Internet Advertising :: essays research papers fc

Topic: How to create a web page Purpose: Inform Specific Purpose: Explain to people that a web page is a valuable resource for any business or product. Thematic Statement: People of all ages use the Internet every day and it’s continuously growing at a rapid rate. In the century we live the Internet is one of the most productive ways to advertise. Attention getting material: If you ever noticed almost every product and business has a web site ranging from doctor web pages to celebrity web pages. We should all start thinking about and becoming familiar with the options and resources available for building a successful web page. I. Getting started A. What kind of web page do you want 1. basic 2. elaborate II. Options A. Do it yourself 1. easy to follow instructions B. How much time and effort do you have to build a web page 1. hire an experienced designer, which costs money III  Ã‚  Ã‚  Ã‚  Ã‚  Steps A. Choosing a web site with easy to follow procedures 1. homestead 2. tripod B. Things you need 1. A PC computer 2. Some kind of internet connection service 3. An email address C. What you need to do 1. first turn the computer on and log onto the internet 2. type in www.tripod. com or www. Homestead.com 3. For example on the tripod web page hit the enter key at the opening page of the Tripod site. 4. Sign up as a member on the upper left side of the page a. choose a user name. b. Select a password c. Click register 5. enter your email address 6. enter to complete your registration. 7. Next click on build site 8. Then click on create a new web site 9. Now begin building your homepage 10. Now fill out the rest of the fields on the page. a. color scheme b. import graphics 11. once you are done, update it regularly Conclusion: As you can see, I have illustrated the great benefits of having a web site.

Ted Hughes ‘Wodwo’ and ‘Crow’s Account of the Battle’

Hughes's poetry constitutes a moral project. It demands that we see our world and ourselves differently. Discuss. Together, ‘Crow’s Account of the Battle’ and ‘Wodwo’ by Ted Hughes detail aspects of human nature that Hughes is calling the readers to reflect upon from external viewpoints. Hughes is asking a generation exposed to the horrors of war, the destruction caused by the atomic bombs and the Nazi holocaust to consider such pointless destruction and how so much of it is caused by our alienation from the complete being of the universe.He demands that we understand what it is all conscious beings feel we are missing, and fill that void by connecting to the natural world and through art and poetry. ‘Crow’s Account of the Battle’ shows the effects of our alienation and its disastrous consequences, but also asks us to examine these from the outside perspective of Crow. ‘Wodwo’ is a poem showing the first stages of alie nation caused by self consciousness and its possible dangers.Finally, together these poems allow us to examine ourselves objectively, and understand what it is that Hughes is demanding we must do to survive our dangerous hubris. ‘Crow’s Account of the Battle’ is a disturbing picture of human coldness told from the neutral perspective of Hughes’s ‘Crow’. While the Crow figure features in many of Hughes’s poetry in order to provide an objective viewpoint, we can still see in this poetry Hughes’s own disapproving feelings about war in the tone of the poem, â€Å"This had happened too often before/ And was going to happen to often in the future†.The nature of the word â€Å"Account† in the title is very scientific in itself, and the lack of metre in the poem accentuates the tone of a report. There are no agencies in this poem, we encounter human parts such as ‘ear’, ‘eyes’, ‘intestinesâ⠂¬â„¢, ‘brains’, ‘hair and ‘teeth’ but there are no sides, all Crow sees are humans at war. Also, the verbs have no subjects attached to them, â€Å"cartridges were banging off†¦/the fingers were keeping things going†.This lack of human presence also helps to remove any emotion, as Hughes can refer to not just the world wars, but any war in history, and therefore emphasise and demonstrate to us the cycle of destruction into which humans alone created and will continue to fall in to. ‘Wodwo’ is a stream of consciousness poem detailing a creature’s first moments of conscious being. As the creature becomes aware of itself and it’s surroundings, it also becomes alienated from it’s environment, â€Å"Do these weeds know me†¦ do I fit in their world? Hughes constantly suggests, but particularly in ‘Wodwo’, that our consciousness causes us to be alienated from our surroundings and that we will immediately begin searching for this sense of belonging. We can clearly see this in the Wodwo, and in the final line â€Å"again very queer but I’ll go on looking† ending with no full stop, suggests that like humans it will now spend its whole life searching for what it feels is missing. However, in relation to ‘Crow’s Account of the Battle’, he also suggests this brings danger as we begin to perceive our world as beneath us since we have been given freedom of thought.The early stages of this danger are shown in ‘Wodwo’, â€Å"I seem to have been given the freedom of this place† and â€Å"I suppose I am the exact centre†, while the final, cataclysmic stages of it are demonstrated in ‘Crow’s Account of the Battle’. While the Wodwo has appeared to have only recently stopped ‘existing’ and started ‘being’, Hughes demonstrates the catastrophic moral consequences this alienation can have, which are further examined in ‘Crow’s Account of the Battle’.While ‘Crow’s Account of the Battle’ is presented as the probable future of the creature in ‘Wodwo’, both poems still contain explicit references to the fundamental existential questions that we are constantly trying to explain. ‘Wodwo’ is the very example of such questions, the very word Wodwo sounds like an interrogative because of the ‘w’ sounds and the first line is a perfect example of a conscious beings’ fundamental question- â€Å"What am I? Again, ‘Crow’s Account of the Battle’ is the evolution of such thoughts, but instead of asking these questions, the beings have started trying to explain them. We have a reference here to â€Å"Universal Laws†, â€Å"traps of calculus† and â€Å"theorems† (i. e. science) but also â€Å"pocket-books†, â€Å"life-mask† and â€Å"many prayers† (i. e. religion). However, since both of these explanations have been reached, and they are still in the middle of a pointless and immoral war and therefore are still trying to find what is missing, Hughes asserts that neither of these is the answer. If we return to the Wodwo’s origins, efore it became conscious, its surroundings are those of nature- we have leaves, rivers, weeds and roots rather than anything artificial. This, then, is what Hughes is suggesting is the answer. That we return to nature and try to reconnect with the whole being of the universe. He suggests that it is only then that we will discover what is missing and rediscover our potential to exist in harmony with all of the forces of nature. In conclusion, Hughes writes such poems as ‘Wodwo’ and ‘Crow’s Account of the Battle’ to warn us of our inherent hubristic view of the natural world.He asks us to step outside ourselves and consider the reasons that we ha ve become alienated, and how we have further extended our alienation by seemingly chronically searching for answers in the wrong places. Hughes is critical of both science and religion, of how we have used fundamental universal laws to our own advantage; almost always for destruction, and of how religion persistently places humans over all other beings. He instead asks us to connect with nature, or â€Å"The White Goddess† (the original Goddess, worshipped under many names, who encompassed the whole being of the universe) in order to rediscover that which we have lost.

National Occupational Standards: Health and Social Care Essay

1.2 – Explain why reflecting on work activities is an important way to develop own knowledge and skills Reflecting on work activities in an important way to develop knowledge, skills and practice it enables us to reach our goals, achieve a better understanding of ourselves, self-awareness, strengths and weaknesses. To be able to reflect on how individuals are doing and to transfer knowledge to our practice. The things that I know or what I don’t know, how to achieve some goals, achievements and where I need to improve. 1.3 – Describe ways to ensure that personal attitudes and beliefs do not obstruct the quality of work To be able to ensure that personal attitudes and beliefs do not obstruct the quality of work you must not let your own personal feelings get in the way of doing your job correctly, treat everybody as an equal and work to support the residents needs, have a positive attitude towards all of the residents we take care of, ensure we follow all policies and procedures of our work setting without making any expectation. Also to respect the rights of each  of the residents and do not allow prejudice in the work setting and give everybody the same opportunities, regardless of our opinion. Outcome 2 – Understand how learning activities can develop knowledge, skills and understanding see more:understand how to handle information in social care 2.1 – Describe how a learning activity has improved own knowledge, skills and understanding Learning activities can improve an individual’s knowledge, skill and understanding by providing us with new ideas, such as something we may have never encountered before. Learning activities also give the individual new areas of learning, such as subjects and topics that you may have not previously covered. And courses on things that make the job easier, or even legally required courses that produce great new areas of learning that allow us to perform our job role, such as manual handling or medication training. It also enables us to apply theories or ideas into practice and discover if they are successful in doing what we intend them to, which in turn is great in developing our self confidence. Confidence is often the key in making strides with a difficult individual or even with self improvement, and with being confident it allows us to learn at an easier pace, which also devel ops our skills into more tangible tools that we understand. 2.2 – Describe how reflecting on a situation has improved own knowledge, skills and understanding Reflecting on a situation can improve an individual greatly by providing personal insight on a subject, which leads to a better understanding of a topic, we can reflect on how well we performed and in what ways our performance could be improved. By reflecting we can examine how effective our practice is by thinking about people’s reactions to us. About how there may have been other outcomes, and how to reach those outcomes, eliminating the bad paths and highlighting the more positive conclusions, in hope of reaching them the next time we face the same situation. 2.3 Describe how feedback from others has developed own knowledge, skills and understanding Having feedback from others and being willing to listen to that feedback, as well as use it to your advantage is a huge part of self improvement, and plays a massive role in developing our knowledge, skills and understanding of certain things. Such as the way you speak to someone, as you’re talking and joking you might believe that the subjects you breach are perfectly acceptable, but the service user you are communicating with may not want to show they don’t want to talk about it either out of politeness or some other motive, but another member of staff  may be able to recognize this, and discuss it with you while they give out feedback which lets you identify the area for improvement. Feedback can increase problem solving capabilities by allowing you to take in a situation from another’s perspective, and approaching a previous problem in a way that you have discovered by listening to others, they will tell you their perspectives and how they might deal with a situation in a more appropriate way. Perhaps in the form of advice or even just a little more information on how a certain service user likes to be treated. Changing the way to act around someone can have a massive impact on them, and sometimes feedback is the only way to identify this. Outcome 3 – Know how a personal development plan can contribute to own learning and development 3.1 – Define the term personal development plan Personal Development Plan’ is a term which describes an agreed way of recording information such as agreed objectives in regards to an individual, proposals on how to meet those objectives and the activities to follow. Including timescales for reviews amongst other things, and dates to assess the progress of any of the above, though the term ‘personal development plan’ may not be used exactly 3.2 – Identify who could be involved in the personal development plan process There are many people who may be involved with certain service users personal development plan, these include but are not limited to people such as The individual Carers Advocates Supervisor Line manager Employer Other professionals. (nurses or doctors e.g.) 3.3 – Identify sources of support for own learning and development Support for own learning and development exists in many places both in the workplace and outside of the workplace. Such as Formal support (Government funded schemes and organizations) A supervision An appraisal Within the organization Outside of the organization. (people with experience and knowledge that you can speak to that exist outside of your workplace, such as family and friends.) 3.4 – List the benefits of using a personal development plan to identify ongoing improvements in own knowledge and understanding The benefits to having personal development plans in place include: Focusing on what an individual wants to achieve and how to achieve it To develop greater self awareness of training needs Increasing the understanding of how to meet those needs It provides evidence to show how and what approach was taken in the attempt to improve your own knowledge and understanding

Verifica el costo de los community colleges por estado

Verifica el costo de los community colleges por estado A la hora de decidir dà ³nde estudiar, una de las ventajas de los Community Colleges es el costo, ya que es ms barato que el de las universidades. Si bien hay grandes diferencias por estados. Los Community Colleges, tambià ©n conocidos como colegios comunitarios, pueden ser privados, pero en su gran mayorà ­a son pà ºblicos y dependen del estado, de una ciudad o, incluso, de un condado. Y son estas instituciones pà ºblicas las que establecen las reglas sobre cunto cuesta la registracià ³n. En casi todos los 50 estados se establecen dos tipos de matrà ­cula: in state, para los residentes out of state, para los no residentes Para calificar como residente cada estado establece sus propias reglas. Por ejemplo, haber cursado la high school en ese estado. De tal manera que un vecino de Nueva Jersey que desea estudiar en Nueva York pagarà ­a como out of state. Tambià ©n son out of state los estudiantes internacionales con visas F-1 y M-1. Sin embargo, los indocumentados deben verificar cules son las reglas del estado en el que residen, ya que pueden calificar como in state. Por lo tanto, si a la hora de iniciar los estudios universitarios el costo es un factor fundamental a tener en cuenta, conviene verificar los precios de las matrà ­culas. Costo de los community colleges en Estados Unidos Alabama in state: $3,900 out of state: $7,622 La excepcià ³n es por un lado el Community College of the Air Force, que tiene un coste cero y por el otro Marion Military Institute, con un costo de $8,928 para los estudiantes residentes en el estado y de $14,928 para el resto. Alaska In state y out of state: $3,000. Alaska no cobra ms a los estudiantes que no son residentes en ese estado. Adems hay que destacar que el nà ºmero de estudiantes es realmente pequeà ±a en cada campus. Arizona In state: a partir de $1,008 por un semestre de 12 crà ©ditos. out of state, a partir de $4.026. En este estado algunos colegios comunitarios, como por ejemplo, el popular Maricopa, es del condado y establece costos diferentes segà ºn se resida en el mismo, en el resto de Arizona o de fuera. Arkansas In state, a partir de los $2,090 (Arkansas Notheastern) out of state a partir de los $3,890 en la misma institucià ³n, pero la mayorà ­a en el rango de los $3,900 a $6,600. California Este es un estado con muchà ­simos colegios comunitarios de entre los que elegir. Residentes, los costos comienzan a partir de los $1,382no residentes a partir de los $6,900.   California es, adems, uno de los estados con polà ­ticas ms amistosas hacia los indocumentados y es sede de la universidad ms popular entre los estudiantes internacionales: Southern California. Carolina del Norte Residentes en el estado, la matrà ­cula comienza a partir de los $2,208No residentes desde los $7,981. Sin embargo hay importantes excepciones, como el prestigioso Carolinas C. Health Science que tiene un costo para todo tipo de estudiantes de $9,271 por semestre para tiempo completo. Carolina del Sur In state tuition comienza en los $2,183 (Pamlico) aunque la mayorà ­a estn en el rango de los $3,500 a $4,900. Para lo residentes hay colegios comunitarios a partir de los $4,185 pero la mayorà ­a a partir de los $5,900 (Florence-Darlington Tech) e incluso varios cargan matrà ­culas por encima de los $10,000 por semestre, como por ejemplo Aiken Technical College, Midlands Tech, Technical Lowcountry o Greenville Technical. Colorado Los estudiantes del estado pagan entre $2,281 (Aims) y $4,500 (Community College of Denver). Los no residentes a partir de los $6,983 encuentran algunas posibilidades (Otero Junior), pero lo cierto es que muchos de ellos estn por encima de los $10,000 por semestre. Por ejemplo: Aims, Arapahoe, Community College of Aurora, Fort Range, Pueblo Community College, etc. Colorado cuenta con un sistema educativo pà ºblico excelente y sus colegios comunitarios son famosos por no pedir una calificacià ³n mà ­nima de TOEFL o por pedirlo bajo: 46 (Lamar), 45 (Pueblo), etc.   Connecticut En este estado hay una gran diferencia entre pagar in state o out of state. Los primeros encuentran colegios comunitarios la mayoria en el rango de los $3,700 a $3,900 por semestre. Por el contrario los no residentes pagan en la mayorà ­a de las instituciones por encima de los $11,000.   Adems, hay importantes excepciones a las dos categorà ­as de estudiantes. Asà ­, Goodwin College cobra $19,400 por semestre para residentes y no residentes y St. Vicent ´s College cobra una matrà ­cula similar. Dakota del Norte Para los residentes se puede encontrar colegios comunitarios a partir de los $2,000 (Turtle Mountain) pero la mayorà ­a estn entre los $3,300 y los $5,210 (United Tribes Tech). Para los no residentes el precio varà ­a desde los $2,050 (Turtle) a los $10,084 (Bismark State), pero la mayorà ­a se encuentra entre los $3,000 y $5,600. Dakota del Sur La mayorà ­a de los colegios comunitarios en este estado cobran por igual a todos los estudiantes sin tener en cuenta su lugar de residencia. Los precios varà ­an desde los $3,790 de Sisseton Wahpeton a los $9,000 de Kilian Comunity College.   Delaware Una buen aparte de los Community Colleges cobra a los estudiantes del estado $3,274 mientras que los de fuera pagan $7,274-$7,804. Hay importantes excepciones, como por ejemplo Delaware Art and Design que tiene una matrà ­cula de $23,390 para todos los alumnos. Adems esa escuela pide un 79 en el TOEFL. Florida La mayorà ­a de los colegios comunitarios cobran entre $2,900 y $3,300 a los estudiantes del estado. Sin embargo, los no residentes pagan cantidades muy superiores, a partir de los $10,791 (Gulf Coast) llegando incluso a estar algunos por encima de los $13,000, como por ejemplo Florida Keys. Georgia En este estado sureà ±o la mayorà ­a de los colegios comunitarios pà ºblicos cobran entre los $3,000 y los $5,400 por semestre a los residentes. Sin embargo, para los no residentes hay grandes variedades en el costo de la matrà ­cula, desde los que cobran aproximadamente $5,500 (Albany Technical, Augusta Tech, Chattahoochee Tec, Georgia Military o Wiregrass Georgia Tech) y los que cobran por encima de los $10,000, como por ejemplo Atlanta Metropolitan, A. Baldwin Agricultural College o Bainbridge. Hawaii En este archipià ©lago, considerado como uno de los mejores estados para vivir, en la mayorà ­a de los colegios comunitarios los residentes del estado pagan un tercio de la matrà ­cula de lo que pagan los de fuera del mismo. Por ejemplo, Hawaii C.C. cobra $3.314 a los primeros y $9,254 a los segundos. Idaho En este estado de gran belleza natural las matrà ­culas para los residentes se mueven en el arco de los $2,200 a los $4,000 por semestre. Por el contrario los no residentes deben esperar pagar entre $8,000 y $9,600.   Illinois En este estado del Medio Oeste americano hay una gran diferencia de costo  entre los residentes ($2,700-$4,350) y los no residentes ($6,250-$14,438). Indiana Este estado tiene un buen nà ºmero de colegios comunitarios que cobran en torno a los $4,000 a los residentes y casi $8,000 para los no residentes. Iowa En este estado hay diferencias entre in state y out of state, pero no son muy grandes. Por ejemplo, Hawkeye cobra $4,530 a los primeros y $5,280 a los segundos. Hay excepciones como por ejemplo Des Moines Area que cobra $4,080 a los primeros y exactamente el doble a los segundos. Kansas Salvo excepciones, los costos en este estado son bajos para residentes y no residentes. Por ejemplo: Barton County cobra $2,820 a los primeros y $3,750 a los segundos. Incluso los hay que cobran igual, como Manhattan Area Tech. Pero tambià ©n es cierto que en algunos la diferencia es grande (pero siguen siendo asequibles). Por ejemplo, Kansas City Community College cobra $2,490 in state y $6,210 out of state. Kentucky En este estado sureà ±o los costos de los no residentes casi cuatriplican a los de los estudiantes in state. Mientras que los segundos pagan aproximadamente $4,320, los primeros tienen una matrà ­cula de $15,120. Louisiana Los no residentes pagan entre el doble y el triple de los residentes. Por ejemplo, Baton Rouge cobra $3,366 in state y $7,422 out of state. En algunos colegios comunitarios como Eunice la diferencia entre ambas matrà ­culas es mayor. Maine En este estado atlntico la mayorà ­a de los colegios comunitarios cuestan en torno a los $3,500 para in state y aproximadamente $6,000 para los no residentes. Sin embargo hay importantes excepciones como por ejemplo Central Maine Medical donde la matrà ­cula para ambos tipos de estudiante es de $9,550. Maryland Mientras que para los residentes las matrà ­culas se encuentran en el rango de los $3,500 a $4,500, los out of the state pagan notablemente ms, habiendo grandes diferencias segà ºn la institucià ³n. Por ejemplo, Allegany cobra $7,438, mientras que Montgomery College $11,724. Massachusetts Para los residentes los precios oscilan desde lo moderado ($4,230 en Bunker Hill, por ejemplo) a caro ($16,950 en Benjamin Franklin Inst Tech).  Para los out of state prcticamente es imposible encontrar matrà ­culas por debajo de los $10,000. En este estado se encuentran dos de las universidades privadas de Estados Unidos: MIT, de gran fama para estudiar ingenierà ­a, y Harvard, una de las Ivy League ms apetecibles para los mejores estudiantes. Michigan Este es un estado con muchos colegios comunitarios. Para los residetnes los precios van desde los $2,700 (Kalamazoo Valley) a los $5,142 (Hennepin). Para los no residentes los precios varà ­an enormemente, desde los $5,700 (Lansing) a varios community colleges por encima de los $10,000, como Bay de Noc, Grand Rapids o Mid Michigan. Minnesota   Este estado tiene una gran variedad de costo, desde los colegios comunitarios con el mismo costo para residentes y no residentes (Alexandria Tech, Anoka, Central Lakes) y en torno a los $5,000 a pequeà ±as diferencias o notables. Ejemplo de esto à ºltimo es Lake Superior, donde los out of state pagan $9,536, casi el doble que los in state. Mississippi En este estado sureà ±o los no residentes pagan casi el doble que los residentes en la mayorà ­a de los colegios comunitarios, pero siguen siendo precios entre los ms bajos. Por ejemplo: East Mississippi: $2,600 para in state y $4,800 para out of state. Este ejemplo se puede considerar estndard del estado. Missouri La mayorà ­a de los residentes pagan entre $2,800 y $5,300 mientras que los out of state entre $3,800 y $6,450. Hay excepciones importantes como Linn State Tech donde se paga respectivamente $5,310 y $10,050. Montana Mientras que la matrà ­cula para los residentes oscila entre los $2,400 y los $3,060, los out of state tienen rangos muy diferentes. Por ejemplo, en Little Big Horn el costo es de $2,860 y en Flahead Valley es de $11,066. Nebraska Para los out of state  los precios son moderados, entre los $3,300 y los $7,900 mientras que para los in state las matrà ­culas oscilan entre los $2,600 y los $4,200. La institucià ³n ms cara es Nebraska College of Agriculture. Nevada En el estado del juego los residentes pagan $2,700 por cursar en un colegio comunitario mientras que los out of state deben desembolsar $9,345. Nueva Jersey En el Estado Jardà ­n los in state pagan entre los $3,700 y los $5,400. Los no residentes deben abonar entre los $4,400 (Camden) y los $14,100 (Cumberland County). Nueva York En la mayorà ­a de los colegios comunitarios los in state pagan en torno a los $4,500 por semestre mientras que los no residentes pagan casi el doble. Esto hay que tenerlo en cuenta, principalmente en la ciudad de Nueva York, ya de por sà ­ una de las ciudadades ms caras del paà ­s. Hay importantes excepciones. Por ejemplo, en Hudson Valley la matrà ­cula para residentes es de $4,542 y para los out of state es de $12,502. Adems, el American Academy of Dramatic Arts cobra $30,650 sin hacer distincià ³n en el lugar de residencia del estudiante. Nuevo Hampshire En este estado los colegios comunitarios no son baratos. Los residentes pagan entre $6,100 y $6,900 y los no residentes entre los $13,800 y los $14,940 (NHTI-Concord). Nuevo Mà ©xico Este es uno de los estados ms baratos para estudiar en un colegio comunitario. Para los residentes en el estado las matrà ­culas son inferiores a los $2,000, incluso a los $1,000 con las excepciones de Navajo Tech ($2,780) y Nuevo Mexico Military Inst ($6,741). Para los no residentes los precios son tambià ©n asequibles, en el abanico de los $2,000 a $$4,800, con las excepcià ³n de Centran New Mexico ($6,680) y New Mexico Military ($11,260). Ohio En Ohio hay grandes diferencias de costos segà ºn la institucià ³n. Para los in state van desde los $2,977 de Lorain County a los $10,456 de Chatfield College. Para los out of state los costos van desde los $4,390 de Eastern Gateway a los $14,735 de Cleveland State. Oklahoma En este estado los in state pagan entre los $2,800 y los $3,600. Los out of state tienen un rango que va desde los $5,500 a los $9,300. La excepcià ³n es el colegio Muscogee Nation donde ambos pagan $6,593. Oregà ³n En este estado del Pacà ­fico los in state abonan precios entre los $3,600 y los $5,500 mientras que la variacià ³n para los out of state es mucho mayor, desde los $4,400 de Tillamook Bay a los $15,975 de Clatsop. Pennsylvania Este estado, de grandes dimensiones, brinda oportunidades muy distintas en cuanto a precio, tanto para residentes como out of state. Para los primeros es posible enconrar a partir de los $2,250 (Wilson), pero tambià ©n los hay caros como Bidwell Training ($14,000) o Rosedale Tech ($13,810). Para los no residentes los precios comienzan a partir de los $8,000. Rhode Island En este pequeà ±o estado el Community College de Rhode Island brinda una matrà ­cula de $3,950 a los residentes del estado y de $10,582 a los de fuera. Tennessee Este es otro de los estados con grandes diferencias entre in state y out of state. Par los primeros la matrà ­cula est aproximadamente en los $3,800 meintras que los out of state alcanzan los $14,600.   Hay poca variedad de precios. Sin embargo una de las ventajas de estudiar en este estado es que cuenta con la ciudad ms barata de Estados Unidos. Texas Este estado se encuentra entre los que brindan matrà ­culas ms baratas. Los in state entre los $1,700 y $2,500.   Incluso para los out of state los costos son moderados, generalmente por debajo de los $4,500, si bien con excepciones notables como Austin C.C ($10,860) o Central Texas ($6,270). Utah El LDS Business College brinda para todos la misma matrà ­cula de aproximadamente $3,000 pro semestre. Por el contrario Salt Lake CC y Snow College hacen una gran diferencia entre in state (menos de $3,500) y out of state (ms de $10,000). Vermont El Community College of Vermont tiene una matrà ­cula de $7,090 para in state y de $14,050 para el resto de los estudiantes. Virginia Este estado tiene una oferta grande de colegios comunitarios. Mientras que los residentes pagan aproximadamente $4,000 los out of state pagan en torno a los $9,000-$10,000 o ms. Virginia Occidental Un buen ejemplo es el Northern Community College, donde 12 crà ©ditos cuestan $1,500 para los residentes y $4,800 para los estudiantes out of state. Washington Los in state tienen matrà ­culas en torno a los $4,000. Sin embargo hay grandes diferencias entre colegios comunitarios para los no residentes con matrà ­culas que van desde los $4,500 (Wenatchee Valley) a los $9,800 (Bates Technical). Wisconsin Este es otro estado con una gran oferta en colegios comunitarios. Los residentes pagan matrà ­culas entre los $3,900 y los $5,900 mientras que los no residentes pagan entre $5,700 (Lakeshore) y los $12,000, en los campus de Fond du Luc, Fox Valley, Marathon, Richland y Sheboyan de la Universidad de Wisconsin. Wyoming En este estado las variaciones son pocas. Los in state pagan entre $2,500 y $2,800 y los no residentes entre $6,200 y $6,600. Formas de pagar por los estudios universitarios Estudiar en Estados Unidos puede salir muy caro. Hay que tener reservas no sà ³lo para la matrà ­cula sino tambià ©n para el alojamiento, libros, seguros mà ©dicos, etc. Adems del dinero que pueda tener ahorrado cada familia o estudiante se pueden solicitar becas y/o crà ©ditos. Las reglas son distintas segà ºn se trate de estudiantes internacionales, ciudadanos, residentes o indocumentados. Por ejemplo, estadounidenses y titulares de la green card pueden acceder a ayuda financiera a travà ©s de FAFSA. Los estudiantes internacionales tienen becas abiertas a todo tipo de estudiantes, incluso en universidades de à ©lite y tambià ©n tienen un sistema de crà ©ditos pensados para ellos. En cuanto a los indocumentados, tienen becas para ellos, otras abiertas para todos, sin que importe su estatus migratorio. Y todo tipo de estudiantes debe consultar e informarse sobre las ayudas financieras que ofrecen sus respectivas universidades, incluidas las mejores del paà ­s. Dedicir quà © estudiar y dà ³nde es un proceso largo y complejo donde sin duda el costo es un factor fundamental a tener en cuenta.

Cinema Limbo, 2-Person, 10-Minute Play by Wade Bradford

Cinema Limbo, 2-Person, 10-Minute Play by Wade Bradford Cinema Limbo is a ten-minute play (written by Wade Bradford). It is a comic, two-person exchange between two movie theater employees. The piece can be used, free of charge, for educational purposes and amateur productions. This short two-person play is also a usual character building tool for any actress using the Vicky Monologue for auditions and classroom performances. Cinema Limbo Setting:  The box office of the Grand Cinemas. No set is required. Two office chairs (capable of rolling and spinning) are placed center stage. A young woman spins in the chair. She is dressed in a rather ugly polyester outfit one expect to find on a movie theater employee. Her name is Vicky. And she is bored. (A young man named Joshua enters. Vicky suddenly stops spinning. Her boredom has vanished.) VICKY: So, you’ve finally made it to the fishbowl? JOSHUA: The what? VICKY: That’s what we call the box office. An inside joke between cashiers. JOSHUA: Oh. VICKY: So you’ve made it. JOSHUA: I guess. Mr. Boston said he wanted you to train me how to work the box office. VICKY: Then let the training begin. People come up. They say what movie they want. You press this button. Take their money. Give them their ticket. There, you’re trained. JOSHUA: Now what? VICKY: Now sit down and wait. But don’t get anxious. No one’s coming tonight. It’s Christmas Eve and all our movies suck. JOSHUA: This beats working at concessions. Thank God I didn’t get stuck with that Bar One job. That would’ve sucked. VICKY: Stuart is certainly loving it though. Have you seen that look in his eye when he’s running Concessions? JOSHUA: What do you mean? VICKY: He usually smiles, and treats the peons with respect†¦ but his eyes†¦ They’re lit up like a power hungry mad man. I think he pictures himself as some pharaoh who whips the backs of his slaves, just to sell a few extra drinks. JOSHUA: Really? I haven’t noticed. VICKY: He told me you guys went to grade school together. JOSHUA: Are you guys dating? VICKY: Why do you ask? JOSHUA: He told me you were dating but that you wanted it kept secret. VICKY: If I was dating someone why would I want to keep it secret? JOSHUA: Uh, maybe because Stuart’s kind of a nerd. VICKY: So you did go to school together? JOSHUA: We met in the fifth grade. You know how every class has a kid who gets picked on throughout the whole year by everybody? That was him. No one liked him. VICKY: Why? JOSHUA: Well, it started out just because he was the new kid. His folks just moved into town to set up a new church. They were husband and wife ministers or something. Very, I don’t know, just kind of friendly and creepy at the same time. VICKY: I met them. I know. JOSHUA: Anyway, kids in school picked on him because he was new, and a little weird looking. You can’t tell it as much, but his face was completely covered with freckles. Big brown freckles†¦ kind of like†¦ um†¦ like someone flicked splotches of paint at him. VICKY: I always thought they were kind of cute. JOSHUA: And then no one liked him because every chance he got, he started talking about Jesus. He did a book report on the entire Bible. In art class, he made a crown of thorns ashtray. He tried making Noah’s Ark out of clay, but it exploded in the kiln. And then one day we were supposed to give a speech, an oral report on the country of our choice and he picked Israel. VICKY: Well†¦ that’s not so bad. JOSHUA: During his whole oral report†¦ he spoke in tongues. VICKY: Really? I had an uncle who got into that. He’d speak in tongues before every Thanksgiving dinner. But he had one of those robot voices because of his throat cancer, so it was really low and scary. Like Darth Vader speaking pig latin. JOSHUA: Stuart wasn’t as entertaining. And to top it off, the kids started hating him more because he wanted to be the teacher’s pet. VICKY: That doesn’t surprise me. He kisses up to all the managers... JOSHUA: Same thing we the school teachers. And the lunch lady. And the principal. Most kids said he was a tattle tale. There was this one bully who hocked a loogie right in his hair, right in the middle of class. VICKY: Oh please, I just ate buttered popcorn. JOSHUA: But anyway, I felt sorry for Stu. So I let him hang around me at recess once in a while. He was okay. Sort of clingy. He never wanted to leave my side. I got beat up a couple of times by Troy, just for sticking up for him. VICKY: Are you two still friends? JOSHUA: I guess. But it isn’t like grade school anymore. We don’t hang out. I was kind of surprised to see him when I got hired here. He left before we finished junior high. His parents put him in some private school. So, are the rumors true? VICKY: What rumors? JOSHUA: I heard echoes from the girls locker room. VICKY: You perv. JOSHUA: Well, they were talking so loud, I couldn’t help it. VICKY: Okay, dork, what did you hear? JOSHUA: That you’re not interested in Stuart anymore. That you are, oh what were the words, that you’re almost done toying with him. VICKY: Well that makes me sound like a bitch. I kind of like that. JOSHUA: So? VICKY: So? JOSHUA: It’s just me, you, and the fishbowl. VICKY: Why should I talk about my love life? Or lust life? What about you? I bet youve had a lot of girlfriends. Probably broken a lot of hearts. JOSHUA: Not really. Ive never been in love or anything. Just casual dates and stuff. I mean, for all intents and purposes I’m pretty much like all the other geeks you’ve been describing. VICKY: But you wear that letterman’s jacket. You’re kind of a jock. I say that with all due respect. VICKY: Well, you have to understand. I’m the kind of girl who takes pity on poor pathetic geeks who have never kissed a girl. Let’s just say that I like someone who is easily trainable – someone who will truly appreciate me. It’s sad, I know. But hey, I’ll take an ego boost wherever I can get it. Unfortunately, these adorably nerdy boyfriends get boring after a while. I mean, I can only listen to their computer games and mathematic equations for so long. Of course, Stuart’s different in a  lot of ways. He’s terrible at math, for one. And he’s pretty clueless about technology. But he’s a comic book sort of geek. And a hopeless romantic. He’s pre-occupied with holding my hand. Everywhere we go, he wants to hold hands. Even when we’re driving. And he’s got this new pastime. He keeps saying â€Å"I love you.† It was so sweet and wonderful the first time he said it. I almost cried, and I’m not the kind of girl who cries easily. But by the end of the week, he must have said â€Å"I love you† about five hundred times. And then he starts adding pet names. â€Å"I love you,   honeybunch.† â€Å"I love you  sweetheart.† â€Å"I love you my little smoochy-woochy-coochi-koo.† I don’t even know what that last one means. It’s like he’s speaking in some brand-new, love-infected language. Who would have thought romance could be so boring? JOSHUA: Is it boring? VICKY: You mean you don’t know from  first-hand  experience? JOSHUA: Yeah, I swim. But that’s not what I lettered in. VICKY: What was it? JOSHUA: Well now you’re going to laugh. VICKY: Perhaps. JOSHUA: I lettered in  choir. VICKY: (Laughs. Falls off  chair.) They let you letter in choir?! Oh, that’s priceless. JOSHUA: You can also letter in drama. VICKY: Oh, that’s pathetic. JOSHUA: So, you’re done with school, right? VICKY: Since last summer. Sweet. sweet freedom. JOSHUA: Now what? VICKY: College I guess. Back to captivity. I’m taking a year off first. JOSHUA: Did your friends already go? VICKY: Friends? I hated everybody in high school. JOSHUA: Hey, me too! I was hoping the Grand Cinemas would improve my social life. VICKY: (Laughs.) Has it? JOSHUA: I’ve met some cool people, I guess. Like you. VICKY: Like me? JOSHUA: Yeah, well, and others. Like Rico. VICKY: OH. JOSHUA: Is that bad? VICKY: No. Rico’s cool. I just wouldn’t trust him with much more than a postage stamp. JOSHUA: Thanks for the advice. VICKY: I used to want a social life but I think I’m content here in the box. If you want to see people, just wait till Friday night, they’ll swarm around you, begging you for tickets. But the glass on the fishbowl keeps them from violating your space. If you want to talk to someone, you just pick up the phone, and when you get sick of talking, you can just hang up. You can read, you can do your homework, or you can veg-out and watch the Grand go by. You can swipe snacks from concessions and on hot days, we’ve got air conditioning. If you’re bored you can spin around on this thing. (She spins around on the chair.) JOSHUA: Wow. You’re pretty good. VICKY: My record is eight rotations. All thanks to twelve years of ballet. JOSHUA: Really? VICKY: Hey, what did you get at the Christmas party gift exchange? JOSHUA: A Chia pet. VICKY: I got the worse possible present ever. Listen to this. I’m in this dance group, right. Ballet. I’ve been doing the Nutcracker for the past two months. I’ve been having nightmares with the ‘sugar plum fairie suite’ playing in the background. Every mall or department store has been playing Tchaikovsky. I can’t get away from that God forsaken music! It drives me nuts. And guess which CD Mrs. Sanchez buys me? The Nutcracker. I hope I pick her name next year. I had no idea she could be so cruel. That’s why it must be nice to be religious like Stewy. You can doom people to hell. JOSHUA: Eternal hell over the Nutcracker? Now that’s a raw deal. VICKY: Eternal damnation. You’d think after a few thousand years you’d get bored with never ending  torment. Satan would come up to you and say, â€Å"Today you’ll be covered with man-eating ants and pummeled by a giant mountain gorilla.† And you’d just look at him and YAWN and say, â€Å"Again?! How dull. Are you running out of ideas already? Can I make a request for Bubba the mountain Gorilla, because he and I have a rapport going; we work well together, I think. (Pausing and completely changing the subject.) Do you think it’s possible to travel through time? JOSHUA: Someone has ADHD. VICKY: It’s this fishbowl. It really gets to you after a while. So do you? You know, think they’ll figure out time travel? JOSHUA: I doubt it. Maybe someday. VICKY: What would you do? JOSHUA: I don’t know. I guess I might travel back and find my great-great-great-great grandfather. Say hi. What would you do? VICKY: Well, if I had  a time machine, say they  invent  it when I’m like really old. Like 35 or something. Then, I’d travel back to right now, and I’d give myself advice. JOSHUA: What kind of advice? VIC KY: Who to be friends with. Who to avoid. What choices to make. What guys to like. JOSHUA: Why do you need a time machine? Just make the right choices now. VICKY: But how do you know if it’s the right choice? You don’t until after the fact. JOSHUA: Well, that’s the point. You take a chance and you learn from your mistakes. Or, you try something and it’s a great experience. VICKY: And what if you regret it? JOSHUA: Then you regret it. I think not knowing what happened next is part of the fun. VICKY: Really? JOSHUA: Yeah. VICKY: Come here. He pauses for a moment. Then, they roll their chairs toward each other. She kisses him. He kisses back. They pull apart. JOSHUA: So†¦ VICKY: So†¦ Do you regret that experience? JOSHUA: Not at all. Do you regret it? They are both started as they hear the sound of a door opening. They look upstage. JOSHUA: Oh! Hi. (Suddenly regretful.) How’s it going, Stuart? VICKY: Hey, Stewy. Joshua and I were just talking about regrets. (Listens.) What do I have to regret?  Oh  nothing. (A sly smile on her face.) Nothing at all. Lights out.

The role of advertising and branding within the laptop industry and Dissertation - 1

The role of advertising and branding within the laptop industry and its effects on consumer purchase decision in Leeds United Ki - Dissertation Example It is due to the reason that the concepts largely relates to the tastes and perceptions of the customer which are quite challenging to be quantified. Results and Findings: The results obtained from the data search reveal that advertising is quite significant as an influencing factor of brand loyalty in the laptop market in the UK. However, besides effective advertising there are also various other factors that tend to create a strong impact on the brand preferences and consumer buying behaviour that in turn signifies the brand loyalty of the customers. Table of Contents Abstract 2 Chapter 1: Introduction 6 1.1.Significance of Study 9 1.2.Research Objectives 10 1.3.Research Questions 10 1.5.Overview of Chapters 12 Chapter 2: Literature Review 14 2.1. Introduction 14 2.2. Consumer Behaviour 14 2.3. The Need for a Consumer Behaviour Model 16 2.4. Model of Consumer Behaviour 18 2.5. The Major Factors of Influence on Consumer Behaviour 19 2.6. Cultural Factors 20 2.7. Social Factors 20 2. 8. Personal Factors 21 2.9. Psychological Factors 24 2.10. The Buying Decision Process 24 2.11. Buyer Decision Process 25 2.12. Importance of Branding 27 2.13. Brand Loyalty and its Effect on Consumer Behaviour 28 2.14 Advertising as a Major Component to Persuade Customers 30 2.15. Role of Advertising in Building Brand Loyalty 32 Chapter 3: Research Methodology 34 3.1 Introduction 34 3.2 Research Design 35 3.2.1 Historical Research 37 3.2.2 Quantitative and Qualitative Research 37 3.3 Validity and Reliability 39 3.3.1 Qualitative Study 42 3.3.2 Data Collection 43 3.3.3 Data Analysis 45 3.4 Primary Research 47 3.4.1 Questionnaires 47 3.4.2 Interview 48 3.5 Usage of Methodologies in the Research 48 Chapter 4: Findings and Analysis 50 4.1. Overview 50 4.2. Findings and Analysis of the Obtained Data 51 4.2.1. Advertising Strategies Adopted By Laptop Companies in the UK 51 4.2.2. Impact of Brand Awareness on the Consumer Buying Behaviour 53 4.2.3. Relationship between Advertising, Brand Awareness and Brand Image 54 4.2.4. Impact of Advertising on Sales of Laptops 57 4.2.5. Influence of Age, Employment and Gender on Brand Preferences and Consumer Buying Behaviour in the Laptop Market 61 4.2.6. Advantages of Advertising from Customers Point of View 62 4.3. Summary 64 Chapter 5: Discussion & Conclusion 65 5.1. Discussion 65 5.2. Conclusion 72 5.3 Recommendation for Further Improvement 74 Chapter 6: Learning Statement 77 References 80 Bibliography 90 Questionnaire 93 Chapter 1: Introduction The basic intention of marketing is to satisfy and fulfil the need of the organisational profitability and wants of the aimed consumers. Consumer is considered as God in marketing so (Skalen & Et. Al., 2008), the process of marketing and it’s planning revolves around the consumer. Marketing helps in identifying the prospective consumers, stacking up of brand in the competitive environment and most importantly the wants and intentions while making a buying decision. Long back, almost before 35 years, Peter Drucker had viewed that it is the mission of an organisation to â€Å"create customers† (Kotler, 2000). It had been particularly pointed out that it was possible for companies to raise their revenues by 25% to 85% by attaining a decline in defections of consumers just by 5% (Reichheld & Teal, 2001). Meanwhile, from the era of 1980, the most noteworthy and

Health Care Economics Essay Example | Topics and Well Written Essays - 1250 words

Health Care Economics - Essay Example However, with advances in technology scientists came out with the discovery of solar panels. Solar panels are just a one-time investment and once set up they’ll provide free electricity for their entire life. What simply happens is that the solar panels take up energy from sun rays and convert that energy to provide electrical power. This simple example goes on to show how technology has brought down the cost of various products. Health care has been one of the most important issues of the current time. With the ever increasing health care costs, people from all walks of life have been complaining they cannot afford proper treatment. Workers in America have so hardly been hit by the high health insurance premium payments that they often forego getting a recommended checkup rather than paying huge sums of out of pocket money. So why it is that business technology saves a lot on costs but when it comes to healthcare, new technology drives up costs? There are a lot of reasons to this and we’ll look at each in turn. Firstly, we’ll focus on simple demand and supply factors. The demand for health care has increased over the years as worldwide population increases exponentially. However the supply side hasn’t moved at the same pace as there are a limited number of medical technology producers. The demand supply gap is one of the main reasons why healthcare costs have gone up. Another important reason why health care technology has increased health care costs is that medicinal technology is different than other forms of technological improvements. When a new medicinal technology is launched in the hospital market, a new progress towards diagnosis of a disease or its treatment is made. However in other fields, technological innovation is just a continuation of a previous product to make it better. Such an innovation’s primary objective generally is to achieve an increase in the product’s efficiency and therefore reduce its overa ll cost. However when it comes to medicinal technology, a new purpose is accomplished every time a technological advancement is made and so the investment and the return (payback) process starts from the beginning every time. To recover such investments, patients have to be charged high so at least the hospitals breakup if they don’t make a profit. This is one of the main reason why patients end up paying high medicine bills as the recovery cost of technological improvements is ultimately passed on to the final consumers. Health care technology requires a lot of research. The major chunk of expenditure that’s made by pharmaceutical and health care equipment companies is on research and development of new products and technologies. These figures are often so significant that they take up to seventy percent of a company’s annual budget! It’s pretty obvious now that when such companies will develop their products, they’ll have real high costs attached to them. The latest machines for chemo therapy and drugs to contain cancer have very high costs associated with them. These high costs simply reflect the amount spent on research and development towards the innovation of these drugs and machineries. Whether a particular technology will reduce or increase the amount spent on healthcare will depend upon several critical factors. One of such