Frankenstein: Movie Vs. Book Essay

Frankenstein has been done and redone many many times. The most recent version starring Kenneth Branagh, who also directed it, and Robert DeNiro has many differences when compared to the original story. Mary Shelley?s original story provided a story line for the imagination of the filmmaker, making the movie related to the original story but also unique in itself. For the most part, if one were to only watch the movie they would have a fairly good sense of the book. There are many minor details which are different from the in the book and movie. One of the most apparent differences between the book and the movie is the actual appearance of the monster. In the book the monster is described having ?yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of lustrous black, and flowing, his teeth of pearly whiteness?watery eyes?shriveled complexion and straight black lips (35). In the movie the monster looked completely different than the description that the book provided. In the movie, the monster?s hair was not black rather it was brown. It had absolutely no ?flow? to it because it was cut very short. His skin was no yellow at all, rather he was a bit pale. Also his teeth did not stand out as pearly white. They were in fact white but nothing too noticeable. He did not seem to be a very muscular man as he was described in the book. His lips were not straight black, but were lips like regular people had. The filmmakers did do a great job distorting the monsters face. Also, in the book, the reader got a feeling that the monster had human like characteristics. The monster seemed to have a heart and to love and want to be around people (but he just could not be), while in the movie the monster seemed much meaner and less friendlily. Caroline and Elizabeth?s characters were a little bit different in the movie. In the book the picture of Caroline was found in a locket while in the movie it was just the picture found. Also in the book Caroline died from Scarlet Fever, while in the book she died at childbirth. In the book Elizabeth?s hair is described as being blonde, while in the movie her was brown.  Differences such as these did not take away from the movie. Elizabeth?s death was portrayed very differently in the movie than in the book. In the book the monster punched her chest and ripped out her heard and then threw her in a fire. The scene was very graphic. The scene in the book was not as graphic. There was no way that it could have been as graphic because the monster killed Elizabeth in the way he killed all the other by strangling her to death. In the movie after her death Victor cannot forgive himself and decides to bring her back to life, with her head and Justine?s body. The movie was dramatically different from the book because in the book he does not bring her back to life at all. Also in the movie when Victor brings her back to life, the monster thinks that he has created her for him and they have a little battle over her. Nothing like this happened in the book. Another minor detail that was not mentioned in the movie was that Victor had a brother named Ernest. This minor detail did not take away from the movie at all. What was a little bit different was that in the book Victor and Henry Clerval went to school together as young boys, while in the movie they meet at the University. In the book Henry Clerval dies and in the movie he does not. A bigger difference was that in the book Alphonso Frankenstein, Victor?s father just died, and in the movie the monster killed him. In the book the Victors father was a businessman and in the movie the father was a doctor, which was pretty different but it was not a dramatic difference. In the book Victor traveled to England and Scotland and in the book they did not show this. He was also jailed and then his father came to get him, but in the movie he did not spend any time in jail. There are many differences from the book and the movie. Most of the differences were very minor and did not make the story much different. But the few differences that were dramatically different had a big effect on the movies plot.

Jeff Bezos, Amazon.Com’s Founder

In your opnion, what makes a great leader? Is it a person who leads with upright priority for his staff, never misses a moment to communicate with his team and always values the advice of others? Or is it a sharp-witted leader who focuses on profitability, knows how to corporate and is brilliant in maintaining a good relationship with every business partner? The two mentioned stereotype seem consistent in the business world nowadays; however, the America’s best leader is neither of them. Jeff Bezos, founder of the Amazon. om, the leader who was named one of the best in America, is a man of surprise who fears no failure and remains stubborn with his goals regardless of all the critics and misunderstanding the world has given him. For all those reasons, our groups has chosen him as our favortie leader to present about today. Jeff owns many charateristics to be a great leader, most prominent among which is his ability to be longterm-oriented ; in other words, he is a visionary le ader. He did not mind the slow growth in the first 4 years of operation and quick-buck has never been one of his objectives.After 6 years of doing the business, the company finally made a profit and that was when Jeff Bezos said: â€Å"For the first four years of the company, we worked in relative obscurity. We always had lots of supporters and we always had lots of skeptics, and that's still the same today. It's just that the level of visibility is so much higher. If you look at the six years that we've been doing business, in exactly one of those six years we were not the underdog. † â€Å"Sometimes we measure things and see that in the short term they actually hurt sales, and we do it anyway. Jeff was well aware that every company requires a long-term view and if a leader is going to take a long-term orientation, he has to be willing to stay heads down and ignore a wide array of critics, even well-meaning critics. Coworkers and chroniclers characterize Bezos as a visionar y who on the surface is easygoing but keeps his employees on demanding schedules. He sets weekly management meetings with managers reporting on new products and pricing and taking on questions from the CEO.Bezos has promoted innovative efforts among his employees through the Just Do It program, which rewards those who come up with and execute ideas that help the company – without first obtaining permission from their bosses. He has a vision which he is able to explain to his employees through what he has done and that is what makes his employees look up to him and commit themselves to the company. Another trait that makes Jeff Bezos so good a leader is that he is a paradoxical mix of stubbornness and flexibility. He once said: â€Å"If you’re not stubborn, you’ll give up on experiments too soon.And if you’re not flexible, you’ll pound your head against the wall and you won’t see a different solution to a problem you’re trying to solv e. † Jeff Bezos learned the importance of being goal-oriented. He never gave up and was willing to try new things when the old things weren't working. He accepted his failures, and the failures of those working with him as lessons learned ( nhu bai hoc kinh nghiem) and moved on to the next strategy. Because of this determination to persevere and reach goals, people were willing to follow him and believe that he would keep working until he eventually achieved success.His flexibility reflects in the way he handles tough decisions. Normally with decisions he seems to be fact-based. Bezos will make an extraordinary effort to study the numbers rather than rely on his team's best instincts and judgments. However at other times, Bezos says, you can't solely rely on facts because it would be too hard to test an idea, or too costly, or you can't figure out how to do it. Jeff Bezos, Amazon. com's founder, is a study in contradictions — analytical and intuitive, careful and audaci ous, playful and determined.

As the Federal government comes to terms with large budget deficits, Essay

As the Federal government comes to terms with large budget deficits, what will be the effect on the American economy - Essay Example Paying down the debt too fast or too far could result in the deflationary effects on the economy due to the paradox of saving. A debt that grows too far or too fast, especially if held by foreign nationals, has the effect of weakening the dollar against foreign currencies and could potentially lead to hyperinflation and economic collapse. The budget deficits that are currently in effect are not a matter of how large they are, but are more a concern of what the money is spent on. Spending more than the federal tax revenues take in has the capacity to fuel the economy or leave it in a state of debt with little or no return. For every tax dollar spent there is an opportunity cost. When tax dollars are borrowed to build roads or bridges, the money goes into the hands of employment and suppliers. This money is then recycled through the economy by the working class buying consumer goods. This stimulates the economy and provides jobs for autoworkers, carpet layers, and appliance salesmen who again recycle the money. However, if the money is spent on the design and testing of complex weapons system most of the money ends up draining the available pool of talented engineers and provides no commercial benefit (Nimroody and Hartung). Spending the money wisely can fuel the economy or be an opportunity lost. While excessive government spending, and especially wasteful disregard, may seem to be an excessive opportunity cost, the consequences may be more dire than one might expect. Adam Smith introduced capitalism to the invisible hand concept, which states that people will pursue their own self-interests, which â€Å"will ultimately benefit everyone, including the unintended. He continues by saying that any interference by government is almost certain to be injurious to the invisible hand concept† (Palmer 22). From Smith’s viewpoint of the invisible hand, all taxation contracts the economy, even when necessary. When the government runs up

Retail marketing Essay Example | Topics and Well Written Essays - 2250 words

Retail marketing - Essay Example They take small supplies from the suppliers and then sell them in an open market. They need to keep their eyes on every aspect of the market. In fact they are the real salesmen of the products. The normal buyer goes to the retailers for shopping. A normal buyer does not have access to the manufacturers or the suppliers. Simply, a retail shop is the last place in the chain of selling the products that is from the producer to the consumer. Before analyzing the marketing strategies to be adopted by retailers we need to understand what the retailers and public relationship actually are and what their functions are. This will make us capable enough to make some strategies for the retailers to achieve good PR coverage. RETAILERS Business dictionary defines retailers as â€Å"A business or person that sales goods to the consumers, as opposed to a wholesaler or supplier who normally sell their goods to another business†. A place where a retailer commences business is known as retail s tore or departmental store. A departmental store is defined as "The department store is characterized by a store with wide variety and deep assortment and good level of customer service. An example is the shopping center to attract consumers who value comfort, safety, quality, famous brands and greater variety of options in specialty stores. The variety stores are those that offer a wide variety of products and limited services and low prices. They sell similar products that could be found in department stores, but usually are not brands, or brands of self-standard of quality and service system is self service† (Kotler, 2000, p. 129) There are certain characteristics of retailers that make them different from producers and whole sellers. They are like they deal in different varieties of the products where as producers produce the products of their brand only. Retailers have a very limited and small percentage of total consumers and they try to satisfy consumers by providing di fferent types of the products and acting as a bridge between the producers and the consumers. Retailers establish and maintain a permanent contact with the consumers and they purchase as well as sell small quantities of the many products. Retailers perform different functions for different stake holders. They may include functions for the consumers, suppliers, and manufacturers. The main general functions include sale of goods and establishing a good relationship with the consumers. A retailer acts as a middle man between producers and the consumers. Moreover he acts as an advisor to both the supplier and the buyer. He also acts as a marketing agent for different companies as he attracts consumers by briefing them about different products. The functions that are specifically performed for the customers are provision of a good stock of different finished products and maintaining enough stock of the goods to fulfill desirable demand of the normal consumers. A retailer does not bind hi mself to sale the products of some specific producer he even sales products of two competitors. Hence he offers a variety of products to the consumers. Nowadays most of the retailers also offer free home delivery service and very few of them charge for such a service. In case of any fault or dissatisfaction from the products purchased, a retailer offers after sales

Criminal Development Essay Example | Topics and Well Written Essays - 1250 words

Criminal Development - Essay Example Edwin Sutherland developed differential association theory and social transmission theory. A social class is the core factor of criminal behavior. Differential association theory states that criminal behavior is learned by individuals. In poor neighborhoods, people learn that theft and crime are the only possible ways to "earn" money (Huff 2000). The stresses of a disorganized community weaken the inhibitions that might keep many from delinquency. Movies, radio, the theater, and newspapers are indirect reflections of real life (Wilson 1987). However, when an unstable character looks around and finds fixing, corruption, and graft, his ideas and attitudes must be affected. The case of John Gotti shows that neighborhood was the main cause of criminal behavior. He was born in Italian-American family and two of his brothers were members of street gangs (Capeci and Mustain 1996). The life of Gotti shows that there is a close link between poverty and delinquency. Extremely rich people are n ot so numerous that they can be objects of mass observations. But it is possible for us to consider all those relative "millionaires" who cannot easily withstand the insidious attack of sudden success. The social transmission theory states that criminal behavior can be transmitted from generation to generation and children are apt to follow their elder relatives to prove their significance and importance. John Gotti follows example of his brothers and further joined the Gambino family (Capeci and Mustain 1996). "Between 1957 and 1961, Gotti pursued a life of crime on a full-time basis and was arrested five times. In March 1962, he married Victoria DiGiorgio" (John Gotti Profile 2009). Merton developed a so-called strain theory. According to this theory, an individual is limited by social structure and social position. Acts of deviance can lead to criminal behavior and social disobedience. The life of John Gotti was marked by poverty and disillusions. When he tried to steal a cement mixer, he injured his foot and limped all the life (Hagedorn 1998). Following Murdock's theory, this same closeness evokes emotional needs and satisfactions, compassion, responsiveness, recognition. "In 1973 John Gotti was given his first murder contract. The victim was James McBratney, a man accused of murdering a nephew of boss Carlo Gambino. Gotti botched the job with two witnesses, but his lawyer Roy Cohn managed to work out a deal whereby Gotti served only two years for the killing" (John Gotti Profile 2009). In contrast to this theory, Gotti's parents were not involved in criminal activity (Huff 2000). According to relative deprivation,

Evolution of the Use of Wool Term Paper Example | Topics and Well Written Essays - 1250 words

Evolution of the Use of Wool - Term Paper Example The objective of the paper is to describe about the origin of the wool and its uses for the making the garments. The paper further describes about the advantages of wool in the daily life of human beings. In addition, the main goal of the study is to focus upon the various attributes, which are related with the wool and its evolution throughout the world. Wool is a natural fabric, which is originated from the animal skin or Pelts. It can be said that since the evolution of mankind sheep, goat and other animals were reared for their consumption as well as some other purpose. There are many areas all over the globe where the sheep and goats are used only for the milk and its meat. However, very soon people get realize about the use of the animals’ skin. It is worth mentioning that the wild sheep are hairy. During the 4th BC the woolly sheep were found in the Eastern Europe. Wool was generally produced from the hair or the fiber, which has been grown on the sheep, alpaca, Angora goat and Angora rabbit. When the people come to know about the advantages and benefits of the wool they started trading of wool for expanding the business of woolen garments. Sheep were domesticated in Asia and the technique of the extracting wool has been invented in Asia. However, very soon trade of wool expanded all over the world (Power 1-69). There are many different types of wools that are produced from the different types of sheep and animals. The wool, which is produces by the fleece of sheep and animals are known as fiber. There are many types of wool, which are received from the animals. The white wool is the most common and preferable color. There are many others colors of wool, which can be bore from the sheep, goats, rabbits and alpaca such as brown, black and gray. The white wool is most popular in the manufacturing of the garments not because it can be easily colored, but

Whole Foods Market Case Study Example | Topics and Well Written Essays - 1750 words

Whole Foods Market - Case Study Example This case study provides a different look at the situation, wherein the specificity of the supplies is what gives the product and services of WFM its value. Following the turn of the millennium the market for natural and organic food sales shifted from niche to mainstream. Once considered excessive in terms of cost and unimportant in terms of health, WFM pioneered and developed an industry that now accounts for more than 2.5%, or $13.8 billion in US food sales annually. This product line has shown greater growth in sales than traditional grocery offerings for the last several years. Further, studies indicate that this trend will continue into the future as the Baby Boomers reach senior status, their children enter middle age and their grandchildren reach adulthood. Each of these generations has enjoyed a greater degree of disposable income and exposure to higher education; factors which both play a major role in WFM’s market demographic. With that said, at the time this study was written, their organizational objective was to reach $12 billion in revenue and have more than 300 stores in operation (Harasta & Hoffman, n.d.). They w ere able to achieve only half of this objective by reaching 304 store locations domestically and another 12 internationally for a total of 316 current locations (â€Å"Our Stores,† n.d.). Unfortunately, while up 12% from 2009, they fell short of their fiscal goals reaching $9 billion in sales in 2010 (McCann, 2010); however with only half of the 2011 fiscal year gone they have significantly overtaken the half-way mark of 2010 by already producing $5.4 billion in sales (McCann, 2011). WFM face three pivotal issues that are hindering their ability to expand at a faster pace: Increased competition, rigid target market requirements and a limited supply of natural and organic goods.  Currently, they control 47% of organic food sales in the US; however similar vendors and national supermarket chains have taken notice of the profitability of natural products and entered the market with varying degrees of success.

An Evaluation of WKMNs A Newbies Guide to Wireless Networks Tutorial Essay

An Evaluation of WKMNs A Newbies Guide to Wireless Networks Tutorial - Essay Example As the study declares the concepts include the radio frequency technology, mobile telephony, wireless area network (LAN), wireless personal area network, fixed wireless wide area networks (WAN), practical applications of these technologies is various business set-ups and other references that can be useful to the student who wants to learn more. Each of these topics contains subtopics that are detailed to the technology. Although the terminologies can give a complex impression especially to hearing of it for the first time, the tutorial is designed to ensure a simplified translation of such concepts that can be comprehended in the understanding level of its students. How the student grasp the concepts and ideas are critical to the objectives of creating this newbie tutorial as it will determine the productivity that they can make out of this wireless technology knowledge that a student will gain after going through the tutorial. The tutorial can be taken in five minutes a day and the student can choose any chapter of interest without specific order, as long as all chapters are covered in order to finish the course. The tutorial also provides excursion websites that can be visited should the student find a specific area from it course chapter really useful for his needs.

Critically compare and contrast Karl Marx's attack on capitalism with Essay

Critically compare and contrast Karl Marx's attack on capitalism with Susan Mendus's attack on individualism. How would Ward Churchill evaluate their arguments - Essay Example n a similar way, Susan Mendus also rejects individualism on the basis that â€Å"the language of domination and subordination is a central factor to individualism†. She also argues for equality between men and women, believing that individualism does not generate equality (Mendes 1993). She equates the individualists to the bourgeois, who elevate themselves at the expense of others. Marx states that a person’s spirituality is the labor power he has. He argues that a case of alienation develops when man is deprived of the opportunity to exercise this labor power. He believes that religion is the â€Å"opium of the masses† and states that religion is the response of the oppressed person, trying to find heart in a heartless world and the soul of soulless conditions (Marx 1970). He views religion as the means by which people try to deal with social inequalities. Mendus on the other hand, believes that religion is brainwashing to make people believe in certain things, but merely because they espouse such beliefs, it does not necessarily indicate that they are true. She believes that applying moral rules to love and relationships is basically flawed.(Mendus 1996). While Marx believes religion is purely palliative and does not achieve anything constructive, Mendus on the other hand states that individualism cannot serve the cause of religion or the commo n good. Ward Churchill launches an attack on the â€Å"pious† Christians of America who have been at the forefront of their leaders’ war initiatives, unleashing death and destruction upon the less fortunate world. (Churchill 2001). He would perhaps agree with Marx, who viewed religion as the opium that drugs the majority, so that they can be led to their slaughter. Similarly, religion is also functioning as the opium that dulls the individual American’s ability to think clearly and rationally about the concepts of equality and justice among people. Marx’s views on the power of the proleterait are relevant here,

Phil. 101 Metaphysics Essay Example for Free

Phil. 101 Metaphysics Essay Philosophy stemmed from the early Greek religions and myths, in search for answers to their questions about life. From early B. C. till today people still have questions about life and after-life, what is real and what is reality. Philosophy has dozens of subdivisions within it, one being metaphysics. Metaphysics is the study of the nature of reality, and within metaphysics there are three more divisions materialism, idealism, and hylemorphism. Each philosopher fits into one category more then others. I have chosen to write about Aristotle, Plato, and Histories because I feel they each fit into a category with little confusion as to where they belong in metaphysics. Materialism falls all the way on the left of the spectrum. Materialism is defined as all reality is only and ever matter. This is the mindset of nothing happens after death, or if the tree falls and no one hears it there is no sound. I interpreted this as a pessimistic, dull outlook because it left little room for imagination. As I read Aristotle’s piece Metaphysics’ it really opened my eyes to materialism. On page one he says, â€Å" A sign of this is out liking for the senses; for even apart from their usefulness we like them for themselves—especially the sense of sight, since we choose seeing above practically all the others, not only as an aid to action, but also when we have no intention of acting. † If one were to break this down Aristotle says we as humans use our senses not only for the innate purpose, the most used sense is sight because it helps when doing something or nothing at all. This quote showed materialism because I related it the tree falling, because no one used his or her senses to hear the tree fall therefore nothing happened when it fell. Aristotle explains that if one does not know if something is real by using his or her senses then it is nothing at all. Idealism lies on the right of the spectrum as far from materialism as possible. Idealism is defined, as all reality is only and ever the result of my subjective interpretation. As I browsed through Plato’s work I noticed he made many references to god. These references canceled out materialism for Plato because materialists do not believe in god(s), because there has never been a physical god. As I looked more in depth in Plato’s work, the work showed doing good by god and soul for the after life. In Plato’s Euthyphro, Euthyphro stresses piety, a religious devotion, if fact the entire dialogue is based on the pious thing to do. Euthyphro says, â€Å" I would certainly say that the pious is what all the gods love, and the opposite, what all the gods hates, is the impious. † Because the pious thing is what the gods’ love and that is a belief, which shows idealism because it is a belief and not matter. At the end of Plato’s dialogue Apology, Socrates is sentences to death, he makes a reference to when he dies he will meet with all the other men who have died for his the same reason and they share their experiences, but no one truly knows what happens after death except the gods. Idealism is based upon a subjective world, meaning it is what one believes it to be. Plato’s entire story The Allegory of the Cave represents idealism completely. This is a story Socrates based on his view of the education system. It began with prisoners in a cave who only saw shadows of puppets, heard random noises, and the only source of light was a fire. They know nothing other then what they are shown but they were to interpret the puppets in their own way, eventually a prisoner will be freed to leave and will come back because that was all they knew. Although the story is flawed and sad it represented the idealism because the prisoners had the freedom to imagine what the wished even with no knowledge of what it was. In between materialism and idealism, hylemorphism blossoms. Hylemorphism is defined, as all reality is a distinct, non-separable combination of matter and form. This section of metaphysic allows space for matter to change form and a little more room for imagination in general. In A Pre-Socratics Reader I believe Diogenes Laertius and Herodotus to be the most hylemorphism philosophers. As materialism and idealism believe in two completely different experiences after death, I think hylemorphism think that people reincarnate because they believe that forms will change. Laertius tells a story of a man beating a puppy and as he heard the puppy’s cry he asked the man to stop because it was the cries of the soul of a friend of his. Herodotus says, â€Å" †¦ the human soul is immortal, and each time the body perishes it enters into another animal as it is born. † The pre-socratics has dozens of philosophers that have the same thoughts or views as these two men, which represent hylemorphism just as well. As I broken down metaphysics into the three general categories, it can be broken down more and have more philosophers in each category. Philosophy is not set in stone; it is all set upon interpretation. Some may feel completely different about Aristotle’s positions on the spectrum or even Laertius’, philosophers will never true have a set category in metaphysic.

Workers Motivation

Workers Motivation Since this day many theories have been developed trying to identify what lies behind the motivation of workers. What is it that pushes workers to improve their performance, increase their effort and ultimately feel part of an organisation? Motivation is a conscious decision to perform one or more activities with greater effort than other competing activities (Roberts and Corbett, 2009, Understanding Organisational Behaviour IB1230 p.240). It could be interpreted that motivation being a conscious decision cannot be forced, but only be triggered by managers using certain methods. However, even today many managers refuse to give up Taylorism and the use of the scientific management. As a result the idea of the rational economic man still exists and managers still treat the workers as cogs in a machine presumed that they are motivated only by pay. This essay will argue that today job has come to be a way to make a living, and pay is just the mean for a better living but not what motivate s people to work (Gostick and Elton). Pay itself does not motivate people to improve their performance or increase their effort. What people desire beyond their material well-being, that pay can offer, is self-fulfilment and a sense of belonging. To begin with, the effectiveness of the scientific management has been challenged many times but the first blow was the Hawthorne Studies conducted by Elton Mayo in the 1920s. Until then workers had mostly no saying on the decision-making or work process, and based on McGregors Theory X, were seen as genetically lazy, with no real ambitions. With his experiment Mayo wanted to show the relation of productivity and the poor working conditions and how this could be controlled by alternating some factors of the working environment. However, productivity was increasing whatever the working conditions, leading to the conclusion that workers wanted to perform better in return of the interest that the managers had shown to them. The results of this study challenged the established conception of the rational economic man and brought the era of the social man and McGregors Theory Y. Workers are still human beings when they enter the factory door with feelings and ambitions, in search of self-a ctualisation. So this leads to the conclusion that motivation is affected by social factors as well, and sometimes workers place more importance to these than pay itself. Self-actualisation needs were what Maslow considered to be the highest level in his Hierarchy of Needs. Maslow supported the view that people must firstly satisfy each before they can move on to the higher-order needs. It is believed that self-actualisation is what continuously motivate workers as it is never fulfilled but always pursued. However, what managers must understand is that once they offered to workers the taste of self-achievement and freedom it is difficult to then remove them.   Also self-actualisation is not only achieved through work and individuals progress in this pyramid. It is achieved at different times by individuals and using different methods by their managers (Fincham and Rhodes). FIGURE 1.1-Source: Lecture Notes Herzberg further developed this idea in his Two Factor Theory where he presented job satisfaction to be a result of the motivators and job dissatisfaction as a result of the hygiene factors. Therefore it was assumed that different factors let to either job satisfaction or dissatisfaction.   Ã‚   Motivators Hygiene Factors Achievement Company Policy Work itself Supervision Responsibility Work conditions Advancement Pay FIGURE 1.2-Source: Lecture Notes It can be argued that there are similarities with Maslows Hierarchy of Needs as motivators satisfy the top needs of the pyramid whereas hygiene factors fulfil the basic human needs. Pay here is assumed to be a factor that leads to job dissatisfaction when is not met and thus included in the hygiene factors. It is broadly believed that workers with a satisfied pay will not necessarily be encouraged to perform better but only manage not to be dissatisfied. On the other hand, if the work itself is challenging and there is a potential of recognition, this is more likely to keep workers motivated and devoted to the organisation. That is why Herzberg talks about job enrichment, a means to encourage motivation by building greater responsibility and variety into a job (Roberts and Corbett, 2009, Understanding Organisational Behaviour IB1230 p.248). After all, as he argued, the very nature of motivators, as opposed to hygiene factors, is that they have a much longer-term effect on employees a ttitudes (Herzberg, 2003, One More Time: How Do You Motivate Employees? p. 70). Therefore it can be assumed that pay is just a short-term solution to the motivation problem since when they reach a satisfies economic position then they will turn their attention to the social factors. However, Herzbergs Theory did not come about without criticisms that compromise its effectiveness in motivating the workers. It is argued that his research was not objective as it only included accountants and engineers, occupations that were considered to be profitable. In addition, as it is clearly illustrated by Heiders Attribution Theory people tend to attach successes to internal factors and externalise any failures. As a result the interviewees blamed the managers for feeling dissatisfied from their job and on the other hand, recognised themselves as the main factor leading to job satisfaction. Another strong criticism involves the fact that the workers may not have been honest of what really motivates them, offering therefore a reason why pay is included as a hygiene factor (Fincham and Rhodes). It was argued that this behaviour may exist because workers want to be socially accepted and thus portrait themselves to be motivated by a more noble factor than pay (Rynes, Gerhart an d Minette). Recent studies still draw the same conclusions as the one carried out by Herzberg more than 50 years ago. Workers are more likely to contribute to the work process if they feel comfortable in the work environment, close to their managers and have a sense of achievement. Once more, pay did not play a major role in motivating people since the pursue of self-actualisation remains the major concern of workers and their ultimate goal (Bassett-Jones and Lloyd). Moreover, pay has a major role in Adams Equity Theory where workers are presented to be motivated by pay   in relative terms rather than in absolute. Money can be measured and thus it allows comparisons to be made leading to the importance of equity and fairness as a factor of motivation. Therefore it is argued that workers are more likely to improve their performance if they consider their pay to be fair relative to the effort they had put and the effort of the others. This idea is supported by the experiment held out by Adams where the students who they receive higher pay relative to their efforts were motivated to work harder in order to restore equity in the exchange (Fincham and Rhodes, 2005, Principles of Organisational Behaviour p.203). However, there is the risk that conflict maybe arise because workers and managers have different perceptions of what the effort the workers must be and the pay that is considered to be fair for that effort.      Beyond the theories the managers can put in practice, they must firstly realise that the workers are individuals with different needs, values, experiences, that have an impact on what finally motivates them. As said before, people are on different levels on the Hierarchy of Needs pyramid and place different value on different hygiene factors and motivators (see figures 1.1 and 1.2). In order for this obstacle to be overcome the managers must concentrate on the individuals who work in the organisation. What drives the motivation of the each worker may change, because of different circumstances. Known the worker on a personal level gives the advantage to change the behaviour towards them. It is true that with the current crisis and the growing fear of the unemployment many workers do not have the feeling of security in their job. Thus this is their motivation for the specific time and what the managers must try to restore. However it could be argued that in this decision-making process the workers must have the chance to be heard and a compromise decision to be reached in order for any organisation to have a brighter future. On the other hand, inter-group conflict may be aroused because of managers expectations concerning certain groups. What managers expect of subordinates and the way they treat them largely determine their performance and career progress (Livingston J.S, 2003, Pygmalion in Management p.176). Therefore if a manager expects a group to perform baldy and not be able to reach a certain target, this demotivates the individuals of the group and their performance is declined as expected. However, this may not always be the case since the individuals desire to prove the manager wrong may drive them to improve their performance and thus raise the expectations which the manager previously had. It could be argued that the conflict is sometimes desirable as it changes the behaviour of the workers to the best which it is in line with the interactionist approach. In this example pay did not play the major part in motivating workers even though it could be claimed that the individuals improve their pe rformance in order to receive a better reward. However Herzbergs followers would argue that what really motivated the group was the job that became more challenging and gave the opportunity of self-achievement and recognition. Of course, the behaviour of the workers is affected by the organisations structure and culture. According to Maslow workers pursue their self-actualisation through work and therefore it could be argued that the organisational performance will depend ultimately on the extent to which individuals are provided with the opportunity to satisfy their own goals by contributing to the goals of the organisation (Mullins J., 2008, Essentials of Organisational Behaviour p.355). People are more likely to be motivated and feel part of an organisation when they share the same values, beliefs and attitudes. Therefore the organisation policy may focus on the pay as a measure to reward better performance and to the individual needs of the workers. It is true that some workers will be motivated through this but for the wrong reasons. The organisations structure encourages them to behave unethical in order to gain a raise in their pay or a promotion (Luecke, 2006). Indeed the ideas that people work for money and that more money rewards mean better performance are only just myths. As argued before, people look for something deeper in doing their work and managers who ignore that and continue to bribe their employees   in fact they pay the price in a lack of loyalty and commitment(Pfeffer J., 2003, Six dangerous myths about pay p.99). Of course the policy of the organisation and its structure depends on which country it operates as there are different perceptions of what motivates people. This is evident from a survey in 2000 where among eight countries   U.K valued good pay the highest. However, this is a result of the different methods used in these countries from which British companies may learn in order to rely less on pay to motivate their workers. In conclusion, pay does motivate people but this will not last in the long-run. Money is the means for a better life but is mostly seen as a condition to work rather than related to particular effort (Handy C., 1993, Understanding organisations p.52). Once the workers achieve their material well-being they will try to satisfy their desire for self-fulfilment. As a result pay does motivate to some extent and mostly at the beginning of someones career but then he/she will pursue recognition, achievement and finally self-actualisation. Therefore managers must strive to learn their workers on a personal level, consider their worries and needs in order to discover what ultimately motivates them to give their best effort. The Tandem Computer took this step, and moved away from offering money for better performance to being more concerned of keeping their workers satisfying through the work itself. Therefore it would not even tell you your salary before expecting you to accept the work (Pfe ffer J., 2003, Six dangerous myths about pay p.93). More organisations must take this difficult step in order to depend less on money and offer their workers greater opportunities for personal growth. Bibliography Roberts, Ashley and Corbett, Martin,2009. Understanding Organisational Behaviour IB1230 Warwick Business School: McGraw-Hill Custom Publishing Fincham, Robin and Rhodes, Peter,2005. Principles of Organisational Behaviour Fourth Edition. Oxford: Oxford University Press Mullins Laurie J.,2008. Essentials of Organisational Behaviour Second Edition. Harlow: England; New York: Financial Times/Prentice Hall Timpe Dale. A, 1986. Motivation of Personnel. Aldershot: Gower Publishing Company Limited Gostick Adrian And Elton Chester, 2009. The Carrot Principle. London: Simon Schuster UK Ltd Handy Charles, 1993. Understanding Organisations Fourth Edition.   London: England; Penguin Group Grey Chris, 2009. A Very Short, Fairly Interesting and Reasonably Cheap Book About Studying Organizations Second Edition London: SAGE Publications Ltd Herzberg Frederick, Mausner Bernard, Snyderman Barbara Bloch, 1993. The motivation to Work Second revised Edition. New Brunswick: New Jersey; Transaction Publishers Latham Gary P., 2007. Work Motivation: History, Theory, Research, and Practice. Thousand Oaks: California; Sage Publications, Inc. USB!!!!!!!!!!! LECTURES!!!!!!!!!!!!!!!!!!! Manville Brook and Ober Josiah, 2003. Beyond Empowerment: Building a Company of Citizens Harvard Business Review, 81(1), pp. 48-53 Fryer Bronwyn, 2003. Moving Mountains Harvard Business Review, 81(1), pp. 41-47 Herzberg Frederick, 2003. One More Time: How to you motivate Employees? Harvard Business Review, 81(1), pp.86-86 Luecke Richard, 2006. Harvard Business Essential: Performance Management. Boston: Massachusetts; Harvard Business School Press Kerr Steve, 2003. The Best-Laid Incentive Plans Harvard Business Review, 81(1), pp.27-37 Nicholson Nigel, 2003. How to motivate your problem employees Harvard Business Review, 81(1) pp.57-65 Livingston Sterling. J, 2003. Pygmalion in Management Harvard Business Review, 81(1) pp.97-106 Levinson Harry, 2003. Management by whose objectives? Harvard Business Review, 81(1) pp.107-116 McClelland David C., Burnham David H., 2003. Power is the great motivator Harvard Business Review, 81(1) pp.117-126 Goleman Daniel, 2000. Leadership that gets results Harvard Business Review, 78(2) pp.78-90 Manzoni Jean-Franà §ois, Barsoux Jean-Louis, 1998. The Set-Up-To-Fail Syndrome Harvard Business Review, 76(2) pp.101-113 Pfeffer Jefferey, 1998. Six Dangerous Myths About Pay Harvard Business Review 76(3) pp.109-119 Goffee Rob, Jones Gareth, 1996. What holds the modern Company together? Harvard Business Review, 74(6) pp.133-148

Winning one for ourselves :: essays research papers

Winning One for Ourselves   Ã‚  Ã‚  Ã‚  Ã‚  Just like the several years before, soccer season started on an early July day during what seemed to be the hottest time of the day. Only something was different this year, the moral was a little low, and everyone noticed it. The previous season, the supposed golden team that the coach had put so much faith into, had failed; losing in the first round of sectional play. The low moral was most evident in the coaching staff, especially in the head coach.   Ã‚  Ã‚  Ã‚  Ã‚  Head coach Larry Sahm was particularly distraught. He has never coached a High School team that went on to win sectionals and he truly believed that the last season would be his year. As the practices went on, it became more and more obvious that he really didn’t expect much from his team this year.   Ã‚  Ã‚  Ã‚  Ã‚  The practices dragged on through the dead heat of the summer. The team worked hard, eventhough we were well aware that not even their own coach had faith in them. This lack of faith sucked every bit of fun out of that practices that always seemed to be there in the years before. The players were losing confidence in themselves and each other. The tension within the team was thick. Everyone was becoming frustrated and no one wanted to be there.   Ã‚  Ã‚  Ã‚  Ã‚  Then to add to the dismay of the team, Coach Sahm called a small meeting with all the seniors shortly before the first game. â€Å"Everyone knows that you guys are nowhere near as good as the team we had last year,† said Sahm, â€Å"but you all can do me a favor and help prepare the younger kids for next year.† This made the situation much worse. Not only did our coach have no faith in us, but he also thought that we were only good for giving his younger players experience so he can have a successful season next year.   Ã‚  Ã‚  Ã‚  Ã‚  With the attitude we had, I was not surpised that we had a very dismal regular season. To say we had a losing season doesn’t even do it justice. We were simply horrible. Everything we tried to do went wrong, and the worst part was that nobody cared. No one expected much out of us, so when they didn’t get anything they weren’t surprised.   Ã‚  Ã‚  Ã‚  Ã‚  We just weren’t the team we were last year. All of our hopes and dreams had left with the graduating seniors of last year.

Leonardo Da Vinci Essay -- Biography Biographies Bio

Leonardo Da Vinci (1452-1519), Florentine artist of the Renaissance (the period of Western European history stretching from the early 14th century to the mid to late 16th century), a painter, sculptor, architect, engineer, and scientist. His deep love for nature, knowledge, research and experience, was the central reason of both his artistic and scientific accomplishments. " Though I have no power to quote from authors as they do I shall rely on a bigger and more worthy thing-on experience."{The Notebooks of Leonardo Da Vinci pg.2} His originality in the field of painting influenced the course of Italian art for more than a century after his death, and his scientific studies--particularly in the fields of anatomy, optics, and hydraulics--anticipated many of the developments of modern science. His amazing powers of observation and skill as an illustrator enabled him to notice and recreate the effects he saw in nature, and added a special liveliness to his portraits. Curious as well as observant, he constantly tried to explain what he saw, and described many experiments to test his ideas. Because he wrote down and sketched so many of his observations in his Notebooks, it's known that he was among the very first to take a scientific approach towards understanding how our world works, and also reveal his sense of freedom, by disagreeing with the authorities (Bible, Aristotle, Plato) of his time. Leonardo Da Vinci is one of the greatest figures of Renaissance due to his contributions to the world artistically, scientifically and more importantly his freedom of thought, according to his Notebooks. Leonardo's close relationship with nature along with his curiosity led him to many discoveries that have become exceedingly useful to all h... ...ues of perspective. He opened the doors of human freedom for many thinkers that came after him. His sense of freedom and independence is seen throughout his work. What makes Leonardo exceptional is the notion that he acquired all his knowledge through experience. In Leonardo's period freedom of thought or speech did not exist, as it does today. All persons were forced to agree and go along with authorities, which at that time were the Bible, Plato and Aristotle. If people were critical of the authorities they would deal with deadly consequences. Leonardo did not hesitate; using his Notebooks he expressed his thoughts freely. Throughout his life he questioned and criticized the authorities. His freedom of thought and courageousness opened many doors for other scholars. Works Cited 1452, and 1519. The Notebooks of Leonardo Da Vinci Complete. Public Domain Books, 2004.

Bilateral Shoulder Dislocation from Weight Lifting Essay -- essays res

While doing seated behind-the-neck military presses, a young man of 22 years, experienced bilateral anterior dislocation of the shoulders. He came into the emergency department complaining of acute bilateral shoulder stiffness and pain. He claimed to have been performing behind-the-neck military presses with a 108-lb (50kg) weight while being spotted by a training partner. While performing the military presses, he suddenly felt that his shoulders were going out of place, and lost control of the bar. Unfortunately, his training partner was unable to prevent injury. The injured man stated that he felt immediate pain and lost mobility of his arms. He was then rushed to the emergency department.   Ã‚  Ã‚  Ã‚  Ã‚  When the patient first arrived at the emergency department, his shoulders were in abduction and external rotation. He complained of stiffness and pain. Tests showed bilateral flattened contour of the shoulders below the tip of the acromion. Anterior fullness was present, but luckily, the patient did not suffer from any neurological or vascular injuries. Further examinations showed a bilateral anterior shoulder dislocation but no fracture.   Ã‚  Ã‚  Ã‚  Ã‚  The young man was a 22-year-old, right-handed accountant, who had 3 years of weight training experience. He was 5 ft 10 in. (178 cm) tall and approximately 180 lb (83.3 kg). Upon investigation, the patient had no history of any type of injury to either of his shoulders. None of his family had ...

Taxation Tasks Essay

1 ) Patty owned Patty’s Cakes in Jacksonville. Florida. She sold her concern to Fruity’s. Inc. a national pastry company. There was a non-compete understanding in the contract for the sale of her concern. In the non-compete. Patty agreed non to work in any capacity in the nutrient industry for 10 old ages on the full E seashore. A tribunal would probably find that the non-compete understanding a ) violates federal jurisprudenceB ) is unenforceabledegree Celsius ) is enforceablevitamin D ) both A and B 2 ) A liability that may widen from an employee to the employer if the employee is moving within the range of his or her employment at the clip the liability arose is called: a ) vicarious liabilityB ) employee liabilitydegree Celsius ) employer liabilityvitamin D ) adverse liability 3 ) A individual who contracts with a principal to execute a undertaking harmonizing to her or his ain methods. and who is non under the principal’s control sing the physical inside informations of the work is called a/an: a ) Contingent workerB ) Temporary workerdegree Celsiuss ) Independent contractorvitamin D ) All of the above 4 ) Benita works as a nursing helper in a retirement place run by Cottonwood Care Centers. a national operator of installations supplying attention for the aged. Benita works 53 hours a hebdomad. After looking at her paysheet stubs for the past 6 months. she concludes that she has non received sufficient overtime wage. She complains to her supervisor but the company takes no action. a ) Benita can convey a ailment to the National Labor Relations Board under the Fair Labor Standards Act of 1938 ( FLSA )B ) Benita can convey a ailment to the U. S. Department of Labor. under the Fair Labor Standards Act of 1938 ( FLSA )degree Celsius ) Benita can convey a ailment to the U. S. Department of Labor. under the Employee Retirement Income Security Act of 1974 ( ERISA ) .vitamin D ) Benita can convey a ailment to the U. S. Department of Labor. under Executive Order 11246 5 ) Ling often stocks shelves for Ace’s Market on an as needful footing. Ace pays Ling $ 5 per shelf. One twenty-four hours Ling falls off a broken ladder while carrying a shelf. Line is earnestly injured: a ) If Ling is determined to be an independent contractor. he is eligible for workers’ compensationB ) If Ling is determined to be an employee. he is eligible for workers’ compensationdegree Celsius ) Ling is eligible for workers’ compensation whether he is an employee or an independent contractorvitamin D ) None of the above 6 ) ABC. Inc. solicited commands from assorted independent contractors to landscape the evidences of its new office composite. Drew. caput of installations direction told Patty. his secretary. that he would non accept any commands from Latino contractors. Drew explained that he would authorise engaging lone American contractors to work on the evidences. A Latino contractor brings a case against ABC for favoritisms. a ) Drew’s refusal to engage Latino companies is a misdemeanor of the Independent Contractors Act of 2006.B ) Drew’s refusal to engage Latino companies is a misdemeanor of the Title VII of the Civil Rights Actdegree Celsius ) The Latino contractor can non predominate in a favoritism instance because John’s conversation with his secretary is confidential and can non be used as grounds.vitamin D ) Drew’s refusal to engage Latino companies is non a misdemeanor of the Title VII of the Civil Rights Act because that jurisprudence does non cover favoritism against independent contractors. 7 ) BRC Partners is a confer withing house. Sam and Arnie are analysts for BRC. Sam was hired as an employee and Arnie was hired as an independent contractor. They both work in the same BRC office under the same supervisor. They both must work Monday through Friday during the criterion concern hours. Both are required to describe to hebdomadal staff meetings. Sam is paid a wage and the proper federal and province revenue enhancement withholdings are made. Arnie does non have benefits like retirement and wellness insurance and his is paid by the undertaking with no federal and province withholdings. Arnie signed a contract that clearly stated he was an independent contractor and non an employee. a ) BRC has decently classified Arnie as an independent contractorB ) BRC has improperly classified Arnie as an independent contractordegree Celsius ) BRC has improperly classified Arnie as an independent contractor. nevertheless. its contract with Arnie is adhering and BRC will hold no liability under federal or province jurisprudence for the misclassification. vitamin D ) BRC has improperly classified Arnie as a independent contractor. nevertheless. its contract with Arnie is adhering and BRC will hold no liability under federal and province jurisprudence for the misclassification. but Arnie will hold liability under federal and province jurisprudence. 8 ) Pilar is hired by Axel. Inc. as an independent contractor. To avoid a finding by the IRS that Pilar has been misclassified as an independent contractor. Axel should: a ) provide preparation to PilarB ) wage her by the hrdegree Celsiuss ) pay FICAvitamin D ) none of the above 9 ) Clarence works as an independent contractor for the jurisprudence house of Kafka. Rivera and Grisham. a ) Clarence will be responsible for doing payments for his Social Security ( FICA ) . estimated federal income revenue enhancement payments. estimated province income revenue enhancement payments and Medicare.B ) Clarence will be responsible for doing payments for his FICA and Medicare and the jurisprudence house will be responsible for keep backing paysheet tax write-offs for his federal and province income revenue enhancements.degree Celsius ) Clarence will be responsible for doing payments for his Social Security ( FICA ) and Medicare. but the jurisprudence house will be responsible for doing estimated federal income revenue enhancement payments. estimated province income revenue enhancement payments for him. vitamin D ) Clarence will be responsible for doing payments for his Social Security ( FICA ) . keep backing tax write-offs for his federal and province income revenue enhancements and Medicare. 10 ) Which of the followers is non covered by the EEOC’s definition of contingent worker? a ) an employee hired through a staffing houseB ) a impermanent. seasonal. or parttime workerdegree Celsius ) an appliervitamin D ) an independent contractor

Preschool Observation Essay

My preschool observation was completed at Chula Vista Presbyterian Preschool located at 940 Hilltop Drive, Chula Vista, Ca 91911. The classroom consisted of eight children between the ages of three and five. When I walked into the preschool classroom the children had just arrive at school. The student we’re hanging up their bags, saying goodbye to their parent and finding activity to play with before the day would officially begin. Some of the children we’re putting puzzles together, cutting fun shapes on the small table for Halloween and two cute little girls are playing bubbles in a tub near the cubbies with a rug underneath. The classroom environment seemed to stimulate learning due to the abundance of activities available to the children’s. During the morning playtime the children were given the opportunity to explore many different things, like the Dramatic play area – grocery set up, the Art area where children can paint, draw and colors, and putting puzzles together. The physical classroom environment had artwork done by the children on the walls as decoration. There were also fence with pumpkin and scarecrow decoration on the wall to brighten up the wall. The decoration did not appear to be too distracting, which promotes and enables a stimulating learning environment. The classroom is pretty much large that we’re arrange in sectional areas; next to the cubbies is the Reading corner, the area is carpeted where 6 small pillows, two small rocking chair and one regular chair are arranged facing a chair for teaching. There is a book stand where children can pick books. The Math area consist of pictures numbers and puzzle games and shapes. There is also the Letter corner where pictures and corresponding letter shows. Dramatic play which is set up as grocery where boxes of cereals’, eggs, canned good items were on display. There is also a cash register and shopping baskets available. The Children’s corner shows pictures and name of students, calendars, schedules and announcement and also the star student. All tables and chai rs have the size fit to small children, shelves was arranged to separate sectional areas from the other. There is a long table by the cubbies that served as dining table for the children. Half of the ceiling has some colorful little pumpkin decoration. The bathroom is located to the other classroom adjacent to the room I observed. there is a small paper towel dispenser and trash can near  the cubbies. The teacher kept to herself for the most part while the children busy playing at the beginning of the day. Because of the small class size she was able to see what everyone was doing without walking around the room. The assistant teacher is on the table helping two children glued the scare crow on the big paper for decoration. There were no disciplinary action needed because the children were well behaved except for occasional reminders of the use of classroom voice when the kids got too excited singing along with the music being played. After forty five minutes of children’s own playtime, the teacher rang the bill for circle time. But before that, she asks all the children to clean up and keep an eye for everybody if they do their task. I noticed that all children we’re doing their part, even if they don’t play on the grocery area they put away all the scattered items, which makes me believe that the teachers values the space she is given and wants her students to know that cleaning up toys and other activities when they are done playing is important. During the circle time, children we’re sitting crisscross on a carpeted section, the teacher start singing a happy song where the children sing too when the teacher mentioned the name of the child the child will stand and dance. It’s like doing the attendance in a fun way where all children participated. After the song, teacher and children’s prayed together. They say thanks for that day being together with friends and teachers, for their parents and ask for safety. After that, the children were ushered to the next room we’re bathrooms are located. The teachers help the children potty and wash their hands before they go the table for snacks. A long table for eight was on the middle of the classroom, the assistant teacher prepares gold fish, 3 carrot sticks and raisins for their snacks. She also put a juice in a small plastic container with a handle where the kids pour their juice by themselves. The teachers is watching closely and reminding the children to pour half only and save some for their friends, I think they are instilling the values of sharing. After the snacks, the children throw their napkins and push their chair back to the table and goes straight to the Math area. The children were sitting crisscrossed again facing a small blackboard; the teacher is sitting on the right side. They were learning the letter â€Å"F† and each student were asked what word starts with letter â€Å"F†. All the children, answered correctly although some of them was helped by their classmates,  which was reprimanded by the teacher and tell them to give other the chance to think and give their answers. When they were done sounding the words they were given a cut out frog paper with a numbers on it and was told that when they hear their number they will jump on the pond (middle) and leave the frog. The children start singing the speckles frog song and each child jumps in the pond when their number was called. It was so much fun watching them and I was thinking that they are committed to provide a play-based, developmentally appropriate program that guides each child through the process of learning self-regulation. When the song ended, children were lined up and ask to put their bumper up to get ready to play in the playground. They went out the same door to get in; playground is located on the opposite side of the building. The children walked on the lined pathway. Before they cross the street, the teacher points to both sides of the street and ask if it safe to cross. When children look at both side and saw no cars coming they unanimously answered â€Å"yes†. The playground is consist of big slides, a tire swing, small basketball area, a monkey bars, a small play house, the table bucket on the sand area where children can play water on it. There is a carpeted shaded area too where children can read books, or play some puzzles or board games. There is also table with some art crafts. Shelves full of toys were aligned with the shoe box. I saw a medicine cabinet too on the far right side of the shelves. I stayed on the chair by the medicine cabinet; this would not attract children attentions or block their way. Both the teacher and assistant teacher were outside to watch the kids, making sure they don ’t hurt themselves or hurt each other. They constantly reminding and approaching the children when they see inappropriate used of toys and equipment’s. The children who were playing too rough were ask to stop if not they will ask to find different games to play. The teacher also participates in playing pretend on the big slides as their pirate ship and some kids play the role of pirate and captain of the ship. The preschool provides a Christian atmosphere that promotes the spiritual, emotional, physical and intellectual growth of each child. This evidence by the colorful posters outside the building that says: â€Å"Faith is Journey† â€Å"God lead Us Forth† â€Å"God’s Presence is our Destination†. As you enter the classroom, there is a signing sheet not only for students but for everybody coming in and out the classroom. The staff and teachers are very  friendly; as I approached them they were smiling and say â€Å"Hi! Can I help you?† When I introduced myself and told them the reason why I was there, they ask me how they can be of help to make my observation easier and productive. They also sh ow me where I can sit and observed not too distant where I still hear children talks and not too close to attract their attention. I feel that there is a good relationship too between the parents and staff because they are happily talking the child’s progress and how they are doing even the silliest thing the child did at home. The school is not gated but I sensed some security because the classrooms are located behind the church. Most of the students are Hispanic, Asian, African-American and Caucasian children. Both the teacher and the assistant teacher is Hispanic and the Director is Caucasian. I would say this preschool is very diverse and children learn how to respect, help and play with each other regardless of race, color and gender. According to Mrs. Brown, they have 12 regular children on this age range, but 2 children were sick that day and 2 was on vacation. The teacher/child ratio is usually 6 children per teacher, but most of the time student teachers were available to help and watch the children. The teachers, Mrs. Rodriguez and Mrs. Baptista were very attentive to the needs of the children; whenever the child goes to them for help they patiently listen and talk to the child in low voice and loving way. The teachers were able to interpret words and actions of the child. You can feel their sincerity and caring. The staffs communicate with each other in providing activities and materials that children find engaging. By facilitating learning, supplying a developmentally appropriate environment, interesting materials and adequate time to explore, play and interact, children find learning easy and fun The Child The preschool child I observed was A J. Mrs. Brown ask me to used initials to ensure confidentiality of the child, since I don’t have permission from the parents. But she allows me to describe the child based on my observation and judgment. A J is taller than most of her classmates and has a â€Å"lean body† not overweight or skinny. She has a full cheeks, I can see a full sets of teeth when she smiles and fair Caucasian skin. A J is three years old and eleven months, the teacher graciously gave an estimate of her weight and  height. She weighs 35 pounds and 39.5 inches tall. According to the teacher, she started at the preschool when she is 2 years old and 4 months. A J has a short curly blonde hair, with blue eyes and thin blonde eye brows. She is wearing a big pink flower headband that matches her short summer dress under a white zipped sweatshirt. When A J first arrived, she greeted all the teachers. She said â€Å"Good morning Mrs. Rodriguez† â€Å"Good morning Mrs. Batista (should be Baptista) and peeked to the other room where Mrs. Brown is and said â€Å"Good morning Mrs. Brown†. When A J saw me, I smiled to her and she gave me a small smile and walked straight to Mrs. Rodriguez. I heard Mrs. Rodriguez telling her â€Å"she is our visitor†. A J asked â€Å"My new teacher†? â€Å"No, she is going to watch and do her job†. She said â€Å"ok†. And when her classmates saw her, three of them approached and ask her to play with them. Which she refused and said â€Å"I am going to do make my scare crow†. She is the only child that said good morning first to all the teachers. This caught my attention because I see a happy and sweet little girl, aside from being so pretty. I chose here to be the subject of this observation because aside from being fit to the age requirement, her smile is contagious and there is something on her that capture your attention, I can’t explain yet but I am going to find out what draws people’s attention into her. Biosocial Development A J weighs 35 pounds and three feet and 3 inches by the time she reaches 6 years old she will weigh around 44 pounds and three feet tall and nine inches. She is within the normal range for her age (Berger, 167). A J is physically fit; her body is well proportioned and leaned. Her growth will be expected to slow down by the age five and six, where her legs and arms lengthen, fat turns to muscles (Berger, 167). This enables her to balance her body and enjoy the fun of dancing, running and playing without falling or slipping. I noticed during snacks, A j finished first the carrot slice. I think this is the reason why she is lean because those who eat more vegetables and fewer fried foods usually gain bone mass but not fat (Berger, 168). When A J is working on her scare crow, she asks the teacher if she can cut the pant and shirt shape paper. I noticed that she was holding the paper on her left hand and scissor on the right hand and I can see that she is concentrating in what she is doin g. Both sides of the brain are normally  involved in almost every skill (Berger, 179). She was able to cut the paper pant and shirt perfectly by following the line. This shows A J’s eye-hand coordination is well balanced. She both used her hand in shaking the small plastic glue bottle and squeezed it to the edge of the pant and shirt following the shape without a mess. I noticed too that A J used both hands in pouring the juice in her cup, using her right hand to hold the handle of the plastic container and left hand on the bottom of the container to avoid spill and to control how much juice she will pour. A J demonstrates perseveration when she was approached by her classmates and asks to play with them but she replied â€Å"I am going to make my scare crow† and she did finished it. Many children ages between 3 and 5, are impulsive flitting to one activity to another (Berger, 178) A J’s demonstrated her well-developed fine motor skills by cutting the paper, draw flowers on the board; pick-up her snacks, unzipped her sweatshirt and ties her shoes (Berger, 170). When A J unzipped her sweatshirt she could not undo the zipper at the bottom to completely unzip so she pulled it from the hood over her head to take it off. She was dancing and jumping on the carpet during circle time. While outside on the playground A J was running nonstop on the entire playground, push the tire swing with her foot and climbed up the ladder, ride the bike, lift water bucket to transfer water to the sand box. I didn’t see her falling or slipping on any of these activities. She has a good balance and these means A J’s gross motor skills are well-developed (Berger, 170). Cognitive Development Piaget second period of Preoperational intelligence shows symbolic thoughts (Berger, 182). While doing the scare crow project, A J asks the teacher â€Å"Mrs. Rodriguez can I have a big scare crow? The teacher ask why she replied â€Å"to protect us from the witch† This symbolic thought explained animism. Many young children believed that natural objects are alive (Berger, 182). A J demonstrates egocentrism when the scarecrow project is done she said â€Å"perfect! I will show this to mommy, I’m sure she will love it!† Egocentric children contemplate the world exclusively from their personal perspective. She expected that her mom will love what she did (Berger, 182) I noticed that A J focuses on appearance. When her boy classmate told her they have the same shoes, she replied â€Å"No, were not. Mine is pink, yours is blue†. Although, they are both have converse shoes the only difference is the color (Berger, 182). When A J entered the room she immediately approached all the teachers saying good morning. She even starts her day on the table working with her teacher, asking questions how to do it and her teacher in return is guiding and helping her how to do the work. A J is learning on what Vygotsky believed; social learning. This emphasized that thinking is shaped by other peoples’ wishes and goals. A J is learning from her teacher through guided participation within her zone of proximal development (ZPD) an intellectual arena where new ideas and skills can be mastered. Her learning depends on the teachers’ willingness and ability to provide scaffolding or temporary support to help within their developmental zone (Berger, 184). A J is very curious; she always asks her teacher questions like: â€Å"why do we need a lot of scare crow?† â€Å"Why do we need to hang it† â€Å"why Ayana is not here today† she even asks â€Å"Why Mrs. Brown is wearing a Charger shirt today?† And when she is not satisfied with the teachers answer, she would say â€Å" maybe because today is Fun Friday† According to theory-theory, the best explanation for cognition is that human seek reasons, causes and underlying principles to make sense of their experience. Curiosity and thought, connecting bits of knowledge and observation develop theories that help young children understand and remember (Berger, 186). A J doesn’t show any idea of what others thinking. Theory of mind is not fully developed at this young age. This ability is slow to develop but typically beginning in most children at about age 4 (Berger, 186.) Language Development A J’s brought a book to her lap where three of her girl classmate gathered. â€Å"I have story to share† she said. A J held the book up for the group to see and said â€Å"the title of the book is From Head To Toe† â€Å"a favorite of mine† and then set the book on her lap and opened it to the first page. Ana pointed to each illustration and told a story based on what she saw in each picture. She pointed to the next and turned the pages one by one. When she reached the end of the book, she closed it and said â€Å"the end†. Then returning to the children and ask: â€Å"Does anyone have a questions?† A J displays significant language development in this situation. â€Å"By four year old most children are able to say 5-20 sentence length and they have about  3,000-10,000 vocabulary words.† (Berger,189). Her verbal language skills are remarkable when she speaks in complete and grammatically correct sentences. At her age, she was able to use â€Å"the† â€Å"a† article in her sentence. She was able to say the correct words by looking at the picture identifying the different kinds of animals and describing what are they doing. This is the process called fast mapping wherein children develop an interconnected set of categories for words. When A J is done working on her scare crow, she said to herself â€Å"yes! I’m done!† Occasionally, while reading the book to her classmate she is mumbling words like â€Å"yeah, that’s right†. I saw her nodding her head while watching her classmate put the puzzle together conforming maybe that what her classmates doing is right. This shows that A J makes use of private speech, which is talking to herself either out lout or in one’s mind (Berger, 188). She communicates very well with her teacher and classmates. During snacks, A J was telling her classmates that her birthday is coming up and it’s going to be a costume party. She happily announces she’s going to be Queen Elsa. Isabella said â€Å"I want to be princess Ana† Sam said â€Å"It’s nice if we have snow!† And everyone agreed to have a snow idea. Psychosocial Development Erikson thought young children are naturally motivated to take initiative, with joy at new tasks, yet vulnerable to feeling guilty (Berger, 206) A J demonstrates a positive sense of self through her initiative and awareness of her own skills and accomplishment. A J was so happy when she finished her project by herself. She feels so proud when the teacher praises her with her work. She even wants to show it to her mom. But she felt shameful; when the teacher reprimands her from helping her classmates answer the questions during circle time. She looks down and stays quite. Controlling the expression of emotions, called emotional regulation is the preeminent psychosocial task between ages 2 and 6 (Berger, 206). A J displays pro-social behavior when she cooperates with her peers during clean up time, sharing space on the circle time when Samantha wants to sit by Reese by moving to the other side (Berger, 226). A J displays empathy in numerous occasions. Empathy is the understanding of other people’s feeling and concerns (Berger, 226) When Samantha was dropped off by her mom; she seemed to be sad and clingy. A J approached Samantha and said â€Å"Hi Samantha, Come!  I’m going to show you my scare crow†. After that, Samantha is smiling already and starts doing her scare crow. Another example is when the children were running at the same time splashing water on the playground and Reese fell on her knees; A J said â€Å"stop! Reese got hurt† and everybody stop and the teacher check Reese and asked to move out to the shaded area to get check so others can continue playing. Temperaments vary, which makes people within the same culture unlike one another (Berger, 208) A J is so expressive of her emotions. She giggles so loud when she is happy and got too excited. She even jumps and claps her hands when the teacher announces â€Å"today is fun Friday†. She felt sad and quiet when the teacher told her to wait for her turn to ride the bike. But she didn’t show any sign of aggression or develop antipathy to her classmates because after a few minutes she is already playing and active again. A J develops strong gender awareness when she, Isabella, Samantha and Reese gathered together having a tea party while playing outside. When Nathan sat on the vacant chair she said â€Å"only girls here† â€Å"go back to your pirate ship† pointing to the group of boys playing by the big slides (Berger, 206). Play â€Å"Young children play best with peers, that is, people of about the same age in which they develop positive social skills† (Berger, 212). Children need physical activity to develop muscle strength and control. Peers provide an audience, role models and competition. Rough-and-tumble play and socio-dramatic play both help children with socialization (Berger, 214). A J enjoys playing, inside and outside the classroom. I observed that she loves socio-dramatic play where they act out various roles and plots (Berger 214). She pretends to be the teacher when she read books to her classmates and play tea party. A J and the other girls joined the pirate game played by the boys when their tea party is over. In the playground, she climbed up the ladder and slides. Rode the tire swing and spin it so fast that makes me dizzy watching them. They play hide and seek; rode the bike, and even allowed to play in the water tub as long as they take out their shoes and wear the vest so they don’t get wet. I think this is where they stayed most during outside play. The children are splashing water with each other others and some are trying to make sand castle on the sand area collecting water  from the tub using a small bucket. I would say she is very strong and healthy because she can lift the bucket full of water without dropping the bucket or spill. A J plays most of the time with her classmate. She displays cooperative play: Children play together, creating dramas or taking turns (Berger, 212). The Whole Child and Over All Impression I enjoyed observing this preschool, especially A J. At the beginning, I can’t fully understand what captures my attention to her. Now I know, it’s the confidence she is showing as she enters the classroom. Her aura reflects a fun loving, happy, active and smart little girl. She doesn’t show any hesitation coming in the classroom. The way she talks amazed me. She can express herself, using more than 5 words in a sentence without difficulty in speaking. She can communicate using words that are understandable and grammatically correct to her classmates and teachers. Although, I hear her couple of times that she mispronounced Mrs. Baptista’s last name as â€Å"Mrs. Batista† which I know will master sooner as her brain matures. A J develop a secure attachment which according to our text feels comfortable and confident (Berger, 142) to the environment and to the teachers since she is already with them since she was 2 years old and 4 months. It’s a place like home to her and when she saw me (a stranger) stayed close to the teacher and ask about me seeking for assurance I believed and feels safe again (Berger, 142). A J’s physical development is observed to be normal and healthy. Her gross motor skills are well developed. She is very active and capable of doing what four years old supposed to do considering she is only 3 years old and 11 months such as walking, running, jumping, dancing, bending, climbed at the ladder without any physical unbalance. During play she giggles and laughs most of the time which the teachers always remind her to lower her voice, which sometimes she listens but sometimes not. A J displays an excellent level in social development. She demonstrated what Vygotsky believed that â€Å"thinking is shaped by other people’s wishes and goals† (Berger, 184). Since she started at the preschool by the age of 2 years and 4 months, you can see the bond between her and the teachers. I can see that she enjoys the company of her friends and teacher, she always play with her classmates all the time. She displayed cooperative and high self-esteem  valuing herself as a person and confident at her age. I was surprised that at her age, she can control her emotions. She didn’t show any sign of aggression even when she was pushed in the line or fell on her bottom or when she wants something what other children’s playing. She would ask her teacher if she can play with that toy and the teacher will ask her to wait for her turn or ask the child if A J can play with her/him together. She demonstrated perseveration when she was approached by her classmates and asks to play with her which I admired the most because many children ages between 3 and 5 are impulsive flitting to one activity to another (Berger, 178). Also, when were told to stop teaching her classmates words that start with letter â€Å"F† although she is upset, she quietly wait for her turn to be ask. I noticed that she finished every activity and play before jumping to another. I know it’s hard t o master this at the very young age but she did it. That makes her exemplary good on this level of development. A J’s curiosity makes her smart and learned new things. She constantly asks questions to her teachers and classmates about anything to understand and remember (Berger, 186). And I can see that she is learning very well through guided participation within her zone of proximity. A J’s cognitive development seemed to be average, at her age. Her preoperational thought is symbolic and magical (Berger, 182).She is not mature to have logical thinking. Maybe this is the reason why she enjoyed socio dramatic play most of the time. She believed that the big scare crow will protect her from the witch. She is fond of â€Å"Olaf† the snow man friend of Queen Elsa in the movie â€Å"Frozen†. She wished to have â€Å"Olaf† on her birthday. She is egocentric where she expected that other people would appreciate and love things she do (Berger, 182). She focusses on appearance and I think fully aware of gend er differences as she pointed out to her boy classmates that they are different because of shoe color and the boys is not allowed to play tea party. She makes me smiles most of the time (because I can’t laugh while observing them) with her actions and words, especially when they are talking about their snacks and she said I have a â€Å"goldfish sandwich† as she make goldfish put raisins on the middle to make it like a sandwich. That makes all her classmates laugh and think of something silly too to describe their snack. She can even pretend to be the teacher while reading the books to them. It’s so amazing how she can do the story-telling just like what her  teacher do from the beginning till the end. And I’m surprised how her classmates give their full attention as she pretend to read the book. Usually, little kids talks all the time without regards as to who is talking, but here, I noticed that children already learned to respect their classmates and teachers when they are talking. After viewing the environment of the preschool, I have come into conclusion that it contains all the element of quali ty preschool. They provide Christian atmosphere that promote the spiritual, social, emotional, physical and intellectual growth of each child. The goal is to enable each child grow and learn in a safe and stimulating environment at their own pace. I’ve learned also from the teachers that every Tuesday’s class they incorporated good Christian living in their lesson. I believed it’s a good way of teaching children’s values in life following the way of Jesus. I feel that the surroundings, specially the various stimulating areas help to individualize each child’s learning like Reading corner, Math area, Letters, Dramatic play, Children’s corner that shows schedule, calendars, and announcement and the star student of the month. It is important to have orderly and stimulating areas for the children to freely choose what to participate in. I believed that the teachers have a great understanding of child development and education. This shows in their daily schedule posted in the Children’s which listed the daily routine for the children. For example, circle time, Math & letter follow ed by mid-morning snacks and then followed by outside play. It is important that the children in the preschool participate in routines. Routines assist children in learning through both repetition and consistency. The preschool program is definitely based on encouraging learning and respecting children’s exploration. Teachers and staff respect each child for what they are and help them live fully and happy to the best of their ability. This preschool observation is very interesting. I’d learned the important role of teachers in nurturing all aspects of development: social, emotional, cognitive and physical. In every interaction, the teachers appropriately nurture their growth and development. The education and values that the teachers impart to their students has great impacts to them later in life. Through this experience, I am pleased to learn that preschool may look like all fun and games –music, story time, dancing, art but the children are learning through play and  creative activity. They learned to solve problem playing building blocks. At a very young age, the children develop good learning habits and positive self-esteem. Children are capable of learning at their own pace and make their own decision.

Major Inventions of the Late 19th Century and Early 20th Century

They have been many major inventions within the late 19th and early 20th century. Throughout history, these inventions have made great impacts on society. Three of these inventions that made the greatest impact are the telephone, the telegraph, and the light bulb. Each of these inventions has made a different impact in some way but they are still some of the greatest inventions.The telephone has left a huge impact on the world. The telephone is a device that can electronically transmit speech. Telephones are still today. People ranted about the helpful characteristics of the telephone.The telephone made communication easier and faster for people. It led to additional advances in networked communications. It also led to more job offerings, changes marketing and politics, and allowed more public feedback. At the same time privacy was a concern, but the telephone also increased privacy in many ways.It helped so people did not have to write letters to exchange information, yet people cou ld eavesdrop on phone calls since they would have to go to a local store to make a phone call. The telephone usage has increased at high percentages since it was created.The telephone has made the world smaller and more accessible to everyone. The telegraph was another invention that left a great impact on society. The telegraph worked by transmitting electrical signals of dots and dashes over a wire laid between stations.Within only nine years of the telegraph’s first message, only one state was not connected by telegraph. The telegraph reducing the amount of time it took to transfer information over large distances from weeks down to hours or minutes. The telegraph led to the inventions of the telephone, fax machines, and the Internet.The telegraph laid the basis for the communications revolution that led to those later inventions. The light bulb had its on major impact on society. The light bulb is the first electrical light used. The light bulb has made working for longer hours possible. It has also removed fire hazards like oil lamps and candles.Light bulbs help you work at all possible hours instead of being interrupted when the sun goes down. The light bulb impacts society with other inventions that use light bulbs as a main resource such as the flashlight, the microwave oven, head lamps, and light houses.They also allowed people to move around at night without any dangers. When cars were invented, light bulbs were used for head lights and traffic lights. Light bulbs became a major resource of light for many people since they was invented. There are many inventions that impacted society within the late 19th century and the early 20th century.Light bulb, telephone, and the telegraph are the three major inventions that had the greatest impact on society. They have all made different types of impacts in several different ways but they are still considered to be some of the greatest inventions in history.

Advertising Writing

In advertising writing, mark reliability was characterized as how much buyers create enthusiastic connection to a brand through their sense of duty regarding rehash buys of organization's items without aiming to change to others. Peng et al. (2016) additionally characterized mark devotion as the readiness of clients to keep their associations with a specific brand on the long haul. The other measurement which is mark picture was portrayed in the writing as the general impression that is slanted in customers' recollections about a brand (Hanaysha and Hilman, 2015). That is, mark picture can be communicated in light of the perspectives and assessments of customers about a brand's items or administrations (Laasch and Conaway, 2014). Additionally, mark inclination alludes to purchaser's choice to pick or buy a specific brand within the sight of other contending ones, and it can be shaped in view of past encounters or the suggestions of others. At last, mark administration was characterized in past writing as the upper hand that a brand has over its rivals (Zarantonello and Pauwels-Delassu, 2015). It mirrors the view of clients about the particular capacities of a brand in accomplishing greatness and giving novel offerings which are difficult for contenders to duplicate or emulate.  Word of MouthWith the expanding interest of clients and high rivalry among different ventures, associations began to search for better approaches to serve clients to enhance and maintain their upper hands. A key differential preferred standpoint that a firm or brand can have is the positive verbal proposal by its fulfilled clients. The importance of verbal exchange is settled as the most powerful specialized apparatus to drive purcha sers' responses toward a brand. Past writing announced that positive verbal exchange is more viable than publicizing procedure (Day, 1971). Hawkins et al. (2004) saw verbal exchange as a key factor that clients have a tendency to depend on before settling on buy choices, and is reflected through the and encounters shared by others toward specific items, administrations, and brands. Word of mouth was additionally characterized by Arndt (1967) as â€Å"oral individual to individual correspondence between a beneficiary and a communicator whom the collector sees as non-business, with respect to a brand, an item or an administration†. The key thought of Word of mouth is coordinated towards sharing and imparting buyers' learning and suppositions about the items or administrations of a specific brand sandwich others. As a rule, verbal exchange includes any mutual data about a brand which can be transmitted starting with one shopper then onto the next through individual discussions or by means of different devices of correspondence (Brown et al., 2005). In past writing, Word of mouth was broadly acknowledged as a key customary and exceedingly compelling component of promoting correspondence which is portrayed by taken a toll viability (Godes et al., 2005; Hogan et al., 2004). Likewise, Kotler et al. (2014) considered verbal exchange as the fundamental showcasing instrument that can be immediately exchanged among clients at exceptionally negligible cost. These days, verbal exchange has gotten higher significance from clients as a dependable specialized device on account of their less enthusiasm for publicizing and other customary media. Lang and Hyde (2013) showed that verbal exchange can be fortified through showcasing specialized devices, for example, publicizing, VIP support, and advancements. As per Taghizadeh et al. (2013), Word of mouth is a capable promoting factor that got noteworthy accentuation from different specialist organizations, especially, those whose organizations center around impalpable offerings. In such administrations, clients depend for the most part on the given counsel and suggestions by others, companions or relatives who had past involvement in utilizing that administration. Additionally, shoppers generally have a tendency to create trust toward companions and relatives more than the interchanges started by the brand itself, and this affirms the importance of Word of mouth as a promoting device (Ng et al., 2011). In past investigations, certain researchers inferred that Word of mouth affected brand value (Murtiasih et al., 2013; Rezvani et al., 2012). Herr et al. (1991) likewise showed that positive verbal exchange among clients can strengthen mark affiliation quality, as the data exhibited through eye to eye way is probably going to be more dependable than those conveyed in a less striking way. Virvilaite et al. (2015) demonstrated that customers esteem verbal data, since it conveys different messages to them about a brand, and such data can influence mark value and its benefits; image faithfulness and brand affiliation. Also, Hoyer and MacInnis (2001) found that positive Word of mouth was the most critical factor to influence mark notoriety, and their outcomes are in accordance with Cornelissen (2000) who embraced the commitment of verbal exchange to corporate notoriety. Y?ld?z (2015) additionally revealed that verbal exchange has a huge association with mark value measurements; mark picture, mark affiliation, mark mindfulness, and brand faithfulness. Thus, Torlak et al. (2014) reasoned that verbal exchange has a critical and positive relationship with purchaser's buy aims and brand picture. In light of the above discourse, the speculations of this investigation are exhibited as takes after:H1: Word of mouth has a critical association with mark picture.H2: Word of mouth has a critical association with mark unwaveringness.H3: Word of mouth has a huge association with mark inclination.H4: Word of mouth has a critical association with mark administration.H5: Word of mouth has a huge association with general brand value.MethodologyThis investigation is intended to look at the connection between Word of mouth and brand value in the fast food industry. The information was gathered from the clients of global fast food eateries in east drift Malaysia utilizing study strategy. In particular, 384 polls were actually conveyed on the focused on respondents in the wake of preparation them about the motivation behind this investigation. Amid information gathering, the respondents were screened first before giving them the poll so as to affirm their acknowledgment to take an interest in this examination. To guarantee that the base required example size could be gotten, the information was gathered utilizing comfort inspecting method. In addition, a few researchers (Hameed, 2013; Severi et al., 2014; Y?ld?z, 2015) depended on accommodation inspecting technique in gathering their information. In outlining the overview, each build was estimated in light of an arrangement of things with reference to past investigations. For example, four things were utilized to quantify verbal exchange in light of the investigation of Goyette et al. (2010). The needy variable; mark value as expressed in the before segments comprises of four components; mark picture, mark dependability, mark inclination, and brand authority. Brand picture was estimated by five things which were proposed by Jin et al. (2012) and Park (2009). So also, a four-things scale was utilized to quantify and operationalize mark faithfulness. The things were created in light of the investigations of Gil et al. (2007) and Hameed (2013). Furthermore, a four items scale was used to gauge mark inclination, and it was taken from Sirgy et al. (1997). Thus, five things were utilized for estimating brand administration in light of the examination of Hanaysha and Hilman (2015). A five-point Liker scale that extents from 1 (firmly deviate) to 5 (unequivocally concur) was utilized as a part of estimating the chose things.Data AnalysisAs expressed before, 384 overview polls were appropriated on the respondents; be that as it may, just 293(76.3%) were eager to participate in noting the survey. The investigations of statistic information uncovered that roughly 33.1% are male, while 66.9% are spoken to by female. Right around 19.4% of those respondents fall under the age classification of 16to 25 years, however 53.2% fall under the age assemble t hat extended from 26 to 35 years. Be that as it may, the individuals who spoke to the age gathering of 36 to 45 years represented 20.5% of general reaction, while 6.9% were 46 years of age or above. The instructive profile likewise uncovered that 79 (26.9%) of the respondents had the most astounding capability of school declaration, 111 (37.9%) got undergrad testament, 34 (11.6%) get postgraduate confirmation, while 69 (23.6 %) had recognition authentication. The vast majority of the members (55.7%) get RM3000 as month to month wage, 16.3% get month to month salary of under RM500. Those whose month to month wage ran amongst RM500 and RM1000 are spoken to by 6.8%, whereas21.2% get a month to month salary amongst RM1000 and RM3000. To quantify the builds' dependability, this examination depended on Cronbach's alpha. The discoveries demonstrated that the greater part of the develops surpassed the base fair estimation of 0.7 as indicated by the recommendations of Pallant (2007); informal (0.849), mark picture (0.826), mark initiative (0.780), mark devotion (0.852), and mark inclination (0.891). In the wake of testing the dependability of develops, the estimation display was then surveyed utilizing AMOS 18. Also, corroborative factor examination was directed on AMOS 18, and the outcomes demonstrated that the rest of the things as appeared in Appendix An accomplished satisfactory factor stacking estimations of more than 0.50. Consequently, concurrent legitimacy is affirmed. The investigation additionally demonstrated that there are no Multi collinearity issues in the screened information as the relationship esteems between any match of develops were under 0.90 as suggested by Tabachnick and Fidell (2007).