Effect of Cosmetic Marketing on Consumers individual self image Dissertation

Effect of Cosmetic Marketing on Consumers individual self image - Dissertation Example A review of the recent literature shows that the cosmetics industry is at the forefront of marketing innovations and this study explores exactly what effects this marketing activity is having on the self-image of consumers. 1.2 Body, Self and Image. It has long been recognised that the way people use certain products helps them to build a concept of self (Grubb, 1967; Sirgy, 1982; Malhotra, 2002). Psychologists have noted that people seek to maintain more than one version themselves. (Adler, 1930) This is very evident in choice of clothing, for example, which people use to align themselves to peer groups, work contexts and so on, and when they adapt to different situations. There are also many products which people use in private and no one else knows that this product is being used. These two situations may connect with what psychologists call â€Å"ideal self† and â€Å"real self† (Dolich, 1969 ) or â€Å"public self† and â€Å"private self.† (Baumeister , 1986) Studies show that what people buy has symbolic as well as literal meanings for them, and by choosing some products over others, consumers are choosing to bolster one or other aspect of their own personality. (Dittmar, 1992) For women especially there are extra pressures to maintain a positive body image because the patriarchal culture that still exists in Western societies values youthful and healthy appearance in women much more than in men. (Woolf, 1991; Gimlin, 2002) As women at the start of the twentieth century increasingly took part in the public world of work, the cosmetic industry played its part in building expectations of increasing artifice in the construction of a public image for women. (Peiss, 1990) Now, at the start of the twenty first century, in a less overtly sexist society, the process appears to be extending still further into the domain of masculinity, and the marketing of cosmetics for men is growing exponentially. (Mintel, 2008) 1.3 The Cosmetics Indus try and Self Image. The cosmetics industry is intimately connected with consumers’ idea of self. to modern approaches like â€Å"Guerrilla Marketing† (Levinson, 2007) which advocates low budget persistence before, during and after a sale. â€Å"Digital Marketing† or â€Å"emarketing† (Parkin, 2009) extols the advantages of new technologies. The concept of â€Å"sticky marketing† rejects old adages like the unique selling proposition or USP because of the proliferation of almost identical products in modern society, and requires instead that â€Å"the focus move from transactions to customer engagement.† (Leboff: . p. 92) All of these have relevance in the fashion-conscious area of cosmetics marketing. It is no coincidence that some of the most psychologically sophisticated campaigns in the history of marketing come from this branch. L’Oreal Group’s long running series of haircare advertisements, for example, which ran the sloga n â€Å"Because you’re worth it† successfully bound their product to the consumer’s feeling of self-worth, creating a memorable message that has become part of the English language. The focus in these advertisements is on the effect which the product has on the consumer’s mind, more than the body, and this is a clever twist that flatters the consumer and seems to sell the product incidentally. This campaign which ran at the start of

Barangay Community Record Essay Example for Free

Barangay Community Record Essay Introduction Information technology refers to the collection of tools that make it easier to use, create, manage and exchange information. One of the exciting ways in which the computer serve as a general service tool is in the field of information retrieval and operation, the search for facts which, together with the operations done on it, are stored in a central storage. Computer-based information retrieval operates through the use of software that can offer information services for an institution. An information service provides a way to electronically access, retrieve, and transmit that information. As for the moment, the barangay workers (Barangay Caramutan, La Paz, Tarlac) are using the manual process in most services the barangay is giving to its residents. For example, in keeping records and issuing the barangay clearance. The main problem concerning the barangay is that they do not have a centralized and accurate system for storing records they have for these are very important to them. How they will have a file maintenance system and will lessen the problem of works they usually do in getting, keeping and updating the files. To solve these problems, we proposed a system which is called BARANGAY COMMUNITY RECORD, which will be the file maintenance system of the barangay to be used in keeping their records. The proposed system will also be a census-like system of each resident of the barangay for each and every resident will now have an identification number containing their personal records. Project Context The proposed system will have an important result on both the residents of the barangay and barangay employees who manages the system as well as the barangay itself. The implementation of the system will change the methods and process that the barangay is being used for keeping their files. This will also ensure that all the records will be in tract and updated. The system will also create a census based environment to monitor the population of the locale. The barangay will also be guaranteed that the file will be protected and safe for it will require authorization before someone can access the system. The study will also benefit its employees who manage the files and information of the barangay for it will bring easy access of the data they need. This will also eliminates tons of papers they usually keep and allow the system to store it in such a way that can be easily access. The study also benefits its residence for they will be accommodated easily for they will have an identification that can be used to access their accounts if there are some changes to be done in their part. It will also be easy for them to easy demand some information and services because of the information that barangay have about them. This will also assure the residents that their information is correctly secured and maintain through the use of the proposed system. Purpose and description For the user to have a system that can help them OBJECTIVES 1. To turn manual system into modern system to the said barangay 2. To bring ease in accessing the records needed for there will be an option for searching with the use of identification number issued by the barangay. 3. To ensure that the file will securely store in the system and make a backup of the files if accident occurs. 4. To issue certification: * Barangay Clearance * Barangay Business Permit * Certificate of Indigency * BARC (Barangay Agrarian Reform Committee ) Certification Scope and limitation The study only deals with the information the barangay. This includes all the essential information of all the residents of the barangay. This information includes personal information and character reference of the person. Assets and medical record of each resident is not included as well as the use of biometrics in getting the barangay clearance. The proposed system can generate reports as the barangay usually done. The information stored can be edited if there are changes to be done and saves the changes being done. It can also delete information that is no longer needed to keep.

Holistic and Academic Education

Holistic and Academic Education Holistic education is a discipline of education based on the premise that each person finds, meaning, identity and purpose in life through connections to the natural world, to the community, and to humanitarian values such as peace and compassion. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. This is the definition given by Miller, editor, founder and author of the journal Holistic Education. The term holistic education is often used to refer to the more democratic and humanistic types of alternative education. Flake, C. L (1998) describes this further by stating, What distinguishes holistic education from other forms of education, at its most general level, are its objectives, its focus to learning through experience, its goals and the significance it places on primary human values and relationships, within a learning environment. The concept of holism refers to the idea that all the properties of a given system in any field of study cannot be determined or explained by the sum of its component parts [Forbes, S. H, 1996]. The system as a whole instead determines the behavior of its parts. There is no single source for a holistic education movement. There is neither a major form of expression nor a predominant proponent. It is difficult to define clearly a holistic education. There are a number of perceptions and values, however that most schools claiming to be holistic would follow [Miller.R, 2010]. A holistic way of thinking rather than defining human possibilities narrowly, literally tries to integrate and encompass multiple layers of experience and meaning. Teaching Methodologies There are several methodologies adopted by schools that preach holistic education: Religion as a part of life: Holistic education cultivates religious values as a part of the life. There are classes that insist and preach moral values such as divinity, spirituality, realization of self, morality, mortality, serving the community and much more. Live Workshops: Education through experience is the main motto of holistic education. Everything is made live in the form of workshops. Scholars from various disciplines interact with the students and conduct real-time workshops rather than imparting the bookish knowledge. Children or students literally do what they learn and learn what they do. This make the children gain experience in each and every subject they learn. Science Fairs and Exhibitions: The institutions spent a lot of amount in gather people of same likes and interests at a single place and share their views on thoughts. Knowledge is the only resource that multiplies on sharing. Knowledge transfer is accomplished in holistic education due to many fairs and exhibitions. Special Training Programs: Training programs to develop various technical, managerial and behavioral skills are conducted often by these institutions. Some of the most significant training programs are leadership training, team building training, communication training, psychological training, orientation training and religious training. Mentors The teachers in the holistic schools are not strict as that of regular academic schools. Rather than threatening the students by exercising strict control over them, these teachers act as real friends and mentors of the students. The children can get guidance from their mentors very easily and without a hesitation. The barrier between the teacher- student relationships is completely broken in holistic education. Thus holistic education is far beyond the styles adopted by conventional academic learning. With acts like terrorism, crime and violence increasing in the society, holistic learning, obviously is the need of the hour. Aims and objectives of the study Primary Objective: To understand the key concepts and options of holistic education. To analyze the difference between academic and holistic education. To identify the need for holistic education. To study the process of education followed in holistic institutions in India. To evaluate the effectiveness of holistic education systems. Secondary Objective: To create awareness about holistic education among people of India. To emphasis the need for holistic education in India. To encourage the people to seek holistic education rather than conventional academic education. Review of literature The Indian educational history has always been glorified by the presence of universities like Nalanda, Vikramshila and Taxila, from the ancient period. India has got the privilege of establishing universities, even before there were universities in continents like Europe. The contributions of Arya Bhatta, Chanakya, Kalidasa and Baskaracharyya could not be forgotten by the whole world. Be it mathematics, science, literature or technology, India would be in the list of one of the historic contributors irrespective of the discipline of education. Indians have produced many of the most successful and remarkable insights, thoughts and inventions. However, on examining the post independent era, the scenario of growth in the present Indian education is remarkably low and in fact pitiable. The 65 years of post independence has not made much difference in Indian education, especially in rural India. Independent India however has stood unique by setting up over seventy education commission or education committee. Out of the 94 developing countries in the world, the position of India is 76th in terms of overall educational development index [EDI]. The percentage of students enrolled in first standard (Class I) and reached to fifth standard (Class V) is 77 in other developing countries. Controversially in India it is only 60%. [Krishnamurthy, 1994]. This statistical data is significant enough to understand the deteriorating situation of present India. India ranks a low 105 out of 127 nations in UNESCOs Education for All Development Index (EDI) for 2004, despite its much-prevalent Education for All (Sarva Shiksha Abhiyan) initiative. The worst part of it is that the United Nation body says it is doubtful if India would be able to achieve the EFA (Education for All) goal. The EFA goals concentrates on 100% enrolment in primary schools by the year 2015 and it is one of the U Ns Millennium Development Goals (MDG). All this has happened only because of the conventional educational system that focuses much on making the children to pile up with loads of books rather than understanding the true value of education. The conventional academic education ruins the imaginative power of kids. Especially the academic educational system in India is so strict that it does not give place for creativity and human values. On the other hand, an alternative educational system also known as holistic education is emerging in India. Unlike the conventional system, holistic education concentrates on learning through experience. This gives a new definition and style to education. By this system, children can learn by doing whatever they love to do. This system induces an interest for learning among children and education is being made a fun by this process. Holistic learning is also known as transformative learning. Jack Mezirow (2000), Neuman (1998), Boyd Meyers and Edmond OSullivan, (1988) have contributed to the research of transformative learning and have identified a new framework or pedagogy that is to be demonstrated in holistic programs. According to Mezirow, the goal of education is to help the individual become a more autonomous thinker by learning to negotiate his or her own values, meanings, and purpose rather than uncritically acting on those of others[Mezirow ,2000]. According to Edmond OSullivan, transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. [Edmond OSullivan, 1988]. OSullivan E., has identified five themes as the fundamental to transformative learning. The connection or relationship that humans have with the natural world also known as the consciousness of the environment Conscious world citizens, equality, peace, world citizenship, interdependency, narratives of inclusion and interconnectedness Integral curriculum; integral development-from the personal to the planetary, contextual-holistic vs. content-informational An experience of belonging: community, a place, roots A sense of the sacred: integrative dimension of experience, awe, respect for life, connections to the spirit [Jack Mezirow, 2000], On the other hand has specified ten elements that provide a strong foundation for transformative learning. A sense of safety, openness, trust; egalitarian, nonjudgmental and non-competitive environment A learner centered approach Critical reflection and explorations of alternative personal perspectives Affective learning, emotions and feelings discussed Solitude, self dialogue Handling disagreement, confronting rather than avoiding Experiential learning Acknowledging many ways of knowing and learning; multiple intelligences Questioning our assumptions, beliefs The use of rational discourse, dialogue [Boyd and Meyers, 1988], include supporting students to recognize their spirit-a knowing or a truth that resides in them, in promoting transformative learning. [Neuman, 1996] expands the acknowledgment of the importance of feelings and emotions to the transformative aspects of learning experiences. Research methodology Two forms of research are undertaken in order for the purpose of satisfying the objectives of the study: Primary Research: Data collected through first-hand sources Secondary Research: Second-hand data collected through different sources Primary research- Quantitative Research Quantitative research method will be followed in order to create a detailed analysis of consumers perception regarding emails and direct mails as marketing medium in India. Quantitative research offers several advantages to the study: Brower et al (2000, pg. 366) assert that quantitative researchers pursue- and insist that they generate- value-free, unbiased data. Similarly, McLaughlin et al (2002) highlight the following uses of quantitative approach: Research and establish explicit hypotheses Uses accurate measures of concepts Uses tests of statistical significance Uses controls for other explanatory variables Provides a clear theoretical context Case-studies The term case-study usually refers to a fairly intensive examination of a single unit such as a person, a small group of people, or a single company. Case-studies involve measuring what is there and how it got there. In this sense, it is historical. It can enable the researcher to explore, unravel and understand problems, issues and relationships. It cannot, however, allow the researcher to generalize, that is, to argue that from one case-study the results, findings or theory developed apply to other similar case-studies. The case looked at may be unique and, therefore not representative of other instances. It is, of course, possible to look at several case-studies to represent certain features of management that we are interested in studying. The case-study approach is often done to make practical improvements. Contributions to general knowledge are incidental. The case-study method has four steps: Determine the present situation. Gather background information about the past and key variables. Test hypotheses. The background information collected will have been analyzed for possible hypotheses. In this step, specific evidence about each hypothesis can be gathered. This step aims to eliminate possibilities which conflict with the evidence collected and to gain confidence for the important hypotheses. The culmination of this step might be the development of an experimental design to test out more rigorously the hypotheses developed, or it might be to take action to remedy the problem. Take remedial action. The aim is to check that the hypotheses tested actually work out in practice. Some action, correction or improvement is made and a re-check carried out on the situation to see what effect the change has brought about. The case-study enables rich information to be gathered from which potentially useful hypotheses can be generated. It can be a time-consuming process. It is also inefficient in researching situations which are already well structured and where the important variables have been identified. They lack utility when attempting to reach rigorous conclusions or determining precise relationships between variables. Sample size This study takes into consideration ten different holistic schools functioning in India. Secondary Research Secondary data is the information what was collected in the past for some other purpose. Usually, researchers start their investigation by studying a rich variety of already accessible data, to see if they can make a breakthrough in the study partly or wholly, without the use of expensive, time-consuming first-hand research. The following forms of secondary data will be used to research purpose: Books Journals and articles Newspapers Magazines Online web portals Annual Reports Government Agencies Independent Agencies Government official reports Limitations of the study- .5 page This concentrates on the holistic educational practices in India and not any other type of education. This study focuses exclusively on alternate schools. This study involves the holistic schools in India alone. This study is applicable for holistic schools that have been successfully serving the society for not less than eight years.

Trends in UK Rape Statistics Over Time

Trends in UK Rape Statistics Over Time National statistics about crime in England and Wales have been collected and published by the Home Office since 1805 (Clarke, 2006). Originally, the statistics only included proceedings and convictions data from the courts. However, in 1857, data about crimes reported to and recorded by the police were also introduced in to the statistics, with the introduction of the latter, the government seized the opportunity and could exercise oversight over what was then a highly localised policing structure accountable at the local political level (Clarke, 2006, p. 7), meaning that the government could watch over the statistics produced by the police when it came to politics. This essay is going to look at the figures for Rape from these statistics provided, and comment and discuss the trend of rape over the last 120 years, and will also look at the origin and location of these statistics and how they have changed and the impact the changes have had on rape. There are many different definitions to the word Rape in the English language. But overall it is not all that hard to define because most of the definitions broadly have the same concept of what rape is. One definition of Rape, comes from Randy Thornhill and Craig Palmer, who define rape as: copulation resisted to the best of the victims ability unless such resistance would probably result in death or serious injury to the victim or in death or injury to individuals the victim commonly protects (Thornhill Palmer, 2000, p. 1). However, they do also acknowledge that other sexual assaults such as oral or anal penetration of a man or a woman under the same conditions, can also be classed as rape (Thornhill Palmer, 2000, p. 1). Another definition of rape comes from Merriam-Webster, which defines Rape as: unlawful sexual activity and usually sexual intercourse carried out forcibly or under threat of injury against the will usually of a female or with a person who is beneath a certain age or incapable of valid consent because of mental illness, mental deficiency, intoxication, unconsciousness, or deception (Merriam-Webster, 2017, p. 1). However, the main legal definition comes from government legislation website, by The National Archive, under the Sexual Offences Act 2003 which defines Rape as: (1) A person (A) commits an offence if- (a) He intentionally penetrates the vagina, anus or mouth of another person (B) with his penis, (b) B does not consent to the penetration, and (c) A does not reasonably believe that B consents. (2) Whether a belief is reasonable is to be determined having regard to all the circumstances, including any steps A has taken to ascertain whether B consents. (3) Sections 75 and 76 apply to an offence under this section. (4) A person guilty of an offence under this section is liable, on conviction on indictment, to imprisonment for life. (Sexual Offences Act, 2003, p. 1). In addition to this, the Sexual Offences Act 2003 also has definitions of rape for rape offences committed against children under the age of 16 and even younger children, who are under the age of 13. The definition for rape or other sexual activity of a child under 16 is as follows: The elements of the offence are: (A) aged 18 or over intentionally causes or incites another person (B) to engage in an activity the activity is sexual, and either (B) is under 16 and (A) does not reasonably believe that B is 16 or over, or (B) is under 13.(Sexual Offences Act, 2003, p. 1) Finally, the Rape of a child under 13 is defined as: (1) A person commits an offence if- (a)he intentionally penetrates the vagina, anus or mouth of another person with his penis, and (b)the other person is under 13. (2) A person guilty of an offence under this section is liable, on conviction on indictment, to imprisonment for life. (Sexual Offences Act, 2003, p. 1). Now that the definition of rape has been outlined, we can now move on to look at the trend of rape over the last 120 years and how it has changed over time and the reasons for it. If we look at the graph for Rape over the last 120 years, we can see that there has been a huge increase in the amount of rape that has taken place compared to the amount of Criminal Damage that has occurred. As we can see from the graphs below, the trend for Rape has significantly increased over the last 120 years. Even though the graph for Criminal Damage shows that the trend for Criminal Damage has increased, we can see from the chart that criminal damage peaked in 2008/09 and then the figures started dropping, resulting in the trend decreasing. As far as rape goes, the main increase has been over the last 20 years, mainly because of the new laws that were introduced in the Sexual Health Act 2003 replacing the old laws of the Sexual Health Act 1956. As can be seen from the graph, after the new laws were introduced in the Sexual Health Act 2003, the rate of rape per year increased by 2561 between the year 2001/02 and 2002/03. This is because the Sexual Health Act 2003 introduced the new law that allowed for more sexual offences to be classed as rapes. For example, before this new law, it can be seen from the two bar charts below that the rape of a child under 16 or even under 13 wasnt even recorded by the police until 2004/05 when Sexual Health Act 2003 was properly taking form. Further to this, the rape of a female in general wasnt even recorded by the police in these statistics until 1995 as can be seen in the graph below. A reason for this can be because before 1991, it was legal for a husband to rape his wife. This was suggested by Sir Matthew Hale, in Historia Placitorum Coronea, who stated that the husband cannot be guilty of a rape committed by himself upon his lawful wife, for by their mutual matrimonial consent and contract the wife hath given herself up to her husband, consent which she cannot retract (Hale, 1736, p. 629). However, after this case, that rule was abolished by the judge hence making marital rape illegal. Despite this, female rape wasnt recorded pre-1995 because it wasnt until 1994 when S.1 of the Sexual Offences Act 1956 was substituted by S.142 of the Criminal Justice and Public Order Act 1994 to include marital rape, and so added the following to the definition of rape: (3) A man also commits rape if he induces a married woman to have sexual intercourse with him by impersonating her husband.(4) Subsection (2) applies for the purposes of any enactment. (Criminal Justice and Public Order Act, 1994, p. 1). After this law was introduced, female rape started to be recorded by the police. Furthermore, two feminist researchers, Jalna Hanmer and Sheila Saunders, found that the encounters that women faced by men everyday were not revealed in the Crime Survey for England and Wales (CSEW) because the CSEW is not designed to disclose information of that kind of nature. This suggests that rapes which may have occurred prior to 1995 were only reported to the police in the last decade. This may have been because of the changing in the social construction of the police, meaning that there are more female officers now than there used to be, which makes rape victims more likely and willing to talk to instead of male officers. In addition to this, society has also changed to provide more victim support for rape victims by establishing rape centres for victims (Hanmer Saunders, 1984). However, having said this, we are looking at police recorded crime statistics. These statistics are not exactly accurate because there are some rapes or crimes not recorded by the police at all. This is because we are looking statistics from the Crime Survey for England Wales. According to a Crime Statistics 2006 report, by the then Home Secretary of State Charles Clarke, even though there is a lengthy history of reported and recorded crime statistics, that were used to judge police performance, the statistics, for a while now, have been documented as having a number of weaknesses (Clarke, 2006, p. 7). He went on to outline three main weaknesses in the statistics from the CSEW. He stated: First, there have been regular claims that the police adjust their crime statistics to improve measured reported performance (Clarke, 2006, p. 7), meaning that the statistics recorded by the police are not exactly, as they have been adjusted so that the police look more credible and it looks as thou gh they have high performance. Second, the processes and categories used by local police to record crime have historically had a significant degree of local variability; this has made it difficult both to make comparisons among local forces and to form aggregates to provide a meaningful national picture (Clarke, 2006, p. 7). This suggests that the categories that police use to categorise the crimes, are only clear to the local police who have created these statistics, as the statistics are mainly based on the crime in their area, which makes things very ambiguous in the grand scheme of things, when a bigger picture of crime rates in England and Wales. Third, the picture that emerges from recorded crime is potentially distorted by the unknown and uncontrollable variability in the publics reporting of crime to the police (Clarke, 2006, p. 7). This weakness proposes that when the crimes are recorded, the statistics are not entirely accurate because it is not possible to distinguish how many people from the public reported a crime, and how many of the statistics have been adjusted by the police like the first weakness. However, the then home secretary did state that whilst the problems we have remain, there have been several attempts made over the years to address these perceived problems that are there in the Crime Survey for England Wales. These weaknesses are a big factor in the statistics we have for rape, as they came from the CSEW. As the weaknesses mentioned in the report exist, our statistics for rape may not be entirely accurate. This leads us to believe that there may have been more rapes reported by the public but not recorded by the police, and of those that were recorded, only a few maybe accurate as the others may have been adjusted to make the police look more efficient. A further problem this creates for the statistics we have is that, like the second weakness mentioned above, some rape statistics may not have been recorded in the survey by the police as they may not have fell into any of the categories that the police were using to define rape. This could possibly have had a major impact on the statistics we have, hence, impacting the graphs that have been used above to illustrate the trend of rape. To summarise, this essay has looked at the overall trend of rape over the last 120yrs and compared it to the trend of Criminal Damage statistics over the last 120yrs, to show the trend of rape over this period. This essay then delved deeper into the main statistics and broke them down into figures of rape over the last 20 years and then went even further and showed the trends of rape of females of different ages, for example under 16s and under 13s. After that, this essay looked at reasons as to why the statistics are showing what they showed and then went onto discuss the location of where the statistics were found and outlined the problems with the CSEW. Because of these weaknesses, the essay finally looked at how the weaknesses impacted on the rape statistics that we had and used to illustrate the trend of rape from 1898 to 2014/15 which has increased. References   Clarke, C. (2006). Crime Statistics: An Independent review. London: Home Office. Retrieved March 19, 2017, from http://webarchive.nationalarchives.gov.uk/20110218135832/http:/rds.homeoffice.gov.uk/rds/pdfs06/crime-statistics-independent-review-06.pdf Criminal Justice and Public Order Act. (1994, November 3). Criminal Justice and Public Order Act 1994. Retrieved March 13, 2017, from The Government Legislation Website The National Archive: http://www.legislation.gov.uk/ukpga/1994/33/section/142 Hale, S. M. (1736). Historia Placitorum Coronae: The History of the Pleas of the Crown (Vol. 1). Oxon (Oxfordshire): Professional Books Ltd. Hanmer, J., Saunders, S. (1984). Well-founded fear : a community study of violence to women. London: Explorations in Feminism Collective (Great Britain). Merriam-Webster. (2017). Rape. Retrieved February 27, 2017, from Merriam-Webster Online Dictionary: https://www.merriam-webster.com/dictionary/rape Sexual Offences Act. (2003, November 20). Sexual Offences Act 2003. Retrieved February 27, 2017, from The Government Legislation Website The National Archive: http://www.legislation.gov.uk/ukpga/2003/42 Thornhill, R., Palmer, C. T. (2000). A Natural History of Rape: Biological Bases of Sexual Coercion. Cambridge: The MIT Press.

An Economic Analysis of Oregon’s 2007 Road User Fee Pilot Program Essay

I. Introduction and Background The gasoline tax has provided revenue for the Federal and State Highway Trust Fund (HTF) for decades; however, the tax rates have remained stagnate leading to the funds depletion. The HTF is responsible for funding highway and mass transit projects and also maintenance of those projects at the Federal and State level. In 2005 around 80 percent of funding for all projects came from the gasoline tax (Kim, Porter, Whitty, Svadlenak Lareson, Capps, Imholt & Person 2008, pg. 37). Thus, it is vital for the HTF to be a revenue collecting system that can replace the gasoline tax. Oregon has recently begun testing an alternative revenue collection program to fund their HTF. Currently, State gasoline tax is set at 24 cents per-gallon and that is on top of the Federal gasoline tax of 18.4 cents, which only, 18.3 cents is used for roads, the total tax equals to 42.4 cents per-gallon (McMullen, Zhang, & Nakahara, 2010, pg. 360) (Austin & Dinan, 2012 pg.2). The gasoline tax has not been raised in years and is unable to keep up with fuel-efficient technologies. Consequently, the Federal government has had to allocate funds to States HTF for projects along with States having to borrow money form their other accounts. Therefore Oregon proposed the 2007 Road User Fee Pilot Program to test if a vehicle mileage traveled (VMT) tax is a feasible solution to the gasoline tax. Oregon’s propose program is in response to new fuel-efficient vehicles and corporate average fuel economy (CAFE) standards that have forced the automotive industry to rise miles-per-gallon in new vehicles to help combat climate change. It is estimated that CAFE standards have lower the gasoline tax revenue around twenty percent (Austi... ... Evaluation of Oregon's Vehicle-Miles-Traveled Revenue Collection System." Transportation Research Board 2079: 37-44. Print. McMullen, Starr, Lei Zhang, and Kyle Nakahara. "Distributional impacts of changing from a gasoline tax to a vehicle-mile tax for light vehicles: A case study of Oregon." Transport Policy 17: 359-366. Print. Rufolo, Anthony, and Thomas Kimpel. "Responses to Oregon's Experiment in Road Pricing ." Transportation Research Board 2079: 1-7. Print. Thomas, Michael , and Kevin Heaslip. "Technological Change and the Lowest Common Denominator Problem: an Analysis of Oregon's Vehicle Miles Travelled Fee Experiment ." Journal of City and Town Management 2: 1-23. Web. 6 May 2014. Whitty, James. "Oregon's Mileage Fee Concept and Road User Fee Pilot Program: Final Report ." Oregon Department of Transportation 1 Nov. 2007: iv-92. Print.

Cheating and Plagiarism - It’s Not Plagiarism, It’s Recycling :: Argumentative Persuasive Topics

It’s Not Plagiarism, It’s Recycling What does plagiarism have to do with Shakespeare, Marlowe, Ovid's Metamorphosis, Titus Andronicus, Revenge Tragedies, Adam, Eve and the apple, and The Tempest? All these and many more are the result of plagiarism. There seems to be a great discussion on whether or not Shakespeare is the true author of the plays associated with his name. The internet seems to be full of essays, discussion boards and book reviews all dealing with this particular topic and most of the people submitting them are very forceful and definitive about their positions. In just a few hours of searching I found well over a thousand pages dealing with the original source of the works of art assigned to Shakespeare's name. The most disappointing part was that none of the essays I read even suggested the possibility of Shakespeare just "borrowing" information and topics from other playwrights and authors. They were all mainly interested in the man who actually put the words on paper. Not only did this decrease their usefulness for this particular paper but also they made it seem like the person who wrote the plays down on paper had some particular lawful ownership over them. This was not true though. During the time that Shakespeare was writing plays in England, there were no such laws deeming a play protected by copyright laws. Today, plays are usually published and distributed but in the Elizabethan era, plays were only written enough for the actors to learn their lines. When plays were put on there was usually a large audience. This audience could have included other playwrights and actors who would then remember pieces of what they saw and use them later in their own productions. How could this be copyrighted? Back then, actors were lucky if they did not get stopped by the police while performing a play why would the ideas of a playwright be protected by law? I do not think anyone even cared if the plays were used as resources for other plays. If Shakespeare used a part from one of Marlowe's plays, then Marlowe could take some ideas from Shakespeare. Since most of the ideas for plays came from famous works anyway, who's to say that Shakespeare's idea was even his own? Ovid's Metamorphosis is one of the most referenced works in the plays we have read already in class. Cheating and Plagiarism - It’s Not Plagiarism, It’s Recycling :: Argumentative Persuasive Topics It’s Not Plagiarism, It’s Recycling What does plagiarism have to do with Shakespeare, Marlowe, Ovid's Metamorphosis, Titus Andronicus, Revenge Tragedies, Adam, Eve and the apple, and The Tempest? All these and many more are the result of plagiarism. There seems to be a great discussion on whether or not Shakespeare is the true author of the plays associated with his name. The internet seems to be full of essays, discussion boards and book reviews all dealing with this particular topic and most of the people submitting them are very forceful and definitive about their positions. In just a few hours of searching I found well over a thousand pages dealing with the original source of the works of art assigned to Shakespeare's name. The most disappointing part was that none of the essays I read even suggested the possibility of Shakespeare just "borrowing" information and topics from other playwrights and authors. They were all mainly interested in the man who actually put the words on paper. Not only did this decrease their usefulness for this particular paper but also they made it seem like the person who wrote the plays down on paper had some particular lawful ownership over them. This was not true though. During the time that Shakespeare was writing plays in England, there were no such laws deeming a play protected by copyright laws. Today, plays are usually published and distributed but in the Elizabethan era, plays were only written enough for the actors to learn their lines. When plays were put on there was usually a large audience. This audience could have included other playwrights and actors who would then remember pieces of what they saw and use them later in their own productions. How could this be copyrighted? Back then, actors were lucky if they did not get stopped by the police while performing a play why would the ideas of a playwright be protected by law? I do not think anyone even cared if the plays were used as resources for other plays. If Shakespeare used a part from one of Marlowe's plays, then Marlowe could take some ideas from Shakespeare. Since most of the ideas for plays came from famous works anyway, who's to say that Shakespeare's idea was even his own? Ovid's Metamorphosis is one of the most referenced works in the plays we have read already in class.

Quinceaneras Are Not So Bad

Are Not So Bad Girls always want a big party for that special age, Like when you are fifteen, sixteen, eighteen, and twenty-one. If you're Mexican, then you have a acquaintance which is when you are fifteen. My whole family is all about that tradition. They like to throw acquaintance parties to any girl that we have in our family. It has been an ongoing culture for years now but, I almost broke that tradition. I don't like acquaintances even if it is all fancy and pretty. I would rather go out for a very nice dinner on my fifteenth airhead.My mom had big plans for me and, for my acquaintance. Ever since I was thirteen she would plan all these things for the acquaintance; even If It was two years away. She would always ask me what Is my favorite color, what kind of design do I want, and what cake flavor do I like. I would always answer questions but, with sadness because, I really TLD want a acquaintance. I wanted something simple that I really liked Instead. I didn't want to tell my mom that I didn't want a acquaintance because, I was afraid to hurt her feelings, and the culture she has had went throughout her whole family.In acquaintances you have to dance for your guests with your chameleons, and dams. Chameleons and dams are partners that dance with you in the surprise dance. Dancing is the one thing I hate the most in acquaintances. I am very bad at it, and it makes me nervous and shy to dance In front of a lot of people. I ask my mom If I can skip that at least, but she always tells me that dancing is the most Important part of quince, and It keeps the guests motivated and Interested in the party. She Likes to have her parties big with halls decorated In big decorations, and that's also something I hate because I Like impel things.I never understood why having a acquaintance was so important to my family. I asked my mom why was it so important, and she said, â€Å"Everyone in your family has had one, including me, and I don't want to stop now. † I r eally don't want to hurt my mom, or even brake this tradition, so I am deciding to have a acquaintance. I am planning to have it simple, and nice. My mom was a little disappointed because, she already had big plans for the decorations, and the hall, but she said it was okay that I kept it simple, because it is my birthday.I understood that having a acquaintance meant a lot to her, so I wanted to help her feel happy. After I had my acquaintance party, I realized why everyone wanted to have one. The party was really amazing and fun. The hall that I had was really big, and beautiful. Also, the decorations at the party were really pretty and made the hall stand out more. I do regret having a bigger party with more family, and the way mom had planned, but I did enjoy it. I got closer to all of my family members we invited, and brake ever, and the family will all now us by our acquaintance culture.