Sibling Incest

J Fam Viol (2009) 24:531–537 DOI 10. 1007/s10896-009-9251-6 ORIGINAL ARTICLE Sibling Incest: A Model for Group Practice with Adult Female Victims of Brother–Sister Incest Kacie M. Thompson Published online: 5 June 2009 # Springer Science + Business Media, LLC 2009 Abstract Working with groups of people who have been sexually abused introduces mutual experiential themes into the process that can be beneficial and meaningful. This paper discusses brother–sister incestuous sexual abuse with implications for group work. Literature and research is reviewed concerning sexual abuse, incest, family relationships, and theories that aid in explaining incest. Themes covered include: effects of incest, coping methods, blaming, and family of the victim. Common themes are explored and implications for group work are suggested on the basis of length, detail, structure, content, and pre-group contact. Keywords Sibling incest . Group practice . Group therapy Sibling incest is widely believed by researchers and clinicians to the most common type of incest (Carlson et al. 006). Historically, the issue of father–daughter incest has been most often referred to when speaking of incest as a form of sexual abuse; and the concept of sibling incest has been ignored. Despite the high occurrence of sibling incest and its negative effects, attention to this issue by the family, researchers, and professionals has been lacking (Bass et al. 2006). In fact, violence between siblings is much more prevalent than child abus e by parents (Kiselica and MorrillRichards 2007). The purpose of this discussion is to highlight the experience of victims of sibling incest by shedding light on their feelings, thoughts, and mental and emotional issues that are a result of incestuous abuse. Based on the understanding of the sibling relationship and aspects of sibling incest, a model for group therapy is introduced K. M. Thompson (*) University of Montana, Missoula, MT, USA e-mail: [email  protected] com for adult female victims of brother–sister incest. Aspects, such as sibling elationships, effects of brother sister incest, the family, blaming, coping, and theoretical frameworks, are discussed to inform group work with victims. The Sibling Relationship & Incest Siblings share a unique relationship bound by genetics, social class, history, and family connections. The sibling relationship often outlasts many other relationships (Bass et al. 2006). The sibling relationship is unique in longevity and can be one of the most influential relationships in oneâ₠¬â„¢s life. Because of this, the impact siblings have on one another should not be underestimated (Kiselica and Morrill-Richards 2007). This unique relationship that siblings share is sometimes the reason why incidences of sibling incest are regarded as â€Å"sexual curiosity†. This view of sexual curiosity is often accepted by family members and the details of that curiosity are not fully understood (McVeigh 2003). Sibling incest is defined as sexual behavior between siblings that is not age appropriate, not transitory, and not motivated by developmentally appropriate curiosity. Sexual abuse between siblings is not limited to intercourse. It has been shown that unwanted sexual advances, sexual leers, and forcing a sibling to view pornographic material can have as much of a psychological impact on the victim as actual intercourse (Kiselica and Morrill-Richards 2007). There are many forms of sexual abuse, but the negative effect incest poses on the victim and the family cannot be ignored. The sibling relationship and the causes of sibling incest have been addressed in several ways. Some authors such as McVeigh (2003), note the importance of the power dynamic between the brother and sister, as that dynamic is caused by age difference and gender expectations. Haskins (2003) 532 J Fam Viol (2009) 24:531–537 states that incest with a younger sibling by an older sibling is motivated largely by urges to satisfy underlying emotional needs for nurture and comfort rather than a need for sexual gratification. The offender’s behavior has sometimes become an outlet to express his unconscious needs. To fully understand the victim and offender’s relationship, family contexts should be examined. Perhaps the victim feels and behaves in similar ways due to the dysfunction in the family environment and the possible need for comfort and acceptance, which will be discussed in relation to family details. Common Experiences: The Effects of Sibling Incest Reactions to incestuous sexual abuse vary from person to person, depending on the severity, duration, and family reaction to the abuse. Victims of sexual abuse experience long-term difficulties including psychological, sexual, and relationship problems (Brand and Alexander 2003). Victims of incest have many feelings, emotions, and issues to deal with in order to cope with the abuse they experienced. Victims of sibling incest exhibit a wide variety of psychological problems. Sexual sibling abuse creates fear, anger, shame, humiliation, and guilt (Kiselica and MorrillRichards 2007). Along with those feelings, victims can also have severe depression and feelings of helplessness (Martens 2007). Sometimes these feelings can lead to suicidal thoughts, and sexual promiscuity; two aspects that are very common in sexually abused women (Rudd and Herzberger 1999). In order to understand the many effects of abuse and the long-term consequences, aspects, such as blaming, coping, and forgiveness, will be addressed under the framework of issues to be addressed during group work with victims of sibling incest. Family of the Victim Family systems theory has been utilized by clinicians to aid in the understanding of sibling abuse. Family systems theory supports the understanding of the sibling relationship within the familial realm by viewing the sibling relationship as just one piece in the family puzzle. The family environment is an interactive, interdependent network in which the behavior of each individual or subsystem modifies the behavior of other individuals or subsystems. This environment is quite intimate, and if the network begins to break down, it often fosters violence. Through this, the family systems outlook shows that sibling abuse and incest cannot be considered an isolated problem but should be seen as a manifestation of family dysfunction (Haskins 2003). The importance of the family should always be examined in cases of sibling incest. Bass et al. (2006) note that each member of the family will hold a unique perspective and position on the issue of incest and sexual abuse; which in turn models how the woman involved in that abuse will react or respond to the abuse and the treatment that may follow. Sibling incest occurs in families with some common characteristics (Phillips-Green 2002). Abusive and incestuous families have high levels of personal, social, and economic stress; substance abuse; and exaggeration of patriarchal norms; and parenting skills are consumed with high levels of frustration, with punitive or harsh childrearing styles (Haskins 2003). Systems theory aids in the understanding that what one person does effects another, which effects another. The family dynamics that housed the sibling abuse can have negative effects on the victim in how she views herself and how she will parent her children based on how she was raised. Whatever the case, sibling incest is painful and damaging, whether the families are relationally connected or distant (Bass et al. 2006). Not only does the family play an important role in examining the bigger picture of the victim’s life, but it also provides insight into the individual and her treatment process. With brother–sister incest, the victim and the perpetrator are both in the family unit, and that unit can be strongly effected by disclosure of abuse. Disclosure can create emotional distress which may lead to the breakdown of the family, disclosure can also cause blaming to occur. It has been shown that blaming is often a large factor in the disclosure process. The parents and teachers often blame the victim for the abuse instead of providing support (McVeigh 2003). The victim has already endured the abuse, the shroud of secrecy, and in the moment she thinks she will begin to overcome this abuse she is often ridiculed and blamed for causing the abuse that was inflicted upon her. Cyr et al. (2002) hypothesize through their research that when blaming from the parents occurs, the mother is placed in a loyalty bind, having to choose between her daughter and her son. Depending on the type of relationship the mother has with each child, the blaming could be greatly influenced. The issue of blaming can be reciprocal, as the victim may then blame herself and her mother. Blaming Just as the victim is often blamed for the abuse she endured, blaming can occur by the use of self-blame or by motherblaming. Blaming the self for events that happened are not only damaging but are often associated with feelings of guilt relative to the abuse (Morrow and Sorell 1989). Women that have experienced brother–sister incest may also feel unsafe, and when she believes that she is the one J Fam Viol (2009) 24:531–537 533 to be held responsible for the wrongdoing, she will turn any feelings of rage and hostility away from the perpetrator or her family and place them on herself (Schlesinger 2006). Self-blame and mother-blaming are common ways to deal with feelings of guilt and anger. Mother blaming is supported by the notion that the mother is in some way responsible for the acts of the victim’s brother. Victims of incest often internalize anger, directing hatred and aggression against themselves. When these feelings become too intense, the victim copes with this by focusing her anger on her mother, which allows the victim to externalize her feelings (Jacobs 1990). Looking at family dynamics as well as the specific relationship the victim has with her mother can be useful in understanding coping methods through blaming. processing for the resolution of the trauma, as well as increase the likelihood for poor day to day adult functioning (Brand and Alexander 2003). With a deeper understanding of coping methods, there may be an enhanced opportunity for educating the individual who exhibits those behaviors, as well as other group members. Group Therapy The use of group therapy can be very effective with a variety of populations, especially those that have experienced incest. Group therapy can provide a unique opportunity for self and interpersonal learning because it allows for members to address effects of interpersonal victimization by identifying with other members who have had similar experiences (Wanlass et al. 2006). Although little is known regarding best practice measures to treat victims of sibling incest, options for treatment have been discussed based on the fact that each victim of sexual abuse will be different in the treatment process (Martens 2007). There are several characteristics of sexual abuse that can affect not only the victim, but the treatment process as well. Aspects such as duration of the abuse and the use of force should be examined. As mentioned earlier, the family dynamic should be looked at as well though the lens of how the victim’s disclosure of abuse was received. The victim will be coping with not only the abuse, but the impacts disclosure may have had on the family and the victim as well. Rudd and Herzberger (1999) note four common characteristics among victims coming to receive treatment: enforced secrecy, interpersonal power differentials, influences on sexual development, and individual aftereffects. These researchers state that abused women often felt that by tolerating the abuse and keeping it a secret was a way to hold the family together. This aspect of secrecy in the incestuous relationship is also connected to power dynamics within the relationship. These characteristics as well as sexual development and individual aftereffects can be examined including other issues discussed earlier. Focusing on building strength and resilience in group therapy has been noted by Wanlass et al. (2006) and Anderson (2006). Both authors contend that working through the abuse during the group process can be seen as â€Å"surviving† the abuse, which is an example of resiliency. The group therapy process can be structured and focused to maximize skills associated with resiliency, leading to improved treatment outcomes (Wanlass et al. 2006). Anderson (2006) discusses a change in perspective of how the victim views herself; from the victim to the survivor; which can aid in the process of forgiveness. The topic of forgiveness may be valuable to group members, depending on where each member is in her process of Coping When considering group therapy with women who have experienced sibling sexual abuse, coping mechanisms should be examined to understand what issues and problems the individuals may have due to their coping skills. The way each individual copes with the abuse can be connected to any diagnosis that they may have been given as a result of the abuse. For example, many victims of trauma, especially sexual related trauma display characteristics of Post Traumatic Stress Syndrome (Banyard and Williams 1996). In these situations, group members may need to be taught coping strategies to manage traumarelated anxiety (Foa et al. 1999). Paying close attention to the possibility of or presence of a disorder will be very helpful in group work. Coping has been examined in many ways to aid in the process of understanding how individuals respond to trauma and stress. Brand and Alexander (2003) state there are two types of coping strategies: emotionfocused coping, and problem-focused active coping. Becoming more aware of both of these style of coping will greatly influence effectiveness of group work. Emotion focused coping is rooted in the individual trying to regulate their emotions in dealing with the abuse, and problem-focused active coping is when individuals engage in behaviors in an attempt to manage the problem situation. An example of problem-focused coping is when an individual tries to manage her stress from the abuse through an eating disorder behavior. While the group facilitator learns more about the group members, behavior such as these may arise in discussion. Other coping methods that have been identified include the coping strategy of avoidance. Previous studies have stated that avoidance may be an initial way to cope with the stress of sexual abuse, but in the long term sense the avoidance strategy may increase future symptoms and cognitive 534 J Fam Viol (2009) 24:531–537 understanding the abuse she experienced. Working on forgiveness with group members may aid in the reduction of feelings that cause depression, fear, and anxiety by channeling those feelings and discussing options for positive coping though forgiveness and resiliency. Theoretical Frameworks Guiding Practice Research and information discussed thus far has roots in theory. These theories could lead to a deeper understanding and an enhanced framework for the discussion of incest as well as aid professionals in group work. Attachment theory, symbolic interaction theory, family systems theory, and feminist theory outline the theoretical framework that guides practice with female victims of incest. As mentioned earlier, much of the discussion of incest has its foundation in family systems theory and the significance of relationships family members have ith one another. Alexander and Anderson (1994) note that the family context associated with the abuse often explains more of the long-term effects than the abuse itself. Attachment theory lends itself to this notion by stating that the parent–child relationship is just as important to the child as eating and sleeping. Based on the child’s â€Å"internal working model† of relationships modeled by the parent–child relationship, that model governs how interpersonal relationships are viewed and experienced (Alexander and Anderson 1994). The goal of incorporating an attachment perspective is one of helping the client increase flexibility of though and views in interpersonal relationships beyond the parent– child relationship. This could be especially useful if there have been negative interactions as well as if blaming is occurring. Symbolic interaction theory aids in the exploration of incest by looking at aspects, such as frequency of abuse, degree of self-blame, and family disruption, in relation to how the victim will manifest her self-concept (Morrow and Sorell 1989). Through this theory, how the individual who experienced the abuse views herself is viewed as a social product constructed and developed by the social interactions around that individual. Once again, family relates to this theory and explanation of factors surrounding incest and sexual abuse, but it also reaches beyond to include other important social interactions, such as friends, classmates, etc. Understanding the social constructs present in the victim’s life can create a better understanding of what needs to be dealt with and recognized for effective group therapy to occur. The feminist framework of incest and the victim is centralized around gender and oppression, and the roles that males and females play in society. As discussed earlier, Anderson (2006) speaks of the importance of changing the viewpoint of â€Å"surviving† abuse to overcoming and resisting the abuse through resiliency. This idea of becoming resilient by resisting oppression is focused in categories found to represent resiliency in the face of oppression: being powerless, being silenced, and being isolated. Not only do all three of these aspects describe how an incest victim feels, but Anderson (2006) also argues that they correlate with oppressive resiliency. Introducing this idea of not being an incest ‘survivor’, but being a resilient person with qualities to be proud of, seems much more empowering, and is a great representation of an example of how feminist theory can be applied to group work with victims of incest. Moving past sentiments of oppressed within one’s feelings as well as within society due to one’s gender can be helpful for the victim, especially within a group setting. People can often find strength in numbers, and if other members are making the same conclusions about their lives and their experiences, positive progression can occur. Kreidler and England (1990) make an important point: â€Å"Because incest isolates victims and encourages feelings of guilt, incrimination, and shame, group experiences allow survivors to build self esteem and develop relationships in a protected environment†. Through this, the group process fosters autonomy and a sense of control in its members. Group Model Group therapy for adult female victims of sibling abuse can be approached in many ways. Group facilitators must be able to assist their clients in making sense of their trauma and work through negative emotions, as well as to teach group members healthy and adaptive coping strategies (Wanlass et al. 2006). The basics of group work will be rooted in helping group members work through their experiences while processing their emotions. Through this, connections will often be made with other members based on the shared experience of brother–sister incest. Focus should not only be on the present, but the victim should be able to make connections to the abuse and how her life has been affected. Victims of sibling incest have lifelong problems in many areas including marriage, work, and parenting (Phillips-Green 2002). Once group members begin to make those connections, the possibility for positive change may increase. Northen and Kurland (2001) emphasize the importance of thorough and thoughtful planning to the success of group work (p. 109). In order to address the topics and concerns discussed throughout this paper, the intake process should be thorough in detail and always take into account the elements of the brother–sister incest, finding out if force was used, how long the incest occurred, etc. The facilitator in charge of creating the group should be involved in the intake of members, as well as choosing the time and place J Fam Viol (2009) 24:531–537 535 where the group will meet. The length of the group sessions should be considered. Group therapy can be short term or long term, depending on the desired goals of the facilitator and the needs of group members. Sparks and Goldberg (1994) propose a short term group that is centered within re-educating victims about the dynamics of incest. Victims are often unaware of the widespread incidence of sibling incest experiences, and may feel much less alone in their feelings and issues as a result of the abuse. These authors note the sense of empowerment that women feel by telling their story to others who share similar experiences, as vocalizing the abuse sets it â€Å"free† and places it in the open, as well as helps the woman to continually break feelings of secrecy. There can be advantages and disadvantages to short-term and long-term group models. Short-term groups are more effective for creating connections between victims around a shared experience, but due to the severity and seriousness of sibling incest, the author proposes a long-term group specifically for women who have experienced brother– sister incest. Long-term groups offer more of an opportunity to address issues such as sexuality, sexual dysfunction, and other issues such as secrecy, isolation, and suicidal thoughts that victims often carry with them throughout their lives. This long-term group is a 12-week format, with meetings once per week at two hours per session. Depending on the size of the group and the characteristics of members, private individual sessions outside group meetings may also be arranged. Size can vary, but should be limited to 10 women. Northen and Kurland (2001) make the point that the smaller the group, the more demand on members to be fully involved in the group, and then there is more demand for intimacy of relationships (p. 136). Sparks and Goldberg (1994) mention the importance of realizing that many survivors will be suspicious of anyone in the counselor/professional role because they many have felt they experienced further violation and betrayal from any previous treatment. To begin to look at this, it may be helpful to ask women during intake if they have gone to any treatment previously, as well as how they felt about it. The facilitator should be aware of this prior to the first meeting. The facilitator also needs to make group members aware of the time commitment during the intake process, making sure they know that missing sessions is not encouraged. A possible therapy method that can be incorporated in group work is the use of Cognitive Processing Therapy for Sexual Abuse (CPT-SA). This treatment is an adaptation by Chard et al. 1997) of Cognitive Processing Therapy for rape victims and is intended to extend treatments for childhood sexual abuse by addressing sexual abuse responses and aspects of the abuse (Chard 2005). This 17week therapy method combines the use of individual and group therapy to maximize positive results by utilizing the benefits of group work as well as giving group members individual attention throughout the group process. Alt hough this method is not discussed at length in this paper, it may be useful to examine facets of CPT-SA for possible incorporation in group work with incest victims. The goals, strategies, and topics included in treatment will vary from therapist to therapist; and the goals and topics included in therapy typically reflect the therapists’ own assumptions of the impact of child sexual abuse (Beutler et al. 1994). This author suggests topics that should be addressed in the group are: emotions and feelings, sexuality, family history, effects of disclosure, power/feeling of powerlessness, secrecy, relationship with the offender, relationship with family members, current coping skills, and options for positive change for the future. These can be modified week to week. There really is no way to run a group in a step-bystep manner, as the group process is unique in itself as it takes shape and changes course all on its own. Topics can be presented to the group if there seems to be a lack of conversation or comfort with one another, but once the group members get to know one another topics and discussions will take shape and find their way into discussions even if there isn’t a definite â€Å"plan† for the group that day. For the use of an example, a basic proposed model for group may include: Week 1: Learning about each other What brings you here? Tell us about yourself. How do you feel about being here? Activities may be used to â€Å"break the ice†, writing exercises, etc. Week 2 & 3: The Family and Disclosure What is your relationship with your family like? Discuss dynamics of the family. What happened when you told about your abuse? Blaming may be discussed here. Week 4 & 5: Relationship with your brother Relationship changes, start and end of abuse, where the perpetrator is, how that makes you feel. Week 6 & 7: Depression, guilt, anger, sexual promiscuity. What are you dealing with now? How has the abuse effected you long term? How have you changed? Week 8 & 9: Coping strategies, positive outlets, self esteem, strength, resilience Week 10, 11, & 12: Reflection and growth, closure and celebration The topics included in this example will likely blend and flow from week to week, and should not serve as a rigid foundation for group. Through these suggestions, the facilitator can help the abused woman feel that her sense of victimization is valid, she can help the victim remove 536 J Fam Viol (2009) 24:531–537 self blame, and identify change patterns of self-abuse and self-degradation to promote growth and a higher selfesteem (Kiselica and Morrill-Richards 2007). Given the unique relationship that siblings share, this relationship may become a backdrop to the group process, as well as the family relationships that connect within the sibling subgroup. It is likely that these relationships will go through an on-going assessment and re-definition as group members discover more about themselves in regard to their behaviors, feelings, and relationships with others. Although topics outlined in the example could be introduced to the group for discussion, most of these topics will likely come up due to the nature of the experience and the common aspects that are seen frequently in sibling abused women. The author suggests that the group should be allowed to take their session in the direction they want it to go. To exemplify the power of each group member’s story, it is proposed that letting the group decide what they would like to discuss proves most effective. Sparks and Goldberg (1994) state that the group becomes a forum for humor and creativity as members take advantage of the unique opportunity to express what can not be expressed until someone who can appreciate it is willing to hear it. This creativity of the members should not be underestimated, and every moment of that process should be an empowering reminder for the group members. Most of the literature argues that the group facilitator(s) should be female. The possibility for a co-facilitator should be considered, depending on the size of the group. If the group is small, only one facilitator is needed. The facilitator (s) should have some knowledge and/or experience in crisis and group work. Age should also be taken into consideration. Group members should be 18 years of age and older, as this group is restricted to adult female victims. Commonality and shared experience are extremely important to the success of this group process, and grouping members based on age range will be helpful for members to relate to each other on more levels than one. During the intake process, the facilitator should attempt to arrange the groups based on what they conclude to be the most effective combination of members based on what was discussed with members prior to the initial meeting. The option for diversity should not be ignored, but O’Hare and Taylor (1983) make the important point that the group composition should always be considered in relation to making sure one person in the group does not stand out; for example, one African American woman, one lesbian woman, etc. Once again, thoughtful design of the group cannot be ignored. Group closure may include a celebration of connections and alliances made within the group. The format of closure and celebration should largely be decided by group members. Conclusion Group work with victims of sibling incest can be complex and challenging. It is clear that many factors influence the victim’s life other than the actual abuse. Family dynamics and overall relationships at the time of the abuse and disclosure prove to be extremely important in determining the entire picture of the victim. Once the facilitator becomes more educated about the details of incest and what to expect from group members, she will be able to design the group in the most effective manner. With the help of shared experience and shared knowledge, group members will find connections with one another that will maximize their growth and value of the group therapy experience. References Alexander, P. C. , & Anderson, C. L. (1994). An attachment approach to psychotherapy with the incest survivor. 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Brother–sister incest— father–daughter incest: a comparison of characteristics and consequences. Child Abuse & Neglect, 23, 915–928. oi:10. 1016/S0145-2134(99)00058-7. Schlesinger, N. J. (2006). Treatment implications of a female incest survivor’s misplaced guilt. Psychoanalytic Social Work, 13, 53– 65. doi:10. 1300/J032v13n02_04. Sparks, A. , & Goldberg, J. (1994). A current perspective on short-term groups for incest survivors. Women & Therapy, 15, 135–147. doi:10. 1300/J015v15n02_11. Wanlass, J. , Moreno, K. , & Thomson, H. M. (2006). Group therapy for abused and neglected youth: therapeutic and child advocacy challenges. Journal for Specialists in Group Work, 31, 311–326. doi:10. 1080/01933920600918808.

Features of Temperate Forests

The temperate forest is an area of the world that has high levels of precipitation and humidity. They contain a wide variety of deciduous trees, which are trees that lose their leaves in the winter. The temperatures of the temperate forests vary based on the four seasons. It is typically hot in the summer with high temperatures of 86 degrees and cold in the winter. These areas receive large amounts of precipitation in the form of rain and snow. Eastern Asia, Central and Western Europe, and the Eastern United States are some areas of the world that are made up of this type of biome. Since there are large amounts of rainfall in the temperate forest regions there is a wide variety of plant life in the temperate forests. There plants can be considered the producers for this biome and include maple trees, walnut trees, birch trees, dogwoods, redbuds, azaleas, mountain laurel, huckleberries, blue bead lily, indian cucumber, linchens, and mosses. These different plants are divided into several layers including the forest canopy, small tree, shrubs, herbs, and floor tier. There are also a wide variety of animals that live in the temperate forest region including insects and spiders, wolves, foxes, bears, coyotes, bobcats, mountain lions, eagles, rabbits, deer, skunks, squirrels, raccoons, squirrels, moose, and hummingbirds. Many of these animals hibernate during the winter in order to survive in the cold temperatures and wake up in the spring when there is more food. available. Some store food and burrow underground and some migrate to warmer regions to escape the cold in the winter time. These animals can be considered the consumers of this specific environment. In the winter the leaves fall off of the trees. In the spring time the sunlight quickly warms the plants that grow on the ground since there is a lack of shade. These plants take advantage of the abundance of sunlight because once the leaves grow back on the trees photosynthesis does not occur as quickly and their food supply goes down. In the spring the animals that have been hibernating for the entire winter wake up and begin to search for food again. The vegetation of the temperate forest is a major food source for many of these animals. One major threat to the temperate forests of the world is development and agriculture. Since this region receives plenty of rainfall and has soil that is ideal for planting it is the main environment for humans to occupy. Forests are chopped down to create housing and roadways and the plants and animals that live there are affected. Another threat to this type or environment is logging. The large amount of hardwood trees are cut down in order to make lumber. These trees are denser than other types of trees and therefore they grow much more slowly. Another threat for this region is acid rain that is caused by burning coal. This creates global warming which changes the rainfall patterns and affects the vegetation of the area. All of these threats affect the biodiversity of the entire system. The changing rainfall patterns, logging, and construction affect the vegetation, which is a major food source for the animals that live in these regions. Some abiotic factors of the temperate forest include temperature, water, cloud cover, soil, and light. These abiotic factors play a major role in the forest and affect all of the living creatures that live there. The temperature in the temperate forest are typically mild and comfortable. This is because of the moist air from the Pacific Ocean. The summers are normally hot and the winters are cold. There is plenty of rainfall in this area. Other forms of precipitation include ice and snow. This is a very foggy region due to all of the moisture even in the dry season. This area contains large amount of nutrient rich soil since there are large amounts of decaying organic matter from the leaves that fall from the trees and dead vegetation. The large amount of rainfall and nutrient rich soil allows trees to grow very tall and plants to be plentiful. Even though much of the sunlight in these areas is blocked by clouds and fog the vegetation still thrives.

Ethnic Conflict Essay

Ethnic Conflicts are a very important issue that can affect a whole country/state. Ethnic conflicts within a state belong to identity conflicts that are a type of internal conflicts. Sometimes the term ethnic conflict is used to describe a large range of internal conflicts .Before talking about ethnic conflict, it is important to know the meaning of ethnicity. . Ethnic groups usually have collectivity or psychological communities who share a combination of historical experience and valued cultural traits – beliefs, culture and religion, language, ways of life, a common homeland . Ethnic conflicts can be defined as conflicts between ethnic groups within a multi-ethnic state, which have been going on some time. Many ethnic conflicts result in a significant loss of life, a serious denial of basic human rights and considerable material destruction, some escalating into inter ethnic or internal war. The desire for secession or independence from an existing state, the demand for greater power within a state, or recognition and protection of minority interest within a society are three general issues of ethnic conflicts. An ethnic conflict is usually between two major groups fighting for the power or sovereignty of a country, state, or territory. The protagonists in the most intense ethnic conflicts want to establish their independence . A minority group might insist on seceding and establishing its own independent state. It might demand an independent state within a confederation of states, or might insist on an independent political entity within a new federal structure. The antagonist ethnic groups will not be able to agree on new constitutional ideas or a peaceful separation because the group does not want to lose its power over the other group. These kind of ethnic disputes consequently become violent, some escalate into all out war which tears the country/state apart.

Accounting managerial control CASE STUDY---Apple company Essay

Accounting managerial control CASE STUDY---Apple company - Essay Example e forces that he has described are: a) Threat of new entrants, b) Determinant of buying power, c) Threat of substitutes, d) Determinants of supplier power, and e) Rivalry among the firms. There are several threats in terms of new entrants. This is majorly because the industry is open to a number of players to come in and launch newer products with higher technology each day. Over the years there have been several companies that have tried to build their own operating systems however the market has become an Oligopoly with just Apple and Microsoft. These two form the biggest giants in the industry and this only face a threat among themselves. It is also to be noted to the barriers to entry in this market is relatively quite low and this is why the level of threat of new entrants would be very low for Apple. As seen in the case there is also a number of new entrants in the computer industry, however there are only a few well established brands here which include, IBM, Apple, and Microsoft. These form a strong barrier to entry for the smaller firms and hence the threat of new entrants is lesser. The threat of new entrants in this market is also relatively low since it d oes need high levels of capitals and also strong distribution channels. Also the companies will only be able to survive these markets if they produce based on economies of scale. This can only be done if the company has enough investments to be able to produce at higher levels. Hence the threat can be considered to be ‘LOW’. Looking at this in a strategic perspective it is seen that although Apple is a computer company has moved into the music and videos software successfully. Apple has used the technology available and has been able to create a very strong brand image for itself. The company has been known for the use of technology and excellent branding. The company has been able to create a strong image which forms a major reason for the success of the company. If the company is considered as

Politics of interdependence Essay Example | Topics and Well Written Essays - 1750 words

Politics of interdependence - Essay Example Euro constitution voting had shown the same reaction as three major European states: France, Belgium and Netherlands voted against Euro constitution. Analysis shows that such a response was resulted by geopolitical changes in Eastern Europe as in the year of 2004 Moldova, Ukraine and Georgia proclaimed their decision to enter European Union in the nearest future. These three countries have developing economies with high economical growth rate of 8-12% which is one of the key economical factors for entering the EU, where economical growth is very moderate (approx. 2-5%). Membership in the European Union will mean remarkable growth of investments, free trade with Europe and economical stability. But the benefits of the EU from the membership of these countries are questioned. The year of 2004 was one of the most difficult, as EU was enlarged by Poland, Czech republic, Slovakia, Baltic states. Besides, negotiations about future membership of Romania and Bulgaria provoke a lot of fear in eyes of European conservatives. Debates about possible membership of Turkey in the European Union have been continuing for nearly forty years, as there are a lot of obstacles for Turkey to enter the European Union even in the new century. ... Besides, there exists a vivid contrast between relatively developed coastline regions with tourist infrastructure and remote inland mountainous rural areas with extensive undeveloped agriculture. Even though that Turkey began to show economical progress starting since middle 1990's and had tamed high inflation rate, a lot of economical problems remain to be unsolved. Another very important obstacles are cultural and religious difference with traditional European and Western values, supplemented by constant instability in the neighboring states : Iraq, Iran and Balkans. Muslim Turks who posses different cultural and religious values find passive opposition and rejection in today's Europe, which became multi-cultural and multi-national in relatively short period of time in 1990's after the collapse of Pro-Soviet bloc of Warsaw Pact members and growing instability in North Africa (Libya, Morocco and Algeria) and Middle East. Immigrants, who occupied the major low qualification jobs started to be stereotyped, and it's even used in today's official press: "It was as depressing as it was predictable that this first spasm in response to the treaty's rejection in France and the Netherlands would be succeeded by calls for a halt to the Union's expansion. If French voters were living in fear of losing their livelihoods to Polish plumbers and the impeccably liberal Dutch were running scared of Islam, how could politicians contemplate a new influx of Croatian electricians and Turkish carpenters" 1 Perhaps, it would be incorrect to reject and deny all positive changes in Turkey and deny its role in the international trade and trade with countries of the European Union, but at the

To what extent is management in the voluntary sector diferent from Essay

To what extent is management in the voluntary sector diferent from management in conventional commercial concerns - Essay Example Any discussion of the management of organisations must begin with an understanding of the nature of human organisations and why they exist. Like the humans that establish them, each organisation exists for a purpose, a set of goals or objectives that have to be achieved or may only be achieved, if people group together and organise themselves (the word "organisation" comes from the Greek meaning 'tool') (Niemark & Tinker, 1986). An organisation therefore has many purposes such as to give a decent return on investment as in the case of most private sector organisations by selling a product or service. Public organisations such as the National Health Service exist to deliver a public service or promote a social cause in behalf of the government. Organisations may be classified according to their purpose, and following this convention, Duncan (1983) distinguished six types: (1) private-sector; (2) public-sector; (3) not-for-profit; (4) institutional; (5) voluntary sector, and (6) mixed organisations. Table 1 gives a summary of each of these organisational types, their specific purposes, and examples of each. Thus, a voluntary sector organisation according to this definition is a temporary or special purpose group that provides services to its members. However, Drucker (1985, p. 105-106) and Kotler et al. (1987, p. 5) classified under what they termed the Third Sector, Not-for-Profits (NFP), or Non-Governmental (NGO) all those organisations that are neither private-for-profit nor not-for-profit public and that exist to serve a social need. There has been a growing trend in recent years amongst private for-profit businesses to be more conscious about finding ways to address and provide more lasting solutions to social problems like universal health care, global poverty, disease eradication, and hunger. In fact, former Prime Minister Blair recently commented on the growing value of the 'third sector' and hinted that businesses do not limit themselves as "romantic paeans to charitable activism" by getting more involved in dispensing social justice (Bagehot, 2006). The last four organisational types based on Duncan's typology - not-for-profit, institutional, voluntary, and mixed - could therefore be included in what could be defined as a voluntary sector

UCC and UCITA models acts Essay Example | Topics and Well Written Essays - 500 words

UCC and UCITA models acts - Essay Example Ogden where Chief Justice Marshall interpreted the Power of Congress to regulate commerce and in the same breadth prohibited states from interfering with the flow of goods and services across state boundaries by passing laws (Find Law n.d.). Chief Justice Marshall indicated that the clause was not limited to interstate commerce but also intrastate commerce. Article 2 of the Uniform Commercial Code (UCC) refers to contracts for sale of goods (Cornell University Law School). The article is limited in scope and does no cover computer information and internet contracting. It governs transactions in tangible goods and does not cover intangible items. Article 2 of the Uniform Computer Information Transactions Act (UCITA) was specifically created to deal with the deficiencies in the UCC. Article 2 of UCITA relates to intangible items such as licenses. According to UCITA Online (n.d) the Act states clearly that contracts relating to computer information are licenses and therefore involves a set of legal considerations that are not applicable to sale of tangible items. The UCITA therefore established a clear set of rules relating to software licensing, online access and other transaction in computer information where none existed before UCITA Online (n.d.). Computer software though purchased with a computer has limitations and guidelines on how they are used.

Letter to a friend about what i learned in this class Assignment

Letter to a friend about what i learned in this class - Assignment Example I came to understand that the Federal Reserve Board and these bakers colluded so as to flood the market through the issuance of easy loans that gave those returns but in the end plunged us and the world into the biggest financial crisis using technology to fuel their sadistic ambitions. This view Uncle, is shared across the board, as in the documentary, Martin Wolf, Chief Commentator of the Financial Times says that, â€Å"I think this was, in fact, in retrospect, a great big national —and not just national, global —Ponzi scheme.† (The Inside Job, Part II) The Ponzi scheme caused the loss of jobs of many Americans and lost the homes of innocent owners who were taken advantage of by these bigwig executives and financial experts who walked away unscathed from this calamity. This is the reason why Americans were never informed of these trends in the economy until the crisis actually happened (Dean, 24). The greed and corruption thrived since there exists no real relation between the state and the people and the free America that we know is nothing but an ideal. In reality, the big corporates do not care for us. The Federal Reserve in conjunction with the big banks like Goldman Sachs among others played a critically destructive role using the internet and online platforms to sign up throngs of ‘lucky’ bankers who never had the potential to repay them (Dean, 23). Although the deregulation did go far, the bank risk analysts also failed to voice their concerns and in essence also contributed to the crisis (The Inside Job, Part I). The use of the internet was extensive as these all-knowing executives invested in internet companies they knew would eventually fail just as the investigation by Eliot Spitzer revealed. Readings form the book helped me to conceptualize the perspective that through technology, just as David Harvey in his

Hamlet's Mental Disorder Essay Example | Topics and Well Written Essays - 1000 words

Hamlet's Mental Disorder - Essay Example He broods about a lot of things and he has enough reasons to do so. When he comes after knowing that his father died, he finds his mother Gertrude and Uncle Claudius married within months after his father's death (Act I, scene ii (129-158). To make matters worse, instead of confronting his mother and demanding for an explanation, he just keeps his miserable feelings and doubts to himself. He seeks for justification but does not let it out so he becomes all the more burdened with so many questions and no answers. In addition, he also feels antagonism towards his mother and his uncle's decision to let him stay in Denmark. It was in these depressing moments that he first thinks of committing suicide In the foregoing scenarios, Hamlet appears to be suffering from bipolar disorder. His continued melancholy and depression that even leads to his thinking of committing suicide are the major characteristics of the mental illness. The very familiar line, "To be, or not to be: that is the question," speaks of Hamlet's reflection on whether he would choose to live (to be) or to commit suicide (not to be). To die means to end one's sufferings and pains on earth: He likens death to sleep which means inactivity and rest. ... In the foregoing scenarios, Hamlet appears to be suffering from bipolar disorder. His continued melancholy and depression that even leads to his thinking of committing suicide are the major characteristics of the mental illness. The most famous soliloquy of Hamlet in Act III, scene i (58-90) displays his mental confusion and indecision. The very familiar line, "To be, or not to be: that is the question," speaks of Hamlet's reflection on whether he would choose to live (to be) or to commit suicide (not to be). To die means to end one's sufferings and pains on earth: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles, And by opposing end them-To die,-to sleep,- No more; and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to,-'tis a consummation He likens death to sleep which means inactivity and rest. By dying, he perceives that he would be freed from all the difficulties that living entails. In this manner he is showing his loss of interest or pleasure, which is stated to be the second major symptom of bipolar disorder. In thinking of death as an escape, he pauses to remember the possible consequences of dying. He thinks of what kind of dream that he would have when he sleeps or the things that await him in the after-death Devoutly to be wish'd. To die,-to sleep;- To sleep: perchance to dream:-ay, there's the rub; For in that sleep of death what dreams may come, Even in the possible dreams that would lie in death's sleep, he feels more depressed for he does not know what lies ahead. He seems to be afraid that the after-death experience may not be better than the present life, how ever unbearable it may seem.

In what ways, and for what reasons, did the form and function of the Essay

In what ways, and for what reasons, did the form and function of the printed book change during the first hundred years of its existence in Europe - Essay Example There are different purposes for printing: to inform, educate, sell, and entertain or to impress. The function aspect of printing includes the audience, copywriting the message and cost of printing (Grendler 1993, p43). Form and function have to work together in order to accomplish a printing goal. Print has a rich and long history, dating back to 500-800 AD, when Chinese used woodblock kind of printing. This printing was called the woodblock method (Eisenstein 2005, p52). It involved engraving the background on wood. This was used for both illustrations and text. Page normally consisted of multiple wood blocks joined together. When the page was complete, it would then be inked and a printing surface such as a sheet of paper placed over it. This kind of printing usually consumed a lot of time and effort and it was also not durable (Moran 1973, p45). Printing as we know it could not have been possible without the important invention of Johann Gutenberg. This German inventor came up with a printing press that completely changed the world of printing (Childress 2008, p37). The printing press is a machine that integrates several technologies such as ink and paper and movable type printing. The printing press also changed the function and form of the printed book during the first h undred years of its existence in renaissance Europe (Grendler 1993, p45). This paper aims at exploring the ways in which the printed book’s form and function changed during this time. It also analyses the reasons that led to this change. In order to print one has to have type. The types used in printed books were somewhat different from those used in Manuscripts. Type fonts were created depending on the local scripts that were in use (Grendler 1993, p61). Much of the type used in the early years of printing was usually calligraphic, meaning that it imitated handwriting. In 1476, the Englishman William Caxton

Overcoming Obstacles as a Teacher in the Modern Day Essay Example for Free

Overcoming Obstacles as a Teacher in the Modern Day Essay The teaching profession has always been a highly esteemed and revered occupation due to the fact that educators impart knowledge into the minds of every single individual throughout the population, whether the student decides to be a doctor, engineer, mechanic, politician or artist in adulthood, the foundation of their learning has came from a highly dedicated and resourceful educator. However, when examining this occupation in greater detail it can be observed that there are countless obstacles that effective teachers face every day. It is common knowledge that children have a short attention span and their teacher has the role of planning lessons, which engage the learner and guarantee that the lesson is one that interacts with the student and encourages them to be involved. They also must be aware of different methods to implement that will see the child remembering the material and retaining the information that the teacher is presenting for the future lessons. When teaching in the classroom, educators must be prepared when confronted with children showing ill desired and disruptive behaviours. It is the method in which the teacher reacts to these behaviours that will pave the way for the remainder of the year, if the teacher reacts in the correct manner and demonstrates to the child the expectations within the classroom then it can be anticipated that the student will understand what is and isn’t acceptable, a certain challenge. Attention is where learning begins and therefore attracting and upholding student attention is paramount (Curtindale, Laurie-Rose, Bennett Murphy, 2007). Attention capacity and duration is limited for every individual, this needs to be acknowledged in the classroom and strategies need to be formed to prevent students from neglecting important information in class. Learners find it particularly difficult and their attention easily shifts from one stimulus to another, caused by not only distractions from other students but also from outside the classroom. When students find it difficult to concentrate this can negatively impact not only their own learning but also the learning of others. Therefore, teachers must control and provide an environment that engages and holds students attention whilst teaching imperative material. Eggen (2010) states that effective teachers plan their lessons so students attend to what is being taught and ignore irrelevant stimuli. They must ensure that their lesson will be one that learners can actively be involved in and interact with, not just submissively require students to listen to what is needing to be taught, but experience it. Teachers may employ a variety of strategies to do this, from demonstrations to discrepant events and thought provoking questions. Another fundamental approach that creates an environment of achieving ones attention is calling on students by name. This guarantees that learners are aware that the teacher will not only call on the class as a whole but may call on them individually, by name, resulting in a need to be attentive. Chapin, O’Connor and Anderson (2009) make an interesting point however that as teachers we need to be mindful when calling on students to participate and remind them of their right to pass or ask for more time before answering in the classroom. The obligation to participate in a classroom does not equate to an obligation to give answers on demand† (Chapin et al. , 2009). When teachers practice these strategies for holding their learners attention and ensure that they are apart of the teaching not just observing it, the likelihood of the student’s memory retaining the material is also greatly increased. Another obstacle faced by teachers in the classroom is that of their learners retaining the material taught throughout the term, from one lesson to another. If any student in the class is having difficulty remembering the previous lesson, they have a high risk of falling behind in their learning and development, which can then lead to troubling behaviour. There are certain aspects of memory retention that must be understood and practiced in the classroom for students to achieve learning targets and overcome this impediment. These techniques are employed to take knowledge from a child’s working memory and encode it to be stored within their long term memory, ensuring that they are then able to recall this understanding and build upon it in future lessons. Schema activation is one such encoding strategy that involves activating prior knowledge so that new knowledge can be connected to it (Eggen 2010). One of the most effective ways of activating a student’s prior knowledge is through conducting reviews of the previous lesson before embarking on the new learning material. This ensures that the students form conceptual connections between what they have already learnt in the past and the material that they are about to be taught. Another effective method of encoding is material organisation, where related items of content are athered into categories that assist in illustrating the relationships between them. This can take the form of charts, models, outlines and hierarchies, which are all examples of organization systems. With the connections easily observable and the information well organized, the student is then able to retrieve this knowledge more easily, as stated by Ormrod (2006, pg190), Long-term memory retrieval is the process of â€Å"remembering previously stored information and â€Å"finding† it in memory†. If strategies are put in place by the educator in the classroom, the students will experience a greater retention of material and a greater ease at â€Å"finding† stored information from past lessons, also making certain that they are less likely to be disruptive and display adverse behavior, an obstacle that all teachers desire to prevent if possible. Classrooms are busy and often hectic places in which groups of students vary in interests and abilities must be organized and directed, in ways that maximize education and minimize disruptions. It is imperative that the teacher responsible for each class is equipped with knowledge and strategies that can be implemented when faced with undesirable behaviour from students. First and foremost, a teacher must show withitness within the classroom, they must notice the behavior of all students and respond quickly to unexpected events. The students will be much less likely to attempt negative behaviour knowing that the teacher is aware of every action and movement that occurs and the knowledge that there is a consequence, either positive or negative for every action. When faced with ill desired behaviour from a student, the teacher must first establish whether the student is going to take responsibility for their actions and if not, implement behavioral interventions – either reinforcement or punishment to ensure that the student understands that there are consequences for adverse behaviour. One approach that would create a rational response to the student’s behaviour would be to implement a negative reinforcement – for example, by taking away 5 minutes of the students free art time on Friday afternoon, whilst the rest of the class, has their full 30 minutes. Alternatively the teacher may use their judgment and decide to implement an effective form of punishment for the student instead. This may be a simple timeout for the misbehaving child or a more severe detention during their lunch break or after class. Regardless of the tactic that the teacher decides to use with this misbehaving student, once the student understands that there are consequences for poor behaviour, the probability of this behaviour continuing is scarce. Children that act in this manner and misbehave in class often look to their role model for discipline and in many situations their teacher may be their only adult role model in their life and therefore it is imperative that these situations are handled appropriately. In conclusion, it can be observed that there are many challenges that a teacher must overcome in their normal day-to-day occupation, with a majority of them that go unseen to the general public. Initially they must obtain the student’s attention and curiosity and then maintain it throughout the class, whilst having lessons planned around engaging the students and allowing them to experience what is being taught. They then must ensure that the pupil is being taught in a way that will ensure their long term memory to guarantee that they will remember the material and therefore build upon it in future lessons. Teachers must also be equipped with strategies and techniques to overcome ill desired behaviour from students in a way that creates an understanding of the expectations and classroom rules. Fortunately there are many teachers and educators that have gone before and paved the way for the future graduates, they have been willing to share their ideas, examples and methodology in regards to what they have found that has been successful and what has not. Techniques such as calling students by name to gain their attention, organizing new learning material in such a way that makes it easier for the students to retrieve it from their memory and implementing reinforcements in place of harsh punishment for students that are testing the boundaries within the classroom. This knowledge and experience from other mentors in the industry guarantees that the classroom of the future is not only a brighter place to be but also a well informed one.

Choosing University Essay Example for Free

Choosing University Essay Choosing a university is imperative to your further studies. Every course and every university is different and each student wants different things. The chance of finding a perfect match can be a challenge and you will certainly need to decide what is most important to you. It is all a matter of priorities which you feel are important to you,after all you will be the one who has to study on the course and you maybe living there for over 3 years or more. When choosing a university, there are a few general things you may want to consider before researching more specific factors. First of all, I propose a good way to start researching universities is to look at university league tables, which is the university rankings. This will allow you to see how well a particular university is doing in comparison to others. A higher placing in the table generally means facilities, grades and teaching standards are better. Remember that going to a university higher up in the league tables does not automatically mean you will achieve better grades, it is down to how well you perform during the course. According to the rankings, the choice of your subject and the type of course will narrow down the number of potential universities to just a few. Moving on to my next point, Where is the universities located? This means that whether you want to go to a universities in a big city or somewhere quieter. Studying in big town will have a lot of disturbance and distractions awaiting, thus lose your concentration in your studies. Remember that the cost of living will be higher in large cities, which may affect your budget significantly. On the other way round, studying in urban area will convenient your living there as you are closer to the shopping centre to buy living necessities and able to enjoy delicacies sometimes. Another point that I would like to emphasize is the social activites of university is a very important part of a student life, therefore it is vital to ensure the range of social, sports, and cultural activities and clubs offered by the university match your requirements. This is because taking a degree is not all studying, it is important to balance your life with some fun. This in turn can help you to find the right balance between working and socialising in the future.

Growth opportunities in detergent market

Growth opportunities in detergent market The case deals with Unilevers Home Care Cleaning range and is evaluating the growth opportunities in the marketing of detergents to around 48 million low income consumers living in the Northeast region of Brazil. Clearly, the aim of Unilever, like all profit making organizations, is to have a bigger piece of the pie. Its first step forward is to assess whether or not, its target market is lucrative enough. To do so we first understand the buying behaviour of the target users, analyse the current market scenario and Unilevers internal environment. The importance of knowing how people will behave is tantamount to knowing the secret of organisational success. The simplest description of consumer behaviour is the purchase and/or consumption decision of an individual and/or household who buy goods and services for personal consumption. In the case we analyse the behaviour of group of individuals in the Northeast of Brazil and the use of detergent and soap in order to evaluate whats not working for Unilevers growth in that market segment and decide the best positioning strategy to encourage increased consumption. Because we know comparatively little about human behaviour, we as marketers, tend to make some assumptions to know how consumers will react to what we do. The first one being, consumers go through a rational decision process when they buy. We assume the process to start with ignorance of the consumer and moving through awareness, information search, short listing alternatives and so on until the ultimate goal purchase is reached.. A distinction is further made between two types of products purchasing: high involvement and low involvement. Washing detergents are low involvement products where consumers may not go through the entire decision making process and either pick a brand out of compulsion, out of a desire to seek variety or because of their past preferences and experiences, or they may pick a brand due to some constraints such as income and amount allocation to household spending. Consumers put preferences and budgetary constraints together to determine their choices. The No rtheast Brazilian households are low income groups and thus the price of the laundry soap, bleaching liquid and detergent powder is a primary criterion for evaluation of the brand of laundry products. The women in this region of Brazil tend to pick a particular brand based what others in their social group are using (as they often do their washing in a public laundry or by the river with a group of friends) and their own past experience and satisfaction. The second assumption is that consumers are brand loyal either loyal to your own brand or loyal to your rivals brand. A wall street journal (19th October 1989) published that 48% consumers remain loyal to the laundry detergent they are already using. To penetrate and gain additional market share, Unilever will have to offer some extra inducements to get the NE consumers hooked and divert their loyalty towards its brands. The stimulus response model (Exhibit 1), the starting point for understanding consumer behaviour, has been used to understand the Brazilian household behaviour towards washing detergent powders and soaps. The stimuli enter the consumers consciousness and the buyers characteristics and decision processes lead to certain purchase decisions. Our task, as marketers, would be to understand what happens in the consciousness of the north-eastern Brazilians between the arrival of stimuli and the purchase decision. Exhibit 1: Stimulus Response Model Source: Marketing Management, Kotler, 2003, p.184. The women in this region of Brazil tend to pick a particular brand based on the performance of the product on the six attributes cleanliness, whitening, productivity; fragrance and softness; ability to remove stains; ability to dissolve in water; packaging of the product; and the ability to keep colours from running out. Cultural factors Culture, subculture and social class are the fundamental determinants of a persons basic values, perceptions, wants and behaviour. Majority (39.8 million) of the north eastern population of Brazil ranges from grade D to E- of social class. Brazilians are concerned about their position in a social class, because no class interacts with another social class unless it is in a professional way. Since the past many years, the vast income social stature difference has been impressed in the society.  Still, the north easterners take great pride in how they look and present themselves in the society, despite their poverty and inability to purchase a variety of clothes. It is perceived to be the duty of the lady of the house to maintain cleanliness of clothes of her family, as it is seen as an indication of the dedication of the mother to her family. It is the reason why the north eastern women spend a long and laborious time at doing the laundry. They first scrub the clothes with a soap bar, then bleach those clothes to remove tough stains, and finally wash the clothes with detergent powder to add a pleasant fragrance. This is opposed to women in the south eastern region who just simply mix detergent powder and softener in a washing machine. Social factors Consumers behaviour is also influenced by social factors such as the consumers relation to small groups, family, and social roles. Women from the northeast of Brazil do their laundry at a public laundry or at a nearby river or pond along with their friends. It is the most pleasurable activity as they get to meet and chat in their social network. It is here that these women discuss matters of personal and home cleanliness such as which laundry detergents they use, how their experience has been, and likely word of mouth promotions take place. Personal factors The characteristics of the individual consumer such as his age, economic situation, occupation and lifestyle play an influential role as well in assessing consumer behaviour. Of the 48 million, 25.4 million people of the north eastern region of Brazil have an annual income of less than $1700. In Recife, for example, only 28% households own a washing machine. Thus, having a push strategy for a detergent powder isnt going to be fruitful. Even though the per capita income for the whole Brazil was $4,420, it wasnt quite reflective of the north-eastern region, where the per capita income was $2,250 only. This translates to the fact that even though a product may have the right and required attributes, if not appropriately priced, people of this region would not pick it up from the shelf since they are constrained by their incomes. Also, since the people from the low income group own less clothes, their washing needs are frequent, and hence, a product that would be a success would be one t hat is affordably cheap, available in bigger quantities (for example, saver price or additional 20% pack) and removes dirt well keeping the colour from running. Psychological factors An individuals buying choices are manipulated by four major psychological factors motivation, perception, learning and beliefs and attitudes. The low income consumers of the Northeast have developed six key attributes (Exhibit 2) which would determine their attitude towards the brand of detergent they chose to use for their laundry. For them, the ability of the detergent to clean and whiten the clothes with a small quantity of the product is the most important attribute. The NE women often associate a strong pleasant fragrance with softening power and gentleness to fabric and hands. The ability to remove stains without the use of a soap bar and bleach, and the ability of the detergent to dissolve in water without any residue on the fabric, are equally important attributes. Packaging and the running down of colour are the least important features. Ladies perceive doing their laundry as a leisure activity where they meet and natter with their friends. They discuss and learn from each others experiences of personal and household cleaning habits and products. Main brands / players Competition is important in influencing how successful an organization can be. Merely producing a good product which matches consumer requirements and provides satisfaction should not be the goal. A firm must competitively position itself in the minds of its customers so that its products stand out. Unilever was the first to introduce laundry detergents in Brazil with Omo, followed by Minerva, Campeiro, Skip, Rinso, Drive, Puro and Unox to name a few. Competitive challenges came from Procter Gamble, ASA, and other small Brazilian companies. Market leading brands from PG included Ace, Bold Pop. ASA contested with its Bem-te-vi laundry soap and Invicto detergent powder. Even though PG entered the Brazilian market 59 years after Unilever, it entered the market quiet swiftly by strategically acquiring an existing Brazilian company, Bombril and its three brands Quanto, Odd Fasses Pop. With in-depth RD and investment for manufacturing improvements, PG rebranded Quanto to Ace, and Odd Fases to Bold, which are now key competitors with Minerva and Campeiro. In terms of market share, for the laundry detergent powder segment, Omo is the market leader with a 52% share, Minerva Campeiro collectively account for 23% share, while Ace, Invicto other PG brands take a 22% share jointly and other Brazilian brands take a 3% share. Unilevers 75% market share compared with competitors 25% share in the laundry detergent segment indicates a strong penetrative strategy that gives Unilever the competitive edge. Market share in the laundry soap segment is not so pleasing. Little console is that PG did not manufacture laundry soap. But local Brazilian companies posed enough competition. Even though Minerva had a 19% market share in this segment, smaller Brazilian companies, enjoyed the rest of the 81%. In terms of pricing promotion strategies, Unilevers premium brand Omo was the highest priced (whole sale price) at $3/kg. None of the competitors came in this price range. Because of its strong power to remove stains with low quantity, it became a market pioneer. It used a very simple yet direct advertising message which said removes stains on pockets, cuffs collar, clearly attracting consumers for whom cleanliness was of highest importance. It was meant to target the high income group. Minerva (Unilever), Ace (PG) and Bold (PG) fell in the same price category and probably targeted the upper middle income group; while Campeiro (Unilever), Pop (PG) and Invicto (ASA) targeted the lower middle income group. Minerva attracted consumers for whom the fragrance and softness were of key importance with its advertising campaigns. Pop used a Bundle promotion and Contest Strategy it ran a contest offering 200 washing machines and gave away 2 copies of the Viva! Magazine with its purchase. Table 1 below gives details on the Pricing strategies followed by the main brands in the laundry detergent segment. SWOT Analysis An analysis of Unilevers internal environment (strength weaknesses) and its external environment (opportunities threats) is depicted in Exhibit 3. Exhibit 2 : SWOT Analysis Strategy Suggestion With the above mentioned scenario, Unilever faces the following choices to cater to the low income group of the North eastern region of Brazil : Extending Omo Rebranding Campeiro Launching a new product Customising a product from its international portfolio Brand extensions are only profitable if the existing brands equity is strong and positive and it is likely to transfer its benefits to the new extension. Brand extensions face a serious challenge if not recognised and met with positive action will probably lead to death of existing brands. Before considering extension of Omo, Unilever should be aware of the fact that consumers get puzzled by the variety of identical products and may end up buying a rival brand. Omo already has its niche market with its Price-Quality inference strategy. It enjoys a 52% market share in the detergent powder product line. Even though the low income group of the NE likes Omo, but to target that segment, Unilever would have to reduce the price drastically and lower its profit margins. This would cannibalise its high margin sales with low margin sales in the short term and in the long term Omo would lose its price premium and would create confusion in the minds of people. Radically changing Campeiro and rebranding it does seem like a good option Exhibit 4 details the strategy. But, the perception of its brand value is not strong or positive with consumers of detergent powder. It only has a 6% market share. One of the lucrative options is to launch a new brand. Exhibit 5 evaluates the strategies of introducing a new product altogether. Unilever can introduce a new product to replace /or supplement Minerva Campeiro in its existing markets, and to serve new market the NE region of Brazil. The issues with rebranding Campeiro, repositioning Minerva would also be resolved. But before deciding to establish a new product, Unilever has to layout the profile of the target market, understand the problems they face and group them into segments, evaluate competition, identify core competencies, identify areas where competitor is vulnerable and define a new value proposition for the new target market. Introducing a new brand would be to Unilevers advantage, as its entering a target market which it has not catered earlier in Brazil. Another worthwhile option is to introduce a customised version of an existing and successful brand from Unilevers international portfolio of detergent powder. But the brand would have to be carefully selected one that caters to a similar demographics and similar income group; one that has high success rate with the right marketing mix. For example, Active Wheel Unilevers brand in India targets the low income group, stresses that with this product people will need to put less efforts to do their laundry, promotes the whitening attribute, is the biggest laundry brand with sales revenue of  £21million 2007. The advantages of considering this option are various. The same ingredients and basic formula can be used. Similar pricing strategy. Customisation required only in language on the cardboard boxes. Meaning and content of advertisements can be the same, only changes required would be to fit the ad to local environment. Probability of success is higher, although it is not guarante ed that a brand that works in one region will work in the other too. Even if the rumours of reducing brand portfolio are true, this option would still be lucrative as no new brand is being introduced; alternatively, Unilever could completely drop Campeiro and reposition Minerva, along with introduction of a brand from its international portfolio. The growing size of typical supermarket retailers such as Wal-Mart, Carrefour and Grupo Pà £o de Aà §Ãƒ ºcar in Brazil has produced extra shelf space that has allowed and encouraged such proliferation. The US magazine Business Week publishes an annual survey of the Best New Products. From the 38 noted for the years 1989, 1990 and 1991, there were only 13 brand extensions and 3 genuine product innovations that were titled under the best new products over the 3 years. Ehrenberg (Repeat Buying, 1988) found that most buyers buy several brands over a period of time. They buy some brands more often than others and some not at all, but they mainly buy a large range of acceptable brands. The frequency with which they buy each brand varies from consumer to consumer but, on an average, it matches the brands overall market share. Unilevers forward strategy should not appear to make a distinct product without a real difference and that merely tries to differentiate the brand from competitors.

Causes of the American Revolution Essay -- Essays on American Revolut

There was no one event that started the American Revolution. This paper will address the problems that lead to the start to the American Revolution. The colonists believed that they should live democratically. Britain felt that they owned the American colonies and they could use their resources in any way that they wished. The colonists did not want to live being ruled by another country. The major events that led to the American Revolution were the French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. The French and Indian War was between the French and Indians, against the American colonies and English. This seven year war lasted from 1754-1763. During this time the French controlled the Mississippi River and the Ohio River as well. They began building forts in those areas. The French soon expanded their areas into the British territory. In 1754 George Washington was sent by the Governor of Virginia’s to evict the French Fort Duquesne (which was built where the Allegheny and Monongahela rivers come together). Washington stumbled upon a French scouting party and had his men open fire. He ended up killing 12 French men and wounded 22. After this event the war was on. The first two years the French and Indians defeated the British. It began poorly for the British. The British army was led by General Braddock. He tried to capture Fort Duquesne but the French succeeded in defeating the British force and General Braddock was killed. The British sent more resources to America and they slowly started to capture the French Forts. In 1759 -1760 the British won the Battle of The Plains of Abraham, captured Montreal and thus completed the capture of Canada which effectively ending ... ...fire that was, by that time, unavoidable. The major events that started the Revolutionary War were French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. Works Cited â€Å"REVOLUTIONARY WAR: Birth Of A Nation.† www.historycentral.com .2000. MultiEducator, Inc. Web 8 June 2015. http://www.historycentral.com/Revolt/causes.html â€Å"The American Revolution (1754–1781)†. www.sparknotes.com. 2011. SparkNotes LLC. Web 8 June 2015. http://www.sparknotes.com/history/american/revolution/summary.html â€Å"American Revolution†. www.harlingen.isd.tenet.edu. H.C.I.S.D. Web 8 June 2015. http://www.harlingen.isd.tenet.edu/coakhist/amrev.html#TOP â€Å"The Battles of Lexington and Concord†. www.theamericanrevolution.org. Web 8 June 2015. http://www.theamericanrevolution.org/battledetail.aspx?battle=1 Causes of the American Revolution Essay -- Essays on American Revolut There was no one event that started the American Revolution. This paper will address the problems that lead to the start to the American Revolution. The colonists believed that they should live democratically. Britain felt that they owned the American colonies and they could use their resources in any way that they wished. The colonists did not want to live being ruled by another country. The major events that led to the American Revolution were the French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. The French and Indian War was between the French and Indians, against the American colonies and English. This seven year war lasted from 1754-1763. During this time the French controlled the Mississippi River and the Ohio River as well. They began building forts in those areas. The French soon expanded their areas into the British territory. In 1754 George Washington was sent by the Governor of Virginia’s to evict the French Fort Duquesne (which was built where the Allegheny and Monongahela rivers come together). Washington stumbled upon a French scouting party and had his men open fire. He ended up killing 12 French men and wounded 22. After this event the war was on. The first two years the French and Indians defeated the British. It began poorly for the British. The British army was led by General Braddock. He tried to capture Fort Duquesne but the French succeeded in defeating the British force and General Braddock was killed. The British sent more resources to America and they slowly started to capture the French Forts. In 1759 -1760 the British won the Battle of The Plains of Abraham, captured Montreal and thus completed the capture of Canada which effectively ending ... ...fire that was, by that time, unavoidable. The major events that started the Revolutionary War were French and Indian War, Stamp Act, Boston Massacre, Boston Tea Party and Lexington Concord. Works Cited â€Å"REVOLUTIONARY WAR: Birth Of A Nation.† www.historycentral.com .2000. MultiEducator, Inc. Web 8 June 2015. http://www.historycentral.com/Revolt/causes.html â€Å"The American Revolution (1754–1781)†. www.sparknotes.com. 2011. SparkNotes LLC. Web 8 June 2015. http://www.sparknotes.com/history/american/revolution/summary.html â€Å"American Revolution†. www.harlingen.isd.tenet.edu. H.C.I.S.D. Web 8 June 2015. http://www.harlingen.isd.tenet.edu/coakhist/amrev.html#TOP â€Å"The Battles of Lexington and Concord†. www.theamericanrevolution.org. Web 8 June 2015. http://www.theamericanrevolution.org/battledetail.aspx?battle=1

The Decade Changing Realism Of A Common Man From The 50’s :: Essays Papers

The Decade Changing Realism Of A Common Man From The 50’s When all literature is written, the author or poet is influenced by the happenings of the time or era in which they live. What this does is give the reader a sense of how the author or poet perceives the time. In particular the poem entitled, â€Å"Life Cycle of Common Man† by Howard Stanley Nemerov shows a direct connection between the poem itself, and the time in which it was written. Nemerov uses his thoughts and experiences from the 50’s and 60’s to write a poem, which shows a brief overview of the life of a common man of the 50’s. The interesting thing about this particular piece is that it was written in 1960, which means that it was written when the changes of the two very different decades started to occur; furthermore, when the two very different types of thinking started to occur. The poem’s structure fits perfectly with this as well. Nemerov’s view of the 50’s is seen in the perspective view of his 60’s way of t hinking, possibly even being somewhat responsible for the change in mindset from change in decade. Howard Nemerov was a very different type of poet than the rest of the poets during the time when this piece was written. Nemerov had himself been in the war, and come back home to a new country of consumerism and routine. When the 50’s ways of anti-communism and conservative thoughts were on the outs and the more liberal/revolutionary ways of thinking and acting came around, Nemerov did not follow the path of most of writers then. Most writers of the time thought of themselves as artist making a social stand, Nemerov was not very keen on protests or big on writing about social class values. He more or less stood back and wrote from a more sarcastic, paradoxical way. Being known as a â€Å"satirist filled with compassion,† Nemerov wrote on his observations and gave his opinion of them in the tone in which he wrote each piece (Labrie 145). This is quite evident in his poetry from around this time frame especially in the piece â€Å"Life Cycle of Common Man.† â€Å"Life Cycle of Common Man† is broken up into three major parts. The first is a recap of the typical 50’s man.

Essay --

FAKE IT TO MAKE IT: A FACTITIOUS DISORDER I. There have been people that love attention, and have taken it a little too far and would invent or inflict illnesses on themselves. A. A factitious disorder has been described as a disease in which a person convinces people and themselves that they have a disease, when in reality they do not. 1. Munchausen disorder, one type of factitious disorder, dates back to the 18th century when Baron Karl Friederick Hieronymus von Munchausen would tell entertaining but untrue tales of his past. 2. Some symptoms which have been known to appear in a patient with a factitious disorder are unbelievable, inconsistent, and have a long medical history in different hospitals or clinics. 3. Psychiatric help has been the main treatment offered, but sometimes when the level of the disorder has been harmful to the patient or others, they were hospitalized forcefully. 4. There’s been many symptoms that have are recognized as factitious, and though there are medications that have helped calm patients, the main way that they have help an individual has been with mental help. II. Traces of factitious disorder were seen back in Galen’s time, a famous Roman physician from around 200 AD. A. That is not however, where it was first named a disease, it was given the name Factitious by English physician named Gavin in a book he published in 1842. 1. Gavin wrote the first and most complete description of why people might do this to themselves. a) He listed a total of eight reasons. b) The first seven reasons were malingering because their reasons are to get something that is convenient to them out of it. c) The eighth reason he named was that people do it to get compassion or attention. 2. There are two main... ...y can hurt themselves and their families, they are forced into being hospitalized. 4. If the patient wants to be treated, then it has to come from them, or all the work would be done in vain because the person does not want to admit that they need help. V. A factitious disorder is when a person says that they have a disease, when in reality they do not. A. The two main types of factitious disorder are factitious disorder by proxy, which is when a person inflicts a disease on a person that they care for. B. There is also Munchausen's syndrome, in which a person causes the symptoms on themselves. C. They have physical symptoms like cuts, surgical scars and others. D. They also have mental symptoms, where they have created a sickness that even they, themselves believe. E. The only way to really help a person with a factitious disorder is by offering them mental help.

Deception Point Page 13

The President didn't blame them. His staff had worked grueling hours to support him in the upcoming election, and now, all of a sudden, it seemed the President was fumbling the ball. Soon they will understand, Herney told himself. Soon I'll be the hero again. He regretted having to keep his staff in the dark for so long, but secrecy was absolutely critical. And when it came to keeping secrets, the White House was known as the leakiest ship in Washington. Herney arrived in the waiting room outside the Oval Office and gave his secretary a cheery wave. â€Å"You look nice this morning, Dolores.† â€Å"You too, sir,† she said, eyeing his casual attire with unveiled disapproval. Herney lowered his voice. â€Å"I'd like you to organize a meeting for me.† â€Å"With whom, sir?† â€Å"The entire White House staff.† His secretary glanced up. â€Å"Your entire staff, sir? All 145 of them?† â€Å"Exactly.† She looked uneasy. â€Å"Okay. Shall I set it up in†¦ the Briefing Room?† Herney shook his head. â€Å"No. Let's set it up in my office.† Now she stared. â€Å"You want to see your entire staff inside the Oval Office?† â€Å"Exactly.† â€Å"All at once, sir?† â€Å"Why not? Set it up for four P.M.† The secretary nodded as though humoring a mental patient. â€Å"Very well, sir. And the meeting is regarding†¦?† â€Å"I have an important announcement to make to the American people tonight. I want my staff to hear it first.† A sudden dejected look swept across his secretary's face, almost as if she had secretly been dreading this moment. She lowered her voice. â€Å"Sir, are you pulling out of the race?† Herney burst out laughing. â€Å"Hell no, Dolores! I'm gearing up to fight!† She looked doubtful. The media reports had all been saying President Herney was throwing the election. He gave her a reassuring wink. â€Å"Dolores, you've done a terrific job for me these past few years, and you'll do a terrific job for me for another four. We're keeping the White House. I swear it.† His secretary looked like she wanted to believe it. â€Å"Very well, sir. I'll alert the staff. Four P.M.† As Zach Herney entered the Oval Office, he couldn't help but smile at the image of his entire staff crammed into the deceptively small chamber. Although this great office had enjoyed many nicknames over the years – the Loo, Dick's Den, the Clinton Bedroom-Herney's favorite was â€Å"the Lobster Trap.† It seemed most fitting. Each time a newcomer entered the Oval Office, disorientation set in immediately. The symmetry of the room, the gently curving walls, the discreetly disguised doorways in and out, all gave visitors the dizzying sense they'd been blindfolded and spun around. Often, after a meeting in the Oval Office, a visiting dignitary would stand up, shake hands with the President, and march straight into a storage closet. Depending on how the meeting had gone, Herney would either stop the guest in time or watch in amusement as the visitor embarrassed himself. Herney had always believed the most dominating aspect of the Oval Office was the colorful American eagle emblazoned on the room's oval carpet. The eagle's left talon clutched an olive branch and his right a bundle of arrows. Few outsiders knew that during times of peace, the eagle faced left-toward the olive branch. But in times of war, the eagle mysteriously faced right-toward the arrows. The mechanism behind this little parlor trick was the source of quiet speculation among White House staff because it was traditionally known only by the President and the head of housekeeping. The truth behind the enigmatic eagle, Herney had found to be disappointingly mundane. A storage room in the basement contained the second oval carpet, and housekeeping simply swapped the carpets in the dead of night. Now, as Herney gazed down at the peaceful, left-gazing eagle, he smiled to think that perhaps he should swap carpets in honor of the little war he was about to launch against Senator Sedgewick Sexton. 15 The U.S. Delta Force is the sole fighting squad whose actions are granted complete presidential immunity from the law. Presidential Decision Directive 25 (PDD 25) grants Delta Force soldiers â€Å"freedom from all legal accountability,† including exception from the 1876 Posse Comitatus Act, a statute imposing criminal penalties for anyone using the military for personal gain, domestic law enforcement, or unsanctioned covert operations. Delta Force members are handpicked from the Combat Applications Group (CAG), a classified organization within the Special Operations Command in Fort Bragg, North Carolina. Delta Force soldiers are trained killers-experts in SWAT operations, rescuing hostages, surprise raids, and elimination of covert enemy forces. Because Delta Force missions usually involve high levels of secrecy, the traditional multitiered chain of command is often circumvented in favor of â€Å"monocaput† management-a single controller who holds authority to control the unit as he or she sees fit. The controller tends to be a military or government powerbroker with sufficient rank or influence to run the mission. Regardless of the identity of their controller, Delta Force missions are classified at the highest level, and once a mission is completed, Delta Force soldiers never speak of it again-not to one another, and not to their commanding officers within Special Ops. Fly. Fight. Forget. The Delta team currently stationed above the Eighty-second Parallel was doing no flying or fighting. They were simply watching. Delta-One had to admit that this had been a most unusual mission so far, but he had learned long ago never to be surprised by what he was asked to do. In the past five years he had been involved in Middle East hostage rescues, tracking and exterminating terrorist cells working inside the United States, and even the discreet elimination of several dangerous men and women around the globe. Just last month his Delta team had used a flying microbot to induce a lethal heart attack in a particularly malicious South American drug lord. Using a microbot equipped with a hairline titanium needle containing a potent vasoconstrictor, Delta-Two had flown the device into the man's house through an open second-story window, found the man's bedroom, and then pricked him on the shoulder while he was sleeping. The microbot was back out the window and â€Å"feet dry† before the man woke up with chest pain. The Delta team was already flying home by the time its victim's wife was calling the paramedics. No breaking and entering. Death by natural causes. It had been a thing of beauty. More recently, another microbot stationed inside a prominent senator's office to monitor his personal meetings had captured images of a lurid sexual encounter. The Delta team jokingly referred to that mission as â€Å"insertion behind enemy lines.† Now, after being trapped on surveillance duty inside this tent for the last ten days, Delta-One was ready for this mission to be over. Remain in hiding. Monitor the structure-inside and out. Report to your controller any unexpected developments. Delta-One had been trained never to feel any emotion regarding his assignments. This mission, however, had certainly raised his heart rate when he and his team were first briefed. The briefing had been â€Å"faceless†-every phase explained via secure electronic channels. Delta-One had never met the controller responsible for this mission. Delta-One was preparing a dehydrated protein meal when his watch beeped in unison with the others. Within seconds the CrypTalk communications device beside him blinked on alert. He stopped what he was doing and picked up the handheld communicator. The other two men watched in silence.