Man vs. Nature essays

Man vs. Nature essays With the very existence of a mankind on the face of this planet came the inherent struggle with the forces of the existing world around. They are the everyday struggles brought about by the natural surroundings that we have grown accustomed to. We live with these every day and have learned to overcome them on a somewhat regular basis without a trace of any thought that would remain with us over time. They are a part of our life that goes unnoticed, except when nature really challenges us, or tests us. In a time of crisis or danger when nature has us backed against the wall fighting for survival and the survival of others is when we must face the challenge. We must fight on with whatever circumstance is presented, no matter how small the problem may seem. Many times the battle will be won, and man will over come the challenge presented, and other times nature will get the better of even the best of us, showing its commanding power. Some of the best testaments to this never endi ng power struggle are the stories of men and women who know of the power of nature, or have experienced the power of nature first hand. Many American authors have written of this theme and its relevance in American society. They include works written by Robert Frost, Eudora Welty, and Stephen Crane. These authors present stories that dig deep into the power struggle between man and nature, often digging deep into the minds of the individual who is caught in the moment, fighting to survive, thinking thoughts that can only be thought in a time of extreme struggle and desperation. They either leave you with a sense of triumph, or a sense of tragedy and loss. They mirror the constant struggle between man and the forces of nature. The short story To Build a Fire by Robert Frost is as good of an example as any of the extreme power of nature and the unforgiving cruelty it often displays to us. The main character in the story has to travel a ...

The Easiest SAT Subject Tests to Take

The Easiest SAT Subject Tests to Take SAT / ACT Prep Online Guides and Tips There are lots of SAT Subject Tests to choose from- in fact, there are 21 options that cover 13 different subjects and languages. It can be overwhelming! To keep things simple, you want to take the Subject Tests that will strengthen your college applications with excellent scores. So, which Subject Tests are easier than others? While there isn't a cut and dry answer to this question, we can approach an answer from a few different angles. First, let's take a look at how students score on average on each Subject Test. Average SAT Subject Test Scores First we'll look at the average score for each of the SAT Subject Tests. These numbers come from data collectedfrom the 2016, 2017, and 2018 graduating classesby the College Board. Subject Test Mean Score Korean with Listening 761 Chinese with Listening 760 Japanese with Listening 703 Mathematics Level 2 693 French with Listening 668 Physics 667 Chemistry 666 Italian 666 Spanish with Listening 662 Biology (Molecular) 650 Spanish 647 United States History 640 French 628 Latin 626 World History 622 German 620 German with Listening 618 Biology (Ecological) 618 Modern Hebrew 612 Literature 607 Mathematics Level 1 605 The first three tests with the highest mean scores are language tests with listening. We'll discuss what this means below, but first let's consider another piece of this puzzle- the standard deviations, or how students' scores are distributed along the curve. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Standard Deviations of Subject Tests and Why It Matters The chart below lists the subject tests from highest standard deviation to lowest. A high standard deviation means that people scored across a wide range of scores, from much lower to much higher than the average. In contrast, a low standard deviation suggests that the majority of people scored close to the average score. The Korean with Listening and Chinese with Listening tests have the highest mean score and the lowest standard deviations. This means that most students scored near that high mean of 761 and 760, respectively. While these may sound like rarescores, on these tests they're actually relatively typical! On a similar note, the Math Level 2 subject test has a pretty high mean score of 693 and a low standard deviation. This means that most students who take Level 2 tend to score around that high mean. The Literature test, on the other hand, has a lower mean score of 607 and a medium to high standard deviation. So students scored across a wide range of scores on the Literature test. It is possible to score much higher than a 607, and this will put you in a very high percentile compared to other test-takers. However, on the Chinese or Korean tests, a score of 700 might actually be rather low! Subject Test Standard Deviation Modern Hebrew 147 German 134 Italian 127 French 124 German with Listening 121 Literature 115 French with Listening 114 Mathematics Level 1 112 Spanish 112 Latin 110 World History 110 Biology (Ecological) 110 Biology (Molecular) 109 Japanese with Listening 108 United States History 108 Physics 107 Spanish with Listening 106 Chemistry 105 Mathematics Level 2 99 Korean with Listening 65 Chinese with Listening 66 So Which Are the Easiest SAT Subject Tests? Based on this information, the following Subject Tests seem to be the easiest to get a high score on: Biology E Biology M Chemistry US History World History Since almost all U.S. high school students take high school biology and U.S. history, and many others also take chemistry and world history, you will be able to prepare well for these tests by reviewing your coursework and putting in prep time. Most students score lower on the Literature and Math Subject Tests, but there is a wide range of scores on them (at least, on Math Level 1). So while these tests may be challenging, if you put in the effort to prepare then you can score highly and end up in a very high percentile compared to other test-takers. As mentioned above, the most difficult Subject Tests are probably Japanese with Listening, Korean with Listening, Chinese with Listening, and Math Level 2 if you're not fluent or don't excel in those areas. If you're not confident in your language or math skills, then these tests are not the ones for you. 3 Things to Make Sure You Know... While the data suggests which Subject Tests are easier and harder to achieve high scores on, you should also make sure you know the following things before deciding on a Subject Test. #1: Your Language Level If you're fluent in a language, then these tests can be a great way to achieve a very high score on a Subject Test and add one more asset to your college applications. At the same time, make sure you study and are prepared for what will be on the test. Without a very high score, you may end up in a low percentile- which would be an unpleasant surprise if you actually speak and understand the language! If you are not near-fluent in a language, you should still be cautious- make sure you understand what will be on the tests and whether you have the language skills to understand the material. Since you're competing with native and fluent speakers, you will have to score very high to end up in a high percentile overall. #2: Your Math Level As with some of the language tests, the Math Level 2 test has a high mean score that many students achieve. This suggests that Level 2 is best for students who particularly excel in algebra, geometry, trigonometry, and pre-calculus, and are familiar and comfortable using a graphing calculator. Check out practice questions here and here to determine which math level is better for you. #3: Which Subjects You Excel In Finally, you should take Subject Tests in subjects in which you excel. Subject Tests are meant to demonstrate subject mastery, and you will probably be best served taking them to coincide with finals or AP exams in your relevant classes. Learn everything you can about the Subject Tests to make your best informed decision about which ones to take. Read about the best test dates to choose, along with how long the SAT Subject Tests are and how to manage your time. Regardless of what the data suggests about the easiest SAT Subject Tests, you'll achieve your highest scores by understanding where you excel and doing all you can to familiarize yourself with the tests and know what to expect. What's Next? Choosing your subject tests also depends on your prospective colleges' requirement. Check out this guide to see the full list of schools that require SAT Subject Tests. Are you also taking the general SAT? This article talks about what makes a good score, bad score, and excellent score...and how you can set and reach your target scores. If you're taking or considering the ACT, this article breaks down the scores and how you can maximize your score on the test. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Impact on second language learning Essay Example | Topics and Well Written Essays - 750 words

Impact on second language learning - Essay Example rs: an innate capacity for acquiring language or Language Acquisition Device, containing the "universal" features found in all languages and the â€Å"critical or optimal age hypothesis.† Non- linguistic factors which are considered when talking about language acquisition are motivation, opportunity; and language learning ability. (Fantini & Reagan, 1992) According to recent studies (Dornyei, 2005) L2 motivational self system is the equation of the motivational dimension of "integrativeness/integrative motivation" with the "ideal L2 self which is person’s hopes, aspirations, desires or other desired attributes. If ideal self is interested in the mastery of an L2, then one has "integrative" disposition (according to Gardners (1985) terminology). (Csizer & Dornyei, 2005a) "Integrative" disposition supposes sincere interest in the L2-speaking community and its life, culture and routines. Integrativeness reflects a positive outlook on the L2 and its culture which makes learners desire to integrate themselves into the L2 culture and L2 speakers’ community. (Csizer & Dornyei, 2005) If the L2 community has no respect among learners – it is associated with negative characteristics such as poverty or crime - it provides less motivation for students to learn the language of this community. The researcher of attitudinal basis of language attainment Spolsky (1969) arrived at the conclusion: â€Å"One of the most important attitudinal factors is the attitude of the learner to the language and to its speakers" (p. 274 in Csizer & Dornyei, 2005) The attitude to community contains some constituents: attitudes toward having direct contact with L2 speaker or opportunity to travel to the country of origin and on the other hand cultural interest or appreciation of cultural products related to particular L2 and spread by the media - movies, music, magazines and books which provide indirect contact with L2 community. L2 cultural products play an important role in acquiring

CASE ASSIGNMENT MODULE 4 Union Organizing Essay

CASE ASSIGNMENT MODULE 4 Union Organizing - Essay Example Current Issue: The case does not provide a clear idea of the current issues within the company. However one of the many possible issues in the company is the fact that the employees have already been faced with a major change in the company without any prior notice or even a chance to discuss the change. The company has had a change in the teams, change job titles, work assignments and the pay structure, and the only thing that was very strongly communicated to the employees was, â€Å"this is how it will be†. This has obviously caused a major uproar among the employees and has also led to a distasteful change for the employees. This can be one of the possible reasons for the employees to take a serious decision and work towards unionization. Plan: The first step that needs to be taken here is to identify the source of the issue. To do so, the first step will be to conduct a meeting with all the managers and team leaders across the organisation. Here the main task that will be given to all the managers will be to bring out the possible reasons that the employees have chosen and are attempting this change (Grossman). This will further be followed by a report stating the worse case scenarios of the implementation of the unions both for the company as well as the employees. Here several different elements like the policy details as well as the company have a number of policies against the unionization. The next step will be to bring in a training professional to assist the managers and every top level management in terms of responding to the employees and the unions (Gerson). Here a detailed understanding of unionisation and the impact it has on the company will be discussed. These supervisors should also be trained properly in responding to questions from employees about unions.  Ã‚  Another crucial aspect of the overall scene is the need for good communication with the employees and also an attempt of the organisation to take up the responsibility to un derstand the needs of the employees (Gerson). Here to do so, the managers can include individual meeting with the employees or team meetings where everyone can voice their concerns. Also, a complaint redressal team needs to be included in the company to help get all the issues and complaints that the employees are facing and to address them well at the earliest. The company also needs to focus on the supervisor training and as explained by Gerson (1998), â€Å"employers who fail to provide supervision with periodic labor law training are asking for trouble. Once a union campaign is under way, it may be too late to provide the necessary training. Often, legal mistakes made at the beginning of a union drive can seriously undermine an employer's ability to counter the union's organizing efforts† (Gerson). It is crucial to look at all possible areas where the possible issue arises from, hence one of the many which can be a cause is the issue of low pay for the employees. Hence he re the focus will be to check and in any case try and make the work place a more flexible and also better, pay structure, benefits, and working conditions for the employees (Grossman). Also, it is important to note that competition information is also an essential aspect of the business and needs to be considered as well (Segal). Also, to help ensure that the company is working in line and effectively,

Reducing Prejudice and Stereotypes Essay Example for Free

Reducing Prejudice and Stereotypes Essay Prejudice is an opinion or judgement without due examination toward one side of a question from other considerations than those belonging to. Or we can say that prejudice is a bias on the part of judge, juror or witness which interferes with fairness of judgement. Prejudice involves negative feelings when they are in the presence of or even think about members of the group. Prejudice often involves stereotypes, suggesting that all members of a group behave in certain ways and have certain characteristics. Therefore, prejudice has both cognitive and affective components. Affective component is the positive or negative attitude/ feeling. Beside the cognitive component contains stereotypes. Prejudice will be dealt as a single set of dynamics that function to dehumanize people who are identifiably different in some way from the people whose perceptions are limited by the dysfunction we called prejudice. This approach is taken for two reasons. First, it is easily defensible through the uderstanding of the dynamics of prejudices and second the continued separation and classification of prejudices according to the superficial categories of those who are prejudiced is a disservice to those who are the targets of discrimination and a distortion of reality. Much of prejudice stems from our pre-judging other people’s habits, customs, ways of speaking and value. We often do this with no basic for the judgement other that the fact that they (the customs, values, ways of speaking, etc) are different form our own. When we are confines to a single culture, it’s incredibly difficult to see that one’s way is not the only way, that one’s truth is not the only possible way in which things are done. To travel around the world and seeing the variousity of culture may become the nicest thing to do for reducing prejudice. There is no better way to be convinced of this than to go to another country where millions people are doing something different from you. Another way to reduce prejudice is to make a friend with many background culture. From that, we can learn that we are all different and we have to accept that differences. By accepting and learning that differences, the number of prejudicing people will be decrease. Prejudice reduction refers to a collectionof techniques designed to break down these destructive stereotypes. Most often prejudice reduction programs take place on a small scale for example in workshops which bring together people from different groups to help them develop a better mutual understanding. At times, efforts are made to reduce prejudice among the general population. This can be done with wide spread media efforts and public education programs often implemented during the grade school years. In both small scale and large scale efforts, a first step which is critical to the success of these programs is an ability to overcome the many communications problems cited elsewhere in this training program. This is because a great deal of prejudice arises from simple misunderstandings and the tendency to make worse case assumptions in the absence of reliable information. At the workshop level, facilitators can help people explore their stereotypes, and learn to communicate with eac h other in a more open, trusting, and receptive way. At the community or societal level, misunderstandings can be addressed through carefully crafted public media campaigns and/or education programs designed to counter common stereotypes and present all groups in their best possible light. Still, correcting poor communication may is not usually enough to overcome prejudice. Better communication may simply prove that the parties do, in fact, hold each other in mutual contempt, or that they are, indeed, trying to undermine each others interests. Often such hostility is the result of escalation processes which transform relatively minor provocations into intense confrontations. For this reason strategies for limiting escalation are also an essential component of effective prejudice reduction. This also can be attempted in workshop settings or at the larger, community level. On the other hand, we will talk about stereotypes. Stereotypes are generalizations or assumptions that people make about the characteristics of all members of a grup based on image that often wrong about what people in that group are like. Most stereotypes probably tend to convey a negative impression. By stereotyping we infer that a person has a whole range characteristics and abilities that we assume all members of that group have. Researches have found that stereotypes exist of diffe rent races, cultures or ethnic groups. Although the terms race, culture and ethnic groups have different meanings, we shall take them to mean roughly the same thing at the moment. Not surprisingly, racial stereotypes always seem to favor the race of the holder and belittle other races. It is probably true saying that every ethnic group has racial stereotypes of other groups which can be seen to benefit each group because it helps in the long run to identify with one’s own ethnic group and so find protection and promote safety and success of the group. A brief description of stereotyping includes: grouping people together based on their race, ethnicity, religion, languange, customs, appearance, gender or culture; denying people rights because of the group belong to; believing that one’s own group is superior beside other groups are inferior. And the ways to reduce stereotyping includes: promoting first hand knowledge through personal experiences; putting one self in another’s shoes and considering multiple perspectives; working toward a meaningful goal with others when all share equal status. It will naturally be difficult to change stereotypes and prejudice, because such change will need to overcome all of the cognitive processes such as biased information search, interpretation and memory behavioral confirmation, as well as social processes, such as pressures to conform to the beliefs of others, all of which work to maintain stereotypes intact. Nevertheless, social psychologists have developed numoerous theories about when and why stereotypes will or won’t change and some interventions have been effective at changing stereotypes. In general, there are three types of change in beliefs that can help reduce negative intergroup encounters. Perhaps the most obvious change involves creating more positve perceptions of the group as a whole. When we reduce an individual’s level of prejudice or change his or her stereotypes to be more positive. But change does not always have to involve becoming more positive about the group. If we change the perceptions of the variability of a group such that the individual no longer believes that all of the group members are the same, we have also reduce stereotyping, even if the beliefs have not become more positve overall. Finally, we will have been succesful if we have been able to reduce the tendency for an individual to use social categories when judging others, with the result that they are more likely individuate others instead.

Postmodernism :: essays papers

Postmodernism With the end of colonialism and the emergence of a seemingly new world order, there raised a demand that research be useful and relevant, indicating that knowledge for its own sake was insufficient. As a result of this, what emerged was a new focus on 'development' and 'modernization' in the form of postmodernism. In these changing times, anthropology has come into contact with a variety of evolving concepts, including hybridity, montage, fluidity, and deconstruction. The question remains, how these concepts reflect the social, cultural and political changes that are occurring in study of anthropology today. Postmodernism is an intellectual movement that promotes itself as the 'antithesis' of modernism, resulting from the intensification, radicalization, or transformation of the processes of modernity. (Barfield, 368) The term was introduced in the late 1940's, however, the turn towards, if not the origin of postmodernism in anthropology, can be traced to a single publication: Writing Culture (1986). It consisted of contributions from nine scholars, edited by Clifford and Marcus, and attempted to sketch out the basic premise of the postmodern perspective. (Harris, 153) Anthropologist are forced to contend with the changes created by postmodernism in a variety of ways, beginning with the challenge to anthropological authority. It is felt by many that it is incredibly arrogant for anthropologists to assume that they have both the capacity and mandate to dissect, interpret and describe the lives of people in other cultures, given the power and wealth imbalance of th e colonial past, leaving the 'other' unable to speak for him/herself. This argument finds itself in the whole 'West vs. Rest' spectrum, claiming that because of the nature in which traditional ethnologist where carried out, ex. Colonial, anglo- whites, ect.., that today, despite the multicultural and ethnically aware world that we live in, that anthropologists are not capable of unbiasedly and accurately producing ethnographic work. In part, there concern is founded. To my knowledge, there rests no undocumented peoples on the planet, as such, ethnologies today focus on sub-group structure and societal dynamics.

Ethical Standards for School Counselors

Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998, and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students.Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: * Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance.* Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with * Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethic al behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members.The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: * Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, opulation served or membership in this professional association; * Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and * Inform those served by the school counselor of acceptable counselor practices and expected professional behavior.A. Responsibilities to Students A. 1. Responsibilities to Students The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student’s values and beliefs and does not impose the counselor’s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A. 2. Confidentiality The professional school counselor: a.Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless di sclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c.In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: * Student identifies partner or the partner is highly identifiable * Counselor recommends the student notify partner and refrain from further high-risk behavior * Student refuses * Counselor informs the student of the intent to notify the partner * Counselor seeks legal consultation as to the legalities of informing the partner d.Requests of the court that discl osure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation. g.Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives. A. 3. Counseling Plans The profess ional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A. 4. Dual Relationships The professional school counselor: a.Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e. g. , counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that mi ght infringe on the integrity of the counselor/student relationship. A. 5. Appropriate Referrals The professional school counselor: Makes referrals when necessary or appropriate to outside resources.Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A. 6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c.Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A. 7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. . Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. A. 8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students’ educational records in keeping with state laws. c.Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A. 9. Evaluation, Assessment, and Interpretation The professional school counselor: a.Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) ca n understand. e.Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A. 10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. b. Advocat es for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e.Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A. 11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Respon sibilities to Parents/Guardians B. 1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative elationship with parents/guardians to facilitate the student’s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B. 2. Parents/Guardians and Confidentiality The professional school counselor: a.Informs parents/guardians of the counselor’s role with emph asis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C.Responsibilities to Colleagues and Professional Associates C. 1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treat s colleagues with professional respect, courtesy, and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations, and other resources to whom the student may be referred. C. 2. Sharing Information with Other Professionals The professional school counselor: a.Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D. 1. Responsibilities to the School The professional school counselor: a.Supports and protects the educational program against any infringement not in students’ best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school’s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school’s mission and connects his/her program to the school’s mission. d. Delineates and promotes the counselor’s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e.Accepts employment only for positions for wh ich he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students’ developmental needs, and (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services, and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. D. 2. Responsibility to the Community The professional school counselor: a.Collaborates with agencies, organizations, and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E. 1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. . Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor’s career. E. 2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and stri ves to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects her/him personally and professionally. d.Acquires educational, consultation, and training experiences to improve awareness, knowledge, skills, and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance. F. Responsibilities to the Profession F. 1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptab le educational and psychological research practices. The counselor advocates for the protection of the individual student’s identity when using data for research or program planning. d.Adheres to ethical standards of the profession, other official policy statements, such as ASCA’s position statements, role statement, and the ASCA National Model, and relevant statutes established by federal, state, and local governments, and when these are in conflict works responsibly for change. e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice, or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships, or unearned goods or services. F. 2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state, and national associations fostering the development and improvement of school counseling. b.Contributes to the development of the profession through the sharing of skills, ideas, and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members, and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1.The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. W hen feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association, and ASCA’s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: * state school counselor association American School Counselor Association 5. The ASCA Ethics Committee is responsible for: * educating and consulting with the membership regarding ethical standards * periodically reviewing and recommending changes in code * receiving and processing questions to clarify the application of such standards; questions must be submitted in writing to the ASCA Ethics chair.

Crocs Company Essay

I have chosen crocs company to make the report that required in my first assessment. I choose this company because I am interested to make analysis about this company. In my opinion this company is unique. Based on (Wikipedia crocs), Crocs, Inc. is a shoe manufacturer founded by 3 friends – Scott Seamans, Lyndon â€Å"Duke† Hanson, and George Boedecker, Jr. They produce and distribute a foam clog design acquired from a Quebec company called Foam Creations. The shoe had originally been developed as a spa shoe. The first model produced by Crocs â€Å"The Beach† was unveiled in 2002 at the Ft. Lauderdale Boat Show in Florida, and sold out the 200 pairs produced at that time. After a great success selling the 200 pair of Crocs â€Å"the Beach† spa shoe, George realize the potential and try to go beyond the 200 pair. Every pair of Crocs Shoes is from a material called Crosliteâ„ ¢. Croslite is a made from the company’s PCCR (Proprietary Closed-Cell Resin). It is not plastic nor rubber and it is a closed-cell in nature and anti-microbial (eliminates that foot odor). The special Patented Closed Cell Resin (PCCR) warms and softens with your body heat and molds to your feet. The Crocs European styling of the orthotic heel, built-in arch support, and tarsal bar position your feet for ultimate foot comfort and health. Say No to Painful Shoes and Hallo crocs Crocs, Inc, a world leader in innovative casual footwear for men, women and children, celebrated its 10th anniversary in 2012. Crocs offer several distinct shoe collections with more than 300 four-season footwear styles. All Crocsâ„ ¢ shoes feature Crosliteâ„ ¢ material, a proprietary, revolutionary technology that gives each pair of shoes the soft, comfortable, lightweight and odor-resistant qualities that Crocs fans know and love. Crocs fans â€Å"Get Crocs Inside† every pair of shoes, from the iconic clog to new sneakers, sandals, boots and heels. Since its inception in 2002, Crocs has sold more than 200 million pairs of shoes in more than 90 countries around the world. The brand celebrated reaching $1 billion in annual sales in 2011. Marketing Concept have 4 elements that briefly explain what the marketing concept is; Customers Orientation, Competitor Orientation, Inter-functional Coordination and Profit Orientation. In Crocs Inc. Marketing concept is implemented to help the organization identify and give the customer need and want while also trying to achieve their organizational goals. I will explain more about the marketing concept that have been applied by Crocs Company. Customer Orientation This Customer Orientation is mostly about how the organization understands their core customers, their target buyers and their consumers in the industries. This people play a great part to them in creating the ideal product to the optimum valued. Based on the Crocs mission statement â€Å"Bring profound comfort, fun and innovation to the world’s feet â€Å". Crocs do their research what customer need and want. They value their customer toward comfort, fun and innovation footwear. They treat their customer so much better that they make their shoes according to what customer want in their feet. Crocs have made research and collect various types of information that may help them to satisfy their customer needs. That why Crocs have made various types of shoes that cater to all their customer’s need. The Croslite material that make it possible. Crocs defined Croslite as Ergonomic, lightweight, comfortable and odor resistant. Who ever thought that having an ugly shoe can make our feet feel absolutely relax? Well, Crocs did and it was a success. Crocs shoes do not only give absolute comfort like other shoes or stylish appearance but it gave more. No more foot odor, no more aching feet, no more heavy shoes and say Hello to better Healthy Shoes. (crocs, 2013) Crocs have launched an advertisement called â€Å"Feel The Love by Crocs†. In the television commercial for Crocs footwear, the actress wearing black high-heel shoes enters an apartment building and with tired climbs a flight of stairs. When she opens the door, two small red animated characters based on the Crocs original clog model, with stubby arms and legs and blinking  ventilation holes representing eyes, scamper toward her like puppies. The characters cling to her ankles and then, as she sits on the couch to read her mail, they remove her shoes, massage her feet, and then slip a new style of Crocs flats onto her feet. â€Å"Meet Croslite,† says a voice over toward the end and lastly says â€Å"the loyal, loving, good-for-you technology, in every pair of Crocs.† It was a great TV commercial that shows how Crocs understand their core customer, buyers and consumer’s needs and wants. Crocs knows that most of us will have a tiring day and it is a hassle to walk back home with an uncomfortable shoes. The advertisement wanted to deliver that Crocs is the ideal footwear to wear anytime anywhere. Besides that, another example of Crocs is Customer orientation is developing a shoe called † Crocs Prepair Flip† that focus on Athletic like runners and cyclists, etc. The flip-flop enhance recovery after athletic activity thus help lower muscle exertions can provide an improved opportunity for blood flow and fatigue relief, creating greater recovery potential after a hard sporty activities. This doesn’t focus on the athletics but to the customers that like to do sports. This shows that rather than they focus on general customer need them also specific to certain group of customer needs. Like in this Crocs Prepair case, they focus on the active runners, cyclist or other types of sports that might causes some of feet damage like fatigue or muscle exertions. Crocs have proven that they are Customer Orientation organization. (crocs, 2013) Competitor orientation Competitor Orientation means an organization that look at how its competitors are able to satisfy their buyers, customer or consumers. The organization should collect information about their competitor strategy and in the same time making their competitors as their benchmark for either short term or long term marketing strategy. Crocs major competitor is Decker’s, NIKE and Timberland. This major footwear brands have been around for many decade compared to Crocs that is consider as a â€Å"baby† in this Industries. But, to compare the success of crocs to them is actually same. The thing that make  these other competitor different from Crocs is they have the experience and well-known to the world. Crocs have collected some information of their competitor. Based on an article found from the internet called The Strategic Move of Crocs, Inc, 2009, Crocs have identified their competitors and what their competitors are doing in the industries. Crocs also realize that the global casual footwear and apparel is a highly competitive industry. Every competitor is competition with each other’s. In relating Crocs with its Competitor, I will be using Nike to make comparisons with crocs. (HOOVERS) Well-known Brand Name Nike began in the 1971 sold its functional running shoes to the jogging set, but then quickly expanded its offerings to include all athletes in virtually every sport. The shoes were customized to handle the rigors of the individual sport. Nike also expanded its line to be fashionable and cool to wear even when its wearers weren’t sweating. Compare Crocs and NIKE, NIKE has been in the global casual footwear and apparel industry since 1964. It is not surprising if Crocs has a long way to go and face many problems before they are on par with the well-known large companies around the world like Nike. But the potential is very good as Crocs is appear as category-dominant shoes. Even both are different in age but both brands are equally well known to the customers. Who in the world does not know Nike or Crocs? Both have carved a name their brand name in the mind of the customers when they think about shoes. (NIKE,Inc) Inter-functional coordination Inter-Functional Coordination means the people in the organizational that help in developing a marketing plan to achieve the organizational goals and satisfy the customer need and wants. The cooperation within the individual in the organization plays a part in this Marketing concept. In 2007, Crocs acquisition a Designer/manufacturer of sandals for beach/action sports called Ocean Minded. In the acquisition, Ocean Minded is introduced by Crocs  and helping Ocean Mind to boost up their product. Ocean Minded mission statement is; To become the global leader in sustainable lifestyle footwear, apparel and accessories whilst ensuring that the four pillars of the Ocean Minded brand – Quality, Authenticity, Responsibility and Community – resonate throughout our company, products, associates and actions. This brand helps Crocs to boost up their social responsibilities toward their employees, their organization, the customer, the environment and to the world. Crocs, Inc. and its founders continue to live the Ocean Minded lifestyle by actively leading beach clean-ups, and supporting and educating customers on the importance of leaving the ocean and all waterways in better condition than when they were found. Thus this shows that not only Crocs is Inter-functional coordination but also a responsible organization that wanted to help another brand that sole purpose to keep the world a better place. (crocs, 2013) Profit orientation Profit orientation Profit Orientation means a term used to describe a business that operates under the primary objective of making money. Although most commercial enterprises have some form of profit orientation to motivate employees to maximize revenues, the most successful producers also incorporate a customer orientation into their corporate philosophy to protect the company’s reputation and facilitate client satisfaction with its products. (BusinessDictionary) Profit Oriented organization means a business that main objective to generate profit. There are ways an organization may achieve the greatest profit for their organization while still giving the customer the satisfaction of their products.In Crocs Inc, the company wanted to make money by selling their clog shoes to the customers. Crocs Inc also have some ways to be Profit Orientation; Cheapest Marketing Strategy Crocs were able to build its brand and build momentum with word-of-mouth marketing without traditional high advertising costs. Crocs Inc started their name by using the cheapest way of Marketing. Word-of-mouth marketing (WOMM), also called word of mouth advertising, is an unpaid form of promotion; oral or written. In which satisfied customers tell other people how much they like a business, product, service, or event. Word-of-mouth is one of the most credible forms of advertising because people who don’t stand to gain personally by promoting something put their reputations on the line every time they make a recommendation. (Word-of-mouth marketing, 2013) This strategy is the cheapest way to spread the word about Crocs Brand to the world. Crocs use the social network to market and promotes their product toward their potential customer. Thus, they save up a lot by not having an expensive advertisement or building a billboard that might cost them a lot. Cutting cost Costs were lowered by the elimination of standard box packaging for individual pairs of shoes. They were also decreased by the reduction of stock-keeping units (fewer styles, sizes, etc) and by the use of inexpensive plastic resin material compared to leather and other fabrics. In addition, the plastic resin material allowed Crocs to lower manufacturing costs because the product could be made faster and cheaper using injection molding machines compared to traditional labor intensive methods. This speedy production, also made it possible for Crocs to revolutionize the traditional supply chain approach and make its shoes available to a wide range of retailers and consumers within weeks, not months. By lowering the cost, Crocs can obtain larger amount of profit. This is a great step toward not only to the organization profit margined but helping the other brand realize that Crocs have better ways of managing it cost. This show that Crocs uses the cheapest Marketing Strategy to promote it product, uses the Cheapest distribution Channel to sell their product and cut unnecessary cost to obtain larger amount of profit. Crocs are genius ways of profit orientation  organization. Marketing process consist of 4 step; Situation Analysis, Marketing Strategy, Marketing Mix Decision and Implementation and Control. Situation Analysis SWOT Analysis Strength In Croc Inc, they give not just comfort but by created a material called Croslite, that technologically design to gives each of Crocs Shoe comfort, softness, lightweight, non-marking and odor-resistant. If we think back, Crocs have eliminates most of the problem that we suffer about shoes. When we buy a shoe, we seek comfort, soft and stylish. Plus I always have a problem with new shoe that hurt my feet when I wear it the first time. Well with crocs, they no more painful shoes. The Croslite material ensures that Crocs will never hurt our feet when we wear it. Plus with Crocs, there is no more feet odor. They satisfied the most of customer’s needs, desires and expectation in one material. The product design also unique with many shapes that is very interesting. The price also reasonable based on the material that crocs use to create the product. The product very comfortable and stylish. Weakness Crocs does not have a diversified product offering beyond footwear, which causes revenues to be seasonal (since most of their footwear is worn in summer) and also very cyclical (dependent on consumer spending and performance of the retail sector). Demand for â€Å"Crocs Classic† shoes has been declining over time (from 30% of total sales in 2007 to 16% in 2009) as they transition to a mature product and therefore, revenues are contingent upon the success of new models and fads. Crocs has poor IT systems and depends on manual processes which are not efficient or scalable Opportunities Crocs has the ability to expand through growth in direct to consumer sales and internet sales. Given Crocs’ success internationally, they can continue expanding abroad by reaching untapped markets. In addition, it’s possible that the Crocs â€Å"fad† is in a different part of the fashion trend cycle  abroad and Crocs can even take advantage of further growth in countries where it already has a presence. Lastly, there is an industry movement towards more comfortable and casual shoes, so Crocs has the opportunity to attract new consumers by highlighting the benefits of Croslite. Threats The product of Crocs increase in counterfeit product and highly competitive market. Highly competitive market for example Crocs have to competitive with NIKE. Some retailer with more product differentiation. Decrease in consumer spending resulting from global economic condition poor publicity escalator incident Marketing Strategy The marketing strategy for Crocs is the different target of customer. They do not only focus to one type of customers. Crocs has defines their customers and what they need from Crocs. A) Kids. The Kids which comprised their 23% revenue of sales in 2009, is the number one customers for Crocs. Kids love their Crocs shoes because Crocs’ comfort, easy-on, easy-off style, bright colors and customizable Jibbitz accessories make them ideal for kids. And their low price point and broad size range make them ideal for parents on a budget with fast-growing children. Crocs Inc introduced a fall kids’ collection for school. Kids do love Crocs shoes and they wanted to wear them everywhere even to school. That why this falls collection comes with a â€Å"School Approve† symbol. This â€Å"School Approve symbol comes with meaning of features of closed toes, enclosed heels and non-marking soles that meet typical school dress code. Now kids can wear Crocs everywhere even in school. B) Women. 77% of Crocs sales in 2009 were from products geared towards adults, and suspect that the majority of those sales are to women. Continued focus on understanding the needs of this segment as well as effectively marketing to it. Crocs introduce the Feel the Love campaign seems to focus on female protagonists Marketing Mix Decision Product The Product that provided by Crocs is a brand new type of casual shoe, it is a clog that partly a shoe and a part sandal. This clog shoe is fun, whimsy, brightly-colored, comfortable and lightweight with perfect balance of functional appeal. Crocs Inc provides various types of shoes for women, men, girls and boys. The clog like shoe look ugly at first but with the appealing bright colors that the come with, it catches the buyers and customers. The bright color catches the attention of customers to try it on. Well, the materials that Crocs shoe made from actually make it far. The special Patented Closed Cell Resin (PCCR) warms and softens with your body heat and molds to your feet. The material eliminates all the shoes problem that we have in life. That what sold it worldwide. The wonder shoes. Pricing Croc wanted their product is accessible to many people so their base price point is RM90. They also eliminated a standard box packaging for individual pair of Crocs shoes. This step help them to lower their cost as well decrease their stock keeping unit. Place When we say The Place in Marketing Mix, there may explain how providing the product at a place which is convenient for consumers to know. Crocs evolves their distribution in retail by having each stores in every shopping complex, malls and even streets worldwide. But, recently they reduce on retail expansion and focus on others distribution strategies like having Crocs Kiosk and Online Crocs Shop. All the distribution strategies that implemented by Croc is focusing on the customer’s convenient to purchase a Crocs Shoes. There are now no boundaries in distribution. Promotion Last in Marketing Mix is The Promotion, it represents all of the methods of communication that a marketer may use to provide information to different parties about the product. Promotion comprises elements such as: advertising, public relations, personal selling and sales promotion. In Crocs Inc., they started their marketing strategies in having a Word-To-Mouth Marketing that is an unpaid form of promotion whereby it may be in oral or written form. It created a buzz that will make other people  satisfaction toward the clog shoe to another person. Crocs Inc spend less in promotion because of the word-to-mouth marketing that is the cheapest way of promotion. When the word get out, the influence people like celebrities like Al Pacino, Faith Hill and Paris Hilton were seen wearing the clogs shoes and with their social class influence the other people to wear one clog shoes. Even US President Bush wear one and he actually loves the clogs shoes. Other than using this word-to-mouth marketing, Crocs Inc also do some discounts, promotion online and public relations. Define marketing and related it with Crocs Inc understand us how Marketing works. It is more than Selling and Advertising a product. The major focus is the Customer Satisfaction towards a product. That why a study have been made and a strategies like The 4P’s Marketing Mix is developed. It is to understand more how marketing works. The company’s growth strategy includes: 1- distributing new and internally developed products through a wide range of channels e.g department stores, specialty footwear stores, sporting goods and outdoor retailers and Cocs website 2- acquisition of small footwear companies e.g Foam Creations in June 2004, Fury and EXO in October 2006, Jibbitz in December 2006, Ocean Minded in February 2007 and Bite in August 2007. 3- expansion into global markets with products distributed through more than 8000 international retail stores sold in about 90 countries. The company was able to realize high margins on its products due to high economies of scale and shift to third party operated facilities (83% of third-party manufacturers in China, Bosnia, Vietnam and Romania). The company faces a lot of challenges. 4- Crocs core competencies are supply chain management and small-retailer level marketing, just in time distribution. Croc has used its core competencies to build a brand familiarity and popularity and to distribute new models and accessories in mid-season. Their supply chain management has helped the company to create a stronger maturity map for their products, and to extend the maturity map through marketing How could Crocs exploit their core competencies in the future? Consider the following alternatives: a.Further vertical integration into materials a.Growth by acquisition b.Growth by product extension (Bogari, 2009) My recommendation Crocs have to focuses more on the shoes. Crocs should refocus its entire organization (design, manufacturing, and marketing) on the unique appeal of its shoes. Realign the distribution model in U.S. We believe that Crocs should reduce its focus on retail expansion and instead recommend migration to the model that has proven Reduce retail store presence. Crocs should carefully evaluate the returns on existing stores, and suspend plans to open new stores. For those stores that are not in key geographic areas and that are not strong performance.

graham bell essays

graham bell essays Alexander Graham Bell was born on March 3, 1847. He was born in Edinburgh, Scotland, he was educated there and at the University of London. He studied under his grandfather, Alexander Bell, a well known speech teacher. (Robert V. Bruce, Bell) His mother, Elisa Grace Symonds, was a portrait painter and a musician. His father, Alexander Melville, Bell, taught deaf-mutes to speak and wrote textbooks on correct speech. He invented Visible Speech, a code of symbols that indicated position of the throat, tongue, and lips in making sounds. (World Book Bell and his brothers helped their father in demonstrations of Visible Speech, Beginning in 1962. He also became a student-teacher at West House, a boys school in Edinburgh, where he taught music and speech for instruction in other subjects. (World Book Enc. 1991) He became a full-time teacher after studying for a year at the University of Edinburgh. Then he studied at the University of London. (A. G. Bell: Making Connections, 1996) In 1866, he made experiments to find out how vowel sounds are produced. He read a book on acoustics by a German physicist Hermann von Helmholtz, he used notes of electrically driven forks to make vowel sounds. That gave him the idea of telegraphing even though he had no idea how to do it. (World Book Enc., 1991) Bad things started to happen to the family. Grahams younger brother died of tuberculosis, and his older brother died also by the same disease in 1870. The doctor told his father that Graham was in danger too, but his father gave up his job and moved to Brantford, Ontario, Canada, where his father found a healthy climate for them. He soon recovered in health. (Our Foreign Born Citizens, In 1972, Bell opened a school for the teachers of the death. The next year he became a professor at Boston College. After a while of working on the p...

7 Tips for Using Suspensive Hyphenation

7 Tips for Using Suspensive Hyphenation 7 Tips for Using Suspensive Hyphenation 7 Tips for Using Suspensive Hyphenation By Mark Nichol Often, when both items in a pair of hyphenated phrases have a common element, the first instance of that element can be elided, or omitted, without erasing the connection; the incomplete phrase is implied to have the same form as the complete one. However, as shown in these examples, it’s essential to treat the phrases, especially their hyphens, correctly: 1. â€Å"The holding pond’s collapse sent more than a billion gallons of arsenic and mercury-laden sludge into the river.† The sludge was laden with a combination of arsenic and mercury; arsenic was not released separately from mercury-laden sludge. Because laden can serve to team up with both arsenic and mercury, it is omitted from where it might first appear; the phrase â€Å"arsenic-laden† is merely implied. A hyphen is attached to arsenic to express the elision: â€Å"The holding pond’s collapse sent more than a billion gallons of arsenic- and mercury-laden sludge into the river.† 2. â€Å"The company provides small- and medium-size businesses with service and support.† The hyphen following small implies that â€Å"small-size† is the intended construction, but size is not appropriate in association with small: â€Å"The company provides small and medium-size businesses with service and support.† 3. â€Å"The 1-2 year old wolf is still a baby.† The confusing adjective string before wolf is meant to express that the animal is either a 1-year-old or a 2-year-old. You can write that an animal is 1-2 years old, but here you must hyphenate the construction â€Å"(number)-year-old† to modify the noun that follows. The correct full form of the sentence would be â€Å"The 1-year-old to 2-year-old wolf is still a baby,† but the first instance of â€Å"year-old† can be elided: â€Å"The 1- to 2-year-old wolf is still a baby.† Note the letter space following 1 this element has no connection to to, so don’t connect them. 4. â€Å"Marc Antony was seen as Cleopatra’s drink-and-love besotted dupe.† The trainlike coupling of â€Å"drink-and-love† makes no grammatical sense. Observers thought of Marc Antony as separately besotted by drink and love, so he was a drink-besotted dope and a love-besotted dope, or, as follows: â€Å"Marc Antony was seen as Cleopatra’s drink- and love-besotted dupe.† 5. â€Å"The difference between pre- and post-Civil War attitudes was profound.† The elision of â€Å"Civil War† after pre- is correct, but when a prefix or suffix is attached (or implied to attach) to a proper noun or to more than one term, a sturdy en dash is called in to substitute for the little hyphen: â€Å"The difference between pre and postCivil War attitudes was profound.† 6. â€Å"She felt underpaid and -appreciated.† Though use of suspensive hyphenation in the case of words with otherwise closed prefixes (â€Å"The fund was alternately over- and underfunded†) is correct, avoid applying it with closed suffixes: â€Å"She felt underpaid and underappreciated.† 7. â€Å"The box contained a stack of 3- by 5-inch cards.† By signals that this sentence does not refer to 3-inch cards and 5-inch cards; this statement is in a separate class. When two dimensions refer to a single object, link the entire phrasal adjective together: â€Å"The box contained a stack of 3-by-5-inch cards.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:The Meaning of "To a T"80 Idioms with the Word TimeI wish I were...

World Rankings Paper Research Example | Topics and Well Written Essays - 500 words

World Rankings - Research Paper Example A Superpower can also be described as a country that has the capacity to project the dominating power and the influence to other countries. This may lead the world to attain the status of the global hegemony. This term came first into effect in the year 1944 to the British Empire, the Soviet Union, and the United States of America. This was due to the World War 2 from the year 1939 to the year 1945. What followed in the British Empire are the change of its colonies to attain independence and a consequent change to common wealth countries from colonies. The United States and the Soviet Union remained as the only superpowers in existence. However, there developed a period commonly known as the cold war era where by the United States and the Soviet Union differed in terms of policies. The United States supported the capitalist economies whereas the Soviet Union supported the communist economies (Socijalisticki & Jugoslavije, 2011.) In order to be considered a superpower nation, several aspects have to be taken into consideration. However, there are no distinctive aspects but mostly what is considered as a superpower is the countries dominance in military, economic, political, and cultural aspects.