Sample Questionnaire Essay Example for Free

Sample Questionnaire Essay The purpose of this survey is to determine to what extent the different factors in attitude do and study interest affects individual. Enclosed you will find a self-addressed, stamped envelope to use when returning the survey. Please feel free to include any additional comments you deem necessary or relevant to improving the behavioral aspect of individual. Be assured that all your answers are highly confidential and will be treated with privacy. Your response and time is greatly appreciated. Thank you! Sincerely, Floriden Dairo Camille Punzalan Marilyn Vargsa Mary Grace Romero John Paul Bernaldez (BSE III-B, English) Below is a list of statements. Please indicate how you feel about each statement by checking the box of your answer. How family background does affect your behavior and interest in study habits? 1. My parents really care for me (_) True(_) False 2. I get along well with my parents and siblings (_) True(_) False 3. My parents really listen to I have to say (_) True(_) False 4. My parents care whether I come at home very late at night (_) True(_) False 5. My parents didn’t pay attention to what I have to say. (_) True(_) False 6. My parents didn’t appreciate my effort (_) True(_) False 7. My parents always fight (_) True(_) False 8. My mother always nagged me especially if we do not have enough money (_) True(_) False 9. My parents didn’t support our studies (_) True(_) False 10. My parents encouraged me to have an occupation at an early age (_) True(_) False How do gadgets affect your attitude and interest in the study? Check your answers. 1. What gadgets do you have? (_)Cellular phone (_) IPod (_) Television (_) Radio (_) Digital Camera (_) others 2. Do you really want to play games, listen to music, etc. rather than studying your lesson? (_)Yes (_) No 3. Whenever your mother does the household chores, do you help her? (_)Yes (_) No 4. At night, do you prefer to listen in the radio, instead of taking a rest? (_) Yes (_) No 5. Instead of playing outdoor activities, do you prefer to stay at home and play with your gadgets? (_) Yes (_) No 6. Did your parents bought whatever you ask, like all your gadgets for you to be in with your armadas? (_)Yes (_) No 7. Did radio, television, and other technologies sometimes help you to do your school activities? (_) Yes (_) No 8. Do you use your gadgets to degrade your classmates for not having it? (_)Yes (_) No 9. Did you spend more time with your gadgets rather than with your family? (_)Yes (_) No 10. Did your parents allowed you to addict in all gadgets that may cause of losing your interest with your studies. (_)Yes (_) No How do peers and peer pressure affects your attitude and study interest? Do you prefer to do things independently? (_) Yes (_) No Do you prefer to do things with the help of your friends? (_) Yes (_) No Do your friends affect largely your decision-making? (_) Yes (_) No Do you always decide based on your peer’s decisions? (_) Yes (_) No Do you consider your friend’s judgments before making friends to others? (_) Yes (_) No I am conscious about what I will wear before my friends might tease me. (_) Yes (_) No Are you afraid on bullying? (_) Yes (_) No If yes, do you have a feeling that if you neglect your friend’s judgments, they might bully you? (_) Yes (_) No If no, do you believe that â€Å"if you don’t do something wrong, nothing should be shame of†? (_) Yes (_) No Do you agree that self-progression is through your own hard work and perseverance? (_) Yes (_) NO 1) How familiar are you with your schools mission statement for school safety Very Familiar Somewhat familiar Not too familiar Not at all Familiar 2) How familiar are you with your schools emergency response plan? Very Familiar Somewhat familiar Not too familiar Not at all Familiar Please tell us how much you agree or disagree with the following statements. 3) School staff and administration uphold all discipline policies. Strongly Disagree Disagree Undecided Agree Strongly Agree 4) The school provides adequate training for staff on school policies and procedures. Strongly Disagree Disagree Undecided Agree Strongly Agree 5) Emergency response plans are known by all teachers and administration. Strongly Disagree Disagree Undecided Agree Strongly Agree 6) Emergency response drills are performed regularly by teachers and students. Strongly Disagree Disagree Undecided Agree Strongly Agree 7) The school has an anonymous student hotline for reporting potential safety problems, such as threats. Strongly Disagree Disagree Undecided Agree Strongly Agree 8) The school takes all threats and rumors of violence seriously and investigates appropriately. Strongly Disagree Disagree Undecided Agree Strongly Agree 8) All visitors to the school are acknowledged and accounted for at all times. Strongly Disagree Disagree Undecided Agree Strongly Agree Please tell us how satisfied or dissatisfied you are with the following: 9) How satisfied are you with the level of control the school maintains on all entrances and exits? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 10) How satisfied are you with the exterior safety lighting? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 11) How satisfied are you with the interior safety lighting? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 12) How satisfied are you with the level of support the administration gives to teachers for dealing with discipline problems? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 13) Overall, how safe do you feel in your classroom? Very Safe Some what safe Not too safe Not at all Safe Dont Know 14) Overall, how safe do you feel outside on the school grounds? Very Safe Some what safe Not too safe Not at all Safe Dont Know 15) Overall, how satisfied are you with your schools safety policies? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know 16) Overall, how satisfied are you with your schools emergency response plan? Very Satisfied Satisfied Dissatisfied Very Dissatisfied Dont Know Please indicate the extent to which the following are problems for you. Always-3 Often 2 Sometimes -1 Never 0 Cutting classes Saying bad words Bullied Smoking Financial problem Absenteeism Excessive use of alcohol Sleeping during the class Late homework Latecomer Cheating Fighting with others students Using cell phones/iPods/electronics during class hour Being honest about all rules Please indicate the extent to which the following are the appropriate assessment for the behavioral development of the students. Strongly Agree-3 Agree-2 Disagree-1 strongly disagree-0 Conducting seminars and Programs Making organizations having counseling Punishments Dismissal of the students from school Detention References Durand, V. M., Crimmins, D. B. (1992). Motivation assessment scale. Topeka, KS: Monaco Associates Incorporated. Iwata, B. A., DeLeon, I. G. (1995). The functional analysis screening tool (FAST). Unpublished manuscript, University of Florida. Lewis, T.J., Scott, T., Sugai, G. (1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19(2-3), 103-115. Mason, S. A. Egel, A. L. (1995). What does Amy like? Using a mini-reinforcer assessment to increase student participation in instructional activities. Teaching Exceptional Children, 28, 42-45. O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., Sprague, J. R. (1997). Functional assessment and program development: A practical handbook. Pacific Grove, CA: Brookes/Cole Publishing Company. Singh, N. N., Matson, J. L., Lancioni, G. E., Singh, A. N., Adkins, A. D., McKeegan, G. F., Brown, S. W. (2006). Questions about behavioral function in mental illness (QABF-MI). Behavior Modification, 30(6), 739-751. https://www.google.com.ph/search?q=sample+survey+questionnaire+about+family+backgroundtbm=ischtbo=usource=univsa=Xei=BWpdUp62E8fxiAfUiIGIDwved=0CGIQsAQbiw=1366bih=664#facrc=_imgdii=_imgrc=bWprTi6c_vvXQM%3A%3B9lwusfzU6z3OBM%3Bhttp%253A%252F%252Fwww.uncssp.org%252Fimages%252Fsspsamplequestions_school11ak.gif%3Bhttp%253A%252F%252Fwww.uncssp.org%252Fabout_samplequestions.asp%3B300%3B392 Questionnaire (SOCS II) Submitted by: Camille Punzalan Floriden Dairo Marilyn Vargas Mary Grace Romero John Paul Bernaldez Submitted to: Ms. Mileth Caraan (SOCS 2 Teacher) GOODBYE By; Anonymous I wish I hadn’t met someone like you Someone who is good to be true Someone  with charms of dreams, of fiction Someone you’d be willing to pour out your affection Goodbye for me, I won’t look back Your jokes so funny, you’d make me crack Your laughter, your smile, voice so sweet Your lips so red, your eyes so deep. To my questions you are the answer You are the bonfire in the cold day of winter You are the rain that makes flower bloom You are the light that comes from the moon. But goodbye for now, we must part You’ll always occupy a place in my heart As I turn my back, forget and be glad Rather than remember and be sad Just wipe your eyes and smile once more Hope you’d find what you’re looking for Goodbye my life, my strength, my love, A gift of fate from heavens above.

Factors that Affect Self Esteem

Factors that Affect Self Esteem According to social psychological research, which factors affect self-esteem? How people regard themselves and evaluate their self-worth or self-esteem differs from one individual to the next. However, there are multiple factors that might affect an individuals self-esteem, these factors can include domestic treatment, group treatment and even the media. It can be hypothesized that one factor might affect self-esteem more significantly than the others. Social psychologists have seemed to agree that the social environment (while it does have its affects) has a minor influence on self-esteem. According to Schmitz, (2006) how children are treated domestically will have a significant influence on the development or lack thereof of self-esteem. Furthermore, other studies seem to also share similar conclusions; Belobrykin, (2003) conducted a study that explored self-esteem and its influencers, it was concluded that teachers and parents are the main influencers of self-esteem. Teachers and parents are both seen as authoritative figures, as well as much more knowledgeable. Therefore, how they treated children, especially during developmental stages will have a psychological effect. Although social influences might have an affect it can be inferred that the main influencers are authoritative figures due to how children might seek acceptance and validation. Hence forth if the child does not get what they intend as stated formerly it will aff ect them negatively. However, through the excess of information and communication in the modern age, a large emphasis is placed on the media and its role in affecting self-esteem. Although, the media does play a role in affecting self-esteem, according to Fernandez and Pritchard, (2012) social media influences how both men and women should look. However, although the media seemed to have the greatest effect, for women social pressure also affected self-esteem and for men it was internalization. Therefore, it can be assumed that social media simply acts upon peoples already existing self-esteem issues and that there is a different criterion such as social norms and standards or group treatment combined with how a person might view themselves to be. Self-esteem issues have always existed long before the media, however, it can be stated that the media is simply a catalyst that increases or aids in increasing low self-esteem. The media affects self-esteem though indirectly. For instance, how people perceive themselves versus how they want to be perceived, to elaborate further what people place on social media is what they want you to perceive them. Zuckerman, Li and Hall, (2016) conducted an experiment that explored what affects self-esteem between different genders. The research concluded that gender differences do not play a role in self-esteem, though it appears that these issues were more present in developed countries than in under-developed countries. This can be due to how more developed countries are characterized by values of equality or freedom, which in turn can affect how people perceive they should be treated versus how they are actually treated. Furthermore, other studies have also stated that how individuals perceiv e themselves also affects how they are aided in social situations, which can also affect self-esteem further. This implies that how people are treated can affect perception (Marshall, Parker, Ciarrochi, Heaven, 2013). In conclusion, self-esteem is not affected by just a single stimulus, however according to psychologists the main influence on self-esteem is domestic treatment in developmental stages of the child as it affects self-esteem on the long-term. Therefore, it is an individuals perception of what others might think of them which highly affect self-esteem. Furthermore, the media does not act a direct influencer of self-esteem, it is however an indirect cause of self-esteem issues. This is apparent as this issue is more present in highly developed countries. References Belobrykina, O. (2003). The Influence of the Social Environment on the Development of Older Preschoolers Self-Esteem. Russian Education Society, 45(5), 57-69. http://dx.doi.org/10.2753/res1060-9393450557 Fernandez, S. Pritchard, M. (2012). Relationships between self-esteem, media influence and drive for thinness. Eating Behaviors, 13(4), 321-325. http://dx.doi.org/10.1016/j.eatbeh.2012.05.004 Schmitz, M. (2006). Influence of Social and Family Contexts on Self-Esteem of Latino Youth. Hispanic Journal Of Behavioral Sciences, 28(4), 516-530. http://dx.doi.org/10.1177/0739986306293999 Shin, Y., Kim, M., Im, C., Chong, S. (2017). Selfie and self: The effect of selfies on self-esteem and social sensitivity. Personality And Individual Differences, 111, 139-145. http://dx.doi.org/10.1016/j.paid.2017.02.004 Zuckerman, M., Li, C., Hall, J. (2016). When men and women differ in self-esteem and when they dont: A meta-analysis. Journal Of Research In Personality, 64, 34-51. http://dx.doi.org/10.1016/j.jrp.2016.07.007

Examples of Displacement in Literature

Examples of Displacement in Literature Place and displacement are always featured in post-colonial writings, whether its Derek Walcotts poem A far cry from Africa or powerful novels for example Heart of Darkness. This feature opens up a broader concept where post-colonial crisis of individuality comes into reality. When a novel carries elements of place and displacement, the theme of alienation is always reflected, this originates from a sense of displacement. The sense of displacement may have derived from migration, enslavement or even alterity which may be put forward by similarities or differences between different cultures. This concept was heavily reflected in Heart of Darkness by Joseph Conrad and Season of Migration to the North by Tayeb Salih. Both writers seem to be telling a tale about colonisation with their own interpretation of different experiences. Salihs novel revolves around the story of brilliant Mustafa Saeed, the novel indicates journey to the heart of light. Whereas, Conrads novel is a complete rever sal to Kurtzs journey to Congo and connotes a journey to heart of darkness. Both novels focus on geographical locations which have in some way shaped the individuals in the novel and perceived their emotions such of loathing and despair. It seems that both writers are searching for a true identity and avoiding the conflicts of other cultures. Their search is in the end a pointless and time wasting experience; nevertheless their experience of colonialism was all about corruption and greed. The concept of displacement is discovered by us (the readers) when Conrad instigated racism towards the Africans which was quite transparent. In contrast, Salih bravely expressed himself being misogynist, which is rather controversial in todays society-since men and women come across as being equal. The representation of the two continents in these novels is displayed in diverse ways to each other. In Conrads novel, the narrator expresses his opinion of River Thames being mournful gloom, brooding motionless. His description of England but darkness was here yesterday clearly reflects Conrads view as to how Romans once colonised England. The description gives an impression of England being wild: Here and there a military camp lost in a wilderness like a needle in a bundle of hay-cold, fog, tempests, disease, exile and death- death skulking in the air, in the water, in the bush. The metaphor is cleverly used here for camps being lost and its impossible to find them because of fog and exile. Here we discover Conrads first description of displacement from the evidence (as stated above). When Romans first arrived, England was seen as a displacement for people living there. In contrast Tayeb Salihs narrator describes Europe (where he studies) thus: I had lost for a time in a land whose fishes die of the cold. This clearly evokes a feeling of displacement he felt when he was in Europe-the feeling and emotions he got when he came back are complete reversal and it was an extraordinary moment of feeling for Europe. Later in the novel we come across the narrators feeling of alienation which evoked from displacement the trial into a conflict between two worlds, a struggle of which I was one of the victims. Here the narrator seems to be tied up between two worlds and trying to suggest that where he studied (Europe) is a different world to where he was born; his village. However, when he returns to his village, he seems to remember Europe, one possible reason could be he becomes attached to that world. This is quite evident in the novel I am from here- is not this reality enough?. I used to treasure within me the image of this little village, seeing it wherever I went with the eye of my imagination. Earlier in the novel his description of the village has drastically changed, because of the experiences that he came across in the village Over there is like here, neither better nor worse the narrator seems to come to a conclusion that world is the same theres no difference Europe is the same as his village. The concept of European being the dominant and powerful one is established in Edward Saids Orientalism (Is knowledge based idea in particular knowledgeknowlege and ideasisead of Asian cultures andnad languages.) In his book Said presents an argument argue of East being generated by western/European scholars who represent those cultures from a colonial point of view. Salih gives an impression of Africa is what Europeans make it. Which I think is a valid impression and its clearly evident in Conrads novel: They [the slaves] were dying slowly it was very clear. They were not enemies, they were not criminals, they were nothing earthly now inefficient, and were then allowed to crawl away and rest. These moribund shapes - Marlows description of African men and they are not treated humanely, thus Marlow describes them as less human. In one of his chapter he brilliantly says Orientalism was ultimately a political vision of reality whose structure promoted the difference between the familiar (Europe, West, us) and the strange (the Orient, the East, them). This is true to an extent if we base it upon both novels. When featuring the element of place and displacement in a colonial novel, it is always essential that the values of the place are considered; what effect do those values have on the character. In Heart of Darkness, Conrad mainly presents the values of Africa through the character and what view does the narrator have. In chapter one Conrad presents the narrators view of Africa They were dying slowly-it was very clearnothing but black shadows of disease and starvation (pg20). The whole passage gives an impression of African men as than human, as they the are mistreated and overworked slaves. Similar approachapproch is also seen further in the novel He was usefulthe evil spirit inside the boiler will get angrySo he sweated and fired up and watched the glass fearfully (pg 45). In this passage Conrads narrator, Marlow still doesnt consider them equally and compares them with animals a dog in a parody. The reason being for this is the man had no knowledgeknowlege of machinerymachinary bec ause for them its something new, thus they are dependent on thethr white men to train them. The white man took takes advantage of their lack of capacitycapcity and scares him by referringreferrring to the evil spirit. Not only the narrator in The Heart of Darkness doesnt respect the values of Africa nor the natives living there, the character of Kurtz, who is portrayed as a powerful, corrupt man, takes full advantage of these less capable men and treats them as slaves. Kurtz doesnt respect the Africans and treats them like childrenchidren who needs correction or help with anything He began with the argument that we whites, from the point of development we had arrived atBy simple exercise of our will we can exert a power for good (pg 61). Kurtz got the idea that before he went to Africa, the natives were living as uncivilised people which was then corruptedcorrpted by Kurtzs mission. On another surface level Kurtz, this wrotewuote also gives an impression of him believes that white men can revolutionisedrevolutioned Africa and bring goodness to the country as well as making African men more capable. Thus the Africans will see the white men as Gods showing them the path, which they will follow. Conrad seems to dismissdimiss the values of Africa and thus portrays the role of white men ruling over Africans at the time of when the novel was written. Africans were treated as slaves by the Europeans and white race at the time of slavery and the periodperoid of slavery was started long ago, during the 15th century. Throughout the novel Conrad refers to the natives as Savages, which shows his brutality towards them. This approachapproch was very evident in the novel when he refers to the Africans as Well if a lot of mysterious niggers armed with all kinds of fearful weapons (pg 23), another example unless the body of a middle-aged negro, with a bullet-hole. (pg 24) Both these quotes are very harsh and suggest that Conrad is being very racist towards the Africans. At the time, native Africansafricans were used to hearing such insulting names and because they werent treated equally as white men, this made them more weaker and less capable to stand for their self. Furthermorethemsel ves. Furtehrmore, the audience wouldnt find this racist besides England would expect something far more racism than this, as they ruled over them for hundredshunderds of years. This issue was consideredcondidered by many African Professors and one of the most effective approachesapproch to Conrads racism was seen by Chinua Achebe, Nigerian novelist and professor of African Literature. Achebe called Joseph Conrad a bloody racist (Knowles Moore 299), which he moderated in later printed versions to a thoroughgoing racist (Image 257). His view is contradictory, as some would agree with him. Simply because Conrad was very direct when he was referring to the Africans with the racist word, from the point of view of Africans he would definitelydefinately be classed as a racist. Achebe also said in his lecture that Marlow represents Africans as a part of the wilder- ness. He reduces them to fragmented body parts, limbs or rolling eyes (254). On the other hand, Marlow finds that an African who does something more than materializematerialise out of the evil jungle to scare him resembles a dog in a parody of breeches (Heart 38; Image 254). To an extent his argumentsar ugemts are clearly valid ones, the image of Africans portrayedportaryed by Conrad is very brutal and showssowss the narrators hostilityhostality towards Africans. On the other hand, from the point of view of Europeans Conrad would bebeen seen as racist. They would argue argure that Conrad only portrayed the events that occurredoccured during the time and at that time people wouldnt consider this as racism. However, from a point of view of 21st century generation, this would be considered as racism, such deference is more serious and sensitive;, people would be more careful and consider the affect of the word before saying it. In Salihs novel, Season of Migration to the North deals withiwth the values and culture of Sudan and how the narratornarrotor and other characterschracters develop their connection with the country they were born in. In the novel, Salih presents the NorthernNothern and Southern Sudan as very different to each other. The Northern Sudan is modernizedmordernised, in that theretheere are many facilities such afacelities sucha s hospitals, schools and other modern infrastructures. Thismordern indrsstructures. Which is contrasted with the narrators village in SouthernSouthewrn Sudan, where theres hardly a school for children. This conflict of Sudan is reflectedrefelcted in the novel by TayebTayed Salih and the novel givens an impression of traditional tradional Sudanese values being replaced by materialistic things and technology. Furthermore, in 1956 Sudan gained its independence and tension was on its peak between the north and the south due to differencesdiffernces in religion and ethnicity. In 1983, the war brakes out againagin between the Muslim north and Christian south. Now the Southern SudaneseSudanease have gained their independence and are allowed to choose between unity and secession. The second narrator, Mustafa Saeed like the first narrator feels alienatedaliented when hes in Europe to complete his study and I, over and above everything else, am a colonizer, I am the intruder whose fate must be decided (pg 94) like the narrator, Mustafa Saeeds comment evokes a feeling of displacement. This raises an argument that is Europe a hostile place for anyone like the narrator and Mustafa Saeed or whether its just your personal experience. ReferringReferrring to the values Sudan, Salih clearly reflectsreflets these values and tradition through the characters. Mustafa SaeedsSaeeds wife Hosna portraysportays the character of typical loyal wife, who keeps the tradition of a Muslimmuslim wife After Mustafa Saeed, she answered with a decisiveness that astonished me, I shall go to no man . Her character is completelycompletly opposite to Jean Morris, to whom Mustafa Saeed married and then killed her. Her character reflectsreflecst the values and culture of England or what he sees in her I was pleased she laughed so freely. Such a woman- there are many of her types in Europe- knows no fear; they accept life with gaiety and curiosity. And I am a thirsty desert, a wilderness of southernsourthern desires. This statement stereotypes the women and the way they approach men and Mustafa Saeed gives an impression of women being objectsojects in his eyes. Thus he compares himself to a prey, on a look out for any women. Furthermore, h es suggesting that he comes from a place which wild and full of desires and in this case his desires are sexual ones. These two women are complete reversal to each other, one is loyal portraysportays the value of Sudan and other portrays the careless European woman. The values of Europe are very differentdiffernt to Sudan, however it doesnt seem to be affecting Mustafa Saeed and yet he goes further with his desires. Frantz Fanons Black skin White masks is about the search of true identity, race and skin color.colour. There is a fact: White men consider themselves superior to black men. There is another fact: Black men want to prove to white men, at all costs, the richness of their thought, the equal value of their intellect. In his book he presents his personal experience and comments on other theories of psychologists.psychiologists. Fanon presented the idea that a person is criticizedcritised because of their native culture, they then become victims of inferiority complex, when they are put in the middle of a superior culture. Thus he believesbelievs that black men have to adopt white masks in order to become part of the superior culture. According to him, the best way to achieve this is to speak the language of that culture and by speaking the language, you need to understand the values and adopt the culture.cultre. So did Mustafa Saeed put on a white mask? To an extent, its its clearly evide nt from his desires which are not the values of Sudan. It seems that Mustafa Saeed valued the white culture so much above his original culture. However, this is arguable, as he might be trying to become part of what he believesbeleives a superior culture; thus he adopts its its language as well as culture. Next point: Marlow similarly adopts the culture of Africa or Kurtzs. Like Kurtz at the end he becomes corrupted and lies. Structure, language, form used in HOD and SOM to create effect Critical conclusion on both novels/or any parallelsparalells

Marketing Strategy Implementation in Higher Education Essay -- higher e

The scholarly article which I selected to review addressed the strategic implementation of marketing initiatives within international higher education entities (Naidoo & Woo, 2011). This article was of particular interest to me due to its specific focus on marketing within higher education entities (HEI’s). The authors focused their research on 10 universities which recruit international students; specifically, on 570 questionnaires from mid-level marketing managers responsible for strategic implementation of marketing initiatives. (Naidoo & Woo, 2011, p. 1117) The authors note the disparity in success between HEI’s in addressing the international student market, and raise the implied question of whether differences in successful strategic implementation could be contributory. This study focuses on strategic implementation, as contrasted with strategic formulation, as a driver for marketing success. The premise of the authors is that by focusing on the factors whic h influence successful strategic implementation, HEI’s can enhance marketing program success. In addition to highlighting strategic implementation as a marketing success factor, they emphasize the value of a higher education focus in their research. Although this business category has achieved prolific growth in recent years, most marketing research has been focused on a general business environment. The research found that strategic implementation is viewed by marketing management as operations-driven in nature. The authors uncovered 4 primary constructs from their data: implementation related outcome variables, dimensions of commitment, strategy factors and role factors. (Naidoo & Woo, 2011, p. 1122) Put in simpler terms, the authors identified strategy commi... ...ting program success. They have demonstrated that mid-level marketing managers within Higher Education view individual commitment to the selected strategy, as well as the perceived significance of their role in implementation, as critical factors to role performance, and ultimately program success. Suggestions for follow up may include a closer analysis of successful and less successful HEI’s, to further understand how these factors influence the success or failure of these organizations’ marketing programs. Works Cited Kotler, P., & Keller, K. (2012). A framework for marketing management. (5 ed.). Upper Saddle River, NJ : Pearson Hall. Naidoo, V., & Wu, T. (2011). Marketing strategy implementation in higher education: A mixed approach for model development and testing. Journal Of Marketing Management, 27(11/12), 1117-1141. doi:10.1080/0267257X.2011.609132

Genius Loves Company: Ray Charles :: essays research papers fc

Genus Loves Company: The Life of Ray Charles   Ã‚  Ã‚  Ã‚  Ã‚  Musician Ray Charles is generally considered a musical genius, and is so in many fields. He has enormous success in jazz, blues, soul music, country and western, and cross over pop. Acknowledged as an expert vocalist, pianist, saxophonist, and all around-entertainer, Charles first burst into popular attention in the 1950s as the virtual inventor of soul music. Ray Charles once defined soul music, â€Å"[soul music] is when you are able to convey the meaning of a song and make people feel it, make them think, Oh, Ray, you must have had that experience because there’s no way you could have sung that song unless it happened to you.† (Jet Magazine)   Ã‚  Ã‚  Ã‚  Ã‚  Charles was born Ray Charles Robinson in Albany, Georgia, on September 23, 1930. His father, Bailey Robinson, was a mechanic and a handyman, and his mother, Aretha, stacked boards in a sawmill. His family moved to Greenville, Florida, when Charles was an infant. A neighbor gave Charles piano lessons after Charles taught himself to play at the age of three. This neighbor owned a small store that served as a juke joint as well. Charles not only took piano lessons in the juke joint, he also absorbed the blues, jazz, and gospel music in the juke joint. At the age of five, Charles saw his brother drown in the tub his mother used to do laundry, while his family struggled through the height of the Great Depression. Two years later, at the age of seven, Charles lost his sight to glaucoma. He stated his mother never allowed his to feel pity for himself. In an interview with Jet Magazine, his mother told him: â€Å"Ok, you’re blind. Now that just means there are at least two ways to do everything. You just have to find the second way†¦ Whatever happens to you is up to you†¦Ã¢â‚¬  His mother also told him: â€Å"You’re blind, you ain’t dumb. You lost your sight, not your mind.† Studying at the St. Augustine School for the Deaf and Blind, he studied for nine years, learning composition and a number of instruments.   Ã‚  Ã‚  Ã‚  Ã‚  Upon leaving the school he worked in a number of settings with many different groups in the Florida area. (Salamone) â€Å"Learning to read music in Braille and play by ear helped me develop a damn good memory,† Charles said. â€Å"I can sit at my desk and write a whole arrangement in my head and never touch a piano†¦ There’s no reason for it to come out any different that the way it sounds in my head.

Legal Aspects †International Business Law

Executive Summary In order to fully understand the dichotomy of this case there must first be an anlysis of the salient points.   This case of international trade law applies to transactions for goods or services that cross national boundries.   Parties stated herein were affected by disputes regarding contractual rights and duties   The case concerns government substantive and procedural law at an international level. Case backround Bob keyes, CEO of Fullerton-based MemoryTech Inc., initiated telephone and email communications with purchasing agents in Vietnam, Turkey, Great Britain and Mexico.   In his multiple conversations, there were no formal contractual negotitations between MemoryTech and purchasing countries, to his own neglect. Substantive and procedural issues Keyes is determined to file suit against Minh and the Government of Vietnam in an American court.   However, his claim of breach of contract is not substantiated in his argument. â€Å"Procedural law prescribes a method of enforcing rights or of obtaining redress for the invasion of rights.†1   There is no mention, in the text, of any wrongdoing from Minh that would result in penalty.   Unless there is other evidentiary material to prove otherwise, there is an absence of information to build a foundation for this claim. Furthermore, the fact that an official written contract was never endorsed leads to a gray area which would be difficult to interpret in court. The case between Gul and Keyes has a more lucid interpretation. The language in Gul’s fax indicated that, â€Å"any disputes arising out of this contract must be resolved by arbitration in Istanbul.†Ã‚   The assumption here is that the fax was intended to be a written contract initiated by Gul and signed by both parties.   However, for a written contract to be legal and binding, it must be signed by both parties. Keyes did not sign and return the document; therefore, the only avenue available to Gul is to choose an alternative resolution. In addition to this case, there is an incident involving Keye’s daughter, Benn, who made an oral commitment and promise to deliver shirt-pocket computers to several of her classmates.   Generally, courts do not regard oral commitments as a legal and binding contract and, in most cases, interpret them as hearsay. Finally, the accident which occurred in a Mexican warehouse causing serious bodily injury and property damage is a case of punitive damages and should be referred to a CISG advisory council. Specific to this case is the fact that an innocent injured party wants to be compensated for the damage caused by the injury.   International courts will have to address this case with more scrutiny. Legal rights and duties of MT and all other relevant parties All four of these issues are civil cases in which the parties have, available to them, procedural and substantive law.   â€Å"The basic function of civil procedural law is to facilitate the movement of a lawsuit through the legal system.†2 This is a safeguard initiated by international law in order to ensure that each party will be afforded fair and impartial treatment. In addition to their right to procedural law, each party has the right to substantive law which basically encompasses the principles of right and wrong as well as the principle that any civil wrongdoing will result in penalty. What should be done? In brief, MT’s board of directors should seek a second opionion from legal counsel because of the confusion in the interpretation of internationl law from both parties. Traditionally, in this country, parties turn to the court system when they cannot come to an amicable solution by themselves.   However, when disputes arise between parties in international business transactions, parties are reluctant to use foreign courts to resolve their disputes.  Sometimes parties entering an international contract will consider alternative methods of resolving disputes without going to court. These methods, known as Alternative Dispute Resolution (ADR), offer a mechanism of neutrality for resolving disputes. To resolve future disputes without resorting to a foreign legal system, parties should plan ahead by including an ADR clause in their contract.   If this clause would have been included in a contract, the issue between Keyes and opposing parties could have been avoided.3 Works Cited: 1.   Delmar Au: Walston-Dunham, ‘Introduction to Law’, pg. 95 2.   IBID 3.   Kathryn H. Nickerson, (2005), ‘Primer on International Alternative Dispute Resolutions’, Office of the Chief Counsel for Int'l Commerce, pp. 1-2   

The Vampire Diaries: The Struggle Chapter Fifteen

â€Å"Elena, you're being rude!† Aunt Judith seldom got angry but she was angry now. â€Å"You're too old for this kind of behavior.† â€Å"It's not rudeness! You don't understand – † â€Å"I understand perfectly. You're acting just the way you did when Damon came to dinner. Don't you think a guest deserves a little more consideration?† Frustration flooded over Elena. â€Å"You don't even know what you're talking about,† she said. This was too much. To hear Damon's words coming from Aunt Judith's lips†¦ it was unbearable. â€Å"Elena!† A mottled flush was creeping up Aunt Judith's cheeks. â€Å"I'mshocked at you! And Ihave to say that this childish behavior only started since you've been going out with that boy.† â€Å"Oh, ‘that boy'.† Elena glared at Damon. â€Å"Oh, really?† Elena felt as if she were talking to Damon and Aunt Judith at once, and she looked back and forth between the two of them. All the emotions she'd been suppressing for the last days – for the last weeks, for the months since Stefan had come into her life – were surging forward. It was like a great tidal wave inside her, over which she had no control. She realized she was shaking. â€Å"Well, that's too bad because you're going to have to tolerate it. I am never going to give Stefan up, not for anyone. Certainly not foryou!† This last was meant for Damon, but Aunt Judith gasped. â€Å"That's enough!† Robert snapped. He'd appeared with Margaret, and his face was dark. â€Å"Young lady, if this is how that boy encourages you to speak to your aunt – â€Å" â€Å"He's not ‘that boy'!† Elena took another step back, so she could face all of them. She was making a spectacle of herself, everyone in the courtyard was looking. But she didn't care. She had been keeping a lid on her feelings for so long, shoving down all the anxiety and the fear and the anger where it wouldn't be seen. All the worry about Stefan, all the terror over Damon, all the shame and humiliation she'd suffered at school, she'd buried it deep. But now it was coming back. All of it, all at once, in a maelstrom of impossible violence. Her heart was pounding crazily; her ears rang. She felt that nothing mattered except to hurt the people who stood in front of her, to show them all. â€Å"He's not ‘that boy',† she said again, her voice deadly cold. â€Å"He's Stefan and he's all I care about. And I happen to be engaged to him.† â€Å"Oh, don't be ridiculous!† Robert thundered. It was the last straw. â€Å"Is this ridiculous?† She held up her hand, the ring toward them. â€Å"We're going to get married!† â€Å"You arenot going to get married,† Robert began. Everyone was furious. Damon grabbed her hand and stared at the ring, then turned abruptly and strode away, every step full of barely leashed savagery. Robert was spluttering on in exasperation. Aunt Judith was fuming. â€Å"Elena, I absolutely forbid you – â€Å" â€Å"You'renot my mother !† Elena cried. Tears were trying to force themselves out of her eyes. She needed to get away, to be alone, to be with someone who loved her. â€Å"If Stefan asks, tell him I'll be at the boarding house!† she added, and broke away through the crowd. She half expected Bonnie or Meredith to follow her, but she was glad they didn't. The parking lot was full of cars but almost empty of people. Most of the families were staying for the afternoon activities. But a battered Ford sedan was parked nearby, and a familiar figure was unlocking the door. â€Å"Matt! Are you leaving?† She made her decision instantly. It was too cold to walk all the way to the boarding house. â€Å"Huh? No, I've got to help Coach Lyman take the tables down. I was just putting this away.† He tossed the Outstanding Athlete placard into the front seat. â€Å"Hey, are you okay?† His eyes widened at the sight of â€Å"Yes – no. I will be if I can get out of here. Look, can I take your car? Just for a little while?† â€Å"Well†¦ sure, but†¦ I know, why don't you let me drive you? I'll go tell Coach Lyman.† â€Å"No! I just want to be alone†¦ Oh, please don't ask any questions.† She almost snatched the keys out of his hand. â€Å"I'll bring it back soon, I promise. Or Stefan will. If you see Stefan, tell him I'm at the boarding house. And thanks.† She slammed the door on his protests and revved the engine, pulling out with a clash of gears because she wasn't used to a stick shift. She left him standing there staring after her. She drove without really seeing or hearing anything outside, crying, locked in her own spinning tornado of emotions. She and Stefan would run away†¦ They would elope†¦ They would show everyone. She would never set foot in Fell's Church again. And then Aunt Judith would be sorry. Then Robert would see how wrong he'd been. But Elena would never forgive them. Never. As for Elena herself, she didn't need anybody. She certainly didn't need stupid old Robert E. Lee, where you could go from being mega-popular to being a social pariah in one day just for loving the wrong person. She didn't need any family, or any friends, either†¦ Slowing down to cruise up the winding driveway of the boarding house, Elena felt her thoughts slow down, too. Well†¦ she wasn't mad at all her friends. Bonnie and Meredith hadn't done anything. Or Matt. Matt was all right. In fact, she might not need him but his car had come in pretty handy. In spite of herself Elena felt a strangled giggle well up in her throat. Poor Matt. People always borrowing his clunking dinosaur of a car. He must think she and Stefan were nuts. The giggle let loose a few more tears and she sat and wiped them off, shaking her head. Oh, God, how did things turn out this way? What a day. She should be having a victory celebration because they'd beaten Caroline, and instead she was crying alone in Matt's car. Carolinehad looked pretty damn funny, though. Elena's body shook gently with slightly hysterical chuckles. Oh, the look on her face. Somebody better have a video of that. At last the sobs and giggles both abated and Elena felt a wash of tiredness. She leaned against the steering wheel trying not to think of anything for a while, and then she got out of the car. She'd go and wait for Stefan, and then they'd both go back and deal with the mess she'd made. It would take a lot of cleaning up, she thought wearily. Poor Aunt Judith. Elena had yelled at her in front of half the town. Why had she let herself get so upset? But her emotions were still close to the surface, as she found when the boarding house door was locked and no one answered the bell. Oh, wonderful she thought, her eyes stinging again. Mrs. Flowers had gone off to the Founders' Day celebration, too. And now Elena had the choice of sitting in the car or standing out here in this windstorm†¦ It moaned through the branches of the oak trees, tearing off the remaining leaves and sending them down in showers. The sound was rising steadily now, not just a moan but a howl. And there was something else. Something that came not just from the wind, but from the air itself, or the space around the air. A feeling of pressure, of menace, of some unimaginable force. It was gathering power, drawing nearer, closing in. Elena spun to face the oak trees. There was a stand of them behind the house, and more beyond, blending into the forest. And beyond that were the river and the graveyard. Something†¦ was out there. Something†¦ very bad†¦ â€Å"No,† whispered Elena. She couldn't see it, but she could feel it, like some great shape rearing up to stand over her, blotting out the sky. Shefelt the evil, the hatred, the animal fury. Bloodlust. Stefan had used the word, but she hadn't understood it. Now she felt this bloodlust†¦ focused on her. â€Å"No!† Higher and higher, it was towering over her. She could still see nothing, but it was as if great wings unfolded, stretching to touch the horizon on either side. Something with a Power beyond comprehension†¦ and it wanted tokill †¦ â€Å"No!† She ran for the car just as it stooped and dived for her. Her hands scrabbled at the door handle, and she fumbled frantically with the keys. The wind was screaming, shrieking, tearing at her hair. Gritty ice sprayed into her eyes, blinding her, but then the key turned and she jerked the door open. Safe! She slammed the door shut again and brought her fist down on the lock. Then she flung herself across the seat to check the locks on the other side. The wind roared with a thousand voices outside. The car began rocking. â€Å"Stop it! Damon, stop it!† Her thin cry was lost in the cacophony. She put her hands out on the dashboard as if to balance the car and it rocked harder, ice pelting against it. Then she saw something. The rear window was clouding up, but she could discern the shape through it. It looked like some great bird made of mist or snow, but the outlines were hazy. All she was sure of was that it had huge sweeping wings†¦ and that it was coming for her. Get the key in the ignition. Get it in! Now go! Her mind was rapping orders at her. The ancient Ford wheezed and the tires screamed louder than the wind as she took off. And the shape behind her followed, getting larger and larger in the rearview mirror. If she hadn't been skidding and braking already, the tree would have crashed down on her. As it was, the violent impact shook the car like an earthquake missing the front right fender by inches. The tree was a mass of heaving, pitching branches, its trunk blocking the way back to town completely. She was trapped. Her only route home cut off. She was alone, there was no escape from this terrible Power†¦ Power. That was it; that was the key. â€Å"The stronger your Powers are, the more the rules of the dark bind you.† Running water! Throwing the car into reverse, she brought it around and then slammed into forward. The white shape banked and swooped, missing her as narrowly as the tree had, and then she was speeding down Old Creek Road into the worst of the storm. It was still after her. Only one thought pounded in Elena's brain now. She had to cross running water, to leave this thing behind. There were more cracks of lightning, and she glimpsed other trees falling, but she swerved around them. It couldn't be far now. She could see the river flickering past on her left side through the driving ice storm. Then she saw the bridge. It was there; she'd made it! A gust threw sleet across the windshield, but with the wipers' next stroke she saw it fleetingly again. This was it, the turn should be abouthere. The car lurched and skidded onto the wooden structure. Elena felt the wheels grip at slick planks and then felt them lock. Desperately, she tried to turn with the skid, but she couldn't see and there was no room†¦ And then she was crashing through the guardrail, the rotted wood of the footbridge giving way under weight it could no longer support. There was a sickening feeling of spinning, dropping, and the car hit the water. Elena heard screams, but they didn't seem to be connected with her. The river welled up around her and everything was noise and confusion and pain. A window shattered as it was struck by debris, and then another. Dark water gushed across her, along with glass like ice. She was engulfed. She couldn't see; she couldn't get out. And she couldn't breathe. She was lost in this hellish tumult, and there was no air.She had to breathe. She had to get out of here†¦ â€Å"Stefan, help me!† she screamed. But her scream made no sound. Instead, the icy water rushed into her lungs, invading her. She thrashed against it, but it was too strong for her. Her struggles became wilder, more uncoordinated, and then they stopped. Bonnie and Meredith were hunting around the perimeter of the school impatiently. They'd seen Stefan go this way, more or less coerced by Tyler and his new friends. They'd started to follow him, but then that business with Elena had started. And then Matt had informed them that she'd taken off. So they'd set out after Stefan again, but nobody was out here. There weren't even any buildings except one lonely Quonset hut. â€Å"And now there's a storm coming!† Meredith said. â€Å"Listen to that wind! I think it's going to rain.† â€Å"Or snow!† Bonnie shuddered. â€Å"Where did theygo?† â€Å"I don't care; I just want to get under a roof. Here it comes!† Meredith gasped as the first sheet of icy rain hit her, and she and Bonnie ran for the nearest shelter – the Quonset hut. And it was there that they found Stefan. The door was ajar, and when Bonnie looked in she recoiled. â€Å"Tyler's goon squad!† she hissed. â€Å"Look out!† Stefan had a semicircle of guys between him and the door. Caroline was in the corner. â€Å"He must have it! He took it somehow; I know he did!† she was saying. â€Å"Took what?† said Meredith, loudly. Everyone turned their way. Caroline's face contorted as she saw them in the doorway and Tyler snarled. â€Å"Get out.† he said. â€Å"You don't want to be involved in this.† Meredith ignored him. â€Å"Stefan, can I talk to you?† â€Å"In a minute. Are you going to answer her question? Took what?† Stefan was concentrating on Tyler, totally focused. â€Å"Sure, I'll answer her question. Right after I answer yours.† Tyler's beefy hand thumped into his fist and he stepped forward. â€Å"You're going to be dog meat, Salvatore.† Several of the tough guys snickered. Bonnie opened her mouth to say, â€Å"Let's getout of here.† But what she actually said was, â€Å"The bridge.† It was weird enough to make everyone look at her. â€Å"What?† said Stefan. â€Å"The bridge,† said Bonnie again, without meaning to say it. Her eyes bulged, alarmed. She could hear the voice coming from her throat, but she had no control over it. And then she felt her eyes go wider and her mouth drop open and she had her own voice back. â€Å"The bridge, oh, my God, the bridge! That's where Elena is! Stefan, we've got to save her†¦ Oh, hurry!† â€Å"Yes, oh, God†¦ that's where she's gone. She's drowning!Hurry !† Waves of thick blackness broke over Bonnie. But she couldn't faint now; they had to get to Elena. Stefan and Meredith hesitated one minute, and then Stefan was through the goon squad, brushing them aside like tissue paper. They sprinted through the field toward the parking lot, dragging Bonnie behind. Tyler started after them, but stopped when the full force of the wind hit him. â€Å"Why would she go out in this storm?† Stefan shouted as they sprang into Meredith's car. â€Å"She was upset; Matt said she took off in his car,† Meredith gasped back in the comparative quiet of the interior. She pulled out fast and turned into the wind, speeding dangerously. â€Å"She said she was going to the boarding house.† â€Å"No, she's at the bridge! Meredith, drive faster! Oh, God, we're going to be too late!† Tears were running down Bonnie's face. Meredith floored it. The car swayed, buffeted by wind and sleet. All through that nightmare ride Bonnie sobbed, her fingers clutching the seat in front of her. Stefan's sharp warning kept Meredith from running into the tree. They piled out and were immediately lashed and punished by the wind. â€Å"It's too big to move! We'll have to walk,† Stefan shouted. Of course it was too big to move, Bonnie thought, already scrambling through the branches. It was a full-grown oak tree. But once on the other side, the icy gale whipped all thought out of her head. Within minutes she was numb, and the road seemed to go on for hours. They tried to run but the wind beat them back. They could scarcely see; if it hadn't been for Stefan, they would have gone over the riverbank. Bonnie began to weave drunkenly. She was ready to fall to the ground when she heard Stefan shouting up ahead. Meredith's arm around her tightened, and they broke again into a stumbling run. But as they neared the bridge what they saw brought them to a halt. â€Å"Oh, my God†¦ Elena!† screamed Bonnie. Wickery Bridge was a mass of splintered rubble. The guardrail on one side was gone and the planking had given way as if a giant fist had smashed it. Beneath, the dark water churned over a sickening pile of debris. Part of the debris, entirely underwater except the headlights, was Matt's car. Meredith was screaming, too, but she was screaming at Stefan. â€Å"No! You can't go down there!† He never even glanced back. He dived from the bank, and the water closed over his head. Later, Bonnie's memory of the next hour would be mercifully dim. She remembered waiting for Stefan while the storm raged endlessly on. She remembered that she was almost beyond caring by the time a hunched figure lurched out of the water. She remembered feeling no disappointment, only a vast and yawning grief, as she saw the limp thing Stefan laid out on the road. She remembered how he looked as they tried to do something for Elena. Only that wasn't really Elena lying there, that was a wax doll with Elena's features. It was nothing that had ever been alive and it certainly wasn't alive now. Bonnie thought it seemed silly to go on poking and prodding at it like this, trying to get water out of its lungs and so on. Wax dolls didn't breathe. She remembered Stefan's face when he finally gave up. When Meredith wrestled with him and yelled at him, saying something about over an hour without air, and brain damage. The words filtered in to Bonnie, but their meaning didn't. She just thought it odd that while Meredith and Stefan were screaming at each other they were both crying. Stefan stopped crying after that. He just sat there holding the Elena-doll. Meredith yelled some more, but he didn't listen to her. He just sat. And Bonnie would never forget his expression. And then something seared through Bonnie, bringing her to life, waking her to terror. She clutched at Meredith and stared around for the source. Something bad†¦ something terrible was coming. Was almost here. Stefan seemed to feel it, too. He was alert, stiff, like a wolf picking up a scent. â€Å"What is it?† shouted Meredith. â€Å"What's wrong with you?† â€Å"You've got to go!† Stefan rose, still holding the limp form in his arms. â€Å"Get out of here!† â€Å"What do you mean? We can't leave you – â€Å"Yes, you can! Get out of here! Bonnie, get her out!† No one had ever told Bonnie to take care of someone else before. People were always taking care of her. But now she seized Meredith's arm and began pulling. Stefan was right. There was nothing they could do for Elena, and if they stayed whatever had gotten her would get them. â€Å"Stefan!† Meredith shouted as she was unaccountably dragged away. â€Å"I'll put her under the trees. The willows, not the oaks,† he called after them. Why would he tell us that now? Bonnie wondered in some deep part of her mind that was not taken up with fear and the storm. The answer was simple, and her mind promptly gave it back to her. Because he wasn't going to be around to tell them later.