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†¢ The purpose is to generate and influence a sufficient number and types of applicants to apply for a specific job and then accurately determine which applicants possess the characteristics dictated by the job that are essential for high performance, whenever there is an inadequate supply of labor and skills inside the organization. †¢ There are four main stages of recruitment and selection process in any organizations which will be: †¢ Firstly, defining the vacant job requirements through grooming job descriptions and specification, settling terms and conditions of employment. †¢ Secondly, attracting and influencing of candidates, that done through review and develop of alternative sources for applicants (inside and outside the organization), advertising, possibly using agencies and consultants, employee referring and many others. †¢ Thirdly, selecting the best candidates that will fit for the job, and that will be handled through resumes and application forms screening, interviewing, testing, references and recommendation list checking, background investigations, physical testing and so on. †¢ Finally, the orientation procedure that will be performed during preparing an Introduction to the organization and its main objectives, terms of employment, the work nature and the colleagues. †¢ The aim of this paper is to discuss the ways in which recruitment and selection used to achieve the goals of success in every organizations by ensuring an effective and efficient approach to these processes. †¢ For any hiring efforts to gain success, picking the right method of recruitment will always be helpful to achieve this goal. †¢ Two of the best and most common recruitment processes that can be used in any organization are: the job posting along w... .... †¢ The advantage of using this kind of models is that; the issues of errors in hiring are very high, and this approach is very assistance to eliminate the defects. †¢ So now, after we finish all the steps and selecting the best candidate for the job, we need to provide him/her an offer letter contain all the information about the job, and waiting for the decision if he/she will accept it or not. †¢ When the candidate accepts the offer, then we need to held some sort of physical examination that may especially contain drug and alcohol abuse tests, to make sure there is no issues will affect his/her work performance. †¢ Then, after the candidate pass the physical examination, we need to guide him/her through holding a job orientation and provide them with the organization guideline and policy. Thus made the candidate feels comfortable and help him/her to do the job well.

Case Study on Adolescent Sexual Abuse Essay

Elias is a five year old Mexican American male who has recently been referred to the community counseling center due to the exposure of sexual abuse by his stepfather. Elias was a client of this community center approximately 18 months earlier. Elias had been referred for poor impulse control and hyperactivity. At that time he was diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD). He also met with the agency psychiatrist who had prescribed Elias Focalin. His cased was closed after only a few sessions due to the family’s inconsistency and withdrawal from services. At this point in time Elias has been attending his sessions with his mother and baby brother. Stepfather’s whereabouts are unknown and he has not had any contact with the family since the abuse was exposed. Elias has returned to taking Focalin, since he failed to continue taking his medication after withdrawing from services. However, there have been no changes noted in his behavior since he has begun to take the medication. The psychiatrist believes that this may be due to the low dosage he has prescribed Elias and because of such, the psychiatrist has opted to slowly increase the dosage and closely monitor any changes. The clinician notes that Elias is extremely hyperactive and exhibits minimal impulse control. Other than his high levels of restlessness, Elias shows no observable signs or symptoms of reaction to the sexual abuse. When clinician has attempted to process with Elias about the abuse or his feelings about the abuse, Elias has changed the subject or ignored the clinician all together. Mother states that she has noticed no changes in his behavior since the abuse was discovered. Practice Effectiveness Questions  The special population in discussion is children, the social problems in focus are sexual abuse and attention deficit hyperactivity disorder (ADHD), which leads the target client group to be children who have experienced sexual abuse and have been diagnosed with ADHD. Our client is Elias who is a child, who has experienced sexual abuse and is diagnosed with ADHD. For the purposes of this discussion our practice effectiveness questions are: 1) What are effective interventions for children who have been sexually abused? and 2) What are effective interventions for children who have been diagnosed with ADHD? Search Description Procedures The databases utilized for this search were: Google Scholar, Social Work Abstracts, Child Welfare Information Gateway, Academic Search Complete, Professional Development Collection, PsycARTICLES, PsycINFO, SocINDEX with Full Text Sociological Collection, Academic Search Premier, and JSTOR. It was also helpful to review the journal entitled Sexual Abuse: A Journal of Research and Treatment for relevant articles. While searching the aforementioned databases, the following keywords were utilized: ‘sexual abuse and ADHD’, ‘sexual abuse and interventions’, sexual abuse and co-morbidity’, ‘ADHD and co-morbidity’, ‘children and sexual abuse’, ‘sexual abuse and interventions. ’ All articles selected were peer reviewed, found in scholarly journals, and published within the last ten years. In searching for relevant articles regarding treatment of sexual abuse, most articles addressed interventions designed to treat perpetrators of child sexual abuse; a few articles were uncovered that discussed treating adult survivors of childhood sexual abuse. Fewer still were articles that identified interventions for children who are recent or current victims of sexual abuse. In order to find information relevant to our target client group, we began pulling sources from reference pages of relevant articles which provided more focused research relevant to treatment of children who have experienced sexual abuse. Results The result of our exhaustive search of available literature led us to identify eight articles to focus on. Out of these articles, four dealt specifically with children who have experienced sexual abuse, two focused on abuse of children which included physical abuse along with sexual abuse, two were focused primarily on ADHD, four focused on co-morbidity of either post-traumatic stress disorder (PTSD) or ADHD and sexual abuse, and four specifically discussed treatments and interventions. Half of the selected articles were literature reviews while the remaining four were reporting from the standpoint of a primary source on research studies of treatments and interventions. The research studies varied in their sampling and control or comparison groups; only two studies were able to utilize a true experimental design with random assignment of study participants to control and experimental groups. The literature reviews provided an extensive overview of relevant studies and interventions from a secondary source standpoint. The eight identified sources provided an assortment of research-based perspectives as well as a sampling of evidence based on authority by those who reviewed the literature and discussed their findings in literature reviews. Research Findings Description of Articles In the article Sexually Abused Children Suffering from PTSD: Assessment and Treatment Strategies by David Heyne, Neville J. King, Paul Mullen, Nicole Myerson, Thomas H. Ollendick, Stephanie Rollings, and Bruce T. Tonge states that sexual abuse of children is a major societal problem because of its high prevalence and devastating impact on the victimized child. Children who have been sexually abused often demonstrate anxiety, depressive moods, improper sexual behaviors, nightmares, social withdrawal, sleep difficulties, anger, shame/guilt and school problems. The authors did diagnostic interviewing with their participants. The authors interviewed thirty six children and sixty nine percent were primarily diagnosed with PTSD. Within the thirty six children four of the children with full PTSD had no other diagnoses. Nine had one co morbid diagnoses, ten had two co morbid diagnoses, and two had three co morbid diagnoses. PTSD is not always prevalent and at times other emotional and behavioral problems are prevalent. In fact, many studies confirm that on clinical evaluation a large proportion of sexually abused children meet diagnostic criteria for PTSD (Heyne, at el. , 2003). This particular article showed that often there are other diagnoses that go along with PTSD but in an article by Peggy T. Ackerman, Roscoe A. Dykman, Jerry G. Jones, W. Brian McPherson, and Joseph E. O. Newton, did research on groups that have been affected sexual, physically abused, or both. The article Prevalence of PTSD and Other Psychiatric Diagnosis in Three Groups of Abused Children (Sexual, Physical, and Both) was a study done with children that are sexually and or physically abused. Fortunately, many children who are victims of horrifying events do not develop PTSD or other psychiatric disorders (Ackerman at el. 1998). Very little is known as to why some victimized children do and others do not develop psychiatric disorders. Even such basic variables as gender, ethnicity, socioeconomic status, intelligence, and age at time of trauma, have been inadequately studied. They were in a large children’s hospital in which sexual and or physically abused children were referred. The groups were divided into three, sexually and physically abused and both. Through the finding there were more boys who were physically abused and girls who were sexually abused. Anxiety and behavior disorders were more frequent than mood disorders. In concordance with clinical observation, abused boys, regardless of type abuse, had higher rates of behavioral disorders and abused girls had higher rates of two internalizing disorders: separation anxiety (caregiver reports) and phobic disorder (child report) (Ackerman at el. , 1998). Studies show most clearly that children who have been jointly physically and sexually abused are at greatest risk for psychiatric disturbance. There are many different treatment interventions one can go through to minimize PTSD and attention deficient disorders. Maryka Biaggio, Darlene Staffelbach, Dan Weinstein wrote the article ADHD and PTSD: Differential Diagnosis in Childhood Sexual Abuse which shows different interventions used for victimized children. Treatment interventions for ADHD children predominantly consist of behavior management, social skills training, and stimulant or other medication. Treatment interventions for children with PTSD generally consist of management and alleviation of emotional distress using play, psychodynamic and cognitive behavioral therapy modalities (Biaggio at el. 2000). Relaxation techniques and hypnosis have also been effective in treatment of PTSD in children. Misdiagnosis may lead clinicians to use inappropriate interventions for PTSD. Side effects experienced by ADHD children on stimulant medication may include difficulty falling asleep, lack of appetite, irritability, headaches, stomachaches, nausea, dizziness, tachycardia, muscle tics or twitches, slowed physical growth, and skin rashes (Biaggio at el. , 2000). Another undesired onsequence of ADHD misdiagnosis in SAC (sexual abused children) is the failure to address and treat the trauma symptoms of children who actually have PTSD. Given the risk of wrongly prescribing, untreated trauma, and negative impact on self-esteem for children misdiagnosed with ADHD, it is unfortunate little attention has been given to this issue (Biaggio at el. , 2000). Increased attention to clinical decision-making in the differential diagnosis of ADHD and PTSD may lead to more appropriate, beneficial, and timely interventions. Darcie) Allison M. Briscoe-Smith and Stephen P. Henshaw’s article entitled: Linkages between child abuse and attention-deficit/hyperactivity disorder in girls: Behavioral and social correlates, was an excellent source to explore the relationship of sexual abuse and ADHD and begin to discuss the co-morbidity of these events for children. The article described a research study carried out with a sample of 228 females at a summer camp for girls with ADHD over a three year span. Each year cohort groups were created to identify the prevalence of abuse among girls diagnosed with ADHD and those who had not received a diagnosis of ADHD. Out of the twenty-four identified cases of abuse histories, twenty of these girls were diagnosed with ADHD, and of those abuse histories ten were sexual in nature which is much higher than any other form of maltreatment documented by the researchers. All girls who had abuse histories had a co-morbid diagnosis of Oppositional Defiance Disorder. The study found that girls with both ADHD and abuse histories were more likely to display externalizing behaviors and be negatively received by their peers. The study also analyzed the relationship between the prevalence of an abuse history and the rejection from peers and found aggression to partially mediate that relationship. The authors concluded that girls with ADHD were at increased risk of having abuse histories and questioned the accurate diagnosis of ADHD. It was suggested that the girls who had histories of abuse may more accurately be diagnosed with PTSD and/or share a co-morbid diagnosis with PTSD. Judith A. Cohen and Anthony P. Mannarino conducted a research study comparing two interventions to treat children who have been sexually abused; their findings were published in the article entitled: Interventions for Sexually Abused Children: Initial Treatment Outcome Findings. This article was one of few that specifically addressed interventions for children with the focus being treatment of sexual abuse. The sample consisted of 49 children between the ages of 7 and 14 who were randomly assigned to either sexual abuse specific cognitive behavioral therapy (SAS-CBT) or nondirective supportive therapy (NST) for a twelve week duration. The study found that children in the SAS-CBT group improved significantly in social competence and in the reduction of feelings of depression. Also, substantially higher percentages of children involved in SAS-CBT experienced what is considered clinically significant improvements. In regards to deterioration while in therapy, higher rates were found in children who received NST. For the safety of the other children in the groups, children who were consistently displaying repetitive extreme sexually inappropriate behaviors were removed from treatment groups; seven NST participants were removed from the study as compared to two children participating in SAS-CBT. Parental satisfaction with treatment was high in both treatment groups which either treatment modality. The clinical impressions of the authors conclude that sexual abuse specific cognitive behavioral therapy is superior to nondirective supportive therapy in the reduction of depressive symptoms. SAS-CBT was also favored due to the benefit of including parents in treatment (NST did not formally include parents). The authors also concluded that there is value and importance in providing a directive therapy technique in dealing with the effects of trauma caused by sexual abuse. Assessment of Evidence Implications of Evidence Interventions for sexual abused victim’s trauma may include based cognitive behavioral therapy, play therapy, parental involvement- parent training, behavioral therapy, coping skills training, psycho-education, and prevention awareness. PTSD interventions may include trauma based cognitive behavioral therapy, and play therapy. Attention deficit disorder can also be treated with behavioral management techniques, medication, social skills training, play therapy, parent training, behavioral classroom interventions and summer treatment programs. Many sexually abused children have other diagnosis along with PTSD and several possible co-morbid diagnosis are more than likely behavioral, but often can be confused with PTSD. When looking at interventions and treatments clinicians need to look at the client’s cultural background so that way we do not intrude on their lives.

Dyslexi A Common Disorder Within The Learning Disabilities

When it comes to disabilities there are many different types that can affect a person, for example learning disabilities. Learning disabilities affect the way a student learns new information or even process it. Dyslexia is a very common disorder within the learning disability. Dyslexia is a neurological disorder that affects the brain and other scenes in the brain. Although it’s not clear as why people have dyslexia a study was done in order to figure out if may be eye movements where the cause of the disorder. Due to lack of scientific evidence a proper treatment cannot be given to a person with dyslexia. Disabilities A Disability is consider a physical or mental condition that limits a person’s movements, activities or even a person senses. A disability could occur throughout a person’s life or may be presented at birth. Some disabilities are hidden and make it hard to be seen. The disability may be a mild case to a moderate or even a severe profound case. A person may be able to be have multiple disabilities as well. There are different types of disabilities that range from physical to mental impairments that can decrease a person’s activities in a day to day bases. A disability can affect different areas such as Mobility and Physical Impairments, Spinal Cord Disability, Head Injuries involving the Brain, Vision, Hearing, Cognitive, and Psychological, and Invisible Disabilities. Students Students have difficulties either when it comes to homework or exams

Developing Self and Others Essay - 2924 Words

Contents Summary Introduction Findings: Section 1: Know how to identify development needs Assessment Criteria (AC) AC1.1 Identify your own learning style(s) and the learning style(s) of another member of the team. AC1.2 Using a simple technique for identifying own development needs and the development needs of another member of the team. AC1.3 Identify potential barriers to learning AC1.4 Explain how barriers to learning can be overcome Section 2 Know how to develop self and others to achieve organisational objectives AC2.1 Briefly analyse learning/development options to meet need(s) of self and another member of the team AC2.2 Identify support mechanisms for the development of self and another member of the team AC2.3†¦show more content†¦SWOT analysis is a structured planning method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or in a business venture. It can be completed for a product, place or person. SWOT analysis came from the research conducted at Stanford Research Institute from 1960-1970 using data from the fortune 500 companies and is credited to Albert Humphrey. The following development needs for my colleague and me were identified using the SWOT (Appendix 5). Care Assistant: Report writing: All employees of the trust are legally responsible for all records held whether paper or electronic. Progress reports are completed daily in the form of client daily records, behaviour books and reviews. Part of the care assistant role is to contribute to this reporting. Communication Skills: My colleague has difficulty speaking out. She feels that her language skills need developed to be able to communicate effectively with other professionals and parents. Knowledge of clients/behaviour plans: Part of the job specification is knowledge of behaviour management. My colleague is new to the role and is unfamiliar with the behaviour modification plans set out for all clients as yet. Personal: Level 5 management qualifications: progression to the level 5 qualification on completion of level 3. This qualification is required to progress into management roles and will further develop my sells andShow MoreRelatedDeveloping Studentsself Awareness1733 Words   |  7 PagesDeveloping Students Self-Awareness to Improve Leadership Qualities Students of leadership courses typically emerge with an understanding of how various leaders faced difficult situations, implemented tools and strategies, and experienced the results. Scholars and practitioners have suggested that this outside-in method to understanding what it means to be a leader is not serving our graduates, organizations, and society well. Several recommend an inside-out approach whereby the student is encouragedRead MoreConstruct Development and Scale Creation Essay1465 Words   |  6 PagesCreation Choose a construct you would like to measure. I picked self-confidence. According to Brown (2004) self confidence is defined as ones ability to rely on themselves, to assert oneself socially, regarding what one thinks and possessing the skills to work independently, based on ones learning from personal experience and the ability to make use of prior knowledge. Self confidence measures include self efficacy, self esteem, knowledge and ability to work out problem situations and makeRead MoreLEADERSHIP DEVELOPMENT ACTION PLAN1072 Words   |  5 Pagesskills. One of the most important attributes of a successful leader is self-knowledge about their distinctiveness and areas that require improvement. I came to the realization that I need improvement in at least three areas to be a successful leader as a CSO. The leadership areas that I noticed that would require improvement toward my leadership development is, Managing Stress, Gaining Power and Influence, and Developing Self Awareness. 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It was also predicted that self-consciousness would be directly related to the number of text messages sent, and that depression would be directly related to the number of minutes used. Method A Qualtrics inventoryRead MoreCommunication Skills And Interpersonal Problem Solving Skills Effect Adolescent s Social Self Efficacy988 Words   |  4 Pagescommunication skills and interpersonal problem solving skills effect adolescent’s social self-efficacy, the belief in one’s own abilities. Before the study begins, Erozkan defines how communication, interpersonal relationships, and self-efficacy relate. Communication is a crucial element in forming long-lasting interpersonal relationships, which is an important aspect in adolescents developing positive self-efficacy (Erozkan, 2013). Adolescents begin to acquire life-long interpersonal relationshipsRead MoreEssay on Acquiring Management Skills1033 Words   |  5 Pagesvarious skills: source: Developing Management Skills 8th ed. - D. Whetten, K. Cameron (pearson publications). A brief summary of these various skills are mentioned below: 1. PERSONAL SKILLS: â€Å"He that would govern others must first master himself†. Personal skills form one of the bases of great management skills. It can be subdivided into the following categories: A. Developing Self-awareness: This lies at the heart of the ability to master oneself. Developing self-control and clarifying

Essay on Rwanda Genocide Compared with Hotel Rwanda

The continent of Africa has been continually engaged in civil, tribal and cross national conflicts from colonial independence up until present day. What historians regard as the most ‘efficient genocide’ in history, occurred in a mere 100 days in the small central African country of Rwanda. The Hutus and the Tutsis, two ethnic groups within Rwanda, have been at continual unrest for the past half a century. During the 100 day massacre of 1994, a murder occurred every two seconds; resulting in 18% of the Tutsi population being killed. A decade after the war, in 2004, the film Hotel Rwanda was released. The film followed the story of a Hutu man; Paul Rusesabagina as he housed over 1200 Tutsi refugees in his hotel. The Hotel De Milles†¦show more content†¦Before Rwanda became an independent African run country, it was under Belgian control. In the 1930s Belgium imposed indirect rule and put Tutsis in control of government. 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The Hutu movement was gaining momentum and national recognition; the violence conducted during this period forced thousands of Tutsis to leave t he country. In 1961 Belgium sponsored the federal election and a Hutu man, Gregoire Kayibanda was elected to power. This Hutu revolution excluded Tutsis from government and military. Kayibanda’s successor,Show MoreRelatedRwanda During The Colonial Era1502 Words   |  7 Pagescolonial era, Rwanda had larger population of Hutus compared to Tutsis and Twa. Rwanda as a country was divided into three ethnic groups i.e. Hutu (approximately about 85%), Tutsi (14%) and Twa (1%) (United Nations). Although, Tutsis were the minorities, they belonged to the higher strata compared to the other ethnic groups; Tutsis were privileged and had power and control over the Hutus and Twas. â€Å"Hutus were formerly bound to their Tutsi patrons via client ship† (Sinema, 2012). 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Background Information Mille Collines was the main setting of this movie. It was a four-star hotel located in Kigali, Rwanda where Americans, French, and many more tourists would go for a calm oasis. KigaliRead MoreThe Heart Of Darkness By Joseph Conrad973 Words   |  4 Pagescreated based off of this. A couple of examples of this would be Hotel Rwanda and The Battle of Algiers. Hotel Rwanda depicts the 100 days of mass genocide that was the direct result of the Belgian colonization in Africa. While the Dutch were colonizing the country they showed extreme favoritism shown to the Tutsi population of Rwanda because their physical appearance was generally similar to the European standard of beauty compared to the Hutu. As a result of this the Hutu ethnic group was disenfranchisedRead MoreThe Islamic State Of The United States885 Words   |  4 Pageson a daily basis.It was also intriguing because we think our government is terrible and we have it good. 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ThoughRead MoreTourism Development Of Sri Lanka2256 Words   |  10 Pagesin the form of loss of livelihood, unemployment, destruction of infrastructure, collapse of state institutions and dispersed social communities. The disruption and damage have resulted in the North East not reaching their desired development, when compared with other parts of the country. The end of the armed conflict does open up many doors for the tourism sector and both the government and private sector are gearing up for the revival of tourism. The cessation of armed conflicts tourist arrival suddenly

Otobi Furniture Combination of Office and Furniture Essay Sample free essay sample

Gross saless volume: Otobi Furniture has an incredible gross revenues sum in the chance of Bangladesh. They have asales volume of Tk. 30 crore per month that means. they have a gross revenues of about three hundred andforty crore taka per month which is bigger than any other furniture company of Bangladesh. Among the gross revenues after subtracting all the disbursals they have about 20 % net income per twelvemonth. Thatmeans they have a net income of Tk. 92 crore per twelvemonth which is incredible in the chance of Bangladesh. Not merely as they are be aftering to increase the concern in Bangladesh and outsideBangladesh we expect that the sum will be bigger in the hereafter. Rival: The competition in the furniture market is increasing twenty-four hours by twenty-four hours as so many new houses are coming in the market. As a consequence. Otobi Furniture is confronting a immense competition now a twenty-four hours. Their chief rivals are. We will write a custom essay sample on Otobi Furniture: Combination of Office and Furniture Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 2. Navana Furniture 3. Partex 4. Studio 45 4. Hatil 5. Tanin 6. Bequest Swot:Strength:1. Strong national trade name image 2. High quality merchandises and services 3. High quality client support 4. Average monetary value but merchandise public presentation high 5. Industry leader in furniture ¶s in Bangladesh 6. Top category and stylish furniture supplier 7. Becoming a planetary company and trade name 8. Achieving dual gross revenues growing for the last three old ages Failing: 1. The monetary value is high for most of the clients 2. The atom boards doesnt last for long clip ( Most of the furnitures of Otobi aremade with atom boards ) 3. Most of the people fear the atom boards 4. It doesnt have sufficient shops in Dhaka and in the state Opportunities: 1. Otobi can increase its shop figure and market portion and therefore net incomes 2. Otobi can increase its merchandise lines 3. Otobi can be an international trade name by exporting its merchandises in more states to spread out more sharply into new section of the market and introduce newfurnitures4. Otobi should do more solid wood merchandises 5. Continue planetary enlargement  ± particularly in the emerging markets e. g. China and Indiawhere population and demand is speed uping. Menaces:? . More rivals are coming twenty-four hours by twenty-four hours. Ex. Partex. Hatil. High Fasion etc. ?Sometimes rivals are presenting new merchandises than Otobi ?Chinese furniture ¶s are going popular for there manner. monetary value and quality ?People still believe in solid wood merchandises. Brand equity of Otobi: The trade name equity of Otobi furnitures is really good. They are the market leader for last 14 old ages. They have the biggest trade name image in our state. They have already earned the first topographic point in theoffice furniture. That is why now a twenty-four hours corporate office means. furniture from Otobi. Almosteveryone knows about Otobi furnitures. They provide stylish and elegant furnitures. Brand consciousness of Otobi:The trade name consciousness of Otobi furniture’s is really good. Peoples can easy acknowledge the Otobi trade name and they besides can easy remember the public presentation of Otobi. When the urban people wants to purchase furniture they think about the Otobi furnitures. They keep the Otobi furniture’s in their considerations and they try to purchase the Otobi furnitures. Brand image of Otobi: Otobi has positive trade name image among its clients. Customers think that Otobi furniture’s are stylish and long lasting.Otobi furniture’s have become the symbol of position. Customers besides buy Otobi merchandises because they provide guarantee and a really good after gross revenues service. They care about there clients DecisionIn a market where merchandises are similar. stigmatization can hold a big consequence on the monetary value that clients will pay. Trade names hence add value to a basic merchandise or service by enabling the merchandise or service to command a higher monetary value. or higher market portion than an unbranded equivalent. Brand equity helps a merchandise to remain in front in the market. Brand equity helps a merchandise to hold a positive image on clients mind. Customers will purchase that merchandise which has higher trade name equity and higher trade name cognition. Brand equity helps to alter the market portion. net income borders. consumer acknowledgment of Sons and other ocular elements. trade name linguistic communication associations made by consumers. consumers’ perceptual experiences of quality and other relevant trade name values. Trade names with high degrees of consciousness and strong. favourable and alone associations are high equity trade names. The more trade name equity a merchandise has the more powerful would be the trade name. That is why everyone says that trade name equity is the ultimate finish of a trade name.

Stonehenge Essay Example For Students

Stonehenge Essay I.On Salisbury Plain in Southern England stands Stonehenge, the most famous of all megalithic sites. Stonehenge is unique among the monuments of the ancient world. Isolated on a windswept plain, built by a people with no written language, Stonehenge challenges our imagination. The impressive stone circle stands near the top of a gently sloping hill on Salisbury Plain about thirty miles from the English Channel. The stones are visible over the hills for a mile or two in every direction. Stonehenge is one of over fifty thousand prehistoric megalithics in Europe. As Stonehenge is approached, the forty giant stones seem to touch the sky. Most of the stones stand twenty-four or more feet high. Some stones weigh as much as forty tons. Others are smaller, weighing only five tons. At first glance, the stones may seem to be a natural formation. But a closer look shows that only human imagination and determination could have created Stonehenge. We will write a custom essay on Stonehenge specifically for you for only $16.38 $13.9/page Order now II.The Stonehenge today looks quite different from the Stonehenge of old. Wind and weather have destroyed a little of Stonehenge over the ages. People have destroyed much more. Today, less than half of the original stones still stand as their builders planned. Many of the once upright stones lie on their sides. Religious fanatics, who felt threatened by the mysteries posed by Stonehenge, knocked over many of the standing stones. They toppled some of the huge stones, which then split into pieces; they buried others. Other stones were quarried over the centuries as free building material and hauled away. Even into this century, visitors have come with hammers to carry away a chip of stone with them. III.Only in recent years have the stones been protected from the huge amounts of people that see them every year. No longer can anyone roam among the stones. Too much damage, intentional or not, has been done by the hundreds of thousands of visitors. Today, tourists are even prevented from walking between the stones for fear that the millions of footsteps every year might make the stones unstable. IV.The twelfth-century English writer and historian, Geoffrey of Monmouth, first recorded Merlins building of Stonehenge in his famous book History of the Kings of Britain. Geoffrey claimed that his book was a translation of a certain very ancient book written in the British language. However, no other scholar or historian knows of the existence of such a book. According to Geoffrey, the great stones were brought from Ireland to England to mark the burial place of a group of slain British princes. These prince-warriors had been treacherously killed by Hengist, the leader of an army of Saxons who invaded Britain around 450 ADOthers said to have built Stonehenge were the Devil, (disguised as a gentleman), the Romans, the Druids, the people of the Lost Continent of Atlantis, Indians of North America, and the Phoenicians of Greeks. V.There appear to be three phases of construction known as I, II, and III. Stonehenge I was a large open-air circle almost one hundred yards across. A dirt bank six feet high and a ditch seven feet deep and ten to twenty feet wide made the circle. The first stage of Stonehenge was quite simple. It had two circular embankments separated by a ditch. The Aubrey Holes were dug and the Heel Stone was in place. There may have been a wooden structure in the middle. Just within the bank was a circle of 56 holes, named Aubreys Holes after their discoverer. Some of these were used for burials. The four Stones of the Seasons, placed according to the position of the sun at the dawn of the summer solstice, were in the center of the platform. .udff07562822ece5bc697171f096ec228 , .udff07562822ece5bc697171f096ec228 .postImageUrl , .udff07562822ece5bc697171f096ec228 .centered-text-area { min-height: 80px; position: relative; } .udff07562822ece5bc697171f096ec228 , .udff07562822ece5bc697171f096ec228:hover , .udff07562822ece5bc697171f096ec228:visited , .udff07562822ece5bc697171f096ec228:active { border:0!important; } .udff07562822ece5bc697171f096ec228 .clearfix:after { content: ""; display: table; clear: both; } .udff07562822ece5bc697171f096ec228 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udff07562822ece5bc697171f096ec228:active , .udff07562822ece5bc697171f096ec228:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udff07562822ece5bc697171f096ec228 .centered-text-area { width: 100%; position: relative ; } .udff07562822ece5bc697171f096ec228 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udff07562822ece5bc697171f096ec228 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udff07562822ece5bc697171f096ec228 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udff07562822ece5bc697171f096ec228:hover .ctaButton { background-color: #34495E!important; } .udff07562822ece5bc697171f096ec228 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udff07562822ece5bc697171f096ec228 .udff07562822ece5bc697171f096ec228-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udff07562822ece5bc697171f096ec228:after { content: ""; display: block; clear: both; } READ: Enduring Issues In Criminology EssayStonehenge II (2150 to 2000 B.C.)Europe was still in the Neolithic age when the second phase of Stonehenge began. The entrance was widened into an avenue to the end stone, or Heel Stone, just outside the main group. Blue/hued stones were brought from the Prescelly Mountains in Wales, some 125 miles away. They were arranged in two concentric circles on the platform. How these stones were transported is one of the greatest mysteries of Stonehenge, even today. This second phase was never fully completed. Suddenly it was replaced by a new, more grandiose project, and the blue stones were taken away. No one knows where they were taken. The th ird phase began almost immediately after this occurrence. Stonehenge III (2000 B.C. to 1100 B.C.)For this phase, new stones were brought from a quarry in Marlborough Down, 27 miles from Stonehenge. Once carved, they were arranged to form a wide circle covered with a continuous lintel. The thirty vertical uprights and the horizontal holes were ingeniously fitted together. In the center of the circle stood five great trilithens. Each of these structures was formed of three stones in form of an inverted U. The trilithens were arranged in a semi-circle, so that only one opening led to the interior. At dawn on the morning of the summer solstice, the first ray of sun penetrats the interior point; after passing over the Heel Stone, to reach the very center of the semi-circle formed by the trilithens. Later in the Bronze Age, the monument underwent some minor changes.Some of the blue stones from Prescelly were recovered and put in the space outlined by the five trilithons. The structure then consisted of three concentric circles of upright stones. The time period for this construction was relatively short. Within about one-hundred years, the major portion of Stonehenge had been completed. Thus, about four-thousand years ago the central part of Stonehenge stood magnificently on the Salisbury Plain. Some of these blue stones were taken down and moved again. Around 1000 BC,the avenue was extended all the way to the River Avon. VI.Gerald Hawkins, an astronomer from Harvard College Observatory, felt that the most obvious purpose for Stonehenge was a huge important calendar, marking one major day in the year, the summer solstice. After more computer research, Hawkins found that Stonehenge also seemed to mark significant risings and settings of the moon. He programmed his computer to pinpoint where the sun and moon rose and set in 1500 BC. The results were astonishing. Hawkins wrote, There was no doubt. Those important and often duplicated Stonehenge alignments were oriented to the sun and moon.According to Hawkins theory, Stonehenge was a gigantic celestial calendar. Hawkins theorized that Stonehenge also served as a source of power for priests and their people. Hawkins also theorized that Stonehenge served as an intellectual game. Hawkins questioned why these thinking, intelligent people would stop with the simple alignment of Stonehenge. He answered his own questions, writing, I think that the men who designed its various parts enjoyed the mental exercise above and beyond the call of duties. They had to set themselves more challenges, and try for more difficult, rewarding, and spectacular solutions, partially for the greater glory of God, but partly for the joy of man, the thinking animal.Hawkins returned to the Stonehenge enigma in 1964. This time he focused his energies on the alignment of the Aubrey Holes, and came to a conclusion. He concluded that the Aubrey Holes were used to predict eclipses of the moon. He theorized that the holes were a huge Neolithic computer, suggesting that the priests of Stonehenge placed wooden markers in certain Aubrey Holes. By moving the markers, people could calculate and predict eclipses of the moon. Hawkins reached that conclusion by noting that eclipses occur in a repeated cycle of every 18.61 years. Three times 18.61 rounded off is 56, the exact number of the Aubrey Holes. By mo ving markers from hole to hole around the ring, eclipses of the moon could be predicted. Another famous British scientist, Fred Holye, professor of astronomy at Cambridge University, made his analysis of the astronomical use of Stonehenge after examining Hawkins sight lines. Hoyle agreed that Stonehenge was an astronomical sight; however, he disagreed with Hawkins ideas about the standing stones of Stonehenge III. Hoyle believed that while these builders had great skill, they did not have the astronomical skill to construct such a complicated celestial calendar. Stonehenge can be used to predict Easter and Passover, two religious holidays unknown by the early builders of Stonehenge. The early builders may not have understood all the intricacies of the Stonehenge celestial calendar. .u2e9d90525fbb17862c79c3845a61ec9c , .u2e9d90525fbb17862c79c3845a61ec9c .postImageUrl , .u2e9d90525fbb17862c79c3845a61ec9c .centered-text-area { min-height: 80px; position: relative; } .u2e9d90525fbb17862c79c3845a61ec9c , .u2e9d90525fbb17862c79c3845a61ec9c:hover , .u2e9d90525fbb17862c79c3845a61ec9c:visited , .u2e9d90525fbb17862c79c3845a61ec9c:active { border:0!important; } .u2e9d90525fbb17862c79c3845a61ec9c .clearfix:after { content: ""; display: table; clear: both; } .u2e9d90525fbb17862c79c3845a61ec9c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2e9d90525fbb17862c79c3845a61ec9c:active , .u2e9d90525fbb17862c79c3845a61ec9c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2e9d90525fbb17862c79c3845a61ec9c .centered-text-area { width: 100%; position: relative ; } .u2e9d90525fbb17862c79c3845a61ec9c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2e9d90525fbb17862c79c3845a61ec9c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2e9d90525fbb17862c79c3845a61ec9c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2e9d90525fbb17862c79c3845a61ec9c:hover .ctaButton { background-color: #34495E!important; } .u2e9d90525fbb17862c79c3845a61ec9c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2e9d90525fbb17862c79c3845a61ec9c .u2e9d90525fbb17862c79c3845a61ec9c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2e9d90525fbb17862c79c3845a61ec9c:after { content: ""; display: block; clear: both; } READ: Plant, any member of the plant kingdom, comprising EssayHawkins theory seemes to answer many questions about the astronomical significance of Stonehenge.Yet, his theories posed many more questions. VII.Hundreds of books and articles have been written about Stonehenge. Almost every author has had new ideas or theories about it. Over the years, some of the secrets have been uncovered. Archaeologist digs have revealed many things about Stonehenge. However, we can only guess at how these alignments were used. We can only speculate as to the ceremonies performed around the great stones. Also, we can only theorize as to why Stonehenge was ever conceived and constructed. The stones still tower over the Salisbury Plane. They stand and have stood for thousands of years. We may never know all the answers to the questions surrounding Stonehenge. Until we can stand in the footsteps of the people of Stonehenge, we will never answer all of the questions and riddles surrounding it. Still, the great silent stones challenge us to try to unravel their secrets. Bibliography: Stonehenge Essay Example For Students Stonehenge Essay I.On Salisbury Plain in Southern England stands Stonehenge, the most famous of all megalithic sites. Stonehenge is unique among the monuments of the ancient world. Isolated on a windswept plain, built by a people with no written language, Stonehenge challenges our imagination. The impressive stone circle stands near the top of a gently sloping hill on Salisbury Plain about thirty miles from the English Channel. The stones are visible over the hills for a mile or two in every direction. Stonehenge is one of over fifty thousand prehistoric megalithics in Europe. As Stonehenge is approached, the forty giant stones seem to touch the sky. Most of the stones stand twenty-four or more feet high. Some stones weigh as much as forty tons. Others are smaller, weighing only five tons. At first glance, the stones may seem to be a natural formation. But a closer look shows that only human imagination and determination could have created Stonehenge. We will write a custom essay on Stonehenge specifically for you for only $16.38 $13.9/page Order now II.The Stonehenge today looks quite different from the Stonehenge of old. Wind and weather have destroyed a little of Stonehenge over the ages. People have destroyed much more. Today, less than half of the original stones still stand as their builders planned. Many of the once upright stones lie on their sides. Religious fanatics, who felt threatened by the mysteries posed by Stonehenge, knocked over many of the standing stones. They toppled some of the huge stones, which then split into pieces; they buried others. Other stones were quarried over the centuries as free building material and hauled away. Even into this century, visitors have come with hammers to carry away a chip of stone with them. III.Only in recent years have the stones been protected from the huge amounts of people that see them every year. No longer can anyone roam among the stones. Too much damage, intentional or not, has been done by the hundreds of thousands of visitors. Today, tourists are even prevented from walking between the stones for fear that the millions of footsteps every year might make the stones unstable. IV.The twelfth-century English writer and historian, Geoffrey of Monmouth, first recorded Merlins building of Stonehenge in his famous book History of the Kings of Britain. Geoffrey claimed that his book was a translation of a certain very ancient book written in the British language. However, no other scholar or historian knows of the existence of such a book. According to Geoffrey, the great stones were brought from Ireland to England to mark the burial place of a group of slain British princes. These prince-warriors had been treacherously killed by Hengist, the leader of an army of Saxons who invaded Britain around 450 ADOthers said to have built Stonehenge were the Devil, (disguised as a gentleman), the Romans, the Druids, the people of the Lost Continent of Atlantis, Indians of North America, and the Phoenicians of Greeks. V.There appear to be three phases of construction known as I, II, and III. Stonehenge I (3100 to 2300 B.C.)Stonehenge I was a large open-air circle almost one hundred yards across. A dirt bank six feet high and a ditch seven feet deep and ten to twenty feet wide made the circle. The first stage of Stonehenge was quite simple. It had two circular embankments separated by a ditch. The Aubrey Holes were dug and the Heel Stone was in place. There may have been a wooden structure in the middle. Just within the bank was a circle of 56 holes, named Aubreys Holes after their discoverer. Some of these were used for burials. The four Stones of the Seasons, placed according to the position of the sun at the dawn of the summer solstice, were in the center of the platform. .u9b9f5643fe7cd16a59b66efbbc326807 , .u9b9f5643fe7cd16a59b66efbbc326807 .postImageUrl , .u9b9f5643fe7cd16a59b66efbbc326807 .centered-text-area { min-height: 80px; position: relative; } .u9b9f5643fe7cd16a59b66efbbc326807 , .u9b9f5643fe7cd16a59b66efbbc326807:hover , .u9b9f5643fe7cd16a59b66efbbc326807:visited , .u9b9f5643fe7cd16a59b66efbbc326807:active { border:0!important; } .u9b9f5643fe7cd16a59b66efbbc326807 .clearfix:after { content: ""; display: table; clear: both; } .u9b9f5643fe7cd16a59b66efbbc326807 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9b9f5643fe7cd16a59b66efbbc326807:active , .u9b9f5643fe7cd16a59b66efbbc326807:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9b9f5643fe7cd16a59b66efbbc326807 .centered-text-area { width: 100%; position: relative ; } .u9b9f5643fe7cd16a59b66efbbc326807 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9b9f5643fe7cd16a59b66efbbc326807 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9b9f5643fe7cd16a59b66efbbc326807 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9b9f5643fe7cd16a59b66efbbc326807:hover .ctaButton { background-color: #34495E!important; } .u9b9f5643fe7cd16a59b66efbbc326807 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9b9f5643fe7cd16a59b66efbbc326807 .u9b9f5643fe7cd16a59b66efbbc326807-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9b9f5643fe7cd16a59b66efbbc326807:after { content: ""; display: block; clear: both; } READ: AUSCHWITZ THE NAZI CONCENTRATION CAMP EssayStonehenge II (2150 to 2000 B.C.)Europe was still in the Neolithic age when the second phase of Stonehenge began. The entrance was widened into an avenue to the end stone, or Heel Stone, just outside the main group. Blue/hued stones were brought from the Prescelly Mountains in Wales, some 125 miles away. They were arranged in two concentric circles on the platform. How these stones were transported is one of the greatest mysteries of Stonehenge, even today. This second phase was never fully completed. Suddenly it was replaced by a