Real Monsters Tackling The Beast Of Censorship - 1680 Words

REAL MONSTERS: Tackling the Beast of Censorship As a seven year old I stumbled across a trailer for a new horror movie. I can’t remember the title, and I can’t remember the story, but to this day when it’s late at night and the house is silent I can sometimes hear the click click click of the creature’s long nails on my window. The things you see as a child can stay with you, as the monster did with me, so it’s no surprise that there is a such controversy over the topic of censorship in the media. Ultimately this issue can be boiled down to it being the parent’s responsibility to censor the graphic media their children have access to and not the responsibility of the content creators or a different force such as the MPAA, after all, a†¦show more content†¦Essentially the MPAA is a force separate from the government that was put in place to regulate what sort of material can be shown in films, without relinquishing this responsibility to a governmental force. The MPAA, however, has become something of a problem in its own right. The actual film rating system of the MPAA did not come around until 1968 as a resource from which moviegoers, and primarily parents, could make informed decision on what films were suitable for their children to watch. According to the official website of the MPAA these ratings are the result of a â€Å"board of parents who consider factors such as violence, sex, language and drug use and then assign a rating they believe the majority of American parents would give a movie† (MPAA). As a result of this system, film ratings revolve mainly around children, who many feel are too impressionable to be exposed to such graphic content. When submitted to the Motion Picture Association Ratings Board films can expect to be fall under one of four potential ratings. General Audiences, or G rated films, are films that are deemed suitable for all audience members, regardless of age. Many G rated films are, in an unsurprising turn, animated films or those aimed primarily at a young audience. The next step up from this rating is a PG (Parental Guidance) rating. Films that fall into this rating are generally suited for all

Essay on Creative Writing 25 Days - 551 Words

The Cybermen shoved the Warrior into his capsule. The Cyberleader moved to stand in front of all the Doctors. There are only eight more Doctors to catch before we can start upgrading. What do you plan to do with all of us? the Warrior asked. We plan to upgrade you, your brains will give the Cybermen infinite knowledge. How will you stop us from regenerating? Twelve questioned. We have discovered a way to prevent the regeneration process. the Cyberleader explained. Impossible! Nine shouted. With a billion billion Cyber minds its not. Ten sighed. The Doctor is correct. the Cyberleader responded. Which one? Nine and Ten asked simultaneously. The one with the glasses. The Cyberleader answered†¦show more content†¦Twelve laughed sarcastically, â€Å"What do you think this is? We are all here at the different moments in time at the exact same time.† â€Å"That’s confusing.† Rose shouted, frustrated. She had no clue what was going on, her memories since she had got to the lair had been wiped. The Doctor sighed, he had to get this explanation into Ten and Rose’s head at some point, â€Å"People assume that time is a strict progression of cause to effect, but actually from a non-linear, non-subjective viewpoint - its more like a big ball of wibbly wobbly... time-y wimey... stuff.† â€Å"Are you capable of speaking without flapping your hands about?† Twelve asked annoyed. â€Å"Yes,† the Doctor began as he pointed at Twelve. Twelve raised his eyebrows. â€Å"No.† the Doctor amended. â€Å"Basically,† the Ten stated to Rose, â€Å"we are here because we were drawn here by our physic papers that told us that someone needed help.† â€Å"Like the Dalek,† Nine interrupted. Ten scowled at Nine. â€Å"So we all came here, and if we don’t get out of the room soon then there will be massive consequences.† â€Å"Why?† Rose asked. â€Å"It’s a paradox.† All the Doctors answered together. â€Å"Remember when we went to see your Dad and you stopped him from dying?† Nine said. 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Marketing Management Economics - Business - and Accountancy

Question: Discuss about the Marketing Management for Economics, Business, and Accountancy. Answer: Introduction An origination establishes with the aim of providing services to the community and fulfills their requirements. Arli et al. (2013) depicts that retail industry is one of the most leading industries that intends to provide goods and services for meeting the daily requirement of the common people and attain profitability. In this business report, the company that is taken into consideration is Woolworths and one of its services is the delivery of the ordered products to the customer's home. Woolworths is a grocery supermarket chain in Australia also known as Woolworths Limited. Their annual revenue was $55,047 million in the year 2015 excluding the petrol services and $53,708 million in the previous year and has 139 and 137 dividends per share in both of the years respectively (Woolworths Online 2016). The concerned origination handles 28 million customers currently and intends to increase the number by providing the best services while retaining the existing customers (Woolworths Onli ne 2016). This business report emphasizes on the current marketing situation along with the market segments, product, competition, and distribution. In addition to that, the market analysis is done using the SWOT analysis, which is followed by the objectives with goals set by the concerned organization to define the sales volume, market share and profit. Furthermore, the business report focuses on the Marketing strategies adopted by Woolworths that comprises of the detailed analysis of Product, Place, Price, Promotion, which is correlated with their marketing strategies and analysis. The communication objectives, communication channels and communication mix will also be discussed to define the promotional aspect of their free home delivery services. Current marketing situation of Woolworths Armstrong et al. (2014) depicts that the primary objective of Woolworth is to improve aspects of the shopping experience of people by providing quality products at an affordable cost. Kotler et al. (2013) demonstrates that this organization places the customer at the startand before taking any marketing strategies to implement. They are also successful in inaugurating 20 supermarkets and 13 liquor stores in the year 2013 (Woolworths Online 2016). There are three strategies on which the Woolworth is focused on: Improving the core offer so that customer prefers Woolworths more than other brands Introducing innovations to meet customers needs Creating further customervalue for better productivity and profitability Market segments The service Woolworth provides to their customers helps them to attain millions of profit every year and this revenue is gained with the contribution made by 190,000-plus employees in Australia (Woolworths Online 2016). They also provide some options in their product categories in order to fulfill the daily requirement of the community. These products are- Fresh and organic fruits and vegetables, fresh salads and herbs, bakery products, meat items, dairy products, spreads and breakfast items, drinks, freezers and much more in the countries of New Zealand and Australia (Nairn and Berthon 2015). The market segmentation can be further classified into three more categories- Geographical market segmentation, Demographical market segmentation and Psychographic market segmentation. Psychographic market segmentation Cross et al. (2015) states that being the grocery supermarket chain in Australia, Woolworth primarily sells their products and offer their services in Australian cities such as in Sidney, Melbourne, Kakaduas for targeting the customers. They intend to offer a broad range of products to target all their customers like food materials, clothing and even electronics goods. However, the services of free home delivery can be applicable for all kind of products and hence can be initialized in every place Woolworth intends to open their stores (Silan et al. 2014). Woolworth has expanded their geographical boundary in suburban areas so that the people can visit their stores often and the free home delivery services can be provided to their house, which will be easy to reach from a centric location. Demographical market segmentation Sharma and Lambert (2013) depicts that demographic segmentation emphasizes on the offering of products and services based on their income level and their standard of living. The services considered in this free home delivery services which are provided to everyone irrespective of their income status. However, Mitchell and Boustani (2015) criticizes that according to their existing services this free home services can be obtained only on Wednesday if the purchase is higher than $150, which is too demanding to be fulfilled. Loveridge and Mok (2012) on the other hand, affirm that the low-income group can never take the facility of these services as they cannot purchase items worth $150. Psychographic market segmentation Weinstein (2015) also describes that psychographic market segmentation divides the marketinto segments relying on the personality traits, values, attitudes, interests and lifestyles of consumers. Woolworth focuses on the brand value strategy and provides their services to their loyal customers. However, Gunter and Furnham (2014) mentions that highly qualified people, who have a strong economic background can avail products worth of $150 for getting the free home delivery services but the concerned organization can take initiative for applying this services for the entire week so that the high-income group can get the service every time they shop with Woolworths. Product In terms of products, Woolworth has their key products in every field and targets every small need of the communities. These products are health drink and food, meats, seafood, eggs, bakery, meat, fashion apparels and electronic gadgets (Woolworths Online 2016). They have many varieties of products under one category like in Diary and fridge products they have full Cream milk, skimmed milk, Flavored milk, Natural and flavored yogurt, cream and sour crme and others (Woolworths Online 2016). The product manager should know that the delivery service varies with the kind of products they have purchased. For instance, Arli et al. (2013) portrays that the dairy products have to be delivered on the same day otherwise; the customers have to compromise with the quality, which may affect their brand reputation. Competition Coles Group, ALDI are some completive brand for Woolworth and regarding home delivery services they provide free home delivery to everyone irrespective of their purchase. Keith (2012) illustrates that Coles Group provides delivery services depending on location, time of day and length of delivery and provide everyday free home delivery on purchase of $100. They also introduce Flexi free delivery services in order to attract more customers. On the other hand, OLeary (2014, June) states that ALDI presently has no delivery services and hence Woolworth's major competitor is Coles Group rather than ALDI. Distribution Woolworths delivers the products ordered by their customers through the best distribution strategy. Bilgin (2015) depicts that the distribution department first sorts out the orders by their location and then distribute the products and carriages in the destined places. Through their home delivery services, they make sure that the food is not damaged by excessive heat or cold and the quality of the products have to be maintained. Luqmani et al. (2015) also portrays that they have different carriages van depending on the materials that is carried by the distributor. Moreover, Woolworths have to provide this service to their online customers every time they place an order. Market analysis In order to analyze the attractiveness and the dynamics of a business market analysis is done. The strength, weakness, opportunity and threats are analyzed regarding the entire business or a particular product. In this session, the SWOT analysis of the Woolworth's home delivery service will be analyzed. SWOT analysis SWOT Factors Analysis of the factor Strength The premium customers can utilize this additional facility in a week for better experience. Free home delivery services help to gain customer loyalty. Weakness The products value is affordable for every individual however to get the offer of free home delivery; some cannot afford the purchase of $150 In conventional shopping approach, people cannot order items and home delivery services 24X7. The delivery services are only available on Wednesday and individual to have to wait for the entire week to get this facility This results in the reduction of love income group for attaining this facility Opportunity The delivery service can be applied throughout the whole week. This facility can be introduced in the lower range also so that everyone can use the services. The secured delivery system can be introduced for delivering the products for the online users. Threat The tremendous competitor of Woolworths is Coles Group and its distribution marketing strategy like, free delivery on $100 above purchase which is available every day; guaranteed free delivery on purchase with Coles MasterCard, delay messages (Bull et al. 2016). Rising cost of raw material will impact profit margins overall and may affect the increase in price for free home delivery The maintenance cost of delivery vans is also increasing. Table 1: SWOT analysis of delivery system of Woolworth (Source: Bull et al. 2016) Objectives for setting a goal for sales volume Woolworth deals with their customers enhance their business approach by following four different strategies- extending leadership in business, to maximize shareholder value, building new growth businesses and innovate for enabling sustainable business for a new era of growth (Woolworths Online 2016). Ellram et al. (2013) depicts that retailing never stands still and in accordance with the delivery system, Woolworth can make appropriate changes in delivery service for attracting maximum strategies. Goebel et al. (2012) illustrates that numerous parcels each day failed to arrive on time due to some problem like natural calamities or other problems like flat tires and traffic jams. Thus, with an effective leadership strategy, Woolworths can implement informative, proactive communication and clear, accurate tracking of the products so that customer can predetermine their products and plan their work accordingly (Subramanian et al. 2014). Moreover, good levels of communication during the distribution of problems, renewing of inventories for delivering products whenever customer orders will depict the stakeholder value of Woolworth. Fernie and Sparks (2014) mentions that implementation of modern technology is necessary for enhancing the existing business procedure. Woolworth has to improve their delivery system for better customer retention and to facilitates their online services as all the delivery of products are home deliveries in this case. Guaranteed one-day delivery, customized delivery date according to the convenience of the customer, can enable long lasting business for Woolworths and also helps in financial growth. Marketing strategies in relation to the market analysis, objectives and goals Shani and Chalasani (2013) illustrates that the importance of marketing strategy relies on the achieving a sustainable competitive advantage for increasing sales. This section deals with the marketing strategies of Woolworth, which supports the market analysis, objectives and goals of the company to enhance their delivery/distribution services. This section also illustrates the marketing mix in order to promote the product and services, which plays a crucial for gaining the reputation of the entire business process. Marketing Mix Strategies Analysis of the strategies Product The delivery service of Woolworth covers all the products they manufacture. The products are pocket-friendly and target all income groups. However, the delivery services vary on the product type like freezer van have to be used in order to deliver eggs or daily products and extra care have to be take in case of brittle materials. Place The delivery system varies depending on location and time of day. Woolworth has inaugurated 3000 stores combined in Australia and New Zealand (Woolworths Online 2016). Moreover, they have targeted the crowded areas so that the locals can visit the stores while on their way and the distribution team faces ease in delivering the products. Price Woolworth maintains low cost strategy for medium cost consumers. However, their delivery services are costly for these customers and even the premium customer who can afford this facility only once in a week. The price of the delivery system also ranges in the price value of between $4 and $14 if not purchased items worth of $150 (Woolworths Online 2016). Promotion The promotional strategy of Woolworth relies on the practical approaches that attract customers. Woolworths provide free delivery on the first acquisition of orders so that they can use their services next time. The communication objectives- In accordance with the delivery services for the ordered products which comprises of the new innovative facility in the delivery of products that is to introduce a contest where the winner will bet the free home delivery of their products for the day (Mazar et al. 2016). Moreover, providing additional information about the delivery services through online media or by offering them the policy that if the delivery of the product is late, the cost of the delivery will be reimbursed or not taken from the customer. Communication channels- Verhoef et al. (2015) illustrates that communication channel is the way to which the new facilities will be provide to users. Face-to-face communication, broadcast media, electronic gadgets and pamphlets are some of the distribution channels that are used by Woolworth (Rosenbloom 2012). New promotional news related to delivery can be provided through e-mails, text messages or banners and pamphlets so that the users can get aware of the facilities. Communication mix- Product research and development, merchandising and distribution processes and the pricing strategy defines the communication mix that helps the concerned organization to attain maximum profitability (Verhoef et al. 2015). Publishing attractive advertisements in newspapers and hoardings and providing a discount on the delivery amount will be beneficial for the organization for providing delivery services to the customers (Melis et al. 2015). Woolworth uses the mass media to provide knowledge about their delivery facility. Table 2: Market analysis of Woolworths home delivery services (Source: Rosenbloom 2012) Conclusion This business report is about the analysis of an existing or hypothetical goods or services of an organization and then provides the overall conclusion of their influence. Woolworth is the organization that is selected for this assignment and the services that are selected is the home delivery of the goods that customers purchased. According to the existing system, Woolworth gives the facility of delivery of the products by receiving some worth that ranges from $4-$14 and provides free home delivery to that customer, who purchased well above $150. It is concluded from the entire discussion that this existing facility is a huge threat for the organization as it will only targets the premium user or the high-income families as they can purchase goods of that cost. In addition to that, the current marketing strategy of Woolworth is depicted along with its market segments, product and competition and distribution channels. Through the SWOT analysis it is found that gaining trust and bett er engagement of the premium customers and online customers will be enhanced; however, the high cost of getting free home delivery will disappoints some low income group customers. The opportunity relies on the step taken for diminishing the cost of the limit after which the concerned facility will be offered and introducing the delivery service throughout the entire week. Lastly, the threat is that the competitors like Coles Group who provides the same services at low costs. The marketing strategies of 4P were also illustrated for obtaining the knowledge of the communication objectives, communication channels and the communication mix. Reference List Arli, V., Dylke, S., Burgess, R., Campus, R. and Soldo, E., 2013. Woolworths Australia and Walmart US: Best practices in supply chain collaboration. Journal of Economics, Business, and Accountancy| Ventura,16(1), pp.27-46. Armstrong, G., Adam, S., Denize, S. and Kotler, P., 2014. Principles of marketing. Pearson Australia. Bilgin, Z., 2015. Utilization of Distribution Channels for Market Entry: The Case of Turkish Textiles and Apparel in Germany. In Proceedings of the 1993 World Marketing Congress (pp. 504-509). Springer International Publishing. Bull, J.W., Jobstvogt, N., Bhnke-Henrichs, A., Mascarenhas, A., Sitas, N., Baulcomb, C., Lambini, C.K., Rawlins, M., Baral, H., Zhringer, J. and Carter-Silk, E., 2016. Strengths, weaknesses, opportunities and threats: A SWOT analysis of the ecosystem services framework. Ecosystem Services,17, pp.99-111. Cross, J.C., Belich, T.J. and Rudelius, W., 2015. How marketing managers use market segmentation: an exploratory study. In Proceedings of the 1990 Academy of Marketing Science (AMS) Annual Conference (pp. 531-536). Springer International Publishing. Ellram, L.M., La Londe, B.J. and Weber, M.M., 2013. Retail logistics.International Journal of Physical Distribution Logistics Management. Fernie, J. and Sparks, L., 2014. Logistics and retail management: emerging issues and new challenges in the retail supply chain. Kogan Page Publishers. Goebel, P., Moeller, S. and Pibernik, R., 2012. Paying for convenience: Attractiveness and revenue potential of time-based delivery services.International Journal of Physical Distribution Logistics Management, 42(6), pp.584-606. Gunter, B. and Furnham, A., 2014. Consumer Profiles (RLE Consumer Behaviour): An Introduction to Psychographics (Vol. 5). Routledge. Keith, S., 2012. Coles, Woolworths and the local. Locale: The Australasian-Pacific Journal of Regional Food Studies, 2, pp.47-81. Kotler, P, Keller, KL, Ang, SH, Leong, SM and Tan, CT., 2013. Marketing management: an Asian perspective, 6th edn, Pearson Education South Asia Pte Ltd, Singapore. Loveridge, R. and Mok, A.L., 2012. Theories of labour market segmentation: a critique. Springer Science Business Media. Luqmani, M., Quraeshi, Z.A. and Gambino, F., 2015. The Role of International Retailing in Marketing and Economic Development. InProceedings of the 1993 World Marketing Congress (pp. 492-497). Springer International Publishing. Mazar, N., Shampanier, K. and Ariely, D., 2016. When Retailing and Las Vegas Meet: Probabilistic Free Price Promotions. Management Science. Melis, K., Campo, K., Breugelmans, E. and Lamey, L., 2015. The impact of the multi-channel retail mix on online store choice: Does online experience matter?. Journal of Retailing, 91(2), pp.272-288. Mitchell, V.W. and Boustani, P., 2015. The Effects of Demographic Variables on Measuring Perceived Risk. In Proceedings of the 1993 Academy of Marketing Science (AMS) Annual Conference (pp. 663-669). Springer International Publishing. Nairn, A. and Berthon, P., 2015. Market segments: Revealed or constructed?. In New Meanings for Marketing in a New Millennium (pp. 35-35). Springer International Publishing. OLeary, D.E., 2014, June. Analysis of Data from a Corporate Prediction Market. In Joint International Conference on Group Decision and Negotiation(pp. 229-236). Springer International Publishing. Rosenbloom, B., 2012. Marketing channels. Cengage Learning. Shani, D. and Chalasani, S., 2013. Exploiting niches using relationship marketing. Journal of Services Marketing. Sharma, A. and Lambert, D.M., 2013. Segmentation of markets based on customer service. International Journal of Physical Distribution Logistics Management. Silan, V., Kant, S., Archana, S., Misra, P. and Rizwan, S.A., 2014. Determinants of underutilisation of free delivery services in an area with high institutional delivery rate: A qualitative study. North American journal of medical sciences, 6(7), p.315. Subramanian, N., Gunasekaran, A., Yu, J., Cheng, J. and Ning, K., 2014. Customer satisfaction and competitiveness in the Chinese E-retailing: Structural equation modeling (SEM) approach to identify the role of quality factors. Expert Systems with Applications, 41(1), pp.69-80. Verhoef, P.C., Kannan, P.K. and Inman, J.J., 2015. From multi-channel retailing to omni-channel retailing: introduction to the special issue on multi-channel retailing. Journal of Retailing, 91(2), pp.174-181. Weinstein, A., 2015. Using Psychographics to Segment B2B Technology Markets: An Exploratory Study. In The Sustainable Global Marketplace (pp. 491-493). Springer International Publishing. Woolworths Online. (2016). Woolworths Supermarket - Buy Groceries Online. [online] Available at: https://www.woolworths.com.au/ [Accessed 16 Aug. 2016].

School Ties - The Code Of Honor Essays - Codes Of Conduct

School Ties - The Code Of Honor The Code of Honor Honesty, respect, accountability, these are all words the honor code stands by, it's a foundation on which academic integrity abides, and a line drawn between what's right and wrong. The honor code in the movie School Ties meant more than just a signature one signed, it was a living entity, a guideline the school swore by, and those that broke the code met with the consequences. ?It is the students responsibility, not the teachers, to uphold St. Matthews honor code,? said the headmaster as he addressed the students gathered in the chapel for mass at St. Matthews. The headmaster understood the relevance of the code, and that the power was vested in the students to make it work for the entire student body. Another example of the honor code was when the history teacher addressed the class by asking the students to discuss among themselves who cheated on the recent test. He went on to strongly urged the class that overlooking the incident would be robbing them of the honor code. At the end of the movie the main character, David Green, takes the fall for Charles Dillon, the student who cheated. However, the headmaster finds out the truth from the prefect, Rip, and Dillon is expelled from school. As David leaves the headmasters office, the teacher reminds him, ?The honor code is a living thing, it can't live in a vacuum.? St. Matthew's knew how to fill the vacuum, but it was the students that lived it. A life not set by rules or regulations, but an internal drumbeat, marching to the beat of its own, honesty. I have sincere doubts about the usefulness and the meaningfulness of the honor code, because addressing cheating requires more than just the honor code alone. Cheating is a problem in part because of the enormous pressure put on students by a school's high-strung atmosphere to achieve. I think students feel that in order to survive, they must take advantage of the gray areas of being honest, often stretching the limits as to cheating and using someone else's work. Therefore, any honor code implemented in such an environment will result in students changing cheating techniques to work around the code. I feel the best way to deal with this problem is to make students fully aware that cheating is unprofitable and nothing good come of it. Ultimately, the honor code works because it is fully enforced by the students themselves. As Mencken once said, For every complex problem there is a simple solution -- and it is wrong. Solving the issue of dishonesty requires far more than just an honor code alone.

Tsunami essays

Tsunami essays In the early hours of Boxing Day (0058 GMT) an earthquake six miles deep and measuring 9.8 on the richer scale (the largest for forty years) occurred under the Indian Ocean. This caused a huge Tsunami which The earthquake occurred when the Eurasian plate (continental crust) moved against the Australian plate (oceanic crust) (compacting it) on the destructive plate boundary. The Tsunami was travelling 500 mph over water and when it reached land it slowed but increased in height making it more dangerous still. In some places the Tsunami reached as far as one km inland. The tsunami destroyed countryside, housing, hotels and infrastructure but the highest costing was the loss of lies. Over 150 00 are dead and hundreds of thousands are still missing. The secondary effects are no less devastating. Water born diseases such as cholera, dysentery and malaria are spreading fast and there is a lack of clean water as wells are contaminated, there is also a lack in food getting to the survivors causing famine and in the abandoned houses criminals are looting the areas. Another grim effect of the tsunami is the abduction of children by criminal gangs to be used as slaves, sold for adoption or even, used for sex. The tsunami caused so much destruction as the countries hit had absolutely no tsunami warning system, the only sign they had was the sudden retreat of the water although people believed were told (whoever you believe) that they were quite safe and this was totally normal. They were totally unprepared for such n occurrence so had no evacuation system or emergency rations. The death toll could have been reduced if the earthquake had not occurred during the festive season, as inevitably there was a great The UK generated 60 million in one week although did not respond ...

What You Need to Know about an Advanced Higher English Dissertation

What You Need to Know about an Advanced Higher English Dissertation What You Need to Know about an Advanced Higher English Dissertation If you want to show off a bit in front of your professors while you are writing an Advanced Higher English dissertation, it is important to follow the right steps. Remember that the Advanced Higher English is a course for learners who want to improve their understanding and their ability to use more sophisticated language by taking part in higher level writing skills training. Such a course provides personalized academic assistance, challenging students to improve their reading and writing, as well as comparative insights. If you want to know how to write your Advanced Higher English dissertation, you need to understand some core facts: It Is a New Experience for You Up until this point, work as a graduate student is often an extension of an earlier life in school. Most people are good at school which is why they continue onward with more of it. They enjoy self-confidence and success that accompanies school. Many students enjoy the labs, reading, papers, and tests, and find that with a bit of studying similar to what they did in undergrad, they can pass. But the one thing that is vastly different from all other work you may have completed as an undergrad is this final project. This is something new, this is something unlike anything you have experienced in the past and it is something that helps to mark the transition you are making from the role of â€Å"student† to the role of â€Å"scholar†. It is a Very Independent Task This kind of writing is much the same as writing a book; you do most of it on your own, and you are self-directed. This is something that often takes students by surprise. Even those who are not accustomed to being held by the hand and certainly don’t expect it are still a bit shocked by how much they are on their own, working completely independently of everyone else around them. Even if you know someone working on this same final project, your work is completely different which can leave you with feelings of isolation or intimidation. It Brings a Great Deal of Stress This project is one which can change your life dramatically once you are done and that can bring with it a great deal of stress, especially stress about the future. But there are things you can do: Consider doing some soul searching to ask yourself if this is absolutely something you want to commit yourself to. Remember that not pursuing this is not shameful. Keep in mind that the skills built during this process can be used throughout your career. Your final document may be something you use in your early career moves. You need to manage your topic well. Communicate with your advisor as much as you can. You need to manage your committee. Overall, when you set out to write, make sure that you follow these steps in order to ensure your professors are impressed. Your Advanced Higher English dissertation can be completed with ease and completed well. Also, you can enjoy professional dissertation help provided by our online academic writing service .

Practical 1 Assignment Example | Topics and Well Written Essays - 250 words

Practical 1 - Assignment Example Annealing process effects on mechanical properties of the sample’s test strain properties. The material loses its ductility during the cold rolling process. Anneal strengthening effect or toughness of the material under investigation (copper) increases in degree of prior cold work and the corresponding annealing. The ability of crystalline material to plastically deform depends on the ability for dislocation movement within copper. When the movement of dislocations is impeded, the material is strengthened. This is achieved through a number of ways such as; Strain hardening or work-hardening or cold working is a process that makes copper harder and stronger through plastic deformation. As it is plastically deformed, dislocations move as additional dislocations are produced. As dislocation within the material increases, the grains interact and become pinned or tangled. As a result, there is decreased grain mobility of dislocations as the material is strengthened. Ductility increases with the grain size, as the strength decreases. Atomic diffusion occurs as temperature increases and it releases internal strain energy. Since atoms are not fixed in a position but move once they have enough energy to break their bonds, diffusion increases rapidly with the increase in temperature. This allows the atoms to move to unrestrained positions and recover a normal position in lattice structure. This is the recovery phase and leads to adjustment of strain. In the annealing process, the test sample was performed in 1000Â ºC capacity furnace. It was observed that the hardness of the copper sample increased with gradual increase in reduction in cross-sectional area. This is due to strain hardening. The maximum value of hardness was obtained at 117HB 40% reduction in area. Understanding of mechanical deformation properties ensures efficient stress relieving procedures. Thickness of material affects the hardness of the material. It is observed from the experiment that

Joseph Smith, Brigham Young and the Origins of Mormonism Research Paper

Joseph Smith, Brigham Young and the Origins of Mormonism - Research Paper Example Currently, the religious group of Mormons has expanded to a greater extent and known as the Church of the Jesus Christ of the Latter- day Saints with its thirteen million members. Out of these thirteen million members of this group, more than half are outside the US territory. Beside the group the Latter- day Saints, another smaller group which is known as Reorganized Church of Jesus Christ of Latter- Day Saints (RLDS) has membership of 250,000 members in more than fifty countries. The headquarter of the Church of the Jesus Christ of the Latter- day Saints is situated in the Salt Lake City and directing a worldwide movement- a strong missionary force composing of fifty thousand members both male and female. The Mormons use to wear their special conservative dresses and can be identified easily. Although Mormonism supports the original traditions of Christianity and works out for the restoration of ancient Christian’s faith, it also holds a wide range of distinctive practices a nd doctrines. Beside its faith on various practices and doctrines, Mormons have also strong beliefs on holy writ and holy books. As far as the origin of Mormonism is concerned, there are several links and set of various associations and stories related to the originator of Mormonism- Joseph Smith. The most widely distributed concept about Smith is that he maintained a claim that the angels directed him towards gold plates. He translated the scripture of these gold plates as the religious Book of the Mormons. Later on in 1840s, Smith instituted the concept of polygamy among his devotees and finally, in 1844- at a very young age, Smith was murdered by a non- Mormon enemy. Brigham Young was the successor of Smith and led Mormonism after the death of Joseph Smith. Currently, the efforts of Brigham Young have proved to develop a strong hierarchical system controlling the church from top to bottom. The followers of Joseph Smith’s faith are known as Mormons and their faith is called Mormonism. In the beginning, the term Mormons was considered negative and uncomplimentary. Later on, it was not like that; however, Mormons most often prefer to be known as Later- Day Saints (LDS) (Russell Ballard, 2). The Mormons as well as the Latter Day Saints, both, share a common set of ideas. These generally include the ultimate belief in Bible and religious scripture like the Doctrine and Covenants and Book of Mormons. The teachings of eternal progression and marriage and polygamy were ultimate parts of their religious teachings. However, in the late 19th century, Latter Day Saints have abandoned the practices of plural marriages in Mormonism. Some other variations of Mormons include the cultural Mormonism and fundamentalism in Mormons. Cultural Mormons are more concerned about their cultural and traditional traits than theology. On the other hand, fundamentalists in Mormons still practice the concept of polygamy that was initially the concept in Mormonism and later on disco ntinued by the Latter Day Saints. Beginnings Joseph Smith born in 1814, resided with his family members in Windsor. This is the only authentic trace about Smith’s family. Smith always cradled on Green mountains and roam freely to explore the narrow gullies and deep ravines. He always love to explore the snow covered mountains and broad lands. He spent the younger years of his life with curiosity- in search of the soul of the world (Belisle & Joseph Smith, 17- 18). This is known as historical faith of Smith where he explored the facts of

English Language Essay Example for Free

English Language Essay English is the universal language; thus, the need for its mastery is a must. Its diverse concepts need be learned in detail so that the communication between two conversing parties could be made in an efficient and effective manner. In achieving this end, my English writing teacher has greatly contributed to my learning of the intricacies of the English language.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This English writing class under my teacher was the best class I attended so far. It was a very engaging class where everyone had the chance to interact with each other academically; thus, everyone improved intellectually at the same pace. My teacher enthusiastically elaborates on certain aspects of a lesson which I had difficulty comprehending; the assignments were excellently explained as well as the giving of lecture instructions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some instructions in the writing class were complicated, but my teacher took meticulous efforts to simplify these into easily comprehensible lessons. I took great interest in writing essays because I knew that my teacher grades them honestly and fairly; hence, this enabled mo to appraise my standing in class and to improve on other facets of writing in which I am not particularly good at.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I learned a lot under my teacher’s tutelage; not only academically, but also on those that pertain to life outside the portals of the academic institution. A lesson that reverberates in my mind is that we should do our best in everything that we do. I learned this particular lesson when I wasn’t able to get a good grade for one of my essays; thus, I have to always do my best in every essay that I write. Eventually my perseverance paid off, I got good grades for my subsequent essays.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English writing is not at all that complex if someone is there to assist you in your endeavor to learn the English language. The right person for the job is a first-rate English writing teacher.

Graffiti - The Unlawful Art :: Urban Art

One day in the afternoon while I was surfing on the Internet, one of my friends forwarded a really interesting website addressed www.stillfree.com to me. At the beginning, I thought it was some kind of shopping promotional website but after clicking on it, an interesting video popped up. I saw a man being video recorded while he was climbing up a fence of a military airport. Then, he ran quickly towards the Air Force One, which is the personal aircraft of the President of the United States, and tagged a graffiti drawing on the jet. It gave me a big shock after watching the video because that man actually sneaked in to the US military airbase and tagged the Air force One aircraft. The event was being broadcast on some major TV channels. After making everything clear, I realized that video was not really took place at the US airbase and it was actually made up by a prominent fashion designer Marc Ecko. The whole process of the video was so real, but it came up as a campaign video to promote the art of graffiti. There are many different points of view on graffiti and it has always aroused arguments on its legalization. Graffiti can be recognized as a form of art, or crime. Graffiti consists of inscriptions, slogans and drawings scratched, scribbled or painted on a wall or other public or private surface. According to The Dictionary of Art, the word "graffiti" is derived from the Greek term "graphein" (to write) and the word "graffiti" itself is plural of the Italian word "graffito." Graffiti is also a form of self-expression. It is the means used to express the artist's identity, feelings, and ideas. The art of graffiti is also a kind of communication that links people regardless their cultural, lingual, or racial differences. When graffiti was first becoming popular, the tools being used were mostly wide tipped markers and spray cans. Graffiti can also be analyzed according to the elements of lines, color, and structures that are present in the work in order to produce a narrative about it. The graffitist first does a sketch, and then he or she plans out characters and selects colors. Next, the artist selects his or her surface and does a preliminary outline, followed by a filling in of colors and ornamentation, and then the final outline is completed. However, graffiti is not readily accepted as being art like those works that are found in a gallery or a museum.

Personality Biases of Accounting Students: Some Implications for Learning Style Preferences

The current issue and full text archive of this journal is available at www. emeraldinsight. com/1362-0436. htm CDI 13,4 Factors in? uencing career choice of management students in India Tanuja Agarwala Faculty of Management Studies, University of Delhi, Delhi, India Abstract Purpose – This paper aims to explore the in? uence of a range of factors on the career choice of management students in India. The importance of different individuals in the family and at work in making career choices among these students is also to be explored.In addition, the study seeks to address the relationship of the cultural values of individualism-collectivism and the protean/conventional career orientations of MBA students from India, with factors as well as people in? uencing the choice of a career. Design/methodology/approach – Participants consisted of 93 students from India entering management, who were starting their ? rst year of the two-year full time MBA program. Self-administered questionnaires were used to gather data on factors and types of relationships in? encing career choice, individualism/collectivism, and protean/conventional career orientation. Findings – â€Å"Skills, competencies, and abilities† was the most important factor and â€Å"father† was the most signi? cant individual in? uencing the career choice of Indian management students. The predominant cultural value was collectivism, although the students demonstrated individualist tendencies in some contexts. A protean orientation guided the career orientation of these students. Research limitations/implications – The data were collected only from one management institute in India.Originality/value – Empirical research on factors and types of relationships in? uencing career choice, and their correlates, has not been conducted among Indian students. The paper addresses this issue and the study has implications for career counseling. Keywords Careers, Career g uidance, National cultures, Students, India Paper type Research paper 362 Career Development International Vol. 13 No. 4, 2008 pp. 362-376 q Emerald Group Publishing Limited 1362-0436 DOI 10. 1108/13620430810880844Introduction Globalization has brought about a radical transformation in what organizations need to do to maintain their competitiveness. As managerial skills become crucial for organizations to achieve success in a competitive and turbulent business environment, there has been a sharp rise in the demand for managerial professionals worldwide. Sturges et al. (2003) proposed that the MBA degree imparts certain key competencies to students. These competencies may be of key signi? cance in the career success of students as â€Å"management† has gained in importance over other forms of professions.Industry demand for new managerial resources in India far exceeds supply. According to one estimate, the total number of entry-level managers needed by corporate India every y ear stands at 2,735[1]. But the best business schools in India produce about 1,740 managers in any given year. This demand-supply gap, amounting to almost 36 percent, has resulted in competition for scarce managerial talent, high levels of attrition, and an increase in the compensation levels of managerial professionals.For a large number of students in India, a managerial career has become the most preferred career choice. The emergence of management as a formal education is fairly recent, yet the MBA degree has emerged as one of the most sought after higher educational quali? cations. There was a 55 percent increase in the number of institutes imparting management education in India between 1999/2000 and 2005/2006. More than 100,000 students are studying towards an MBA degree in approximately 1,200 institutions offering MBA degrees in India.Business factors coupled with several sociocultural changes have led to changing career preferences among young people in India. An individual ’s choice of career is likely to be in? uenced by several factors, including personal and cultural values, family background, career expectations, etc. Studies have been conducted in different cultural contexts to determine the range of ? factors that in? uenced students in making career choices (Ozbilgin et al. , 2005; Kyriacou et al. , 2002; Ozkale et al. , 2004). However, a literature review suggests that no empirical study has been onducted among management students in India in order to understand their subjective view about why they choose to pursue a career in management. The main purpose of the present study was to identify important factors that in? uenced the choice of career of students pursuing an MBA degree in India, and the role that various people and relationships played in their career choice. The study also attempted to explore the dominant cultural values of the students along Hofstede’s individualism-collectivism dimension, as well as the strength of their protean career orientation.An attempt was also made to examine whether there was a relationship between individualism versus collectivism as a cultural value and protean versus conventional career orientation of management students in India with the types of factors, people and relationships that are likely to play an important role in their career choice. Gender differences among the Indian MBA students were also explored. Career choice of management students 363 Theoretical background â€Å"Choice† means â€Å"selecting or separating from two or more things that which is preferred† (Webster’s Dictionary, 1998). Career choice† involves choosing one occupation over another. Hence, in order for â€Å"career choice† to take place, two conditions are necessary: (1) availability of alternative career options; and ? (2) an individual/personal preference between these career options (Ozbilgin et al. , 2005). The numbers of career options/alternativ es available to an individual at any given point in time are in? uenced by external factors (labor market, state of the economy, etc. ), as well as individual factors (education, family background, attitudes, etc. . Career choice, therefore, is not unbridled. Rather, career choices are often constrained by sociocultural factors (Swanson and Gore, 2000), individual factors, personal and cultural values, signi? cant relationships, and structural factors such as barriers faced by women in certain careers such as management. Most career choice research has focused on predicting career choice behaviors based on personality or demographic ? variables (Ozbilgin et al. , 2005). Studies attempting to identify career choice in? encing factors have focused largely on individuals’ aptitudes, interests, opportunities, etc. CDI 13,4 364 Factors in? uencing career choice Few studies have examined the factors that in? uence career choice. Previous studies have identi? ed a number of varied f actors that in? uence students’ career choice (Ginzberg, 1951; Super, 1957; O’Connor and Kinnane, 1961; Paolillo and Estes, 1982; Felton et al. , 1994). The most widely used classi? cation in career choice studies is the three-dimensional framework by Carpenter and Foster (1977) and Beyon et al. (1998).The three factors are: (1) intrinsic (interest in the job, personally satisfying work); (2) extrinsic (availability of jobs, well paying occupations); and (3) interpersonal (in? uence of parents and signi? cant others). Some research evidence exists to show that sociocultural, economic, and political changes affect the career choices of young people. Bai (1998) found that the market economy changed the values of university students who put self-interest before societal interests, and rated money and power as the primary motivators in ? nding a job. The relative in? ence of various factors on the career choice of students has been found to ? vary across cultures (Ozbilgin et al. , 2005). Most research on career choice has been conducted on occupational groups such as accountants and healthcare professionals (Carpenter and Strawser, 1970; Paolillo and Estes, 1982; Gul et al. , 1989; Bundy and Norris, 1992; Auyeung and Sands, 1997; Morrison, 2004). Barring a few studies ? (Simmering and Wilcox, 1995; Moy and Lee, 2002; Sturges et al. , 2003; Ozbilgin et al. , 2005; Pines and Baruch, 2007), the career â€Å"choice† of MBA students and the factors in? encing this choice have rarely been addressed. The subject matter is worth exploring since the MBA degree has raised management to professional status, offering management graduates a gate to a fast-track managerial career. There is no data about the factors that in? uence career choice of students in India. The in? uence of relationships on career choice Relationships constitute an important dimension of human functioning, yet the interest in understanding how relationships and careers are intertwi ned has increased only in recent years (Blustein et al. , 2004; Schultheiss, 2003; Phillips et al. 2001; Schultheiss et al. , 2001). Most research efforts in the area have focused on how relationships and networks are conducive to career mobility and advancement. The role of relationships in making career choices has been overlooked. There exists a need to direct research efforts to exploring the types of relationships that matter, and why they are signi? cant in making career choices. The present study speci? cally aims to explore the relative importance and in? uence of different relationships (mother, father, relatives, colleagues, etc. ) in making career choices among Indian MBA students.Individualism-collectivism, and factors and relationships in? uencing career choice Culture is an important determinant of how people think and behave, while â€Å"values† are â€Å"broad tendencies to prefer certain state of affairs over others† (Hofstede, 1980). Cultural values a re likely to have an impact on the factors and relationships that in? uence career related choices of students. Studies have focused on the cultural dimension of individualism-collectivism (I/C) as an important determinant that in? uences career â€Å"choice† of students from countries that vary along the I/C dimension.These studies have examined cultural variations in factors in? uencing career choice ? (Auyeung and Sands, 1997; Ozbilgin et al. , 2005). The I/C dimension, ? rst measured empirically by Hofstede (1980), describes how individuals relate to others and to society, and represents the extent to which they are emotionally and cognitively attached to a particular network of individuals. According to Hofstede’s empirical index for the dimension, Western countries (the USA, the UK, Australia) cluster toward the individualist end while Asian nations (such as Japan, Taiwan and India) cluster toward the collectivist end. Individualism† refers to the tendency of people to consider their own interests only, to view themselves as â€Å"independent† of organizations, and to place a higher value on self-reliance and individual action. â€Å"Collectivism† refers to the inclination of people to view themselves as â€Å"interdependent† and as part of a larger group, and to protect the interests of group members. Therefore, preferences for social in? uences in making career choices may also differ in individualistic versus collectivistic cultures. Research examining the differential role of peers, colleagues, mentors, managers, etc. in career decision-making is limited. Related research suggests that there is a positive relationship between collectivism and family relatedness, and individualism and peer relatedness ? n, (Benet-Martinez and Karakitapoglu-Aygu 2003; Kwan et al. , 1997). Some studies have treated I/C as an individual difference variable (Ramamoorthy and Carroll, 1998; Ramamoorthy and Flood, 2002), suggesting th at even within a country considerable variability may exist in cultural values at the individual level. These differences may have an effect on individual’s attitudes and behavior.It may be inferred, therefore, that variability in I/C is likely to exist in the sample of Indian management students, and this variability may have an effect on what factors and relationships are likely to in? uence these students in their choice of career. Career orientation and career success â€Å"Career success orientation† may be described as â€Å"the way people de? ne their success at work and that individual perceptions of career success re? ect individual values, attitudes and motivation with respect to both work and life in a broader sense† (Derr, 1986).This orientation provides a guide to action, and hence is similar to an attitude (McGuire, 1985), which has a cognitive component (a set of beliefs about the career), an evaluative component (a sense of what would be a  "good career† or a â€Å"bad career† for oneself), and a behavioral component (an action tendency or a predisposition to behave in certain ways). There are two types of career orientations: (1) protean (new career orientation); and (2) conventional (traditional organizational orientation). Hall ? rst described the protean career in 1976.According to Hall (2004), a â€Å"protean† career is one that is managed proactively by individuals (self-directed) according to their own personal values (values driven), rather than by organizational rewards. Core protean values are freedom and growth (Hall, 1976, 2002), and the main criteria of success are subjective (intrinsic/psychological success) and not objective (extrinsic/material). A protean career orientation re? ects the extent to which an individual adopts such a perspective to their career (Briscoe and Hall, 2006). Career choice of management students 365 CDI 13,4 66 A conventional career orientation de? ned career success in terms of measurable objective factors such as salary, recognition, or number of promotions (Gattiker and Larwood, 1988). The core value of conventional career orientation is â€Å"advancement†. Even though career success has been researched extensively since the 1950s, the study of subjective and objective career success did not start until 1988 (Gattiker and Larwood, 1988), and until 2002, none of these studies involved collecting the participants’ own (subjective) view of their measures of career success.The current study aims to explore Indian management students’ subjective view of career success and also attempts to understand the relationship of their career success orientation with the factors and relationships in? uencing career choice. Method Sample characteristics and data collection The sample[2] consisted of 93 management students at the University of Delhi, India, who were starting their ? rst year of a two-year full time MBA degree progr am. Questionnaire responses were obtained from 99 students, of which 93 were Indian citizens. The other six students were foreign students from Nepal, Sri Lanka and Canada.For the purpose of the present paper, only the responses of the Indian citizens were analyzed. Hence, the total sample size was 93, of whom 50. 5 percent (n ? 47) were male, and 49. 5 percent (n ? 46) were female. Their age ranged from 20 to 27 years, with an average age of 22 years and two months. The majority of the students (31. 2 percent) were 21 years of age and Hindu (88. 2 percent) by religion. All the students were unmarried. The majority of students (n ? 65; 69. 9 percent) belonged to families in which the father was serving as an employee in either a technical or a professional capacity.Only 18 students (19. 4 percent) had a business background, with their father being self-employed or an entrepreneur. Of a total of 93 students, 42 students (45. 2 percent) had non-working mothers and 43 had working mothe rs, of which 37. 6 percent (n ? 35) were in the employment of others, 6. 5 percent (n ? 6) were self-employed, and 2. 2 percent (n ? 2) were working part-time. A total of 43 students came from families where both parents were working, either in the employment of others or owning their own business. Each student was asked to complete a questionnaire within the ? rst 20 days of joining the full-time, wo-year MBA degree program. The data for the present article was collected in July 2006. Measures ? Factors in? uencing career choice. The 14-item scale developed by Ozbilgin et al. (2004) was used to obtain data on the degree to which various factors in? uenced the career choice of the students sampled. Each item on the scale corresponded to a career choice factor. The reliability of the scale, as evidenced by Cronbach’s a, was 0. 66. Relationships in? uencing career choice. The in? uence of certain individuals (relationships) such as father, mother, friends, colleagues, etc. on s tudents’ career choice was assessed through a nine-item questionnaire (a ? 0:65). Individualism-collectivism. Cultural values on Hofstede’s individualism-collectivism dimension were measured using a 16-item questionnaire developed by Triandis and Gelfand (1998). Cronbach’s a for eight individualism items was 0. 59, and for eight collectivism items it was 0. 62. Career orientation. A 13-item scale developed by Baruch (2006) was used to measure career orientation, with nine items measuring a protean view of a career and four items measuring a traditional view of a career. Cronbach’s a for protean items was 0. 5, and for traditional items a was 0. 81. Responses on all the questionnaires were obtained on a seven-point Likert scale where 1 ? strongly disagree/not at all important, and 7 ? strongly agree/very important. Results Factors in? uencing career choice The means and standard deviations of the 14 factors that in? uenced the career choice of MBA students in India are presented in Table I, for the total sample and by gender. As is evident from Table I, MBA students from India rated their â€Å"skills, competencies, and abilities† as the most important career choice in? uencing factor, followed by â€Å"education and training† and â€Å"? ancial rewards in this career†. Separate analyses by gender showed that male and female Indian MBA students differed in the factors they rated as the most important in in? uencing their career choice (see Table I). Male students rated â€Å"? nancial rewards in this career† as the most important factor in their career choice decision followed by â€Å"Quality of life associated with this career† and â€Å"skills, competencies, and abilities†. For female students, â€Å"skills, competencies, and abilities† and â€Å"education and training† were the most important factors. T-tests revealed two factors – â€Å"Quality of life associated wi th this career† (t ? :98; p , 0:05) and â€Å"Financial rewards in this career† (t ? 2:37; p , 0:05) – that were signi? cantly more important determinants of career choice for male as compared to female MBA students in India. No other career choice factors revealed signi? cant gender differences. For both male and female Indian management students, as well as for the total sample, â€Å"lack of access to other career options† was the lowest rated factor in their Total sample (n ? 93) Mean SD 6. 04 5. 90 5. 82 5. 77 5. 70 5. 58 5. 46 5. 39 5. 13 4. 59 4. 31 3. 71 2. 94 2. 48 1. 07 6. 04 1. 31 1. 30 1. 40 1. 53 1. 52 1. 57 1. 52 1. 47 1. 93 1. 89 1. 66 1. 60Career choice of management students 367 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Factors in? uencing career choice My skills and abilities My education and training Financial rewards in this career I have a free choice in making my career decisions Quality of life associated Promotion opportunities Training and education My love of this career Success stories of friends, family My knowledge of the labor market My ? nancial/economic condition Ease of access to this career Chance, luck or circumstances Lack of access to other career options Males (n ? 47) Mean SD 5. 96 5. 77 6. 13 5. 72 5. 98 5. 83 5. 17 5. 30 5. 04 4. 36 4. 23 3. 66 3. 09 2. 1. 02 1. 29 0. 82 1. 26 0. 99 1. 15 1. 48 1. 60 1. 44 1. 54 1. 95 1. 82 1. 47 1. 55 Females (n ? 46) Mean SD 6. 13 6. 04 5. 50 5. 83 5. 41 5. 33 5. 76 5. 48 5. 22 4. 83 4. 39 3. 76 2. 78 2. 35 1. 13 1. 43 1. 62 1. 34 1. 68 1. 81 1. 52 1. 55 1. 60 1. 37 1. 94 1. 96 1. 84 1. 65 Table I. Means and SDs: factors in? uencing career choice of Indian MBA students CDI 13,4 career choice. â€Å"Chance, luck or circumstances†, â€Å"ease of access to this career†, â€Å"? nancial and economic condition†, and â€Å"knowledge of labor and/or career market† were also not perceived as having an important in? uence on their career choice . Role of relationships in in? encing career choice Table II presents the means and standard deviations with respect to the in? uence of individuals and relationships on career choice of Indian MBA students for the total sample and by gender. It is evident from the results that â€Å"father† exerted the greatest in? uence on the career choice of students in India, for both male and female students. For female students, the second most important in? uence was that of the â€Å"mother†. However, for male students, â€Å"friends†, that is, the peer group, played a more important role than the â€Å"mother†, and was second only to the â€Å"father† in their career choice decision. Managers† and â€Å"relatives† were the least important in in? uencing the career choice of all Indian management students. t-Tests revealed no signi? cant differences between male and female students in the in? uence of relationship types (father, mother, work c olleague, etc. ) on career choice. Cultural values and career success orientation Table III presents the descriptive results for individualism/collectivism (I/C) and for protean/conventional career orientation. The mean scores on Hofstede’s I/C dimension suggest that Indian MBA students were moderately high on both individualism (mean ? 0:52) and collectivism (mean ? 42:82), with a slightly higher score on 368 No. 1 2 3 4 5 6 7 8 9 Individuals/relationship types Father Mother Friend/s Fellow students Teacher/mentor Work colleagues Signi? cant other/partner Another relative Manager Total sample (n ? 93) Mean SD 4. 76 4. 23 4. 13 4. 03 3. 60 2. 94 2. 68 2. 63 2. 63 1. 94 1. 90 1. 89 1. 83 2. 03 1. 90 2. 22 1. 83 1. 94 Males (n ? 47) Mean SD 4. 57 4. 19 4. 32 4. 00 3. 83 3. 20 2. 61 2. 37 2. 63 2. 03 1. 87 1. 83 1. 68 1. 98 1. 85 2. 22 1. 72 1. 98 Females (n ? 46) Mean SD 4. 96 4. 26 3. 93 4. 07 3. 37 2. 68 2. 75 2. 9 2. 63 1. 85 1. 94 1. 95 1. 98 2. 08 1. 94 2. 24 1. 92 1. 92 T able II. Means and SDs: relationships in? uencing career choice of Indian MBA students Table III. Means and SDs: cultural values and career orientation of Indian MBA students Indian MBA students Total (n ? 93) Males (n ? 47) Females (n ? 46) Cultural values Individualism Collectivism Mean SD Mean SD 40. 52 40. 98 40. 04 5. 77 5. 69 5. 87 42. 82 42. 63 43. 00 5. 77 5. 37 6. 20 Career orientation Protean Conventional Mean SD Mean SD 48. 85 49. 38 48. 30 6. 33 5. 78 6. 87 19. 80 20. 26 19. 33 4. 86 3. 85 5. 72 collectivism.A paired t-test was conducted to determine whether there was a signi? cant difference on these two cultural values among the Indian MBA students. The paired t-test revealed that the mean score of collectivism was signi? cantly higher than the mean score of individualism (paired samples t ? 22:82; p , 0:01). The mean scores of male and female students on the I/C dimension (Table III) suggest that both male and female MBA students in India had stronger collectivistic v alues (mean scores for males ? 42:63; for females ? 43:00) compared to individualistic values (mean scores for males ? 40:98; for females ? 0:04). Mean scores for the two types of career success orientation, protean and conventional, suggest that Indian management students were moderately high on both (protean mean ? 48:85, nine items; conventional mean ? 19:80, four items). Thus, freedom and growth, as well as position and salary, were important criteria of career success for these students. A paired t-test conducted between the two subscales (protean subscale and conventional subscale) revealed the protean career orientation to be signi? cantly higher among the Indian MBA students (paired samples t ? 43:56; p , 0:01).T-tests for group differences revealed no gender differences with respect to cultural values as well as career success orientation, among Indian MBA students. Relationship of factors in? uencing career choice and relationship types with individualism/collectivism Apar t from an attempt to explore the relative strength of I/C cultural values among Indian MBA students, the present study aimed to examine the relationship between individualistic and collectivistic value orientations at the individual level and the in? uence of various factors and relationships in making career choices among Indian management students.Pearson correlations were calculated in order to understand which career choice factors will be more in? uential for students with a more collectivistic or individualistic orientation. Individualism was found to be signi? cantly positively correlated with the â€Å"quality of life† (r ? 0:36; p , 0:01), â€Å"promotion opportunities† (r ? 0:22; p , 0:05), and â€Å"? nancial rewards† (r ? 0:35; p , 0:001) available in a management career. High collectivism was signi? cantly positively correlated with â€Å"love of a career in management† (r ? 0:26; p , 0:05), and â€Å"belief that one had a free choice in mak ing the career decision† (r ? :33; p , 0:001). Pearson correlations were also calculated between cultural values and types of relationships that in? uenced career choice of Indian MBA students to see whether students who differed in their levels of collectivism/ individualism also differed in the extent to which they were in? uenced by different types of relationships (father, mother, friends, etc. ) when making career choice. The results showed no signi? cant correlation between individualistic values and in? uence of relationship types on the career choice of Indian MBA students. However, a high level of collectivism was found to be signi? antly positively correlated with the in? uence of â€Å"father† on their career choice (r ? 0:24; p , 0:05). No other relationship type was found to have a signi? cant correlation with collectivism. The ? ndings of the present study are supported by studies conducted in other collectivistic societies such as Turkey. Career choice of management students 369 CDI 13,4 370 Relationship of factors in? uencing career choice and relationship types with career orientation Pearson correlations calculated between career orientation and factors in? uencing career choice and relationship types suggested that protean career orientation was signi? antly positively correlated with â€Å"skills, competencies, and abilities† (r ? 0:30; p , 0:005), â€Å"knowledge of labour/career market† (r ? 0:25; p , 0:05), â€Å"training and education opportunities† (r ? 0:36; p , 0:01), â€Å"quality of life† (r ? 0:23; p , 0:05), â€Å"love of this career† (r ? 0:27; p , 0:01), and â€Å"free choice† (r ? 0:23; p , 0:05). Conventional career orientation was found to be signi? cantly positively correlated with â€Å"quality of life† (r ? 0:50; p , 0:01), â€Å"promotion opportunities† (r ? 0:30; p , 0:005), â€Å"? nancial rewards† (r ? 0:55; p , 0:01), â€Å"training and educ ation opportunities† (r ? :22; p , 0:05), â€Å"ease of access to this career† (r ? 0:21; p , 0:05), and â€Å"success stories† (r ? 0:33; p , 0:001). With respect to relationship types, high protean career orientation was signi? cantly negatively correlated with the in? uence of â€Å"relatives† (r ? 20:27; p , 0:05) and positively correlated with the in? uence of â€Å"manager† (r ? 0:28; p , 0:05). Conventional orientation, on the other hand, was signi? cantly positively correlated with the in? uence of â€Å"mother† (r ? 0:26; p , 0:05), â€Å"father† (r ? 0:23; p , 0:05), and â€Å"manager† (r ? 0:26; p , 0:05).Discussion The study aimed to identify the factors and relationship types that in? uenced career choice of MBA students in India. The relationship of individualism/collectivism and protean/conventional career orientation with factors and types of relationships that in? uenced the career choice of these students was a lso explored. Indian MBA students considered their own â€Å"skills, competencies, and abilities† and â€Å"education and training† (intrinsic career choice factors) as playing the most signi? cant role in their choice of a management career. With respect to relationships, â€Å"father† exerted the greatest in? ence on their career choice. The results replicate the ? ndings of the study by Pines and Baruch (2007), and Pines et al. (2002) across ? ve countries (i. e. Israel, the UK, Turkey, Cyprus, and Hungary). Students opting for a managerial career may be similar in certain respects, irrespective of nationality. The important in? uence of â€Å"father† in career decision of Indian students may be understood in the context of a largely patriarchal society. The fact that the majority of the students had a professional background, their father being an executive/ professional, may also have in? uenced their career choice.Numerous studies have shown similar ities between parents’ occupations and their children’s career aspirations (Barling, 1990; Trice and Knapp, 1992). Findings on I/C suggest that even though Indian MBA students had a mix of both cultural values, they showed a de? nite preference for collectivism, thus supporting Hofstede’s (1980) ? ndings. Several other studies suggest that the Indian culture is collectivist (Sinha and Verma, 1987; Verma, 1999; Verma and Triandis, 1998). Evidence also suggests that Indian students exhibit a mix of both individualistic and collectivistic behaviors when I/C is seen as an individual level variable.Hence, I/C are not a bipolar dimension (Triandis, 1994). In a dynamic society characterized by economic liberalization and a Western pattern of education, students may be exposed ? n to both I&C value preferences, emphasizing both (Karakitapoglu-Aygu and Sayim, 2007; Ramamoorthy et al. , 2005). It is likely that Indians value both I&C, which coexist and jointly in? uence t he way they de? ne themselves, relate to others, and decide priorities in conforming to social norms (Sinha et al. , 2001). The relative salience of the situation will determine which of the two – collectivism or individualism – will be evoked (Tripathi, 1988).It is likely that Indian students who demonstrated high collectivistic orientation may make individualistic choices in situations that related to the individual’s career (Sinha and Tripathi, 1994). Similarly, students who showed higher individualism may make collectivist choices in a non-career context. The ? ndings about the relationship of factors and people in? uencing the career choice of Indian MBA students to cultural values may be explained within this context. In individualistic cultures, individuals are looking for individual advantage, career progression, autonomy and individual ? ancial security (Price, 1997); they believe they are responsible for their own future and are concerned with material possessions and social status (Di Cesare and Golnaz, 2003; Hofstede and Hofstede, 2005). A higher level of individualism among Indian students was found to be signi? cantly correlated with extrinsic factors (money, status, etc. ), suggesting that these students placed a greater value on material bene? ts, such as money, social prestige, and career advancement. Those students who had a collectivistic orientation emphasized â€Å"free choice† and â€Å"love of career† as important in? uences on their career choice.Collectivists tend to subordinate personal goals to group goals, and emphasize values of harmony, cooperation, and low levels of competition. Hence, high levels of collectivism may be associated with a desire to demonstrate that one had chosen the career out of free will, and not out of competition or pressure to conform, thus emphasizing harmony. Indian management students who were high on individualistic values were not in? uenced by their family or signi? c ant social networks in their choice of career. However, students who were high on collectivism were in? uenced by their father in ? their career choice decision.Similar ? ndings were reported by Karakitapoglu-Aygun and Sayim (2007) in a study of Turkish MBA students. Since the I/C dimension emphasizes separateness versus embeddedness in social relationships, it is expected that a collectivistic person may value support from others, especially from family members, in his/her career decision-making process, thus suggesting a positive relationship between collectivism and family relatedness (Kwan et al. , 1997). On the other hand, an individualistic person might not value the involvement of others, especially family members, in an important decision such as career choice.Indian management students demonstrated both protean and conventional career orientation, but were predominantly protean. According to Reitman and Schneer (2003), MBA graduates enjoy both self-managed and promised (con ventional) career trajectories. Except for one career choice factor – i. e. â€Å"quality of life† (extrinsic) – all other factors (â€Å"love of the career†; â€Å"skills and competencies†) that were positively correlated with protean career orientation in the present study were individual-centric.Studies have shown a protean career orientation to be positively related to subjective career success (in terms of career satisfaction) while the ? ndings with regard to objective career success (in terms of salary and promotion rate) have been inconsistent (Briscoe, 2004). Since the protean career orientation re? ects self-directedness, people/relationships may not in? uence career choice of protean individuals. The in? uence of manager on a protean individual’s career choice in the present study may suggest the protean individual’s desire for growth, and the perception of manager as a symbol of success.Career choice of management students 371 CDI 13,4 372 Individuals with higher conventional orientation, unlike those with protean orientation are not likely to be self-directed or in charge of their career. Therefore, factors like ease of access and success stories of others may play an in? uential role in their choice of career, as among Indian students. These individuals are also likely to be in? uenced by others, such as father and mother, in their career choice. These ? ndings may be viewed in conjunction with the predominantly collectivistic orientation of Indian students.Gender differences In terms of the â€Å"intrinsic† and â€Å"extrinsic† classi? cation of career choice factors, it appears that intrinsic factors (such as skills and competencies) were more important for female students in their choice of management career, while extrinsic factors were more important for male students. The results may be explained with reference to the traditional view of â€Å"managerial career† as being a â€Å"male† profession. Women face barriers to career success not faced by males (Simpson, 2000) and are assessed under stricter criteria than men (Morrison et al. , 1987).To progress women must prove that they have the competence to succeed. Hence, the inputs of education and training are more objective merits that help women to enhance their credibility and credentials (Melamed, 1996). The study revealed no gender differences on any other variable. Hall (2004) proposed that a person’s career orientation was unrelated to gender. Regarding the study of sex differences, Baumeister (1988) proposes that this is no longer necessary, while Eagly (1987) and Lefkowitz (1994) advocate the investigation of sex differences in organizational behavior.If obtained consistently across studies, even null ? ndings are important (Lefkowitz, 1994) since these would help establish that women and men are similar in many respects. Implications The ? ndings of the study may have an implic ation for vocational guidance and counseling among Indian students aspiring for a career in management. By gaining an insight into how students make their career choices, an effort can be made to guide students towards more realistic career choices. However, the ? ndings of the study have limited generalizability. Notes 1. See www. india-today. om/btoday/07051998/cover5. html/12/28/2007 2. 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Corresponding author Tanuja Agarwala can be contacted at: [email  protected] com 376 To purchase reprints of this article please e-mail: [email  protected] com Or visit our web site for further details: www. emeraldinsight. com/reprints