can actually help them rather than the many who would seek to blame them for the child’s behaviour in the first place. (Breire 1992) The authors take the view that the reason that psychoanalytical practitioners have held so much influence on the profession over the years is that it is only recently that the glare of evidence based medicine has fallen on their discipline. The authors argue that far from using psychotherapeutic tools to try to achieve resolution, the evidence suggests that psycho-stimulant treatment is far more effective (Abikoff 1987) if only because it enhances the therapeutic effect of other forms of treatment such as family therapy and special educational provision. The converse argument, or perhaps an extension of the argument, is presented by Thambirajah (1998) who takes the view that many papers on ADHD (and by inference he is referring to the one reviewed above), regard the syndrome as being a diagnosis made simply by â€Å"checking an appropriate number of boxes on a check-list†. He asserts that factors such as biopsychological circumstances should be weighed equally strongly as the symptom cluster of impulsivity, inattention or hyperactivity. (Tannock 1998) In direct contrast to the preceding paper he states that early traumatic experiences, current abuse or even depression of the mother may all be contributory factors in the aetiology of the condition. He argues that taking no account of these factors is to ignore much of the accumulated evidence and wisdom on the subject. He also makes a very valid point that to ignore these factors and only to use the check-list approach means that here is an over-reliance on the significance of these symptoms and, as a direct result, this leads to an overestimation of prevalence. He points to the obviously erroneous estimate of a study that was based exclusively on check list symptomatology, of 15% (although the study is not quoted). The author makes the very valid point that most psychiatrists would agree that the hyperkinetic disorder is a small sub-group within the ADHD syndrome and that these children may need treatment with stimulants but only after other aetiologies have been excluded. He makes the rather apt comparison of treating all children with ADHD the same way as calling all four legged animals with a tail donkeys. There are a great many more papers on this issue which we could usefully review but we must explore other areas of trauma in a child’s life in order to try to give a representative overview. With the possible exception of the situation outlined in the first paper reviewed, there can be few experiences more traumatising to a child than to me made homeless as a refugee in a time of war. The paper by Hodes (et al. 2001) is both heart rending and informative as it explores the health needs of refugees arriving in the UK. Although the paper catalogues all of the health needs (that need not concern us in this article) of the refugees, it does not overlook the psychosocial trauma aspects of the children’s plight. They point to the fact that one way that a child’s psychological trauma can be minimised is by being accepted into a peer group such as a school. While this may indeed be true, the problem is that refugee children are seldom seen by their peers as â€Å"belonging† and are therefore seldom completely accepted. (Lewis 1998) This is either aggravated or caused by the fact that they already have twice the rate of psychiatric disorder as found in control groups of children. (Tousignant et al. 1999). It is therefore important to be aware of these problems as they are often very amenable to psychiatric intervention (O’Shea et al. 2000). The authors quote a paper by Burnett and Peel (2001) who appear to be particularly pessimistic about making a diagnosis of post-traumatic stress disorder in children from a fundamentally different culture, as their recovery is thought to be secondary to the reconstruction of their support networks, which may prove particularly difficult in a different or even alien, cultural environment. They point to studies of the children who fled to the USA to escape the Pol Pot regime, who had post-traumatic stress in childhood, and even when followed up 12 years later they quote 35% as still having post traumatic stress and 14% had active depression. (Sack et al. 1999). This may be a reflection of the difficulty in getting appropriate treatment for a condition in a different culture. But, in distinct relevance to our considerations here, the authors comment that even exposure to a single stressor may result in a surprisingly persistent post traumatic stress reaction. (Richards Lovell 1999) The last article that we are going to consider here is a paper by Papineni (2003). This paper has been selected partly because of it’s direct relevance to our consideration, but also because on a human level, it is a riveting piece of writing. It is entitled â€Å"Children of bad memories† and opens with the quote â€Å"Every time there is a war there is a rape† (Stiglmayer 1994). The whole article is a collection of war-related rape stories and the resultant psychopathology that ensued. The author specifically explores the issues relating to childhood rape and its aftermath. She also considers a related issue and that is how the effect of maternal shame shapes a child’s perception of themselves (with heartrending consequences), how the shame felt by the mother is often externalised to affect the child who is the visible symbol of the physical act. (Carpenter 2000) The catalogue of emotion and reaction described in this article by some of the subjects, would almost make an authoritative text book on the consequences of a traumatic experience in childhood. It would be almost impossible to quantify a single negative emotion that was neither articulated nor experienced by the victims, not only of the act of rape, but also of the stigma and aftermath of the act which was often described as the worst aspect of the whole thing. A constant theme that runs trough the paper is the realisation that the presence of a child conceived by a rape is a potent reminder of the trauma and therefore is, in itself a bar to psychological healing. The author also points to the fact that another, almost inevitable consequence of forcible rape, is difficulty with relationships and intimacy which can devastate a child’s social development. (Human Rights Watch.1996). Such a child may not only have this burden to bear for its life, but the stigma forced upon it by society may also have untold consequences. The author quotes a child born from the Rwandan conflict, describing itself by different names which bear witness to society’s perception, and more accurately and inevitably, the child’s perception of itself: â€Å"children of hate, enfants non-desirà ©s (unwanted children), or enfants mauvais souvenir (children of bad memories)† The author describes how such psychological trauma may never be successfully treated and ends with the very perceptive comment â€Å"There cannot be peace without justice, and unless the international community recognises all rape in conflict situations as crimes against humanity, there will be no peace for the victims of such atrocities.† Conclusion It is clearly a forlorn hope to cover all of the aspects of trauma and its potential impact on a child’s life in one short article. We hope that, by being selective, we have been able to provide the reader with an authoritative insight into some on the problems associated with the subject. References Abikoff H. 1987 An evaluation of cognitive behavior therapy for hyperactive children. Adv Clin Child Psychol 1987; 10: 171-216. Bramble, Anne Klassen, Parminder Raina, Anton Miller, Shoo Lee, M S Thambirajah, Andrew Weaver, and Geoffrey D Kewley 1998 Attention deficit hyperactivity disorder in children BMJ, Oct 1998; 317: 1250. Briere J. 1992 Methodological issues in the study of sexual abuse effects. J Consult Clin Psychol 1992; 60: 196-203. Burnett A, 2001 Peel M. Health needs of asylum seekers and refugees. BMJ 2001; 322: 544-547 Carpenter RC. 2000 Surfacing children: limitations of genocidal rape discourse. Human Rights Quarterly 2000; 22: 428-477 Follette VM, Polusny MA, Bechtle AE, Naugle AE. 1996 Cumulative trauma: the impact of child sexual abuse, adult sexual assault, and spouse abuse. J Trauma Stress 1996; 9: 25-35. Gorcey M, Santiago JM, McCall-Perez F. 1986 Psychological consequences for women sexually abused in childhood. Soc Psychiatry 1986; 21: 129-133. Haddad P, Garralda ME. 1992 Hyperkinetic syndrome and disruptive early experiences. Br J Psychiatry 1992; 161: 700-703 Hodes, B K MacDonald, C J Mummery, and D Heaney 2001 Health needs of asylum seekers and refugees BMJ, Jul 2001; 323: 229 Human Rights Watch. 1996 Shattered lives: sexual violence during the Rwandan genocide and its aftermath. USA: Human Rights Watch. 1996 Kewley GD. 1998 Attention deficit hyperactivity disorder is under-diagnosed and under-treated in Britain. [With commentary by E Orford.] BMJ 1998; 716: 1594-1595. Koss MP, Dinero TE. 1989 Discriminant analysis of risk factors for sexual victimisation among a national sample of college women. J Consult Clin Psychol 1989; 57: 242-250. Lewis M. Shame and stigma. In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). In: Gilbert P and Andrews B, Editors, Shame: interpersonal behaviour, psychopathology, and culture, Oxford University Press, Oxford (1998). Mayall A, Gold SR. 1995 Definitional issues and mediating variables in the sexual revictimisation of women sexually abused as children. J Interpersonal Violence 1995; 10: 26-42 OShea B, Hodes M, Down G, Bramley J. 2000 A school based mental health service for distressed refugee children. Clin Child Psychol Psychiatry 2000; 5: 189-201 Papineni 2003 Children of bad memories The Lancet 2003; 362:825-826 Richards D, Lovell K. 1999 Behavioural and cognitive behavioural interventions in the treatment of PTSD. In: Yule W, ed. Post-traumatic stress disorders. Concepts and therapy. Chichester: John Wiley, 1999:239-266. Sack WH, Him C, Dickason D. 1999 Twelve-year follow-up study of Khmer youths who suffered massive war trauma as children. J Am Acad Child Adolesc Psychiatry 1999; 38: 1173-1179 Stiglmayer A, Editor, 1994 Mass rape: the war against women in Bosnia-Herzegovina, University of Nebraska Press, Lincoln (1994). Tannock R. 1998 Attention deficit hyperactivity disorder: advances in cognitive, neurobiological and genetic research. J Child Psychol Psychiatry 1998; 39: 65-69 Thambirajah, 1998 Consultant child and adolescent psychiatrist. Child and Family Consultation Centre, Foundation NHS Trust, Stafford ST16 1PD BMJ 1998;317:1250 ( 31 October ) Tousignant M, Habimana E, Biron C, Malo C, Sidoli-LeBlanc E, Bendris N. 1999 The Quebec adolescent refugee project: psychopathology and family variables in a sample from 35 nations. Am Acad Child Adolesc Psychiatry 1999; 38: 1426-1432 Zeitlin. H 1995 Traumatised children BMJ, Sep 1995; 311: 883. ************************************************************************************************14.5.05 PDG Word count 2,746

The Fat Cow Complex :: essays research papers

It’s mid-June. I graduated a few days earlier and here I am sitting nervously on a bench outside Lane Bryant, staring at the gate It’s my first job interview ever. I’m nervous as hell. I must have dried my hands fifty times on my dress but they’re still sticky with sweat. A woman comes to the front and opens the gate. She asks my name, I tell her. She nods, smiles, shakes my hand, introduces herself as Fran and tells me how cute I look. I beam and thank her. I’m not used to compliments. One of the questions she asks me is what my best shopping experience was like. I rack my brain. What kind of question is that? I think. Taking a deep breath I reply that it would have to be the first time I ever shopped there, at Lane Bryant. She looks at me skeptically. I explain how my mom guided me there after a long discouraging day of school clothes shopping. To pacify her, I follow and try on jeans and a t-shirt. I leave the dressing room to model for Mom and the sales lady squeals over how good I look. I’m taken aback. Somewhere in the back of my mind I know that she does this to make the sale but it’s the first time I’ve ever been complimented by a salesperson. I feel welcome here. I don’t get the â€Å"You? You think you’ll be able to buy anything here?† look. By the end of my story I’m nearly in tears. I smile sheepishly. I get the job. As I leave, Tess, another woman who works at the store, tells me I look great. I do. I am beautiful.   Ã‚  Ã‚  Ã‚  Ã‚  Early July. Mel invites twenty of her closest friends to swim in her pool after a barbecue at the beach. I’m standing on the deck, beach towel wrapped around me. Everyone else is in the pool. I’m trying to think of the least conspicuous way to slip into the warm inviting pool. Amanda notices I’m just standing there and calls for me to join them, also calling everyone's attention to me. I swallow the huge lump in my throat, throw my towel over the rail and jump in the water, praying no one saw the jiggling of my thighs as I leapt. Later they’re having chicken fights and I’m floating alone in the deep end.

Essay --

1.0 Introduction Digital information in China defined as information or records that are created in digital device and environment, also in digital format used device such as computer for access and process it (Liu, 2013). According to Voutssas (2012), digital preservation is the process of maintaining digital information using technology according to established policies and procedures as told by InterPARES (2006). National Archive of China and Latin America faced several problems in order to establish long-term preservation of digital information. Preservation of digital information is one of the activities that face with many problems than to print or other material format. The main problems are technological and economic that will influence the process of preserving digital information. For the technology obstacle, it’s related with the software, hardware, and also operating system that information may become unreachable and unfeasible and the cost use become high than others. Long-term pr eservation means that preservation that establishes for long period of times and need extra costs and personnel. 2.0 Discussion That’s important to preserve the digital information because to ensure that information still reliable and authentic for the future. This is because the information in archive has enduring value and act as evidence for some events. However, it’s not easy to preserve digital information because they need specialist to manage it and will face several problems. 2.1 Cultural Cultural problem totally about the awareness of people and institution in maintaining digital information by preserved them. That’s mean people in institution or organization in China and Latin America lack of awareness about the important of pre... ...need to think the ways to overcome the problems that exist while establish preservation for digital information or materials. The main problems that should be overcome are technology and cost problem. That’s problem related each other because in order to preserve digital materials, they need to use technology and assure need expert people to manage technology that they use and the cost will high. Besides that, the government should establish policies and procedures and give penalties to whose not follow those policies in preserving digital materials. This is to ensure that the materials preserve in proper way and maintain for future generation and the authenticity of the information still exist. Emergency plan also need to prepare in order to prevent that digital information damage while disaster such as backup or make copies and store in other storage media.

Dark Side of Human Nature in The Strange Case of Dr Jekyll and Mr Hyde :: essays research papers

Throughout the story of â€Å"The Strange Case Dr Jekyll and Mr Hyde†, the author, Robert Louis Stevenson, presents his idea of the duality of man- where Dr Jekyll and Hyde have a dark, wicked side within them, where evil is held in waiting to surface, but they hide it away, they pretend it does not exist, and they keep it tame. He presents this idea by using two protagonists, Dr Jekyll and Mr Hyde, who are actually the same person. One of these characters signifies the normal side of a person represented by Dr Jekyll, who is a typical upper class person, and the other, Mr Hyde, a deformed man, signifies the purest of evil. Dr. Jekyll and Mr. Hyde centers upon a beginning of human nature, although the theme does not come out fully until the last chapter, when the complete story of the Jekyll-Hyde relationship is revealed. Therefore the assumption of a dual human nature only after having witnessed all of the events of the book, including Hyde’s crimes and his ultimate overshadow of Jekyll. Mr Hyde is evil, deformed brings out the worst in people therefore he is showing a part of a dark side of human nature in the way he makes you feel bad to look upon him and his violence RLS shows in the story that there are some moral messages which relate to Mr Hyde by there is two sides to everybody good/evil and evil only held in check through rules, expected behaviour, and drug addiction. Dr. Jekyll believes good and evil exist in everyone. Experiments reveal his evil side, named Hyde. Experience teaches him how evil Hyde can be: he kills Ivy who earlier expressed interest in Jekyll and Sir Charles, Jekyll's fiancà ©Ã¢â‚¬â„¢s father.

Mutterings over the Crib of a Deaf Child Essay

The poem is a work of classic poetic prowess. It paints a vivid picture of a world where there is no sound, yet that world is just as fluent in operation as the one with. The poem undertakes the difficulties a deaf child would face in the real world, in contemplation of which he would have to make do with the other 4 senses, and in explaining how he would utilize those, Wright manages to paint pictures in the reader’s head that take him through the deaf child’s way of life were he to experience the same things a normal child would. The images that are conjured up will thus be considered in order to understand what emotions the two speakers are going through as they relay what a deaf child undergoes in his quest to live through the ordeals of a normal life with one sense less. Analysis The poem is depicted as a question and answer session where one speaker addresses the problem the deaf child might have to face in the world and the other portrays the effect of a heightened visual aura as well as more prominent ancillary senses that may make up for his deafness. To communicate this ideology, Wright utilizes the tool of articulating imagery, which forces the reader to visualize what the speaker is relaying and the passion which he relates to it. The first speaker, for example, discusses how important the sense of sound is and how impairment to the same would render a person seriously disabled to the basic sounds one undergoes, such as the bell at school and the cry of the starlings. In reply, the second speaker puts a lot of weight on cherishing life with the remaining senses, which a deaf person has the ability to put into perspective. Thus, every single argument is rebutted, with the second speaker taking careful note of the visual elements that contribute to a person’s knowledge, such as the measure of the clock and the shade crawling upon the rock as the day ends. The questions continue and sleep factors in when the first speaker reinvigorates the need to sleep and wake up on time, which as a child is the responsibility of the parent. Of course, this is a clear indication of how strongly he feels about the use of sound in early childhood as the young one is still learning to get accustomed to the ways of the world. The second speaker is adamant on the use of visual perception to counter all the missing elements of sound, as when the child’s finger bleeds he will learn to get accustomed to pain where as a whistling bobwhite would simply indicate the emergence of night. Conclusion The two speakers were thus planted by Wright to demonstrate the emotional attachments humans attribute to the five senses. The first speaker very obviously arguing the importance of the sense of hearing coupled with an underlying passion for the audible rigors of childhood, during school and as a part of growing up, without which he believes that life may just be incomplete. The second speaker, however, is there to counter that very argument to its roots, indicating the importance of the remaining senses and how they more than make up for the deafness. This, as it were, has a larger than life element, as the second speaker so fervently argues the presence of a higher power, which negates any handicap that the child might face with other qualities naturally gifted to him, such as that of sight and touch. Thus, he is more emotional about his belief in God more than anything else.

Article- University Life Essay

Stress is your body’s way of responding to any kind of demand. It can be caused by both good and bad experiences but typically describes a negative condition that can have an impact on one’s mental and physical well-being no matter you are young people or the old one. There are many different things can cause stress in our life. University is one of a stressful situation for young people due to several causes such as poor time management, peer pressure and financial problems. One of the causes of stressful university life is poor time management. Before coming to the university, students are used to having parent’s helps in managing their time at home. For those who staying in the hostel, there are also people who in charge of taking care of the student’s time table like the teachers or the wardens. Students are being told on what to do like, when to study, when to sleep, when to eat and almost everything have been listed on the student’s timetable by the parents or the wardens. Now in the university, they have to manage their time themselves. Students cannot optimize their time properly according to the university life and timetable. So instead they waste their times doing unnecessary things. Not just that, the differences between school timetables that is more orderly than university schedule that is more compact than usual like need to complete a range of assignments including those with various deadlines, lengths and priorities that really need a division of a good time management can cause stress to the students too. The second cause for the stressful university life is, peer pressure. There are many students who have problems with this. When the first time they entered the university, some of students have trouble with making friends. They do not really know about their friend’s behaviour and what their friends like to do in their daily life. Mingle with the wrong type of people will be give bad affects for the students. As example, you are a student who prefers to focus on the study and you do not like to go out doing unnecessarily things but you mingled with a type of friends who do not really care about the study and love to waste time doing things that are not beneficial. When you have to do things that you do not like, be friends with the persons that you do not enjoy to be with, all these can lead to stress. It is not just that, having problems like dealing with people among the students itself like the classmates, housemates or even relationship problems with boyfriend or girlfriends are also a normal thing that happened in the university life. If they cannot deal their problems nicely, they will get into a bigger trouble and will be stressed out. Next, financial problems are the common problem that university students are having and the common cause for the stressful situation in university life. Like the time management problems, this financial problem also happen because the students do not really know how to manage their daily needs and their daily expenses without parents’ supervision and most of students do not have the ability to plan their spending. Besides that, they do not keep track of their money spending. As student, there are many things that needs money and they have to know how to manage their daily expenses. From food expenditure to anything that involve money. There are also students who struggle to pay the university’s fees and need money to buy books. Having problems in financial really a tough thing for students. If they do not manage to have enough money, they will feel stress and cannot focus on their study and finally their academic will decline. There is no doubt that university life really can make young people feel stress. University is one of a stressful situation for young people due to several causes such as time management, peer pressure and financial problems. For students who are not able to deal with their stress, they will definitely affect their studies. It will eventually cause their CGPA to drop. One of the ways to reduce stress on time management is creating a proper timetable, try to get used and forget the way you manage your time when you are in school and under parents’ supervision. To reduce stress on peer pressure is mingling with the type of people that we like to be surrounded with, choose friends wisely and do not get involve with love issues. And the last one, to reduce stress on financial problems is, applying for scholarship or PTPTN. We have to be smart to deal with stress because there are many negative effects of living in a stressful life. Stress can affect both body and mind. People under large amounts of stress can become tired, sick, and unable to concentrate or think clearly. So, it is very important to reduce stress to have a healthier life.

An Educational Counseling Research Proposal Essay

Abstract Educational counseling and guidance on the basis of the effects brought about by the media on the learner is essential in the proper development of personality and behavior. Due to the fact that learning process can be measured by the behavior exhibited by an individual, it can be considered as the main indication in the research conducted. The aim of the research is to determine the possible effects of the entertainment media such as television and computers on the development of aggressive behavior of the learner. Upon the determination of such data seek possible methods of guidance. Effect can be studied based on the results of a quantitative educational research that covers 100 students, 6 to 16 years old both male and female, undertaken through survey research. Introduction There are different ways of learning which can be used and applied in educational process. The knowledge on the effective learning techniques can be considered as an essential factor to be able to attain the goals of education. The different types of learning process guide the educators on the most effective ways of attaining the goals which is learning. Included in the types of learning techniques are the behavioral influences brought about by the different factors in the society. One of the most influential factors in the development of the learner is the media. In the behaviorist point of view in lined with the scientific study of Pavlov and Skinner that behavior is a measurable concept in learning process (Griffin, Holford, and Jarvis, 2003). Thus, on the perception of the effects of media on the learner, one of the ways in the determination of the influencing effects of the mass media is through the behavior being shown by the learner. This is similar to the target learning process. Anderson and Collins (1988) have pointed out that television has an impact not only in children’s pre-pubescent behavior but can also affect adolescent behavior. The main goal of the study is to determine the effects of the media on the behavior of the learner and ultimately present educational counseling methods suitable to manage behavioral problems that are developed, particularly aggressive behavior. There is growing concern regarding increasing aggression and violent behavior among children and adolescents this past decade and media is has been one of the factors being Juvenile delinquency has been increasing progressively not only in number but also in gravity (Snieckute, 2004) The shall be undertaken through the synergy of the library-based and the observation and experimental research that will focus on the effects of the media such as television and related information tools on the development of the different aspects of the personality of the individual. The research is in-lined with the possible behavioral problems that can be expressed by the individuals under study. The study of the development of aggressiveness and violent actions as an effect of media in the development of the personality and behavior of the learner is important due to the fact that majority of he study surmised that the media is one of the major causes of the problems in behavior of the learner as a whole. More children are gaining access and are being exposed to media without or with deficient parental supervision and depend on television as their primary form of entertainment and information (Walma van der Molen & van der Voort, 1999) This is due to the fact that observation and imitation of the situations in the surroundings is also an effective informal teacher not only cognitively but most especially on the behavioral aspect (Sylwester, 2005). Thus, the behavior of an individual can be both an influential factor that teaches other people and at the same time an indication of the person’s learning. To establish the effects of the media to the learner, researches conducted prior to this study will be surveyed and assessed. The background study will enable the establishment of concepts, prevailing theories and other current research investigations on the influence of media as part of the experimental study, an in-depth analysis of the results of the research survey will be one of the primary objectives The purpose of the study is to be able to determine the validity of television exposure as a major cause of the development of aggressive behavior among children. The objective will be achieved through the research both library-based and qualitative data gathering on the behavior influences of the group. The results of previous studies will be assessed and incorporated into the current research to establish the degree of influence of television to aggression in children. The proposed paper aims to answer the following key questions: †¢ Why is there concern regarding the development of aggressive behavior among juveniles or minors specifically ages 6 to 16 years old in relation to the exposure to media? †¢ What television practices or programming are critical in influencing behavior among juveniles or minors specifically ages 6 to 16 years old? †¢ What are the long term implications to the individuals and society of the development of early aggressive behavior among the test group? In line with the aim to test the hypothesis that the violence presented by the media specifically the television has significant effects on the development of the behavior of the children that can cause concern to educational guidance as well as regarding the detrimental effects of the media such as television to the behavior of the learner, theories on the psychological and behavioral norms serves as the bases for the divergence of attitudes and for the identification of deviant behavior that can cause alarm and leads to actions related to educational counseling. Review of Related Literature The proposed study is on the basis of the behaviorist approach to education. In this principle, learning can be measured by the observable traits and behaviors of the individual. The behaviorist point of view depicts the importance of expression of a person in the determination of a successful learning process. One of the most important is the process of conditioning that can be applied through the process (Griffin, Holford, and Jarvis, 2003). Another key concept that is related to the course of this study is the theories on conditioning. Conditioning that can be explained as the exposure to different affective factors in the environment that can affect both the cognitive and behavioral aspects of development. In the study of Sylwester (2005), it was discussed that learning is greatly affected by the emotions and attention capacity of an individual. In this case it can be identified that young children become more attracted to the television and the computer rather than any forms and tools of learning. According to Walma van der Molen and van der Voort (1999), children today retain more information form television viewing compared to reading. A critical concept presented in the study is the theory that television is catering more to the fact that children tend to be attracted to â€Å"changing environments† and more suited to the learning styles (visual and aural), a competency that Media has as strength (American Association of School Administrators, 1991; â€Å"Learning Styles†, 2006). The main concern that arises in relation to the behavioral influences brought about by these types of influences is the fact that television and computer games can present violence that can be imitated by the children and are subject to very little control within most homes. Based on the same study, it was presented that due to the fact that the development is composed of both the physiological and behavioral, education can also cause development of the brain (Sylwester, 2005). The study presented a scientific and physiological approach on the changes associated with the influences of the media to the children. The television and other forms of media were presented with fair treatment, presenting both the perceived advantages and disadvantages were presented. Based on the study conducted by Barker and Petley (2001), concern regarding media content is in relation to the behavior of the children is based on the effects of the programs shown in the television especially those that show violence. Although many studies have expressed such notion, based on the study, there is no convincing evidence that points and measures the interrelationship between the two. The researches argue that violence in the televisions has no direct relationship to the changes in behavior of an individual. The access to computer and the internet was surmised to have a very influential role in the development of the children. Like television, the internet and computers have provided new opportunities and realities for learning and education. Also included in the benefits that can be incurred is the development of children are cognitive improvement and communication skills. On the other hand, such freedom to be able to access the computer can greatly effect the possible behavior of the learners when exposed to violence, pornographic materials and other factors that has negative effects (Cleon and Cho, 2005). One of the conventional studies on the effects of media was presented by Johnson (2005). Based on this study, the computer games can bring about the development of analytical skills of children. The skills that can be developed are the problem-solving and logical skills. Various methodologies that can be applied in the course of the study as well flexibility of reference can be utilized. However, a systematic research should be employed to assess and analyze in the involvement and the effects of the media on the knowledge acquisition and cognitive skills of the children (Livingstone, 2004) Procedures To be able to achieve the projected results of the study, different procedure are needed to be employed. The target of the research to be conducted is to determine the effects that can be attributed to the forms of media such as the television and computers. This can be achieved through the employment of the synergy of the different methods of research. Included in the attainment of the educational research there are essential steps that are taken into consideration. The limitations of the study, the planning phase of the research process, and the decision on the most effective research technique to be undertaken are the primary considerations (Cohen, Manion, and Morrison, 2000). †¢ Document/ Study Research The library-cased research focuses on the studies conducted by contemporary researchers on the basis of concepts presented. This can be considered as the qualitative part of the research process that will be the basis of the analysis on the experimental study that will be undertaken (Cohen, Manion, and Morrison, 2000). An online research or related document will serve as another reference assessment method but also as a benchmark of the research to be conducted. Comparison and Contrast of existing and recently conducted researches will be assessed for their implications. †¢ The Experimental Research The experimental part of the research have two main objective: to assess the degree of aggressive behavior that can be attributed to exposure to television and computer games and to determine the specific content, elements or features that can be directly related to aggressive behavior. o Participants The inclusion criteria in the study are the minor students and learners that are between 6 to 16 years old. These are individuals that are exposed to the television and computer technology. ï‚ § Demography †¢ Equal distribution of male and females †¢ Age range is between 6-16 years of age †¢ Currently enrolled in public schools that incorporate television and computers into their curricula †¢ Participants must have access both to computer gaming or entertainment and television †¢ Have significant exposure to television and computer entertainment, minimum of 1 hour daily exposure or total of 7 hours exposure in a week. ï‚ § Psychographics †¢ Must not be pre-diagnosed with any atypical behavioral conditions †¢ View television and computers as primary sources of information, entertainment or distraction †¢ Has no strong opinion regarding the influence of television and computers to his behavior o Number The ideal number of subjects that will be used in the study is 100 randomly selected from the individuals that are chosen on the basis of the inclusion criteria such as age and the exposure to the television or computer. o Instrumentation The study will make use of the survey process specifically questionnaires for the determination of the opinions of the parents on the exposure of the children to the specified forms of media. The objective is to quantify the responses given by the sample population. The method targets the characteristic or issue of interest by soliciting answers through directed questions. Responses are recorded, measured, organized and analysed to be able to come up with the output. o Sampling Process The primary step required is the preparation of the questionnaires that is needed to elicit from the subjects information necessary to accomplish the objectives of the study. Questionnaire will be made to meet closely readability levels as needed by respondents. Randomization will be employed to be able to acquire the quality of the research results. Data gathering will follow validation of responses until number or samples needed are reached. o Validation and valuation The validity can be achieved though the validation techniques employed in the statistical sampling of random samples. Respondent’s validation will be done using demographic and psychographic criteria. Response validation will be indicated through successful accomplishment of survey forms. Valuation of sampling will be conducted through statistical analysis. Correlation analysis and significance testing will be conducted to establish the actual influence levels of television and computer to aggressive behavior and their impact to aggressiveness as a behavior respectively. †¢ Ethical Considerations The aims and the objective of the survey research are not to implicate any form of media to crimes or delinquencies but to be able to assess the viability of the theories on their influence to aggressive behavior developed by children. To be able to undertake such projects permission is sought from the sample population as well as their understanding of the objectives and procedure of the study. Consent from the parents or guardians and all other pertinent authorities must be acquired to facilitate the validity of the study as well as protect the interest of the participants. Results Results of the preliminary investigation showed the possible ways to determine the reasons for the concern of the public regarding the behavioral problems that is encountered. The preliminary research presents the overview of the possible justification of concern on the development of aggressive behavior of the children. The integration of contextual library-based and survey research will be presented to determine the validity of hypotheses and its pursuit as a further study. Discussion Based on the gathered data from initial research that was undertaken, a larger part of the population perceive the media as having as a negative influence only on behavior instead of it being a direct cause of behavioral problems in children and adolescents. Literature that showed the television, computer and other electronic visual media can contribute to learning, social orientation and perceptions but are not reflective or indicative of behavior for individuals The concern on the level of exposure to violence and pornography without the guidance of responsible educators, parents and guardians of young children Is considered as the most critical and urgent. Although there is cause for public concern regarding its content and control, the lobby is for responsible programming and reviews rather that greater restriction of limitation of access. References American Association of School Administrators (1991). Learning Styles: Putting Research and Common Sense into Practice. Arlington, VA: American Association of School Administrators Anderson, D., & Collins, P. (1988). The impact on children’s education: Television’s influence on cognitive development. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. Barker, M. and Petley, J (2001). Ill Effects: The Media/Violence Debate. New York: Routledge. Cleon, HJ and Cho, CH. (2005) Children’s Exposure to Negative Internet Content: Effects of Family Context. Journal of Broadcasting & Electronic Media, 49 (4), p. 488. Cohen, L. Manion, L. and Morrison, K. (2000). Research Methods in Education. London: Routledge. Davis, J. (2002) Types of research methods. Psychological Research Methods 2. Retrieved on October 1, 2006 from http://www.naropa.edu/faculty/johndavis/prm2/types1.html. Griffin, C., Holford, J. & Jarvis, P. (2003). The Theory & Practice of Learning. London: Kogan Page. Johnson, S. (2005). Everything bad is good for you: How today’s popular culture is actually making us smarter. New York: Riverhead Books. Livingstone, S. (2004) A commentary on the research evidence regarding the effects of food promotion on children. Prepared for the Research Department of the Office of Communication, Department of Media and Communication. London: London School of Economics and Political Science. Snieckute, Marija (2004). Juvenile delinquency and the Family. Retrieved on October 1, 2006 from http://www.sociumas.lt/Eng/Nr16/nepilnameciai.asp Sylwester, R. (2005). How to explain a brain: An educator’s handbook of brain terms and cognitive process. Thousand Oaks, CA: Corwin Press. Walma van der Molen, Juliette H. and van der Voort Tom H.A (1999). Children Remember More from Television Than Reading. Retrieved on October 1, 2006 from http://www.selfhelpmagazine.com/articles/child_behavior/kidsntv.htm Appendix 1. Age _________ 2. Sex _________ 3. Are you married? _________ 4. Do you have children? _________ 5. Do you have school children? _________ (Refers to school children age 6 – 16 years old only) 6. Are they watching TV almost everyday? _________ 7. How many hours spent in watching TV everyday? _________ 8. Having hard time in stopping them to watch TV? _________ 9. Do they sleep late at night because of TV? _________ 10. Are they committing invalid absences frequently? _________ 12. Do you think too much time in watching TV is the cause of this? _________ 13. Do you think their grades are good, maintained and not going down? ________ 14. Did they normally pass all the subjects? _________ 15. Do you get feedback that they are sleepy in the class session? _________ 16. Do they prefer TV than basketball or other sports? _________

Consumer Trust

Project report on: Consumer Trust – Flipkart Subject: Consumer Behaviour Submitted to: Prof. Neha Gupta Submitted by: Ami Vora Roll No: 58 Class: PGDM – Communications FLIPKART  is an Indian  e-commerce  company founded by Sachin Bansal and Binny Bansal in 2007, both alumni of the Indian Institute of Technology Delhi. Initially funded by the Bansals themselves with  Rs. 400,000, Flipkart has since then raised funding from venture capital funds  Accel India  in 2009  and Tiger Global (US$10 million in 2010 and  US$20 million in June 2011).Today, as per Alexa traffic rankings, Flipkart is among the top 20 Indian Web sites and has been credited with being India's largest online bookseller  with over 11 million titles on offer. The cash-on-delivery model adopted by Flipkart has proven to be of great significance since the credit card and net banking penetration is very low in India. Even its 30 days replacement offer is something which acts as its USP. FAC TORS THAT LEAD TO THE SUCCESS OF FLIPKART * Customer Service: Provide good customer support with quick turn around time for client queries.Provide replacement of product in case a customer receives a defective product. * User Interface: Easy to use, easy to browse through the products, add products to wishlist or to a cart, get product reviews and opinions, pre-order products, make payments using different methods. * Cash/Card On Delivery: Demonstrated more confidence in buying products. Flipkart sells 20 products/min and have with more than 60% of the Flipkart's customers use Cash on Delivery and card on delivery methods. This is because of two reasons, one is many people do not know how to make payments online.And secondly people do not have immense trust in e-commerce in India. * Customer Retention: Has around 15 lakh individual customers and more than 70% customers are repeat customers i. e. they shop various times each year. The company targets to have a customer base of 1 cror e by 2015. * Local Presence: Tie ups with local vendors and courier firms (thereby reducing transportation and storage costs. Owns warehouse in major cities. CONSUMER TRUST For ensuring success, securing trust in your company is essential. Trust is as important to a potential customer’s purchasing decision as the products you offer him.And an essential element of building that trust, with both customers and partners, is the assurance that your e-commerce operation meets the demanding security standards required of organizations handling sensitive financial information. Building a consumer Trust for Flipkart can take place in the following facets: * Setting up a Storefront which generates a sense of dependency among the consumer * Build a commerce friendly Web Host * Securing Information Using SSL * Processing Transactions * On time Delivery * Quality of the products * Efficient staff * Return PolicyFollowing are the various measures taken my Flipkart to build and ensure consu mer trust. 1. Merchandise site safety and security A safe and secure Web site is the most crucial element to building online trust. Flipkart convey that customers can trust them with their personal information and their purchases. Promote the basic security of your site and reinforce that message with a buying process that emphasizes safety and ease. Flipkart has a â€Å"Worry Free Shopping† environment. It clearly states shipping, return and privacy policies as well as security and product guarantees.Customers are most sensitive to trust and security issues as they move down the path to purchase. 2. A professional site speaks volumes’ Flipkart has invested wisely in professionalism of their site. This includes : user-friendly design and content updates that are accurate and regular, paying attention to load time, avoiding site down time at all costs, updating content often, avoiding typos and broken links. 3. Showcase the Trustworthiness of Your Brand The trustworthin ess is also defined by highlighting its distinctive qualities and physical presence.They do this by expliciting brand-value statement, reinforce that brand-value statement by creating a tag line that customers, over time, will easily associate, and provide easily accessible customer service phone numbers. 4. Outside Voices Boost Credibility There is often no better way to build trust in your brand than to allow others to endorse it. Flipkart has a section for reviews for the product and services from trusted sources which act invaluable. 5. Comprehensive Product Content Enhances Trust You will find comprehensive product content and details of a particular product once u chose any item.This gives an insight of the minute, technical, and other details of the product before purchase. 6. What You See Is What You Get Flipkart provides image zoom functionality; provide thumbnail images to the shopping cart, etc. to ensure that What You See Is What You Get. 7. Building Quality Service One of the most important aspect is also to create trust among the consumers about the quality of the product. Flipkart provides information such as sizes, product availability (in stock), e-mail confirmation, post purchase services, customer service, etc. . Secure Payment options Flipkart promptly provides various options for the payment of the desired products. This is done by Cash on delivery, Credit card and debit card purchase, Net banking, etc. One striking features is also their EMI option with a very minimal amount of overhead. This attracts the consumers and develops a string sense of trust among the consumers as payment is the most sensitive part of the entire consumer buying process. 9. Returns and Guarantee Flipkart’s USP is the 30 day returns guarantee process.Though conditions apply to these, but to almost all the products they refund the entire amount of the money paid if the consumer returns the purchased product due to any reason. Below is a graph denoting monthl y traffic to Flipkart and it shows an increasing trend for most of the years. Customer trust in a company can play a significant role in determining the customer’s actions regarding that company. Customer trust (a belief) influences customer intentions. Empirical Research has shown that trust increases customer intention to purchase a product from a company as well as customer intention to return to a company.The following image shows the flow on process for Flipkart online shopping. RESULTS OF BUILDING CONSUMER TRUST The most important parameter for measuring the results of the efforts for creating consumer trust is the revenue generated. In about 7 years, Flipkart generated 12  billion (US$220  million) (FY  2011–12). Flipkart even has a market share of 20-25% in the Indian online market. Last year, it even acquired Let’s Buy and thus increased their market share. The graph shown above also speaks for itself that the number of visitors have been increasi ng day by day thus ensuring better sales and profitability.ROLE OF ADVERTISING IN BUILDING CONSUMER TRUST Flipkart. com  is one such online portal that is synonymous with trust worthy online shopping. Flipkart used various innovative ads where they show kids playing the roles of an adult (with real adult dubbed voices) in a day to day situation to reach their audiences. This creates a sense of trust among the consumers as kids convey truthfulness. This particular advertisement where three generations are portrayed to present the customers’ skepticism in online shopping hits just the right chords to market  Flipkart. com  and assure customers of its excellent services.This advertisement focuses on the major concern of the customers i. e. guarantee and how can one make an assessment from an online image. With the witty use of our old custom of arranged marriages where brides got betrothed by simply looking at the photographs of their husbands, this advertisement mixes a p erfect marketing solution, wrapped up in good humour. By presenting three generations together in an ad,  Flipkart. com  once again makes it clear that online shopping is devoid of age barriers and  Flipkart. com  is targeted to everyone irrespective of age or gender. CONCLUSIONFlipkart is one of the leading players in the online shopping sector in India. It targets all the older generation’s trust towards  Flipkart. com  by making the high-tech younger generation doubtful, and boosting the older generation’s ego by making them make an online purchase in the tech-savvy world. The tag line â€Å"shopping ka naya address†, â€Å"the new address for shopping†, does open doors or rather browsers to online shopping. By various and continuous efforts Flipkart has, no doubt, succeeded at a great level to create consumer trust and its impact is visible and measurable through the results. THANK YOU !!