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. On the other hand, Australia is among the developed countries, which is close to the countries like China, Nepal and India that has able to develop an effective educational structure in an appropriate way. Furthermore, Australia also has higher per capita income that describes students will have better opportunity to develop a superior career. Holmes Institute is among the prime institute that is present in Australia. Therefore, it is expected that people from the areas like China, Nepal and India will focus on to take admission in the Holmes Institute. References: Archer, M.S., 2013.Social origins of educational systems. Routledge. Cao, Y., Zhang, Y., Yu, Z., Mi, F., Liu, C., Tang, X., Long, Y., He, X., Wang, P. and Xu, J., 2013. Structure, gene flow, and recombination among geographic populations of a Russula virescens Ally from southwestern China.PloS one,8(9), p.e73174. De Brauw, A. and Giles, J., 2016. Migrant opportunity and the educational attainment of youth in rural China.Journal of Human Resources. Desai, S. and Dubey, A., 2012. Caste in 21st century India: competing narratives.Economic and political weekly,46(11), p.40. Dholakia, B.H., 2015. The Sources of Economic Growth in India. Driver, E.D., 2015.Differential fertility in central India. Princeton University Press. Gupta, D. and Gupta, N., 2012. Higher education in India: structure, statistics and challenges.Journal of education and Practice,3(2). Huang, J., Zheng, R., Chaloupka, F.J., Fong, G.T. and Jiang, Y., 2015. Differential responsiveness to cigarette price by education and income among adult urban Chinese smokers: findings from the ITC China Survey.Tobacco control,24(Suppl 3), pp.iii76-iii82. Kothari, T., Kotabe, M. and Murphy, P., 2013. Rules of the game for emerging market multinational companies from China and India.Journal of International Management,19(3), pp.276-299. Meng, X., Shen, K. and Xue, S., 2013. Economic reform, education expansion, and earnings inequality for urban males in China, 19882009.Journal of Comparative Economics,41(1), pp.227-244. Postiglione, G.A., 2015.Education and social change in China: Inequality in a market economy. Routledge. Prasad, U.S., 2016. Study of Nepal's Economic Relations with China.Journal of Development and Administrative Studies,23(1-2), pp.23-32. Price, R.F., 2014.Education in modern China. Routledge. Rupf, G.V., Bahri, P.A., de Boer, K. and McHenry, M.P., 2015. Barriers and opportunities of biogas dissemination in Sub-Saharan Africa and lessons learned from Rwanda, Tanzania, China, India, and Nepal.Renewable and Sustainable Energy Reviews,52, pp.468-476. Subaiya, L. and Bansod, D.W., 2014. Demographics of population ageing in India.Population Ageing in India,1. Xie, Y. and Zhou, X., 2014. Income inequality in todays China.Proceedings of the National Academy of Sciences,111(19), pp.6928-6933.

How an Artwork Represents Visual Elements

The choice of visual elements is dependent upon the mood of an artist and can play an important role in expressing certain ideas in an artwork. The combination of linear and curved lines, mainly monochromatic red color and asymmetry of the composition are the visual elements and principles of design which allow an artist to represent the chaos and beauty of the universe in the abstract artwork Beautiful Catastrophe.Advertising We will write a custom essay sample on How an Artwork Represents Visual Elements specifically for you for only $16.05 $11/page Learn More Thick horizontal, vertical and angled linear lines represent the basis of the universe which remains unchanged regardless of the catastrophe. The vertical and horizontal lines form a frame for the picture, producing an impression that the space of the artwork is limited. It is notable that the angled lines of the same width are included into the composition to represent the inner structure of th e universe. The linear lines are central to the composition of the artwork and reveal the ideas of eternal life and universal truths. These straight lines are intersected by the curved ones which represent the chaos of the catastrophe and produce a dynamic effect. Even though the curved lines take much space of the picture and collide with the straight ones, the curved visual elements do not violate the unity of the basis of the universe represented with the straight elements. Small dots show the results of destruction as small particles separated from the basis of the universe which can be later added to any of the elements after the destructive processes are over. Therefore, the linear lines show the beauty and eternity of the universe which remains unchanged notwithstanding the curved lines representing the chaos and dynamics. The monochromatic red color reveals the idea that static and dynamic elements of the universe are made of the same materials and can be regarded as integ ral parts of the whole. Red color is used for the major elements of the picture, and only its value is changed. The symbolical meaning of red is rather controversial. Red is the hottest among all warm colors and it symbolical interpretation can vary from anger and hatred to love and happiness. Symbolizing these seemingly conflicting emotions, red color is the most appropriate choice for revealing the inner dynamics and processes taking place on different levels of the universe. Therefore, changing the intensity of red color for different visual elements, the artist takes advantage of a wide range of its possible interpretations. The red color used for the straight lines symbolizes happiness, whereas the tints used for the curved lines are somewhat colder and represent the opposite meaning of this hue.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More The asymmetry of the composition as the princi ple of design used by the author of Beautiful Catastrophe represents the dynamics of the catastrophe. Therefore, this artwork reveals the idea that there is nothing ideal in this world, and there is no place for symmetry in this picture. However, even regardless of its asymmetry, the picture is amazingly beautiful. Capturing the moment of the catastrophe, the artist tries to show that even destructive processes can be worthy of admiration. Combining seemingly conflicting concepts of beauty and catastrophe in this abstract artwork, the artist reveals the philosophical questions of the beauty of life, eternity of the universe and unpredictability of its laws. The visual elements of lines, monochromatic red color and asymmetry of the composition as the central design principle of Beautiful Catastrophe enabled the artist to reveal important philosophical questions in the abstract artwork offering a wide range of possible interpretations. This essay on How an Artwork Represents Visual Elements was written and submitted by user Ralph Navarro to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Recycled Concrete

INTRODUCTION Nothing lasts forever. The same is true for concrete. Trouble with this rubble is that it can't be compacted, and it doesn't decompose. Putting waste to work is not a new concept. Reducing, reusing, recycling and recovering waste has become and everyday occurrence. Nearly a half a billion tons of waste every year, approximately eight pounds (3.6 kilograms of waste for every person every day)[i]. The use of recycled materials helps save material as well as energy. This trend has recently been increasing. Portland cement concrete can be reclaimed during demolition and crushed into a coarse granular material that can be used as a substitute for virgin crushed rock and used as structural fill in many applications. Aggregate processors are beginning to accept reclaimed concrete for a "tipping fee" significantly lower than the cost of landfilling the waste material.[ii] The main parts of the report will discuss: (1) Material and energy savings (2) Background on how recycled concrete is checked (3) Test descriptions of these methods when used for structural fill MATERIAL AND ENERGY SAVINGS The usage of recycled concrete as a structural fill material instead of natural aggregate is steadily increasing. In many regions, recycled aggregate may cost 20% to 30% less that of natural aggregate.[iii] Landfill costs for debris continue to rise and the landfills become more heavily regulated, it makes economic sense to use alternative means of disposal of concrete from construction and demolition operations. More disposal sites are opening up and contractors are incorporating recycling into their operations to decrease disposal costs. Recycled concrete aggregate is increasingly available and is often an economical alternative to new aggregate. Project managers can ensure that their contractors are aware of opportunities to recycle this material and can require the use ... Free Essays on Recycled Concrete Free Essays on Recycled Concrete INTRODUCTION Nothing lasts forever. The same is true for concrete. Trouble with this rubble is that it can't be compacted, and it doesn't decompose. Putting waste to work is not a new concept. Reducing, reusing, recycling and recovering waste has become and everyday occurrence. Nearly a half a billion tons of waste every year, approximately eight pounds (3.6 kilograms of waste for every person every day)[i]. The use of recycled materials helps save material as well as energy. This trend has recently been increasing. Portland cement concrete can be reclaimed during demolition and crushed into a coarse granular material that can be used as a substitute for virgin crushed rock and used as structural fill in many applications. Aggregate processors are beginning to accept reclaimed concrete for a "tipping fee" significantly lower than the cost of landfilling the waste material.[ii] The main parts of the report will discuss: (1) Material and energy savings (2) Background on how recycled concrete is checked (3) Test descriptions of these methods when used for structural fill MATERIAL AND ENERGY SAVINGS The usage of recycled concrete as a structural fill material instead of natural aggregate is steadily increasing. In many regions, recycled aggregate may cost 20% to 30% less that of natural aggregate.[iii] Landfill costs for debris continue to rise and the landfills become more heavily regulated, it makes economic sense to use alternative means of disposal of concrete from construction and demolition operations. More disposal sites are opening up and contractors are incorporating recycling into their operations to decrease disposal costs. Recycled concrete aggregate is increasingly available and is often an economical alternative to new aggregate. Project managers can ensure that their contractors are aware of opportunities to recycle this material and can require the use ...

Safety Legislation Writing Project 2 Essay Example | Topics and Well Written Essays - 1250 words

Safety Legislation Writing Project 2 - Essay Example Once I had ensured that not only was I fully versed in the rules and requirements as specified by OSHA’s laws and guidelines, I would then see if OSHA’s free on site consultation program, which â€Å"conducted 29,310 visits to small and medium-sized employers† (OSHA, 2013) in 2012, was available in my area, and if not, go through their outreach training program, a program that taught â€Å"689,779 students† (OSHA, 2013) in 2012; after having taken these steps, I would feel confident that my organization was fully in compliance with the rules and regulations as set forth by the Occupational Safety and Health Administration. If there ever came a time when I was unsure on a particular point of safety and health regulations, I would be sure to check OSHA’s website and review their industry specific resources, which will also serve as a point of reference in order to keep up to date with all the latest tips, regulations, and notifications in the industry . In addition, the eTools section of OSHA’s site will provide me with stand-alone interactive web based training tools on a large variety of occupational safety and health topics. These modules are available as downloadable files for offline use and training as well, which will ensure that any employees that I have working with me, or for me, will be able to keep up to date on the same rules and regulations that I am. By having them complete the modules as well, I am ensuring that I have additional sets of eyes that are trained on the same aspects; this allows for a more thorough check of our environment and decreases the likelihood of things being missed as a result of oversight, tiredness, and so on. Question #2. Using the ASSE Career Guide to the Safety Profession how would you answer these questions? a) What is the Safety Profession? b) What Safety Professionals Do? c) Where Do Safety Professionals Work? d) What is the Employment Outlook for Safety Professionals? e) Shoul d I Become a Safety Professional? f) Read the Profiles of Safety Professionals starting on page 34 and explain which of the professionals you most identify with, or whose career path comes closest to what you want to achieve in your career. The Safety Profession allows for individuals to prevent â€Å"harm to people, property and the environment†¦(drawing) from such disciplines as engineering, education, psychology, physiology, enforcement, hygiene, health, physics, and management†¦(using) appropriate methods and techniques of loss prevention and loss control† (ASSE, 2007). They work to ensure that all personnel in a particular environment are in the safest environment possible, and are interacting appropriately with their work environment, whether that environment is found sitting in front of a computer screen, or standing on an assembly line. Safety professionals work to â€Å"prevent accidents, illnesses, fires, explosion

Motivational Problem Term Paper Example | Topics and Well Written Essays - 750 words

Motivational Problem - Term Paper Example Brown noted that she could be a supervisor within five years. After three years however, Ms. Brown retired and was replaced by Susan Rodgers, previously a Manager of Customer Service from a competitive health care organization. Ms. Rodgers manifested a leadership style that is autocratic and task oriented. She focused on adherence to policies and procedures, particularly in emphasizing sanctions for violating these policies. She did not recognize Angel’s exemplary performance and instead, criticized her openly and negatively. Ms. Rodgers, was a friend of Carrie Fischer, Angel’s colleague, her contemporary in terms of serving the same length of service but who showed lower productivity and performance than Angel. Ms. Rodgers promoted Carrie to the supervisor for the department, much to Angel’s surprise. From then on, Angel manifested a lack enthusiasm for her work, opted to become absent as much as she can, and failed to manifest the same level of performance duri ng the time when Ms. Brown headed the department. Theory of Motivation Using Herzberg’s motivation-hygiene theory (Herzberg, 1996), it could be deduced that Ms. Rodgers failed to provide motivational factors such as the need to recognize achievement, responsibility, growth and professional advancement through exhibiting her leadership style. Frederick Herzberg’s motivation-hygiene theory suggests that the factors involved in producing job satisfaction are separate and distinct from those that lead to job dissatisfaction. By focusing more on company policies, supervision, sanctions for violations of policies, Ms. Rodgers provided hygiene factors that must be present to prevent dissatisfaction but are limited in their potential to provide a positive incentive. Likewise, by promoting Carrie Fisher, she exhibited unfair ability for just and reliable performance evaluation that contributed to low morale and low productivity for Angel, and possible to the other customer serv ice staff. Theory to Describe an Intervention To motivate employees, particularly Angel, in this situation, the theory that could be used to address the dilemma is also the motivation-hygiene theory by focusing instead on the motivators. Angel should opt to elevate her concern to higher management in terms of questioning the decision of Ms. Rodgers to promote Carrie Fisher instead of her. Her performance evaluation, as proven during the time of Ms. Brown would attest her superiority over Carrie. However, she should be warned not to be demotivated and not to absent herself from work. Doing so would compromise her performance and indicate a negative feedback and would justify Ms. Rodger’s promoting Carrie. Management should effectively evaluate the problem and focus on motivating their personnel through recognizing the employees’ exemplary performance, providing opportunities for personal and professional growth through just and equitable promotions; which are all consis tent with Herzberg’s motivation-hygiene theory. Likewise, Herzberg actually proposed job enrichment strategies (Herzberg, 1981) by making the job challenging and meaningful. Herzberg’s model is deemed to be more specific in providing a framework by which these needs can be satisfied in the work setting.

The Strategic Positioning Of Ikea Marketing Essay

The Strategic Positioning Of Ikea Marketing Essay An analysis of the strategic position of IKEA has shown that IKEA has different strategic positions in different markets. This assignment will analyse IKEAs strategic position, identify and evaluate various strategic options. While IKEA does not form government policies or make legislation it is important that IKEA understands their implications (Lynch 2009). Take India for example, 100% FDI by a full ownership single brand retailer is not permitted. IKEA could therefore, consider entering into joint venture with local furniture retailers in countries which it wants to expand into or consider other options such as franchising or licensing (Cavusgil et al 2008). IKEA could also consider working with the World Trade Organisation (WTO) to get governments of potential markets to relax legislation and policies as a long-term plan as changing policies and regulations is a process which takes time. China for example has already committed to relaxing regulations since joining the WTO in 2004 and IKEA continues to expand in this market (EmeraldManagementXtra 2007). As there are significant political legal barriers as well opportunities in markets such as Asia and Eastern-Europe which are in the Introduction or Growth Stage of the Industry Life Cycle (Lynch 2009) [Appendix C] and have not yet been dominated by other global furniture companies it is imperative that IKEA move fast to find a way round barriers if it plans on maintaining its position as a global brand in future. Economic, Socio-cultural Technological Continual increase in GDP in the BRIC nations and other markets (NexisUK, 2010) outside Western Europe and North America makes these markets an attractive option and IKEA could expand into these markets going forward. On the contrary increase in GDP may pose a challenge rather than an advantage is it may mean increased competition. Moreover, it may also pose a challenge to IKEA as it may mean that raw materials become more expensive (Coulter 2009) as these countries are also large suppliers of raw materials for IKEA (ScienceDirect 2008). Despite the fact that consumer income expenditure in Western markets dropped significantly since 2008 and they are in the mature stage of the industry life-cycle (Lynch 2009), exiting these markets might not be a good option for the future. Mintel reported that consumer expenditure will increase significantly by 2013; hence IKEA could seek to maintain its position. Furthermore, looking to the future, buyer behaviour could change in favour of IKEA due to economic pressures as customers who previously would have opted for more expensive furniture are likely to opt for reasonably priced furniture. Suggesting a limitation to the Industry Life Cycle model as IKEA is operating in a dynamic environment the factors which caused a market to be mature or in decline can change unexpectedly and IKEA itself can instigate change (Lynch 2009). Increase of life expectancy in markets such as Japan, North-America and Western Europe (Mintel 2010) could mean IKEA must look towards focusing on a different market segment in future as IKEAs target market is currently young middle class. Furthermore, research by GMID, 2010 has shown that the aging population (silver-surfers) in Western-Europe prefer online-shopping due to the convenience of having bulky items delivered at home (Appendix B). IKEA could take this as an opportunity, by widening its internet services it can use the technology to broaden its reach and tap into this market segment in the future. This will not only increase market share and profits in can also be used to enhance customer loyalty as internet purchases can be a good tool of monitoring buyer behaviour (Mintel 2010). On the other hand, IKEA might opt not to take advantage of this social change and technological influence as the store experience is essential to IKEAs competitive advantage and becoming well-known as an e-shop might change its image. That being said, even IKEAs current target market is internet savvy and ignoring such a significant factor may be risky as it is necessary to be adaptive to sustain competitive advantage. . Environmental Green issues are increasingly a large concern for IKEA. Rise in green consumerism (Mintel 2010) has seen IKEA paint a picture to the public that its designs are eco-friendly and it must maintain this image as consumers have become more aware and concerned about the environment. While IKEAs designers are conscious of designing eco-friendly products (Johnson et al 2008), its suppliers may not necessarily practice eco-friendly manufactures. With a large network of suppliers in mostly developing nations some suppliers do not source raw materials through legit channels. The consequences of green-issues are inevitable and in order to maintain competitive advantage IKEA is could to work hand in hand with suppliers and local governments as Corporate Social Responsibility to see that global carbon-footprint is minimised, to avoid backlash from environmental pressure-groups. Comment on Analysis Given that the environment in which IKEA operates is dynamic, IKEA must think fast and move fast on all counts in order to obtain first mover advantage and gain competitive advantage. On the other hand, because the environment is very dynamic, IKEA might move fast in areas where there is less risk and wait for competitors to move first in other areas thus taking advantage of gaps on their strategy. Outcome of Five Forces Analysis The analysis revealed that the industry is more favourable in some markets than others with Asia and Eastern-Europe appearing to be more favourable to a greater extent than others. Competitive rivalry is the key element to consider as it is most likely to have more influence on the future. Bargaining Power of Suppliers IKEA has a large network of suppliers thus there in hardly any threat posed by suppliers. Five-Forces Analysis suggests that suppliers as part of the environment pose a threat which is one of the limitations of this method of analysis as the environment does not have to be a threat; it is possible for IKEA and its suppliers to engage in closer cooperation (Lynch 2009). Cooperation with suppliers would be important for IKEA as it is likely to need to work with its suppliers to tackle green issues if IKEA wants to keep these suppliers which allow it to be a cost-leader. Bargaining Power of Buyers Outcome of Five-Forces implies that buyers have little power which would make the industry favourable. Buyers have little power according to 5-Forces Model, yet there is evidence that IKEA consistently aims to satisfy buyers. Lynch 2009 argues that this is a limitation to the model as the organisations interests do not necessarily come first and the buyer is more important than other aspects of strategy development in this model hence cannot be considered and equal aspect in such an analysis. . Threat of Substitutes This is a key element which makes the low-cost furniture industry unfavourable as threat of substitutes is high particularly in developed markets (Lynch 2009). IKEA is therefore likely to react by widening its online services, in order to protect and expand its market-share. IKEA could consider re-thinking the locations of its stores in order to tackle the threat posed by retailers such as TESCO and Walmart (GMID). To tackle retailers it may also consider backward integration (Johnson et al 2008) as these retailers also have easy access to suppliers and can achieve scale benefits. However, backward integration might prove difficult as IKEAs network of suppliers might be too large to control. Extent of Competitive Rivalry Markets in Developing Economies Competitive rivalry is key because of influences in the macro-environment, that is, (i) increase in GDP in BRIC markets, (ii) barriers to trade in growing markets which are potentially extremely lucrative. IKEA stands a good chance of doing well in these markets, and could take advantage of opportunities through joint venture or franchise as they have already got experience in this region, hence IKEA can maximise on increase in consumer expenditure and change of lifestyle in this region. It would need to be a first mover in untapped Asian markets as rivalry is intense (Cavusgil 2008). Competitors (existing local firms in the industry) are likely to attempt to imitate IKEAs product they might have home ground advantage. To counter this IKEA must be highly differentiated (Lynch 2009). Intense competitive rivalry in BRIC could imply that IKEA must look to other markets such as Africa and the Middle East. North-America and Western-Europe Markets are unfavourable to a greater extent with well established competitors and economic-crises all intensifying rivalry. Target-market is not growing in comparison to other parts of the world, such as South America, Asia and Eastern Europe again intensifying rivalry. On the other hand, Mintel reported that consumer expenditure will increase significantly by 2013. Possible solution therefore is not to exit this market but acquisition of competitors and making sure the product differentiated. Strategic Capability Critical Success Factors (CSFs) IKEA meets most of its CSFs effectively. IKEA provides a unique shopping experience space, childrens camp) which no other competitor offers; as a result IKEA has gained competitive advantage. The exception is delivering and assembling products. While Mintel 2010 suggests that this is an advantage as customers do not have to stay home waiting for a delivery man, and can assemble goods in their own time, GMID 2010 argues that IKEA is missing out on sales as this CSF is not met yet some competitors provide the service. IKEA could opt to maintain this stance in a bid to cut costs or could look into partnering with a company which provides the delivery and assembling service. Unique-Resources and Core-Competencies (Resource Based View) Taking into consideration that resources and competencies may be vague (Lynch 2009) IKEA are well positioned in order to exploit their unique-resources and core-competences for the long term. IKEA is well positioned to exploit its unique resources long term in comparison to a number of its competitors due to experience (Johnson et al 2008). (For IKEAs position on the experience curve see appendices) Furthermore, IKEA is extremely well positioned because whilst competitors can attempt (with difficulty) to imitate other core-competencies and unique-resources, they cannot imitate IKEAs culture. Stakeholder Mapping Placing IKEAs stakeholders on the power/interest matrix is difficult as the matrix has limitations (Johnson et al 2008). Shareholders IKEAs shareholders are a small secretive trust. Little is documented about them hence it is difficult to position them thus determine whether there is need to reposition or maintain their position. It is however probably safe to assume that they have high power and interest. Pressure groups Pressure groups particularly environmentalists and human rights groups (child labour) have moved in recent years from low power to high power thus likely to be blockers of strategy and must be repositioned to become facilitators. IKEA is could reposition them through Corporate Social Responsibility (CSR) working hand-in-hand with them for their causes. Improving towards environmentally friendly manufacturing as well as suppliers and being transparent about these procedures in the future as the public have caught on to the green-wash (Mintel 2010). Governments Local governments have repeatedly proven to be blockers of strategy. IKEA could take one of two options to reposition them. First option could be to make them an offer, which is profitable in the long term as development is mutually beneficial (Cavusgil 2008). Second option could be working with the World Trade Organisation to tackle unfair trade policies (however, this may take years). China has already changed most the policy it was asked to change by the WTO since 2004 (BusinessSourcePremier 2010). For any strategy to work is important that the implementers of strategy are onboard hence some key employees who are against the strategy might have to be repositioned preferably by involving the gatekeepers in the implementation (Mullins 2006). Repositioning shareholders will result in increased market share, increased profits, increased access to resources, increased competitive advantage as well as increased competition as competitors are likely to react to IKEAs actions (Johnson et al 2008). Strategic Group Analysis Mapping of strategic groups (Appendix F) reflects that IKEA does not fall into a specific group. IKEA is not just a retailer, it is also a manufacturer. IKEA has created its own niche. For the long-term, this might mean focus on maintaining its strong brand image and protecting the niche. Moreover, mapping of strategic groups reflected attractive strategic spaces (Johnson et al 2008), for example there is room for a global-brand which sells bespoke furniture on a global scale. IKEA might want to take advantage of the strategic space long-term perhaps by starting a new brand which targets the gap (Johnson et al 2008). It could also cover strategic space by entering geographical regions which other low-cost global brands have not yet entered such as Africa. PART B IDENTIFICATION OF MAJOR STRATEGIC OPTIONS FACING IKEA STRATEGIC CHOICE IKEA has a low-cost base and reinvests in low price and differentiation, simultaneously seeking differentiation and price lower than that of competitors as evidenced by added value, store design, durability and functionality of products at a low-price. IKEA therefore follows a hybrid strategy (Johnson et al 2009). Hybrid strategy is appropriate for IKEA because there is opportunity for economies of scale and cost reduction and IKEA seeks to enter new markets such as Asia where there are existing competitors (Johnson et al 2008). In addition, Hybrid strategy is recommended as an entry strategy into markets which have established competitors (Johnson et al 2008) therefore it would be highly appropriate for IKEAs future as IKEA seeks to enter markets in Asia and Eastern Europe. Furthermore, Hybrid fits IKEAs core competencies, thus allowing IKEA to sustain competitive advantage. STRATEGIC OPTIONS STRATEGI DIRECTION IKEA competes in different geographical regions, therefore may opt for different strategic options in different regions. North America Northern and Western Europe Consolidation in most of Northern Europe could be an option as there is little or no room for growth. Differentiation strategies when defending market share in order to build customer loyalty and switching costs are often effective (Johnson et al pg.260 2008) Market Penetration is an option in North America and Western Europe (mature stage) as there is opportunity to gain market share, for instance in the USA IKEA has 2.7% market share (Appendix G). Market penetration in this case could be done via acquisition of an existing competitor or merger. Market Development could be a strategic option for IKEA in the UK as life expectancy has increased. Increased ageing population could be opportunity by IKEA to use its core competencies to enter a new market segment. Entering into new market segment could be done by developing a new brand which serves new market segment [existing product offered to new market] (Johnson et al 2008). Methods which could be used to execute this are organic development or merger. Developing Economies Africa, Asia, Eastern Europe, Middle East and South America Market Development entering new territories is an option. IKEA has a proven track record on entering new markets therefore it could take advantage of the growth opportunities in markets such as Eastern-Europe and other potentially lucrative developing economies (Johnson et al 2008). IKEA could pursue market development through acquisition, merger, franchising or licensing depending on the various macro and micro environmental influences (Cavusgil 2008). All regions Product development as a strategic option could work globally. For example, IKEA could use its existing competencies to sell electrical appliances to its existing customer base (Johnson et al 2008). Diversification on existing competences or capabilities is another strategic option which IKEA could opt for. IKEA could start Training and Development, (training on management and teambuilding) as it is renowned for good operations management and teamwork. Consultancy on entering foreign markets could be another route as IKEA has vast experience in this area. IKEA already designs modern style low-cost furniture and could take advantage of this to change the Interior Decoration Industry as this service is usually only afforded by an elite few. IKEA could change this by offering this service at a low cost. The various diversification options could be done through organic growth as suggested diversification is based on existing competences and resources. PART C Evaluating Strategic Options. Consolidation Suitable in Northern Europe as the market is declining (see appendix D) and there is little of no room for growth. Likely acceptable to stakeholders as it is low risk and aims to protect current market share. Consolidation is feasible as no new key resources and core competencies are required in order to execute it. Market penetration This option is suitable given that there is little room for growth in North America Northern and Western Europe. In addition, there are several significant barriers to trade outside the West hence North America, Northern and Western Europe remain important markets for IKEAs future, thus penetration is suitable. Furthermore, gaining market share will help maintain scale advantages which IKEA currently exploit, which is essential to IKEA as a cost leader (Johnson et al 2008). On the other hand, established competitors are likely to in retaliate. Moreover, legal constraints may come into play; for example, in the UK, the Competition Commission can investigate any merger or acquisition which would account for more that 25% of the market (Johnson et al 2008). It is likely that this option will be acceptable to stakeholders as no new competencies or resources are required. The same reason makes it feasible (Johnson et al 2008). Market Development Market Development would be suitable as most major current markets are saturated and at the moment there are new opportunities for entering new segments (UK, ageing population) and new geographical locations (developing nations). Furthermore, it fits well with IKEAs resources and competencies. Market development in the UK is likely to be acceptable to stakeholders as due to low risk. The UK economy is more stable than most and there is political stability. However, market development in regions such as Africa or Asia is likely to be deemed unacceptable as soft currencies pose high financial risk and so does political instability. It can be said that market development would indeed be feasible in any world region as IKEA could carry it out without developing new competencies and resources and has the experience. In a dynamic environment IKEA has little choice but to exploit its existing resources and competencies. On the other hand, feasibility can be questioned due to lack of infrastructure in developing in some nations Product Development (Electrical appliances) Option is suitable. IKEA has the facilities to offer existing customers new products (majority of IKEA stores are large). In addition, it is an opportunity for IKEA to exploit existing knowledge of customer needs of its existing customers. On the other hand, IKEA is known for furniture, introduction of new products risks changing brand image in the customers perspective; hence it might be an unsuitable option. Stakeholders are likely to deem it acceptable because it can be done in existing stores, is low risk and could have a high return. Product development is feasible, as long as IKEA has the resources and competencies. Product development based on new resources and competencies could be challenging for IKEA. Diversification Over the years IKEA has developed several competencies and gained resources which can be applied in other industries. IKEA could provide diversification options at low cost because of existing competencies (e.g. skills) and resources (e.g. employees). These diversification options done through organic development would be feasible as IKEA already has competencies and resources hence other methods such us merger would be of minimum benefit to IKEA This method and option would be suitable because current markets are saturated in major existing markets and it is based on existing resources and competencies. In addition, it is a low risk and low revenue investment; hence likely acceptable to stakeholders. Recommendation IKEA is already a global brand and could work towards expanding as a global brand through Foreign Direct Investment. Market Development in developing economies particularly South America could be seen as the best option out of all the options mentioned. There is political stability in the greater part of this region and the economy is growing at a steady rate in most of South America. IKEA targets young families and students and demographic studies in South America show that this population is not in decline. Many governments in this region welcome investors, thus it is likely to be favourable which will work in IKEAs favour as it already has a significant amount of experience dealing with foreign governments. South American market has not yet been dominated by other global furniture retailers which IKEA competes with. In addition, in comparison to other new markets such as Africa and parts of Asia, South America has better infrastructure making it an even more attractive option (MINTEL 2010). Acquisition or merger would be an appropriate method based on the points mentioned. Market Development in developing economies, particularly South America would therefore be suitable, feasible and most likely acceptable. While other methods such as Franchising and Licensing may be low cost, they are not recommended as it may be challenging to train on culture to outsiders. Moreover, IKEA is the only furniture retailer which provides the unique shopping experience hence the risk of that the franchisee or licensee may take advantage of acquired knowledge is likely to be one not with taking in a potentially large market such as South America Cavusgil 2008). Acquisition or merger would therefore be more suited to exploit IKEAs key resources and core competencies during market development. APPENDIX Appendix A PESTEL ANALYSIS Political Legal Barriers to trade tariffs, taxes, bound to enter into joint venture with local business in China Russia government intervention on rates India government wants to limit IKEAs growth rate in India Politics influences legislation hence Barriers to trade tariffs, taxes, bound to enter into joint venture with local. Economic Economic down turn Subprime crisis, recession Foreign Currency Risk Increase in GDP in Asian some markets ( particularly China India) Socio-cultural Aspirations of middle class to have good quality furniture in the markets in which IKEA competes Demographic aging population in some markets, eg UK Technological Increased use of the internet Environmental GREEN CONSUMERISM Increased concerns regarding environment (eco-friendly) influence manufacturing. Environmental pressure groups Global carbon foot print of suppliers is constantly under question by the public. Appendix B Source: Global Marker Information Database Inter IKEA Systems BV in Retailing World July 2010 Appendix C Industry Life Cycle Industry life cycle is more useful as an analysis tool in some markets that others, as suggested by Dhalla Yuspeh, it has its limitations. Competitive forces change over time, the impact of effects of the five forces therefore varies depending on the Industry life cycle (Johnson et al 2009). The use of the Industry Life Cycle as an analysis tool will therefore be used to analyse the competitive forces in markets which are at the initial stages of the cycle, that is, introduction growth. It will not be used in US UK markets as it is unclear whether these markets are in the decline or mature stage. It will be applied to Aisan and Eastern European Markets as it will allow us to identify the dynamic factors that are shaping IKEAs future. Source: Online Western Europe Mature. North-America and Western-Europe Mature or Decline? Asia, Eastern Europe, South America and Africa Growing. (Competitors attracted to enter market and maximise on advantages of early entry / expansion as other global furniture companies have not yet dominated these markets. Appendix D Market Growth Trend Source: Global Marker Information Database Inter IKEA Systems BV in Retailing World July 2010 Appendix E Porters Five Forces Analysis Bargaining Power of Suppliers Raw materials account for a large portion of IKEA s costs yet power of supplies remains low regardless. There is no or little possibility of forward-integration hence power of suppliers can be said to be low as (Lynch 2009). Little to no possibility of forward integration (mastering the key competencies of IKEA is likely to be a daunting task for suppliers). LOW Supplies/raw materials account for a large portion of IKEAs costs. Raw materials are mostly sourced from. HIGH Buying Power Buyers Low switching costs would increase the power of buyers yet in IKEAs case it does not count as other factors are more significant. Price is important to IKEAs target market and IKEA competes on price hence buyers are unlikely to switch which lowers buyers power. Moreover, there is little or no possibility of backward integration again lowering power of buyers. Little to no possibility of backward integration (buyer competition threat). LOW Low cost of switching. HIGH Price is important to IKEAs market. IKEA is consistently works to have lower prices than several competitors, hence customers are unlikely to switch. LOW Threat of Entrants The market in which IKEA competes, economies of scale are important, hence it is difficult for new-comers to enter as it is likely to take a long time before they can achieve economies of scale. Which in turn makes access to supply channels is likely to be difficult for entrants. Moreover, the furniture industry requires high revenue investments and entrants might find difficulty in raising such funds. In addition, IKEA has differentiated its product also making it tougher for new entrants as it is difficult to imitate. Economies of scale are important it is difficult for new comers to achieve economies of scale. LOW High revenue investment / High capital requirements. New comers might find it difficult to raise such funds. LOW Cost of switching is low. HIGH Access to supply or distribution channels. Differentiation. IKEAs product is highly differentiated. LOW Threat of Substitutes Increasingly high as retailers such as TESCO and Walmart are increasing their furniture ranges (GMID 2010). Furthermore, internet sales on sites such as Amazon are growing and are likely to continue growing in developed markets thus encroaching on store based sales. Product for Product Plenty competition in all markets, low cost of switching HIGH Retailers such as Tesco Walmart are increasing their furniture ranges With the growth in internet retailing sales likely to retain its momentum in developed markets and encroaching on store-based sales eg Amazon HIGH Extent of Competitive Rivalry Western-Europe and North-America as markets are in the mature stage of the Industry Life Cycle thus intensifying rivalry as there is little room for growth. Furthermore, competitors in North-America are equally as big as IKEA Companies such as Nitori in Japan and PPR in Europe are increasingly matching IKEA in offering attractive designs at low-prices through economies of scale and efficient logistics thus gradually eroding IKEAs competitive advantage and intensifying rivalry. Fixed-costs in Russia which is an important Eastern-European Market are high Decline stage of Industry Life Cycle in European Market increases rivalry INTENSE Rivals such as Nitori in Japan and PPR in Europe can increasingly match it in these areas. INTENSE High fixed costs in Russian market INTENSE Competitors of equal size in US market INTENSE Competitors Attracted to enter Asian market as it is growing. Evidence suggests that 1st movers have strategic advantage INTENSE With the growth in internet retailing sales likely to retain its momentum in developed markets and encroaching on store-based sales eg Amazon INTENSE Appendix F Strategic Grouping Mapping of strategic groups reflects that IKEA and some competitors do not fall naturally into one group. Furthermore, it reflects that IKEA is not at the bottom but its not at the top either and has a large geographical coverage. IKEA competes with both local competitors and global competitors hence it does not fall under one specific strategic group. IKEA competes on price, design, product range and geographical coverage. Furthermore, one of its core competencies which is difficult to imitate is, the idea of the shopping experience. IKEA has created its own niche. Appendix G Home and Garden Specialist Retailers Top 10 Global Companies by Value, 2006-2009 Company 4-year trend 2006 2007 2008 2009 Home Depot Inc, The Æ’Â ¨ 1 1 1 1 Lowes Companies Inc Æ’Â ¨ 2 2 2 2 Inter Ikea Systems BV Æ’Â ¨ 3 3 3 3 Kingfisher Plc Æ’Â ¨ 4 4 4 4 Leroy Merlin Groupe Æ’Â ¨ 5 5 5 5<