MSc computer system security 'Practical Windows Security' Essay

MSc computer system security 'Practical Windows Security' - Essay Example The main types of attacks include Denial of Service, Trojan Horse, viruses, worms and Logic Bombs. The first virus that operated on Windows 2000 was detected on 13th January 2000 (Wong 2000). It is known as the Win2000.Install or W2K.Installer virus. Although the virus could not do much damage to the new windows but it provided attackers with the concept to identify the vulnerabilities of the Windows and to invade into the systems with improved attacks in the future. A definition of security vulnerability can be regarded as the preliminary filter that is applicable to various issues. A security vulnerability can be considered as, â€Å"a flaw in a product that makes it infeasible – even when using the product properly —to prevent an attacker from usurping privileges on the user's system, regulating its operation, compromising data on it, or assuming ungranted trust† (Microsoft 2011). Microsoft publishes security bulletins when a specific security issue fulfills t he criteria for the standard security definition. However this does not follow that no action is taken by Microsoft. For instance if Microsoft finds a bug that does not raise any security vulnerability, the security team nevertheless gives it importance and tries to counter it. In this case the Microsoft team does not come up with a patch or publish security bulletin; rather the team would include the solution in the product that it is going to release in the future. On the other hand, if a certain issue does fall on the criteria for security vulnerability definition, the security team first tries to establish whether the issue has breached the security policy of the product. When a product is made there is an assortment of instructions that are devised to inform the costumer about how a particular product is to be used as well as the promises that it delivers regarding the security it provides. What is CVE? Common vulnerabilities and exposures (CVE) brings together a list of common security vulnerabilities and exposures which are publically accessible. Common identifiers of CVE play a role in the exchange of data between security products and put forth a base line index point for the purpose of analyzing coverage of various products such as tools and services (CVE 2011). When Microsoft comes out with a patch for a security problem, it aims to fix whatever security vulnerability the problem has exposed. The purpose of the new patches is to protect the costumer from security threats. For example MS03-026 was released on July 16, 2003 to correct a security vulnerability in a Windows Distributed Component Object Model (DCOM) Remote Procedure Call (RPC) interface. After Microsoft had introduced this bulletin Microsoft was informed that there are yet more ports available that can be abused for the purpose of this vulnerability. Later on Microsoft added information regarding these extra ports in the security bulletin; particularly this has been integrated in the mit igating factors as well as the Workaround section in the bulletin. However later additions were made to it like the MS03-039 with an updated scanning tool which provided further advancements in the patches given in the older version as well as the original scanning tool. The use of remote procedure call The windows operating system makes use of a certain protocol which is referred as the Remote

English class Essay Example | Topics and Well Written Essays - 1750 words

English class - Essay Example Alcohol also served as a source of important nutrients and was widely used for antiseptic and medicinal purpose. Apart from alcohol serving as a nutrient source, it also served as a thirst quencher and played an important function in enhancing the quality of life and enjoyment. In this case, it facilitated relaxation and increased appetite for food. While alcohol has been beneficial to many in the past and even today, alcohol has been misused by a minority of drinkers (United States 43). The misuse of alcohol in most of the countries has necessitated the drafting of laws to regulate the consumption of alcohol. These laws, according to a number of writers and scholars, were drafted with minors in mind. Most of the countries in the world, have Alcoholic Drinks laws that demand a lot of regulations from the stakeholders in the brewing and alcohol consumption sector. All these laws all over the world have one clause in common that, there is a right age to consume alcohol. Majority of cou ntries prefer 18 years and others 17 years. However, the United State of America, puts the minimum age at which one can consume alcohol at 21 years (United States 56). The reasons why the law makers put the minimum alcohol consumption age at 21 years has generated heated debate. ... In this sense, it was clear that, the national law prohibited public possession and purchase of alcoholic beverages but it failed to address the fact that persons under the age of 21 should not drink. This gap came about because â€Å"The National Minimum Drinking Age Act of 1984† defined the term â€Å"public possession,† but indicated that it did not apply in a number of place. The first place was in an established religious function where the minor, was accompanied by a parent or guardian who was 21 years and above. The second case was when alcohol was consumed for medical purposes prescribed by a licensed dentists, physician, nurse, medical institution or hospital (United States 34). The third one was in private clubs and finally, in the lawful employment by a licensed retailer, wholesaler or manufacturer. The law did not achieve its main objective because minors took advantage of the gaps and abused alcohol. The question why the law put the minimum drinking age at 21, was posed to the main lawmakers who drafted the law. Their response was that they aimed to reduce the number of car accidents caused by drunk drivers. The youth have condemned this response and called upon law makers to have put the age at 18 years because at this age, one is mature to make decisions. The United States law on elections put the age at which one can vote to be 18 years. The reason behind the age being 18 years was that an individual was mature enough to make an informed decision. In a similar manner, â€Å" National Minimum Drinking Age Act of 1984† failed to recognize that the same individual who could make an informed political decision, could also decide whether to drink or not (United States 77). Many arguments

Neural and Hormonal Mechanisms in Aggression

Neural and Hormonal Mechanisms in Aggression Neural and hormonal mechanisms in aggression include the roles of the limbic system, serotonin and testosterone. Neural mechanisms in aggression: The Limbic system-inside the brain lies a network of structures known as the limbic system. Within the limbic system, it involves many structures such as the amygdala, cingulate gyrus, fornix and the hypothalamus. The most significant structure is the amygdala because it plays a key role in humans and non-human animals in how an organism responds and assess to environmental challenges and threats therefore is believed to be the main factor in whether we respond aggressively or not. It also is responsible for attaching emotional significance to sensory information. Within the amygdala, its reactivity has proven to be the main indicator of aggressive behaviour. The prefrontal cortex is vital for regulating aggressive responses and social behaviour. However, damage to this prefrontal cortex would lower the inhibition of the amygdala, giving higher levels of aggression. On the other hand, the hypothalamus is responsible for the regulation of the autonomic nervous system, which in turn helps to regulate responses to emotional circumstances. If this structure was to ever become damaged, it would result in an inappropriate aggressive response to a perceived threat. Serotonin serotonin has a key role in aggressive behaviour and is a neurotransmitter with widespread inhibitory effects throughout the brain; it dampens neuronal activity and slows it down. It is also involved in communication impulses between neurons. It has been associated that low levels of serotonin cause an increased risk of aggressive and impulsive behaviour. Serotonin usually prevents stimulation of the amygdala therefore if there are low levels of it within the brain, the amygdala will be more active once stimulated by external events occurring, resulting in the person to make aggression more likely and to act on their impulses. The role of serotonin illustrates itself by the use of drugs that raise the levels of it within the brain such as antidepressants. During trials, antidepressants were found to raise the serotonin levels and shown to reduce impulsive aggression and irritability. This therefore suggests that an increase in the level of serotonin can reduced aggression h owever this may not be the case always. Hormonal mechanisms in aggression: Testosterone is a hormone from the androgen group responsible for the development of masculine features. It also plays a role in helping to regulate areas in the brain to do with social behaviour such as the amygdala and the hippocampus. It is evident that males are generally more aggressive compared to girls. Testosterone is thought to raise the levels of aggression from a young adulthood onwards. It peaks in young adolescent males before then declining with age. Genetic factors in aggression: Twin studies many twin studies have suggested that heritability accounts for approximately 50% of the variance in aggressive behaviour. In a set of monozygotic twins, they share 100% of their genes however in a set of dizygotic twins; they only share on average 50% of their genes. Therefore, we would be expected to find that monozygotic twins would have greater similarities in aggressive behaviour if aggression is mostly influenced by genetic factors. This is because both monozygotic twins and dizygotic twins are raised together in the same environment however monozygotic twins do have a greater degree of genetic similarity than dizygotic factors. Researchers then found that 50% of concordance rates (proportion to which both twins exhibit the same behaviour) was for monozygotic twins and only 19% was for dizygotic twins. This illustrates that it is probably mostly genetically influenced. Adoption studies Adoption studies can help us to determine what the causes of aggression are either from the environment or heredity. Adoption studies compare the rates between adopted children who share behaviours with their adopted parents (who only share the environment with), and the rates between the adopted children who share behaviour with their biological parents (who share their genes but not environment with). If the results show that the concordance rate between the adopted child and their biological parents are high, then it illustrates that their behaviour is genetically influenced. However, if the concordance rates between the adopted child and their adopted parents are high then it suggests that the behaviour is more than likely environmentally influenced. A case to support that behaviour is genetically influenced is when a study was completed in Denmark of over 14,000 adoptions. They found that a huge number of adopted boys that had criminal convictions also had biol ogical fathers with criminal convictions too. The MAOA gene the MAOA gene is a gene responsible for the activity of the enzyme monoamine oxidase A within the brain.   Monoamine oxidases A role is to mop up neurotransmitters once a nerve impulse has been sent from one neuron to the other in the brain. This happens by the neurotransmitter, especially serotonin, being broken down into chemicals that can then be excreted or recycled. This is a process called catabolism. The production of this enzyme is determined by the MAOA gene. If the operation of this gene becomes dysfunctional it can result to abnormal activity of the MAOA enzyme which then further affects the levels of serotonin in the brain. It has been found in studies that violent criminals often have a defect in the gene that produces MAOA. Gene-environment (GxE) interactions Genes do not work on their own but they are crucial influences on aggressive behaviour. Low MAOA gene activity appears to only be related to adult aggression when combined with early traumatic life events.

The Secret Knowledge of the Bombing of Pearl Harbor Essay -- essays re

Knowledge of the Bombing of Pearl the Secret Harbor Titans clashed in Europe...a struggle for power between the Axis(Germany, Italy, and Japan), and the Allies (France, England, and Russia), waged on. Many people died. There were famines, diseases, split up families, hardships unimaginable to people in our time. Yet one country prospered. Isolated in its own wealth and prosperity, The United States of America had no interest in the war. At least until one infamous day, December 7, 19411, the bombing of Pearl Harbor. On this day, Germany’s ally, Japan, led a surprise attack on the US Naval station in Pearl Harbor, Hawaii. Or was it a surprise? Did Franklin Delano Roosevelt, then president of the United States of America, know about the attack? Was he secretly hiding the information in order to enter World War II? The answer is yes. And not only did he know about the attack, he encouraged it. He used precise tactics in doing so, all the while abusing his presidential power and not helping save innocent American lives. Yet this tr agedy has been overlooked for many years, and will go unnoticed for many more. It was a â€Å"Day of Infamy†2, indeed. It was December7, 1941, the soldiers on naval base Pearl Harbor in Oahu were just waking up. Suddenly bombs began to drop, 7 ships were sunk, 2897 people were killed almost instantly, 879 were wounded3, millions of lives changed. Franklin Delano Roosevelt had wanted to enter the war for a long time. However, the United States’ public opinion was against going to war due to the stable and booming economy. The only problem was that he had to make Japan make the first move. He had to make them do this because the American people did not want to enter the war. He had to find a way. He found it in Lieutenant Commander Arthur H. McCollum. McCollum provided Roosevelt with a detailed, 8-step procedure for making Japan make the first overt move into war: A. Make an arrangement with Britain for the use of British bases in the Pacific, particularly Singapore. B. Make an arrangement with Holland for the use of base facilities and acquisition of supplies in the Dutch East Indies(now Indonesia). C. Give all possible aid to the Chinese government of Chiang Kai-shek. D. Send a division of long-range heavy cruisers to the Orient, Philippines, or Singapore. E. Send two divisions of submarines to the Orient. F. Keep the main strength of th... ...and against evil, for the surprise attack (on Pearl Harbor) made Americans sympathetic for our striped men and women, causing more help from the mass majority of Americans, eventually leading to victory in World War II. Had Nazi Germany won, no one knows the extent of evil that would have been caused. So even though Franklin Delano Roosevelt did many wrong things, his reasoning was good, and we were victorious. 1 http://www.execpc.com/~dschaaf/theday.html 2 FDR’s famous speech after the bombing 3 ftp://ftp.purdue.edu/pub/Liberal-Arts/History/pha/pearl.harbor/misc/army_1.txt 4 Stinnet, Robert; Day of Deceit, page 8 5 Stinnet, Robert; Day of Deceit, page 9 6 Stinnet, Robert; Day of Deceit, page 9 7 Stinnet, Robert; Day of Deceit, page 11 8 Stinnet, Robert; Day of Deceit, page 11 9 Stinnet, Robert; Day of Deceit, page 11 Bibliography Websites: 1. ftp://ftp.purdue.edu/pub/Liberal-Arts/History/pha/pearl.harbor/misc/army_1.txt 2. http://bcn.boulder.co.us/government/national/speeches/spch2.html Book: 3. Day of Deceit, Stinnet, Robert,The Free Press, New York, New York Encyclopedia: 3. World Book, 1989 edition, World Book Inc., Newspaper: 4. New York Times, Dec 8, 1941 edition.

The Social Fuction of Sports

This report, presented to the Helsinki European Council on 11 and 12 December 1999, is the result of the mandate given to the Commission by the Vienna European Council on 11 and 12 December 1998. 2. Sport is one of the areas of activity that most concerns and brings together the citizens of the European Union, irrespective of age and social origin. More than half of them regularly practice a sport, either in one of the 700 000 clubs that exist in the Union or outside these clubs. Almost two million teachers, instructors and voluntary workers spend their working or leisure time organising sporting activities. These people play an essential role of education and social integration, at a time when our societies are experiencing major problems of social cohesion and cultural identity. 3. This social function of sport, which is in the general interest, has for some years been affected by the emergence of new phenomena of a different nature which sometimes call into question the ethics of sport and the principles on which it is organised: phenomena such as violence in the stadiums, corruption, the spread of doping, the exploitation of young sportsmen and women, and the search for quick profits to the detriment of a more balanced development of sport. 4. In spite of certain differences between the Member States, there are many common features in the ways in which sport is practised and organised in the Union, and it is therefore possible to talk of a European approach to sport. For several years, the European approach to sport has been affected by several phenomena:  · the rise in the popularity of sport in terms of the numbers of practitioners and spectators;  · the internationalisation of sport, with the increase in the number of international competitions;  · the unprecedented development of the economic dimension of sport, with the spectacular increase in television rights. 5. These phenomena provide certain advantages for sport and society. For example, the number of jobs created directly or indirectly by the sport industry has risen by 60% in the past ten years to reach nearly 2 million. It has to be recognised, however, that these phenomena may also strain, or even contradict, certain basic principles of sport:  · the overloading of sporting calendars may be considered to be one of the causes of the expansion of doping;  · the increase in the number of lucrative sporting events, which may end up promoting the commercial approach, to the detriment of sporting principles and the social function of sport;  · the temptation for certain sporting operators and certain large clubs to leave the federations in order to derive the maximum benefit from the economic potential of sport for themselves alone. This tendency may jeopardise the principle of financial solidarity between professional and amateur sport and the system of promotion and relegation common to most federations;  · the hazardous future facing young people who are being led into top-level competitive sport at an increasingly early age, often with no other vocational training, with the resulting risks for their physical and mental health and their future integration into other employment;  · the search for quick profits (effects of over-commercialisation), linked to the internationalisation of sport, may lead to inequalities for certain smaller or less populous countries whose top-level sportsmen and women choose to go abroad to exercise their talents, thereby weakening the level of sport in these countries. Strengthening the educational and social role of sport 6. The Declaration on sport annexed to the Amsterdam Treaty â€Å"emphasises the social significance of sport, in particular its role in forging identity and bringing people together†. Sporting activities therefore need to have a place in the education system of each Member State. 7. The values that sporting activities represent (equal opportunities, fair play, solidarity, etc.) must also be passed on by sports associations, which make a key contribution to education and training of young people and to democratic life and to the life of society. This is because sport has become one of the most important mass phenomena in our societies. It affects all social classes and age groups and is an essential tool for social integration and education. 8. With this in mind, Community action could focus on the following objectives:  · improving the position of sport and physical education at school through the Community programmes;  · promoting the retraining and future integration into the labour market of sportsmen and women;  · promoting convergence between the training systems for sports workers in each Member State. Better defining the legal environment 9. The development of positive measures to preserve the social function of sport must go hand in hand with the creation of a more certain and more stable legal environment, so that this social and educational function can be reconciled with the increase in the economic dimension of sport. This new approach should be founded on the reaffirmed and updated principles of sporting ethics and the Olympic ideal and should clarify the legal framework for sports operators. The European Union has an essential part to play in implementing this new approach, given the increasing number of conflicts in the world of sport and the divergent responses, notably through court proceedings. 10. The increase in the number of court proceedings is the sign of growing tension: for example, the Bosman judgment, delivered by the Court of Justice in December 1995 on the basis of the principle of freedom of movement for workers, has had major repercussions on the organisation of sport in Europe. It has done much to eliminate certain abuses and to promote the mobility of sportsmen and women. However, it has affected the economic balance between clubs and players and has caused problems for the training of young people in clubs. Certain clubs which had established training centres for professional sportsmen and women have seen their best people leave, without the clubs being able to obtain any compensation for the investment they have made in training. Principles for partnership between the European Institutions, the Member Sates and the sports organisations 11. There is a need for a new partnership between the European institutions and Member States on the one hand, and the sports organisations on the other, in order to encourage the promotion of sport in European society, respect for sporting values and safeguarding of the autonomy of sports organisations and the principle of subsidiarity. 12. This partnership will be based on the following principles:  · the European Union recognises the eminent role played by sport in European society and attaches the greatest importance to the maintenance of its functions of social integration, education and contributing to public health and to the general interest function performed by the federations;  · the integrity and autonomy of sport must be preserved. The purchase of sports clubs by commercial bodies (media groups, etc.) must, if permitted, be governed by clear rules, out of concern for the preservation of sporting structures and ethics;  · the system of promotion and relegation is one of the characteristics of European sport. This system gives small or medium-sized clubs a better chance and rewards sporting merit;  · doping and sport are diametrically opposed. There can be no tolerance in the fight against doping;  · the â€Å"trade† in young sportsmen and women must be combated. Each young sportsman or woman trained by a club for top-level competition must receive vocational training in addition to sports training. The absence of coordination between the sports protagonists (federations, Member States and the European Community), all of them working in isolation, could thwart the efforts to achieve these common principles. In contrast, the convergent efforts of the European Community, the Member States and the sports federations could make an effective contribution to the promotion in Europe of sport in a form that remains true to its social role, while enabling its organisational aspects to take account of the new economic order.

Macbeth’s Crimes Essay

Macbeth’s crimes are blood, appalling and pitiless. Does Shakespeare present this â€Å"butcher†, â€Å"hell-kite† and â€Å"fiend† as a monster or as someone with whom it is possible to feel sympathy? The play Macbeth was written by William Shakespeare. It was written for the successor of Elizabeth I, James I of England. James I of England, who was James VI of Scotland, was a descendent of Banquo, and for this reason Shakespeare changed his play from the way this event actually took place in history. In history Banquo actually aided Macbeth in the killing of Duncan, this would have upset the king and may have got Shakespeare in a lot of trouble. Therefore Shakespeare changed it so that Banquo was not part of the plan to murder the king and was against the idea totally. Shakespeare added the witches into the play, as James was deeply interested in witchcraft. This would make the play more appealing to the king. James was a firm believe of â€Å"The Divine Right Of Kings†, this was a way of thinking that kings were hand picked by God and that they were, second in the hierarchy of the whole universe underneath God. As James believed in this way of thinking it made the murder of Duncan a lot more dramatic. When Duncan was murdered there was dramatic affects on Scotland. Shakespeare showed this unnatural affect over Scotland by things happening that would not happen normally. Such as horses eating each other and earthquakes happening. In the play Macbeth is shown as a tradgic hero. A tradgic hero is when a great heroic man has a weakness in his character, for Macbeth the flaw in his character is his great ambition. His flaw has come from the witches telling him the 3 prophecies. This turned his whole perspective around and that was when his ambition took over. As the play starts we see do not see Macbeth but we hear of how great a man he is and how much of a great brave worrier he is highly respected by all of his fellow Thanes and he also commands high respect from the king as well. There seems to be a connection with him and the witches in the first scene as the witches say â€Å"Fair is foul, and foul is fair† (act 1, scene I) This quotation show that things are not exactly what they seem. Macbeth repeats these words later on in that act. â€Å"So foul and fair a day I have no seen† (Act 1, scene III) When Macbeth says this there is a sense that the witch has already got some power over him, even though they have not met each other yet. At the battle the sergeant seems very happy that they had Macbeth on his side. The sergeant shows that he has great respect for Macbeth by complimenting him. † Except they mount to the battle in reeking wounds; or memorize another Golgotha† (Act 1, scene II) This phrase means that the sergeant was not sure if Macbeth and Banquo wanted to swim in blood or make another Golgotha, which was when Jesus was sacrificed. King Duncan also shows his respect for Macbeth when he says: † O valiant cousin! Worthy gentlemen!† (Act 1, scene II) Duncan is showing that he has great amounts of respect for Macbeth. After the battle has taken place Macbeth and Banquo are on their way home when the come across the 3 witches. The witches great Macbeth with 3 prophesies: 1. All hail Macbeth! Hail to thee, Thane of Glamis! 2. All hail Macbeth! Hail to thee, Thane of Cawdor! 3. All hail Macbeth! That shalt be king hereafter. As Macbeth is told he will be king hereafter there is a thought in the back of his mind to kill the king. These prophecies have shocked Macbeth and when the witches start to leave he tries to make them stay. He tries to make them tell him more about the prophecies. When Ross tells Macbeth that he has become Thane of Cawdor, Macbeth has the thought of killing the king again. Banquo says to him self in a soliloquy â€Å"What can the devil speak true?† (Act1, scene III) Banquo is stunned at the news, as is Macbeth. Macbeth asks them where they got this information as the Thane of Cawdor lives. Ross says that the Thane of Cawdor has been a traitor and that he is to be hanged. In Macbeths first soliloquy he says â€Å"Glamis, and Thane of Cawdor: The greatest is behind.† (Act 1, scene III) This shows that Macbeth has great trust in the prophecies and is contemplating weather or not to kill the king. Macbeth also shows that he doesn’t really want to kill the king when he says † If chance will have me king, why, chance may crown me, with out my stir.† (Act 1, scene III) Macbeth is showing resistance to killing the king as he thinks that if he doesn’t do anything then maybe he will have a change of being king. This shows that Macbeth does have a conscience and that he knows the difference between right and wrong. There is a great contrast between Banquo and Macbeth when they are told about each of their prophecies. Macbeth looks a lot in to them where as Banquo doesn’t really look into them much. Banquo also warns Macbeth that the witches prophecies may not be the whole truth and may cause a lot of damage to him, despite this Macbeth still wants to be king. This shows Macbeth has ambition and this is the flaw of his character. Macbeth is not at all happy with Duncan’s decision to make Malcolm, The Prince of Cumberland his heir to the throne. Macbeth is so angry with the decision in his soliloquy he says â€Å"Stars hide your fires! Let not light see my black and deep desires† (Act 1 scene III) Macbeth has reached a turning point he wants to kill Duncan because now there is now way the he can become king unless he kills Duncan. The quotation shows that he knows what he is going to do is wrong so he wants to make no one can see what he is doing. In act 1 scene VII Macbeth has another soliloquy in which he faces a real dilemma. He is stuck with the decision weather or not to kill the king. His say â€Å"He is here in double trust: First as I am his kinsman and his subject, Strong both against deed; then, as his host, Who should against his murderer shut the door† (Act 1, scene VII) Macbeth is really confused at this point he is not sure if he wants to kill Duncan or not. The quote above shows if he does then he is going against his morals and conscience. I think Macbeth knows the full consequences of what he is about to do, this is why he has some doubt in his mind, as the consequences are terrible. Macbeth then talks to his wife about his plan to kill Duncan, and how he is having second thoughts about killing Duncan. Lady Macbeth teases him, so out of pride Macbeth is forced into killing Duncan. In Act 2 Scene I Macbeth is all alone when he sees a dagger in front off him. â€Å"Is this a dagger which I see before me, the handle toward my hand? Come, let me clutch thee: I have thee not† (Act 2, scene I) I think that there is a large significance of this dagger being there. The dagger is blood soaked and is pointing towards the chambers of the king. I think that the dagger is a way of his mind showing us that he has a guilty conscience and that he has become possessed by evil. All of the forcing from his wife has passed him over to the evil side and now he is dead set on killing Duncan. There is also an element of ambition, as he wants to kill Duncan to show he is capable and also for himself to show that he is a real man to his wife. Once Macbeth has murdered Duncan he acts very strange almost like he is in a daze. He looks very disturbed, he says â€Å"This is a sorry sight† (Act2, scene II) He says this as he is looking at his hands as if he was disgusted with himself and that he couldn’t believe he had done such a terrible thing. While Macbeth was killing Duncan he heard voices saying â€Å"Sleep no more! Macbeth does murder sleep† (Act 2, scene II) This really got to Macbeth, he didn’t know where the voice came from and it really startled him. Lady Macbeth just told him to take no notice of what the voices had said. â€Å"But wherefore could not I pronounce ‘Amen’? I had most need of blessing, and ‘Amen’ stuck in my throat.† (Act 2, scene II) This also scared Macbeth has when he was about to kill Duncan he wanted to say a prayer but the word ‘Amen’ was stuck in his throat. These two affects were the first few consequences of killing Duncan. â€Å"Will all great Neptune’s ocean wash this blood clean from my hand? No, this my hand will rather The multitudinous sea incarnadine, Make the green one red† (Act 2, scene II) This quote shows Macbeth is starting to feel guilty about his actions. When Macbeth says will great Neptune’s oceans wash this blood clean from my hands he is conveying that it is such a bad thing that he has done nothing in the universe can clear him of his sins. Macbeth shows regret for him killing Duncan when he says â€Å"Wake Duncan with thy knocking! I would thou couldst!† (Act 2, scene II) Macbeth is becoming unstable mentally and is regretting killing Duncan. In act 3 Scene 4 Macbeth is having a banquet. At the start Macbeth is called away to see on of the murderers who gave him a report. Macbeth wanted Banquo and his son Fleance to be killed, the murderers only killed Banquo but Fleance got away. â€Å"Then comes my fit again: I had else been perfect; Whole as the marble, founded as the rock, As broad and general as the casing air: But now I am cabin’d, cribb’d, confin’d, bound in To saucy doubts and fears.† (Act 3, scene IV) Macbeth is very frustrated that the killers did not kill Fleance as it has ruined his plan but he believes he can get around this hiccup. Once Macbeth has returned to the banquet he is asked to join the Lords. Lenox says to Macbeth here is a place reserv’d, sir. Macbeth asks him where? Lenox says here my good lord. What is’t that moves your highness? Macbeth goes into a rage and starts to scream â€Å"Which of you have done this?† (Act 3, scene IV) Macbeth sees Banquos ghost in his chair, now Macbeth is going insane. All of the guest’s start to worry about the king but lady Macbeth tells them â€Å"Sit worthy friends: my lord is often thus, and hath been from his youth: pray you keep seat; the fit is momentary; upon a thought He will again be well.† (Act 3, scene IV) Lady Macbeth is trying to cover for Macbeth by saying that he is disturbed because of a childhood drama. Lady Macbeth does this out of panic so that none of the lords are worried about the king. This could also affect his respect and reputation with the lords as they may think he is delusional. Lady Macbeth covers for Macbeth very well. Lady Macbeth then asks the lords to leave, as Macbeth is very sick. Once the lords had left Macbeth tells lady Macbeth that he has a spy in every house. Lady Macbeth tells Macbeth to get some sleep as he is become mentally unstable. Macbeth is suffering from all of the killing that he has done and it is not only affecting him it is also affecting his marriage to which seems to be deteriorating as the play goes on. In Act 4 scene I Macbeth goes to visit the witches, which shows he firmly trusts the witches as he has gone to them which gives a sense that they hove power over him where as if he waited and let them come to him he would not have given the impression that he was desperate. Macbeth is told 3 prophecies the first is: â€Å"Macbeth! Macbeth! Macbeth! Beware Macduff; Beware the Thanes of Fife. Dismiss me. Enough† (Act 4, scene I) The first apparition says this; it is a warning to Macbeth simply telling him to beware of Macduff, as he is dangerous. Macduff was never happy about Macbeth becoming king as Macduff never attended Macbeths crowning and he also suspected Macbeth of killing Duncan. The second prophecies is: â€Å"Be bloody, bold and resolute; laugh to scorn the power of man, for none of women born shall harm Macbeth† (Act 4, scene I) This prophecy made Macbeth relax a little, as he didn’t think that there was any one in the world that could not be of women born. Which made him feel much more safer and almost invincible. The third prophecies is: â€Å"Macbeth shall never vanquish’d be until great Birnam wood to high Dunsinane Hill; shall come against him† (Act 4, scene I) Macbeth was very happy with this prophecy as for him this meant he was invincible, as he believed that Burnam wood would never come to Dunsinane. He shows that he is very happy about his prophecies when he says: â€Å"That will never be: Who can impress the forest, bid the tree Unfix his earth bound root? Sweet bodements! Good!† (Act 4, scene I) Macbeth has decided to kill the Macduffs as Macduff has flied to England and Macbeth sees this as the perfect time and way to kill them. If they are killed Macduff will be distort and will want to kill Macbeth but Macbeth thinks he is invincible. This is the perfect time as there is no one to protect his family. In Act 5 scene I Macbeth is getting ready for battle when he hears a women screaming he sends his servant to investigate. He returns and tells Macbeth that his wife is dead. Macbeth responds to this by saying: â€Å"She would have dies hereafter; There would have been a time for such a word. To-morrow, and to-morrow, and to-morrow, Creeps in this pretty pace from day to day, To the last syllable of recorded time; and all our yesterdays have lighted fools the way to dusty death. Out, out, brief candle! Life’s but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no more; it is a tale told by an idiot, gull of sound and furry, signifying nothing.† (Act 5, scene V) This speech is said by Macbeth as he thinks life is not worth living for any more. He tries hard to make his life better but in the end he is going to die so what is the point. That is the kind of attitude he is taking. Macbeth is then told that Burnam Wood is moving to wards Dunsinane. Macbeth reacts very badly to this he calls the messenger a â€Å"Liar and slave† (Act 5, scene V) Macbeth cannot believe it, the wood is moving, he is in such anger as the prophecies are not holding up to their word. Macbeth has his armour put on so he is ready for battle. In the final scene Macbeth and Macduff have a battle, Macbeth is very full of himself until Macduff says â€Å"Despair thy charm: and let the angel whom thou still hast serv’d tell thee, Macduff was from his mother’s womb untimely ripp’d.† (Act 5, scene VII) Macbeth is in shock he cannot believe it, all the prophecies have been untrue. Them Macbeth is killed bye Macduff and Macbeths head is stuck on a poll and paraded around. This was a way of showing the people that if they betray the king this is what will happen to them. The witches have influenced Macbeth, if they had not shown him the 3 prophecies then he would never have killed the king and he would still be a noble man. The witches were agents of evil so they were bound to tempt Macbeth. The witches simply showed Macbeth what he could be if he listened to them they did not force him they gave him the option and Macbeth choose their way. The witches have no power so they simply temp and try to push Macbeth in the direction they want him to go. Their influence is fair great on Macbeth. Lady Macbeth is a very possessive woman and has a great amount of ambition about her. When she read the letter from her husband in Act 1 scene V she was determined on making Macbeth the king. She wanted him so badly to become the king. She showed her determination in Act 1 scene VII when she said she would: â€Å"I have given suck, and know how tender ’tis to love the babe that milks me: I would, while it was smiling up in my face, Have pluck’d my nipple from his boneless gums, and dash’d the brains out, had I so sworn as you have to this.† (Act 1, scene VII) She is so determined she would kill her own baby while she was feeding it, this shows that she is a very strong women. Lady Macbeth wants to become purely evil she shows this when she says â€Å"Come spirits that tend on mortal thoughts! Unsex me here, and fill me from the crown to the toe top-full of direst cruelty; make thick my blood.† (Act 1, scene V) Lady Macbeth also says â€Å"TH’ effect and it! Come to my women’s breasts, and take my milk for gall, you murdering ministers, wherever in your sightless substances† Lady Macbeth wants very thing that is feminine about her taken away from her so she can be purely evil. Lady Macbeth shows she isn’t purely evil in Act 2 scene II when Macbeth asks her why she didn’t kill Duncan she says â€Å"Had he not resembled my father as he slept, I had done’t.† (Act 2, scene II) As the play goes on lady Macbeth and Macbeths relationship starts to fall apart. At the beginning of the play Macbeth tells his wife every thing as the play digresses they lose faith and trust in each other. They do not tell each other anything. Lady Macbeth was not told by Macbeth that he was planning to kill Banquo or the Macduff’s he simply just didn’t communicate with her anymore. I believe that Shakespeare has presented Macbeth as some one who you can feel sympathy for, as he seems to be pushed in to killing Duncan by Lady Macbeth. I think that he never had any intentions of killing Duncan it was because his wife drove him so that he could gain power. He was not as strong as he seems, his wife bullies him into killing Duncan but he is a hero on the battlefield. Also if he had not seen the witches then I do not think that he would have any thoughts of killing the king.

Lines and Slopes in SAT Math Geometry Strategies

Lines and Slopes in SAT Math Geometry Strategies SAT / ACT Prep Online Guides and Tips In our SAT guide to lines and angles, we dealt with parallel lines, perpendiculars, and the many different ways to find angle measures with two or more lines. Now, we’ll look at the other aspect of lines, namely their slopes and equations. This will be your complete guide to lines and slopes- what slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the SAT. What Are Lines and Slopes? Before we start, you may want to take a moment to familiarize yourself with our guide to SAT coordinate points in order to refresh yourself on the basics of coordinate geometry. Basically, coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any place on this space is given a coordinate point- written as $(x, y)$- that indicates where the point is along each axis. A line (or line segment) is a completely straight marker with no curvature. It is made up of (and connects) a series of points together. A slope is the measure of the slant (steepness) of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the $x$ axis. You are probably most familiar with this concept by finding the â€Å"rise over run† to find the slope of a line. $${\change \in y}/{\change \in x}$$ Here is a typical line, presented on the coordinate grid. To find our slope, first start by marking the points where the line hits the grid at perfect integer coordinates. This will make life simpler when we go to find the slope. Wherever the grid meets at a corner, we will have coordinates that are integers. We can see here that our line hits the coordinates: $(-3, 4)$, $(0, 2)$, and $(3, 0)$. Now let us find the rise and run of the line. Our "rise" will be -2, as we must move down 2 units to reach the next coordinate point in our line. Our run will be +3, as we must move 3 units to the right to reach the next coordinate point in our line. So our final slope will be: $\rise/\run$ $-{2/3}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight horizontal line has a slope of zero. It will be defined by one axis only. $y=2$ A straight vertical line has an undefined slope (because run will always be 0, and you can't divide by 0). It will be defined by one axis only. $x=2.5$ The steeper the line, the larger the slope. The red line is steepest, with a slope of $4/1$, or 4. The blue line is not as steep, with a slope of $4/9$ San Francisco knows a little bit about steep slopes. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. (Note: It does not matter which points you assign as $(x_1,y_1)$ and $(x_2,y_2)$, so long as you are consistent.) Given the coordinates $(2, 2)$ and $(-1, 0)$, find the slope of the line. Now, we can solve this question in one of two ways- by drawing a graph and counting, or by using our formula. Since we already saw earlier how it's possible to count out our slope on a graph, let us use our formula to see how it's done. Of the two coordinate points, we must assign one set to be $x_1$ and $y_1$ and the other to be $x_2$ and $y_2$. Let us pick (2, 2) to be our $x_1$ and $y_1$ and (-1, 0) to be our $x_2$ and $y_2$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 2)/(-1 - 2)$ ${-2}/{-3}$ $2/3$ But what would have happened had we assigned $(-1, 0)$ to be our $x_1$ and $y_1$ and $(2, 2)$ to be our $x_2$ and $y_2$? We would have gotten the same results either way! ${y_2 - y_1}/{x_2 - x_1}$ $(2 - 0)/(2 - -1)$ $2/3$ No matter which coordinates we assign to be the first or second values for x and y, we will end up with the same slope so long as we are consistent. Equation of a Line $$y=mx+b$$ This is called the â€Å"equation of a line† or a line in "slope-intercept form" and it shows exactly how a line is positioned along the $x$- and $y$-axes as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into pieces. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value where the line hits the $y$-axis (remember, a straight line will only hit each axis a maximum of one time). Find the equation of the line from the graph. We're using the same graph from above, and we can see that the line intersects with the $y$-axis at around $y=0.5.$* We also determined earlier that the slope is $2/3$. So when we put those two pieces of information together, the equation of our line would be: $y = {2/3}x + 0.5$ *If the question wants you to be more specific than "about a half" about what fraction of a number the line hits $x=0$ or $y=0$ at, it will have a more detailed drawing. In this question, while the actual intercept for a line with coordinates $(2,2)$ and $(0,-1)$ would actually be $2/3$ or $0.66$, not $0.5$, the graph is not at a scale where you could reasonably visually estimate that. Remember to always re-write any line equations you are given into the proper form! Often, the test will try to trip you up by giving you an equation not written in proper form and asking for the slope of the line. This is to get people to make a mistake if they are going too quickly through the test. $$tx+12y=-3$$ The equation above is the equation of a line in the $xy$-plane, and $t$ is a constant. If the slope of the line is -10, what is the value of $t$? First, let us put this equation into the proper equation of a line. $tx+12y = −3$ $12y = −tx−3$ $y = - {tx}/{12} -3/12$ Now, we only care about finding the slope, so let’s find the value of t (our slope) by using our given. $-{t/12} = -10$ $-t = -120$ $t = 120$ Our final answer is $t = 120$. Always remember to set up your equation as your first step and you’ll be able to solve most any slope problem quickly and easily. Perpendicular Lines When two lines meet at right angles, the lines are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of $3/4$ the other line will have a slope of $-{4/3}$. Perpendicular lines with slopes of $3/4$ and $-{4/3}$ And if a line has a slope of −5, the line that meets it perpendicularly will have a slope of $1/5$. Parallel Lines When two lines will never meet, no matter how infinitely long they extend, the lines are said to be parallel. This means that they are continuously equidistant. If two lines are parallel, they will also have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to make sure that the lines will never touch. Parallel lines with slopes of $4/3$ When lines turn devious. Typical Line and Slope Questions Most line and slope questions on the SAT are quite basic at their core. You’ll generally see two questions on slopes per test and almost all of them will simply ask you to find the slope of a line or the equation of a line. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (and your rules for parallel or perpendicular lines). With this knowledge in hand, you’ll be able to solve these types of problems quickly and easily. From the graph, we can see that the y-intercept of the line is (0,1). The line also passes through the point (1,2). This is enough information for us to figure out the slope of the line, which we know is ${\change \in y}/{\change \in x}$. ${2-1}/{1-0}={1}/{1}=1$ Now we know that the slope of the line is 1. In slope-intercept form, the equation for line $l$ is $y=x+1$ or choice D. Our final answer is D. We know that slope is the ${\change \in y}/{\change \in x}$. The equation $y=kx +4$ is already in slope-intercept form, so we know the slope of the line is $k$. We also know that the line contains the point $(c,d)$ which means we can substitute those variables for $(x,y)$ in the equation. This gives us $d=kc+4$ Solving for this equation for the slope, $k$, gives us $k= {d-4}/c$ Our final answer is A, ${d-4}/c$ How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y=mx+b$ The test makers will often present you with an equation of a line that is not in proper form, for example: $4y+3x=12$. If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope of the line. So always remember to rearrange your equation into proper form as your first step. $4y + 3x = 12$ = $y = −{3/4}x + 3$ #2: Always remember your $\rise/\run$ It can be easy to make a mistake try to find the change in $x$ before finding the change in y, as our brains are used to doing things "in order." Keep careful track of your variables in order to reduce careless mistakes of this nature. Remember the mantra of "rise over run" and this will help you always know to find your change in y over your change in $x$. #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph- whether from a given graph or from your own. It's never a bad idea to take a second and make your own graph if you are not provided with one. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply count how the line rises (or falls) and trace its "run," and you will always find your slope. Oh, for the days when all we needed to know about lines was how to color in (or out of) them.... Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and a few basic tips you’ll need to solve them), let’s put your knowledge to the test. 1. 2. 3. 4. Answers: D, A, B, D Answer Explanations: 1. We know that slope is the ${\change \in y}/{\change \in x}$. We are also told that our slope is -2, which means it must be $-{2/1}$. This means that, for every time our y value decreases by 2, our x value increases by 1. And every time our y value increases by 2, our x value will decrease by 1. If we use our rectangle, we also have one point of reference on the line. We can see that the rectangle has a length of 3 (because it spans horizontally from $x=0$ to $x=3$) and a length of 4 (because it spans vertically from $y=0$ to $y=4$). This means that the rectangle hits the line at the top right corner at coordinates (3, 4). Now we can simply count where the line will hit the y-axis. Because the slope increases horizontally (along the x-axis) one unit at a time, we can see that there will be $3/1 = 3$ even points along the line needed to find the y-intercept. Basically, this means that we are taking the slope, $-{2/1}$, and multiplying it by 3 to get $-{6/3}$. In other words, we are adding 6 to the change in y and subtracting 3 from the change in x because we are taking the slope backwards. So now we can find our new point by saying that we increased our y-value from 4 to $4+6=10$, and we have decreased our x-value from 3 to $3−3=0$, which would give us the new slope of: $(4 + 6)/(3 - 3) = 10/0$ So our new coordinate point is (0, 10), which means that our y-intercept is 10. Our final answer is D, 10. 2. We know that we can find the slope of the line using ${y_2 - y_1}/{x_2 - x_1}$, so let's plug in our coordinates of (0,r) and (s,0) for these values. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - r)/(s - 0)$ $r/s$ Our s will remain unchanged, but our r value will become negative, as it is being subtracted from zero. Our final answer is A. 3. If you count to the point at which the line crosses the y-intercept, you can see it hits at $y=3$ In the equation $y=mx+b$, the b is the y-intercept. That means our b will be 3. We can therefore cross off answer choices A and D, leaving us down to B, C, and E. We can also see that our line falls from left to right, so our slope will be negative. This means we can eliminate answer choice E, leaving us between choices B and C. Now let’s take the two points at which the line hits the axes. We already saw that the line hits the y-intercept at $y=3$ and we can also see that the line hits the x-axis at $x=2$. This means our line hits coordinates (0, 3) and (2, 0). This means that the change in our y value is -3 and the change in our x value is +2. (Why? Because we decreased our y value by 3 and we increased our x value by 2.) So our slope must be $-{3/2}$, which means that our final equation will be: $y = -{3/2}x + 3$ Our final answer is B. 4. We're told that the equation of the line is $y=2x-5$. This means that the slope of the line is 2 and the $y$-intercept is at (0,-5). A slope of 2 means that, for each increase in $x$ of 1, $y$ increases by 2. Looking at each of the graphs, choices C and D are the only lines with a slope of 2. (Don't be fooled by choice B which has a slope of -2). Next we can look at $y$-intercepts. The line in choice C has a $y$-intercept at ($0,5)$, which doesn't match the equation of the line we were given. However, choice D's line has a $y$-intercept at $(0,-5)$, which is exactly what we're looking for. Choice D is the only line with both the correct slope and y-intercept. Our final answer is D. Hurray, hurray! You've found your slopes, you know your lines! Congrats, congrats. The Take-Aways Once you have familiarized yourself with the basics of coordinate geometry, slopes should not be too far off field. Though the SAT will try to complicate problems as much as they are reasonably able, questions on lines and slopes are almost always easier than they appear. Keep your important formulas close to your heart and be vigilant with your negative signs, and you’ll do just fine when it comes to slopes and intercepts. What’s Next? Phew! You've learned all there is to learn about your slopes angles. Luckily for you (for a certain definition of "luck"), there is so much more to learn! Before you continue on, make sure you have a firm grasp of all the topics covered on SAT math so that you can see what to prioritize. If you're looking for a particular math topic, scope out our SAT math archive for individual topic guides like this one. We've got guides to solid geometry, probability, ratios, and more! If you don't know where to begin, make sure you take a practice test and see how your score ranks. This will give you a good sense of where your strengths and weaknesses are and how you should focus your study time. Looking to get a perfect score? Check out our guide to getting an 800, written by a perfect scorer! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Good and Tested Tips on How to Focus on Homework. Improve your Grades!

Good and Tested Tips on How to Focus on Homework. Improve your Grades! All parents want their children to get good grades. Set realistic educational goals and expectations, spend a lot of time on studying, start completing a big assignment first, and do other things that will help you succeed. How to focus on homework? Setting your mind to avoid every possible distraction helps. There are many things that may distract you from your academic work at home, including other people, loud music, holiday mood, phone calls or your email to friends, or video games that you want to play day and night. You should understand how to avoid these distractions, plan your working schedule, and prepare a comfortable room to study to have control over educational tasks and keep your motivation. Read this article that will share useful information to help you concentrate. How to find the right mindset How to stay focused on homework? This task is tough for many students, but there are some helpful tips that can teach you how to manage all distractions and concentrate on your studies. Keep yourself on track every hour. If you feel that you’re losing your attention, gently remind yourself that you should focus on an important academic paper or project. This technique works well because you’ll spend less time on distractions. Check these helpful tips: Tune out all distractions when you notice them; Give yourself a special worry break; Prioritize subjects by setting the main goal; Work with your energy levels Turn off all devices; Take regular study breaks for a few minutes; Avoid multitasking. Tune out your distractions If you prefer to study in a college or university library, someone texting can easily distract you. Take notes of all distractions to overcome them effectively. If you leave them without your proper attention, they will keep causing you problems for a long time. Giving yourself worry breaks How to focus on homework? Master this effective technique to get rid of distractions from studying and keep your concentration because modern life gets quite busy. Spend a minute on thinking about everything that’s on your mind, but then you need to tell yourself that it’s time to concentrate on your studies. Prioritize your academic tasks Set the main goal. Break all assignments down and choose primary homework goals to make things easier to manage and you’ll be less prone to distractions. If you have biology exams coming up and they cover a few chapters, it’s not necessary to study everything in only one session. Choose the most problematic parts first. ORDER MY HOMEWORK HERE Turn off all devices Texting, call, social media, and other similar distractions that come from your electronic devices are huge barriers to keep your focus on homework. It’s easy to fix this problem and you should turn them off and don’t take any texts or calls, even from your family. If you can’t stop this distraction, use special apps to block it. Work with your energy levels It’s quite natural for people to procrastinate and avoid the most unpleasant or difficult tasks. Your energy levels are high when you start doing your homework. This means that you need to start with harder assignments and put off easier tasks to keep your focus sharp. Take brief study breaks regularly Stepping away from your college tasks on a regular basis is more beneficial than trying to do it without stopping. Take short breaks to refresh your mind and keep your focus. Exercise, take a walk or do other healthy things. Avoid multitasking Don’t try to multitask when doing your homework even if you think that completing several assignments at once means that you will work faster. What does it mean? Multitasking or doing your homework while shopping online and watching TV will cause you to lose your concentration, so focus only on one task at a time. Why you should use your homework schedule and set up a study space When you have many things to learn, it may seem difficult to get through everything. How to solve this problem? Create your realistic homework schedule where you set specific times to learn particular things to make your studies less stressful. Ensure that it’s flexible enough. Let other people around you know about this schedule. Change subjects or switch things regularly because this variety will help you keep your focus on homework, or your attention span and energy levels will get low fast. You can use different distractions in a positive way and your incentive. If you need to study geometry for 1 hour, nut funny cat videos distract you, then you should make them your reward after doing your homework. How to set up your study space Find the right place that makes you want to study and complete all homework tasks. This location should motivate you to learn. It shouldn’t be too loud for you. If different things often distract you, choose the place that faces the wall instead of hallways, windows, or other seats. Inform your friends and relatives that you’re studying and ask them not to disturb you during this period of time. Music can help you keep your motivation on homework. 7 Effective Ways to Stop Homework Distractions It’s easy to stop all kinds of homework distractions if you follow a few effective guidelines: Make homework your good habit; Find your perfect space to do it; Get rid of possible interruptions; Plan everything ahead; Break big projects into smaller tasks; Give your brain regular breaks; Shift subjects and get loose. Make homework your good habit Complete assignments right after your school. Your schedule may vary based on other important factors, but you should stay consistent with it and make homework your second nature. Find a perfect study space Doing your homework in the same place on a daily basis will help you cement this routine. Find a comfortable and quiet study space. It can be your own bed, public libraries, or kitchen tables. Get rid of unnecessary interruptions and plan ahead There are many simple techniques that can help you, such as wearing headphones, silence app notifications, blocking chronically distracting sites, etc. Make your detailed homework plan to do everything on time. Break big projects into smaller parts If you have big assignments to complete (research papers or anything else), you can keep your concentration by breaking them into smaller pieces and completing them every day. It’s simple to lose your concentration if homework seems too complex or has distant due dates, and that’s using this strategy is a must. Give your brain regular breaks Why do you need that? Trying to complete complicated geometry problem sets just in one sitting will frustrate you and make you give up because your brain can’t do the same thing for a very long time. Take regular breaks to refresh it. Shift subjects and get loose Feel free to shift your subjects a few times to complete your academic assignments successfully. Your studying routine shouldn’t be monotonous. The more senses you involve into it, the more you will retain. If you still can’t focus on your studies, don’t panic because we can help you, and all you need to do is to go to our official website. Our trained and qualified professionals will help you get back on track 24 hours per day, and their services are affordable and reliable.

6 Tips for Writing Good Website Copy Blog

6 Tips for Writing Good Website Copy Blog 6 Tips for Writing Good Website Copy The internet is a big place, with a lot of websites competing for attention. How, then, can you make sure that your website stands out from the crowd? 1. Get to the Point! People have busy lives. If they’re looking for information online, they want it quickly. As such, each page on your site should clearly state what it is about. If you are writing copy for a pizza restaurant, for example, you would want to say what kind of food it sells and where the restaurant is first, as these are the most important details. An appetizing image will go a long way, too! Should you have more to say, you can save it for further down the page! 2. Keep It Short Short paragraphs are much easier to read, especially on screen. And since you’re not limited by page size with website copy, there is no reason to pack a lot of text into a small space. The ideal length of a paragraph on paper is typically around 100-200 words. But even this is too long for online copy, where paragraphs shouldn’t be more than two or three sentences long. You can even use single-sentence paragraphs, like this one! 3. Use Simple Language There is a place for long, fancy words on the internet (especially in online Scrabble). But your website copy needs to be easy to read and you should keep your writing simple. This may include: Using clear, concise sentences Avoiding jargon and technical language Using the active voice Using shorter words where possible For example, if you were selling lawnmowers, you could boast of offering â€Å"contraptions for the accelerated and efficacious reduction of Poa pratensis.† But it would be much better for everyone involved if you simply said â€Å"machines for fast and effective lawn care† instead. 4. Format for Skimmers How you format your copy is almost as important as what you write. In particular, you need to format your writing to catch the attention of skim readers. This means using: Subheadings to break up the text Bold fonts or other emphasis to highlight key words Bullet points and numbered lists Images and/or videos alongside the text If your reader can spot key information thanks to formatting, this will keep them on the site. 5. Think SEO When writing website copy, you’re not just writing for human readers. You’re also writing for search engines, as this is one way that people will find your site. This is where search engine optimization (SEO) comes in. We won’t go into any depth about SEO here, as it is a complicated subject. But the basic idea involves: Identifying key words for each page on the site (i.e. what people will search for to find it) Working these naturally into your website copy If you do not have key words yet, do a little research online to find the right ones for your site. 6. Proofread Everything The internet is a Wild West for writing, with the rules of grammar, spelling, and punctuation often ignored. But typos on your website will look unprofessional. And if you don’t care about your website copy, people might think you don’t care about your business either! As such, getting your website copy proofread before it goes online is essential.

Critque of counselling session DVD Essay Example | Topics and Well Written Essays - 1750 words

Critque of counselling session DVD - Essay Example It is imperative for families not to view a problem as caused and owned by any particular member, but family therapies help in identifying ways in which specific problems result from various family dynamics. This has led to five major theories of family therapy as would be discussed considering the therapy session of Paul & Lisa counseling session. Psychoanalysis described how unresolved family problems from the past may continue to haunt the family in the present (Goldenberg & Goldenberg, 2004), with many mental illnesses according to Bowen’s school resulting from dysfunctional patterns in the family system (Nelson, 2003). One hypothesis that can be formed from Paul and Lisa Counseling session is that effective communication among the family members had already broken down, and the counselor failed in defining a favorable communication atmosphere where the clients considered themselves as individuals with a common perspective. This is against Minuchin’s family perspective of not viewing any member as an individual, but the person within the family (Minuchin, 1974). In Paul and Lisa’s family, every member was a separate individual, as noted from their tendencies to have diverse and different perspectives with a blame game among the family members. Every individual in such a case has to be considered as â⠂¬Å"an individual in his social context† (Minuchin 1974, 3). A family is thus a natural association of individuals who take and develop specific structures recognized by the â€Å"patterns of interaction† in their lives (Minuchin & Fisherman 1981, 11). Another hypothesis as can be derived from the session is that the therapist overlooked important issues in refusing to include the children in the session, but are brought out as a major cause of the family conflict. Paul comments that mark was â€Å"just spoilt and rotten.† Parents had also played a major role in defining a

Women Roles Throughout History Research Paper Example | Topics and Well Written Essays - 2500 words

Women Roles Throughout History - Research Paper Example It is here that historians and scientists first encounter the role of women in society. In addition to Biblical teachings, the roles of women have evolved differently all over the world from Europe to Middle East, Africa to South Asia and America to Australia (Brown and McBride (2005). The differences in roles are mainly attributed to different cultural and religious beliefs that determine the role of women in society. For example, the role of Muslim women living in Middle East may be quite dissimilar from those of women in European countries dominated by Christians. The same applies to South Asia and Africa. This implies that culture and religion is a major determinant of the women’s position in society. Despite the differences, it is also true that certain roles are the same irrespective of the geographical region. For instance, at the beginning, in the backward society, women dominated the society and family due to the important roles they played. This is due to the fact that finding food like vegetables and fruits which were the major food during this period was left for women. In most cases, women were inferior to their men and were denied several rights in male dominated societies according to Brown and McBride (2005). ... The paper will also explore how the lives, roles and status of women in the society has changed and varied over different cultural areas and early world history eras. Throughout history books and the Bible, several events are documented pertaining to the different roles played by women in the society that has helped transform the society. In the Bible, for example, Esther is depicted as playing her role as Queen, and helped save the Hebrews at the verge of being exterminated. It can, therefore, be argued that the Jewish community could not have been in existence were it that Esther could not have played this important role. In Europe, the role of women throughout history has been centered on equality and injustice. Nevertheless, one thing that is acknowledged among historians is that the role of women has changed greatly in Europe since prehistory to the end of 1500. It is reported that, during the Middle Ages that lasted from 5th century to about the fifteenth century, women played an important role in helping family produce enough food supplies. As such, they participated in planting, wedding and harvesting, as well as storing the food harvested from the farms. In addition, female gender, wives and daughters were also responsible for cooking meals for the family; attend to home chores such as maintaining general cleanliness of the house and home compound. They were also responsible for rising of children (Bardsley, 2007). It is also reported that women during the middle ages in Europe were supposed to be submissive to their male counterparts in the family. In this regard, they were expected not only to obey their father, and other family members such as brothers. As such, any woman who is rule was to be forced into submission and disrespect was perceived as a

Content Analysis Assignment Example | Topics and Well Written Essays - 1000 words

Content Analysis - Assignment Example 3G helps fulfill the needs of its users to have instant access to corporate networks, e-mail and the internet. 3G also helps use certain personal-use applications ranging from multimedia and e-commerce applications to â€Å"smart† appliances. Evolution of 3G also ensures the development of the envisioned advanced applications in the near future. The article also mentions some perfect advantages of the 3G technology. This technology enables managers’ instant teleconferencing with their colleagues in case they r on drive. This is made as simple by 3G as making a phone call to someone while driving or being busy. Similarly, mobile video on demand is another interesting use of 3G that helps users to watch sports highlights, news and video clips of their choice anytime on their cell phones. Today 3G enabled vehicles are capturing the auto industry. These enable the drives to have access to the traffic view cameras, gaming, internet access, and video-streaming. The second selected article shows the positive aspects of social networking. Reading this particular article will allow you to know and understand the benefits that accrue to the users while using social networking. These benefits are: Social networking provides a cheaper way to advertise as it costs very less to a person in employment of social networking strategies online compared to paying huge amounts for other alternatives. Social networking enables businesses to know what their customers and users like in their products or services and what they do not. Since advertisement is impersonal and this concept does not work so well now, the personal relationship gained through socializing with customer is very much valuable comparing to advertisement. It always creates trust and credibility when you connect with your customers on a personal level. Simply ask for help, offer expertise and services by socializing with customers because you may be deemed spam if you

Ethics in Criminal Justice Essay Example | Topics and Well Written Essays - 250 words

Ethics in Criminal Justice - Essay Example The prohibition of such punishments was influenced by the need to make punishments more rational and â€Å"less painful†. In a case involving the United States and Weems in 1910, a US court ruled that sentencing the convict to 20 years chained imprisonment for giving false testimony amounted to a cruel and unusual punishment. Lionel Tate was accused and initially sentenced for killing Tiffany Eunick in cold blood, callously and indiscriminately an in a cruel manner. The court in its decision sentenced Tate to life imprisonment after considering the evidences presented before it. Even though the defendant later appealed on several bases and was finally set free, the juvenile could be charged for aggravated child abuse, felony murder, premeditated murder, and for giving false testimony (Findlaw.com, 2003). Tate testified to the effect that he accidentally picked Tiffany and knocked her on the table although it is clear that the injuries that the latter sustained were graver than those which could be inflicted through such an action. The defense to these charges would be to claim that Tate did not understand the consequences of his actions due to mental incompetence. Tate being subjected to life imprisonment was a clear act of cruel and unusual punishment given that he was a juvenile and was supposed to be dealt with as such. Instead, he was sentenced more like a competent adult – an act which was quite irrational. Alex and Derek King were charged for conspiring to murder and murdering their further in cold blood. Apart from committing murder, the two brothers ought to be charged for committing an act of arson as they set their house ablaze after committing the first crime (CNN, 2002). With two mutually exclusive judgments arising from the evidences given by Alex, Derek and Chavis, it is almost certain that the parties could have given false testimonies to the

Corporate Governance and Internal Audits Role Essay

Corporate Governance and Internal Audits Role - Essay Example whether internal or external,and have led to evolution of a new systemic structure of the audit function.In the foregoing paragraphs we examine these aspects in some details.To begin with we look at some of the corporate governance policy developments and follow them up with contributions they make towards a more robust audit function. The Financial Services Authority has evolved a refurbished code on corporate governance replacing the1998 intending that the new Code will apply for reporting years beginning on or after 1 November 2003. This Code supersedes the earlier Combined Code issued by the Hampel Committee on Corporate Governance in June 1998.The highlight feature of the new code is the leveraging on the work of Derek Higgs on the role and effectiveness of non-executive directors and a review of the structure and functions of audit committees by a group led by Sir Robert Smith. The Code as it had evolved permitted no room for further consultations and was considered final and applicable in the stated form. The Code essentially evolved around main and supporting principles and provisions. The UK company Listing Rules requires corporates to make a disclosure statement in two parts in reference to the prescriptions of the Code. In the first free format part of the disclosure statement, the company reports as to how it applies the corporate governance principles stated within the Code. This report covers the main as well as the supporting principles. This first part reporting has been left free of any particular format with the specific intention of letting the corporates have a free hand in expressing their corporate governance policies and compliance with the Code. The second part, however, is structured and the concerned corporate has to report categorically if it complies with the provisions of the Code or not. In case it does not comply then structured explanation for the same has to be furnished. The Code specifies that smaller companies outside FTSE350 may find some of the Code provisions not entirely relevant to their circumstances. Similarly the investment companies have been excepted as they tend to have a distinct board structure. Lastly the Code carries this laudable flexibility further in not assessing mechanistically corporate deviations from the Code and advises shareholders to assess the characteristics, size and risk profile of the corporates before concluding on inadequacy of corporate disclosures. The flexibility of the Code itself reflects a desire of the regulator to

W11DBBCCDiscDQ1 and DQ2 Essay Example | Topics and Well Written Essays - 250 words

W11DBBCCDiscDQ1 and DQ2 - Essay Example The CAPM can be calculated using the following formula: Risk and return have a positive relationship. Securities that have higher risks will generate higher profits. Risk adverse investors prefer investment options with low or cero risk such as Treasury bills. The rate of return of common stocks is higher than Treasury bills due to the higher risks associated with common stocks. The value of a firm can be estimated using financial models such as the dividend discount model (Nyu). There are various factors that determine the risks of a project. Three of those factors are location of the project, timeline requirements, and quality of the labor provided by the project manager and team members. The funding available for a project is another variable that influences the success of a project. Projects that have unlimited funding have a greater chance of success than under funded projects. A major financial decision companies make is deciding the composition of the capital structure of the firm. Accountingformanagement.com (2011). The Use of Net Present Value (NPV) Method in Capital Budgeting Decisions – Discounted Cash Flows. Retrieved September 3, 2011 from

Corporate Governance and Internal Audits Role Essay

Corporate Governance and Internal Audits Role - Essay Example whether internal or external,and have led to evolution of a new systemic structure of the audit function.In the foregoing paragraphs we examine these aspects in some details.To begin with we look at some of the corporate governance policy developments and follow them up with contributions they make towards a more robust audit function. The Financial Services Authority has evolved a refurbished code on corporate governance replacing the1998 intending that the new Code will apply for reporting years beginning on or after 1 November 2003. This Code supersedes the earlier Combined Code issued by the Hampel Committee on Corporate Governance in June 1998.The highlight feature of the new code is the leveraging on the work of Derek Higgs on the role and effectiveness of non-executive directors and a review of the structure and functions of audit committees by a group led by Sir Robert Smith. The Code as it had evolved permitted no room for further consultations and was considered final and applicable in the stated form. The Code essentially evolved around main and supporting principles and provisions. The UK company Listing Rules requires corporates to make a disclosure statement in two parts in reference to the prescriptions of the Code. In the first free format part of the disclosure statement, the company reports as to how it applies the corporate governance principles stated within the Code. This report covers the main as well as the supporting principles. This first part reporting has been left free of any particular format with the specific intention of letting the corporates have a free hand in expressing their corporate governance policies and compliance with the Code. The second part, however, is structured and the concerned corporate has to report categorically if it complies with the provisions of the Code or not. In case it does not comply then structured explanation for the same has to be furnished. The Code specifies that smaller companies outside FTSE350 may find some of the Code provisions not entirely relevant to their circumstances. Similarly the investment companies have been excepted as they tend to have a distinct board structure. Lastly the Code carries this laudable flexibility further in not assessing mechanistically corporate deviations from the Code and advises shareholders to assess the characteristics, size and risk profile of the corporates before concluding on inadequacy of corporate disclosures. The flexibility of the Code itself reflects a desire of the regulator to

Dispatches Paper Essay Example for Free

Dispatches Paper Essay As I read Dispatches by Michael Herr, there is an overwhelming sense of fear and horror. His dispatches are populated by soldiers called grunts, whose enemy was everywhere and nowhere. Their maps were blank; their names for the enemy, Charlie or VC, told them nothing. How do you recognize them? They all wear black pajamas; they are all alien to us. They are everywhere. Thats where the paranoia began. Herrs dispatches are disturbing because he writes from inside the nightmare, with all the tension and terror that turned these young men into killing machines. It is all the more frightening because, emptied of any concerns for justice, or ethics, or solidarity, they opened fire anywhere, everywhere. After all, who could know where or who the enemy was? Herrs use of brutal imagery absorbed me into his savage surroundings. From the soldier who cant stop drooling as a result of a particularly dreadful gun battle, to the scenes of the dead, American and Vietnamese, adult and infant, on battlefields and village streets. The characters are real people in a situation that most of them neither like nor understand. They are young men who invoke the same shortcomings we all have. They are professional soldiers and act that way despite their misgivings. They push past the boundaries of fear and into the realms of heroism or insanity or death. Everyone that he introduces is individual. There are no carbon copy soldiers here. They are funny or musical or religious or delusional. I felt as though I was being introduced to people I knew throughout the book. From time off in Saigon and Hong Kong to his time spent in a bunker during the siege of Khe Sanh, Herr covers every aspect of the war. He shows how so many soldiers were so drastically affected by the war. He describes the strange, fearful moments when at night the jungle suddenly goes silent. Herr tells tales of Marines throwing themselves on top of him with incoming fire, people he has only just met minutes or hours before that are risking their lives to protect his. This book is very descriptive and one of the best examples of this is this sentence, Every fifth round was a tracer, and when Spooky was working, everything stopped while that solid stream of violent  red poured down out of the black sky. In this sentence Herr is retelling the feelings felt by everyone as they watched the gunships flying overhead, unleashing the fury of gatling-guns that could fire thousands of rounds per minute. Not only does Herr convey the impact of such a sight; he does it in such a manner that a vivid image is formed in the readers mind. One of the more disturbing and insightful quotes in the book comes when a Marine at Khe Sanh learns that his wife is pregnant, but not with his child. Herr retells with this account, Oh dont worry, Orrin said. Theres gonna be a death in my family. Just soons I git home. And then he laughed. It was a terrible laugh, very quiet and intense, and it was the thing that made everyone who heard it believe Orrin. This quote shows how badly some soldiers were transformed during the war. A man who used to be very peaceful and calm would now snap at the slightest provocation. He would now plan the death of his wife for cheating on him. With these examples I would definitely say that one of the strengths of this book is its vivid descriptions. The other strength of this book is probably how it covers the emotional and physical aspects of the war. Still it is difficult to reconcile Herrs disregard for the grunts brutality and his apparent admiration that surfaces. Herr feeds on the death and carnage of the battlefield. It is difficult to grudge a person for their attachment to the most exciting times of their life. Herrs is almost an addiction to the life of the thrill seeker, but as he frequently mentions, unlike the grunts, he could always take the next chopper back to an air-conditioned hotel room in Saigon, or leave altogether. (Not that an air-conditioned room in Saigon would be necessarily safer than Khe Sahn) He describes Vietnam as a jumbled, confused, mess of a living hell. Herr also wrote the narration for Apocalypse Now, so what more do you need to know? It is crucial to understand that this book is not a political or military history of the war. Instead, Herr tried to portray the experience of what it was like to be in Vietnam; you wont find a handy map and glossary in the back. (If you honestly dont know what words like di di, zip, grunt, 16, and DMZ mean, I suggest you bone up on your history.) There are two major downfalls to this book: rambling and fiction. His writing style, disjointed and confused, makes the book a little hard to get used to. But when you do get used to it only then can you see that Herr is trying to give the reader an accurate account rather than a moral lecture. In terms of fiction the problem with writers is that they are writers. As such they are basically dishonest. This is not Vietnam as told by a soldier. This is Vietnam as told by a journalist who is in-country to the precise extent he cares to be and hotfoots it out of there when the going gets rough. In the beginning of the book Herr describes the horrors of night patrol by describing his own fear. He then informs the bewildered reader that this is a bit too much for him and therefore takes his journalistic eye somewhere else. The difference between a journalist and a soldier is that the soldier cant leave when he feels like it and so he doesnt have the luxury of drama. Unfortunately, most of this book is drama.

Demographics of Online Shoppers

Demographics of Online Shoppers Abstract This dissertation aims at developing profiles of Greek consumers who have already conducted purchases through the Internet and of the consumers who are willing to adopt the Internet shopping as an innovation. Measurement of the demographic and behavioural data, investigation of the trends and attitudes of the online consumers toward online apparel shopping. The research will provide insightful preliminary data based on the detailed profiles of Internet shoppers (innovators) and interested-to-adopt Internet shopping (early adopters). The empirical findings will provide valuable managerial implications while setting the foundation for future research in this topic. Introduction The Importance of the Research Internet gained the trust of more than 1,5 billion users around the globe (world Stats, 2009) and became the most important tool of almost every international business (Mc donald and Tobin, 1998; Rha et al., 2002; Urban, 2003). The majority of the web users is taking advantage of the globalization and the online prices.In some countries the percentage of the online shoppers is reaching the 95% according to the Nielsen Online Report (2008). The same report indicates that the users which prefer the internet for frequent purchases is 39% and about 84% of the users concluded the purchase of a product once every month through the Internet the last two years of the study. The total sales in Europe are expected to be more than 407 billion dollars by the end of the 2011. According to the same report UK, France and Germany hold more than 70 percent of the total European sales followed by Italy and Spain. The structures of the web sites profess differences because of the culture but also common characteristics (Okazaki et al., 2006). In the next few years because of the globalization of the media there is evidence of a new global culture, the digital culture (Deuze, 2006) Hofman and Novak (1996) described the online apparel shopping as a new kind of consumer behavior according to computer mediated shopping environment. The researchers seek to develop the past theories of customers behavior while retailers seek to establish successful strategies by knowing better their customers (Goldsmith and Mcgregor, 1999). Paisley According Paisley to Paisley Lohse Paisley and Paisley Spiller Paisley (1998, Paisley p.81) Paisley there Paisley are Paisley large Paisley differences Paisley between Paisley a Paisley physical Paisley store Paisley and Paisley its Paisley electronic Paisley counterpart Paisley and Paisley the Paisley online Paisley shopping Paisley by Paisley nature Paisley is Paisley an Paisley innovating Paisley experience Paisley (Wang Paisley et Paisley al., Paisley 1998). PaisPaisley Donthu Paisley and Paisley Garcia Paisley (1999) Paisley conducted Paisley a Paisley relevant Paisley survey Paisley and Paisley the Paisley findings Paisley clearly Paisley showed Paisley that Paisley the Paisley Internet Paisley shoppers Paisley are Paisley moremmm more Paisley innovative Paisley in Paisley contrast Paisley to Paisley Internet Paisley non-shoppers. The Paisley key Paisley task Paisley is Paisley to Paisley discover Paisley the Paisley actual Paisley and Paisley potential Paisley customer Paisley through Paisley the Paisley fundamental Paisley change Paisley of Paisley the Paisley online Paisley purchases Paisley (Turban Paisley et Paisley al., Paisley 1999). Paisley Thus, Paisley Paisley this Paisley research Paisley will try Paisley to Paisley emphasize Paisley into Paisley different Paisley modes Paisley of Paisley consumers (Internet shoppers and interested-to adopt Internet shopping) Paisley and Paisley not Paisley just Paisley through Paisley a Paisley simplistic Paisley analysis. Moreover, the research will highlight the differences and similarities of these consumers groups and to the Internet online apparel shopping, and clearly will provide some of the most important success ingredients that every online retailer should take under consideration. Paisley ThetPaisley The Research Aims Objective This Paisley research Paisley aims Paisley to Paisley develop Paisley profiles Paisley of Paisley the Paisley Greek Paisley Internet Paisley online Paisley shoppers Paisley and Paisley of Paisley those Paisley who Paisley are Paisley going Paisley or Paisley interested Paisley to Paisley adopt Paisley the Paisley internet Paisley shopping Paisley as Paisley an Paisley innovation. Paisley A Paisley special Paisley focus Paisley in Paisley the Paisley process Paisley of Paisley decision Paisley and Paisley diffusion Paisley theories Paisley of Paisley innovation Paisley seems Paisley necessary Paisley through Paisley the Paisley measurement Paisley of Paisley the Paisley demographic Paisley and Paisley behavioral Paisley characteristics. Paisley Paisley The Paisley general Paisley objective Paisley has Paisley to Paisley focus Paisley in Paisley numerous Paisley specific Paisley aims: To Paisley examine Paisley the Paisley demographic Paisley and Paisley psychological Paisley characteristics Paisley of Paisley the Paisley Greek Paisley online Paisley shoppers Paisley To Paisley analyze Paisley the Paisley perceived Paisley risk Paisley next Paisley to Paisley any Paisley online Paisley transaction To Paisley present Paisley the Paisley previous Paisley online Paisley apparel Paisley shopping Paisley experiences Paisley To Paisley develop Paisley a Paisley detailed Paisley profile Paisley of Paisley existing Paisley and Paisley potential Paisley Greek Customers To Paisley analyze Paisley theories Paisley and Paisley concepts Paisley that Paisley can Paisley be Paisley applied Paisley by Paisley the Paisley online Paisley apparel Paisley industry To Paisley propose Paisley strategies Paisley and Paisley relevant Paisley effective Paisley managerial Paisley tools Literature Review The Importance of Apparel Online Shopping For years researchers examined the reasons that made shoppers to buy from home, focusing on the differences between traditional retailers and online retailers (Eastlick and Feinberg, 1999; Hawes, 1986). Authors developed a risk-taker profile of the online consumer (versus the in-store consumer) who is ready to perceive a higher risk (Donthu and Garcia, 1999; Schoenbachler and Gordon, 2002; Vijayasarathy and Jones, 2000). Researchers described PPaisley the online purchase of Paisley apparel Paisley products a decision with increased perceived risk Paisley (Bhatnagar Paisley et Paisley al., Paisley 2000; Paisley PaisleHawes Paisley and Paisley Lumpkin, Paisley 1986). Paisley Internet Paisley shoppers are skeptical Paisley are scepticalPaisley to Paisley purchase or not Paisle PaisleyPaisley apparel Paisley products online Paisley Paisley because Paisley of Paisley the Paisley uncertainty Paisley next to the Paisley fit, Paisley fabric Paisley and Paisley color Paisley (Bhatnagar Paisley et Paisley al., Paisley 2000). Paisley People Paisley with a Paisley higher Paisley income(Leung, Paisley 1998; Paisley Pepermans Paisley et Paisley al., Paisley 1996; Paisley Summers, Paisley 1972), Paisley well Paisley educated(Leung, Paisley 1998; Paisley Pepermans Paisley et Paisley al., Paisley 1996; Paisley Rogers, Paisley 1995), Paisley and Paisley with Paisley an Paisley occupational Paisley status Paisley above Paisley the Paisley average(Rogers, Paisley 1995), Paisley in Paisley general Paisley are Paisley innovators Paisley and Paisley will Paisley adopt Paisley first Paisley new Paisley products Paisley and Paisley services. Paisley Therefore, Paisley the Paisley innovators Paisley might Paisley adopt Paisley the Paisley internet Paisley as Paisley a Paisley tool Paisley for Paisley apparel Paisley shopping Paisley even Paisley though underliesPaisley underlies Paisley a Paisley higher Paisley risk. Gender Paisley is Paisley among Paisley the Paisley factors we need to emphasizePaisley whichww and previousPaisley Paisley research Paisley showed Paisley that Paisley women Paisley are Paisley more Paisley innovative Paisley than Paisley men Paisley (Goldsmith Paisley et Paisley al., Paisley 1987). Paisley In Paisley a Paisley household Paisley the Paisley primary Paisley shoppers Paisley for Paisley apparel Paisley products Paisley are Paisley the female Paisley femalefffFFFFffffffffffer2wewsxxcdf]45421sPaisley (Dholakia Paisley et Paisley al., Paisley 1995). Paisley Among Paisley young Paisley consumers Paisley (students) Paisley the Paisley differences Paisley are Paisley not Paisley that Paisley obvious Paisley but Paisley mainly Paisley focus Paisley on Paisley different Paisley shopping Paisley habits Paisley (Dholakia Paisley and Paisley Chiang, Paisley 2003). Paisley Paisley Paisley Paisley Paisley Paisley Consumer Characteristics Purchasers because of their different characteristics approaching the online apparel stores with many different ways and receiving different messages, which may affect their online purchases (Cheung et al., 2003). Therefore, we will have to emphasize to these characteristics because of their importance. Previous online purchase experiences, characteristics based on their personalities and the level of their innovative thinking when they go online to shop (Cheung et al., 2003) need to be discussed. Personalities The online shopping behaviors of the consumers are close attached to their personalities and may affect their choice of the online apparel stores and products (Wolfinbarger Gilly, 2001). Therefore, we need to focus in two main consumers personalities: The utilitarian and hedonic personalities. Utilitarian Consumers Utilitarian consumers buying online based on their goal oriented shopping behaviors. Shopping is made according to their goals and rational necessary needs (Kim shim, 2002). They are trying to deliberate their shopping habits through rationality and efficiency and they are not searching for any kind of entertainment through shopping (Wolfinbarger Gilly, 2001). Main aspect is to conclude their online shopping experience efficiently and in time without any kind of unnecessary irritation (Monsuwe, Dellaert Ruyter, 2004). Moreover, their instrumental characteristics guide their shopping experiences efficiently to a task oriented behavior (Sorce, Perotti Widrick, 2005) They are in search for sites offering variety of products, convenience, ease of access and multiple information among others (Wolfinbarger Gilly, 2001). Hedonic Consumers Hedonic consumers defined according to experiential buying behavior. Their concern is not to gather as many information they are able to but at first to seek happiness sensory stimulation and some sort of enjoyable experiences (Monsuwe, Dellaert Ruyter, 2004). The hedonic consumers are trying to immerse into the experience in a greater way than achieving their goals by shopping online (Wolfinbarger Gilly, 2001). They are trying to combine shopping with enjoyable experiences, playful sites and uniqueness (Sorce et al., 2005). Consequently, the hedonists when they get satisfied are increasing their visits and purchases to their favorite online apparel stores (Wolfinbarger Gilly, 2001). Main differences between hedonic (experiential) and utilitarian (goal oriented) consumers behaviors. Their differences in personality, motivation and key aspect leads to a different interaction with the online apparel stores. The goal-oriented customers are guided from instrumental factors which may include the ease of access, the available information and the variety of selection. While the goal oriented consumers seek for control the experiential consumers seeking for fun and surprising web stores (Wolfinbarger Gilly, 2001; Sanchez-Franco Roldan, 2005). A summarization follows in Table 2.1 Compulsive shopping According to Wolfinbarger and Gilly (2001) more than 72% of the shoppers are goal oriented and followed some sort of plan on their recent purchases, and 28% of the shoppers are experiential and decided a purchase while they were browsing. Moreover, research has shown that even if the goal oriented customers represent the majority, the experiential consumers and their browsing attitude are welcome, because of their close connection with high impulse purchases and frequency (Wolfinbarger Gilly, 2001). Innovativeness Innovation described as the degree to which an individual . is relatively earlier in adopting new ideas than the other members of a system (Rogers, 1995). Several researchers referred to the different characteristics of the innovative consumers. Most of them are: higher or highest education (Leung, 1998; Pepermans et al., 1996;) mostly young consumers (Hirschman and Adcock, 1978;) income is higher than the average (Pepermans et al., Summers, 1972;) higher social activity (Robertson and Kennedy, 1968; Roggers, 1995;) risk takers (Leung, 1998; Roggers, 1995;) opinion leaders (Darden and Reynolds, 1974; Chau and Hui, 1998;) women in majority (Goldsmith et al., 1987) Researchers have tried to analyze the role of gender or/and race on innovation and clearly saw that the women are more likely to be innovative than men. The key aspect of the innovation seems is the new products to adopted by the consumers in the market (Leung, 1998; Pepermans et al., 1996). The higher acceptance of the new innovative products as the World Wide Web, may affect as well the use of the network for purchases(Citrin et al., 2000). The apparel online shoppers described mostly as innovators from other researchers (Goldsmith et al., 1995). Goldsmith and Flynn (2004) defined that online apparel purchasers could not be distinguished from non-purchasers by their demographics, but they were more innovative toward clothing and fashions than the non-purchasers. Online apparel purchasers, however, did use the Internet more and were more innovative toward using the Internet than non-purchasers were. The innovative online consumers more likely will purchase apparel online instead of the non-purchasers which are less innovative. Theoretical Framework Rogers (1995) proposed a five-stages process for the innovation to be adopted by an individual. The first one is the knowledge stage, a stage on which an individual tries upon previous experience to understand an innovation and its characteristics. The knowledge derives from the social environment, understanding of problems and general innovativeness. The Persuasion stage which is the second one, represents the development of every positive and negative attitude upon innovation as a result of the knowledge stage. The perceived elements (Rogers, 1995) which are going to influence the adoption of an innovation are: The relative advantage in other words the consumers will assume the advantageous role of the innovation and the adoption will be faster. The compatibility aspect if the consumers recognize in the innovation compatibility with their lifestyle, there is a greater possibility to adopt the innovation. The complexity issue the consumers will examine the innovation and if they think that is easy to use, maybe will adopt earlier the innovation. The trial ability a trial of the innovation will make it easier for the consumers to adopt it. The observation ability the chance of observing the results of each innovation may speed up the adopt timeframe. Another researcher examined the five elements and discovered that the relative advantage, compatibility aspect, the trial ability and the observation ability are positively connected to adoption of every innovation and complexity issue is negatively connected to the adoption of an innovation. In the decision stage which is the third one, the consumer decides to adopt or to reject the innovation according to his/her attitude created during the persuasion stage (Rogers, 1995). The behavioral change will be visible during the fourth stage, the implementation stage. During that stage the consumer will act on his decision of the approval or the rejection of an innovation. Even at this stage the consumer holds a level of uncertainty about the scope of the innovation and will keep collecting information about the innovation. During the last stage according to Rogers (1995), the confirmation stage, the consumer will re-examine the innovation and will reach to a new decision whether or not he will continue to adopt the innovation. Purchasers Browsers and Searchers Internet users have different aspects when they go online. Some users are online because of their intention to buy apparel online (purchasers), but the browsers may not interested to buy online. A search for extra information on the websites is what made them to go online in some of the cases. The searcher is a goal oriented consumer who is online to search for information in a productive way in order to fulfill his goals (Ha Stoel, 2004). A task oriented behavior, more as pre-purchase deliberation and an intention to conclude a purchase next to the gathering of information online are the characteristics of the searcher. Schlosser (2004), defines the consumer known as a browser, an experiential shopper who seeks more and more for an entertaining experience. If the websites are able to fulfill the aspects of the searchers and browsers may transform them to purchasers. Ha Stoel(2004), assumes that all three kind of potential shoppers (purchasers, browsers and searchers) may show different online shopping attitude on a specific site and may consider the advantages of the online apparel shopping in a different way because of their goals. The browsers and not the searchers according to schlosser (2004), affected more from vivid images. Consumers Attitudes Darwin (1872) mentioned the attitudes as a physical action of a thought. Fishbein and Ajzen (1975) through their work Belief, Attitude, Intention and Behavior : An introduction to Theory and Research focused on the prediction of the human behavior through their theory of the reasoned actions. Ajzen (1987) developed the theory of the reasoned actions to the theory of planned behavior. The model suggested by Fishbein still is the most popular among researchers but among psychologists is Fazios (1986) attitude accessibility model. Fishbeins Multi-attribute Model Fishbeins claims that the consumers form attributes towards objects on the basis of their beliefs (perceptions and knowledge) about these objects. Since a consumer may hold different beliefs about an object it may be difficult to get the overall perception of a product such as the McDonalds if they are good or bad for the consumers (Perner, 2006). Within this framework a persons attitude toward an object is a function of his beliefs about an object and the implicit evaluative responses associated with those beliefs (Karjaluoto, 2006). Beliefs are acquired by the processing information, which are obtained from direct experiences with objects and from interaction with other sources. Moreover, if there is a need to understand consumers attitudes adequately, a determination of the beliefs that form the basis of these attitudes is necessary (Fishbein and Steiner, 1965). The model focus in three attributes of the attitude: The salient beliefs people hold about an attitude object, e.g. those beliefs which are the first to come in mind; Object-attribute linkages, or the probability, that a particular object has an important attribute. Evaluation of each one of the important attributes. Upon any case, the model created on assumptions that may prove wrong on everyday practice. At first assumes that exists the ability to specify adequately all the relevant attributes. This model also assumes that he/she will go through the process (formally or informally) of identifying a set of relevant attributes, evaluating them and measuring the overall outcome. Without any attempt of questioning this model, which is clearly a high-involvement subject, it is still possible that the consumers attitude will be formed by an overall affective response (Solomon et al., 1992). Since any kind of object, such as a product or a brand, has numerous attributes (size, features, shape etc), an individual will collect information and develop beliefs quite different according to the provided individual attributes. Positive or negative feelings are also formed on the basis of the beliefs held about the attributes. Thus, the persons overall attitude toward an object is derived from the beliefs and feelings created by the various attributes of the model and that is why the model is referred as a Multi attribute model or as the Fishbeins attitude model (Newman and Foxall, 2003). The Multi attribute model tries to summarize the overall attitudes by using the following equation (Hawkins et al., 1998): Where: Ao = the persons overall attitude toward the object-Characteristics of the attitude object (e.g. Reputation of a College) bi = the strength of his belief that the object is related to this attribute (e.g. the strength of belief that Wrangler Jeans are durable, or the belief that on line shopping is a convenient way to shop) ei = the evaluation or intensity of feelings (liking or disliking) toward attribute-the priority consumers place on an object. Some A (attitudes) will be more important than others. i.e. (Library resources, social environmentpriorities). n = the number of relevant beliefs for that person ( Loudon and Bitta, 1994) According to the above mentioned formula the weight of importance of a belief towards an object (bi) is multiplied with the evaluation i.e. of` the product. For example, a consumer believes that the taste of a refreshment is moderately important or a 4 in a scale of importance from 1 to 7.He/she also believes that drinking coffee feels very good, or 6 on a scale from 1 to 7.Thus the product overall grade here is 4*6 =24.The customer also believes that the potential of a drink to stain is extremely important (7), and coffee fares moderately badly at -4 on this attribute (since this is a negative belief, for this purpose we are taking numbers from -1 to -7 with -7 being worst). The total score for this belief is 7*(-4) =-28.If we hold these two beliefs the aggregated attitude would have been 24+(-28)=-4.In real life, it is obvious that consumers tend to have many more beliefs and their summary will provide an accurate measurement (Perner, 2006). Based on this multi-attribute model, marketers may consider four strategies when attempting to affect behavior: Change the value placed on a particular product attributes (a change in an ei component) Change beliefs (a change in a b1 component) Change the attitude toward the brand (A change in Ao) Change behavioral intentions (a change in BI) or behavior change in B (Assael, 1992) The Fishbeins attitude-towards object model has been relatively successful in predicting, behavioral intentions arising by various cognitive variables to which they refer (Birtwistle and Shearer, 2001; Doyle and Fenwick, 1974; Fishbein, 1967; Bass and Talarzyk, 1972). For example, excessive usage of the model to measure different advertisements or store brands. The tangible attributes and the utility versus the intangible ,symbolic attributes. However, this approach has not always been useful results for the retail management, as the knowledge of a customers attitude about a brand is not always a safe predictor of their actual behavior (Wicker, 1967). Furthermore, the model allows marketers to focus on the important issues of their consumers. Examines the effectiveness of their brand in providing the necessary attributes, and how marketers stack up against their competitors (Karjaluoto, 2006). By all means a negative response of the consumers to one feature of a brand does not necessarily eliminates the consumers connection with the specific brand. According to Wilkie and Pessemier (1973) the most important aspect of the multi-attribute model is: The advantage of multi-attribute models is in gaining understanding of attitudinal structure. Diagnosis of brand strengths and weaknesses on relevant product attributes can then be used to suggest specific changes in a brand and its marketing support. The retailers tried to take advantage of the Multi attribute model in a way to predict the behavior of their consumers. Although, the use of the model was inappropriate and in some of the cases unacceptable. As a result, the forecast of the consumers behavior was not accurate (Sheppard, 1988): The model was developed to deal with the actual behavior (e.g. taking an aspirin), not with the outcomes of behavior (e.g. allergy), which is assessed in some studies (Solomon et al., 2002) Consumption situations may vary and this is going to influence the strength of the attitude behavior relationship (Bearden and Woodside, 1976). In fact, evidence suggests that consumers attitudes toward brands can actually vary depending on the situation (Miller and Ginter, 1979). Time usually elapses while consumers forming attitudes and when they are ready to act on these. During that time, many variables expected and unexpected may intervene to affect behavior. For example, an unexpected need for a new family car could quickly postpone, or cancel, plans to purchase a new motorcycle (Loudon and Bitta, 1994). The consumers attitudes toward some types of behavior are influenced by his evaluation of the perceived consequences (positive or negative) of taking such action. Therefore, these attitudes are more relevant for predicting consumers attitudes toward the objects themselves (Loudon and Bitta, 1994). Consumers are often influenced by their perceptions of what others will think of their actions. Thus, even though a consumer may have a favorable attitude toward making a purchase, he may refrain from doing so because of his perception that other people, who are very important to him (such as his/her friends) might not approve his action. This influence noted as subjective norm (Loudon and Bitta, 1994). New models able to adjust to the formed complexity introduced and the above-mentioned factors were used as a guide. As a result, Fishbein introduced the Behavioral Intentions model (Loudon and Bitta, 1994) in an attempt to escape from the traditional attitude toward object model to a more attitudes towards behavior model (Thoradeniya, 2006). Fishbeins Behavioral Intentions Model This revised model presented by Fishbein and contributed by Ajzen (1975), was designed to include the persons evaluation about performing certain behaviour. Their attitude toward the behaviour and additionally the social pressure experienced when performing the behaviour, like the subjective norm (Stephen, 2002). The theory of reasoned action is different from the traditional attitude theories in a manner of introducing normative influences to the overall model and a causal relationship between the two antecedents and intention (Ha, 1998). Subjective norms are determined by the consumers beliefs about the actions of the others regarding his intended behaviour and his motivations to comply with their standards of behaviour (Fishbein and Ajzen, 1980). The subjective norms reflect as well the individuals sense to behave in an acceptable manner (Teo and Loosemore, 2001). Normative beliefs in general involve specific individuals or groups rather than generalised important others(Fishbein and Ajzen, 1980). In addition, the persons behaviour is a function of his/her intention to behave in a certain manner (Loudon and Bitta, 1994). For example, a womans attitude towards birth control pills maybe favourable, but the pressure exerted by family and friends could represent the subjective norm, which may result in a negative attitude towards using them (Johnson and Fishbein, 2003). Fishbeins expressed relationships in equation form as: As the model indicates, in order to predict the consumers behavior, the researcher must determine the consumers attitude toward the specific behavior in question (AB) and his subjective norm (SN). Each of these will be weighted by w1 and w2 respectively (which add up to 1.0) to reflect their relative importance in influencing the behavioural intentions (Loudon and Bitta, 1994). The consumers attitudes toward performing a specific behaviour has the same structure as in the Fishbeins Multiattribute model. The important change here is that beliefs and evaluations concern certain actions, and the consequences of these actions, affect the attributes of the object (Ha, 1998). These beliefs are called behavioural beliefs. An individual will attempt to perform certain behaviour because of his evaluation upon beliefs. Attitudes are determined by the individuals beliefs about the consequences of performing according to a specific behaviour (behavioural beliefs) and his concerns about the above mentioned consequences (outcome evaluations).Those attitudes have a direct effect on behavioural intention and are linked with subjective norm and perceived behavioural control (Brown, 1999). A number of issues and limitations of the Fishbein Behavioural Intentions model need further examination, since the potential number of factors affecting attitude are infinitive. Other researchers are involved with the thoughts of the consumers before their decision upon action. We are not able to apply these theories in the organisational buyer behaviour because of the complexity of the influencing factors which affect this kind of behaviour (Thompson and Panayiotopoulos, 1999). Moreover, there is a significant risk between attitudes and subjective norms since attitudes can often be reframed as norms and vice versa. In practice the consumer suffer from several constraints such us limited ability, time, environmental or organisational limits and unconscious habits. It is also very important to note, that although the theory assumes that behaviours are influenced only by intentions, other authors suggest that attitudes and past attitudes have a direct influence on future behaviour(Bargh, 1997). According to the above-mentioned frame the current behavior may be habitual and triggered by environmental stimuli and may be elicited unintentionally when an evaluative representation is present (Bargh, 1997). However, the implications of this model are extremely important for the marketers, while there is a specific need for understanding the factors which affect the consumers intentins. Past research strengths the ability to identify the most important attributes, which forced the consumers to form negative or positive attitudes towards a purchase of a product (Ha, 1998). It is also a valuable tool to proceed with the identification of the sources of the social environment and their possible role in intention. (Ha, 1998). These attitudinal and subjective-norm components are helpful to marketers to analyse and understand/predict the consumers behaviour. Moreover, they are useful because of their suggestions to alternative marketing strategies for the evaluation and change of the consumers attitudes and intentions to act (Loudon and Bitta, 1994). Online Apparel Shopping Intention The representation Paisley of Paisley what Paisley we Paisley think Paisley we Paisley will Paisley buy Paisley (Blackwell Paisley et Paisley al., Paisley 2001, Paisley p. Paisley 283) describes the online appare