Cross Cultural Experience Essays

Cross Cultural Experience Essays Cross Cultural Experience Essay Cross Cultural Experience Essay Cross culture experience On the 4th of November 2016, I invited a friend who was from a different culture (Muslim) than mine to come and spend a short while at our home. Fortunately, the invited guest tagged his female friend along, and we spent about two hours engaging in various activities including discussions and prayers. I asked my guests to fill out an appendix and compared their cultural values with mine. The visit was a perfect opportunity for us to make new friends since we had only met twice at school. This report will explain into details all the events that took place during my new friends visit. After having a series of discussions about various issues that mostly affected both the Christian and Muslim youths, I had many impressions of my friend;s cultural practices. I realized that both Christian and Muslim values are the same despite the fact that Christians are split into numerous Christian unions. The things that are considered morally upright in my culture are also considered the same by my friend;s culture. The things that seemed immoral according to my culture were also the same in my friends cultures. Thus, it is clear that religious values are not compromised regardless of whichever faith one believes. Cross cultural issues examples However, we all discovered that our cultural practices seemed a little different despite that the similarities outshined the differences. As I dug into my friends culture, I realized that their tradition allowed a man to marry more than one wife while my culture limited a man to only one wife. This was a complex scenario since Christian values also state that polygamy is a sin before the highest and mighty. I got an impression that the men from the Muslim community were unaware of the Christian values and required detailed explanations about the biblical teachings on marital issues. I also noted that my friends had a cultural name for their God (Allah) and it was different from the name we had for Him (Yehovah) in our culture. However, we both served a similar God except that our cultures had gifted Him with two different names. I got to learn a lot of important things about how Muslim and Christian practices shape our perspectives. It was surprising to find out that Muslims engage in the practice of polygamy. People mixed religious values with their cultural values to fit their lifestyles without knowing that some of these practices contradict the religious teachings. From the Perspectives on the World Christian Movements, I managed to relate numerous biblical teachings to this meeting. First, I established that Muslim and Christian values are all the same, but people choose to alter them to suit their personal objectives. Secondly, after praying for each other; I realized that we all mentioned Christ and Allah in our prayers meaning that we all believed in the existence of God and His son. Christian history is designed and written in immeasurable Gods power, and we as humans cannot change the plans that God has for us. Our striking perspectives and determinations as Christians illuminate the unchanging God ;s promises thus making us the vessels and servants of the Lord. We are therefore obligated to fulfill God;s wishes here on earth and lead righteous lives for us to inherit the kingdom of God. As Christians, we should frequently pray as it strengthens our faith in the Lord and is the best way to converse with God.

The Kick Essays

The Kick Essays The Kick Essay The Kick Essay Essay Topic: Like Water for Chocolate Immortality Through Stories Stories allow people to continue living after death. Story telling is often how people remember someone who has passed away. In both the novel Like Water for Chocolate and the film Big Fish, magical realism is used for story telling to make the stories more engaging and entertaining, which make them more likely to be told again. People live on through their stories and in this way can become immortal because of the use of magical realism in storying telling. Esquivel relies on magical realism to tell the stories of Tita and this allows Titas ookbook to be read and remembered by Esperanzas daughter. The cookbook could easily be seen as Just a book of recipes but the use of magical realism transforms the recipes into telling the story of Titas interred love. Each recipe recounts a different incident in Titas dramatic life describing her forbidden love for Pedro and the satanic Mama Elena. There is an art to how magical realism is used and Chencha understands this when she says Anything could be true or false, depending on whether one believed it (Esquivel 127). This sums up Chenchas reasoning for aking up stories. Chencha is known for her tendency to embellish stories and tell half-truths. Burdened by the responsibility of telling Mama Elena that Tita refuses to return home, Chencha considers whether she must tell Mama Elena the truth. She decides to tell Mama Elena a different version of the truth instead so as not to be the bearer of bad news. Esquivel uses magical realism to alter the truths of stories and make the more interesting to whoever listens to the stories. Esperanza keeps Tita alive when she reads her cook book, which is full of recipes that can be understood s stories with the use of magical realism. Similar to Like Water for Chocolate, the film Big Fish relies on magical realism in storytelling. Big Fish mainly describes the life of Edward Bloom by recounting the stories of his life. Edwards life has consisted primarily of unbelievable and convoluted stories, which rely on magical realism, that his son Will finds hard to believe. Will is trying to identify with his father and find out who he really is before he dies. Will becomes frustrated because he thinks his father has made up all of hese stories and he doesnt know what his father is really like. Edward Bloom repeatedly tells Will he has not made up any of the stories and doesnt know what Will wants from him. However, when Will is visiting his father on his deathbed, he has a sudden epiphany realizing that his father uses magical realism in his stories to make them more entertaining and give them a better chance to be told again. Wills last words to his dad are youre a big fish in a small pond (Big Fish). Will understands that his dad didnt do exactly everything he said in his stories but there s a truth in all of them. His dad is a big fish but in a small pond. Edward wants to be remembered for his stories and magical realism makes that possible. When people pass away, they are often remembered in stories told about them. Storytelling can allow people to become immortal because they live on through their stories. Both Tita and Edward Bloom are remembered in the stories told about them magical realism are more likely to be told again, keeping the subject of the story alive. In this way, storytelling with magical realism will allow people to become immortal.

Case 12-1; Litchfield Corporation Essay Example | Topics and Well Written Essays - 500 words

Case 12-1; Litchfield Corporation - Essay Example This means that despite Litchfield Corporation of a favourable environment to operate in the UK, the perceived profits will decline as the margin is to be taxed by the federal government. The establishment of an offshore subsidiary firm enables the institution split its profits into two where; export profits from the sale of the umbrellas to the subsidiary which is subject to income tax while export profits from the subsidiary sales to foreign buyers is not subject to the US federal income tax unless distributed to the parent firm in the form of a dividend (Burman & Slemrod, 2013). Litchfield Corporation’s ambitious expansion certainly will have to handle and manage the risks that are associated with exportation so as to ensure maximum profitability and limits losses. The risks likely to be encountered include; Credit risk; this might affect the parent company since the credit worthiness of the offshore subsidiary may be questionable. The credit worthiness limits the risk of late payments, non-payments hence minimizes the risk of reduced profits. Transportation and logistics; the company faces the risks associated with movement of goods over long geographical locations. This increases the costs of operation since more is invested in risk transfer and profit margins are likely to be reduced. Therefore, the risks that might likely to affect the business need to be identified and proper steps undertaken so as to minimize the risk of loss of profit. Some of the risk management options include; insurance that covers country risk cover, credit risk cover, and transit risk cover ensuring that Litchfield competes profitably in UK. Cost-based; this is transfer price based on the cost of production of material. This determination is set to include a profit margin for the producer. However, the simplicity of application of the cost based transfer price method, two problems arise such as the measure of

EVALUATING A WEBSITE AS A SOURCE FOR LEARNING HISTORY Essay - 1

EVALUATING A WEBSITE AS A SOURCE FOR LEARNING HISTORY - Essay Example However, as treasures increased, so did the desire to capture more areas to gain control over the Americans. The reason for choosing this website for analysis is because it provides information on America’s history and recommends other resources rich in America’s history. Therefore, this website serves as a good source of learning history due its diverse information, including artifacts and paintings and also other suggested literatures on America’s history. This website is owned by the library of Congress, the world largest library. Through this site, the library provides diverse books, photographs, recordings, maps and many other academic resources for both teachers and students. The information provided in this website gives insights on America’s history, and it is adequately supported by finding of great historians such as Jay Kislak, who amassed a comprehensive collection of materials on ancient America. In the process of his exploration, Jay acquired rare collection of manuscripts and books that pertained to early America. In this vein, the objective of library of Congress was to avail diverse learning resources to the American people. Therefore, this site seeks to reveal America’s history, creativity and knowledge through both primary and secondary sources to both teachers and learners. Notably, the site has a selection of more than 3,000 rare maps, paintings, documents, prints and artifacts among others. The audience can access information on the early America, including pre-contact America, exploration and encounters and finally aftermath of the encounter through this website. In addition, the site provides more than 3,000 collections of documents, paintings, prints among others. All information accessible through this site is equally useful for a historian, but for this particular paper information on pre-contact, America is of paramount importance. In this regard, the website provides insights on America’s

Assessment and Feedback Essay Example for Free

Assessment and Feedback Essay Assessment drives the choices students make about their learning. It is widely recognised that assessment and feedback contain the strongest potential to change how, and what, students do to succeed in their learning (Ramsden, 2003). This Effective Teaching Guide on Assessment provides practical suggestions on assessment and feedback. Assessment of Learning and Assessment for Learning David Boud, a recognised researcher and scholar of assessment in higher education, suggests that assessment has many purposes, but particularly to help students to improve their learning and certify students’ learning. These two purposes lead to different ways of thinking about what, how, and when to assess students: According to Boud and Associate’s Seven Propositions for Assessment Reform in Higher Education (2010), assessment has most effect when: 1. Assessment is used to engage students in learning that is productive (including the need for assessment to be designed to focus students on learning); 2. Feedback is used to actively improve student learning; 3. Students and teachers become responsible partners in learning and assessment; 4. Students are inducted into the assessment practices and cultures of higher education; 5. Assessment for learning is placed at the centre of subject and project design; 6. Assessment for learning is a focus for staff and institutional development; and, 7. Assessment provides inclusive and trustworthy representation of student achievement. The power of feedback Feedback plays an important role in improving students’ learning. A useful summary is that provided by Gibbs and Simpson’s (2004). In their meta-study of the research about how assessment and feedback support student learning, 7 of their 10 identified conditions relate to feedback, and students’ understanding of feedback. These are: †¢ Sufficient feedback is provided, both often enough and in enough detail; †¢ Feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics; †¢ Feedback is timely in that it is received by students while it still matters to them, and in time for them to pay attention to further learning or receive further assistance; †¢ Feedback is appropriate to the purpose of the assignment and to its criteria for success; †¢ Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing; †¢ Feedback is received and attended to; and, †¢ Feedback is acted on by the student. Hounsell (2004) also makes the following points about feedback: †¢ It can be extrinsic (assessment-focused) or intrinsic (activity and  practice-based); †¢ It can be immediate and verbal (in order to address the potential lack of engagement when it arrives after an assessment); †¢ It can be provided to be a whole class; †¢ It can be many to many where students are involved in identifying the strengths and weaknesses (peer feedback); and, †¢ Feedback can be a loop – it can be offered on unfinished work. Another useful idea is feed-forward. Feed-forward encourages students to use something like a marking rubric (also captured by the idea of criteria and standards) to help plan their approach to an assessment. While a marking rubric is routinely used by university teachers to mark/grade students’ work (as an expression of what a student needs to demonstrate (and the level they need to achieve) to receive a particular grade), the idea of feed-forward is about encouraging students to use that same information in the rubric to plan their work, and perhaps even, to self-assess it before submitting it for formal feedback. In summary: Feedback example: Develop a marking rubric as a cover sheet. The rubric identifies the elements of the assignment, together with a breakdown of marks for each element or a description of the standard for an A, B, C, D, P etc. Feed-forward example: Provide the marking rubric to students before the assignment is due so that they clearly understand what’s expected, the levels of achievement, and can plan their approach accordingly. In marking student work, you’ll need a suite of feedback techniques. Remember, if you’re going to be spending a lot of time providing feedback, you want to make sure that students read, use and engage with your feedback to improve their next assignment. The best way to do that is to have a range of techniques that you can draw on, when you need to. The table below describes some feedback techniques. One observation you might make about each of these techniques is that they are focused on: (i) engaging students with the criteria and standards, and (ii) with what the student does with the feedback they receive. If you’d like to read more about these two ideas (and others like them), two articles may be especially useful to you: Rust, Price O’Donovan (2003) and Price, O’Donovan Rust (2004). Consistency and fairness in marking and feedback Consistency in marking, or moderation, is aimed at ensuring fairness in marking, and requires finding or establishing agreement between markers. Making sure that assignments contain criteria and standards is a good start because the expectations involved are clear to the student and clear to the marker. Although this does not absolve the marker from interpreting students’ work, without criteria or standards, the job of marking ends up being much harder. The procedures for marking are set out in the University’s Assessment Procedures (an excerpt of the principles is below): Where there is more than one marker, selected pieces of work from each assessment task should be reviewed by the subject coordinator to verify the level and consistency of the marks allocated by the marker. This process, called moderation, increases the reliability of the assessment process and application of standards, promotes consistency, supports objectivity and establishes a shared understanding of standards and fairness in assessment. The university also has a grading schema with a range of Pass grades. Graduate capabilities Alongside the conventional grading schema, from 2012, all commencing first year students will receive a result on the achievement of the university’s six graduate capabilities at the end of the year: †¢ Writing †¢ Speaking †¢ Inquiry/Research †¢ Critical thinking †¢ Creative Problem-solving †¢ Teamwork There are some subjects which have been designated cornerstone, mid-point and capstone status. This means that their curriculum has been designed to teach, assess, provide feedback and report specifically on these graduate capabilities. For each graduate capability, students will receive one of three results: exceeded expectations, met expectations or did not meet expectations. Each faculty has carefully crafted a description of what these standards look like. It may be the case that you will be asked to provide feedback to students about their graduate capability achievement as well. Because faculties will have already done substantial work outlining those standards, it is likely you will be asked to offer students that feedback. Summary When considered together, assessment and feedback are incredibly powerful levers for influencing the direction of students’ efforts, and their learning. For many students, the assessment in the subject is the actual curriculum. It is largely students’ reading and perception of what the assessment demands of them which is a key determinant in how they spend their time in a subject. Therefore, the messages that students take away about assessment from the documents; the Subject Guide; from interaction with other students, are important considerations. In the second week, you will discover just how crucial feedback is to this process and how the  adoption of standards and criteria will help you mark and grade more efficiently and effectively. References Gibbs, G. and Simpson, C. (2004). Conditions Under Which Assessment Supports Student Learning. Learning and Teaching, Issue 1, pp: 3-31. Hattie, J. Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Hounsell, D. (2004). Reinventing Feedback in the Contemporary Scottish University. Scottish Quality Enhancement Workshop on Assessment, University of Glasgow [available online at: www.enhancementthemes.ac.uk/documents/events/20040604/Hounsellpaper.pdf]. O’Donovan, B., Price, M., Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Orrell, J. (2006). Assessment beyond intuition. Central Queensland University [available online at: http://www.learning.cq.edu.au/FCWViewer/view.do?page=8896, accessed Feb 2011]. Price, M., O’Donovan, B., Rust, C. (2004).Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Ramsden, P. (2003). Learning to teach in higher education. (2nd edition). Routledge, NY London. Rust, C., Price, M., O’Donovan, B. (2003). Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment Evaluation in Higher Education, 28(2), 147-164. Taylor, J. (2008). Assessment in First Year University: A model to manage transition. Journal of University Teaching and Learning Practice, 5(1).

A Summery of Organic Chemistry :: essays research papers

A condenser: during distillation the vapour passes through a tube that is cooled by water Fractional distillation: The process used to separate a mixture of several liquids, based on their different boiling points Aerobic respiration: chemical process in which oxygen is used to make energy from carbohydrates (sugars). Also known as oxidative metabolism, cell respiration, or aerobic metabolism Anaerobic reparation: form of respiration in which energy is released from chemical reactions in which free oxygen takes no part Equation for combustion of an alcohol: R-OH (l) + O2 (g) --> CO2 (g) + H2O (l) Fermentation: In its strictest sense fermentation (scientifically called zymosis) is the energy-yielding anaerobic metabolic breakdown of a nutrient molecule, such as glucose, without net oxidation. Fermentation yields lactate, acetic acid, ethanol, or some other simple product. Cell membrane: The outer boundary of the cell. The cell membrane helps control what substances enter or exit the cell Endoplasmic reticulum: network of membranous tubules in the cytoplasm of a cell; involved in the production of phospholipids, proteins, and other functions. Rough ER is studded with ribosomes; smooth ER is not. Golgi apparatus: An organelle in eukaryotic cells containing cells consisting of stacks of membranes that modify, store, and route products of the endoplasmic reticulum Ribosomes: Small cellular components composed of specialized ribosomal RNA and protein; site of protein synthesis. See ribonucleic acid Centriole: Paired cellular organelle which functions in the organization of the mitotic spindle during cell division in eukaryotes Mitochondria: The mitochondria are the principal energy source of the cell. Mitochondria convert nutrients into energy as well as doing many other specialized tasks Cytoplasm: the cellular substance outside the nucleus in which the cell\'s organelles are suspended Nucleus: the nucleus is an organelle, found in most eukaryotic cells, which contains most of the cell\'s genetic material. Nuclei have two primary functions: to control chemical reactions within the cytoplasm and to store information needed for cellular division Vacuoles: A membrane-enclosed sac taking up most of the interior of a mature plant cell and containing a variety of substances important in plant reproduction, growth, and development Chloroplasts: Disk-like organelles with a double membrane found in eukaryotic plant cells; contain thylakoids and are the site of photosynthesis. ATP is generated during photosynthesis by chemiosmosis. Cell wall Structure produced by some cells outside their cell membrane; variously composed of chitin, peptidoglycan, or cellulose. Organelle: specialized subcellular structure having a special function; eg mitochondria. 23/46 chromosomes: Egg and sperm cells contain 23 chromosomes, made up of 22 autosomes and either an X or a Y.

Dos Attack & Mitigation

DDOS Attack and its Mitigation – Simulation in GNS3 Summary: A private LAN network comprising of hundreds of end devices and several servers in DMZ is protected by Cisco ASA (Firewall). In the internet the most commonly found network attack is to take down enterprise resources by DDOS(Distributed Denial of Service) attack either on Servers(which will impact hundreds of end users) or on the network resources like routers itself.In this practical simulation we will analyse how a DOS attack happens on web server placed in DMZ from the internet via traffic flooding, and how we can fine tune ASA to mitigate and stop further attacks on the network. Devices used: a) b) c) d) e) Attacker PC – Windows XP – Service Pack3 Web server (Simulated in GNS3) ASA Version 8. 4 (Simulated in GNS3) Cisco Router – 3750 (Simulated in GNS3) Ethernet Switch (Simulated in GNS3) Software used: a) Wireshark (version – 1. 6. 8) b) GNS3 (Version – 0. 8. 3. 1) c) Net tools (Version – 5. 0. ) Step 1: Install Windows XP (SP3) on a virtual machine, (in this case we have used Oracle’s virtual box). This step is to make sure that the system may not get infected with the virus which comes packed with hacking and network monitoring tools. Furthermore, as we are using a virtual operating system, we will be sure that, our actual working pc may not be affected with our experiments. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 1 Image 1: The Oracle virtual box manager showing windows XP(SP3) Step 2: Install GNS3 (Graphical Network Simulator) inside the virtual XP.Image 2: Image of GNS3 installed and running on virtual XP In the above image, the circle shows the virtual network appliances, i. e. routers, switches, bridges, firewall and IPS/IDS are available for simulation using GNS3. In most cases GNS3 comes with Putty, Wireshark bundled. In case if GNS3 doesn’t have Wireshark, we have to instal l Wireshark on the virtual XP machine too. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 2 Image 3: This image represents the Wireshark software, installed and running on virtual XP.Step 3: Install Net Tools (Network monitoring & Hacking Tool) in the same virtual XP machine. This tool can be used to monitor Network activities and can be used as a potential hacking tool. In this simulation we will use this tool to flood the server with icmp packets, which will lead to a DOS attack on the server. Image 4: This represents the Net Tools, which is installed and running on Virtual XP. Step 4: Now, we will setup the devices required to simulate a DOS attack, in the GNS3 software. a) Setup a Microsoft loopback adapter in Windows XP and assign a public IP address to this.This virtual XP will act as the attacker PC from the internet. b) To create a loopback adapter, the first step is to go to command prompt and type the command â€Å"hdwwiz. exeà ¢â‚¬ , this is the shortest way to add a new hardware. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 3 c) Now the â€Å"Add new hardware† wizard will come up and select the second option which says, â€Å"Install the hardware manually†, as shown in the above image. d) On the next screen, please select â€Å"Network Adapters†, from the hardware list, as shown in the above image. ttps://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 4 e) On the next screen, please select â€Å"Microsoft† from the vendor list and â€Å"Microsoft Loopback Adapter† from the Network adapter list as shown in the above image. f) Now Microsoft loopback adapter is added to windows XP, and this can be viewed under Network Connections in Control panel, as seen in the below image. g) Next step is to configure an ip address to this loopback adapter, so that this adapter can be connected to one of the routers in the simulated internet cloud in GNS3.At this point we have to make sure that the Loopback adapter’s ip address should be something in the public IP range and the interface of the router which is pointing towards the internet should be in the â€Å"same†, public IP range. h) Let us configure the loopback adapter’s ip address as 20. 1. 1. 100/24, and set the default gateway as 20. 1. 1. 1 as shown in the below image. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 5 i) The above configuration means that the virtual XP can also be access by the ip address 20. 1. 1. 100 and the default gateway i. . router’s interface which is connecting to the switch has an ip address of 20. 1. 1. 1. j) In the next step, we are going to create a topology, through which we can simulate the DOS attack, after we create the topology, we have to connect our virtual XP to the topology, which actually represents the interne t cloud, a server placed in the DMZ of a corporate (in actual configuration it is placed in Inside zone) and the attacker PC in the internet (i. e. the virtual XP). Between the internet(outside) and the Corporate LAN, we have placed an ASA(Adaptive security Appliance) version 8. , which is has all the functionalities of a firewall and features like NAT, Routing, VPN, AAA services etc. hence it is called UTM(Unified Threat Management) device. The topology which we are going to use for the DOS simulation is in the below image. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 6 Configuration: a) Web Server – IP address: 10. 1. 1. 100/24 Zone: Inside Device: Router c7200 used as a web server. Running configuration of this device : version 12. 2 interface FastEthernet0/0 ip address 10. 1. 1. 100 255. 255. 255. speed auto duplex auto ip http server no ip http secure-server ip route 0. 0. 0. 0 0. 0. 0. 0 10. 1. 1. 1 b) Firewall – IP address : https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 7 Inside zone interface – 10. 1. 1. 1 (which acts as gateway for LAN users) Outside zone interface – 1. 1. 1. 1 Access-lists: Configuration before DOS security on firewall ASA Version 8. 4(2) ! hostname ciscoasa enable password 8Ry2YjIyt7RRXU24 encrypted passwd 2KFQnbNIdI. 2KYOU encrypted names ! interface GigabitEthernet0 nameif outside security-level 0 ip address 1. 1. . 1 255. 255. 255. 0 ! interface GigabitEthernet1 nameif inside security-level 100 ip address 10. 1. 1. 1 255. 255. 255. 0 access-list out-in extended permit icmp any any access-group out-in in interface outside route outside 0. 0. 0. 0 0. 0. 0. 0 1. 1. 1. 2 1 c) Gateway router for attacker PC: Ip address – Interface towards firewall – 1. 1. 1. 2/24 Interface towards attacker PC – 20. 1. 1. 1/24 Configuration – https://www. elance. com/s/feroz_sm/ https://www. odesk. com/use rs/~013128626566145b05 Page 8 interface FastEthernet0/0 ip address 1. 1. 1. 2 255. 255. 255. 0 duplex auto speed auto ! nterface FastEthernet0/1 ip address 20. 1. 1. 1 255. 255. 255. 0 duplex auto speed auto ! ip forward-protocol nd ip route 10. 1. 1. 0 255. 255. 255. 0 1. 1. 1. 1 no ip http server no ip http secure-server Attacker PC: Ip address – 20. 1. 1. 100/24 Operating system – Windows XP – SP3 Location – Internet Connectivity Tests: Now that we have all the devices setup and connected, we should test whether the attacker PC can actually reach the web server, after all if there is no reachability, the DOS attack is not possible. We can find this using a simple and trace route test, as shown in the below images. https://www. lance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 9 https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 10 By the above images, we can find that, the attacker pc has access network reachability to the webserver from the internet. Launch of the attack on webserver using Net tools: In our simulation task we use Net tools 5, which is a network monitoring tool and a hacking tool as well. In the first step, we will check whether the Net tools is able to ping the webserver, by going into network tools -> ping option, as shown in the below image. ttps://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 11 We can verify that the software is able to send successful ICMP packets to the web server. This is possible, as we have opened an access control list (ACL) in the firewall which allows any ICMP packets from the internet to the LAN or DMZ. We will analyse what is happening during the Ping, at the packet level using Wireshark. As we can see, four ICMP packets have been sent from the source 20. 1. 1. 100 to destination 10. 1. 1. 100(web server) and the ping is successful.We can also observe that all the 4 packets we sent and received from the internet to the web server in 2 seconds. In the next step we are actually going to deliver the DOS attack on the server, without enabling DOS security on the firewall. To create the DOS attack, first we need to go to Network tools and Http flooder (DOS) in the NetTools, as shown in the below image. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 12 In our case we need to give 10. 1. 1. 100 as the Ip to flood instead of 127. 0. 0. 1.As soon as we hit the start button, the web server is under DOS attack as seen in the below wireshark analysis. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 13 As we can observe that hundreds of syn packets from the source 20. 1. 1. 100 are flooded to destination 10. 1. 1. 100 in less than â€Å"one† second. The below image from Cisco’s website, clearly elaborates, what happens in a typical syn flood attack, which represents the above Wireshark capture. The description of each packet says it is a â€Å"SYN† packet, that means it is a half open connection, without the TCP 3 way handshake.With these SYN packets, a certain amount of buffer is allocated for each SYN packet and in less than a minute all the server resources are allocated to these half open connections and the servers failed to respond to genuine queries, stating that it us under Denial Of Service (DOS) attack. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 14 Mitigation techniques: As we have already discussed, a Cisco ASA firewall can be very helpful in mitigating and stopping DOS attacks on LAN or DMZ servers. The above image from Cisco’s website, describes how ASA firewall stop syn flood attacks can.In this process we will limit the number of â€Å"embryonic† or â€Å"half open connections† a client can have. If the embryonic connection limit is reached, then the se curity appliance responds to every SYN packet sent to the server with a SYN+ACK, and does not pass the SYN packet to the internal server. If the external device responds with an ACK packet, then the security appliance knows it is a valid request (and not part of a potential SYN attack). The security appliance then establishes a connection with the server and joins the connections together.If the security appliance does not get an ACK back from the server, it aggressively times out that embryonic connection. In this scenario we have used Modular Policy Frame work, which limits number of half open connections to the server and thus stops DOS attack. We have used the below configuration in the Firewall to stop half open connections, which will have a maximum of â€Å"100† open connections, a maximum of â€Å"200† embryonic connections, and a maximum of â€Å"10† embryonic connections from a particular client (identified by an IP address).Furthermore we have set con nection timeout timer for a normal connection as 2 hours, timeout for embryonic connections as â€Å"45† seconds and â€Å"25† minutes for a half closed connection. Firewall(config)#class-map tcp_syn Firewall(config-cmap)#match port tcp eq 80 Firewall(config-cmap)#exit Firewall(config)#policy-map tcpmap https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 15Firewall(config-pmap)#class tcp_syn Firewall(config-pmap-c)#set connection conn-max 100 Firewall(config-pmap-c)#set connection embryonic-conn-max 200 Firewall(config-pmap-c)#set connection per-client-embryonic-max 10 Firewall(config-pmap-c)#set connection per-client-max 5 Firewall(config-pmap-c)#set connection random-sequence-number enable Firewall(config-pmap-c)#set connection timeout embryonic 0:0:45 Firewall(config-pmap-c)#set connection timeout half-closed 0:25:0 Firewall(config-pmap-c)#set connection timeout tcp 2:0:0 Firewall(config-pmap-c)#exit Firewall(config-pmap)#exit Firewall(config)#service-policy tcpmap global Now we will run a DOS attack on the server after the security is enabled and check what will be Wireshark output. The below image shows that the attacker PC is still able to ping the web server, after we have enabled DOS security, but it is able to ping because, this is a normal ping. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 16 The above image represents the wireshark capture between the Internet router and the firewall, which clearly shows that syn flood attack is happening from source 20. 1. 1. 100 to destination 10. 1. 1. 100, and we can see hundreds of packets flooding 10. 1. 1. 100 in less than a second.At the same time the above image shows the wireshark capture between the firewall and web server, which clearly explains that all the syn-flood packets have been dropped by the firewall as soon as they reach it. At the same time we can obser ve normal ping packets which came from th e attacker pc which have been passed by the firewall. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 17 Inference: The above simulation experiment shows that the firewall before the corporate network has stopped one of the most common attacks over servers, i. e. the DOS attack, using Modular Policy Frame work, which can be used to define intersting traffic and the actions to be taken on that traffic. https://www. elance. com/s/feroz_sm/ https://www. odesk. com/users/~013128626566145b05 Page 18

Dawn Muscroft Essay

The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles. The report will also show the roles of initial and diagnostic assessments. My own role and responsibility in education and training Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices within the establishment in which they teach. As an Employability Skills Tutor, my roles and responsibilities can vary from session to session, although the fundamental rules apply daily. These include carrying out initial diagnostics, planning lessons, and preparing resources. Machin, Hindmarsh, Murray and Richardson (2013) identify that learner should be motivated by the teacher or tutor to develop both their ability and their aspirations to learn. Personally, I believe that my role is not just about the teaching of the subject matter. It goes a lot deeper into promoting social inclusions, working together, guidance and supporting each others ideas, and identifying individual needs. These are shown in the Teacher training cycle identified b y Ann Gravells (2012): Identification of need The need of the student is often gained through discussion, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to attain whether this is the right course, with the right materials and resource to succeed. Planning and Design One the identification of needs has been identified, then the planning and design of the individuals learning can begin. It is often a beneficial exercise to complete a learning style questionnaire suck as VAK, in order to identify the strongest learning styles and plan lesson to match those styles, such as kinaesthetic which is translated into ‘touching and doing’. Delivery/Facilitation Once a teacher is aware of the variation of learning styles with a class setting, then the delivery can be adapted to meet those styles to suit the lesson. If some learners prefer to be ‘hands on’, then a simple flipchart exercise can be agreed. This will also assist those who visual learners, as the flipchart can be presented back and also put on display, and these learners who are auditory learner’s can listen to the information presented back to them. Assessment Throughout the course, the teacher should be continually assessing the learners to ensure full understanding of the subject and the course work involved. This can be done in a number of ways, including small written work, looking at grammar and punctuation skills. Evaluation The teacher should also be continually evaluating the standard of the lesson, to see whether they are being successful in their approach to the class style of learning. Again, this should be adapted to reach all of the students. My learners have come onto the course as they have been unemployed for some time, and have often lost their confidence in their abilities and strengths. It is part of my role to instil those characteristics back into the learners, and guide them into the interview process. There are of course  boundaries that are in place Boundaries As a teacher or tutor, you must always maintain your boundaries. If learner sees you as more of a friend, then they may feel that they can push those boundaries with regards to lateness, inappropriate language, or general inappropriate behaviour. The boundaries between the teaching role and other professional roles are close together. For instance within other professions such as youth worker, the role becomes that of a mentor, guide and possible counsellor, and often learners can express themselves in a more ‘open’ manner. Within the nursing profession, the role becomes more of an observer for vital signs, listener, and carer. However, within the teaching role, there must be a clear boundary regarding ‘the relationship’. You are the leader, the one with the knowledge of the subject matter. Therefore, you should be ready to teach all students, and become involved in their ‘study life’ whilst maintaining and appropriate distance from their Ã¢â‚¬Ë œout of study life’. Relationships The relationship between the teacher and the learner should always remain professional. In the world of technology such as Facebook, it would be unsuitable for the teacher and the learner to become involved in each other’s personal lives, as this can impact into the teaching or any potential disciplinary processes than may need to be addressed. Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher. Initial Assessment From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to  guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also self-assessments such as the VAK (Visual, Auditory, and Kinaesthetic) learning styles questionnaire can also highlight the learner’s preferences to learning, as well as highlighting their understanding of the course that they are undertaking. Diagnostic Assessment bksb ® is the UK’s most popular online Functional Skills Solution. Last year, over 1.2 million individual learners used bksb to improve their Functional Skills in English, maths and ICT. In the 19 year history, over 25 million learners have benefitted from our easy-to-use online assessments and learning resources. This type of diagnostic assessment is useful within the teaching arena, as it highlights areas where the learner would benefit from extra support, or further training. During some courses, the initial and diagnostics assessments can be varied. My own experience of both initial and diagnostic assessments has been mixed as a reviewing tool. During spelling tests and grammatical sheets that needed writing on, my learning style as a visual learner was put to use, as I could read and re read the paper, and check the work that I had completed in both the English and the mathematical pieces. However, when it came to the bksb diagnostics, I felt more rigid and nervous, as I also had to concentrate on my hand eye coordination, moving the mouse to where the correct section should be, the classroom environment that I was in during the session, and a number of distractions from others. I feel that the bksb did not build my self-confidence and this can be detrimental in some cases. Each learner will have their own learning style and it is the role of the teacher to adjust these diagnostics to meet all learners’ requirements. There are a number of legislation requirements for people within the education sector, and below lists some of those points: Health and Safety The Health and Safety at Work Act 1974, describes duties of employers and employees. The most important is to make safe a place of work. The main rules are: to take care and not to injure yourself and others. to teach people to recognize symbols of danger to make safe place of work/ safe accesses to and from place of work to supply free protective equipment to have risk assessment to have general safe policy to ensure safe in areas of specific kind of risk like chemical, electrical, biological, physical area to ensure lit and ventilation to report injuries and near misses to follow special regulation like: COSHH factsheet, fire extinguishers factsheet, risk assessment factsheet, safety signs factsheet Equality and Diversity All organisations and teaching establishments now have an obligation to ensure equality and diversity is paramount to all learners. Acas (the Advisory, Conciliation and Arbitration Service), has a number of publications regarding the Equality Act 2010, and highlights the following protected characteristics: *Age *Gender Reassignment *Disability *Marriage and Civil Partnership *Pregnancy and Maternity *Race *Religion or Belief *Sex *Sexual Orientation The characteristics are protected against any form of discrimination. The implications for the teacher Data Protection The data Protection Act 1974 covers a wide range of confidentiality issues. However, within the teaching sector the points most relevant are: You must only collect information that you need for a specific reason The information must be kept secure The information should be relevant and up to date Safeguarding Dearne Valley College, quote the following within their policy (Ref S) : ‘Section 175 of the Education Act (2002) which requires FE colleges to make arrangements to ensure their functions are carried out in ways that ensure the safeguarding and welfare of children and young people, taking into account the guidance issued by the Secretary of State in considering what arrangements they need to make. Children Act (2004) Section 11 places a duty on local authorities and any person providing services in pursuance of section 74 of the Education and Skills Act 2008 to make arrangements with relevant agencies to cooperate to safeguard and promote the welfare of children (ie people under the age of 18). Every Child Matters: Change for Children (2004) set out the national framework for change programmes to build services around the needs of children and young people to maximise opportunity and minimise risk. Working Together to Safeguard Children (Dept for Education March 2013) states that all agencies and individuals should proactively aim to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Safeguarding Vulnerable Groups Act (HM Government 2006) provides legislative framework for the vetting and barring scheme for those working with children and vulnerable adults. It is the government’s response to Recommendation 19 of the Bichard enquiry 2004. Safeguarding Children and Safer Recruitment in Education (Dept for Education 15/10/12) this is the updated version which looks at the recruitment and selection process. The Disclosure and Barring Service (HM Government website 15/11/13) sets out the guidelines of the scheme which aims to prevent unsuitable people from undertaking certain paid or volunteer work with children or vulnerable adults ‘No Secrets’ Guidance (HM Government 2000 reviewed 2009) and related South Yorkshire policy Safer practice, safer learning (NIACE December 2007)’ Human Rights Citizens of the UK have certain fundamental human rights which government and public authorities are legally obliged to respect. These became law as part of the Human Rights Act 1998. Some of the most applicable human rights in a teaching environment are: the right to life (respect commitments of learners) freedom from degrading treatment (disrespecting learners) the right to liberty (freedom of expression within social limits) the right not to be discriminated against (promoting diversity and equal opportunity) the right to an education (the right to a fair education) Codes of Practice The institute for Learning, or IFL as it is better known, is the independent, member-led professional body for teachers, trainers, tutors, assessors and other professionals working across a variety of sectors, including sixth form colleges, further education colleges, and work based learning. It holds a multitude of information regarding teaching practice, and has a number of resources within the website. Teaching staff can learn about mew policies as they change, and can become members of the IFL. The IFL code of practice came into force in 2008. This covers the following points: Integrity Respect Care Practice Disclosure Responsibility As with all the above legislative requirements, the consequences to both the tutor and the student could be catastrophic. For instance, should a learner be having personal issues such as abuse, and is not performing the tasks or work set in the classroom, then it is the tutors responsibility to ensure that they address the issue with the leaner in an empathetic and confidential way, thus getting to the core of the problem, and not assuming that the student does not have the capability to do the work. Misreading any signs of such behaviour could result in the student become more and more withdrawn and possibly losing their place at the teaching establishment, purely based on the lack of support he or she has received. The initial training and on-going publications within the teaching establishment will enable the tutor to understand and comprehend the signs of any behavioural issues, whilst maintaining their knowledge of the legal requirements when teaching a class. Bibliography Acas – www.acas.org.uk BKSB http://www.bksb.co.uk Blachford, R. (2013) The 2012 Teachers’ standards in the classroom. London. Sage Learning Matters. Dearne Valley College – https://gateway.dearne-coll.ac.uk/qualityframework/,DanaInfo=dvc-intranet.dearne-coll.ac.uk+doclist.asp?id=S&title=Safeguarding Every Child Matters – http://www.everychildmatters.gov.uk/ Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026449 Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026667 Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026429 Gov.uk – http://www.dh.gov.uk/en/SocialCare/Deliveringadultsocialcare/Vulnerableadults/DH_4118919 Gov.uk – http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 Gov.uk – http://www.direct.gov.uk/en/Governmentcitizensandrights/index.htm?cids=Google_PPC&cre=Government_Citizens_Rights Gov.uk – http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/YourChildsWelfareAtSchool/DG_4016097 Gov.uk -http://www.ico.gov.uk/Home/what_we_cover/data_protection.aspx Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters. IFL http://www.ifl.ac.uk Machin, L, Hindmarsh. D, Murray, S. Richardson, T. (2013) A complete guide to the level 4 certificate in Education. 1st ed. At Albans. Critical Publishing Ltd. Wilson,L.((2014)Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning.

Health Care Management Error Essays

Health Care Management Error Essays Health Care Management Error Paper Health Care Management Error Paper Abstract On page 80 of our text book Health Organizations: Theory, Behavior and Development by James A. Johnson, is a bulleted list that contains possible Health Care errors that can have a negative effect on the organization. From my readings for week one I will describe why each of them may be considered an error and then finally I will explain how I might avoid these errors which is from my readings for this week (week one). It will also contain a minimum of three scholarly references. Health Care Management Error Failing to account for employees’ ability to learn safe machine operation methods by experimenting on their own with ways to speed up production and thereby reduce the effort they required to use. The problem here is that the manager failed to pay attention to what was happening which would be called â€Å"controlling and observing† according to our text book Health Organization’s: Theory, Behavior, Devlopment. James A. Johnson I think controlling was best described as â€Å"is like a checkup to make sure what needs to be done is done. † Principles of long-term health care administration By Peter J. Buttaro, Emily L. H. Buttaro Putting all employees through the same orientation program is an error of emergence. This is science complexity. According to an article I read at Annals of family medicine â€Å"Emergence cannot be tracked back to a particular cause. For example interactions between patients and physicians have emergent properties that are not determined by the patient or the doctor, but develop through their interchange. † annfammed. org/content/5/4/377. full Furthermore by putting in all employees can cause a conflict due to their potion in the health care in the organization. Not everyone has the same position and there for it would have nothing to do with them. Trying to discipline one employee and expecting a modest change in this employees behavior but is getting a massive union response would show an error in issues of power. The reason for this this employee may not be able or is unwilling to change their behavior. The manager instead of trying to aim for one person should team this person up with someone alts to show him the ropes. Managers should not change a work process without considering the role of all communities of practice on the work performance because inevitability of change. This is to mean stability is a state is futile or everyone is on the same page. Never assume that employees will not relocate work assignments based on their perception of the best arrangement even after receiving work allocation assignments from management this is learning and knowing situation. Never assume anything being you do not know for a fact. A manager that ignores the speed with which the informal organization can transmit messages and therefore failing to manage rumors in a productive manner are agents that needs to find a salutation to rectify the problem. The information systems (computer) is for email and work related not to send personal information to another employee. It is up to the manager to address this because they are the agent. It is considered that uncertainty reduction and uncertainty absorption is being neglected when the manager fails to treat the organization‘s dominant logic as emergent property of the system and instead of treating it as something that can be imposed on the system because they failed to collect the information so they could understand it more clearly. A manager that is looking for one bad apple in a group as strategy for improving work quality, when the quality of output maybe be in emergent property of the group is wrong because this is where uncertainty and uncertainty absorption comes into play. I say this because what the risk maybe that employee sues them for wrongly discharging them. A manger that is conducting a careful market analysis to determine whether to release a new product but ignoring the fact that release of the new product may change the market in such a way as to make the market analysis incorrect is the inevitability of change because the CAS theory tells them that successful understanding are correct. For example if the manager doesn’t have the correct information then it mess up the market analysis and will get incorrect reading of where they their profits and loses are. When a manager offers a premium to internal workers for extra production without expecting the change in reward structure to affect relationships with suppliers they are planning and improvising. What the manager is doing is causing a conflict between the workers and suppliers. References Health Organization’s: Theory, Behavior, Devlopment. James A. Johnson Principles of long-term health care administration By Peter J. Buttaro, Emily L. H. Buttaro Annals of family medicine annfammed. org/content/5/4/377. full

How to Graduate With Little Or No Debt [Guest Post]

How to Graduate With Little Or No Debt [Guest Post] Money is one of the biggest problems students come across. It is important that when you get out of college, you are not left with repaying your loans back for years. You need to start your own life professionally and personally and paying off your debts for a long time is going to be distracting. Here are some tips for you to follow so when you finally graduate, there is little or no debt waiting for you. 1 Start Early There is no such thing as early to start saving for your future. If you know that you are going to have financial problems, you have to start thinking like an adult. Instead of spending your school life partying and wasting money, you can start saving. In the last years of your school, you can take some part-time job. It is far better than having to ask for loans or your family to provide you with financial aid. The sooner you get responsible, the easier it will be down the road. A pro tip: If you take a full load of Advanced Placement courses in high school, it can give you the college credits which can eliminate your freshman year and give you a sophomore standing. 2 Community If you take courses at your local community college, you will also be able to eliminate the need for general college courses. Make use of the early AP gains and attend a local community college for the first two years and not spend huge amounts of money on some of those Ivy League school. Spend the initial years at college by saving money at home and pay cheaper rates, and you can get transferred to the college of your choice. 3 Save Living Cost Not many students will like the idea of living at home, but it can save you a major amount of money in hindsight. Even if you do not want to spend your entire time at the college from home, you can spend the first few semesters and save some money. Most of the community colleges are non-residential. If you live far from your parents, then you can rent an apartment and share it with someone else, so the expenses are distributed. You can save your travel cost as well if you minimize your trips to your parents. 4 Make the Wise Choice Sometimes high school students do not realize how important it is to get into a college that they can afford. Most of them are so obsessed with getting to the best college that they forget to consider their financial standing. You should go to a college that offers a great education, but you should also consider if you will be able to cope up in a way that your studies are not affected. The debt that can pile up at the end of your college can be overwhelming. Choose an institution that provides good education and also doesn’t leave you in an incredible amount of debts. 5 Financial Aid and Scholarships Another way to get into the college you want and not to beg for money is to apply for scholarships or financial aids. There are a number of grants that you can qualify for, and they will help pay for your education. You will have to study hard enough to get the grades that can get you a good scholarship. Applying and researching for scholarships takes time and energy but it is worth all the effort. Try applying as early as the sophomore year in your school, so your chances are better. 6 Make a Budget If you have not made a budget for yourself yet, it is never too late to do so. Having a budget is helpful whether you are at any stage of your life. It keeps you in check, and you are more careful with your spending; otherwise, you will just waste it away without even realizing. Find ways you can spend lesser money in college. Try avoiding expensive utility items or spending on notes that you can easily get online. Do not spend an extra amount of money on clothes and bring lunch with you instead of getting it from school. Make a budget right now. When you figure out ways to spend less in college, you will begin to require fewer student loans. 7 Tuition Assistance Program Did you know you can get your Master’s degrees through your employers? Many employers in the U.S. have tuition assistance programs. What you just need to do is ask your Human Resources department to set up a tuition assistance plan. 8 Graduate on Time Less than 40 percent of college students graduate on time, and most of the students always have some courses left. When you spend more time in college, your expenses will be more, and you will have to take more loans. Graduating when you are supposed to will minimize your expenses and give you the opportunity to get a job as soon as you need. Plan the schedule of your courses in each semester and stay on track. Author: Taylor Hill Taylor Hill works for a financial technology company Stilt located in San Francisco which is revolutionizing the way individuals with limited or zero credit history get loans in the U.S.

REPORT ON AMAZON.COM Coursework Example | Topics and Well Written Essays - 2500 words

REPORT ON AMAZON.COM - Coursework Example Ð fter thiÃ'•, it will exÐ °mine thÐ µ prÐ ¾ceÃ'•Ã'• tÐ ¾ mÐ °ke Ð ° Ã'•trÐ °tegic mÐ °rketing plÐ °n thÐ °t Ã'•tÐ °rtÃ'• with miÃ'•Ã'•iÐ ¾n Ã'•tÐ °tement. FinÐ °lly, thÐ µre will be Ð °n Ð °nÐ °lyÃ'•iÃ'• Ð ¾f hÐ ¾w tÐ ¾ cÐ ¾ntrÐ ¾l thÐ µ plÐ °n Ð °nd implement it. ThÐ µ repÐ ¾rt uÃ'•eÃ'• thÐ µ cÐ ¾mpÐ °ny Ð mÐ °zÐ ¾n .cÐ ¾m tÐ ¾ develÐ ¾p thÐ µ Ã'•trÐ °tegic mÐ °rketing plÐ °n. Ð mÐ °zÐ ¾n.cÐ ¾m iÃ'• thÐ µ lÐ °rgeÃ'•t Ð ¾nline retÐ °iler. ThÐ µ cÐ ¾mpÐ °ny Ð ¾pened itÃ'• virtuÐ °l dÐ ¾Ã ¾rÃ'• in July 1995 by Jeff BezÐ ¾Ã'• in Ð…eÐ °ttle. Ð…ince thÐ µn it hÐ °Ã'• enjÐ ¾yed rÐ °pid expÐ °nÃ'•iÐ ¾n in Ð °ll Ð °Ã'•pectÃ'• Ð ¾f itÃ'• Ð ¾perÐ °tiÐ ¾nÃ'•, including buÃ'•ineÃ'•Ã'• turnÐ ¾ver, Ð °nd Ð ° Ã'•pectÐ °culÐ °r riÃ'•e in Ã'•hÐ °re vÐ °lue Ã'•ince public flÐ ¾Ã °tÐ °tiÐ ¾n in 1997. Ð mÐ °zÐ ¾n.cÐ ¾m Ã'•ellÃ'• Ð ¾nly Ð ¾n-line Ð °nd iÃ'• eÃ'•Ã'•entiÐ °lly Ð °n infÐ ¾rmÐ °tiÐ ¾n brÐ ¾ker. Ð mÐ °zÐ ¾n.cÐ ¾m hÐ °Ã'• cÐ ¾nÃ'•tÐ °ntly grÐ ¾wing dÐ °tÐ °bÐ °Ã'•e Ð ¾f Ð ¾ver 12 milliÐ ¾n cuÃ'•tÐ ¾merÃ'• in mÐ ¾re thÐ °n 160 cÐ ¾untrieÃ'•. Ð mÐ °zÐ ¾n.cÐ ¾m iÃ'• thÐ µ plÐ °ce tÐ ¾ find Ð °nd diÃ'•cÐ ¾ver Ð °nything cuÃ'•tÐ ¾merÃ'• wÐ °nt tÐ ¾ buy Ð ¾nline. (BeÃ'•t, 2000, 21) ThÐ µy hÐ °ve eÐ °rthÃ'• biggeÃ'•t Ã'•electiÐ ¾n Ð ¾f prÐ ¾ductÃ'•, including milliÐ ¾nÃ'• Ð ¾f bÐ ¾Ã ¾kÃ'•, free electrÐ ¾nic greeting cÐ °rdÃ'•, Ð ¾nline Ð °uctiÐ ¾nÃ'•, videÐ ¾Ã'•, CDÃ'•, DVDÃ'•, tÐ ¾yÃ'•, gÐ °meÃ'•, electrÐ ¾nicÃ'•, kitchenwÐ °re, cÐ ¾mputerÃ'•, Ð °nd mÐ ¾re. Ð mÐ °zÐ ¾n trÐ °nÃ'•fÐ ¾rmed itÃ'•elf frÐ ¾m Ð ° Ã'•peciÐ °lty retÐ °iler intÐ ¾ Ð °n Ð ¾nline Ã'•hÐ ¾pping pÐ ¾rtÐ °l, tÐ °king Ð ° cue frÐ ¾m Ð °uctiÐ ¾neer eBÐ °y, which Ã'•et itÃ'•elf up Ð °Ã'• Ð ° mediÐ °tÐ ¾r between buyer Ð °nd Ã'•eller. It Ã'•tÐ °rted Ã'•elling prÐ ¾ductÃ'• frÐ ¾m cÐ ¾mpÐ °nieÃ'• Ã'•uch Ð °Ã'• TÐ ¾yÃ'• "R" UÃ'• Ð °nd TÐ °rget Ð ¾n itÃ'• Web Ã'•ite. It Ð °dded merchÐ °ndiÃ'•e frÐ ¾m Ã'•mÐ °ller retÐ °ilerÃ'• in itÃ'• zÐ…hÐ ¾pÃ'•. Ð nd it cÐ ¾mpeted directly with eBÐ °y thrÐ ¾ugh itÃ'• Ð mÐ °zÐ ¾n Ð uctiÐ ¾nÃ'•. ThÐ µ firÃ'•t phÐ °Ã'•e Ð ¾f plÐ °nning Ã'•trÐ °tegic mÐ °rketing plÐ °n iÃ'• tÐ ¾ define thÐ µ buÃ'•ineÃ'•Ã'• miÃ'•Ã'•iÐ ¾n. Ð Ã'• (CrÐ °venÃ'•, 2003, 198) Ã'•tÐ °teÃ'• BuÃ'•ineÃ'•Ã'• miÃ'•Ã'•iÐ ¾n iÃ'• Ð ° brÐ ¾Ã °dly

Choose one advertising image (preferably fashion or interiors) and Speech Presentation

Choose one advertising image (preferably fashion interiors) and visually analyse it - Speech or Presentation Example The advert indicates the significance of having a classy travel bag. The inclusion of an older model and a younger one is to show that class has no limit of age. The Louis Vuitton brand wants to cut across all ages. Therefore, the marketting strategy is focussed on showing the importance and usability of the travel bags. The travel bags not only cater for the luggage carried but they also bring out the aspects of different classes and culture.The image tends to capture the quality of embracing a unique father daughter relationship that is enriched by the shared experience (Popsugar Fashion, 2008). Moreover the image illustrates Louis Vuitton heritage as being passed from one generation to the next. The irony depicted in most of LouisVuitton adverts is the use of poor countries to maret their brand. There are a couple of formal elements that can be viewed from the photograph. These are value, colour, forms and shape. Value is the amount of light that is in the given image(Barrett, 2000). In this case the amount of light is minimal as the image was shot in early evening. Contrast of white and black can be depicted from view. Colour used in the image especially the black and white theme is used to differentiate space, shape and forms based on the different shades of gray. Forms are illustrated by the various shapes adopted in the image such as the square images of the books and the stools. Finally, space around the area of the image shot is minimised to predict the way the image is viewed. The photographer creates a sense of balance as she harmoniously combines the value, forms, colour and space to bring out a well-structured photograph. The image is shot by Annie Leiboritz who is regarded to as a unique photographer. Her fashion photographs are quite beautiful and amazing. The style that is depicted from the image is that of modernism. A lot of aspects are incorporated when high end