Conflicting Viewpoints Essay Example | Topics and Well Written Essays - 750 words

Conflicting Viewpoints - Essay Example However, the opponents of illegal immigration have their convincing reasons on the issue. They feel that illegal immigrants should be deported. Also, they believe that such immigrants should not be allowed to have access to social services, and they should not be granted US citizenship. They believe that illegal immigrants are criminals in nature, present a social and economic burden to the state’s law- abiding citizens as well as to the Americans that are taxpayers. My opinion on the issue of illegal immigrants is that they should be allowed to stay in the country, if they do not present any social, political or economic threat to the country. I support this view due to a number of reasons. Anyone can become an immigrant in any country. This because it is not always the wish of immigrants to be such situations. Different reasons force them to become immigrants. For instance, some become illegal immigrants due political unrest in their home country; others are due to lack of employment in their countries while others are due to natural disasters in their country of origin. In addition, a majority of the illegal immigrants end up doing the work that most American citizen will not do. For instance, very few Americans would agree to work in manufacturing industries unless they are employed at the managerial levels. Similarly, only the poor Americans would agree to work on construction sites. Those Americans found in such places are those in the foreman’s or engineer’s level. The rest of the workers are mostly from different countries or the poor Americans with no jobs. The final reason is that illegal immigrants contribute to the economic development of the country (ProCon.org, 2015). Most of the illegal immigrants can be found working in areas where other American may not work while such places are a source of income to them. For instance, if there

Tentative Reference List Research Proposal Example | Topics and Well Written Essays - 500 words

Tentative Reference List - Research Proposal Example It also contains some of the approaches that could be undertaken to prevent drug use in schools which is essential in our research recommendation. This article would provide information about the rules and consequences that should be introduced for those found using drugs in schools. It also provides information on how to manage drug related incidences. This article is important since it contains arguments on whether students should be tested for drug use. Moreover, it contains some of the evidences from court rulings that indicate whether drug testing should be undertaken in schools. This article contains information like the legal issues surrounding this research topic. People who advocate for students not to be tested for drug use use the arguments. The other information that this article contain is the reason why schools should test members of their fraternity for drug use. These are actually the arguments brought out by the people who advocate for drug testing in public schools. Zimmerman, M. A., & Schmeelk-Cone, K. H. (2003). A longitudinal Analysis of Adolescent Substance Use and School Motivation among African American Youth. Journal of Research on Adolescence, 13 (2),

Transportation as a Form of Punishment: A History

Transportation as a Form of Punishment: A History Contemporary commentators argued that â€Å"transportation was no punishment at all†. Do you think that this is an accurate statement of realities of transportation to America and Australia in the eighteenth and nineteenth centuries? Introduction In this paper, it shall be contended that at a superficial level, there is a measure of accuracy to the sentiments expressed in the quotation contained in the title statement. The perception of appropriate punishment that formed the public consciousness of the criminal justice system in Georgian England, where over 140 offences carried the immediate prospect of a capital penalty upon conviction, is the point of commencement. The preservation of a convict’s life in a far off land was often perceived not as a true criminal sentence but as a lesser but equally effective form of pardon. Public aversion to transportation as a true form of criminal sentencing intensified in the Victorian era. As the concept of the penitentiary replaced the earlier notions of banishment and its inherent cleansing of the social fabric of the ‘criminal classes’, a seemingly free passage to an ungoverned land such as Australia was incompatible with the formidable images of Milbank prison and the panopticons modeled on the earlier work of Jeremy Bentham. The superficial impression created by the contemporary commentators concerning the relationship between transportation and conventional notions of criminal punishment is submitted in this paper to be incomplete. This paper will explore a number of important corollaries that radiate from these conventional concepts, the chief of which is the development of the Australian ‘convict republic’ and its success in effecting reformation and societal integration of criminals that was never achieved in its English counterpart.. In addition to the physical risks posed to the convict cargo transported by eighteenth and early nineteenth vessels travelling from England to the distant lands of America and later to mysterious and unexplored Australia, transportation represented a form of unwilling emigration, often as a result of conviction for offences that by modern standards might warrant, at most, a non custodial disposition. These points shall be developed within the following framework. It is important to appreciate the timeline within which transportation was available as a criminal sentence in England. The timeline may be divided into five distinct components: the period prior to the 1718 legislative reforms; the enactment of the Transportation Act, 1718 until the outbreak of the American Revolutionary War, 1776; the period of the prison â€Å"hulks†; the commencement of Australian transportation, 1787 and the early Australian colonies; the reform of the Australian penal colony structure until the cessation of Australian transportation, 1840. The analysis of the periods of transportation necessarily involves a comparison between the rationales employed by British authorities to justify transportation to America and that invoked with respect to Australia. The Australian colonial initiatives in turn reflected a powerful sea-change in public sentiment concerning transportation after the Bigge report of 1822. The twin Georgian era motivation to rid Britain of its criminals through banishment correspondingly populated a geopolitically strategic south Pacific colony. The penitentiary movement and its attendant principles of social control and reformation of the criminal classes at large ultimately became the principle focus of England’s Victorian system of criminal sentencing and punishment.. The Australian penal colony experience is given primacy in this paper due to its extent and the various social forces that influenced its course between the sailing of the First Fleet to Australia in 1787 and the end of transportation sentences in the British criminal justice system to New South Wales after 1840. In direct reference to the quotation cited in the title, special reference is made to the contemporary transcripts of the proceedings at the Old Bailey in the relevant period. The cases and secondary authorities cited in support of the propositions advanced here are not submitted not as exhaustive but as illustrative of the points advanced. The origins of the transportation sentence in English criminal practice- The American colonies Banishment as exile from one’s homeland is an ancient sanction.[1]In English law, the practice did not originate with the passage of the Transportation Act in 1718. As early as 1674, a female defendant named â€Å"Mall. Floyd† was sentenced at the Old Bailey â€Å"†¦to be transported to some of the Plantations beyond the Seas†.[2] Floyd was convicted of stealing children’s clothing; hers is the earliest transportation sentence noted in the Old Bailey records.[3] These transcripts reveal that in over 50 cases recorded in the London courts between 1676 and 1684, transportation was the sentence imposed. In the majority of transportation cases, the offender was convicted of petty theft or larceny.[4] The first Transportation Act apparently codified this common practice[5]. The American colonies were the most frequent ultimate destination of the persons sentenced to transportation between 1718 and the outbreak of the American War of Independence in 1776. It is plain that the public policy basis for transportation was multi-dimensional and reflected an inherent tension in English legal practice between the increased number of English criminal offences that nominally carried a capital penalty after 1660, and a recognition that the so-called ‘Bloody Code’ did not always result in a punishment that suited the crime.[6] Transportation and the consequence of banishment to a foreign land was perceived as a relief from the It is noted in many of the academic authorities that transportation to the American colonies was suspended after 1776. However, the sentences continued to be imposed; between the American war and the first shipment of convicts to Botany Bay in 1787, Old Bailey records indicate that over 8700 persons were sentenced to transportation without necessarily ever leaving England[7]. Most of these male convicts served their sentences on the disease infested and crowded â€Å"hulks†, the prison ships stationed on the Thames whose inmates were used to dredge the river.[8] There is little question given the historical record that transportation to America, assuming that the dangerous Atlantic passage was survived by the convict, represented an opportunity for the offender to live a healthier existence, if not one where citizen status was attainable[9]. In contract the later Australian experience, transportation to America was a practice intended to provide ready labour to the colonial economy. There was no legal mechanism by which a convict could integrate themselves into free colonial society. Transportation almost inevitably resulted in a life of relatively healthy servitude for the convict in the colony, a result that may have been perceived as preferable to the existence of members of the under classes of their contemporary free English society, or the dangerous and disease carrying â€Å"hulks† where sentences were passed after 1776[10]. It is of interest that while the American rebellion resulted in the suspension and then the end of transportation to America, by the time the war began the work output of African slaves was regarded by colonial enterprises as superior to that produced by transported English convicts.[11] The best of African labour was preferred to the worst of England as previously shipped to the colonies.[12] The transport of convicts to America had also spawned a variety of myths concerning the â€Å"returning felon† and his particular angers to English society.[13]Panics of this type were more a creation of fertile media minds of the period than rooted in fact. These fears were also advanced with less force during the period of Australian transport.[14]An earlier spur to the notion that transportation was in the general public interest of English society was found in the â€Å"crime wave† popularly believed to be threatening London in the early 1790s.[15] Australia Whereas the transportation of offenders to the American colonies was a pragmatic legal penalty that achieved the effect of banishment of undesirables to a place where their labour could be utilized, the commencement of Australian transportation in 1787 engaged more profound and conflicting social policy considerations[16]. Such sentences served to remove undesirables from English society; Australia, a land only known to Europeans since 1770, represented a profound colonial opportunity for England. A economically self-supporting colony and its attendant military presence in the south Pacific region was a desired objective of English authorities.[17] Transportation as a tool of criminal sentencing had been challenged prior to the transport of the first convicts to Australia. Jeremy Bentham is the most notable of these opponents, who saw transportation as extirpation when the societal goal ought to be the amendment of human nature through correction[18]. His theories of punishment were directed not to the banishment of offenders and the perceived removal of the criminal stain from the societal fabric, but to the principles of reformation of offenders through the use of imprisonment. The panopticon as devised by Bentham combined the concepts of penitence to be served by the offender to the state through separation from society and the labour performed while confined, and the ability of the prisoner to be returned to society an improved person.[19]The Bentham model was intended to incorporate a â€Å"calibration of deterrence†, where the length of sentence and its severity were matched to the crime committed to produce a refo rmed convict.[20] It has been noted by Braithwaite that the longer convict passage to Australia was significantly less hazardous to the convicts than that to America. Incentives were offered by the British authorities to the captains taking convicts to New South Wales for the number of convicts who were brought safely to the colony. The notion of banishment implicit in a transportation sentence was clearly tempered by a desire on the part of English authorities to have healthy and contributing persons in the colony.[21] The same attitude appears in the decision to transport by way of the â€Å"floating brothel† female convicts to the colony in 1790, a group of women later characterised as â€Å"the founding mothers of Australia†.[22] It was after the English public became aware of how the transported convicts were housed and treated in the Australian colony after 1787 that provoked the criticisms contained in the title quotation. Bentham’s objections to transportation were rooted in his philosophy of social justice; the sentiments of the detractors of transportation sentences as captured above were motivated by the perception that Botany Bay and the later established Australian colonies permitted criminals to avoid their just desserts. The specific bases for these criticisms are examined below. In the popular press, the Australia colonies came to be regarded as a place where ‘†¦There vice is virtue, virtue vice, / and all thats vile is voted nice†[23]. Bentham questioned â€Å"†¦ whether the world ever saw anything under the name of punishment bearing the least resemblance to it,[24] a sentiment that reflected a movement within English society to provide a moral underpinning to government policy.[25] From this perspective, rooted in Calvinistic notions of sin and penitence, the certainty and unremitting harshness of an English prison sentence was to be preferred to the vagaries of a quasi-colonial, ungoverned existence in a tropical land[26]. The first colonial governor, Arthur Philip, provided the best ammunition for the anti-transportation forces, with the sardonic observation that convicts were sentenced to a transportation regime where they were â€Å"†¦no longer be burdened with the support of your wife and family †¦ removed from a very bad climate and a country over burdened with people to one of the finest regions of the earth†¦where it is highly probable you may ultimately gain your character and improve your future†, a disposition that the Court was obligated to pass â€Å"†¦in consequence of the many aggravating circumstances of your case, and they hope your fate will be a warning to others†.[27] Emsley has noted that prior to the Bentham led movement to rationalise English criminal justice and sentencing procedures on a reformation centred model, the three chief sentencing tools applied in the courts were death; transportation; corporal punishment, chiefly whipping. In serious matters, the aphorism â€Å"execution or exile† was apt.[28] English sentencing law was one of absolutes, where pardons were rendered so often as a response to the disporportionality between what modern justice regards as petty offences and the available penalty that the justice system was rendered an â€Å"unsustainable lottery†.[29] It is suggested that modern commentators such as Hughes have overly romanticised the fate of the first Australian transportees, with descriptions of the Botany Bay colony as a prison â€Å"†¦with a wall 14,000 miles thick†, where its convict inhabitants were cast in bondage as a device to rid England of its criminal classes.[30]On this reading, the convicts were unwilling emigrants as opposed to a transplanted population.[31] This approach places greater emphasis than is reasonable on the sentencing consequence of leaving one’s homeland, in contrast to both the quality of life otherwise typically available to these convicts in England, and the opportunities for advancement and full citizenship that evolved in the Australian colony not ever likely to be realised at home. All commentators are agreed that the Australian penal colonists were overwhelmingly comprised of the very poor urban lower classes from the British Isles.[32]. The first shock to any collective perception of what rights might be extended to them new colony must have occurred shortly after the landing of the ‘First Fleet’ in 1788. The colonial leadership permitted cases involving alleged thefts from convicts to proceed on the strength of convict testimony, a procedure prohibited under conventional English law.[33]The right of habeus corpus was extended to convicts by the Australian colonial tribunals.[34] These advances are themselves profound and represent an important if oblique rebuttal to the criticisms set out in the title question. Given that the overwhelming majority of transported convicts were convicted of theft and related offences, there is a significant irony in these persons achieving greater common law legal protections and the rule of law in a colony whose courts were convened ostensibly as military tribunals, over the rights available to them in formal law courts of England.[35] The colonial government was also quick to recognise that convicts could own property, marry, and be tasked to civilian authorities such as the police force and the colonial bureaucracy.[36]In profound contrast to the American colonial transportation regime, where the convict was afforded no state protections, by 1800 the Australian convicts were a part of a governmental structure that was a wholly delegated institutional authority where the complete integration of the convict into the societal mainstream was not only conceivable, but a common outcome.[37] The colonial administration also imposed more traditional sanctions. In addition to the various regulations by which convicts were assigned to either existing landowners or the colonial administration, there was an element of brutality to the early Australian colony that was not emphasised or understood by critics of convict transportation. Floggings were widely administered without prior legal sanction; hangings were a frequent event.[38] It is imperative to a complete appreciation of the contemporary commentaries regarding the Australian colonies that their criticisms had a pronounced effect on English policy by the 1820s. Concerns that transportation to the â€Å"plantation society† was not sufficiently dreaded were the undoubted motivation behind the investigation conducted by John Thomas Bigge (1780-1843) in 1818 that culminated in his reports concerning New South Wales published in 1822.[39] Bigge determined that the stated fears of the English government, that the colony was not properly regarded as â€Å"an object of real terror† were justified. Bigge pointed specifically to the colonial administration practices of appointing former convicts to positions as magistrates, and the ability of convict landowners to supervise newly transported convicts in their business enterprises. The Bigge report and its recommendations formed the basis for a series of intended reforms of Australian colonial practice after the mid 1820s. The chief targets of the report were the alleged corruption permitted by then Governor Macquarie, including the laxness of ex-convicts appointed as district constables; theft from government stores; poor tracking and management of the ticket-of-leave system; deficiencies in the accommodation for female convicts[40]. Bigge discounted the ability of the present government to maintain general order and the popular support that the administration enjoyed amongst the colonial population. Bigge’s attitudes as expressed in his reports confirmed the contemporary commentator belief that transportation to Australia was a godsend not a penalty, where the moral corruption of the convict classes was wide spread.[41] The institution of convict chain gangs to perform public labour such as road construction and the development of a comprehensive bureaucracy to support the monitoring of convicts generally and tickets-of-leave in particular were two of the fundamental changes to Australian colonial government. Isolated penal colonies such as Moreton Bay and Norfolk Island were operated with unremitting uniform discipline[42]. These institutions quickly acquired the desired reputation as places of dread, consistent with the domestic notions of punishment and a restrictive existence for their convicts advocated by Bigge and endorsed by influential forces in England.[43] Once the Bigge reforms were instituted, the ticket-of-leave became the primary means of convict control in the New South Wales colony. As a conditional pardon with a remission component built in, tickets-of-leave were extended to permit further reductions and the availability for speedier conclusion if the holder performed special works in the interests of the colony, such as the capture of an outlaw.[44]The ability to â€Å"work off† additional elements of one’s sentence was not a benefit considered by the opponents of transportation.[45]It may be said that the attitudes to convict reintegration evidenced in Australian society were pragmatic and effective; Godfrey and Cox determined that while crimes continued to be committed in the convict society of the colony, the crimes were generally of a lesser degree than those perpetrated in England[46]. These same domestic forces had limited the previous widespread imposition of capital punishment in England. From the 7,000 executions that are estimated to have been carried out between 1660 and 1800 (and the resulting desirability of mitigation by transportation sentences)[47], by 1830 execution was almost exclusively reserved for convicted murderers.[48] The construction of penitentiaries and the resultant imposition of corresponding incarceration gained general public favour.[49] The criticism of transportation as â€Å"no punishment at all† may have been restricted to the English society establishment. The Old Bailey transcripts that span the entire period of convict transportation reveal sentiments that suggest the offenders facing such sentences harboured a fear of their imposition.[50]Two examples that provide a chronological bracket for this proposition are noteworthy. In 1683, the theft of a silver tankard that resulted in a plea of guilty â€Å"within the Benefit of his Clergy† netted the offender a transportation sentence that he feared.[51] More tellingly as late as 1847, when Australian convict transportation was restricted to Tasmania, a robbery victim described the perpetrator as having threatened to make a false complaint of a crime: â€Å"†¦he took it from my pocket—I did not tell him to search my pockets—I parted with it under the dread of transportation—he took it—I did not make any attempt to ge t it back.†[52] Conclusion The contemporary criticism of transportation must be considered in the context of the existing English criminal justice system[53]. The commentators’ observations were accurate if the viewing prism was that of execution or exile – anything short of death might be considered a measure of leniency. A combination of factors that operated at various junctures over the course of Australian transportation counter these sentiments. Dislocation from the known environment of England to the edge of the earth that was Australia is discounted as a modern human rights impression that itself is outweighed by the miserable future prospects of most transported convicts had they remained in England. The most compelling counterbalance to the critics of transportation is a combination of pragmatic effects. Over 187,000 presumed undesirable persons were removed from England to Australia between 1787 and 1840; few returned, thus achieving the fundamental object of the perceived cleansing an d security of English society. Conversely, a vibrant group of colonies was established and thereby created permanent economic and geopolitical advantages for England into the twentieth century. Further, from the perspective of the individual convicts, the Australian colonial experience may be regarded as the most successful system of criminal rehabilitation ever devised, at once brutal yet forgiving[54]. Whether by accident or design, English convicts in Australia were given hope and the opportunity to take a stake in the future; many achieved an integration into a functioning community where their fate otherwise was that of the perpetual impoverished outcast resident on the edges of English society. Bibliography Anderson, S. J. Pratt (2009) ‘Prisoner memoirs and their role in prison history’ in H. Johnston (ed.) Punishment and Control in Historical Perspective, Basingstoke: Palgrave Macmillan Bartrip, P (1981) ‘Public Opinion and Law Enforcement: The Ticket of Leave Scares in Mid-Victorian Britain’ in V. Bailey (ed.) Policing and Punishment in Nineteenth century Britain, London: Croom Helm. Beattie, J. M. (1986) Crime and the Courts in England, 1660-1800, Clarendon: Oxford. Beattie, J. M. (2001) Policing and Punishment in London, 1660-1750: Urban Crime and the Limits of Terror, Oxford: Oxford University Press Benis, Toby R. (2003) Transportation and the Reform of Narrative Criticism, 45 Bigge, John Thomas (2008) ‘Australian Dictionary of Biography’ at http://www.adb.online.anu.edu.au/biogs/A010093b.htm (Accessed January 17, 2009) Braithwaite, J. (2001) ‘Crime in a Convict Republic’, Modern Law Review, 64:1, 11-50 (also available at: http://www.aic.gov.au/conferences/hcpp/braithwaite.pdf (Accessed January 12, 2009) Brown, A. (2003) English Society and the Prison: Time, Culture and Politics in the Development of the Modern Prison, 1850-1920 Woodbridge: Boydell Press Cohen, Stanley (1972): Folk Devils and Moral Panics. London: MacGibbon Kee Davis, J. (1980) ‘The London Garroting Panic of 1862: A Moral Panic and the Creation of a Criminal Class in mid-Victorian England’ in Gatrell, Lenman, Parker (eds.) Crime and the Law: The Social History of Crime in Western Europe since 1500 Ekrich, A. R. (1987) Bound for America: The Transportation of British Convicts to the Colonies, 1718-1775, Oxford: Clarendon. Emsley, C (2002) ‘The History of Crime and Crime Control Institutions, 1770-1945’ in Maguire, M et al (eds.) The Oxford Handbook of Criminology, Oxford: Oxford University Press. Emsley, C (2005) Crime and Society in England, 1750-1900, Essex: Longman Feehan, L. (2008) ‘Transportation’ in Yvonne Jewkes and Jamie Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan Finnane, Mark (1997) Punishment in Australian Society, Melbourne: Oxford University Press. Fitzgerald, Mike et al (1981) Crime and Society: Readings in History and Theory, London: Routledge Godfrey, Barry and Cox, David (2008) ‘The â€Å"Last Fleet†: Crime, Reformation and Punishment in Western Australia, Australian and New Zealand Journal of Criminology, 41, 2: 236-258 Henriques, U.R.Q. (1972) ‘The Rise and Decline of the Separate System of Prison Discipline’, Past and Present, 54, 61-93 Hughes, R (1996) The Fatal Shore: A History of the Transportation of Convicts to Australia, 1787-1868, London: The Harvill Press Herrup, Cynthia (2004) â€Å"Punishing Pardon: Some Thoughts on the Origins of Penal Transportation† In Simon Devereaux and Paul Griffiths (eds.) Penal Practice and Culture, 1500-1900: Punishing the English. Basingstoke, 121-37 Hirst, J. (1998) ‘The Australian Experience: The Convict Colony’ in Morris, N and D. J. Rothman (eds.) The Oxford History of the Prison: The Practice of Punishment in Western Society, Oxford University Press, Oxford. Jewkes, Yvonne and Johnston, Helen (2006) ‘Prisons in context’ in Yvonne Jewkes and Johnston, Helen (eds.) Prison Readings: A critical introduction to prisons and imprisonment, Cullompton: Willan Jewkes, Yvonne and Johnston, Helen (2007) ‘The evolution of prison architecture’ in Y. Jewkes (ed.) Handbook on Prisons, Cullompton: Willan. Johnston, Helen (2008) ‘The Victorian Prison’ in Yvonne Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan. Johnston, Helen (2008) ‘The Separate and the Silent systems’ in Y. Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan. Johnston, Helen (2008) ‘Less eligibility’ in Y. Jewkes and J. Bennett (eds.) Dictionary of Prisons and Punishment, Cullompton: Willan. Johnston, Helen (2006) â€Å"Buried Alive†: Representations of the Separate System in Victorian England’ in P. Mason (ed.) Captured by the media: Prison discourse in popular culture, Cullompton: Willan. Johnston, Helen (2005) ‘The Shropshire Magistracy and Local Imprisonment: Networks of Power in the Nineteenth Century’, Midland History, 30, 67 -91 Mayhew, Henry (1851) ‘The London Labour and the London Poor’, as reprinted in Peter Quennell (1983) London’s Underworld, London: Spring Books McGowen, Randall (1990) ‘Getting to Know the Criminal Class in Nineteenth-Century England’, Nineteenth Century Contexts, 14, 1 McGowen, Randall (2004) ‘The Problem of Punishment in Eighteenth-Century England’ in S. Devereaux P. Griffiths (eds.) Penal Practice and Culture, 1500-1900 Punishing the English, Hampshire: Palgrave Macmillan Morgan, Gwenda and Peter Rushton (1998) Rogues, thieves and the rule of law The problem of law enforcement in north-east England, 1718-1800, London: UCL Press, Chapters 6 and 7 Morgan, Gwenda and Peter Rushton (2004) Eighteenth-Century Criminal Transportation: The Formation of the Criminal Atlantic, Basingstoke: Palgrave Macmillan Old Bailey Proceedings Online http://www.oldbaileyonline.org/static/Legal-info.jsp (Accessed January 18, 2009) Pratt, John (2002) Punishment and Civilization Penal Tolerance and Intolerance in Modern Society, London: Sage Pratt, John (2005) ‘Explaining the history of punishment, in B. Godfrey and G. Dunstall (eds.) Crime and Empire, 1840-1940: Criminal Justice in local and global context, Cullompton: Willan Priestley, Philip (1999) Victorian Prison Lives English Prison Biography 1830-1914 London: Pimlico Rawlings, Philip (1999) Crime and Power A History of Criminal Justice 1688-1998, Essex: Longman Reece, Bob (2001) The Origins of Irish Convict Transportation to New South Wales, Basingstoke: Palgrave. Rees, Sian (2002) The Floating Brothel: The extraordinary true story of an 18th century ship and its cargo of female convicts, London: Headline. Saunders, Janet (1986) ‘Warwickshire Magistrates and Prison Reform, 1840-1875’, Midland History 11, 79-99 Shaw, A. G. L. (1998) Convicts and the Colonies: A Study of Penal Transportation from Great Britain Ireland to Australia other parts of the British Empire, Ireland: Irish Historical Press. Sindall, Robert (1987) ‘The London garroting panics of 1856 and 1862’, Social History 12, All About Me | Oral Presentation All About Me | Oral Presentation Introduction. For this assignment, I have chosen to do my assessment on Literacy Home Language. The skills to be focused on will be Listening and Speaking, and the grade that I have chosen is Grade 3. In grade 3, the learners are required to make an oral presentation as part of their outcomes. For my assessment, I have chosen to do an Oral Presentation using Formative Assessment strategy. This assignment will cover what the Oral Presentation entails, the memorandum as well as the rubric. The reason for using Formative Assessment will also be explained, and Learning Support Programmes will be discussed. All about me oral presentation. You are required to do an oral presentation all about yourself. You must be prepared to stand in front of the class and talk for no longer than 3 minutes. Topics you need to talk about: 1. Where were you born and on what date? 2. Who is your family? 3. What is your favourite food you love to eat and why? 4. What do you love doing the most? 5. What is your favourite subject at school and why? 6. If you could be anything one day when you are older, what would it be? Explain. You will need to bring visual-aids to assist you with your oral presentation. You could bring eg. photographs, drawings, toys or anything else that is part of your oral presentation. Your oral presentation needs to be ready by the: 4 March 2011. Have fun! à ¯Ã‚ Ã…   Memorandum Where were you born and on what date? Learner gave a reasonable explanation to where they were born eg. Umhlanga Hospital. Learner was able to say their birth date in full and not eg. 05-02-05, or five February. *Learner had visual aids to support answer, eg. Birth Certificate. Who is your family? Learner could talk fluently about their family members, and went beyond the question. Learner did not include eg. pets as member of family. *Learner had visual aids to support answer, eg. photographs. What is your favourite food you love to eat and why? Learner gave a substantial answer to their choice of their favourite food and could give reasons why it is their favourite food, and not say eg. because it tastes nice. *Learner had visual aids to support answer, eg. pictures or samples. What do you love doing the most? Learner gave a valid response to what they love doing the most, their hobbies. *Learner had visual aids to support answer, eg. pictures or toy. What is your favourite subject at school and why? Learner was able to give their favourite subject at school and could give a variety of reasons as to why. Eg. Literacy. Reason: I love being able to read stories and being able to write my own stories. *Learner had visual aids to support answer, eg. story book. If you could be anything one day when you are older, what would it be? Explain. Learners were able to think outside the box, and were able to answer the question creatively while giving a clear explanation as to why. *Learner had visual aids to support answer, eg. Fireman helmet. Mark allocation: *Introduction and conclusion= 5marks *Time allocation= 5marks *Content= 10marks. Total of 20/40 [counts 50% of presentation] Rubric- Mark Structure. 1= Not Achieved. 2= Partial Achievement. 3=Satisfactory Achievement. 4= Excellent Achievement. TOTAL 1. Tone and Expression, with Body Language. Very soft, lacks self-esteem. Minimal eye-contact. Tries to be expressive, uses eye-contact some of the time. Conscious of tone and expression. Uses body language and eye-contact. Expressive speaker, uses body language and eye-contact appropriately. 2. Logical Sequencing. No sequence cannot follow learner. Some points out of order. Presented logically. Sequence of events followed in an interesting, logical way. 3. Descriptive Language. Use of descriptive language was not achieved. Tries to use descriptive language. Conscious of language and vocab. used. Uses language and vocab. that is interesting and appropriate. 4. Creativity Process. Use of creative thinking process lacked. Partial use of creative thinking process. Satisfactory use of creative thinking process. Excellent use of creative thinking process, and answering of open-ended questions. 5. Use of Visual Aids. No visual aids present. Brought visual aids, but were not used. Satisfactory use of visual aids, supports presentations. Excellent use of visual-aids. Explained and were used appropriately. 6. Factual Information Given. Irrelevant information given, not prepared. Knowledge of information lacks understanding. Full knowledge and understanding of information given. Good presentation. Full knowledge and understanding of information given. Excellent presentation. [* x5 as per memorandum states, 50% of the oral for factual info.] Choice of assessment. Formative assessment is developmental. It is used by teachers to provide feedback to the learner and track whether the learner has progressed (or not). [South Africa s.a:9] During formative assessment, the learner is aware that he/she is being assessed. Formative assessment is also known as assessment for learning.' [South Africa s.a:9]. The reason why I chose formative assessment is simply because it allows for feedback (positive) to be given to learners after the assessment to allow for improvement. The Centre for Educational Research and Innovation stated that formative assessment also allows for the use of different approaches to identify the learners understanding, eg. the use of visual aids in my assessment. It also said that formative assessment is also used to improve the learners understanding and progress. [Centre 2005:45-46] The CAPS document stated that specific attention needs to be given to listening and speaking skills throughout the Foundation Phase. [South Africa 2010:8] Therefore, I did my assessment based on an Oral assessment, as Oral assessments are important and are often over-looked. Oral assessments will prepare the learners for their futures as well as boost their self-esteem. With the use of Formative assessment, I will be able to monitor the learners progress as well as they will be able to monitor their own progress. I will be able to keep record of the learners performance and assist them according to their individual needs. Feedback. 28 learners in my class took part in the oral presentation assessment. Out of the 28 learners, 6 of the learners fared poorly, where 10 of the learners could have performed better. These 16 learners need the extra support that the Learning support programmes will provide for them. The remaining 12 learners fared excellently and will take part in the accelerated learner programme. Learning Support Programme. [Learners] who experience difficulties in basic areas of learning are supported through the Learning [Support] Program in their local school. [Student support programmes 2010] The 26 learners who need the extra support from the assessment, are the learners who are less comfortable talking in front of others (shy learners), learners who spoke without expression or without the use of body language. The learners also battled with using descriptive language to bring their oral presentation to life. The first learning support program will be focusing on breathing. The breathing activity that we will be doing is called The Elephant Walk [Breathing strategies for kids 2011]. The activity is helpful to assist the learners with relaxation, and allow them to feel less tensed when doing another oral presentation, or just generally speaking in front of groups of people. For this activity the learners have to pretend to be big elephants. They have to bend their legs, lower their heads, relax their shoulders and have their arms dangling loosely next to their sides. They will need to imagine and act as an elephant walking slowing, swaying their arms side to side. The next step is to get the learners to inhale as much air in as they can. They will then be shown how to blow the air out slowly. [Breathing strategies for kids 2011]. This activity will not only help the learners to relax, but will also teach them to breathe out long and slow which is helpful for their presentations. The next support programme will be role-plays. The outcome for this activity will be to develop the learners confidence and self-esteem while talking in front of people. For the role-plays, the 16 learners will be divided into 4 groups of 4. The 4 groups will be given a certain story to act out, eg. Goldie-Locks and the Three Bears. This story will be divided into 4 sections, and each group will be given a section to work on and act out. Splitting one-whole story into the sections will allow the learners to gain knowledge of logical sequencing, as they must perform the story in the correct sequence. The use of role-plays has many beneficial uses, and will support the learners. The role-plays focus on developing self-esteem, as they will be working together in groups, and will be in character which aids in their self-confidence. It will also allow them to be conscious of body movements- which is where most of the learners fared poorly on as well as maintaining eye-contact. It will teach the learners to express themselves using descriptive language. Role-plays are also used to facilitate coherence of speech and awareness for the use of suitable vocal techniques, [as well as] to build self-esteem and improve presentational skills. [Speech and drama s.a] The learners will be given the opportunity to practice the role-plays in class, and will be allowed to dress up accordingly. The groups will then need to perform in front of the class, but in the correct sequence allowing the story to flow in a logical way. These 2 learning support programmes will boost these 16 learners to improve in their speaking and presentation skills. They will acquire important skills while being involved in these programmes, and they will be done in a relaxed, fun atmosphere, where learners learn best! Accelerated learning programmes. Accelerated programmes are programmes developed for learners who fair excellently in their assessment. These programmes allow learners to further develop and enhance their strengths, and allows them to reach their maximum potential. The 12 learners who fared excellently in their oral assessment, are the learners who spoke with expression and used body language appropriately. They were able to use descriptive language while maintaining and logical flow of information during their presentation. The first accelerated programme these learners will do will be focused on doing creative orals. The learners will each be given laminated pictures where they will be required to make-up a story using the pictures. [ Lance 1996:10] This activity will encourage the creative process of the learners, and they will be stimulated to use descriptive language while telling their story. They must also ensure that the story is told in a logical sequence and that it flows creatively. The learners will then get a chance to tell their story to the other learners in the other learning programme. This will enhance the use of tone and body-language, as they will be talking in smaller groups, but will still be required to maintain expression while talking. The learners must also be open to questions regarding their stories, which allows critical creative thinking process to be activated. The learners will be given time in class to prepare their stories while the other groups practice their role-plays. Another activity that these learners will be required to do is doing general knowledge orals. This entails that each learner will be given a day in the week, where they will be required to research and come-up with an interesting fact, or general knowledge to share with the class. It must be age-appropriate, and the learners must be able to lend themselves to all areas, eg. wild-life facts, scientific fact or basic general knowledge facts. This activity is a great activity to stimulate descriptive language as learners must be able to speak in such a way as to get the attention of all learners. They will get a chance in the beginning of the day to present their findings, and use visual-aids, eg. pictures or newspaper clippings, to stimulate their presentation. This will benefit the learner as they are able to speak in front of the class, practice their tone and use of expression again and enhance their strengths while talking about a variety of different topics. They will be required to talk in a logical way that is easy for the other learners to follow. It will be a brief presentation, no longer than 2 minutes, which will assist the learners to talk within a given time-frames as well as give the most important facts first. These advanced learning programmes will enhance the 12 learners who fared excellently in their oral presentations. It will not only give them another opportunity to speak in front of others, but it will allow them to be extended and to use their creative thinking skills. This programme will strengthen the learners skills and improve their overall speaking and presentation skills. Conclusion. This assignment covered many aspects of assessment and it shows that learning does not stop after an assessment is given, but it is a continual process. Programmes must be incorporated to assist learners who fared poorly as well as the learners who fared excellently. From reading this assignment, you would have seen why I chose to do an Oral presentation as my assessment and use the formative assessment strategy.

First Impressions in Pride and Prejudice Essay -- essays research pape

Pride and Prejudice was originally and appropriately titled â€Å"First Impressions.† This romantic and philosophical novel demonstrates to its readers how first impressions can drastically get in the way of romantic relationships. First impressions are generally inaccurate, as in the case of Elizabeth Bennet and Fitzwilliam Darcy, and also the case of Jane Bennet and Charles Bingley. The first impressions can, however, be accurate, such as in the case of Elizabeth Bennet and William Collins. In this so-called â€Å"relationship,† Elizabeth understood all along that Mr. Collins was a particularly disgusting man who liked to fawn over everyone he met. Mr. Collins, however, thought at first that Elizabeth was exactly like all of the other girls of her time period: submissive and unintelligent. Readers of Jane Austen’s novel can easily gain knowledge of the fact that Mr. Collins was completely wrong about her. The majority of the novel Pride and Prejudice centered around the conflict between Elizabeth and Mr. Darcy. The two first met at a ball in Meryton, and both decided that they hated each other before even getting to know one another. This is one example of how first impressions can ruin potential relationships. for instance, before Mr. Darcy even knew what Elizabeth was like, he concluded from seeing her that she was not particularly pretty, and that she was â€Å"slighted by other men.† (Austen, 10) On the other side of the situation, when Elizabeth overheard this insulting comment, she also jumped to conclusions. She deduced that Mr. Darcy was a selfish, rich snob. These first impressions caused them to spend most of the novel hating each other. Even when Mr. Darcy finally got over his first impressions about Elizabeth herself and propos... ...e fond of a person just by looking at them, or even by their place in society. For instance, just because you think that a person is a rich snob, that does not mean that they are a rich snob in all actuality. In the defense of Mr. Darcy, for example, the person you are judging might just be reserved and introverted. In Elizabeth’s defense, however, it is also not appropriate to criticize people because of their external appearance. It is also unwarranted to write people off as â€Å"slighted by other men.† (Austen, 10) To cut a long story short, the development of the plot demonstrates to readers that everyone makes mistakes. Particularly selfish mistakes, on the other hand, can demolish and devastate potential relationships until the problem is worked out, and both opposing parties resolve to set their extremely selfish desires free and give each other a fair chance.

Flipkart Ad Campaign

T ABLE OF CONTENTS 1. INTRODUCTION TO FLIPKART †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 A. HISTORY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 FUNDING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ACQUISITIONS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 B. BUSINESS RESULTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 C. About the Offerings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 D.TARGET GROUP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 2. FLIPKART’S SUCCESS STORY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 A. 3. FLIPKART’S MARKETING STRATEGY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 flipkart Campaigns †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 0 A. DIGITAL AD CAMPAIGNS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 B. PRINT MEDIA ADS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 C. FLIPKART TV AD â€Å"Shopping ka Naya Address† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 About the Campaign †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Objective of the Campaign †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 4. THE CHALLENGES IN THE COMMUNICATION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 5. ONLINE / SOCIAL MEDIA MARKETING †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 6. RESULTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 A. 7.ADVERTISEMENTS GOES VIRAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 Digital Media Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 A. Facebook Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 Fan Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Admin Interaction Rate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 Admin Post Interaction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 DSMM Flipkart Page 2 of 25 Admin Post Type †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Admin Post†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 17 Change in Fan †¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 Fan Change Per Weekdays †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Fan Interaction Rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦.. 19 Fan Post Type†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 Fan Post †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20 Total Fan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 Total people talking about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 B. Twitter Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 Twitter Mention Map †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Tweet analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 Twitter History †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 Tweet as per day & hour †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 23 C.Competitor Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 User comparison †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 24 User mention comparison †¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 24 DSMM Flipkart Page 3 of 25 1 . I NTRODUCTION TO FLIP KART Flipkart is an Indian e-commerce company headquartered in Bangalore, Karnataka.It was founded by Sachin Bansal and Binny Bansal in 2007. In its initial years, Flipkart focused on online sales of books, but it later expanded to electronic goods and a variety of other products. Flipkart offers multiple payment methods like credit card, debit card, net banking, e -gift voucher, and the major of all Cash on Delivery. The cash-on-delivery model adopted by Flipkart has proven to be of great significance since credit card and net banking penetration is very low in India. Foundation date 2007 Headquarters Bangalore, India Area served India Founder(s) ? ? Sachin Bansal Binny Bansal Industry Internet, Online retailingProducts Flipkart. com, Electronic Wallet, Mime360. com, Chakpak. com, Flyte Digital Music Store Services Electronic commerce Revenue 12 billion (US$220 million) (FY 2011–12) Employees 4500 Slogan(s) The Online Megastore DSMM Flipkart Page 4 of 25 A . H ISTORY Sachin Bansal and Binny Bansal, both alumni of the Indian Institute of Technology Delhi worked for Amazon. com before quitting and founding their own company. Initially they used word of mouth marketing to popularise their company. A few months later, the company sold its first book on flipkart. com—John Woods' Leaving Microsoft to Change the World.Today, as per Alexa traffic rankings, Flipkart is among the top 20 Indian Web sites and has been credited with being India's largest online bookseller with over 11 million titles on offer. Flipkart claims to have had at least 100% growth every quarter since its founding. The store started with selling b ooks and in 2010 branched out to selling CDs, DVDs, mobile phon es and accessories, cameras, computers, computer accessories and peripherals, and in 2011, pens & stationery, other electronic items such as home appliances, kitchen appliances, personal care gadgets, health care products etc. Further in 2012, Flipkart added A.C, air coolers, school supplies, office supplies, art supplies & life style products to its product portfolio. As of today, Flipkart employs more than 4500 people. F UNDING Initially funded by the Bansals themselves with INR 400,000, Flipkart has raised funding from venture capital funds Accel India (US$1 million in 2009) and Tiger Global (US$10 million in 2010 and US$20 million in June 2011). Flipkart. com, on August 24, 2012 announced the completion of its 4th round of $150 million funding from MIH (part of Naspers Group) and ICONIQ Capital. A CQUISITIONS ? ? 2010: WeRead, a social book discovery tool.The stated goal was to give Flipkart a social recommendation platform for buyers to make informed decisions based on recommendations from people within their social network. 2011: Mime360, a digital content platform company. DSMM Flipkart Page 5 of 25 ? ? 2011: Chakpak. com is a Bollywood news site that offers updates, news, photos and videos. Flipkart acquired the rights to Chakpak’s digital catalogue which includes 40,000 filmographies, 10,000 movies and close to 50,000 ratings. Flipkart has categorically said that it will not be involved with the original site and will not use the brand name. 012: Letsbuy. com is India's second largest e-retailer in electronics. Flipkart has bought the company for an estimated US$25 million. Letsbuy. com had been closed down and all the traffic of Letsbuy is diverted to Flipkart. B . B USINESS RESULTS Flipkart's reported sales were 40 million in FY 2008–2009, 200 million in FY 2009–2010 and 750 million for FY 2010–2011. In FY 2011–2012, Flipkart is set to cross the 5 bill ion (US$100 million) mark as Internet usage in the country increases and people get accustomed to making purchases online. Flipkart projects its sales to reach US$10 billion by year 2014.On aver age, Flipkart sells nearly 20 products per minute and is aiming at generating a revenue of 50 billion (US$1 billion) by 2015. C . A BOUT THE OFFERINGS Clothing Footwear Mobiles & Accessories Computers Watches, Bags & Wallets Cameras Books Home & Kitchen Daily Personal Needs Gaming TV, Videos & Audio Music, Movies & Posters Baby Care & Toys Sports & Fitness ebook MP3 Downloads India is at the cusp of an e-commerce revolution and we'd like to keep Flipkart at the forefront as pioneers and trend-setters. DSMM Flipkart Page 6 of 25 Flipkart have leaped from being a start-up to a fast growing mid-sized company.Backed by a strong funding of $31 million, Flipkart is rapidly expanding its network of warehouses, distribution centers, procurement operations, and 24X7 customer support teams. Flipkart s pan of operations is set to grow from five warehouses and 35 delivery centers to 25 warehouses and more than 60 delivery centers across the country. DSMM Flipkart Social Networking Youth RE-SELLING option for customers one of the main Buiness Objectives Middle class families Gathering an audience for local events Audience for events Community members can find an apartment to live in, ell their old car, bike ,music system, laptop or furniture, promote their small business Community Members local community within a city coming together, meeting, trading and helping each other in many ways Local Communities D . T ARGET GROUP Page 7 of 25 2 . F LIPKART’S SUCCESS S TORY A humble beginning from books, Flipkart now has a gamut of products ranging from: Cell phones, laptops, computers, cameras, games, music, audio players, TV's, healthcare products, washing machines etc. etc. Still, Flipkart derives around 50% of its revenue from selling books online.Flipkart is the Indian market lea der in selling books both offline and online, it enjoys an online share of around 80%. The electronic items have a large number of players like Naaptol, Letsbuy, Indiaplaza, Tradus, Infibeam, Yebhi etc. The electronic market share is distributed among them in different unknown proportions. India has around 13. 5 crore internet users today where as the number of homes with Cable and Satellite (C&S) television is 10. 5 crore. The expected internet users will reach a figure o f 30 crore by 2014 and C&S homes are expected to be 14 crore by 2014.Thus India has a tremendous internet growth and with the customers getting accustomed to e -commerce, the future of e-commerce sector is definitely rosy. An approximated 25 lac people hav e transacted online this year, the number is all set to increase with time. Also to mention most of the Flipkart customers use internet from PC's/Laptops to order goods. The use of mobile internet is very less at the moment, but with the advent of smart ph ones the use of mobile internet for e-commerce transactions will soar with time. India has 8 crore mobile net users at the moment, the number is expected to swell to 22. 5 crore by 2014.Let’s discuss the factors that lead to the grand success of Flipkart: ? They always strove to provide great customer service. Flipkart customers are happier than with some of their competitors like Tradus. in, Indiaplaza. com; i have myself experienced this a couple of times. ? Their website is great, easy to use, easy to browse through the products, add products to wish list or to a cart, get product reviews and opinions, pre -order products, make payments using different methods, in short hassle- free and convenient. ? A very important point is that they introduced the option of cash on delivery and card on delivery.This way people demonstrated more confidence in buying products. An interesting DSMM Flipkart Page 8 of 25 fact, today Flipkart sells 20 products/min and have a massive customer base, still mor e than 60% of the Flipkart's customers use Cash on Delivery and card on delivery methods. This is because of two reasons, one is many people do not know how to make payments online. And secondly people do not have immense trust in e-commerce in India. Flipkart also provides a 30 day replacement guarantee on its products and EMI options to its customers for making payments. Flipkart's reason of success is that it has a great customer retention rate, it has around 15 lac individual customers and more than 70% customers are repeat customers i. e. they shop various times each year. The company targets to have a customer base of 1 crore by 2015. A . F LIPKART’S MARKETING S TRATEGY Flipkart has been mostly marketed by word of mouth advertising. Customer satisfaction h as been their best marketing medium. Flipkart very wisely used SEO (Search Engine Optimization) and Google Ad-words as the marketing tools to have a far reach in the online world. Flipkart. om official Face book page has close to 9 lac ‘likes'. Flipkart recently launched a series of 3 ads with the tag line – â€Å"No Kidding No worries†. Kids were used to create the adverts to send out the message – if a kid can do it, you can also do it. The message is very clear to make people more comfortable with Flipkart, to generate a great customer relationship and loyalty on the basis of great product prices and excellent customer service. All in all to create a great customer experience. DSMM Flipkart Page 9 of 25 3 . F LIPKART CAMPAIGNS A . D IGITAL A D CAMPAIGNS Primarily flipkart worked on online advertising ? ? ? SEO (most effective) SEM (pay per click) Facebook (needs better handling) Twitter B . P RINT MEDIA ADS ? Delivering happiness ? Comics print ad DSMM Flipkart Page 10 of 25 C . F LIPKART TV AD † SHOPPING KA NAYA ADD RESS † A BOUT THE CAMPAIGN Ad Agency: Happy Creative Service Flipkart. com is out in the market with a new campaign titled, †Å"Shopping ka Naya Address†. The campaign created by Happy Creative Services intends to take online shopping to a wider audience this time and cover the non-metro areas of the country. The TVCs, which extends the ‘kids as adults' concept followed by Flipkart. om the last time, stress on highlighting vital benefits of shopping on Flipkart. com viz, cash on delivery, 30 day replacement policy, and guarantee of original products. DSMM Flipkart Page 11 of 25 The first TVC shows three generations of a family in one room wherein the kid (from the third generation) is receiving a mobile phone that he had ordered for his grandfather through Flipkart. com. His father (the second generation) expresses his apprehensions over buyi ng something online to which the old man (first generation) affirms that he trusts Flipkart. com.The man insists how one can buy something merely by looking at a picture online to which his wife retorts that they got married the same way, as a matter of fa ct; by looking at each other's pictures. The backdrop suggests that Flipkart. com is the new place to shop from. O BJECTIVE OF THE CAM PAIGN The aim is to popularize the brand name Flipkart like Xerox became generic to the product category and also became a verb for photocopying The plot came through from Flipkart’s customer feedback stories, where customers have told the company where and how they have used Flipkart to save their skinThis campaign has a total of nine films, while two focus on the customer experience, the rest are meant to illustrate the new categories Flipkart has entered into The ad using children as adults has become a mnemonic that the Flipkart campaigns are now being identified with, much like the pug has become intrinsic to Vodafone DSMM Flipkart Page 12 of 25 4 . T HE CHALLENGES IN TH E COMMUNICATION Differentiate from Others Being Humorous †¢ To differentiate from mighty impressive ads by Quikr, Jabong, OLX †¢ Many e-commerce portals have us ed umour as the primary ingredient for campaigns earlier DSMM Flipkart Page 13 of 25 5 . O NLINE / SOCIAL MEDI A MARKETING Flipkart is a very social media focused brand and they wanted to create a high- level of engagement around the social media platforms. The campaign was unveiled after a high engagement teaser phase on social media with five short teaser videos on YouTube and Facebook. Several conversations began about what Bob is possibly up to, a hash tag #Shoppingkanayaaddress was also promoted on Twitter.The hash tag was also around the new advertisement where all the people who had seen the viral advertisement went on to see the complete advertisement. DSMM Flipkart Page 14 of 25 6 . R ESULTS A . A DVERTISEMENTS GOES V IRAL ? The campaign was unveiled after a high engagement teaser phase on social media with five short teaser videos on YouTube and Facebook. ? Several conversations began about quality of Flipkart #Shoppingkanayaaddress was also promoted on Twitter. service, a hash tag The hash tag was also around the new advertisement where all the people who had seen the viral ad went on to see the complete advertisement. 7 . D IGITAL MEDIA ANALYS IS A . F ACEBOOK ANALYSIS The analysis is been done by using socialdon. com and simplymeasured. com. For analysis a virtual server is been used to fetch data from Facebook from 21st Feb 2013 to 21st March 2013. F AN DATA DSMM Flipkart Page 15 of 25 A DMIN INTERACTION RA TE A DMIN POST INTERACTI ON DSMM Flipkart Page 16 of 25 A DMIN P OST TYPE A DMIN POST DSMM Flipkart Page 17 of 25 C HANGE IN FAN F AN CHANGE PER WEEKD AYS

Of Mice and Men Chapter 2 Analysis Essay

The purpose of my essay is to look at how Slim is presented as a threat to George and Lennie later on in the novel Of Mice and Men. The first time that we meet Slim in the novel is on page 34. Steinbeck goes into a very detailed description of him, describing him in a beautiful manner, and then the first thing that we hear from Slim is â€Å"Brighter’n a bitch outside†. All throughout the novel, George has been telling Lennie not to trust anyone, don’t talk to anybody, you can’t trust them. Yet when George first meets Slim, there very first conversation is a philosophical one. They talk about traveling, and more specifically traveling together. George says it’s nicer to travel with a friend, which could foreshadow a vulnerability on his part. George is already trusting Slim too much, he has only just met him, he shouldn’t be so trusting of Slim. Even though Slim seems to be a gentle and kind person, George has just met him and should not be so trusting. George is beginning to contradict himself and what he told Lennie, not only by being so trusting of Slim, but he told Slim that he was his friend. Yet he told the boss that Lennie was his friend. This essay has looked at how Slim can possibly present a threat to George and Lennie in the novel.

Janes experience in Lowood School is representative of life in Victorian England Essays

Janes experience in Lowood School is representative of life in Victorian England Essays Janes experience in Lowood School is representative of life in Victorian England Paper Janes experience in Lowood School is representative of life in Victorian England Paper Essay Topic: Charlotte Temple Literature Jane Eyre is a novel by Charlotte Bronte, set in the Victorian Era. It was during this time that the industrial revolution, in Great Britain, began. The Victorian period was the beginning of a severe system of labour. During this time power and money overran society. It was a phase of family unity, and principles. The Victorian age was dirty and unhygienic. The poor were disadvantaged and the rich had power. This was obvious and common in every aspect of life in the Victorian cities. The conditions were unsanitary and the life expectancy was very low compared to todays standards. Disease was everywhere and everyone was vulnerable to it especially the poor. The writers in those days, like Charlotte Bronte and Charles Dickens, were interested in showing people the injustices of the nation during this time, especially towards children. Children were neglected and uncared for. Most were treated this way; those who werent were rich. Some children got no education at all and had to work in a factory to stay alive. Ironically this factory work would most likely be the cause of their death. Others went to workhouses were they got accommodation or food, but they to had to work. Those who were orphans were most unlucky. They had no place in society, they were poor but they had no class, they were more like animals, who could be farmed and used for others prosperity and benefit. Jane Eyre is an orphan she lives at her uncles estate, Gateshead. Her uncle however is dead and she lives with his wife, Mrs Reed. Even the name Gateshead suggests that she is trapped, it is uninviting. Jane is not considered a member of the family; her position is less than a maid. The reason for this is because she is poor and an orphan. She is a charity case. John Reed, heir to the estate and Gateshead, calls her a dependant. Jane lives in a male dominated environment, another social injustice in the Victorian society. Jane is courageous, through all of her abuse she always manages to stick up for herself. Jane longs for peace and freedom to be her own person. Jane is bright and imaginative. She knows that she is being mistreated, she refuses to accept this however and it lands her in trouble on many occasions, like when she is put in the Red Room. The Red Room is the room in which Mr Reed, Janes uncle, died. It is symbolic of terror, and her imagination suffers because of this history. Jane feels frightened in the room and wants to escape, she wants to get out of the room, and out of the house. Bronte makes us aware of Janes circumstances too. We feel sorry for Jane and her situation. Jane is misfortunate; her ill treatment is not really her own fault. After she faints she wakes up in the nursery, Mr Lloyd is there. He is the apothecary. He shows sympathy and affection. Jane feels relief protection and security. It is ironic that she should feel protected and safe with a total stranger. Kindness only came from a stranger someone who is not a part of Gateshead. Jane is very honest; this is evident when she speaks of poverty. She associates poverty with the workhouses and the dispossessed. Her views are those of a child. Jane likes the idea of a school and sees it as a chance to escape Gateshead. Soon after we learn that Bessie pities Jane, Abbot disagrees and says she is not so be pitied because she has no physical attractiveness. Jane is considered troublesome, wicked and iniquitous. As Christmas approaches, Jane is further abandoned. She is left alone in the nursery with her doll whilst all the festivities go on in the floors below her. This image produces compassion on our behalf. Christmas is a time of family unity and togetherness. Yet, Jane is left alone, without family, without love. When Jane is first introduced to Mr. Brocklehurst, Bronte uses phallic symbolism to describe him. She calls him a black pillar, standing erect. This is to create a sense of male supremacy. Mr Brocklehurst is head of Lowood Institution. The very name of the school Institution is daunting. It is not Lowood Academy or Lowood School for Girls it is an institution. This make me think of a prison or hospital, when in fact it is a place of learning and also youth. It is a harsh school, the girls femininity is kept to a minimum, because it is seen as shameful to be a feminine. Jane is to be sent there. Mr Brocklehurst has a grim face and is illustrated as a grotesque figure. He is like a figure from a nightmare or a villain from a fairytale. He has bushy brows, a great nose and prominent teeth. This makes me think of Little Red Riding Hood, with Mr Brocklehurst as the wolf. He is emotionless; his face is like a mask. Mr. Brocklehurst is later uncovered as a hypocrite; he dresses the pupils plainly, and cuts off their hair so as to conceal there womanhood. But when his children visit the school they have an abundance of curls, jewellery and wear luxurious clothing. Mrs Reed Calls Jane an artful, noxious child. She wants Jane to be kept humble, that she will always remember to keep her poor station in life, that she will always feel inferior. Jane already feels inferior, but she overcomes this and demonstrates courage when Mr Brocklehurst confronts her. He tries to use Christianity and its teaching methods for his own benefit. Really it is he who needs revision of the good will in the Christian Bible. He uses Christianity to humiliate the girls at his school. Jane defends herself, she feels misrepresented by Mrs Reed, and misinterpreted by Mr. Brocklehurst. She becomes very passionate you think I have no feelings, and that I can do without one bit of love or kindness: but I cannot live so. We sympathise with Jane, when her feelings are unleashed. Before Jane leaves for Lowood, Bessie confronts her telling her that she has been unjustly treated in the company of the Reeds. She also tells Jane that she is fonder of her than any of the others. Because of this honesty Jane is lapsed with peace and harmony. Mr Brocklehurst visit is not unlike the visit of Mr Bumble in Oliver Twist. Mr Brocklehurst is like Mr Bumble. He is the parish beadle, and a man of authority, however he considers himself to be a higher influence than he really is. He is a fat man and is ill tempered. He has no patience; he bangs his cane off the ground. In the rare event that he does respond to Mrs. Mann it is often with bitterness. When Mr. Bumble visits the home of Oliver Twist it is not a social call. He wishes to take Oliver to the workhouse. Like Jane Olivers youth has been lived for him, neither of them had a joyful youth, and they never got the chance to make their own decisions. This is an example of injustice in Victorian society, orphan children had no say in their own lives, and they had little or no opportunities to make a better life for themselves. Like Mrs. Reed Mrs. Mann appears to be a welcoming woman, kind and humane. But we know that she is not loving or considerate, and that she neglects the children to the point of death. Both Mrs. Reed and Mrs Mann blame their inhabitants for all wrong doings. Mrs Reed criticises Jane incessantly, Jane is a scapegoat. Oliver is neglected; Mrs Mann uses the money received to take care of the boys in the orphanage to her own advantage. Dickens uses caricature, and also irony, to exaggerate his characters by emphasizing certain personal qualities to produce a ridiculous effect. Dickens uses caricature not just to overstate what is on the surface, but also to resemble what was in the very inside of British civilization during this time. This effect is a way to remind us of how exceptional each person is. For example Mrs. Mann is a highly ironic character. Mr. Bumble commends her on how humane she is truthfully she is wicked. Mr. Bumble is also ironic, she acts like he is of extravagant importance, but he is just a minor, a messenger. Mr. Bumbles size suggests his ego. To bumble is to move awkwardly. Bumble suggests to me a lack of skill, this creates an image of a blundering fool. He gets frustrated when he cant open the gate, and then proceeds to place the blame on Mrs. Mann. The very name Mrs. Mann is paradoxical; she is hardly womanly at all. She is not maternal, nor motherly towards the children. She locks them in the basement and doesnt feed or clothe them properly. She is only interested in one thing and one thing only, herself. There arent any truthfully kind words of tenderness from this benevolent protectress. She is a figure of disgust, a despicable woman, resembling the low, degrading decadents of the social order at this time. By using caricature, irony, and humour in his stories we are entertained, but underneath this is the demoralizing truth of social inequality at this time. Lowood and the Workhouse are also alike. They are strict and enforce firm rules. They punish and humiliate the boys and girls for simple unnecessary reasons, and order them around like and army. The schools are run down pupils receive very little food or medical attention. They are unhygienic and disease spreads rapidly around the vulnerable children. Administers in both places have enough money to ensure that the places are not dilapidated and unhygienic but instead they immorally use the money for their own prosperity. One of Emily Brontes most dominant image patterns is the use of the traditional elements earth, fire, water, and air. Atmosphere plays a significant role in the novel. The pun of the name Eyre is suggestive of passion. Jane like the air is a wanderer, she is spiritual. Use of pathetic fallacy reflects Janes mood. During Janes journey to the Institution the weather is wet, windy, and has a hostile element. This emphasises Janes isolation. The symbolic landscape and foreboding weather, during her journey, sets the mood. On the day she leaves Gateshead it is a raw and chill morning. The weather does not predict a bright future for Jane. As the carriage nears the School they descended a valley, dark with wood. Lowood is concealed, by darkness. As Jane enters she calls it a cold, dimly lit school. When things are pessimistic for Jane, the weather and landscape is usually in the same style, dull and gloomy, like Janes journey to Lowood. When things appear hopeful the weather does to. For example the coming of spring in Lowood, her adjustment to the school and the promise of hope and renewal is reflected in the season. It is described as a metaphor for the awakening of the young girls life and maturity, And now vegetation matured with vigor; Lowood shook loose its tresses; it became all green and flowery. Bronte highlights the appalling conditions the girls have to endure. Even the food is insufficient and bland, a nauseous mess. The school sounds like misery, even the garden is depressing, and instead of being bright and beautiful it is dismal and uninviting. The uniform is unappealing; it encloses their bodies, so as not to reveal their femininity. The place is cold, empty, and lifeless, as though no one is even there. The girls are lifeless too. They are just bodies, there is no life inside them; none that we can see anyhow. The life is drained out of them, like in Hard Times the life and imagination is grinded out of the pupils. It seems like there is nothing to look forward at the school what so ever. When we are introduced to Mr Brocklehurst again, we realise that Jane is not the only one to despise him; everyone else in the school does too. Mr Brocklehurst wants to mortify in them the lust of the flesh, and to teach them to clothe themselves with shamefacedness and sobriety. Here he demonstrates hypocrisy, because the money he starves the student of is used to make his own girls more beautiful. They enter, splendidly attired in velvet, silk and furs. They can look as feminine as they want. The students are still and quiet, as Jane observes, the 80 girls sat motionless and erect. They are oppressed by the system. Their plain locks highlights the solemn nature of the girls, and furthermore that beauty is considered shameful. Mr Brocklehurst wants the girls to be without an identity, as in Hard Times the students are called by number, like an army. The students at both schools are plain and purposeful. They are not pretty or fancy. They are not to be accustomed to habits of luxury and indulgence, but to render hardy patient, self denying. In Lowood, the teacher Mrs Temple reminds me of Mr Lloyd. Mrs Temple represents all the good that is lost in the school. She is described as tall, fair and shapely: with a benignant light. She is a contrast to the murky and disheartening school. She shows kindness and caring to the pupils when she provides them with extra food when she sees the inadequate lunch served to them. It is in the garden that Jane meets Helen Burns. Helen is studious and a strong character. She victimised by the teachers. Unlike Jane, Helen doesnt stand up for herself; Helen takes the insults thrown at her by the teachers. She is never praised, nor shown pity. Helen is a victim of the system at Lowood. She accepts her punishments and humiliation with dignity, composed though grave she stood. Jane does not understand Helens stoic acceptance. Jane is passionate, and determined. Helen believes that she should not worry about the unkind attitude the teachers possess, she says, I live in calm looking to the end. Helens words have hidden implications; she is trying to tell Jane her life is drawing to and end. Jane and Helen are similar in many ways. Both are honest, and speak their minds. Yet they are also a contrast to each other as well. Where Jane is emotional and fervent, Helen can hold her feelings, she is rational. Where Jane longs to be adored and admired, Helen tells her you think too much of the love off human beings. Helen is wilful, she thinks logically. I believe Helen is an inspirational character, though she is very young she is incredibly mature. Helen is not a victim her quiet and dignified courage rises above the hardship of Lowood. She cannot be degraded. She is so much more than any of them. She is an example to Jane. Jane is fearful of Mr Brocklehurst. She awaits the day the day the Coming Man arrives. Bronte creates anticipation during this episode. As he enters Lowood the pupils and staff rose unmass, highlighting his dominant superiority. He is like the daunting figure we met before. He is the sole male figure in a female environment. He abuses his power and position. Jane dreads his presence. She is nervous at the very thought of him. She tries to hide her face, so he doesnt see her, but her plan fails and she drops her slate. She says, I was paralysed. Mr Brocklehurst intentionally humiliates Jane; she is mortified I knew it was all over now. Mr Brocklehurst calls her a careless girl. He calls her forward and orders her to stand on a tall stool. He directs harsh insults at her, servant to the Evil One and a little castaway and interloper and an alien. He demands that no one talks to Jane, to avoid her company, to exclude her. He calls her a sinner and lair. He tells those in the hall that he received the information off her benefactress, a pious and charitable lady. The information is false Mrs Reed is anything but a pious and charitable lady. When Helen smiles at her it gives her comfort, reassurance, and hope. Helen has the aspect of an angel. It is because of this gesture that Jane gains maturity. She becomes so much more understanding, following this. Mr Brocklehurst and Mr Gradgrind are alike. Both are idealistic, both believe in hard discipline. Mr Bumble is also very like Mr Brocklehust. He believes in Christian values and teachings. They are both hypocrites. Mr Brocklehurst tells the student that he believes in denying ones self, he says he does not want them to be accustomed to luxuries, and comforts, so they can become disciplined, and hard. However his daughters enter the scene in velvet, silk and furs. Mr Bumble does not care about the children or how Mrs Mann treats them. He is an egotistical man. He only cares about himself and his money, as does Mrs Mann. The authors I have studied, Charlotte Bronte and Charles Dickens document the unrighteousness of the Victorian period. In my opinion, people only cared about money. I believe this is the basis for cruelty in those days. People wanted money and would abuse every system to get money. It was an unjust time to live in, and especially to grow up in. Charles Dickens wants to inform the readers of the future all about the hard times that people endured. He wants to let them know all about the children like Oliver Twist, and their lives. Though it is fiction, it is a representation of reality. Dickens uses humour in his books to make them interesting and easily readable. He wants to shock the reader, and this would inform them all about the world he lived in. Hard Times is a moral Fable, it entertains but at the same time it educates us of the dangers and brutality in this society. Charlotte Bronte uses first person narrative, to get us closer with the character. She uses it to make us sympathise with Jane. Though not as informative as Dickens, it is very interesting. She draws us closer to the character of Jane, whereas Dickens wants to inform us about the society. Bronte wants to create a story, while Dickens also wishes to illustrate the ruthless reality of the time. The Victorian Era was a cruel time. The wool was pulled over peoples eyes. People gave false representations of themselves and others, like Mrs Reed and Mrs Mann. Children were the unluckiest of everyone children were victimised, neglected, and abused. Not necessarily the case for the rich but, mainly the poor, and especially orphans. As Jane says poverty looks grim to grown people: still more so to children.

Sample Recommendation Letter From Teacher

Sample Recommendation Letter From Teacher Recommendation letters are almost always required as part of the fellowship program or college application process. It is a good idea to get at least one recommendation from someone who is familiar with your academic performance. This person can speak about your desire to learn, your ability to pick things up quickly, your achievements, or anything else that shows you are serious about your education. This sample recommendation letter was written by a teacher for a fellowship applicant and shows how a recommendation letter should be formatted. A Sample Letter of Recommendation from a Teacher To Whom it May Concern,I am privileged to write in support of my dear friend and student, Dan Peel. Dan studied in my classroom and laboratory program for close to three years, during which time I witnessed his tremendous growth and development. This development came not only in the area of business achievement and leadership but in maturity and character as well.Dan entered Whitman at the young age of 16, a precocious high school graduate. At first, he had difficulty accepting his place as a young, less experienced lab member. But soon, he learned the valuable trait of humility and enjoyed the opportunity to learn from his older peers and his professors.Dan quickly learned to manage his time, work in group situations under strict deadlines, and to recognize the importance of a strong work ethic, persistence, and intellectual integrity. He has long since become the most valuable member of my student-lab team, and a role model for his newer classmates.I recommend Dan to your fellowshi p program with absolute confidence. He has made me proud, as his teacher and friend, and I am sure will continue to do so as he grows in your business program and beyond.Thank you for the opportunity of correspondence,Sincerely,Dr. Amy Beck,Professor, Whitman

An Experiment to Determine Values for Velocity and Momentum

An Experiment to Determine Values for Velocity and Momentum Abstract In this experiment we determined values for kinetic energy and momentum of a system both before and after elastic and inelastic collisions. Using the values for initial velocity and mass we then calculated values for the final velocities and compared that to our experimental values. Questions Answers In case of elastic collisions, what would happen if m1 is much, much larger than m2? Conversely, what would happen if m1 is much, much smaller than m2? If m1 is much larger than m2 the loss of momentum for m1 will be close to 0. For our experiment m1 will have a final velocity that is very close to it’s initial velocity (consistent with the maintained momentum). The final velocity of m2 will be greater than m1, as it experiences the force of m1. If m1 is much smaller than m2 it will maintain most of it’s momentum from impacting m2, but the velocity of m1 will change directions. The final velocity of m2 will be close to 0 as the force of m1 will not be great enough to overcome static friction. In your lab manual the equations 4.4 and 4.5 give the final velocities of the two objects in terms of the initial velocity and the masses. Now, are the final velocities you found in your trials consistent with these equations? For trial 1 of elastic collision, v0 = 0.3 m/s, and m1 = 250g and m2 = 250g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.3*((250-250)/(250+250)) v1 = 0 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.3*(250/500) v2 = 0.3 The experimental value for v1 and v2 of trial 1 were 0 and 0.29 respectively, these values are consistent with the calculated values shown above. For trial 2 of elastic collision, v0 = 0.36 m/s, and m1 = 500g and m2 = 250g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.36*((500-250)/(500+250)) v1 = 0.12 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.36*(500/750) v2 = 0.48 The experimental value for v1 and v2 of trial 1 were 0.11 and 0.46 respectively, these values are consistent with the calculated values shown above. For trial 3 of elastic collision, v0 = 0.29 m/s, and m1 = 250g and m2 = 500g, the formula for final velocity of m1, (v1) is calculated as: v1 = v0*((m1-m2)/(m1+m2)) v1 = 0.29*((250-500)/(250+500)) v1 = -0.10 v2 is calculated using the formula for v2: v2 = 2*v0*(m1/(m1+m2)) v2 = 2*0.29*(250/750) v2 = 0.19 The experimental value for v1 and v2 of trial 1 were -0.07 and 0.17 respectively, these values are consistent with the calculated values shown above. Using the velocities, make a TABLE for the momentum and kinetic energy of each PAScar before and after collision? Calculate the percent difference between TOTAL final and initial momenta and kinetic energy in each trial, and comment on the conservation of momentum and conservation of energy. Initial Final % difference Trial p Ke p Ke % difference p % difference Ke Elastic m1=m2 75 22.5 72.5 21.025 3.33% 6.56% Elastic m1m2 180 64.8 170 58.95 5.56% 9.03% Elastic m1m2 72.5 21.025 67.5 15.675 6.9% 25.4% Inelastic m1=m2 115 52.9 105 22.05 8.7% 58.3% For the elastic collision trials momentum and kinetic energy are mostly conserved, ideally they would be completely conserved, but our system is not isolated. Other forces are present which prevent us from obtaining perfect results. In the inelastic collision trial momentum is still conserved (mostly) even though kinetic energy is lost, this is because momentum is not converted as kinetic energy is. The impact of the cars in the inelastic trial converts over half of the kinetic energy into thermal energy. For the elastic collision trials we do not observe this loss except for in trial 3 where the force of the magnets is not strong enough to keep the vehicles from impacting. In the inelastic collision, why do you need to measure only one final velocity? Because the masses are joined together upon impact which quickly equalizes their velocities. As the joined masses travel along the track yielding a single final velocity. In the inelastic collision, why do you think the kinetic energy is not conserved? The energy is converted to another form of energy (thermal) during the collision. Specifically, it is because the two objects are impacting one another that the kinetic energy is converted and not conserved. What physical law(s) predicts the conservation of momentum? Explain briefly and clearly. This is predicted by Newton’s 3rd law which talks about action-reaction pairs. The sum of the forces in a closed system will be 0 as each force has a force that is directly counter to it. For momentum this holds true as well because momentum is essentially a product of force. In the case of inelastic collisions, what would happen if m1 is much, much larger than m2? Conversely, what would happen if m1 is much, much smaller than m2? The formula for the final velocity of an inelastic collision is as follows: v12 = v0*(m1/(m1+m2)) Looking at the formula you can see that as you increase m1 to much larger values, m2 becomes insignificant and m1/(m1+m2) begins to approach 1, this also means that it will approach the final velocity (v12). For our purposes this indicates that the final velocity will nearly equal the initial velocity. If m1 is much smaller than m2 then m1/(m1+m2) will begin to approach 0 as will the final velocity. Imagine the PAScars m1 and m2 are both on the track, at rest, and with their bumpers touching each other. The mass m1 = 2 m2. A firecracker is placed between the bumpers and explodes, sending the PAScars in opposite directions. What was the initial momentum of the system (before the explosion)? What can you say about the final momentum of the system? The initial momentum is 0 as we know that p=mv, and the velocity of cars and firecracker was 0. The final momentum of the system will also be 0 if we were to sum each vector of momentum in the system. Conclusion The calculated values for final velocity and momentum had very low percentage error when compared to theoretical values. This is sufficient enough to illustrate the concepts of the lab. Our system for collisions was imperfect in that is was not a closed system and was therefore susceptible to outside forces.