Chichen Itza Free Essays

Chichen Itza (articulated/têÆ'ië Ã«Ë†têÆ'é›n ië Ã«Ë†tsé'ë /;[1] from Yucatec Maya: Chi’ch’ã ¨en ÃÅ"itsha’,[2] â€Å"at the mouth of the well of the Itza†) is a huge pre-Columbian archeological site worked by the Maya progress situated in the northern focus of the Yucatã ¡n Peninsula, in the Yucatã ¡n state, present-day Mexico. Chichen Itza was a significant point of convergence in the northern Maya marshes from the Late Classicthrough the Terminal Classic and into the early part of the Early Postclassic period. The site shows a huge number of structural styles, based on what is called â€Å"Mexicanized† and suggestive of styles found in focal Mexico to the Puuc style found among the Puuc Maya of the northern marshes. We will compose a custom paper test on Chichen Itza or on the other hand any comparative theme just for you Request Now The nearness of focal Mexican styles was once thought to have been illustrative of direct movement or even triumph from focal Mexico, however most contemporary translations see the nearness of these non-Maya styles more as the aftereffect of social dissemination. The remains of Chichen Itza are government property, and the site’s stewardship is kept up by Mexico’s Instituto Nacional de Antropologã ­a e Historia (National Institute of Anthropology and History, INAH). The land under the landmarks had been exclusive until March 29, 2010, when it was bought by the territory of Yucatan.[3] he Maya name â€Å"Chich’en Itza† implies â€Å"At the mouth of the well of the Itza.† This infers fromchi’, which means â€Å"mouth† or â€Å"edge†, and ch’e’en, which means â€Å"well.† Itzã ¡ is the name of an ethnic-ancestry bunch that increased political and financial strength of the northern landmass. The name is accepted to get from the Maya itz, which means â€Å"magic,† and (h)ã ¡, which means â€Å"water.† Itzã ¡ in Spanish is frequently interpreted as â€Å"Brujas del Agua (Witches of Water)† yet a moNorthern Yucatã ¡n is bone-dry, and the streams in the inside completely run underground. There are two huge, common sink openings, called cenotes, that could have given abundant water all year at Chichen, making it appealing for settlement. Of the two cenotes, the â€Å"Cenote Sagrado† or Sacred Cenote(also differently known as the Sacred Well or Well of Sacrifice), is the most celebrated. As per post-Conquest sources (Maya and Spanish), pre-Columbian Maya yielded articles and individuals into the cenote as a type of love to the Maya downpour god Chaac. Edward Herbert Thompson dug the Cenote Sagrado from 1904 to 1910, and recouped ancient rarities of gold, jade,pottery, and incense, just as human remains.[7] An ongoing investigation of human stays taken from the Cenote Sagrado found that they had wounds steady with human sacrifice.[8] Step by step instructions to refer to Chichen Itza, Essay models

rap for freedom of speech essays

rap for the right to speak freely of discourse expositions On the off chance that you were a lyricist and every one of your considerations and endeavors were put onto a bit of paper, okay need older sibling to come and reveal to you that half of the topic is improper and must be edited? Restriction can be characterized as a forbidding of writing, music, and different types of articulation. This is an issue that many rap specialists face nowadays. The three fundamental targets in this piece I will seek after is the reason we ought to permit specialists to communicate, why rap craftsmen ought to have the right to speak freely, and why blue penciling annihilates the workmanship in rap. Thus I accept that rappers ought to have the opportunity to communicate their perspectives on their collections. For a considerable length of time gangsta rappers have sang about the bigotry, police provocation, neediness and urgency that exists in Americas internal most pieces of our urban communities. From old school NWA to Bone Thugs n Harmony to more up to date specialists, for example, DMX, the battle and outrage remains exceptionally topical. Debate has consistently assumed a job in rap due to its substance. In one of the most acclaimed instances of music oversight, police in Dade County, Florida set up a sting to capture three retailers selling duplicates of a record by 2 Live Crew to youngsters younger than 18. Issues with 2 Live Crew began with the discovery of their hit Me So Horny. No indictments brought about standing feelings. Individuals from 2 Live Crew were likewise indicted for playing out the material live in show. Soon thereafter, Florida terrific jury verified that four rap collections (counting The right to speak freely of Speech by Ice-T) are legitimately revolting. Region retailers immediately pulled the records from the racks to stay away from indictment. Following the contention encompassing Ice Cube's collection Death Certificate, the province of Oregon made it illicit to show Ice Cube's picture in any retail location. The boycott even reached out to promotions for St. Ides Malt Liquor, which utilized Ice Cube as a representative. As we c ... <!

Bipolar Disorder and Catatonic Behavior

Bipolar Disorder and Catatonic Behavior More in Bipolar Disorder Symptoms Mania and Hypomania Depression Diagnosis Treatment Catatonic behavior is scary for bipolar disorder sufferers to experience. For those witnessing an episode, its important to understand what catatonia is, and how to respond to catatonic symptoms. Catatonia is a psychomotor disturbance  since it involves psychiatric and physical or motor manifestations. It may be characterized by a marked decrease in, increase in, or peculiar motor activity. Mentally, its expression can range from unresponsiveness to agitation. Diagnosis and Prevalence Catatonic features occur most often in schizophrenia, schizoaffective disorder, and similar conditions, but can occur with bipolar spectrum disorders and major depressive disorder. In some cases, catatonia may also be an extreme side effect of a medication or manifestation of another medical condition. Research shows over 50 percent of people who experience catatonic episodes have bipolar disorder, and about 28 percent of bipolar patients experiencing catatonia had them in mixed mood states of depression and mania at the same time.For this reason, scientists believe anywhere from 20 percent to 30 percent of bipolar patients will experience catatonia during their illness. There are no lab or clinical tests to diagnose catatonia. Instead, behavior rating scales are used. These include Bräunig-Catatonia Rating Scale, Bush-Francis Catatonia Screening Instrument, Bush-Francis Catatonia Rating Scale, Rogers Scale, Northroff Scale and Catatonia Rating Scale. Additionally, patients being screened for catatonia may be asked about their family medical history, have their vital signs checked, and be subject to a neurological exam. Types Catatonia presents in two forms: one of excited delirium and one of stuporous behavior marked by unresponsive behavior that renders the sufferer mute, immobile, and responsive only to pain or visual stimuli. Symptoms These are possible symptoms of catatonia: Stupor: lack of response to external stimuli â€" e.g., no response to being spoken to or prodded.Catalepsy: muscular rigidity, so that the limbs remain in whatever position they are placed.Excessive motor activity with no purpose.Extreme negativism: resistance to movement or instruction.Mutism: being unable or unwilling to speak.Inappropriate postures and grimacing.Echolalia: parrotlike repetition of a word or phrase just spoken by another person.Echopraxia: repetitive imitation of the movements of another person. Complications of Catatonia Untreated severe catatonia can be fatal. Some of the complications may be:MalnutritionExhaustionBlood clotsMuscle breakdownSelf-inflicted injury Treatment There is no cure for catatonia, however, pharmaceuticals and electroconvulsive treatment (ECT) may be employed to treat symptoms of catatonia. Drugs such as benzodiazepines, muscle relaxants, antidepressants, and neuroleptics have all been used to treat catatonic symptoms. People who experience catatonic symptoms may also be admitted to psychiatric, medical, or neurological inpatient observation and treatment. Regular follow-up visits may be urged to stay ahead of catatonic episodes or to ensure re-admittance is not warranted for the patient. In severe cases, catatonia patients may be placed in an intensive care unit (ICU). The ICU might be suggested as a restrictive environment where the intravenous nutrition can be provided, as well as protecting the patient from self-injury and others from possible physical violence during the catatonic episode. If you are bipolar, be sure you educate your close friends and loved ones about how catatonia may affect you.

The Texas Attorney General s Office - 929 Words

This proposal will detail the following items: (1) the goals of the Texas attorney general’s office and my responsibilities in the particular position; (2) my perceived personal and professional benefit from serving at the Texas attorney general’s office; and (3) my distinct personal and professional qualities and prior public service that distinguishes me from my fellow colleagues . The Attorney General of Texas is a position charged to uphold Texas law and the Texas Constitution; represent the State in litigation; and approve public bond issues. However, the fundamental goal of the office is to guard the rights of Texans through various divisions of the agencies. These divisions are responsible for consumer health, safety, and regulations, as well as, protection of elderly and disabled individual rights. As a summer law clerk at the attorney general’s office I will conduct legal research and draft memoranda under the supervision of an agency attorney. My first choice with the agency is the criminal prosecutions division. In the event I am placed in that division I may have the opportunity to assist in discovery and attend hearings or trials. However, I also asked to be placed in the following divisions: consumer protection, administrative, and general litigation. Through the different responsibilities I will likely be tasked with, there are multiple prof essional benefits. For example, I will have the opportunity to practice, and continue to sharpen, my legal research andShow MoreRelatedThe Political Life Of James Stephen Hogg906 Words   |  4 PagesPolitical Life of James Stephen Hogg James Stephen Hogg, or Jim Hogg, was an ambitious Democrat who held many roles in Texas politics throughout his lifetime. He always had an interest in politics, because of his family background. His father Joseph Lewis Hogg was a representative for his district in the Eighth Texas Congress. Joseph also served as a state senator for the first Texas Legislature in 1846. James and his siblings were orphaned after the death of both parents. His first job was workingRead MoreHow Does The Texas Plural Executive Operate?1256 Words   |  6 Pages5: How does the Texas Plural Executive operate? The current governor of Texas is Greg Abbott. Over the course of his career, Governor Abbott has been continuously been â€Å"fighting to preserve Texas values like faith, family and freedom for future generations† (Office of the Governor Greg Abbott). Governor Abbott â€Å"has a strong record of conservative leadership as Texas’ longest-serving Attorney General†, in which he â€Å"made protecting Texas Communities the focus of his tenure† (Office of the GovernorRead MoreThe President s Formal Powers Essay1466 Words   |  6 Pages The Texas Governor’s formal executive powers differ from those of the president in many ways. The United states President s formal powers are many, provided to the office by the Constitution. Though some formal powers mandate the approval of congress, they vastly expand the power and justify the importance of the office. The president is that of Commander and Chief of the armed forces and is the final authority in mil itary matters and inevitably is responsible for the entire military. The presidentRead MoreThe Midterm Election Of Texas1128 Words   |  5 PagesThe midterm elections in Texas were something very big this year. This year was the year that the current governor, Rick Perry, would not seek a fourth term. Greg Abbott, real name, Gregory Wayne Abbott, won the midterm election for governor and will take office in January 20, 2015. Greg Abbott was born in the city of Wichita Falls in the state of Texas, he went to college in the University of Texas at Austin; in this college he earned a bachelor of business administration in finance. Three yearsRead MoreU.s. Constitution And The Texas Constitution Essay1109 Words   |  5 Pagesour nation. This constitution is the oldest written national document and has had 27 amendments. The current Texas constitution is the seventh document written for Texas. The previous six were all when Texas was still apart of Mexico. The current constitution hasn’t been revised since 1876, which makes it the longest state constitution in the United States. The U.S. constitution and the Texas constitution have similarities and differences. Both constitutions have a Bill of Rights. The Bill of RightsRead MoreThe Role Of Being Governor Really Changed Over The Years?1076 Words   |  5 Pagesin their states in the forms of Chief of State, setting agenda’s, leader of public opinion, crisis manager, party chief, state military chief, judge, and administrator. The governor’s role has evolved through different phases, beginning in the 1830’s. An â€Å"Executive Representation† was a demand presented on a belief that the executive branch should symbolize citizens similar to that of legislature. Meaning, the concept of the electing all of the administrative officials through a process of long ballotsRead MoreDemocracy Is An Imperfect System1404 Words   |  6 Pages In the Year of Our Lord two thousand and fourteen, Texas will have a new governor. The incumbent Rick Perry has decided not to run for reelection. At the end of his current term, he will have been governor just shy of fourteen years. That is a long time. A man can only take so many slings and arrows, metaphorical or not. Now the governors office enters a new era, it will be the first open election for governor since 1990. The republican and democratic primaries have come and gone. Our choices areRead MoreI Sat Down For A Discussion With One Of The Attorneys A t Hotze Runkle, Justin Dunlap Essay1614 Words   |  7 Pages In August 2016, I sat down for a discussion with one of the attorneys at Hotze Runkle, Justin Dunlap. Mr. Dunlap had just joined the firm a month earlier as part of the firm’s expansion into pharmaceutical litigation, an area of practice that he has had years of experience prior to joining the firm. He graciously took the time one afternoon to sit down and allow me to conduct an interview with him. First, I asked him to discuss his educational background and how he began to practice law. Mr. DunlapRead MoreThe State Of The Texas Constitution900 Words   |  4 Pageshas been seven Texas Constitutions since 1827 including our current Constitution, which was established on 1876. Our current constitution has been amended hundreds of times because of its tight restrictions. The Legislative department is the dominant branch of the Texas Constitution it is subject to check and balances in the tripartite system. The Executive department limits the government’s power, and the judicial powers is divided into smaller courts. These three branches of the Texas are examplesRead MoreEssay on Robert Francis Kennedy RFK1375 Words   |  6 Pagesfootball team. After graduating from Harvard University, Robert Kennedy then enrolled into the law program at the University of Virginia law school where he graduate with a law degree in 1951. Robert Kennedy had a very exorbitant career as both an attorney and politician. He started off his career by managing his brother John F. Kennedy’s successful campaign for Senate in 1952. Starting in 1953, Robert Kennedy then went to work as counsel for the Senate subcommittee investigating labor rackets that

Although first case of Down syndrome was reported in early...

Although first case of Down syndrome was reported in early 1866 by John Langdon Down but by looking at the paintings dated () and skeleton study, it won’t be incorrect to say that down syndrome might be there for as long as chromosome 21 exists. In earlier times people with down syndrome were referred to as mongoloids because they shared facial similarities with Blumenbach’s Mongolian race. The term mongoloid was used until early 1970s. It is now considered unacceptable and is no longer in use. Down syndrome also known as trisomy 21 is the most common form of chromosomal abnormality and is a major cause of mental retardation afflicting 1 in 700 liveborn infants. Besides mental retardation, it is also responsible for major congenital†¦show more content†¦Errors occur more frequently during meiosis 1 (75%) than during meiosis 11 (25%). Research has shown effect of maternal age on bearing a child with down syndrome. Risk of down syndrome can be evaluated by screening for presence of serum alpha – feto protein (AFP) during second trimester of pregnancy. Decreased levels of AFP indicates the presence of Down syndrome. Alpha feto-protein (AFP) is a major plasma protein produced by the yolk sac and the liver during the fetal period. Research was done where level of AFP was estimated in fetuses with and without down syndrome. Two different sources were used to obtain fetal blood samples. First, was through Cordoscentesis where blood samples were obtained through umbilical cord from 18-28 weeks. In the other postmortem samples were obtained after termination of Pregnancy or spontaneous abortion. Fetuses were divided into three groups normal, chromosomally normal but developmentally abnormal and one with down syndrome. Before 20 weeks, the serum AFP level of fetuses with and without down syndrome was same. However, after 20 weeks fetuses with down syndrome showed marked decrease in serum AFP level. Interestingly another research was done which reported a male fetus with undetectable level of serum-AFP level during second trimester but had normal growth and development with no symptom of down syndrome.Show MoreRelatedDown Syndrome3938 Words   |  16 Pages Having a Down syndrome is such a difficult situation for an individual to have. They have slow physical and mental capabilities that lead them to discrimination. Physical features of having a Down syndrome. Including flattening of the head; slanting of the eyelids; a gap between the first and the second toes; a depressed nasal bridge; relatively small ears, mouth, hands and feet; short stature; decreased muscle tone and loose ligaments among others. Not every child with Down syndrome has all of

Photoshop Cs5 Free Essays

ADOBE ® PHOTOSHOP ® CS5 2010/5/5  © 2010 Adobe Systems Incorporated and its licensors. All rights reserved. Using Adobe ® Photoshop ® CS5 for Windows ® and Mac OS ® This user guide is protected under copyright law, furnished for informational use only, is subject to change without notice, and should not be construed as a commitment by Adobe Systems Incorporated. We will write a custom essay sample on Photoshop Cs5 or any similar topic only for you Order Now Adobe Systems Incorporated assumes no responsibility or liability for any errors or inaccuracies that may appear in the informational content contained in this guide. This user guide is licensed for use under the terms of the Creative Commons Attribution Non-Commercial 3. 0 License. This License allows users to copy, distribute, and transmit the user guide for noncommercial purposes only so long as (1) proper attribution to Adobe is given as the owner of the user guide; and (2) any reuse or distribution of the user guide contains a notice that use of the user guide is governed by these terms. The best way to provide notice is to include the following link. To view a copy of this license, visit http://creativecommons. org/licenses/by-nc-sa/3. / Adobe, the Adobe logo, Adobe Garamond, Adobe Premiere, AdobePS, Acrobat, Acrobat Capture, After Effects, Caflisch Script, Creative Suite, Distiller, Dreamweaver, Fireworks, Flash, FrameMaker, GoLive, Illustrator, ImageReady, InCopy, InDesign, Lightroom, PageMaker, Photomerge, Photoshop, PostScript, Streamline, and Version Cue are either registered trademarks or trademarks of Adobe Systems Incorporated in the United States and/or other countries. Microsoft, OpenType, Windows, and Windows Vista are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. Apple, Mac, Macintosh, and Mac OS are trademarks of Apple Inc. , registered in the U. S. and other countries. IBM and OS/2 are trademarks of International Business Machines Corporation in the United States, other countries, or both. Java is a trademark or registered trademark of Sun Microsystems, Inc. in the United States and other countries. Intel is a trademark or registered trademark of Intel Corporation in the U. S. and other countries. Helvetica is a registered trademark of trademark of Heidelberger Druckmaschinen AG exclusively licensed through Linotype Library GmbH, and may be registered in certain jurisdictions. All other trademarks are the property of their respective owners. Updated Information/Additional Third Party Code Information available at http://www. adobe. com/go/thirdparty. The Spelling portion of this product is based on Proximity Linguistic Technology. The Proximity Hyphenation System  ©1989 All rights reserved Proximity Technology, Inc. Proximity and Linguibase are registered trademarks of Proximity Technology Inc. This product includes software developed by the Apache Software Foundation (www. apache. org). This product contains either BSAFE and/or TIPEM software by RSA Data Security, Inc. This product includes cryptographic software written by Eric Young (eay@cryptosoft. com). This software is based in part on the work of the Independent JPEG Group. PANTONE ® Colors displayed in the software application or in the user documentation may not match PANTONE-identified standards. Consult current PANTONE Color Publications for accurate color. PANTONE ® and other Pantone, Inc. trademarks are the property of Pantone, Inc.  © Pantone, Inc. , 2006. Pantone, Inc. is the copyright owner of color data and/or software which are licensed to Adobe Systems Incorporated to distribute for use only in combination with Adobe Photoshop. PANTONE Color Data and/or Software shall not be copied onto another disk or into memory unless as part of the execution of Adobe Photoshop. This Program was written with MacApp ®:  ©1985-1988 Apple Computer, Inc. APPLE COMPUTER, INC. MAKES NO WARRANTIES WHATSOEVER, EITHER EXPRESS OR IMPLIED, REGARDING THIS PRODUCT, INCLUDING WARRANTIES WITH RESPECT TO ITS MERCHANTABILITY OR ITS FITNESS FOR ANY PARTICULAR PURPOSE. The MacApp software is proprietary to Apple Computer, Inc. and is licensed to Adobe for distribution only for use in combination with Adobe Photoshop. Portions contributed by Focoltone Color Matching System. Portions contributed by Dainippon Ink and Chemicals, Inc. Flash video compression and decompression is powered by On2 TrueMotion video technology.  © 1992-2005 On2 Technologies, Inc. All Rights Reserved. http://www. on2. com. Portions contributed by Nellymoser, Inc. (www. nellymoser. com). Sorenson Sparkâ„ ¢ video compression and decompression technology licensed from Sorenson Media, Inc. MPEG Layer-3 audio compression technology licensed by Fraunhofer IIS and THOMSON multimedia. (http://www. iis. fhg. de/amm/) Adobe Systems Incorporated, 345 Park Avenue, San Jose, California 95110, USA. Notice to U. S. Government End Users: The Software and Documentation are â€Å"Commercial Items,† as that term is defined at 48 C. F. R.  §2. 101, consisting of â€Å"Commercial Computer Software† and â€Å"Commercial Computer Software Documentation,† as such terms are used in 48 C. F. R.  §12. 212 or 48 C. F. R.  §227. 7202, as applicable. Consistent with 48 C. F. R.  §12. 212 or 48 C. F. R.  §Ã‚ §227. 7202-1 through 227. 7202-4, as applicable, the Commercial Computer Software and Commercial Computer Software Documentation are being licensed to U. S. Government end users (a) only as Commercial Items and (b) with only those rights as are granted to all other end users pursuant to the terms and conditions herein. Unpublished-rights reserved under the copyright laws of the United States. Adobe agrees to comply with all applicable equal opportunity laws including, if appropriate, the provisions of Executive Order 11246, as amended, Section 402 of the Vietnam Era Veterans Readjustment Assistance Act of 1974 (38 USC 4212), and Section 503 of the Rehabilitation Act of 1973, as amended, and the regulations at 41 CFR Parts 60-1 through 60-60, 60-250, and 60-741. The affirmative action clause and regulations contained in the preceding sentence shall be incorporated by reference. 2010/5/5 iii 1 2 : : †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 â€Å" † â€Å" † . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Adobe 3 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 4 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Kuler 5 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 . . . . 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Digimarc Photoshop 14 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 15 Web : Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Photoshop Photoshop Web 2010/5/5 PHOTOSHOP CS5 vi 16 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 (Photoshop Extended) (Pho toshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 Photoshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 (Photoshop Extended) (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 17 3D 3D : 3D Photoshop Extended . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463 (Photoshop Extended) 3D (Photoshop Extended) 3D 18 : (Photo shop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 DICOM (Photoshop Extended) (Photoshop Extended) Photoshop MATLAB (Photoshop Extended) (Photoshop Extended) 19 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 20 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 TWAIN 21 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516 2010/5/5 1 1 : 8 â€Å" † 185 â€Å" † 274 † 132 â€Å" † â€Å" HDR Pro 61 â€Å" HDR† 109 â€Å" HDR HDR † HDR 249 † 259 â€Å" † â€Å" 150 â€Å" † 138 † 3D 2D 3D 3D â€Å" † (Photoshop Extended)† 448 â€Å"3D Adobe Ray Tracer (Photoshop Extended)† â€Å" 3D 463 â€Å" 3D (Photoshop Extended)† 452 â€Å" â€Å"3D † CS Review CS Review Adobe Bridge CS5 Adobe Bridge Mini Bridge RAW ISO Camera Raw Web Mini Bridge Photosho p Camera Raw 2010/5/5 PHOTOSHOP CS5 2 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Windows Mac OS 127 136 269 129 223 â€Å" â€Å" â€Å" â€Å" â€Å" † 205 â€Å" † † † † 188 â€Å" † 379 GPU â€Å" † â€Å" â€Å" 64 Mac OS † 124 â€Å" † † 79 64 Windows 10% 43 â€Å" † 2010/5/5 3 2 : Adobe ® Creative Suite ® 5 A B C D E G F H A. Illustrator â€Å" † B. C. D. E. â€Å" † F. â€Å" † G. â€Å" † H. †¢ Windows â€Å" † Mac †¢ †¢ â€Å" â€Å" † † â€Å" † Illustrator â€Å" † Adobe Flash ® Adobe Dreamweaver ® Adobe Photoshop ® Adobe Fireworks ® â€Å" † 2010/5/5 PHOTOSHOP CS5 4 †¢ †¢ † †¢ Dreamweaver Flash â€Å"CSS † Illustrator â€Å" † Adobe Photoshop ® â€Å" Mac â€Å" †gt;â€Å" Dreamweaver for Mac Adobe Illustrator ® † Flash Mac à ¢â‚¬ ¢ †¢ Illustrator Adobe InCopy ® Adobe InDesign ® Photoshop Fireworks Tab Illustrator InCopy InDesign Photoshop Shift+Tab â€Å" † â€Å" (Windows ®) Fireworks † (Mac OS ®) F4 â€Å" † Illustrator â€Å" † †¢ Flash Dreamweaver ? Photoshop † â€Å" † â€Å" (Illustrator) ? â€Å" † â€Å" † â€Å" † â€Å" † InCopy Fireworks Flash InDesign ? â€Å" † â€Å" Fireworks Photoshop † 2010/5/5 PHOTOSHOP CS5 5 â€Å" â€Å" †¢ †¢ † † â€Å" † †gt;â€Å" â€Å" â€Å" † † â€Å" † â€Å" † â€Å" † † â€Å" † † â€Å" † † â€Å" † â€Å" kb405298 †gt;â€Å" † â€Å" Photoshop †gt;â€Å" Dreamweaver (Windows) Dreamweaver †¢ †¢ â€Å" † â€Å" â€Å" †gt;â€Å" †gt;â€Å" â€Å" † † â€Å" †¢ † â€Å" † â€Å" † †¢ †¢ †¢ â€Å" † 2010/5/5 PHOTOSHOP CS5 6 â€Å" † †¢ †¢ A B C â€Å" † â€Å" † A. B. C. Ctrl (Windows) Command (Mac OS) Esc †¢ †¢ (Windows) â€Å" † Control (Mac ) â€Å" † â€Å" † †¢ 2010/5/5 PHOTOSHOP CS5 7 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Photoshop â€Å" † 2010/5/5 PHOTOSHOP CS5 8 †¢ †¢ †¢ †¢ â€Å" †¢ †¢ † â€Å" † â€Å" † 1 †¢ (Illustrator) †¢ â€Å" †gt;â€Å" †gt;â€Å" InCopy †gt;â€Å" â€Å" †gt;â€Å" â€Å" †gt;â€Å" † † †gt;â€Å" † Photoshop InDesign â€Å" †¢ (Dreamweaver) †¢ (Flash) 2010/5/5 PHOTOSHOP CS5 9 †¢ (Fireworks) 2 3 â€Å" † Photoshop InDesign â€Å" † InDesign Photoshop ? Photoshop †¢ †¢ †¢ â€Å" Photoshop InDesign â€Å" †gt;â€Å" â€Å" InCopy †gt;â€Å" †gt;â€Å" † â€Å" † †gt;â€Å" † † â€Å" † Fireworks †¢ (Illustrator) â€Å" † â€Å" † Photoshop InDesign 1 Dreamweaver 2 â€Å" InCopy â€Å" â₠¬  †gt;â€Å" †gt;â€Å" [ ]† Photoshop InDesign (Photoshop) Photoshop †¢ †¢ â€Å" Photoshop †gt;â€Å" †gt;â€Å" â€Å" † † â€Å" † ? â€Å" † â€Å" † 2010/5/5 PHOTOSHOP CS5 10 ? †¢ †¢ †¢ †¢ †¢ †¢ (Windows) †¢ A B Enter (Windows) Return (Mac OS) FOX C IT D E A. B. C. D. E. 11 â€Å" † â€Å" Enter 10% A B † â€Å" Esc † Shift A. B. â€Å" † â€Å" † â€Å" † â€Å" † 2010/5/5 PHOTOSHOP CS5 11 Shift 0 / A B â€Å" † A. B. ? Alt (Windows) Option (Mac OS) 1 2 3 †¢ †¢ †¢ 4 â€Å" † â€Å" â€Å" † † â€Å" â€Å" † † â€Å" â€Å" â€Å" â€Å" † † † â€Å" † † â€Å" (Mac OS) † 2010/5/5 PHOTOSHOP CS5 12 1 2 :â€Å" † â€Å" † â€Å" † 1 2 (Windows) Control (Mac OS) 1 †¢ †¢ 2 3 â€Å" â€Å" â€Å" â€Å" †gt;â€Å" †gt;â€Å" † †gt;â€Å" † â€Å" † † â€Å" † † 4 5 †¢ †¢ †¢ 6 †¢ â€Å" â€Å" † † â€Å" † â€Å" â€Å"Photoshop † â€Å" â€Å" â€Å" † † † â€Å" † †¢ † â€Å" † 7 â€Å" † 2010/5/5 PHOTOSHOP CS5 13 â€Å" † 1 †¢ †¢ 2 3 â€Å" â€Å" â€Å" â€Å" †gt;â€Å" †gt;â€Å" † †gt;â€Å" † â€Å" † † â€Å" † † ? †¢ †¢ â€Å" Ctrl (Windows) Command â€Å" † (Mac OS) †gt;â€Å" †gt;â€Å" † ? â€Å" † â€Å" † Photoshop / â€Å" † â€Å" † Adobe Online 2010/5/5 PHOTOSHOP CS5 14 A (V)* A (E) (E) (E) (U) (A) (A) (U) (U) (U) (U) (U) G 3D (M) (M) B C (L) (L) (L) E (O) (O) (O) E (B) (B) (B) (B) W) (W) B (C) (C) (C) C (I) (I) (I) (I) (I)†  D (J) (J) (J) (J ) (S) (S) * 3D (K)†  (K)†  (K)†  (K)†  (K)†  (N)†  (N)†  (N)†  (N)†  (N)†  (H) 3D 3D 3D D (Y) (Y) (G) (G) F (P) (P) 3D 3D 3D 3D 3D 3D F G (R) (Z) (T) (T) (T) (T) †  Extended 3 â€Å" † 2010/5/5 PHOTOSHOP CS5 15 â€Å" † 2010/5/5 PHOTOSHOP CS5 16 2010/5/5 PHOTOSHOP CS5 17 ( Extended) Photoshop 2010/5/5 PHOTOSHOP CS5 18 3D Photoshop Extended 3D x 3D z 3D x y 3D 3D 3D x y 3D z 3D x y 3D 3D ? †¢ †¢ â€Å" † V Photoshop 2010/5/5 PHOTOSHOP CS5 19 A D B C E F A. â€Å" † B. C. D. E. F. Shift Shift 1 2 â€Å" â€Å" †gt;â€Å" Shift †gt;â€Å" †(Windows) † â€Å"Photoshop†gt;â€Å" †gt;â€Å" †(Mac OS) I 1 2 â€Å" †gt;â€Å" â€Å" † †(Windows) † †gt;â€Å" †(Mac OS) â€Å" †gt;â€Å" † â€Å"Photoshop†gt;â€Å" 50% 100% 3 â€Å" † † â€Å" â€Å" † Caps Lock 2010/5/5 PHOTOSHOP CS5 20 OpenGL ? 44 Alt â€Å" OpenGL GPU † Control + Option (Mac OS) (Windows) — â€Å" †gt;â€Å" † A B A. B. â€Å" † â€Å" (Windows) † Photoshop Control (Mac OS) â€Å" â€Å" † A † â€Å" † â€Å" â€Å" † †gt;â€Å" † â€Å" † B C â€Å" † â€Å" † â€Å" â€Å" † † A. B. C. 1 2 †¢ â€Å" † 2010/5/5 PHOTOSHOP CS5 21 †¢ 3 †¢ †¢ 4 â€Å" †gt;â€Å" † â€Å" † â€Å" â€Å" † † â€Å" † ? â€Å" † â€Å" â€Å" † â€Å" † â€Å" † † â€Å" † 11 â€Å" † 34 â€Å" † ? †¢ â€Å" â€Å" † 50% † â€Å" â€Å" † † â€Å" †gt;â€Å" † â€Å" â€Å" â€Å" †gt;â€Å" †gt;â€Å" †gt;â€Å" †gt;â€Å" † †gt;â€Å" † † †¢ †¢ â⠂¬Å" † ? †¢ †¢ OpenGL â€Å" †gt;â€Å" †(Mac OS) â€Å" † †gt;â€Å" †gt;â€Å" †(Windows) â€Å"Photoshop†gt;â€Å" 2010/5/5 PHOTOSHOP CS5 22 †¢ â€Å" † â€Å" † OpenGL Multi-Touch MacBook 1 †¢ †¢ †¢ 2 â€Å" â€Å" † † † â€Å" † www. adobe. com/go/lrvid4001_ps_cn â€Å" † â€Å" † â€Å" † â€Å" 5:10 † (Mac OS) Multi-Touch 1 2 MacBook † (Mac OS) † â€Å"Photoshop†gt;â€Å" â€Å" † â€Å" †gt;â€Å" â€Å" ? † â€Å" † †¢ †¢ †¢ â€Å" † â€Å" †gt;â€Å" â€Å" † † â€Å" † Ctrl (Windows) Command (Mac OS) 2010/5/5 PHOTOSHOP CS5 23 †¢ â€Å" † â€Å" † A B C D E F G A. B. C. D. â€Å" † E. â€Å" † F. G. â€Å" † â€Å" † 3200% 1 Multi-Touch MacBook 1 â€Å" †gt;â€Å" OpenGL †gt;â€Å" † †(Windows) OpenGL â€Å"Photoshop†gt;â€Å" â€Å" OpenGL †gt;â€Å" † †(Mac OS) â€Å"GPU † â€Å" 2 â€Å" † 24 â€Å" † ? †¢ â€Å" Alt † â€Å" Option † (Mac OS) â€Å" † â€Å" † (Windows) † †¢ †¢ â€Å" †gt;â€Å" † â€Å" â€Å" †gt;â€Å" † OpenGL ? â€Å" † â€Å" † †¢ Alt (Windows) Option (Mac OS) 2010/5/5 PHOTOSHOP CS5 24 †¢ â€Å" † 1 2 Photoshop 1 H â€Å" † †¢ †¢ 2 H ? How to cite Photoshop Cs5, Papers

Marketing Research Migrant Opportunity and the Educational Attainmen

Question: Describe about the Marketing Research for Migrant Opportunity and the Educational Attainment. Answer: Introduction: In the present educational structure, students are often looks to complete their higher education from different countries in order to develop a proper career. Many studies have highlighted that the rate of students who are focusing on to complete their higher studies in the foreign countries are continuously increasing (Archer 2013). As a result, educational structure is also developing in such a way so that people from different countries do not have to face too much difficulty in adjusting with the new educational structure. Specifically, in the countries like Australia, USA and UK students are coming from all over the world to develop a better future for them. In this report, the focus will be on a Australia based educational institute namely Holmes Institute, as it is presently experiencing students coming from several segments of the world for completing their higher studies. In this report, the prime focus will be on 5 students coming China, 5 from India and 10 from Nepal, as they have come to complete their higher studies from Holmes Institute. The report will try to evaluate the kind of demographic and psychographic characteristic changes that these students will have to face in completing their higher studies effectively. Demographic and psychographic characteristics of the selected students: Demographic characteristics of the selected students: As per the article by Prasad (2016), almost every economy has been developed with a combination of different variables. Therefore, it is necessary for every economy to evaluate different demographic factors to have a clear idea about their perspectives and thought process. For instance, Indian demography represents is among the most populated economies of the entire world. Furthermore, it includes people from different regions, colors, age and educational background. As a result, it has been assessed that people living in the same Indian economy do possess different thought process regarding a particular incident (De Brauw and Giles 2016). For instance, urban and rural demographic culture is also very different in the Indian economy. People living in the urban area have completely different lifestyle, as compared with the people living in the rural economy. Therefore, it is obvious that there thought process will also be very different from each other. However, in case of educational structure, all the people in India focus on providing the best educational facilities to their children so that they can able to fulfill all their objectives. Now, Australia is a much more developed country than India. Therefore, it also has a well-structured educational sector where people can able to form a proper career from them. On the other hand, Holmes Institute is regarded as one of the popular Australian Institute that is helping students from all over the world to fulfill all their goals. As per the article by Kothari, Kotabe and Murphy (2013), China is the most populated economy of the entire world. It has been also assessed that the rate of Chinese students who are focusing on to complete their higher education from foreign country in continuously increasing over the past few years. However, the students are looking to select an institution that is present in relative similar type of cultural and demographics background. Therefore, they often look for the economies that are far developed educational structure (Huang et al. 2015). Now, Australia is among the few countries in Asia that are well-developed at the same time it has more similar characteristics with the other countries of Asia like India, China and Nepal. Furthermore, students from these countries do not have to travel a huge distance for studying in the Australian economy as compared to any other European developed countries. Therefore, it also requires relatively lesser investment from the students livin g in the China, India and Nepal region. On the other hand, Australian per capita income is much more higher than these countries. Therefore, it will provide better opportunities for the students coming from these economies to develop a better future in an effective way. On the other hand, Nepal is among the smaller economies in the Asian region. Furthermore, Nepal is regarded as among the most underdeveloped economies in this area. Therefore, it is obvious that students in Nepal region will not have the necessary amount of opportunities to develop their career in an effective way (Xie and Zhou 2014). As a result, it has been identified that rate is increasing regarding the number of students is looking to complete their higher education in the developed countries in order to develop a bright future. As highlighted by Rupf et al. (2015) around two-third of the total population of the country is representing youth. Therefore, it reflects that Nepal needs to develop its educational structure in such a way so that people can able to receive equal opportunities for developing their effective careers. However, Nepal does not possess such kind of infrastructure for fulfilling all the requirements of the students. As a result, many students seek for better opportunities in other economies. Therefore, they come into Australia to fulfill all the objectives of the career in an appropriate way. Again, Holmes Institute is among the prime institute in Australia, it provides almost all types of courses that students seek for completing their higher studies. This induces students to consider Holmes Institute as a first choice. Psychographic characteristics of the selected students: As per the article by Subaiya and Bansod (2014), psychological characteristics are generally utilized to describe personality attributes of a particular or group of individuals. For instance, it reflects the kind of response a particular group of individuals to give on a particular situation. Thus, the personal characteristics depends on several factors like perception, education, atmosphere, etc. therefore, it is obvious that people living in the different economies will possess different types of psychological characteristics. As highlighted by Driver (2015) motivation, perception, learning, belief and attitudes are the major psychological characteristics that influence consumer decision-making processes. Motivation induces customers to develop a purchasing behavior. Now, education structure in the countries like Nepal, India and China is still not at the expected level. Therefore, it often motivates students to avail the educational services of the foreign countries. In addition, China and India is facing major challenges in keeping the population level under control so that people each students can able to receive fare amount of chances in developing effective career (Postiglione 2015). However, increasing population of these countries has also increases the competition level in the job market, which eventually increases the motivational level of the students to avail foreign education. As opined by Gupta and Gupta (2012) perception describes a process through which an individual choose, organize and interprets information to develop into something meaningful. Now, it has been assessed that majority of the students in the Nepal, China and India region perceives that they will receive superior educational facilities in the foreign developed countries. Therefore, they seek to select the best possible foreign institute in order to fulfill all their career objectives. As per the article by Desai and Dubey (2012), perception mechanism depends on three processes namely selective attention, selective distortion and selective distortion. Selective attention reflects individual focuses on few specific factors before choosing any particular products or services. Majority of the people India utilize this strategy to develop perception regarding the quality of product or service. It has been assessed that different people interpret particular information in different way, which increases the possibility of developing different types of perception regarding a particular factor (Meng, Shen and Xue 2013). People from different religion or education background often posses different types of perception regarding a particular factor. Countries like Nepal and India has people from different religious background. Therefore, this type of perception also utilized in a major way in these countries. As per the article by Dholakia (2015) learning is another major perception factor that develops psychological characteristics. Learning increases knowledge level of an individual that eventually affects the behavioral pattern in a major way. Thus, it has a major role to play in developing psychological characteristics of a group of individual. Beliefs and attitudes are other significant psychological factors that can affect consumer decision-making strategies in a major way. Belief represents conviction that an individual has on a particular products or service (Price 20 14). However, belief heavily depends on the external factors or the atmosphere of economy. Now, unstructured educational system in Nepal, China and India play a major role in developing beliefs among the students that they will receive superior educational services in the foreign countries. On the other hand, attitudes reflect as an assessment, a feeling or an idea regarding a particular object (Cao et al. 2013). Now, it has been identified that people in the China, Nepal and India possess positive attitudes towards foreign educational structures impact on fulfilling all the career objectives effectively. Recommended strategies for the educational providers in increasing the rate of recruitment of international students: The above discussion highlights the fact that majority of the students in the selected countries seeks to have foreign education in order to develop an effective career. Therefore, Holmes Institute will have to implement different types of strategy for recruit more international students in an appropriate manner. For instance, Holmes Institute will have to highlight the kind of subjects that has been included in the education system so that international student can able to select subject in a much more easy way. In order to highlight all the courses, Holmes Institute will have to consider online sources so that students from other countries can easily access it. It also can utilize direct international promotion campaign regarding the kind of opportunities student will receive if they complete their higher education from Holmes Institute. In addition, Holmes Institute will have to describe the success story of the institute in such a way so that student from different parts of the w orld influences to receive education from the mentioned institute. The success story of the institute will have to highlight the successful students who have able to develop effective career so that other students can able to motivate them to repeat the same in an effective way. In the present time, several institutes have focuses on utilizing advertising campaign in order to increase the popularity in the domestic as well as international market. Holmes Institute can also utilize this advertisement strategy for enhancing the popularity in the market. It is important that advertisement campaign of Holmes Institute a proper career path for the foreign students coming from several parts of the world. Otherwise, it might fail to create desire amount impact on the motivation or the perception level of the students. Furthermore, in the present competitive educational environment, students have invested huge amount of money for completing their higher education effectively. This investmen t increases even further for the students focusing on to complete their higher education in the foreign country. Therefore, Holmes Institute will have to focus on the effective utilization of the pricing structure so that students do not have to face huge amount of difficulties in taking admission in the institute. Furthermore, Holmes Institute can also offer scholarship to the best students, which will reduce the amount of money required for completing the higher education effectively. It also can focus on to provide knowledge that is more practical to the students so that they can able to motivate them to take admission in the institute. Conclusion: The above discussion highlights different types of demographic and psychographic differences between Australia with the countries like China, India and Nepal. It highlights the fact that Nepal, China and India is still struggling to provide the highest quality of education to each and every students in an appropriate way. 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