Long Tail Marketing Essay

Long Tail Marketing Essay Long Tail Marketing Essay Are you wondering what this long-tail marketing is? Me too!! The bookish definition says: ‘Long Tail Marketing is a technique to increase sales while decreasing the cost per sale by developing and selling to thousands of niche markets. It has implications within search engine marketing, online selling and advertising purchases’ Woo, that’s too technical, but what I understand is that the bottom line is to increase sales. Well, this is what any SBU would aim for. We have read about the strategies of doing this in Prof. Philip Kotler’s Marketing Management text book. I didn’t read or hear anything like long tail there. So when I first heard this term it urged me to start exploring about it and how it is related to marketing. Well here’s what I have understood and found. The term long tail is coined by Chris Anderson, the editor in chief of Wired magazine. He is also a writer and author of his 2006 book, The Long Tail: Why the Future of Business Is Selling Less of More. â€Å"Selling less of more† well that’s interesting! It is said, he brought to light how the technological era and Ecommerce is changing today’s Marketing and Economics strategy. What he meant is that selling small volumes of hard-to-find or unique items to many customers helps organization to realize significant profit compared to selling large volumes of popular items to few customers. The total sale of this large number of â€Å"non-popular items† is called "the long tail". How it works and the way it is different from the traditional sales cycle I would like to explain this further with an example. Suppose you own a record store. In that store your physical area is limited to what you can easily keep in stock and have readily available. As the saying goes, 20% of sale of the select or popular albums will account for 80% of your revenue. Keeping this in mind and also due to the physical limitation of inventory, it would be in your best interest to stock and fill your shelf space with the more popular items which thereby limits your chances of stocking the less popular or niche obscure albums which will have less demand. So now just think what can happen if we can take away the physical barriers and go to electronic distribution! We know that online music stores has virtually limitless inventory. This would allow us to keep even the most uncommon or niche albums in stock all of the time. Here is the interesting part. Due to the amount of large volume and available choices to your audience you will find enough demand for all of your obscure albums which will actually make up to a substantial part of your business. Selling very few copies of an enormous amount of different albums adds up to a significant part of the revenue compared to selling more copies of few albums. ITunes’s worst performing albums still get a few downloads every couple of months. Knowing that the long tail part of the distribution curve can make up a significant part of revenue is what I feel is pushing companies to go online and sell their products. Thus the boom of digital marketing is happening. The firms can carry more products at virtually no extra cost. Companies like Amazon, Apple and Yahoo have already imbibed this strategy and we all know the result. An example from Chris Anderson’s

Safety School College Admissions Definition

Safety School College Admissions Definition A safety school (sometimes called a back-up school) is a college that you will almost certainly get into because your standardized test scores, class rank and high school grades are well above the average for admitted students. Also, safety schools will always have relatively high acceptance rates. Key Takeaways: Safety Schools A safety school is one that is almost certain to admit you. Your qualifications need to be stronger than most applicants.Dont apply to a safety school if you cant see yourself going there. Since admission is nearly guaranteed, you need just one or two safety schools on your college list.Ivy League and highly selective colleges are never safety schools. How Do You Know If a School Qualifies as a "Safety"? Some students make the mistake of over-estimating their chances at colleges by considering schools safeties that should have been match schools. In most cases this is fine and the applicants get into one of their match schools, but once in a while, students find themselves in the unenviable position of being rejected by every college to which they applied. To avoid finding yourself in this situation, its important to identify properly your safety schools. Here are some tips: Explore the college profiles on this site and find schools for which your SAT and/or ACT scores are at or above the 75% numbers. This places you in the top 25% of applicants for this measure, so assuming your grades, application essay (if applicable) and other measures are in line, you should have a very good chance of being admitted.If a college has open admissions and you have met the minimum requirements for admission, you can obviously consider that school a safety school.Similarly, community colleges can be considered safety schools- they almost always have open admissions and simply require a high school diploma or GED to enroll. Just keep in mind that spaces can be limited for some programs, so youll want to apply and register as early as possible. Don't Apply to Colleges You Don't Want to Attend Far too often students apply to so-called safety schools rather thoughtlessly with no plans of ever attending. If you cant see yourself being happy at your safety schools, you havent chosen the colleges on your short list carefully. If youve done your research well, your safety schools should be colleges and universities that have a campus culture and academic programs that are a good match for your personality, interests, and professional goals. Many outstanding institutions have high acceptance rates and can fall into the category of a safety school. Dont simply default to the local community college or regional university if you really cant picture yourself there.   Think of a safety school as a college you like that is likely to admit you. Dont think of it in terms of settling for a lesser college you have no interest in attending. To How Many Safety Schools Should You Apply? With reach schools, applying to quite a few institutions can make sense since your chances of being admitted are slim. The more times you play the lottery, the more likely you are to win. With safety schools, on the other hand, one or two schools will suffice. Assuming you have identified your safety schools properly, you will almost certainly be admitted, so you dont need to apply to more than one or two favorites. Some Schools AreNeverSafeties Even if youre a valedictorian with perfect SAT scores, you should never consider the top U.S. colleges and top universities to be safety schools. The admissions standards at these schools are so high that no one is guaranteed acceptance. Indeed, any college that has highly selective admissions should be considered a match school at best, even if you are a remarkably strong student. Those straight As and 800s on the SAT certainly make it  likely  that you will get in, but they dont guarantee admission. The countrys most selective schools all have holistic admissions, and its always possible that other strong candidates will be chosen instead of you. As an example, the rejection data for Brown University reveals that a significant number of applicants with 4.0 unweighted GPAs and near perfect SAT and ACT scores were rejected.

Infrastructure Application and Review Essay Example | Topics and Well Written Essays - 2500 words - 3

Infrastructure Application and Review - Essay Example Nevertheless, scientists and engineers continuously laboured to keep abreast of modern trends in highway administration and maintenance. As early as 1989, the maiden version of a digital road map database for land navigation has been completed. The database contains precise information on the road attributes all over Japan and may be used to strengthen highway management initiatives (Kamijo, Okumura and Kitamura, 1989, p. 319). It was, however, in 2003 when Japan introduced a road management mechanism in order to promote efficacy and transparency in road administration. The scheme is anchored on a system of measurements based on indices. Salient features of the road management system are performance plans, achievement reports and the Guidance for Road Administration Management (GRAM). A performance plan which delineates numerical targets, policies and projects are published yearly; while an achievement report which contains an assessment of the level of achievement of the numerical targets are also published at the end of each fiscal year. Meanwhile, to maximize the gains of the road administration management system as it is implemented in the countryside, the GRAM is prepared and disseminated. Figure 1 shows the typical flow of road administration management in Japan as practised by the Ministry of Land, Infrastructure and Transport (Road Bureau, 2008a). Over the years, the Japanese government and the concerned institutions struggled to encourage systematic management founded on existing circumstances and forecasts. Preventive maintenance is commonly implemented to extend the functionality of infrastructure like bridge systems. This approach is known to mitigate costs related to repair and rebuilding. To be able to capitalise on the benefits of preventive maintenance, Japanese road administrators also practiced competent defect identification and

Rhetoric Analysis on Children with Diabetes Essay

Rhetoric Analysis on Children with Diabetes - Essay Example his two sons for school and the preparation includes giving his younger son insulin injections to maintain the blood sugar level since the child was diagnosed with diabetes. Despite the busy schedule, Parker creates some time to check on his diabetic child while at school. There has been an increasing trend in the average number of children and young adults being diagnosed with diabetes. According to the centers for disease control and prevention, there has been a significant increase in the number of children and adolescents living with either type one or type two diabetes. This has raised concerns among professionals on how to manage diabetes especially among the young children who still need great supervision in all aspects whatsoever and living with diabetes includes medication on a daily basis. Campaigns are held across the country to sensitize parents on how to care for and help their little ones live a normal life with diabetic conditions. It is possible for any parent to work and at the same time take good care of their children living with diabetes. Mr. Parker is a good example that parents should emulate and give their ailing children proper attention and care. In children, managing diabetes may not be as easy as it may seem on adults. Children are normally active and playful and this may not be favorable condition for people with diabetes. For children, it is the responsibility of the parent to remind them of the medication and strictly manage their diets and activities. Mr. parker ensures that his ailing child eat the right food throughout the day and do not over engage in activities that require a lot of energy at school. This has been possible by discussing the child’s condition with the teacher. Packer calls the school after every three hours to know the child’s condition, in case there are complications, he sends an ambulance to take the child to hospital. Conclusively, diabetes among children is on the rise and it is the parent’s

Gender Politics and Roles in a Horror Film Essay Example for Free

Gender Politics and Roles in a Horror Film Essay Gender politics in horror films are not all that difficult to comprehend mainly because they devise a specific role for the various genders. That is the gender politics are little more than a variant on class roles in society. In fact, even an individual who has a passing interest in horror films can see that the heroes and villains are male and the victims are predominantly women. This is the common, tried and true cliched method of cranking out horror movies on an assembly line basis. There are, of course, some excellent horror films that alter the generic methodology of producing horror films that prescribe to a single minded of opinions of what are the proper gender roles that are found in horror movies. Often, we see men as the hero and women as either the victim or the hero. In reality, when it comes to gender roles in horror films there really are no differences because these different roles are based on human interpretations deriving from external opinion; in the film itself it is the monster that defines the role and the monster invariably defines the role of all human – regardless of gender – as prey. When it comes to drive in theater/direct to DVD releases, serious study is often difficult. Films that are cranked out to cash in on a niche market are generally not works of art. Those horror films that do rise to a higher level of art, however, can provide a brilliant insight into the multitude of variances of gender roles that exist. In examining gender roles in horror films, one could split the genre into two halves: the pre-ALIEN era and the post-ALIEN era. In the era prior to 1979s landmark film ALIEN, the perceived role of women was that of the unwilling victim who was Gender Roles in Horror Films – Page 2 menaced by the vampire, werewolf, artificial construct et al and needed a hero to save her. This is referred to as a perceived appearance because the role of the female character was actually much stronger then that in certain films. (In the more B grade films the role of the victim was a cardboard one lacking in any depth) With the release of ALIEN, a female character was presented as a strong adversary of the monster. Instead of needing to be saved, the female heroine defeats the monster quite handily. This would become the more common female role in horror movies. Unfortunately, this more active role would be perverted into the last victim stereotype crafted in the slasher films of the 1980s; a role that still exists for many female characters to this very day. Of course, not all female gender roles are heroines or victims. The recent release of SAW III brought back the lesser used concept of the female villain. The most famous example could be found in 1932s underrated DRACULAS DAUGHTER. While the role of the female vampire was effective, there was little interest in continuing to use females in horror movie heavy roles. The usage of a female in a horror role was limited although it was not without precedent. A female werewolf debuted in lost werewolf film unimaginatively titled THE WEREWOLF. (Female werewolves would return in such films as SHE WOLF OF LONDON and CRY OF THE WEREWOLF) But, this particular role was limited. Further roles of females in the monster role range from the exploitative (THE VAMPIRE LOVERS) to the downright silly (FRANKENSTEINS DAUGHTER) to the brilliant (THE EXORCIST) While this particular gender role of Gender Roles in Horror Films – Page 3 villainess is limited it is not without precedent and it does occasionally appear. In rare instances, it is done effectively as seen in films such as the aforementioned SAW III and THE DEVILS REJECTS. There are questions that need to be raised in terms of how a womans role vs. a male role in a horror film is devised. While some may look for a profound answer to this the real answer is somewhat mundane. That is to say, the roles presented in many of these films are simply reflections of common themes. Consider the following assessment: In a world ordered by sexual imbalance, please in looking has been split between active/male and passive/female. The determining male gaze projects a fantasy onto the female figure, which is styled accordingly. In their traditional exhibitionist role women are simultaneously looked at and displayed with their appearance coded for strong visual and erotic impact (Mulvey 203) In other words, the gender roles prevalent in most horror films was simply what the audience had grown accustom to expecting. If the audiences of the 1930s sat down in a dark theater in the 1930s and were treated to a female hero in DRACULA or KING KONG the films would have been radically different in their narrative. Audiences generally expected a common role for men and women in horror films and any departure from these roles may run the risk of being rejected. Well, they will not be rejected if they are scripted well. In the 1976 KING KONG remake, Jessica Langs dopey dialogue to Kong did change her role from the frightened Fay Wray of the original film, but not in a good way. Screaming at the top of your lungs at the sight of a monstrous ape makes sense. Looking at a gigantic amorous Gender Roles in Horror Films – Page 4 ape and saying This isnt going to work out is just outright silly. It simply is not the role people expect in a situation of grave terror. But traditional roles do not always exhibit passivity. In a way, Fay Wrays fear and terror is not so much submission or passivity as much as it is obstinate. She rejects Kong and stands up for herself. Her screams are screams of defiance and such defiance throws Kong off his game plan. As such, her role is really not as passive as one would assume. She does stand up to the creature, but unlike Jessica Langes obtuse reaction Wrays reaction is believable. This is what makes her defiance believable. In a way, gender roles in horror films really more blurred than most would initially assume. Consider the following conclusion: From its beginning gothic writing entwined culture and economy as well as blurring sexual boundaries and disturbing aesthetic and moral categories. (Botting 135) On the surface, many would be disinclined to agree with such a statement. After all, what blurring of gender roles are there to be found in a horror film? Prior to ALIEN, the roles of men and women were starkly contrasted. In the post ALIEN world, women take on a more active role. This is hardly blurring. In fact, the roles are fairly obvious and pronounced. Again, this is what might appear to be the fact on the surface because on the surface we are looking at the actual action of the characters. The roles of the characters do not change regardless of the decade the film was produced. That is to say, humans – whether they are male or female – remain victims in horror films. Gender Roles in Horror Films – Page 5 That is, Ripley may be active in ALIEN but she is the prey of the alien no different from the role of Fay Wray in KING KONG. Even in 1942s THE WOLFMAN we can see a variant of this. Consider Evelyn Ankers role in the film: her character Gwen is far from a weak female. She is a very independent and strong character. At the films climax, she goes out in the woods by herself looking for her boyfriend even though she knows a werewolf is prowling. Of course, the werewolf attacks her because that is what werewolves do. The werewolf – like aliens, vampires and giant monsters – only sees humans as prey. The creature often does not see gender roles. The role to the creature is irrelevant beyond seeing humans as victims. Victims are essentially the repressed regardless of their gender role. What is primal Repression? Let us call it the ability of the speaking being always already haunted by the other, to divide, reject and repeat. Without one division, one separation one subject/object having been constituted why? Perhaps because of the maternal anguish, unable to be satisfied within the encompassing symbolic. (Kristeva 12) As such, the gender role of the active male or active/passive female never really changes. The role they play is always reactive to the creature and this makes them perfect for the role of a victim. This may seem like a odd way of looking at the roles because it deviates from the commonality of what we are grown to expect in horror films. This is because Cinema is at once a form of perception and a material perceived, a new way of encountering reality Gender Roles in Horror Films – Page 6 and a part of reality thereby discovered for the first time. (Shaviro 40) That is, one of the benefits to enjoying a film is watching how humans are presented. Even in fantastic films such as the horror genre there is a unique insight into reality present and that particular reality is both the different roles genders play (passive/active) based on human perception and then there is the monsters perception: prey. As such, there are different roles and singular roles occurring at the same time. As Barker illustrates: If she had been taciturn in the street, Anne-Marie was anything but in the privacy of her own kitchen. Gone was the guarded curiosity, to be replaced by a stream of lively chatter and constant scurrying between a half dozen minor domestic tasks, like a juggler keeping several states spinning at once. (Barker 74) That is, a singular person can play many roles based on varying perceptions. While there are many different types of horror films, all horror films center on the common theme of predator and prey. While sometimes there may be variants to the role ( a sympathetic monster, a flawed human hero, etc) the end result always returns to the original theme: predators seek their prey. Sometimes, the prey is passive and sometimes the prey remains passive. Of course, prey can be both male and female and, unfortunately, the gender roles of the prey often follow common stereotypes. However, to the classic monster gender roles are irrelevant: to the monster all humans are prey and that trumps gender roles completely. This is not to say that there are no nuances found in the various gender roles. But, as far as the creature is concerned all humans are prey no matter how they act or react through the course of the film. Bibliography Barker, Clive. The Forbidde. In IN THE FLESH: TALES OF TERROR. New York: Poseidon Press, 1986. 67 108. Botting, F. Candy Gothic. In GOTHIC CAMBRIDGE: Boydell Brewer, 2001. 133 151. Kristeva, Julia. Powers of Horror: A Study in Abjection. New York: Columbia University Press, 1982. Mulvey, Laura. Visual Pleasure and Narrative cinema. Shaviro, Steven. Film Theory and Visual Fascination. In THE CINEMATIC BODY. Minneapolis: University of Minneapolis Press, 1993. 1 65.

How to Improve in Shakespeares The Tempest :: Tempest essays

How to Improve Shakespeare’s Tempest    Mr. William Shakespeare, I am going to get right down to business.   I am writing to you regarding our recent collaboration on The Tempest.   In my opinion I think we need to make a couple of changes.   The first is in regards to Caliban and the second has to do with Prospero.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I was reading the section of the play where Caliban takes Stephano as his master I began to think about how he should be wiser by now.   As is Caliban begs a drunken Stephano to be his master.   In my opinion Caliban should show development by not drinking and possibly taking advantage of the drunk Stephano and Trinculo.   It should develop in this fashion:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Caliban:  Ã‚     Ã‚  Ã‚   I believe that I can assist you in your stay on the island.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Stephano:   Ã‚  Ã‚  Ã‚   What mean you beast?      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Caliban:   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I prithee, let me bring thee where crabs grow,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And I with my long nails will dig thee pignuts,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Show thee a jay's nest, and instruct thee how   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To snare the nimble marmoset.   I'll bring thee   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To clustering filberts, and I'll teach thee to get   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Young scamels from the rock.   Does't though attend me?      Ã‚  Ã‚  Ã‚   Stephano:  Ã‚  Ã‚  Ã‚  Ã‚   I do.   For all this service what want'st you in return.      Ã‚  Ã‚  Ã‚   Caliban:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I ask but one simple service.   The death of my tyrant   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   master.      Ã‚  Ã‚     Stephano:  Ã‚  Ã‚  Ã‚  Ã‚   You ask me to murder for you?      Ã‚  Ã‚  Ã‚   Caliban:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I ask only that you remove your only opponent in making   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   me your vassal.      Ã‚  Ã‚  Ã‚   Stephano:  Ã‚  Ã‚  Ã‚  Ã‚   Well bargain'd for a monster such as thee.   I shall   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   consider it.    If the scene is run in this way Caliban is developed as more human and less monster.   Also it adds more urgency to the possible danger Stephano and Trinculo bring, but the comic aspect remains because the two are drunk.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My second suggestion addresses the issues of Prospero and tempests.   At the end of the play there is the opportunity for great suspense.   The interaction between Prospero and his brother and conspirator could be much more intense.   You could easily create an internal conflict for Prospero where he debates whether or not to take action against Antonio.   Of course he cannot have given up his powers at this point.   Instead of just letting Antonio alone Prospero could use his magic to give him pains, make him small or one of many other whimsical tricks to teach Antonio a lesson; I think that causing Antonio to sleep and in turn not taking him home would be the most fitting punishment. How to Improve in Shakespeare's The Tempest :: Tempest essays How to Improve Shakespeare’s Tempest    Mr. William Shakespeare, I am going to get right down to business.   I am writing to you regarding our recent collaboration on The Tempest.   In my opinion I think we need to make a couple of changes.   The first is in regards to Caliban and the second has to do with Prospero.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I was reading the section of the play where Caliban takes Stephano as his master I began to think about how he should be wiser by now.   As is Caliban begs a drunken Stephano to be his master.   In my opinion Caliban should show development by not drinking and possibly taking advantage of the drunk Stephano and Trinculo.   It should develop in this fashion:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Caliban:  Ã‚     Ã‚  Ã‚   I believe that I can assist you in your stay on the island.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Stephano:   Ã‚  Ã‚  Ã‚   What mean you beast?      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Caliban:   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I prithee, let me bring thee where crabs grow,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And I with my long nails will dig thee pignuts,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Show thee a jay's nest, and instruct thee how   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To snare the nimble marmoset.   I'll bring thee   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To clustering filberts, and I'll teach thee to get   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Young scamels from the rock.   Does't though attend me?      Ã‚  Ã‚  Ã‚   Stephano:  Ã‚  Ã‚  Ã‚  Ã‚   I do.   For all this service what want'st you in return.      Ã‚  Ã‚  Ã‚   Caliban:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I ask but one simple service.   The death of my tyrant   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   master.      Ã‚  Ã‚     Stephano:  Ã‚  Ã‚  Ã‚  Ã‚   You ask me to murder for you?      Ã‚  Ã‚  Ã‚   Caliban:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I ask only that you remove your only opponent in making   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   me your vassal.      Ã‚  Ã‚  Ã‚   Stephano:  Ã‚  Ã‚  Ã‚  Ã‚   Well bargain'd for a monster such as thee.   I shall   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   consider it.    If the scene is run in this way Caliban is developed as more human and less monster.   Also it adds more urgency to the possible danger Stephano and Trinculo bring, but the comic aspect remains because the two are drunk.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My second suggestion addresses the issues of Prospero and tempests.   At the end of the play there is the opportunity for great suspense.   The interaction between Prospero and his brother and conspirator could be much more intense.   You could easily create an internal conflict for Prospero where he debates whether or not to take action against Antonio.   Of course he cannot have given up his powers at this point.   Instead of just letting Antonio alone Prospero could use his magic to give him pains, make him small or one of many other whimsical tricks to teach Antonio a lesson; I think that causing Antonio to sleep and in turn not taking him home would be the most fitting punishment.

Questionnaire Format

Introduction Before executing any survey a researcher should ask himself few questions in particular: * why you are asking the questions * who the results are for * what you expect to ? nd from the answers * how you are going to analyse the data when you get them If you re? ect on these questions, it will be easier to compose more appropriate, accurate questions that provide useful ? ndings. This re? ection should also help to understand which method will be the most appropriate for particular needs.The choice of method therefore depends on the questions that researcher want answered. If he want to know what people do in a particular situation then a questionnaire will probably be suf? cient. If its to identify why something has occurred, a questionnaire will provide less valid responses than in-depth interviews or focus groups because in-depth interviews and focus groups allow the respondent the freedom to express things in context that may not have thought of before. This course wo rk is dedicated to the questionnaire method of research in management.The work is separated into two parts: part one is giving an overview information of about questionnaires and part two is consider questionnaires as a research method in different type of management. Questionnaire is a formalized set of questions, usually paper based or delivered online, submitted for replies that can be analyzed for usable information: * social research * marketing research * management research Questionnaire design process 1. Specify the Information needed 2. Specify the Type of Interviewing methodAs it was said before each research should begin with some common steps such as specifying the necessary information and deciding which method of interviewing should be conducted for this particular research including all the advantages and possible obstacles. Also the researcher should assess what information will be sought after a thorough scanning of secondary sources of data and determine the target respondent. 3. Decide on the type of questionnaire and its structure 4. Evaluation of question content. Before including a question in the schedule, examine whether: * This question is really essential The respondent can understand the question. (i. e. is it too technical, ambiguous, or advanced for the target respondent? ) * The respondent can answer the question. (Say, the respondents possess sufficient knowledge. As such, it is better not to ask too much of factual data or about past history. ) * The respondent will answer the question. Specially, if it invades into one's privacy or it requires too much effort to answer, then they usually refuse to cooperate 5. Check question phrasing. For Example * Do words have ambiguity in meaning? Are there any implied alternatives in the question? * Are there some assumptions to be made to answer the question'? * Will the respondents approach the question from the same frame of reference as designed by the researcher? 6. Determine form of r esponse to each question: The response format may be open or closed ended. In general, the type of response format will depend on the objective of the research, nature of data to be collected and analysis to be performed. 7. Determine sequence of questions. * Use simple and interesting opening questions * Put the questions in logical manner Ask for classificatory data at the end 8. Assess the physical layout of the questionnaire. Naturally, the questionnaire must be printed properly; put in elegant form and facilitate handling. 9. Pre-test the questionnaire. It is normal practice to pretest a questionnaire on a small number of target respondents. The pretest is done to assess both individual questions and their sequence of response pattern. Accordingly, a researcher must revise questions which cause problems. While developing a questionnaire, researcher must: * Use simple words in framing the questions Avoid ambiguous- questions * Avoid implicit alternatives * Avoid questions that r equire too much memory recall and calculation * Avoid double barreled questions * Ideally, a questionnaire should first secure' some basic information to get the respondent's cooperation and gradually try to collect more information about the phenomenon of interest. * It is easier to administer a multiple choice response categories that requires one simple tick. Questionnaire format Questionnaire format depends upon the amount of structure and disguise required during data collection:Structure At the time of fronting the questionnaire the researcher must appropriately determine the degree of structure to be imposed on the questionnaire. A highly structured questionnaire is one in which the question to be asked and the responses permitted are explicitly pre-specified. On the other hand in a non-structured questionnaire the questions to be asked are kept flexible in their own words and also the respondents are allowed to answer the questions in a manner they like. The response pattern may vary from open-ended to closed-ended.In open-ended question the respondent is free to choose the possible response, whereas in the closed ended from the researcher pre specifies certain options and the respondent is allowed to choose the alternatives from the given options. Disguise Disguised questions is one where purpose is not made obvious to the respondents and is asked in an indirect manner. Non-disguised questions, on the other hand, are ones which are direct and the purpose of asking them is known clearly is the respondents. Disguised questions are used in the conditions when the issues concerned are such that respondents may not give correct answer to direct questions.Questionnaires by the format can be divided into the following categories: Structured non-disguised questionnaire| Structured-disguised questionnaire| * Questions are listed in a pre-arranged order * Respondents are told about the purpose of collecting information| * Questions are listed in a pre-arranged order * Respondents are not told about the purpose of conducting survey| Non-structured non-disguised questionnaire| Non-structured disguised questionnaire| * Questions are not structured. * Researcher is free to ask questions in any sequence he/she wants. Respondents are told about the purpose of collecting information| * Questions are not structured * Researcher is free to ask questions in any sequence he/she wants. * Respondents are not told about the purpose of conducting survey| Structured, non-disguised questionnaires are very popular in marketing research studies. These are more applicable when large sample sizes are there. Non-structured, non-disguised questionnaires, on the other hand, are used when a freehand is to be provided to the respondents so that in-depth information on the subject could be solicited e. . in industrial marketing research wherein number of respondents would also be low. Non-structured, disguised questionnaires are mainly used in `motivation research' . ‘Wore Association Test', ‘ Sentence Completion Test', `Thematic Appreciation Test', ‘Cartoon Test', etc. may be used in this category, Structured disguised questionnaires are more appropriate where responses are required towards certain sensitive issues like attitude towards aids patients, abortion etc. Questionnaire length and structure It is commonly accepted that a questionnaire should not be over long.People’s short attention spans mean that long questionnaires are completed less accurately as people rush to ? nish them. This is also true for obvious question repetition with respondents biased towards simply repeating what they said before whether it is accurate or not. One major problem with very long questionnaires is the likelihood of participants skim reading them, which increases the likelihood of participants misinterpreting complex questions. This is also a problem with back-ground information or instructions given at the beginning of the questi onnaire.Many of these problems can be counteracted with careful design of the questionnaire. The amount of motivation felt by participants to complete the questionnaire can affect how much they are prepared to concentrate on completing it. For example, participants who feel the outcomes of the research will directly bene? t them may feel more motivated to complete a questionnaire and vice versa. Since a spread of different types of users is often required, it is important to understand these variations when designing and piloting the questionnaire.To increase the usability and effectiveness of the questionnaire tool it is important to consider questionnaire is structured. This means reviewing the sequence of questions very carefully. Grouping questions together under a common theme heading will help the respondent contextualize the subsequent questions. This approach will also help identify how the sequence is likely to affect the respondent. The order in which questions are present ed may bias your respondent to give more or less favorable responses.This can also happen with the response scales whereby a respondent gives the same answer throughout a section without reading the questions. To counteract this can either counterbalance the questions or can counterbalance the response. Piloting the questionnaire should help identify these problems and correct them in the ? nal version. Question wording When designing questions it is important to consider if each question will have the same meaning for everyone. It is, therefore important to make sure frame of reference is clear. Providing de? nitions or examples is a useful way to overcome these problems.Some researchers provide scenarios at the beginning of sections to contextualize the questions. Keeping questions as short and simple as possible will increase the likelihood that they will be understood as well as the accuracy of responses. Questions that are complicated by double negatives or loaded words are par ticularly hard for a respondent to answer. It is also important not to ask more than one question at once (e. g. ‘How do you rate the system response times to urgent and non-urgent request? ’). Similarly it is essential not to ask a question that requires them to interpret meaning of a term (e. g. Do you attend online tutorials on a regular basis? ’ What is meant by the concept ‘regular basis’, is it once a day or once a week? ). Providing a range within which to choose a response will help to clarify these choices. Ranges can also help respondents feel happier about answering some questions. For example, being asked to write down age can feel far more invasive than choosing from a selection of age ranges. Ultimately, it is always important to consider what biases you may be relaying through the wording of a question. Leading questions are frequently the major problem with most questionnaires (e. . ‘Why do you think online assessment is wrong? ’). Similarly questions that invite a socially desirable response will produced a biased set of responses. Finally, assuming a respondent will be able to remember accurate details of events several months ago is unrealistic and will produce inaccurate responses. Question types Contingency questions – A question that is answered only if the respondent gives a particular response to a previous question. This avoids asking questions of people that do not apply to them (for example, asking men if they have ever been pregnant).Matrix questions – Identical response categories are assigned to multiple questions. The questions are placed one under the other, forming a matrix with response categories along the top and a list of questions down the side. This is an efficient use of page space and respondents’ time. Closed ended questions – Respondents’ answers are limited to a fixed set of responses. Most scales are closed ended. Other types of closed ended questions include: * Yes/no questions – The respondent answers with a â€Å"yes† or a â€Å"no†. * Multiple choice – The respondent has several option from which to choose. Scaled questions – Responses are graded on a continuum (example : rate the appearance of the product on a scale from 1 to 10, with 10 being the most preferred appearance Open ended questions – No options or predefined categories are suggested. The respondent supplies their own answer without being constrained by a fixed set of possible responses. Examples of types of open ended questions include: * Completely unstructured – For example, â€Å"What is your opinion on questionnaires? † * Word association – Words are presented and the respondent mentions the first word that comes to ind. * Sentence completion – Respondents complete an incomplete sentence. For example, â€Å"The most important consideration in my decision to buy a new house is . . . † * Story completion – Respondents complete an incomplete story. * Picture completion – Respondents fill in an empty conversation balloon. * Thematic apperception test – Respondents explain a picture or make up a story about what they think is happening in the picture Question Sequence Items on a questionnaire should be grouped into logically coherent sections.Grouping questions that are similar will make the questionnaire easier to complete, and the respondent will feel more comfortable. Questions that use the same response formats, or those that cover a specific topic, should appear together. Each question should follow comfortably from the previous question. Writing a questionnaire is similar to writing anything else. Transitions between questions should be smooth. Questionnaires that jump from one unrelated topic to another feel disjointed and are not likely to produce high response rates.Most investigators have found that the order in which q uestions are presented can affect the way that people respond. Questions in the latter half of a questionnaire were more likely to be omitted, and contained fewer extreme responses. Some researchers have suggested that it may be necessary to present general questions before specific ones in order to avoid response contamination. Other researchers have reported that when specific questions were asked before general questions, respondents tended to exhibit greater interest in the general questions. It is not clear whether or not question-order affects response.A few researchers have reported that question-order does not effect responses, while others have reported that it does. Generally, it is believed that question-order effects exist in interviews, but not in written surveys. Some general rules about question sequence: * flow logically from one to the next * researcher must ensure that the answer to a question is not influenced by previous questions * flow from the more general to the more specific * flow from the least sensitive to the most sensitive * flow from factual and behavioral questions to attitudinal and opinion questions * flow from unaided to aided questionsCoding and Tabulating Coding is the technical name used to categorize the data collected. It involves specifying the alternative categories or classes into which responses are to be placed and assigning code numbers to the classes. In fact, coding closed-ended questions are simple, depending on the response pattern one may design the various codes for different responses. Open-ended questions are, however, very difficult to code. Here no uniform rules exit. The researchers have been found to apply their own discretion in developing the coding procedure..Tabulation consists of simply counting the number of cases that fall into the various categories. It may take the form of simple or cross tabulation. Simple tabulation involves counting the responses based on one variable. One may apply various statistical tools like mean, median, mode, standard deviation or variance to condense and interpret the data. To present the data in graphical form one may make use of various forms of statistical graphs like histogram, frequency polygon, ogive etc. A brief description of these tools is given below.Histogram: It is a form of bar chart where the values of the variable are placed on the X-axis and the frequency of each distinct occurrence is indicated on the Y-axis. Frequency polygon: Figure obtained from the histogram by joining the midpoints of the bars of the histogram with straight lines. Ogive: This graph shows the number of cases having a value less than or equal to specified quantity; that is, the cummulative frequency is generated. Afterwards the cummulative frequencies are plotted along the Y- axis against the given combination of values of the variable (or X-axis).Advantages and Disadvantages of Questionnaires Advantages| Disadvantages| The researcher is able to contact larg e numbers of people quickly, easily and efficiently using a postal questionnaire | The format of questionnaire design makes it difficult for the researcher to examine complex issues and opinions. Even where open-ended questions are used, the depth of answers that the respondent can provide tend to be more-limited than with almost any other method of research. This makes it difficult for a researcher to gather information that is rich in depth and detail. Questionnaires are relatively quick and easy to create, code and interpret (especially if closed questions are used). In addition, the respondent- not the researcher – does the time-consuming part of completing the questionnaire| With a postal questionnaire, the researcher can never be certain the person to whom the questionnaire is sent actually fills it in. For example, if your research is concerned with finding-out the opinions of women on a range of issues, it would be less than useful if an unknown number of the question naires sent by the researcher were filled-in by men| A questionnaire is easy to standardise.For example, every respondent is asked the same question in the same way. The researcher, therefore, can be sure that everyone in the sample answers exactly the same questions, which makes this a very reliable method of research. | Where the researcher is not present, it's always difficult to know whether or not a respondent has understood a question properly. | Questionnaires can be used to explore potentially embarrassing areas (such as sexual and criminal matters) more easily than other methods. The questionnaire can, for example, be both anonymous and completed in privacy.This increases the chances of people answering questions honestly because they are not intimidated by the presence of a researcher. | The researcher has to hope the questions asked mean the same to all the respondents as they do to the researcher. This is a problem that can – to some extent – be avoided by conducting a Pilot Study prior to conducting the real survey | Relatively inexpensive method, does not require any investments| The response rate (that is, the number of questionnaires that are actually returned to the researcher) tends to be very low for postal questionnaires.A 20 – 25% return of questionnaires is probably something that most researchers would happily settle for and this may mean that a carefully-designed sample becomes unrepresentative of a target population. | | The problem of the self-selecting sample is particularly apparent in relation to questionnaires. When a response rate is very low the responses received may only be the opinions of a very highly motivated section of the sample (that is, people with strong opinions who take the time and trouble to complete and return a questionnaire)|Questionnaires in Management Management questionnaires are an important way of knowing about the productivity, sales and morale of the company. It provides an opening i nto the hearts and minds of the employees and enables the management to take corrective steps to change and improve the work environment for enhanced productivity. Managers need to prepare questions for recruitment of staffs, which involves all type of questions from technical to personal. Even managers themselves have to answer questions for their own appraisal process.Before designing the management questionnaire, it is necessary to understand the goal of the questionnaire? What are benefits of the questionnaire to the management and company as a whole? Start with a brief introduction, highlight the objective and motive of the questionnaire and what you aim to achieve from this survey. You can define a wide range of questions on strengths, weaknesses, opportunities and threats to make it comprehensive. Make sure the questions are independent in nature and easy to understand.Top level managers need to question their subordinates about their work and need to know about their psychol ogy Thus management questionnaires prove to be very beneficial for various different types of organizations. These questionnaires are not only important for employers but for employees as well. Management questionnaires are used in different type of management such as: * Performance management A performance management questionnaire is an essential instrument for collecting data. This data can be used to enhance management performance.By carrying out a survey on performance management, companies are in a better position to identify areas that require improvement and implement ways through which improvement of performance can be achieved. * Project management A project management questionnaire covers various areas in line with a particular project, the strategic processes of project management, how management processes are coordinated right from their initiation to their eventual completion. This helps to keep track of the progress that is being made and what else can be done. * Time ManagementA time management questionnaire is formulated for the purpose of evaluating individuals on their time management habits and character traits. Time is an essential resource and effective time management has a significant impact on performance. A time management questionnaire helps people identify areas of their life in which they can improve. * Supply Chain Management Supply chain management is the sensitive procedure being initiated by the corporate to ensure the growth process in which the raw material is supplied to the concerned department to boost the production.In supply chain questionnaire, the concerned department will follow certain working standards to answer all the questions. On the basis of the outcome of this questionnaire, an organization can easily evaluate the percentage of success of the supply chain department. * Human Resource Management A Human Resource Management Questionnaire is a set of questions regarding the management of the human resource departm ent of an organization. It has information regarding the number of employees involved and the structure and functioning of the human resource department.Examples of questionnaires can be found in Appendix Bibliography 1. Kinnear, Thomas C. and James R. Taylor, † Marketing Research – An Applied Approach† McGraw-Hill International Edition. 2. Adams, Anne and Cox, Anna L. (2008). Questionnaires, in-depth interviews and focus groups. In: Cairns, Paul and Cox, Anna L. eds. Research Methods for Human Computer Interaction. Cambridge, UK: Cambridge University Press 3. Questionnaire Design. A. N. Oppenheim Continuum International Publishing Group Ltd. ; New edition edition (17 Aug 2000) 4.Developing a Questionnaire (Real world research). Bill Gillham. Continuum (1 Jun 2000) Appendix Performance Management Questionnaires Company Name †¦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‚¬ ¦. Industry †¦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‚¬ ¦. Number of employees †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Company position †¦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‚¬ ¦. Rate the following using this key: * Unsatisfactory *Average *Good *Excellent Efficiency in the use of resources †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Assurance of quality performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Employee satisfaction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Employee training and development †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Customer service †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Quality of products †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Quality standards †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Safety standards †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Rate of product delivery †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Staff punctuality †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Corporate social responsibility †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Project Management Questionnaires Is there a project management process in existence? †¦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‚¬ ¦Ã¢â‚¬ ¦ What is the scope of the project? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. What project phases are put in place? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Upon the undertaking of projects, is there further delegation of tasks? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Who is responsible for the realization of project objectives? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Which processes of project management currently exist? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ What are the financial implications of these processes? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Are there guidelines in place for project organization and quality assurance? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Do processes related to the projects meet the needs of key stakeholders? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Is the project independently carried out? †¦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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Time management questionnaire Do you prioritize your tasks? †¦Ã¢â‚¬ ¦Do you allow interruptions to take your attention away from important tasks? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Do you take on tasks even when the time is not sufficient? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Do you take on other people’s tasks? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Do you take breaks during the day? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Do you take a long time to complete normal tasks? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Do you find yourself working o ver the weekend or during holidays? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Do you easily find your things? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Do you spend a lot of time on recreational activities? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Supply Chain Management Name of the department: ____________________ Head of the department: _____________________ Date of the questionnaire: ____/____/_____Q1: Is supply chain management having all the address of the developer branches of the company? Yes No Q2: Rate the working strategies of supply chain management department on the basis of the current programs? 10. Outstanding 9. Excellent 8. Good 7. Average Q3: Is the supply chain management department is having sufficient transportation? Yes Not sufficient Q4: According to the current growth process of the organization, which of the following needs much attention and progress to boost the production? Operational activities Tactical activities Current programming strategiesQ5: Choose the right option, wher e the supply chain department is facing problem in taking care of the raw material? During storage Packaging Testing of packaging Evaluation of defective raw material Q6: How do you rate the delivery activity of the department? 10. Excellent 9. Very effective 8. Good 7. Average Q7: Is there any case recorded by the supply chain department in which the production department complained late delivery of raw materials? Yes No Human Resource Management Questionnaire Name____________________________ Address________________________ Name of organisation ______________________Sector __________________ Address of organisation ___________________ city __________________ Email id of employee _____________________________ Contact number ______________________________________ Q1. State the number of employees in your organisation _______________________ Q2. How many employees are in the HR department _______________________? Q3. What sort of structure does your HR department have? _______________ ___________________________ Q4. What are the responsibilities and scope involved? _____________________________________________________________________

Why Lance Armstrong Was Shunned

Lance Armstrong’s D Even good people get shunned every once in a while. Lance Armstrong is a perfect example of this. Even though he had done much good in his life, and he had been though a lot, people still shunned him. Lance Armstrong would scarlet letter tear a D for drugs, just like Hester Prynne had to wear the scarlet letter A for her adultery. From the years 1999 to 2005, Lance Armstrong used Performance- Enhancing drugs. During this time period he had won the Tour de France 7 times, which cause controversy in the biking world.Because of his use of drugs, the USADA, U. S. Against Drugs Agency, decided to recently press charges in June of 2012. Lance Armstrong was not just shunned by the Media, but also by his team-mates. It was said that while the USADA was pressing charges against him, five of his former teammates were planning on testifying against him. Lance Armstrong was shunned by the biking community as a whole also. Recently, in 2012, the International Cycling Un ion has declared that he has been stripped of all his Tour titles, as long as all of his awards he won from 1999 to 2005.They also stated that he is no longer able to participate in the sport for life. Lance Armstrong and Hester Prynne can relate through their shunning. They were both shunned by their so called friends. As Lance was betrayed by his team mates, Hester was betrayed by people she called her friend and by the rest of the society. Another was that the two can relate is because they both accept their wrong-doing. Lance accepted his reticule about being not able to compete anymore, as Hester did her punishment of having to wear the A.Just as Hester has to wear the A for eternity, Lance is not able to participate in his passion for the rest of his life, therefore they are both sentenced to their punishment forever. Even though what Lance did was bad, he did not deserve such a severe punishment, just as Hester does not deserve hers. Even though what they both did was frowned upon in their society, having to deal with the punishment for eternity is wrong. Lance Armstrong only deserves to wear his D for a little while, not forever.

Teaching at Private versus Public Schools

Teaching at Private versus Public Schools Teaching jobs fall in both the public and private sectors. Deciding where to concentrate a job search raises questions for a lot of new teachers. Though similarities exist between public and private schools, several factors affect the overall teaching experience and deserve your consideration before you accept a position. Student Base in a  Private vs. Public School The law requires public schools to admit all students, without discrimination. Taxes fund public schools, but different districts receive different levels of funding, affecting the available resources in a classroom, among other things. Private schools charge tuition and typically use a selective admissions process. The price of attendance often becomes a factor in determining the socio-economic makeup of the student body, although some private schools offer scholarships to students with demonstrated financial need. Because of limited funds and a lack of mandates, teachers encounter fewer special needs students in private schools than in public schools, so if you specialized in special education, you might not find many available positions in the private sector. Government Oversight and Curriculum The government wields less power over the day-to-day administration of private schools since they do not receive tax dollars. In public schools, state mandates largely determine the subjects offered; private schools maintain much greater leeway in the curriculum standards they use. Further, public schools must use state-mandated standardized tests to measure learning while private schools can choose to use these or their own tests. Some private schools provide religious instruction along with academics and may be closely aligned with a church, synagogue, mosque or other religious institution. While public schools can teach students about religion in a civic or historical context, its against the law for public school educators to teach the tenets of any one religion. Teacher Education Public schools require  certain credentials for teachers including certification and specific degrees. Private schools have much greater leeway. Therefore, teachers in private schools may not have certifications or specific degrees to teach in their subject areas. Class Size and Student Discipline States try to keep class size down, but overcrowded schools  and a lack of teachers and funding make it difficult in many districts. Private schools often promote their small class sizes as an advantage over public schools. Further, because of a greater amount of parental involvement and more leeway when dealing with classroom discipline, private schools teachers find it easier to remove disruptive students from classes and the school itself. It takes a pretty serious offense to get a student permanently removed from the public school system. Pay A private school teacher can find many pros and cons, but pay may be the biggest negative.   Private school teachers  generally earn less than their public school counterparts, with teachers at parochial schools at the lowest end of the salary range.  Teacher salaries  at private schools come  out of student tuition. According to the National Center for Education Statistics, private school teachers on average earn $10,000 – $15,000 less than a comparable public school teacher.

The Origins and History of Wine Making

The Origins and History of Wine Making Wine is an alcoholic beverage made from grapes, and depending on your definition of made from grapes there are at least two independent inventions of the lovely stuff. The oldest known possible evidence for the use of grapes as part of a wine recipe with fermented rice and honey was in China, about 9,000 years ago. Two thousand years later, the seeds of what became the European wine-making tradition began in western Asia. Archaeological Evidence Archaeological evidence of wine-making is a little difficult to come by, of course; the presence of grape seeds, fruit skins, stems and/or stalks in an archaeological site does not necessarily imply the production of wine. Two main methods of identifying winemaking that are accepted by scholars are identifying domesticated stocks and discovering grape processing evidence. The main change incurred during the domestication process of grapes is that the domesticated forms have hermaphrodite flowers. What that means is that the domesticated forms of the grape are able to self-pollinate. Thus, the vintner can pick traits she likes and, as long as she keeps them all on the same hillside, she need not worry about cross-pollination changing next years grapes. The discovery of parts of the plant outside its native territory is also accepted evidence of domestication. The wild ancestor of the European wild grape (Vitis vinifera sylvestris) is native to western Eurasia between the Mediterranean and Caspian seas; thus, the presence of V. vinifera outside of its normal range is also considered evidence of domestication. Chinese Wines But the story really must start in China. Residues on pottery sherds from the Chinese early Neolithic site of Jiahu have been recognized as coming from a fermented beverage made of a mixture of rice, honey, and fruit, radiocarbon dated to ~7000–6600 BCE. The presence of fruit was identified by the tartaric acid/tartrate remnants in the bottom of a jar, familiar to anyone who drinks wine from corked bottles today. Researchers could not narrow the species of the tartrate down between grape, hawthorn, or longyan or cornelian cherry, or a combination of two or more of those. Grape seeds and hawthorn seeds have both been found at Jiahu. Textual evidence for the use of grapes (but not grape wine) date to the Zhou Dynasty (ca 1046–221 BCE). If grapes were used in wine recipes, they were from a wild grape species native to China- there are between 40 and 50 different wild grape species in China- not imported from western Asia. The European grape was introduced into China in the second century BCE, with other imports resulting from the Silk Road. Western Asia Wines The earliest firm evidence for wine-making to date in western Asia is from the Neolithic period site called Hajji Firuz, Iran, where a deposit of sediment preserved in the bottom of an amphora proved to be a mix of tannin and tartrate crystals. The site deposits included five more jars like the one with the tannin/tartrate sediment, each with a capacity of about 9 liters of liquid. Hajji Firuz has been dated to 5400–5000 BCE. Sites outside of the normal range for grapes with early evidence for grapes and grape processing in western Asia include Lake Zeriber, Iran, where grape pollen was found in a soil core just before ~4300 cal BCE. Charred fruit skin fragments were found at Kurban Hà ¶yà ¼k in southeastern Turkey by the late 6th–early 5th millennia BCE. Wine importation from western Asia has been identified in the earliest days of dynastic Egypt. A tomb belonging to the Scorpion King (dated about 3150 BCE) contained 700 jars believed to have been made and filled with wine in the Levant and shipped to Egypt. European Wine Making In Europe, wild grape (Vitis vinifera) pips have been found in fairly ancient contexts, such as Franchthi Cave, Greece (12,000 years ago), and Balma de lAbeurador, France (about 10,000 years ago). But evidence for domesticated grapes is later than that of the East Asia, but similar to that of the western Asia grapes. Excavations at a site in Greece called Dikili Tash have revealed grape pips and empty skins, direct-dated to between 4400–4000 BCE, the earliest example to date in the Aegean. A clay cup containing both grape juice and grape pressings is thought to represent evidence for fermentation at Dikili Tash, and grape vines and wood have also been found there. A wine production installation dated to ca. 4000 cal BCE has been identified at the site of Areni 1 in Armenia, consisting of a platform for crushing grapes, a method of moving the crushed liquid into storage jars and (potentially) evidence for the fermentation of red wine. By the Roman period, and likely spread by Roman expansion, viticulture reached must of the Mediterranean area and western Europe, and wine became a highly valued economic and cultural commodity. By the end of the first century BCE, it had become a major speculative and commercial product. Wine Yeasts Wines are fermented with yeast, and until the mid-20th century, the process relied on naturally-occurring yeasts. Those fermentations often had inconsistent results and, because they took a long time to work, were vulnerable to spoilage. One of the most significant advances in winemaking was the introduction of pure starter strains of Mediterranean Saccharomyces cerevisiae (commonly called brewers yeast) in the 1950s and 1960s. Since that time, commercial wine fermentations have included these S. cerevisiae strains, and there are now hundreds of reliable commercial wine yeast starter cultures around the world, enabling consistent wine production quality. DNA sequencing has enabled researchers to trace the spread of S. cerevisiae in commercial wines for the past fifty years, comparing and contrasting different geographical regions, and, say researchers, providing the possibility of improved wines. Sources: The Origins and Ancient History of Wine is a highly recommended website at the University of Pennsylvania, maintained by archaeologist Patrick McGovern. Antoninetti, Maurizio. The Long Journey of Italian Grappa: From Quintessential Element to Local Moonshine to National Sunshine. Journal of Cultural Geography 28.3 (2011): 375–97. Print.Bacilieri, Roberto, et al. Potential of Combining Morphometry and Ancient DNA Information to Investigate Grapevine Domestication. Vegetation History and Archaeobotany 26.3 (2017): 345–56. Print.Barnard, Hans, et al. Chemical Evidence for Wine Production around 4000 Bce in the Late Chalcolithic near Eastern Highlands. Journal of Archaeological Science 38.5 (2011): 977-84. Print.Borneman, Anthony, et al. Wine Yeast: Where Are They from and Where Are We Taking Them? Wine Viticulture Journal 31.3 (2016): 47–49. Print.Campbell-Sills, H., et al. Advances in Wine Analysis by Ptr-Tof-Ms: Optimization of the Method and Discrimination of Wines from Different Geographical Origins and Fermented with Different Malolactic Starters. International Journal of Mass Spectrometry 397–398 (2016 ): 42-51. Print.Goldberg, Kevin D. Acidity and Power: The Politics of Natural Wine in Nineteenth-Century Germany. Food and Foodways 19.4 (2011): 294–313. Print. Guasch Janà ©, Maria Rosa. The Meaning of Wine in Egyptian Tombs: The Three Amphorae from Tutankhamuns Burial Chamber. Antiquity 85.329 (2011): 851–58. Print.McGovern, Patrick E., et al. Beginnings of Viniculture in France. Proceedings of the National Academy of Sciences of the United States of America 110.25 (2013): 10147–52. Print.Morrison–Whittle, Peter, and Matthew R. Goddard. From Vineyard to Winery: A Source Map of Microbial Diversity Driving Wine Fermentation. Environmental Microbiology 20.1 (2018): 75–84. Print.Orrà ¹, Martino, et al. Morphological Characterisation of Vitis Vinifera L. Seeds by Image Analysis and Comparison with Archaeological Remains. Vegetation History and Archaeobotany 22.3 (2013): 231–42. Print.Valamoti, SoultanaMaria. Harvesting the ‘Wild’? Exploring the Context of Fruit and Nut Exploitation at Neolithic Dikili Tash, with Special Reference to Wine. Vegetation History and Archaeobotany 24.1 (2015): 35†“46. Print. European Wine Making In Europe, wild grape (Vitis vinifera) pips have been found in fairly ancient contexts, such as  Franchthi Cave, Greece (12,000 years ago), and  Balma de lAbeurador, France (about 10,000 years ago). But evidence for domesticated grapes is later than that of the East Asia, but similar to that of the western Asia grapes.   Excavations at a site in Greece called  Dikili Tash  have revealed grape pips and empty skins, direct-dated to between 4400-4000 BC, the earliest example to date in the Aegean. A wine production installation dated to ca. 4000 cal BC has been identified at the site of  Areni 1  in Armenia, consisting of a platform for crushing grapes, a method of moving the crushed liquid into storage jars and (potentially) evidence for the fermentation of red wine. Read more about the  wine production site at Areni-1 Sources This article is a part of the About.com guide to the History of Alcohol, and the Dictionary of   Archaeology.The  Origins and Ancient History of Wine  is a  highly recommended website at the University of Pennsylvania, maintained by archaeologist Patrick McGovern.   Antoninetti M. 2011. The long journey of Italian grappa: from quintessential element to local moonshine to national sunshine. Journal of Cultural Geography 28(3):375-397. Barnard H, Dooley AN, Areshian G, Gasparyan B, and Faull KF. 2011. Chemical evidence for wine production around 4000 BCE in the Late Chalcolithic Near Eastern highlands. Journal of Archaeological Science 38(5):977-984. doi:10.1016/j.jas.2010.11.012 Broshi M. 2007. Date Beer and Date Wine in Antiquity. Palestine Exploration Quarterly 139(1):55-59. doi: 10.1179/003103207x163013 Brown AG, Meadows I, Turner SD, and Mattingly DJ. 2001. Roman vineyards in Britain: Stratigraphic and palynological data from Wollaston in the Nene Valley, England. Antiquity 75:745-757. Cappellini E, Gilbert M, Geuna F, Fiorentino G, Hall A, Thomas-Oates J, Ashton P, Ashford D, Arthur P, Campos P et al. 2010. A multidisciplinary study of archaeological grape seeds. Naturwissenschaften 97(2):205-217. Figueiral I, Bouby L, Buffat L, Petitot H, and Terral JF. 2010. Archaeobotany, vine growing and wine producing in Roman Southern France: the site of Gasquinoy (Bà ©ziers, Hà ©rault). Journal of Archaeological Science 37(1):139-149. doi:10.1016/j.jas.2009.09.024 Goldberg KD. 2011. Acidity and Power: The Politics of Natural Wine in Nineteenth-Century Germany. Food and Foodways 19(4):294-313. Guasch Janà © MR. 2011. The meaning of wine in Egyptian tombs: the three amphorae from Tutankhamuns burial chamber. Antiquity 85(329):851-858. Isaksson S, Karlsson C, and Eriksson T. 2010. Ergosterol (5, 7, 22-ergostatrien-3[beta]-ol) as a potential biomarker for alcohol fermentation in lipid residues from prehistoric pottery. Journal of Archaeological Science 37(12):3263-3268. doi:10.1016/j.jas.2010.07.027 Koh AJ, and Betancourt PP. 2010. Wine and olive oil from an early Minoan I hilltop fort. Mediterranean Archaeology and Archaeometry 10(2):115-123. McGovern PE, Luley BP, Rovira N, Mirzolan A, Callahan MP, Smith KE, Hall GR, Davidson T, and Henkin JM. 2013. Beginnings of viniculture in France. Proceedings of the National Academy of Sciences of the United States of America 110(25):10147-10152. McGovern PE, Zhang J, Tang J, Zhang Z, Hall GR, Moreau RA, Nuà ±ez A, Butrym ED, Richards MP, Wang C-s et al. 2004. Fermented Beverages of Pre- and Proto-Historic China. Proceedings of the National Academy of Sciences 101(51):17593-17598. Miller NF. 2008. Sweeter than wine? The use of the grape in early western Asia. Antiquity 82:937–946. Orrà ¹ M, Grillo O, Lovicu G, Venora G, and Bacchetta G. 2013. Morphological characterisation of Vitis vinifera L. seeds by image analysis and comparison with archaeological remains. Vegetation History and Archaeobotany 22(3):231-242. Valamoti SM, Mangafa M, Koukouli-Chrysanthaki C, and Malamidou D. 2007. Grape-pressings from northern Greece: the earliest wine in the Aegean? Antiquity 81(311):54–61.

Worksheet Essay Example | Topics and Well Written Essays - 500 words - 1

Worksheet - Essay Example nd help is called upon then crew that participate in the kill gets to claim the carcass, the crew that offers help can place additional harpoons or tie onto the first boat to help serve as a drogue. When it comes to sharing the catch, there is a systematic way of distribution, the crew that captures the prey gets whole share, the second crew gets the corporate share and lastly the reaming portion goes to craftsmen who may be from the same clan or other clans. The distribution is done in this manner due to the efforts put by each haunting crew. Alvard uses a line graph to present his data, form the line graph one can tell that Lamalera has been on the decline as times goes by. Marlowe’s hypothesis states that male partner is not partly mating effort, only that it is not wholly mating then this would mean that parental care given to biological child to get special care than the stepchild, direct parental care are the basic needs that one ought to have such as holdings, nursing among others whereas indirect care are the needs that one ought to have to make life worth living and examples are territorial defense, resource acquisition and much more. In direct care, biological fathers tend to interact more with their offspring, they spend much time together with the child and also provide enough food which is essential to a child’s growth. On the other hand indirect care shows how the step father does not spend much time and the division of household stuff is despicable, the communication between man and child is also minimal, finally the stepchild does not receive nurturing care just like the biological child gets. The difference in indirect care is that the man provides parental care in exchange of sexual access, the mother is likely to nurse for longer in this situation. Men earns the reputation of being good hunters hence thy get positive correlated when it comes to reproductive success, having more wives correlate with less investment one’s but one’s own