Six Degrees of Separation Essay Example

Six Degrees of Separation Essay Example Six Degrees of Separation Paper Six Degrees of Separation Paper At the point when we were offered time to compose our paper I didn't pick a book which I had an away from of and I experienced difficulty discovering proof to help my thoughts. I likewise feel like I experienced difficulty communicating and giving solid supporting proof to my thought. I will likewise endeavor to make a superior theory with the goal that my thought is solid and explicit. People may take various ways to accomplish an objective while utilizing others for their own narrow minded needs, while attempting to accomplish the objective. Characters may get lost en route and the impact the individual has on others will differ. In the play Six Degrees of Separation, Guard makes a character whose whole life is viewed as an exhibition seen by the crowd and makes contrast impacts on different characters as he makes a veil for himself and enters somebody elses so as to act before others to acquire his aspiration of being at the center of attention. A people inspiration in seeking after their objectives through strategies for control and extortion can be seen when Paul goes into Flan and Louisa house. Paul had entered somebody elses life so as to increase individual fulfillment; the sentiment of being at the center of attention was something he generally needed. The effect Paul had on Louisa was giving important associations, all the information she got has no significance. She has shading, all the world experience, and has material belongings however she understands that theres no structure in this. The entirety of this information has no Impact on her; it Just fills in as an encounter not at all like a specific shading to a work of art which merits something. In spite of the fact that Louisa didn't show an adjustment In her emotions towards her family, she demonstrated a move In her character when she had a battle with Flan which drew out her individual sentiments with her encounters with Paul as opposed to utilizing the story as an account like Flan. Paul has entered a wide range of families and he appreciated remaining with the Sidestrokes the most in light of the fact that they gave Paul the consideration he needed on the grounds that the whole night, Paul cooked for them, revealed to them stories, the whole time he was being viewed and he delighted in that which Is the reason he decided to Impact Louisa.

Fortune In Troilus And Cressida Essay Research free essay sample

Fortune In Troilus And Cressida Essay, Research Paper Woman Fortune: Friend or Foe? The essence of Fortune in Chaucer # 8217 ; s Troilus and Criseyde. Woman Fortune and her wheel are two of the most withstanding images in world # 8217 ; s history. Witness the famous game show, Wheel of Fortune. While it might look senseless, it demonstrates that something of this develop has remained with in our brain, even today. The request of karma is central is Chaucer # 8217 ; s Troilus and Criseyde. Chaucer gives the peruser characters with completely clashing considerations of Lady Fortune and her effect on their lives. By dissecting Boethius # 8217 ; s Consolation of Philosophy, the peruser can trust to happen an answer for these contrasting situations on karma. To start with, Boethius # 8217 ; s effect on Chaucer and the character of Fortune that he presents must be analyzed. When this is set up as a benchmark, the peruser can to the full comprehend the misguided judgments Troilus has sing karmas. Troilus sticks, as Boethius does in his Consolation of Philosophy, to the memory of his loyal help to Fortune. At last, the character of Pandarus must be tended to. He, of all Chaucer # 8217 ; s characters, has an ardent fasten on the universe of the Lady Fortune and her ever-evolving nature. Actually, an investigation of the content of Troilus and Criseyde will demo that Chaucer gives Pandarus an extremely comparable capacity to that of Lady Philosophy in The Consolation of Philosophy. Boethius # 8217 ; s Consolation of Philosophy Boethius # 8217 ; s work exchanges with the cosmopolitan experience of anguish. He ends up detained and under danger of executing. As Boethius explains his distresses and deficiency # 8220 ; whimsical Fortune # 8221 ; ( p. 35 ) , he ends up ameliorated by in all honesty Lady Philosophy. Their treatment is introduced finally for the peruser to experience judgment on. The region particularly confronting Boethius # 8217 ; s confusions of Fortune and is of association to this announcement is found primarily in Book II. Woman Philosophy calls attention to Boethius definitely what the base of his activity is toward the start of this region. # 8220 ; You are passing over in hurting and craving for your previous good karma, # 8221 ; she lets him know ( p.54 ) . This is on the grounds that he has overlooked the genuine idea of Fortune. When he goes to a misgiving of Fortune and how she fills in as an instrument of God, he will be mended of his ailment of melancholy. Boethius so moves the discussion to a face to stand up to treatment with Fortune. B.L. Jefferson, in his book Chaucer and the Consolation of Philosophy of Boethius, asserts that # 8220 ; Boethius was the first to picture Fortune in this most close to home way # 8221 ; ( p. 49 ) . Boethius # 8217 ; s treatment about karma makes three unique focuses. Initially, that modification is the truly idea of Fortune. This changeability is called attention to by Lady Philosophy, # 8220 ; Change is her typical conduct, her actual nature # 8230 ; You have found the adjusting appearances of the irregular goddess, # 8221 ; she tells Boethius ( Consolation, p. 55 ) . No grown-up male can stop her wheel from turning ; it conflicts with Fortune # 8217 ; s truly nature to make so. She can kill her face from a grown-up male each piece quickly as she goes it to him. Jefferson portrays the announcement as such, # 8220 ; Absolutely without comprehension, [ Fortune ] thinks about one grown-up male than anoth er # 8221 ; ( 50 ) . Following comes the protection of Fortune without anyone else. Her announcement is straightforward: I have simply reclaimed what was mine in the main topographic point. # 8220 ; Inconstancy is my very bit, # 8221 ; she says, # 8220 ; it is the game I neer stop to play as I turn my wheel in its ever changing circle, loaded up with delight as I carry the top to the underside and the underside to the top. Indeed, lift up on my wheel on the off chance that you like, however wear # 8217 ; t number it a hurt when by a similar thing you start to fall, as the guidelines of the game will require # 8221 ; ( Consolation, p. 57 ) . Boethius has no confirmations for his infirmities since all that he has of the sum total of what time had was given to him by Fortune. On the off chance that she chooses to take it back, it is her right. This ought to non direct him to the depressions of franticness. # 8220 ; Indeed, my truly changeability gives you just improve things, # 8221 ; Fortune tells Boethius ( 58 ) . Only as the wheel has borne him down, so would it be able to hold up under him back up to better things. Last, Lady Philosophy educates Boethius in Fortune # 8217 ; s more profound importance, as a retainer of God. Jefferson again, # 8220 ; Of an association with Providence, Fortune herself does non seem to be aware, for she works indiscriminately and wantonly. Be that as it may, behind her and managing her, is the all-wise Capital of rhode island. Through the hardships of Fortune, Providence makes in work powers what we currently call character # 8230 ; . In Fortune [ Boethius ] saw the instrument of God # 8221 ; ( 50 ) . This made what Boethius was making an extremely genuine issue. It was all extremely ideal to talk about the impulses of karma, however to tie it consistently and directly to the Providence of God was an entirely unique undertaking. Boethius # 8217 ; s Influence on Chaucer It is from these purposes of proclamation with Fortune that we can perceive how Boethius impacted Chaucer, especially in Troilus and Criseyde. A large portion of the writing on Troilus appears to back up this case each piece great. # 8220 ; The Boethian subject of Fortune rules Troilus and Criseyde, and Chaucer even fuses direct selections from the Consolation of Philosophy, # 8221 ; says Martin Camargo ( 214 ) . Jefferson says that the Consolation had more effect on Troilus than on some other long refrain type of Chaucer # 8217 ; s ( 120 ) . It appears, in any case, that Chaucer did non just use Boethius aimlessly in this content. He actually cautiously spread with a similar cardinal issues of Fortune and God # 8217 ; s Providence that Boethius did in his Consolation. That is the reason Pandarus sounds just like Lady Philosophy when he addresses Troilus in Book 1: # 8220 ; Than blaestow Fortune For thow craftsmanship wroth ; ye now at erst I see. Woost thow nat wel that Fortune is comune To everi manere wight in som grade? But then thow hast this solace, lo, parde, That, as recruit joies moten overgon, So bit hir sorwes passen everecho. For if enlist whiel stynte any thyng to torne, Than cessed she Fortune anon to be. Presently, sith enlist whiel by no may sojourne, What woostow if recruit mutabilite Directly as thyselven list wol Don by the, Or on the other hand that she be nothing fer fro thyn helpynge? Paraunter thow hast cause for to synge # 8221 ; ( I.841-54 ) . Similar purposes of articulation are repeated here in Chaucer # 8217 ; s ain words. Pandarus is expressing precisely the same things as Lady Philosophy # 8217 ; s articulation. Fortune is the equivalent to each grown-up male. The delights she brings may experience away, however so will the distresses. Her wheel can non end. She would stop to be fortune. The peruser can see the immediate correlativity between Boethius # 8217 ; s work and Pandarus # 8217 ; s words. Fortune in Troilus and Criseyde Chaucer gives Pandarus an away from of Lady Fortune. It is his character who drives Troilus and educates him, as Lady Fortune did Boethius. Camargo demands that it was of import for Chaucer that his perusers see the correlativity between the hole of the Consolation and the hole of Troilus and Criseyde. # 8220 ; Because it was of import to Chaucer that his perusers perceive the analogies among Troilus and Boethius and Pandarus and Philosophy from the earliest starting point, he took specific strivings in Book I to recollect the Consolation # 8217 ; s distinctive opening scene # 8221 ; ( Camargo, p. 215 ) . Just as Lady Philosophy discovered Boethius under the influence of the Muses, so Chaucer starts this scene with Troilus singing totally in his room. He other than comes to him and criticizes him for his disarray roughly Fortune as noted in the progress from Book I refered to above. Be that as it may, Pandarus is really a self-searcher with regards to Fortune. He advises Troilus and Criseyde to take the risk introduced to them b Y this adoration. â€Å"By transforming Lady Philosophy’s exercise into a hidden carpe diem, Pandarus exhibits his energetic belief of the transient endowments of Fortune, † Joseph Salemi composes. Pandarus supports Troilus by expressing that Fortune must be favoring him, and Tells Criseyde this is a â€Å"good aventure† ( II.288 ) . In Book IV, Pandarus again advocates Troilus on Fortune. Notwithstanding, presently Fortune has killed her face from Troilus. He says: # 8220 ; Who woulde have wende that in so litel a throwe Fortune oure joie wold Han overthrowe? For in this universe ther is no creature, With regards to my dom, that ever saugh ruyne Straunger than this, careful Ca or aventure. Be that as it may, who may al eschue, or al devyne? Swich is this universe! Forthi I in this manner diffyne: Ne trust no wight to fynden in Fortune Ay propertee ; connect with yiftes ben comune # 8221 ; ( IV.384-92 ) . He gets a handle on that the truly idea of Fortune is to take what she has given. No 1 can comprehend her unstable nature, but to cognize that she changes. Pandarus proceeds to state Troilus that he should look for another adoration. Without a doubt Fortune will bless him in the signifier of another dulcinea! This is really a Boethian teaching. As Fortune turns her wheel, at last the wheel will pass on success again ( Consolation, II. Pr 1 ) . Troilus has a completely extraordinary position sing Fortune. He is substantially more like Boethius. # 8220 ; He [ Troilus ] and Pandarus speak to two each piece disfigured places of Fortune: that of the self-searcher and the determinist, # 8221 ; says Joseph Salemi ( 219 ) . Jefferson other than concurs that Troilus is # 8220 ; the kind of

Nihao China and Hong Kong!

Nihao China and Hong Kong! Nihao! Now that fall recruitment travel has wrapped up, Id love to tell you about my last trip abroad. I was able to spend around 2.5 weeks in Hong Kong and China last month and, let me tell you, it was such a great trip! Packing for 2.5 weeks can be hard, but I managed to fit everything I needed in these 2 bags. It had been a few years since Illinois has visited most schools in Hong Kong and China and the welcome back reception was more than I could have ever asked. Hong Kong was the first stop on the trip. I was traveling with one other institution, a small, highly-selective liberal arts college for this trip, so it was fun to provide a large school and small school perspective to the students, families, and counselors as we presented. We visited 10 schools in Hong Kong over the span of 2.5 days. We did a variety of presentations, table visits, counselor meetings, and essay/application workshops. Hong Kong was fun because of the variety in our visits. One of the craziest things that happened during our time in Hong Kong was our encounter with boarzillas on the way to a school visit. They dont prepare you for what you are supposed to do when you see a boarzilla on the way to a school visit in training. Actual footage of me: But in reality, here is a picture of us with the boarzillas: Dont worry, by the end of our encounter, I had convinced the boarzillas to apply Early Action to Illinois ?? Needless to say, our 2.5 days in Hong Kong were filled with a lot of excitement. I loved meeting with all of the the prospective students and their families while there and look forward to returning for future visits. After 2.5 days in Hong Kong, we decided to drive to China and start our visits in Shenzhen. This was the first time I had experienced driving into China, so this was a fun new adventure for me. The process was super easy and right after our trip, they made it even easier. There is now a train that connects Hong Kong to China in 20 minutes! It took us 2.5 hours to leave Hong Kong and get to our hotel in China. Ill definitely be checking out the new high-speed train on my next trip! The majority of our trip, as you can see, was spent in China. We traveled to 6 different cities over the next 2 weeks. What are some things students can ask or talk about when Admissions Counselors come visit? • How do I apply? • What are the application requirements? • What majors do you have? • What is it like to be an international student on your campus? • What is there to do for fun? • Internships, research, involvementhow do I do those? These are just some ideas for students who are nervous about what to ask when we come visit. We are there to help you, so be sure to ask whatever questions you might have! There are no silly questions. We understand it is a tough decision to move thousands of miles away from home to studyâ€"sometimes without even seeing the school. We want to make sure that you feel comfortable with your decision regardless of what you are studying or where you are coming from. Here are some other frequently asked questionsyou can check out as you explore if Illinois is a good choice for you! After 2.5 weeks in Hong Kong and China, we visited over 35 high schools, attended 6 college fairs, hosted 5 workshops, and met with thousands of students, parents, and counselors. To say this trip was successful would be an understatement. I really enjoyed my time in both Hong Kong and China and cannot wait to return in the spring to continue to build relationships with schools, students, and counselors. Counting down the days until my next trip106 Days until Im back in Asia. You might ask yourself, Thats so long! How can I get my questions answered until then? No worries! The Office of Undergraduate Admissions, as well as I, are happy to help answer questions in a variety of ways. Make sure to check out our contact informationat the bottom of our homepage and reach out to us with any questions. I look forward to meeting many of you during our spring travels! But until then Go ILLINI! Jess Jess International Recruitment Coordinator, Undergraduate Admissions I work with international students throughout the admissions process. My biggest piece of advice for anyone going through the college search process is to ask questions. There are no questions too small. That’s why we're here!

Trends Principles Of The Counseling Profession - 1719 Words

MHS 6006: Trends Principles of the Counseling Profession Self-reflection To be honest, before my first counseling session I thought that counseling would be easier that what it was; nonetheless, I learned very quickly otherwise. I believed that because I am an educator and encounter similar situations that may require particular skills such as encouraging, empathy, questioning and observation that I was going to have an advantage over acquiring and applying the rest of the skills needed for a complete counseling session. Hence, I went into the first session with an authoritative and even judgmental attitude towards my client; which I now regret. At the moment I intertwined my teacher and counselor personas and I should not have done this. If I had been the astute and objective counselor, I would have had appreciated every second of the first session to build rapport and trust. Instead, I lectured the student about the school rules and how to avoid getting in trouble. Therefore, I ended up spending some of session two reconstructing what should have been done to properly serve the client and focus on the main concern without imposing my wishes or prejudicial thoughts into the matter. Simple interviewing based on open and closed questioning with a bit of self-disclosure allowed me the opportunity to understand my client from their perspective, where and why her problem stemmed from, and to formulate a few possible solutions that I wished for her to arrive to with myShow MoreRelatedGroup Counseling1524 Words   |  7 PagesRunning head: Growing Trends in Group Counseling Growing Trends in Group Counseling: Ethical and Technological Issues that Effect Vocational Rehabilitation Term Paper By Diadra McGraw 546 Group Counseling Dr. B. Canfield February 26, 2008 Abstract This paper explores the different ways in which group counseling can be used for the purpose of Vocational Rehabilitation. It also gives detailed information of how technology can be used in group counseling during Vocational RehabilitationRead MoreJournal Articles Summary: Group Psychotherapy1118 Words   |  4 Pagessupervisors of the medical profession have different opinions regarding the gender role behaviors and differential socialization patterns about appropriate self-disclosure in psychotherapy supervision. Psychotherapy Supervision in the 1990s: Some Observations and Reflections In this article, the author Edward Watkins discusses ten ideas or conclusions about the psychotherapy supervision. These ten points highlight the several psychotherapy supervision issues, trends, problems and areas that needRead MoreWhat Does Diversity Do With Ethics?1075 Words   |  5 Pagessubject of diversity in relation to ethics, several questions may arise for the first-year counseling student. These inquiries may be broad or rather specific. Primarily, one may wonder if the topic of diversity itself is such a significant subject that it is outlined in a code of ethics. Secondarily, if diversity is addressed, is it treated as a singular subject or broadly covered under an umbrella of principles? Consequently, every student should strive to understand how professionals best respondRead MoreMy Course Of Social Work Program Essay1642 Words   |  7 Pagescan work together to help those struggling with mental health issues and with the family members who are caregivers. In a ddition to my psychology courses I will have taken almost all the courses needed to satisfy my certification in the addictions counseling program by my May graduation date. While my education is, important I feel that experience and putting the skills learned in the classroom to use are important as well. As far as experience is considered I have a lot and it began as early as eightRead MoreCorporate Citizenship Of A Global Economy1803 Words   |  8 Pagesrelevant for all companies, industry sectors, and countries. Some of us will use the terminology of corporate citizenship, others of corporate social responsibility, ethics, triple-bottom-line or sustainable development, but we believe the core principles and actions required are the same. First, provide leadership. Second, define what it means for your company. Third, make it happen. Fourth, be transparent about it (www.theconglomerate.org/). 2. What is situational ethics? Situation ethicsRead MoreNutrition Course. Overview. When One Does Masters Of Science1704 Words   |  7 Pagesprogramming capabilities which are in line with nutrition. Also, they are in a position to develop any program that is related to nutrition and implement the same. Such a program is important because it provides a balance that should be there in the principles of nutrition. This masters course is designed for different people who include health professionals in this field, those people who have recently graduated and who may have passion in nutrition, those interested in changing their careers and alsoRead MoreInternationalization Of K 12 Education : The Role Of School Counselors1780 Words   |  8 PagesLearners account for an estimated 4.4 million students or 9% of all students in the United States (NCES, 2014). The purpose of this article is both to broadly examine the role of internationalized education in K-12 schools and within the counseling profession, and to specifically provide a rationale and framework for how the unique qualities and functions of school counselors align with an ability and responsibility to emphasize and implement globally focused programs and interventions. Though theRead MoreProfile. Experienced, Multi-Faceted Professional With Demonstrated1152 Words   |  5 Pagesmanagement, performance guarantees, benefits management, and cost and utilization trends to ensure compliance and mitigate risk. ï‚ § Monitor, track, and analyze benefit trends and perform ad-hoc analysis using Advantage Suite ® - health analytics to identify opportunities to improve efficiency and performance. Advise management of findings; prepare written reports, including charts and graphs, quantifying and qualifying trends, cost issues, and changes affecting employee benefits; propose new initiativesRead MoreQuestions On Entering A Legal And Ethical Course2647 Words   |  11 Pagesethical obligations of the counseling profession, and the different aspects of the job that have legal implications. One thing that stood out to me from the reading, is the importance of counselors to take responsibility for developing and practicing professional ethics throughout their career. Counselors need to be guided by the ethical standards set forth by the American Counseling Association’s Code of Ethics. These standards define ethical conduct in the counseling profession, and provide guidanceRead MoreMe ntal Health Practitioners: Roles and Responsibilities1770 Words   |  7 PagesStatistics recently reported that there are more than 552,000 mental health professionals practicing today (Grohol, 2012). They focus on the treatment and/or diagnosis of metal health or substance abuse. According to last years breakdown, clinical and counseling psychologists comprise the biggest group at 152,000; mental health and substance abuse social workers, 138,000; substance abuse counselors, 86,100; psychiatrists, 34,400; and marriage and family therapists, 27,300 (Grohol). Status of Issues Mental

Violent Media Is Good for Kids - 964 Words

Violence in media is healthy and beneficial for children—or so claims Gerard Jones, author of â€Å"Violent Media is Good for Kids†. It is undeniable that the title of Jones’s essay is straightforward and aptly named, if not confidently bold. But while his claim may boast confidence, it lacks credibility. Jones does do a great job introducing his controversial claim by using passion, persuasion, and personal experience. However, his insufficient evidence and fallacious reasoning fail to support the claim he is making, and therefore weaken his argument. The author starts off his essay by allowing his reader to take a peek into his childhood and see the lonely, passive, and frightened years of his youth. He explains that his†¦show more content†¦People integrating the scariest, most fervently denied fragments of their psyches into fuller senses of selfhood through fantasies of superhuman combat and destruction† (para. 4). This statement is showing the reader that there is a diverse demographic of people who read his comic books, but that doesn’t necessarily mean that the average person finds violence helpful, or that violence would have a positive effect on the average person. In fact, he is making a generalization about violence being a positive influence on the average person when the people in his line of work that he meets are passionate about that subject are far more likely to have shared a similar experience to his own. As I read the essay, I continued to notice how Jones kept using people with backgrounds similar to his as examples of how violence has influenced children in a positive way. In paragraph five of his essay, he gives his own son as an example of someone who has benefitted from being exposed to violence. There is a bit of a bias to this success story, as the child is the son of a comic book writer and violent media advocate. I believe there is a bit of a bias to most of the stories he has given as examples in his essay, since many are about children who have found some form of healing through comic books specifically (though he does reference â€Å"creative violence† and allShow MoreRelatedViolent Media Is Good For Kids1193 Words   |  5 Pagesâ€Å"Violent Media is Good for Kids† is an article which makes many claims to support the argument that a controlled amount of violence could be good for a developing child. Even though this article is controversial the claims serve to support the argument. Throughout the analyzing process logos, ethos, and pathos are searched for and scrutinized. The rhetorical strategies are what makes a paper effective or not. In this case the author uses, what I believe, is just the correct amount of each and fulfillsRead MoreViolent Media Is Good For Kids962 Words   |  4 PagesGerard Jones’s â€Å" Violent Media Is Good For Kids,† violent media indeed has a remarkable influence u pon the minds and general growth patterns of children. Jones argues that violent media can actually have positive effects on young people. Violent media can help people conquer their fear and make them courageous. Jones argument is very effective and convincing because he gives good examples of the positives that violent media has done notRead MoreViolent Media Is Good For Kids1324 Words   |  6 Pagesthe topic of violent media, some of us would readily agree it’s a controversial subject as to whether kids should or shouldn’t be exposed to it. This is because many children who view violent media react negatively rather than not being affected at all. Where this agreement usually ends, however, is on the question of what effects does it have on children. Whereas some are convinced that it is a healthy alternative for kids to express themselves, others maintain that it causes kids to become moreRead MoreViolent Media Is Good For Kids909 Words   |  4 PagesBarbarically inspiring Violent media; a strikingly relevant phenomenon millions are becoming captivated by. It’s everywhere you go, on your phone, the TV or on the computer. As much as people try to avoid it, they soon realize it’s ineluctable. Gerard Jones, a comic-book author, released a brief report, â€Å"Violent Media Is Good for Kids† that argued violent media is not only beneficial to children but also inspiring. He goes on to support his claim by sampling his own personal experiences. HoweverRead MoreViolent Media Is Good for Kids Essay942 Words   |  4 PagesViolent Media is Good for Kids Analysis From infancy onward, parents and teachers have drilled into the young generation that violence should be avoided at all costs. They have preached cooperation, tolerance, and â€Å"using one’s words† as tactics to combat difficult situations. Although those lessons are valid, Gerald Jones claims there is an alternative way. In his essay, â€Å"Violent Media is Good for Kids,† Jones argues that â€Å"creative violence- bonking cartoons, bloody videogames, toy guns-givesRead MoreViolent Media Is Good For Kids Essay1083 Words   |  5 PagesViolent Comics Are the New Superheroes In the writing of Gerard Jones â€Å"Violent Media is Good for Kids† is very interesting essay in which he describes how violent media can help kids to overcome obstacles, but whether it is convincing or not, I am not truly sure because the way the essay is written is biased. 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He points out that it helps them transform better soci ally, explore and conquer their feelings, and improves self-knowledgeRead MoreViolent Media Is Good For Kids By Gerard Jones972 Words   |  4 PagesMother Jones, an American independent news organization, published the essay, â€Å"Violent Media is Good for Kids† by Gerard Jones on June 28, 2000. In this article, Jones, a comic book writer, argues that violent media can have positive effects on children’s behavior. In fact, he asserts that â€Å"superhero stories helps kids negotiate the conflicts between the inner self and the public self† (60). Even though Jones’s thesis, refutation, and the conclusion are strong to support his argument, his evidence

Traning and Placement Project Report on Asp.Net Free Essays

CHAPTER 1 1. ABSTRACT The Campus Recruitment database project has been specially designed to handle the recruitment needs before the start of recruitment. This project can be considered as a digital diary with many other features embedded in it. We will write a custom essay sample on Traning and Placement Project Report on Asp.Net or any similar topic only for you Order Now This project is used to keep records of candidate, companies and colleges and provide other useful information. The main emphasis is given about the candidate record. In this project we store the all information undergoing at the time of campus recruitment program . There is mainly three users are company, collage and candidate. ompany comes in the collage for recruitment and the collage organize the campus recruitment program for the candidate . The company contact to the TPO of the collage for the recruitment and collage give the notice in the. Newspaper for the recruitment program for the candidate knowledge. This is also used by the company see the previous performance of the candidate. There are a lot of companies, which are taking recruitment for candidate . They chooses the candidate on the basis of the different skill. The company can recruit the candidate for the different jobs. It is hoped that with all the characteristics the project will be found useful to the all recruitment companies as well as candidate and college. CHAPTER 2 2. INTRODUCTION 2. 1 PROBLEM STATEMENT We are making this project to overcome the problem of tpo and company and candidate in the campus selection process we are providing the three user in this project first tpo login who can maintanethe whole record of college and student. Second login of company login and third login is student login. This will beneficial for Take complete record of the college about its name and address of it. Maintaining record of the contact person for a particular college. Maintaining records about all the company which is comes for taking recruitment and the vacancy for the particular jobs. Maintaining records about candidate who are sitting in any campus. What is their performance on any previous campus. Maintaining records of vacant position of different companies and the particular skill record required for that position. Maintaining record about the date in which issue recruitment occur and also about the newspaper in which notice is issued. 2. 2 AIM The Campus Recruitment database project has been specially designed to handle the recruitment needs before the start of recruitment. This project can be considered as a digital diary with many other features embedded in it. This project is used to keep records of candidate, companies and colleges and provide other useful information. Take complete record of the college about its name and address of it. Maintaining record of the contact person for a particular college. Maintaining records about all the company which is comes for taking recruitment and the vacancy for the particular jobs. Maintaining records about candidate who are sitting in any campus. What is their performance on any previous campus. Maintaining records of vacant position of different companies and the particular skill record required for that position. Maintaining record about the date in which issue recruitment occurs and also about the newspaper in which notice is issued. 2. 3 STUDY OF CURRENT SYSTEM The Campus Recruitment database project has been specially designed to handle the recruitment needs before the start of recruitment. This project can be considered as a digital diary with many other features embedded in it. This project is used to keep records of candidate, companies and colleges and provide other useful information. In this project we are maintaining the all record of the student to make the easier in the selection process and providing the all information of the college and student. to make the easier the selection process in company we are making this project. CHAPTER 3 3. FEASIBILITY STUDY Feasibility reports describe one or more design solutions to a specific problem and determine if the proposed solution is practical and feasible. Preferably, more than one solution is offered, in which case the report compares the various designs and determines which option is best. Design and feasibility reports are essentially the same type of document, differing only in the amount of emphasis placed on practical and economic viability of the design in comparison with other possible solutions. A design report, often very similar to an internal proposal, focuses on describing one specific implementation. A feasibility study, on the other hand, also emphasizes the investigation and comparison of alternative solutions. Design reports and feasibility reports are crucial for decision making and product development in almost any technical organization. They document an engineer’s thinking through a solution to a problem, a description of the solution, and the reasons why that solution should be implemented. Managers need accurate and comprehensive feasibility and design reports to decide where to commit scarce resources. In addition, an accurate and comprehensive design report helps in developing other documents, such as formal proposals, specifications, and work plans. 3. 1 OPERATIONAL FEASIBILITY In this project we are providing the help to the company for selection process and tpo to maintain the all record which are record the company for selection and all the material of company written papers and hr round question and technical question which will help to the student to prepare for the selection. it think this project will be helpful for company ,tpo and student. 3. 2 TECHNICAL FEASIBILITY For the design and development of the system, several software products have been accommodated.  · Database design –sql server, Interface design – . NET Framework. , Coding – C# or any other supported Language. This software’s have the  enough efficiency in  producing  the system. Therefore the project is technically feasible. 3. 3 ECONOMICAL FEASIBILITY This softaware will be good in economically because it reduse the company effort to know about the college andabout the student for the selection process. inthis software this software available company peppers will help to the student for the selection and save money the attend any coaching for the company preparation andthis will be also help to the tpo to maintain the record of the student instead of the hard copy. is software ecinomacally is good it take not more spacein the ram and hard disk and maintenances’ also easy. CHAPTER 4 4. ANALYSIS MODELING The first step in developing anything is to state the requirements. This applies just as much to leading edge research as to simple programs and to personal programs, as well as to large team efforts. Being vague about your objective only postpones decisions to a later stage where changes are much more costly. The problem statement should state what is to be done and not how it is to be done. It should be a statement of needs, not a proposal for a solution. A user manual for the desired system is a good problem statement. The requestor should indicate which features are mandatory and which are optional, to avoid overly constraining design decisions. The requestor should avoid describing system internals, as this restricts implementation flexibility. Performance specifications and protocols for interaction with external systems are legitimate requirements. Software engineering standards, such as modular construction, design for testability, and provision for future extensions, are also proper. Many problems statements, from individuals, companies, and government agencies, mixture requirements with design decisions. There may sometimes be a compelling reason to require a particular computer or language; there is rarely justification to specify the use of a particular algorithm. The analyst must separate the true requirements from design and implementation decisions disguised as requirements. The analyst should challenge such pseudo requirements, as they restrict flexibility. There may be politics or organizational reasons for the requirements, but at least the analyst should recognize that these externally imposed design decisions are not essential features of the problem domain. A problem statement may have more or less detail. A requirement for a conventional product, such as a payroll program or a billing system, may have considerable detail. A requirement for a research effort in a new area may lack many details, but presumably the research has some objective, which should be clearly stated. Most problem statements are ambiguous, incomplete, or even inconsistent. Some requirements are just plain wrong. Some requirements, although precisely stated, have unpleasant consequences on the system behaviour or impose unreasonable implementation costs. Some requirements seem reasonable at first but do not work out as well as the request or thought. The problem statement is just a starting point for understanding the problem, not an immutable document. The purpose of the subsequent analysis is to fully understand the problem and its implications. There is no reasons to expect that a problem statement prepared without a fully analysis will be correct. 4. 1 DOMAIN ANALYSIS This software is dependent on manual updation regularly without updating its nothing means in this software required to update student information by the tpo and college information. Companies exam pattern and papper. need to work in company login. 4. 2 APPLICATION ANALYSIS This software is very usefull for the tpo. tpo can manage the student record for the campus recruitment by the use of this software tpo can manage the all record of the student and keep the all information of the college for the company need. it is also very good software for the company by the use of this softaware company can update recruitment in the software. CHAPTER 5 5. DATA FLOW DIAGRAM CHAPTER 6 6. SYSTEM ENVIRONMENT The system environment specifies the technical specification of requirements for the developing software. The goal of this, it completely and consistently specifies the requirements for the software products in a concise and unambiguous manner 6. 1 HARDWARE REQUIREMENTS RAM: 512 MB (Recommended) Processor: Pentium III 450 MHz Hard Disk Space: 3. 5 GB (Includes 500 MB free space on disk) 6. 2 SOFTWARE REQUIREMENTS Operating System: Windows 2000 or Windows XP. Sql server. .net frame work CHAPTER 7 7. ADVANTAGES Take complete record of the college about its name and address of it. †¢ Maintaining record of the contact person for a particular college. †¢ Maintaining records about all the company which is comes for taking recruitment and the vacancy for the particular jobs. †¢ Maintaining records about candidate who are sitting in any campus. What is their performance on any previous campus? †¢ Maintaining r ecords of vacant position of different companies and the particular skill record required for that position. †¢ Maintaining record about the date in which issue a recruitment occur nd also about the newspaper in which notice is issued. 7. DISADVANTAGES †¢ Minimum 512 mb ram required for this project. †¢ Minimum 3. 5 gb hard disk required for this project. †¢ It cannot run below p4 processor. †¢ Maintenance required for this software. CHAPTER 8 8. BIBLIOGRAPHY †¢ Asp. net unleashed: stephen walther †¢ Sql server 2000: mike gunderloy †¢ Sams teach yourself c#. net in 21 days †¢ Programming asp. net: jesse liberty †¢ Beginning c#. net: richard blair ———————– Tpo Con-tact COLLEGE Company Recruit STORE DATAbase ISSUE ISSUE Skills Newspaper JOBS Candidate NOTICE How to cite Traning and Placement Project Report on Asp.Net, Papers

Old Growth Forest free essay sample

Question: a strong opponent of logging old growth forests Good morning ladies and gentlemen. I am Leeson, and today I am going to talk about whether we should log the old growth forests. Firstly, what are old growth forests? Old growth forests are those where the overstore is in the late mature growth stage with the presence of relatively large old trees, many containing hollows and often with the presence of dieback or dead branches in the crown. They are so important to the human life, as they are like the climate change mitigation. Also, a lot of animals can only live in old growth forests, just like fish can only live in water. In Victoria, we know old growth forests to be â€Å"Forests which contain significant amount of its oldest growth stage in the upper stratum. † What does this mean? It means these forests are historically, culturally, ecologically significant and valuable. We will write a custom essay sample on Old Growth Forest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore, we human have no reason to log any of the old growth forest. Firstly, the old growth forests mitigate the climate change. Old-growth forests store large amounts of carbon in wood, humus, and peat, they are an important part of carbon sequestration and its impacts on climate change and climate change mitigation. The Intergovernmental Panel on Climate Change said in its 2007 report: â€Å"In the long term, a sustainable forest management strategy aimed at maintaining or increasing forest carbon stocks, while producing an annual sustained yield of timber, fibre or energy from the forest, will generate the largest sustained mitigation benefit. As we know, the climate problem is one of the most serious problems that human are facing to, if we keep logging the old growth forests for human living while we are polluting the environment for human development, we will not have a nice future to be with. So stop logging the old growth forest! Secondly, old growth forests are the only home for a lot of animals. Image if I drive a bulldozer through in your home, how would this make you feel? Where would you go? The ecologically value and significance of old- growth-forests is they can do something that other forests cannot do: they act as the home of various forms of wildlife. Without old growth forests, where would they live? The report from Bureau of Rural Sciences from Australian Government said: â€Å"A number of wildlife species are reliant on these types of forest because of the range of nesting hollows and greater structural complexity they have in comparison with forests in earlier stages of development. Obviously logging the old growth forests indicates killing plenty of wildlife, and it is not humane at all! That’s why we shouldn’t log the old growth forests. In conclusion, the old growth forests are acting a important role in nature, not only do they house various forms of wildlife, but they also store more carbon then they emit, so that to mitigate the climate change. Hence, we should not log the old growth forest, for any human use. Thank you!

C# Step by Step Codes Essay Example

C# Step by Step Codes Essay SREEKANTH C# STEP BY STEP Microsoft Visual Studio C#. NET Step By Step 1 SREEKANTH C# STEP BY STEP Introduction Microsoft Visual C# is a powerful but simple language aimed primarily at developers creating applications by using the Microsoft . NET Framework. It inherits many of the best features of C++ and Microsoft Visual Basic, but few of the inconsistencies and anachronisms, resulting in a cleaner and more logical language. The advent of C# 2. 0 has seen several important new features added to the language, including Generics, Iterators, and anonymous methods. The development environment provided by Microsoft Visual Studio 2005 makes these powerful features easy to use, and the many new wizards and enhancements included in Visual Studio 2005 can greatly improve your productivity as a developer. The aim of this book is to teach you the fundamentals of programming with C# by using Visual Studio 2005 and the . NET Framework. You will learn the features of the C# language, and then use them to build applications running on the Microsoft Windows operating system. By the time you complete this book, you will have a thorough understanding of C# and will have used it to build Windows Forms applications, access Microsoft SQL Server databases, develop ASP. NET Web applications, and build and consume a Web service. Part I Introducing Microsoft Visual C# and Microsoft Visual Studio 2005 Chapter 1 Welcome to C# After completing this chapter, you will be able to: †¢ †¢ †¢ †¢ Use the Visual Studio 2005 programming environment. Create a C# console application. Use namespaces. Create a C# Windows Forms application. Microsoft Visual C# is Microsofts powerful, component-oriented language. We will write a custom essay sample on C# Step by Step Codes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on C# Step by Step Codes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on C# Step by Step Codes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer C# plays an important role in the architecture of the Microsoft . NET Framework, and some people have drawn comparisons to the role that C played in the development of UNIX. If you already know a language such as C, C++, or Java, youll find the syntax of C# reassuringly familiar because it uses the same curly brackets to delimit blocks of code. However, if you are used to programming in other languages, you should soon be able to pick up the syntax and feel of C#; you just need to learn to put the curly brackets and semi-colons in the right place. Hopefully this is just the book to help you! In Part I, youll learn the fundamentals of C#. Youll discover how to declare variables and how to use operators such as plus (+) and minus (-) to create values. Youll see how to write methods and pass arguments to methods. Youll also learn how to use selection statements such as if and iteration statements such as while. Finally, youll understand how C# uses exceptions to handle errors in a graceful, easy-to-use manner. These topics form the core of C#, and from this solid foundation, youll progress to more advanced features in Part II through Part VI. 2 SREEKANTH C# STEP BY STEP Beginning Programming with the Visual Studio 2005 Environment Visual Studio 2005 is a tool-rich programming environment containing all the functionality youll need to create large or small C# projects. You can even create projects that seamlessly combine modules from different languages. In the first exercise, youll start the Visual Studio 2005 programming environment and learn how to create a console application. Create a console application in Visual Studio 2005 1. In Microsoft Windows, click the Start button, point to All Programs, and then point to Microsoft Visual Studio 2005. 2. Click the Microsoft Visual Studio 2005 icon. Visual Studio 2005 starts. NOTE If this is the first time that you have run Visual Studio 2005, you might see a dialog box prompting you to choose your default development environment settings. Visual Studio 2005 can tailor itself according your preferred development language. The various dialog boxes and tools in the integrated development environment (IDE) will have their default selections set for the language you 3 SREEKANTH C# STEP BY STEP choose. Select Visual C# Development Settings from the list, and then click the Start Visual Studio button. After a short delay, the Visual Studio 2005 IDE appears. 3. On the File menu, point to New, and then click Project. The New Project dialog box opens. This dialog box allows you to create a new project using various templates, such as Windows Application, Class Library, and Console Application, that specify the type of application you want to create. NOTE The actual templates available depend on the version of Visual Studio 2005 you are using. It is also possible to define new project templates, but that is beyond the scope of this book. 4. In the Templates pane, click the Console Application icon. 5. In the Location field, type C:Documents and SettingsYourNameMy DocumentsMicrosoft PressVisual CSharp Step by StepChapter 1. Replace the text YourName in this path with your Windows user name. To save a bit of space throughout the rest of this book, we will simply refer to the path â€Å"C:Documents and SettingsYourNameMy Documents† as your â€Å"My Documents† folder. 4 SREEKANTH C# STEP BY STEP NOTE If the folder you specify does not exist, Visual Studio 2005 creates it for you. 6. In the Name field, type TextHello. . Ensure that the Create Directory for Solution check box is checked and then click OK. The new project opens. The menu bar at the top of the screen provides access to the features youll use in the programming environment. You can use the keyboard or the mouse to access the menus and commands exactly as you can in all Windows-based programs. The toolbar is located beneath the menu bar and provides button shortcuts to run the most frequently used commands. The Code and Text Editor window occupying the main part of the IDE displays the contents of source files. In a multi-file project, each source file has its own tab labeled with the name of the source file. You can click the tab once to bring the named source file to the foreground in the Code and Text Editor window. The Solution Explorer displays the names of the files associated with the project, among other items. You can also double-click a file name in the Solution Explorer to bring that source file to the foreground in the Code and Text Editor window. 5 SREEKANTH C# STEP BY STEP Before writing the code, examine the files listed in the Solution Explorer, which Visual Studio 2005 has created as part of your project: Solution TextHello This is the top-level solution file, of which there is one per application. If you use Windows Explorer to look at your My DocumentsVisual CSharp Step by StepChapter 1TextHello folder, youll see that the actual name of this file is TextHello. sln. Each solution file contains references to one or more project files. †¢ TextHello This is the C# projec t file. Each project file references one or more files containing the source code and other items for the project. All the source code in a single project must be written in the same programming language. In Windows Explorer, this file is actually called TextHello. csproj, and it is stored in your My DocumentsVisual CSharp Step by StepChapter 1TextHelloTextHello folder. †¢ Properties This is a folder in the TextHello project. If you expand it, you will see that it contains a file called AssemblyInfo. cs. AssemblyInfo. cs is a special file that you can use to add attributes to a program, such as the name of the author, the date the program was written, and so on. There are additional attributes that you can use to modify the way in which the program will run. These attributes are outside the scope of this book. †¢ References This is a folder that contains references to compiled code that your application can use. When code is compiled, it is converted into an assembly and given a unique name. Developers use assemblies to package up useful bits of code that they have written for distribution to other developers that might want to use them in their applications. Many of the features that you will be using when writing applications using this book will make use of assemblies provided by Microsoft with Visual Studio 2005. †¢ Program. cs This is a C# source file, and is the one displayed in the Code and Text Editor window when the project is first created. You will write your code in this file. It contains some code that Visual Studio 2005 provides automatically, which you will examine shortly. Writing Your First Program The Program. cs file defines a class called Program that contains a method called Main. All methods must be defined inside a class. The Main method is special—it designates the programs entry point. It must be a static method. (Methods are discussed in 6 SREEKANTH C# STEP BY STEP Chapter 3, â€Å"Writing Methods and Applying Scope. Static methods are discussed in Chapter 7, â€Å"Creating and Managing Classes and Objects. † The Main method is discussed in Chapter 11, â€Å"Understanding Parameter Arrays. †) IMPORTANT C# is a case-sensitive language. You must spell Main with a capital M. In the following exercises, youll write the code to display the message Hello World in the co nsole; youll build and run your Hello World console application; youll learn how namespaces are used to partition code elements. Write the code using IntelliSense technology 1. In the Code and Text Editor window displaying the Program. s file, place the cursor in the Main method after the opening brace, and type Console. As you type the letter C at the start of the word Console an IntelliSense list appears. This list contains all of the valid C# keywords and data types that are valid in this context. You can either continue typing, or scroll through the list and double-click the Console item with the mouse. Alternatively, after you have typed Con, the Intellisense list will automatically home in on the Console item and you can press the Tab, Enter, or Spacebar key to select it. Main should look like this: static void Main(string[] args) Console } NOTE Console is a built-in class that contains the methods for displaying messages on the screen and getting input from the keyboard. 2. T ype a period immediately after Console. Another Intellisense list appears displaying the methods, properties, and fields of the Console class. 3. Scroll down through the list until WriteLine is selected, and then press Enter. Alternatively, you can continue typing until WriteLine is selected and then press Enter. The IntelliSense list closes, and the WriteLine method is added to the source file. Main should now look like this: static void Main(string[] args) Console. WriteLine } 4. Type an open parenthesis. Another IntelliSense tip appears. This tip displays the parameters of the WriteLine method. In fact, WriteLine is an overloaded method, meaning that Console contains more than one method named Write Line. Each version of the WriteLine method can be used to output different 7 SREEKANTH C# STEP BY STEP types of data. (Overloaded methods are discussed in Chapter 3. ) Main should now look like this: static void Main(string[] args) { Console. WriteLine( } You can click the tips up and down arrows to scroll through the overloaded versions of WriteLine. . Type a close parenthesis, followed by a semicolon. Main should now look like this: static void Main(string[] args) { Console. WriteLine(); } 6. Type the string Hello World between the left and right parentheses. Main should now look like this: static void Main(string[] args) { Console. WriteLine(Hello World); } TIP Get into the habit of typing matched character pairs, such as ( and ) and { and }, before filling in their contents. Its easy to forget the closing character if you wait until after youve entered the contents. 8 SREEKANTH C# STEP BY STEP NOTE You will frequently see lines of code containing two forward slashes followed by ordinary text. These are comments. They are ignored by the compiler, but are very useful for developers because they help document what a program is actually doing. For example: Console. ReadLine(); // Wait for the user to press the Enter key All text from the two slashes to the end of the line will be skipped by the compiler. You can also add multi-line comments starting with /*. The compiler will skip everything until it finds a */ sequence, which could be many lines lower down. You are actively encouraged to document your code with as many comments as necessary. Build and run the console application 1. On the Build menu, click Build Solution. This action causes the C# code to be compiled, resulting in a program that you can run. The Output windows appears below the Code and Text Editor window. a. TIP If the Output window does not appear, click the View menu, and then click Output to display it. b. In the Output window, messages similar to the following show how the program is being compiled and display the details of any errors that have 9 SREEKANTH C# STEP BY STEP occurred. In this case there should be no errors or warnings, and the program should build successfully: c. Build started: Project: TextHello, Configuration: Debug Any CPU d. Csc. exe /config /nowarn:1701;1702 /errorreport: prompt /warn:4 e. Compile complete –- 0 errors, 0 warnings f. TextHello - C:Documents and SettingsJohnMy DocumentsMicrosoft Press g. ============ Build: 1 succeeded or up-to-date, 0 failed, 0 skipped ======== h. NOTE An asterisk after the file name in the tab above the Code and Text Editor window indicates that the file has been changed since it was last saved. There is no need to manually save the file before building because the Build Solution command automatically saves the file. 2. On the Debug menu, click Start Without Debugging. A Command window opens and the program runs. The message Hello World appears, and then the program waits for the user to press any key, as shown in the following graphic: 3. Ensure that the Command window displaying the program has the focus, and then press Enter. The Command window closes and you return to the Visual Studio 2005 programming environment. NOTE If you run the program using Start Debugging on the Debug menu, the pplication runs but the Command window closes immediately without waiting for you to press a key. 4. In the Solution Explorer, click the TextHello project (not the solution), and then click Show All Files button. Entries named bin and obj appear above the C# source filenames. These entries correspond directly to folders named bin and obj in the project folder (My DocumentsVisual CSharp St ep by StepChapter 1TextHelloTextHello). These folders are created when you build your application, and they contain the executable version of the program and some other files. 10 SREEKANTH C# STEP BY STEP 5. 5. In the Solution Explorer, click the + to the left of the bin entry. Another folder named Debug appears. 6. 6. In the Solution Explorer, click the + to the left of the Debug entry. Three entries named TextHello. exe, TextHello. pdb, and TextHello. vshost. exe appear. The file TextHello. exe is the compiled program, and it is this file that runs when you click Start Without Debugging in the Debug menu. The other two files contain information that is used by Visual Studio 2005 if you run your program in Debug mode (when you click Start Debugging in the Debug menu). Command Line Compilation You can also compile your source files into an executable file manually by using the csc command-line C# compiler. You must first complete the following steps to set up your environment: 1. On the Windows Start menu, point to All Programs, point to Microsoft Visual Studio 2005, point to Visual Studio Tools, and click Visual Studio 2005 Command Prompt. A Command window opens, and the envionment variables PATH, LIB, and INCLUDE are configured to include the locations of the various . NET Framework libraries and utilities. TIP You can also run the vcvarsall. at script, located in the C:Program FilesMicrosoft Visual Studio 8VC folder, if you want to configure the environment variables while running in an ordinary Command Prompt window. 2. In the Visual Studio 2005 Command Prompt window, type the following command to go to the My DocumentsMicrosoft PressVisual CSharp Step by StepChapter 1TextHelloTextHello project folder: 3. cd Documents and SettingsYourNameMy Doc umentsMicrosoft PressVisual CSharp Step by StepChapter 1TextHelloTextHello 4. Type the following command: csc /out:TextHello. exe Program. cs 11 SREEKANTH C# STEP BY STEP This command creates the executable file TextHello. exe from the C# source file. If you dont use the /out command-line option, the executable file takes its name from the source file and is called Program. exe. 5. Run the program by typing the following command: TextHello The program should run exactly as before, except that you will not see the Press any key to continue prompt. Using Namespaces The example you have seen so far is a very small program. However, small programs can soon grow into bigger programs. As a program grows, it creates two problems. First, more code is harder to understand and maintain than less code. Second, more code usually means more names; more named data, more named methods, and more named classes. As the number of names increases so does the likelihood of the project build failing because two or more names clash (especially when the program uses third-party libraries). In the past, programmers tried to solve the name-clashing problem by prefixing names with some sort of qualifier (or set of qualifiers). This solution is not a good one because its not scalable; names become longer and you spend less time writing software and more time typing (there is a difference) and reading and re-reading incomprehensibly long names. Namespaces help solve this problem by creating a named container for other identifiers, such as classes. Two classes with the same name will not be confused with each other if they live in different namespaces. You can create a class named Greeting inside the namespace named TextHello, like this: namespace TextHello { class Greeting { } } You can then refer to the Greeting class as TextHello. Greeting in your own programs. If someone else also creates a Greeting class in a different namespace and installs it on your computer, your programs will still work as expected because they are using the TextHello. Greeting class. If you want to refer the new Greeting class, you must specify that you want the class from the new namespace. It is good practice to define all your classes in namespaces, and the Visual Studio 2005 environment follows this recommendation by using the name of your project as the toplevel namespace. The . NET Framework Software Developer Kit (SDK) also adheres to this recommendation; every class in the . NET Framework lives inside a namespace. For 12 SREEKANTH C# STEP BY STEP example, the Console class lives inside the System namespace. This means that its fully qualified name is actually System. Console. Of course, if you had to write the fully qualified name of a class every time, it would be no better that just naming the class SystemConsole. Fortunately, you can solve this problem with a using directive. If you return to the TextHello program in Visual Studio 2005 and look at the file Program. cs in the Code and Text Editor window, you will notice the following statements: using System; using System. Collections. Generic; using System. Text; The using statement brings a namespace into scope, and you no longer have to explictly qualify objects with the namespace they belong to in the code that follows. The three namespaces shown contain classes that are used so often that Visual Studio 2005 automatically adds these using statements every time you create a new project. You can add further using directives to the top of a source file. The following exercise demonstrates the concept of namespaces further. Try longhand names 1. In the Code And Text Editor window, comment out the using directive at the top of Program. cs: //using System; 2. On the Build menu, click Build Solution. The build fails, and the Output pane displays the following error message twice (once for each use of the Console class): The name Console does not exist in the current context. 3. In the Output pane, double-click the error message. The identifier that caused the error is selected in the Program. cs source file. TIP The first error can affect the reliability of subsequent diagnostic messages. If your build has more than one diagnostic message, correct only the first one, ignore all the others, and then rebuild. This strategy works best if you keep your source files small and work iteratively, building frequently. 4. In the Code and Text Editor window, edit the Main method to use the fully qualified name System. Console. Main should look like this: static void Main(string[] args) { System. Console. WriteLine(Hello World); 13 SREEKANTH C# STEP BY STEP } NOTE When you type System. , notice how the names of all the items in the System namespace are displayed by IntelliSense. 5. On the Build menu, click Build Solution. The build succeeds this time. If it doesnt, make sure Main is exactly as it appears in the preceding code, and then try building again. 6. Run the application to make sure it still works by clicking Start Without Debugging on the Debug menu. In the Solution Explorer, click the + to the left of the References entry. This displays the assemblies referenced by the Solution Explorer. An assembly is a library containing code written by other developers (such as the . NET Framework). In some cases, the classes in a namespace are stored in an assembly that has the same name (such as System), although this does not have to be the case—some assemblies hold more than one namespace. Whenever you use a namespace, you also need to make sure that you have referenced the assembly that contains the classes for that namespace; otherwise your program will not build (or run). Creating a Windows Forms Application So far you have used Visual Studio 2005 to create and run a basic Console application. The Visual Studio 2005 programming environment also contains everything youll need to create graphical Windows applications. You can design the form-based user interface of a Windows application interactively by using the Visual Designer. Visual Studio 2005 then generates the program statements to implement the user interface youve designed. From this explanation, it follows that Visual Studio 2005 allows you to maintain two views of the application: the Design View and the Code View. The Code and Text Editor window (showing the program statements) doubles as the Design View window (allowing you to lay out your user interface), and you can switch between the two views whenever you want. In the following set of exercises, youll learn how to create a Windows program in Visual Studio 2005. This program will display a simple form containing a text box where you can enter your name and a button that, when clicked, displays a personalized greeting in a message box. You will use the Visual Designer to create your user interface by placing controls on a form; inspect the code generated by Visual Studio 2005; use the Visual Designer to change the control properties; use the Visual Designer to resize the form; write the code to respond to a button click; and run your first Windows program. Create a Windows project in Visual Studio 2005 1. On the File menu, point to New, and then click Project. The New Project dialog box opens. 2. In the Project Types pane, click Visual C#. 14 SREEKANTH C# STEP BY STEP 3. In the Templates pane, click the Windows Application icon. . Ensure that the Location field refers to your My DocumentsVisual CSharp Step by StepChapter 1 folder. 5. In the Name field, type WinFormHello. 6. In the Solutions field, ensure that Create new Solution is selected. This action creates a new solution for holding the Windows application. The alternative, Add to Solution, will add the project to the TextHello solution. 7. Click OK. Visual St udio 2005 closes your current application (prompting you to save it first of necessary) and creates and displays an empty Windows form in the Design View window. In the following exercise, youll use the Visual Designer to add three controls to the Windows form and examine some of the C# code automatically generated by Visual Studio 2005 to implement these controls. Create the user interface 1. Click the Toolbox tab that appears to the left of the form in the Design View. The Toolbox appears, partially obscuring the form and displaying the various components and controls that you can place on a Windows form. 2. In the Toolbox, click the + sign by Common Controls to display a list of controls that are used by most Windows Forms applications. 15 SREEKANTH C# STEP BY STEP 3. Click Label, and then click the visible part of the form. A Label control is added to the form, and the Toolbox disappears from view. TIP If you want the Toolbox to remain visible but not hide any part of the form, click the Auto Hide button to the right in Toolbox title bar (it looks like a pin). The Toolbox appears permanently on the left side of the Visual Studio 2005 window, and the Design View shrinks to accommodate it. (You might lose a lot of space if you have a low-resolution screen. ) Clicking the Auto Hide button once more causes the Toolbox to disappear again. 4. The Label control on the form is probably not exactly where you want it. You can click and drag the controls you have added to a form to reposition them. Using this technique, move the Label control so that it is positioned towards the upper-left corner of the form. (The exact placement is not critical for this application. ) 5. On the View menu, click Properties Window. The Properties window appears on the right side of the screen. The Properties window allows you to set the properties for items in a project. It is context sensitive, in that it displays the properties for the currently selected item. If you click anywhere on the form displayed in the Design View, you will see that the Properties windows displays the properties for the form itself. If you click the Label control, the window displays the properties for the label instead. 6. Click the Label control on the form. In the Properties window, locate the Text property, change it from label1 to Enter your name, and then press Enter. On the form, the labels text changes to Enter Your Name. TIP By default, the properties are displayed in categories. If you prefer to display the properties in alphabetical order, click the Alphabetical button that appears above the properties list. . Display the Toolbox again. Click TextBox, and then click the form. A TextBox control is added to the form. Move the TextBox control so that it is directly underneath the Label control. TIP When you drag a control on a form, alignment handles appear automatically when the control becomes aligned vertically or horizontally with other controls. This g ive you a quick visual cue for making sure that controls are lined up neatly. 8. While the TextBox control is selected, locate the Text property in the Properties window, type here, and then press Enter. On the form, the word here appears in the text box. 9. In the Properties window, find the (Name) property. Visual Studio 2005 gives controls and forms default names, which, although they are a good starting point, are not always very meaningful. Change the name of the TextBox control to userName. 16 SREEKANTH C# STEP BY STEP NOTE We will talk more about naming conventions for controls and variables in Chapter 2, â€Å"Working with Variables, Operators, and Expressions. † 10. Display the Toolbox again, click Button, and then click the form. Drag the Button control to the right of the TextBox control on the form so that it is aligned horizontally with the text box. 11. Using the Properties window, change the Text property of the Button control to OK. Change its (Name) property to ok. The caption on the button changes. 12. Click the Form1 form in the Design View window. Notice that resize handles (small squares) appear on the lower edge, the right-hand edge, and the righthand bottom corner of the form. 13. Move the mouse pointer over the resize handle. The pointer changes to a diagonal double-headed arrow. 14. Hold down the left mouse button, and drag the pointer to resize the form. Stop dragging and release the mouse button when the spacing around the controls is roughly equal. TIP You can resize many controls on a form by selecting the control and dragging one of the resize handles that appears in the corners of the control. Note that a form has only one resize handle, whereas most controls have four (one on each corner). On a form, any resize handles other than the one in the lower-right corner would be superfluous. Also note that some controls, such as Label controls, are automatically sized based on their contents and cannot be resized by dragging them. The form should now look similar to the one in the following graphic. 1. In the Solution Explorer, right-click the file Form1. s, and then click View Code. The Form1. cs source file appears in the Code and Text Editor window. There are now two tabs named Form1. cs above the Code and Text Editor/Design View window. You can click the one suffixed with [Design] to return to Design View window at any time. Form1. cs contains some of the code automatically generated by Visual Studio 2005. You should note the following elements: 17 SREEKANTH C# STEP BY STEP o using directives Visual Studio 2005 has written a number of using directives at the top of the source file (more than for the previous example). For example: using System. Windows. Forms; The additional namespaces contain the classes and controls used when building graphical applications—for example, the TextBox, Label, and Button classes. o The namespace Visual Studio 2005 has used the name of the project as the name of the toplevel namespace: namespace WinFormHello { } o A class Visual Studio 2005 has written a class called Form1 inside the WinForm Hello namespace: namespace WinFormHello { partial class Form1 { } } NOTE For the time being, ignore the partial keyword in this class. I will describe its purpose shortly. This class implements the form you created in the Design View. Classes are discussed in Chapter 7. ) There does not appear to be much else in this class—there is a little bit of code known as a constructor that calls a method called InitializeComponent, but nothing else. (A constructor is a special method with the same name as the class. It is executed when the form is created and can contain code to initialize the form. Constructors ar e also discussed in Chapter 7. ) However, Visual Studio 2005 is performing a sleight of hand and is hiding a few things from you, as I will now demonstrate. In a Windows Forms application, Visual Studio 2005 actually generates a potentially large amount of code. This code performs operations such as 18 SREEKANTH C# STEP BY STEP creating and displaying the form when the application starts, and creating and positioning the various controls on the form. However, this code can change as you add controls to a form and change their properties. You are not expected to change this code (indeed, any changes

Getting a Raise and Getting a Rise

Getting a Raise and Getting a Rise Getting a Raise and Getting a Rise Getting a Raise and Getting a Rise By Maeve Maddox Natasha asks: What is the difference between rise and raise? As far as I understand, they both have to do with an increase, but they are also supposed to be different. Is that correct? The words raise and rise have numerous meanings, both as verbs and as nouns. Some common meanings of rise as a noun: a movement upward Ex. The world watched his rise to power. the reaching of a higher level by an increase of quantity or bulk Ex. The rise of the river provoked concern. an upward slope Ex. We walked as far as the rise. an irritated response to provocation Ex. Your last remark sure got a rise out of him. the distance from the crotch to the waistline on pants; the distance above the waistline on skirts Ex. The tailor measured the rise. One of the Merriam-Webster definitions of raise as a noun is â€Å"an increase in wages or salary.† British speakers, however, would refer to such an increase as a â€Å"rise.† Writing for British readers, Paul MacKenzie-Cummins heads his article with the title Get a Salary Rise: Six Tips. Writing for speakers of U.S. English, Dawn Rosenberg McKay heads a similar article with the title How to Ask for a Raise. Both U. S. and British usage would find the following headline acceptable: Experts Predict a Rise in Salaries Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcCannot or Can Not?Is "Number" Singular or Plural?

Instant impact of the whole word Essay Example | Topics and Well Written Essays - 1750 words

Instant impact of the whole word - Essay Example When I see a building from far, I see it as a whole, and with every step forward, I start seeing more of its parts with successive loss of its identity as a unit. If I step backwards, the impact is reversed. It means that, not only the being of building but also its distance from the viewer has something to do with the perception of the viewer. It also means that both; stance of the ‘viewer’ and the nature of the ‘view’ correlate and coexist throughout the phenomenon of seeing. Just as a building is made of bricks, words are made of letters, their basic building blocks. Although I have this knowledge, yet do I ever see, at the first glance, the building in the form of bricks or its very basic building blocks? When I see a human figure, I see it as a whole and not in its x-rayed, skeletal form. The external factor; distance, however counts and impacts my vision of the image. Faculty of hearing is not different from seeing in this respect .When I hear a word a nd understand it in a flash, does "the whole use of the word come before my mind" (section 139)? If so, how? If not, how then do I really understand the word? 1†. I am of the opinion that when I hear a word and understand it in a flash, the whole use of the word comes before my mind. Regarding its mechanism; how I understand it, let me explain an example of the organoleptic or sensory perception of flavors. Whatever an expecting mother drinks or eats, the child, in the very early (fetal) stage perceives its flavor; the combinated effect of odor, taste, color and even the feel of its texture. How is it possible, while the child has never seen the color of the food? Now, can we perceive the strawberry flavor in a product, if the product is white? Not really, not at least in its full impact, reason being that red color is an essential to the ‘whole’ of strawberry. Suppose, the strawberry flavor used in the product was green , ripe, over ripe or fermented type, the ex perienced note is embedded in the retentive memory of both; mother and child. At a later stage of life, if any one of them happens to consume a product of similar flavour, the matching flavor in memory is retrieved and not only facilitates but also accelerates the process of identifying it. Similarly a data base of flavours is there in the mind of everyone and the identification of the flavour is subject to the size of the data base and the accuracy of retrieval of the relevant flavors.A flavourist recognizes more types of flavours in their true profiles on account of his or her larger data base, extensive use(repeated and faster retrieval) and accurate inference. The formal route of identification; olfactory sense, taste bud perception etc.are skipped and the brain response in case of the falavourist is as the ‘whole profile of flavour’ and not as its constituents; odor, taste, colour, texture etc. In addition to the accumulated experience there is another very importa nt factor in the instant perception of something as whole, and that is ‘intution’. I have seen sheep and goat grazing in the field with lot of ‘Datura’ plants with their very attractive, pure white, trumpet like flowers. Never, anyone of them tries or even indicates an intention of consuming this plant. How do they know about the toxic nature of the plant? Through ‘Intution’ only, I would say. Occasionally and rather strangely, a cat is seen chewing the grass. Why so, while by nature a cat is carnivorous? I think, in this case too, intution is at work. It may be a corrective action to adjust pH (say acidity) of the stomach contents. Intution is at work in both the cases with a difference that in the former case it repels while in the later case it attracts. In reference to the inherent characteristics, it had been for long, a popular belief that we see the objects by virtue of their inherent light, while now we understand that it is owing to th e ‘external’ light reflected from the surface of an object. Question is that,

Quality Improvement in the Concrete Blocks' Production Thesis

Quality Improvement in the Concrete Blocks' Production - Thesis Example Corrective Action and Preventive Action 22 2.5. Implementing ISO9001:2008 22 2.5.1. The Quality Statement 22 2.5.2. Document Control 25 2.5.3. Quality Processes 27 2.5.4. Quality Assessment or Baseline 28 2.5.5. Internal Audit 29 2.5.5.1. Root Cause Analysis 30 2.5.5.2. Corrective and Preventive Measures 31 2.5.5.3. Internal Audit 32 2.5.6. External Audit 34 2.5.7. Goal Setting 35 3. Methodology 36 4. Bibliography 54 Quality Improvement in the Concrete Blocks’ Production 1. Introduction ISO 9001:2008 is a set of criteria that can be applied to all organizations regardless of type, size and product or service provided e[Hoy-09). No matter the industry a properly implemented ISO 9001:2008 forces the organization to exceed itself by letting each department involved in production of its product to do a better job after each internal audit [Phil-09]. The primary question that will be answered in this paper shall be whether or not the implementation of the ISO 9001:2008 in the proc esses involved in the manufacture of concrete blocks will improve the quality of each block manufactured by the organization. The secondary question that will be answered by this dissertation shall be: what are the steps involved in the implementation of the ISO 9001:2008? The third question that needs to be answered will be: what are the organizational processes that will be affected by the implementation of the ISO 9001:2008? Another quern that will be posited shall be: how can the quality be improved or maintained when the ISO 9001:2008 is fully operational or implemented already. Using the collective experiences of authors and industry practitioners of ISO 9001:2008 an implementation framework will be developed for an organization that manufactures concrete block to ensure if not guarantee its quality (Cia - 1t). The primary impetus for the organization in ensuring the quality of the concrete blocks they manufacture is to ensure the safety of the people that will be using th em (Cia -101). Concrete blocks are used as walls or support structure of buildings. An improperly produced concrete block could result to injury and even death (Kal). Not only it is imperative to ensure the safety of the concrete blocks but also another immediate concern would be to ensure that the whole production process is efficient and can offer a maximum yield.  The Plan Do Check Act is in the heart of the Toyota way of doing things (Sobek II and Smalley). Toyota has been studied and have been written about several times that it is negligent not to include the lessoned that we can learn in the way they used the Plan Do Check Act concept in their management style. Toyota being the most successful implementation of the concept has not stopped in developing new ways of improving itself. In the true essence of its adherence of continual improvement in the Plan Do Check Act framework the â€Å"Toyota Way† was developed (Lik - 04). The ISO 9001:2008 and its predecessor Qualit y Management Systems have strictly used the same concept in the operation and implementation of the ISO framework. All the authors through their work have been one in saying that the first step towards achieving success in the implementation of a Quality Management System is the organization’s determination and dedication in settling the current state of its manufacturing processes. To determine the current state of the manufacturing process to produce quality products the following has to be established first. What constitute quality in the creation of quality

Fast Food Marketing for Children

Fast Food Marketing for Children INTRODUCTION Overview and Background of the Topic Fast food came around after the after the Second World War and has come a long way since then. In the past it was a mere convenience provider and time saver, the easiest and fastest way to fill appetites, as the name suggests. It has now evolved into a premium luxury item. It is now very popular amongst all ages of people, especially children. Fast food Marketing is a necessity for Fast Food brands these days. Fast Food despite being a treat to the taste buds is hazardous to health and comes bearing a plethora of ailments. Therefore, it must essentially be advertised and marketed in order for businesses to make sales and be profitable. Fast food sales are increasing at a rapid pace mainly due to effective marketing strategy. Edwin Land rightfully said  Marketing is what you do when your product is no good which holds true in this case. Marketing camouflages the dangerous truth and sways the consumer into thinking that the temporary taste is worth more than the life-long disease. Marketers hence must undergo the pain of coming up with a successful marketing campaign using the various advertising methods to manipulate customers because this very art of creating an artificial need out of a want or a desire is what fast food marketers like Coca Cola do, for e.g. Food is askin for Coca-Cola, a thousand calories are finge r-lickin good by Kentucky Fried Chicken and the mounds of cheese that come with Im lovin it by McDonalds. Children are a very lucrative market for fast food brands because they are young and impressionable. Children are easier to target as they see color and sound and are wooed. This study will examine the various Fast Food Marketing Methods used; both above the line and below the line and explore their various impacts on childrens consumption of fast food. Importance of the Study Fast Food originated from the West particularly the U.S and spread throughout the world until it became a craze. It gained popularity in the East rapidly due to the ease of communication globally.  Ãƒâ€šÃ‚  The success of Fast Food chains relies heavily on their marketing and thus they vest everything in it. The scarce information that there is available suggests that children form a large proportion of the fast food target market and a major reason for their families consuming fast food too. Also as John Scully says, no great marketing decisions have ever been made on qualitative data, thus in order to aid fast food chains this substantially quantitative research must be conducted. A few examples of the marketing methods used are television commercials, billboards, print ads like posters, banners, flyers and standees, internet ads via websites, blogs and social forums and radio ads. The topic has a lot of scope considering the number of fast food chains that exist in todays t ime and the fact that more and more keep opening every day. Fast Food is an immensely successful business in Pakistan where majority comprises of foodies. Therefore the study has relevance to Pakistan as Fast Food businesses continuously use a variety of marketing strategies and advertising campaigns to sell their products and services and reap more profits. Research Question Very few people have endeavored to undertake such a research. However in order to under why marketing of fast food has the impact that it has on children and how fast food chains can take advantage of it, this topic needs to be addressed. Therefore the study aims to answer the following Research Question: What is the most effective fast food marketing method catered to children? LITERATURE REVIEW The literature review will set the context for and inform the study by examining previous research on this topic. The aim of the literature review is to evaluate the existing literature on the importance of fast food marketing to children in order to do an analysis of the advertisements being used to fulfill the purpose. Fran Lowry (2010) in a study for the assessment of total annual exposure to food advertising for 2003, 2004, 2005 and 2007, television ratings data from Nielsen Media Research were used. Three different age groups of children were assessed using the data, i.e. 2 to 5 years, 6 to 11 years, and 12 to 17 years. Exposure to advertisements for beverages, sweets and fast food restaurants was also examined. In 2003, it was found that children aged 2 to 5 years, 6 to 11 years and 12 to 17 years were exposed to 13.3, 13.6 and 13.1 food advertisements per day on the average respectively. In all three age groups the exposure to beverage advertisements underwent a decrease from 27% to 30% with a lump sum fall in advertisements of sugar-sweetened beverages like fruit drinks and regular soft-drinks. Fast food advertisements most frequently targeted to all ages of children and seen most by children of 6 to 11 years were those of McDonalds. This showed targeted branding according to the authors. Bur ger King similarly also targeted mostly the 6- to 11-year-olds. Exposure to advertisements for Subway, Taco Bell, and KFC also rose among 2- to 5-year-olds and 6- to 11-year-olds, but advertisements seen by children in these age groups continued to be dominated by McDonalds and Burger King, according to the authors. The study also found that black children in all age groups in 2003, 2005, and 2007, saw more food advertisements per day when compared to white children. Also, the racial gap in exposure to food advertising grew between 2003 and 2007, particularly for fast food advertisements. By 2007, black children aged 2 to 5, 6 to 11, and 12 to 17 years saw 1.5, 1.4, and 1.6 times as many food advertisements per day, respectively, compared with white children of these ages and they also had more than double the rate of increase in exposure to fast food advertisements. According to the study, exposure to television advertisements for fast food among children increased by as much as 20 .4% between 2003 and 2007, whereas advertisements for beverages and sweets declined, The results of the study was that many positive changes have occurred in childrens exposure to food advertising, consistent checking of this exposure as well as the nutritional analysis is required to further appraise self-regulatory pledges. Lisa Powell (2006 ) and her colleagues from the University of Illinois in Chicago write that there has been a rising trend in total energy intake derived from away-from-home, specifically fast food, outlets and also that excess fat and sugar intake and consumption of items such as sugar-sweetened beverages and fast food have been linked with higher energy intake and obesity. Television is a major advertising medium to reach children, and there is strong evidence that television advertising influences childrens dietary intake. Jennifer L. Harris et al. (2010) in the study answered the research question: Do these actions have a positive impact? Or, does the sheer volume of fast food marketing eclipse any of these industry initiatives? They base their analysis on the twelve restaurants; McDonalds, Burger King, Wendys, Taco Bell, Subway, Pizza Hut, KFC, Dominos, Dairy Queen, Dunkin Donuts, Starbucks and So nic.They assess the marketing practices and strategies of all these and compare it with the industry in totality. The methods included analyzing the nutritional quality of restaurant menu items; analyzing data on media exposure and spending from syndicated sources (i.e., The Nielsen Company, Score Inc. and Arbitron Inc.)They studied three components of their marketing plans i.e. menu composition, external advertising and in-store marketing. The three criteria to identify marketing that were targeted to children, teens, and African American and Hispanic youth. Children were exposed to more than 1,200 traditi onal fast food ads per year and this strategy was used a lot by fast food restaurants to encourage potential customers to visit. Many fast food restaurants have expanded into newer forms of marketing that are relatively inexpensive and more difficult to give numerical value to. McDonalds and Burger King indulge in web-based marketing starts with children as young as 2 at Ronald.com, McWorld.com, HappyMeal.com, and ClubBK.com. KFC.com and Starbucks.com also appeared in the top 10 most frequently visited fast food websites in the study. Banner ads from these restaurants reached up to 70 million unique viewers every month. Social and viral media used by fast food restaurants has also increased largely. The use of mobile marketing by fast food restaurants has also begun but most restaurants placed banner ads on third-party mobile websites, eight have introduced downloadable iPhone applications, and a few have begun to conduct text message advertising to customers who opt-in to this feat ure. Fast food marketing is becoming omnipresent. These restaurants also purchased more than two-thirds of fast food radio and outdoor, there was little variation in their marketing messages and the products they promoted. Restaurants appeared to compete primarily by introducing new menu items and promoting the value of their foods. A few restaurants (Subway and Wendys) promoted their food quality. Banner advertising and social media marketing also predominantly emphasized special offers, and value/cheap and new/improved messages; and promoted new menu item introductions, dollar/value menus, and combo meals. Licensed characters were meant for children. Eight restaurants offered kids meals catered specifically to children, while four used external marketing to address children i.e. McDonalds, Burger King, Subway, and Dairy Queen . McDonalds and Burger King had maximum advertising targeted to children. Children viewed approximately one child-targeted ad per day for these two restauran ts (in addition to ads for other products not exclusively targeted to children). The McDonalds Research by Grier (1996) and colleagues demonstrated that higher exposure to fast food advertising by parents was associated with increased frequency of taking their children to these restaurants because the advertising influenced their beliefs about how often other parents took their children. The authors recommended that fast food restaurants build better standards for every item in child-targeted marketing that applies to every fast food restaurant and also in all of kids meals served. Shin Yi Chou et al. (2005) in the study shed light on the link between television fast food advertising and the consequent childhood obesity around the world especially in the United States. The aim of the paper is to utilize the 1979 Child-Young Adult National Longitudinal Survey of Youth and the 1997 National Longitudinal Survey of Youth to explore the effects of fast-food restaurant advertising on children and adolescents being overweight. The results showed that a ban on these advertisements would decrease the number of overweight children ages 3-11 in a fixed population and overweight adolescents ages 12 to 18 years by 10 and 12 percent respectively. The absence of tax deductibility of this kind of advertising would lead to lesser decreases of between 3 and 5 percent in these outcomes but would result in lower costs on children. The 1997 sample consisted of 8,984 respondents from 6,819 different households, ages 12 to 18 years. There were two sub-samples: one consisting of 6,748 respondents born between 1980 and 1984. The second comprising of 2,236 oversampled black and Hispanic respondents. A survey was conducted on them. Television watching time and advertising messages were found to be positively correlated. Results also reflected that the number of hours of messages seen on television has a long impact on both children and adolescents. It could also be seen that fast food restaurant advertising has a larger effect on the Body Mass Index of adolescents than on children, despite children being expose longer to fast-food restaurant advertising due to longer television viewing time. In totality the results showed a direct lasting effect of exposure to fast-food restaurant advertising on the body mass index for children. Lesser impact on the probability of being overweight is less important. Thomas N.Robinson et al. (2007) in his experimental study on fast food branding aimed to explore how cumulative real-world marketing and brand exposures influence young children by means of testing the effects of branding on taste preferences through extensively marketed sources. The sample comprised of sixty- three children from low-income preschools, whose average age was 3.5 to 5.4 years. They had to taste 5 identical food items with beverages in matching McDonalds packaging but were actually not branded and to compare the taste of each. A summary total taste preference score (ranging from -1 for the unbranded samples to 0 for no preference and +1 for McDonalds branded samples) was used to test the null hypothesis that children would express no preference. The results of the study showed that average total taste preference score across all foods and beverages compared was 0.37  Ãƒâ€šÃ‚ ±Ãƒâ€šÃ‚  0.45 (median, 0.20; inter-quartile range, 0.00-0.80) and much more than zero (P Sharon Beder (1998) in her study aims to examine four aspects of marketing to children i.e. the development of a consumer, forms of marketing, advertising on the Internet and concerns. Advertising takes advantage of individual insecurities, creates artificial needs and offers quality solutions. It leads to consumption. Children specifically are the target. In Australia, an average $31.60 is spent weekly by children below18 have and they control above 70 per cent of their parents fast food purchases. Children and teenagers between the ages of 10 and 17 spend n the US there are over 57 million school age children and teenagers who spend about $100 billion yearly of personal and family money on sweets, food and drinks. Brandweek magazine pointed out that even in China where children save most of the little income they get and their total spending amounts to $2.6 billion yearly, second only to the US. Brandweek cited a survey showing McDonalds was the favorite fast food worldwide and Cok e was the favorite drink. It argued:If it is possible to create global preferences with food productswhere obstacles like differences in local cuisine and culture existtranscending cultural boundaries with toys, clothing and entertainment products should be considerably easier. Television ads account for almost 70% of the total amount spent on advertising to children in the US. Total advertising expenditure accounts for almost 15% of the total budget for marketing to children. A new trend in advertising is the internet. The authors question the ability of the young to understand advertising and its purpose and not be impressioned by it. The study thus emphasizes Fast food marketing and how it is a vast industry. Mary Story and Simone French (2004) in a study aimed to appraise the food advertising and marketing channels used to target children and adolescents in the US, the effect of food advertising on eating habits, and current policies. The youth is a major profitable target market for food and beverage industries. Consequently children and adolescents are now marketed to extensively. Food marketers are interested in youth as consumers because of their spending power, their purchasing influence, and as future adult consumers. Multiple techniques and channels are used to reach youth, beginning when they are toddlers, to foster brand-building and influence food product purchase behavior. These food marketing channels include television advertising, in-school marketing, product placements, kids clubs, the Internet, toys and products with brand logos, and youth-targeted promotions, such as cross-selling and tie-ins. wide range of food advertising techniques and channels are used to reach child ren and adolescents to foster brand awareness to encourage product sales. Marketing channels include television advertising, in-school marketing, product placements, kids clubs, the Internet, toys and products with brand logos, and youth-targeted promotions. Experimental studies continuously showed that children exposed to food advertising prefer advertised food products more often than those not exposed to such ads. Studies with children under age 11 have found strong links between television watching time by children and number of childrens requests to parents for those foods, and availability of those foods in their homes. African American and Hispanic children watch more television when compared to white children and so viewed more food ads. Various studies have established that children under 8 years of age are developmentally unable to understand the purpose of advertisements and consider advertising claims as factual. V. Henderson and B. Kelly (2005) in their study documented the sorts of foods advertised nutritional claims made whilst advertising on African American television as well as the general market. The sample comprised of 553 advertisements that were analyzed for their content during 101.5 prime-time Television hours. This resulted in classification of advertisements according to fast food restaurant, sit-down restaurant, packaged food), specific food type, and the presence of a weight-related nutritional claim.T and Chi-square tests were used to make comparisons. The results showed that more advertisements were aired on the African-American Television than on general market. These were mostly for fast food, fizzy drinks, candy, meat, and were rarely for cornflakes, grains and pasta or fruits, vegetables, desserts or liquor. People framing policies need to have a greater awareness of the prevailing advertisements for food and their possible effect on behavior as well as knowledge and thu s should seriously work with manufacturers of food to pave way for the creation and promotion of healthy food according to the authors. Hill, J. M. and Radimer, K. L. (1998) in a study examined food advertisements aired on Australian television during programs for children below 10 years of age. Kinds of foods that were promoted linked messages and the impression of food and eating habits in comparison to current dietary recommendations. 239 advertisements were appraised, of which 25% were for fast food restaurants and 22% for chocolate. Of the main foods advertised, 11% were for cereal products, 8% for fruit and only 1% for vegetables. Main tactics used by advertisers to sell foods were give-aways (20%), taste (16%) and fun (14%). On the contrary, advertisements for breakfast cereals often used nutritional claims and often contained messages that were in line with current dietary guidelines for Australians. Generally, the complete dietary picture shown to children through advertisements was said to be poorly balanced and only included a narrow range of foods. Michele Roberts and Simone Pettigrew (2007) studied behaviors modeled in food advertising are influencing childrens diets. They conducted a food advertising audit targeted to children find out aspects that affect childrens food socialization. Quantitative and qualitative methods were used to provide (1) descriptive statistics of incidence and (2) a thematic analysis of messages contained in a sample of food advertisements screened in Perth, Australia, during childrens morning television programming. In 28.5 hours of childrens television programs, 950 advertisements were broadcasts, 212 of which were for food. The Qualitative aspect observable in the ads were the existence of grazing, the denigration of main foods, exaggerated health claims and the implied ability of specific foods to emphasize popularity, functionality and mood. The most popular advertising appeal was fantasy, present in 57% of the campaigns. The outcomes of the study are of interest to many stakeholders, including the food and advertising industries, policy makers, child health advocates and academic researchers. Driven by concerns about childhood obesity, there is escalating demand for responsible food advertising to children (McDonald 2003). According to the authors advertisers must respond to these issues. Kay M. Hammond et al. (2008) aimed to expose internationally, the balance of television advertising for healthy and less-healthy foods to which children and adolescents are exposed. The sample comprised 9-17 year old New Zealanders to explore the extent to which they were exposed to advertising for a variety of food groups over a year and compared New Zealand rates of advertising with a 13-country study. The method used was People meter data collected over three months May and September 1995 and February 1996 and food advertising from a sample week of television during hours when children were likely to be watching were also examined. The Comparison was made with a similar 1989 South Australian study and an international study covering 13 countries.The results showed that the exposure estimated for a year and the opportunities for exposure in the sample week were maximum for sweet snacks, drinks, fast food/takeaways and breakfast cereals. There were very low levels for fruit, vegeta bles, and meat/fish/ eggs and water was not advertised in any sample month. Comparisons with the 13-country study showed New Zealand had the third-highest rate of food advertising, the highest rate of confectionery and drinks advertising, and the second-highest rate of restaurant advertising which included fast food restaurants.To conclude the authors suggest that the immediate trends in food advertising create a difference in interest between public health and commercial interests. Regulation of food advertising may be required to solve this problem. METHODOLOGY Research Type I will be conducting Primary/Field or Quantitative Research, gathering first hand data from my sample population about how the fast food marketing methods used by marketers influence their children or children around them. I will later be quantifying the results. Data Type and Research Period The study is based on peoples perceptions and how they feel they are influenced by advertisements and how these fast food marketing methods are a major contributing factor in their childrens consumption of fast food. Therefore Primary or Field Research which is basically quantitative in nature is more suitable. Sources of Data The sources will be questionnaire surveys and focus groups targeted to the sample population. Operational Definitions Dependant Variable: Fast Food Consumption This variable addresses the Fast Food Purchases by consumers. It is the result of Fast Food advertising and the ultimate motive of Fast Food sellers. It basically deals with fast food sales. Therefore it is the consequence of Fast Food Marketing through various mediums. Independent Variables Television Advertisements: This variable is an integral means of marketing Fast Food to consumers considering its reach and ease of access in todays time. The more people watch Television and are exposed to advertisements of fast food, the more they consume fast food. It thus has a positive relation with fast food consumption. Billboards: This variable sheds light on yet another Fast Food Marketing medium. It is a physical medium for people to be exposed to frequently. It has a positive relation with fast food consumption as the more billboards people see the greater will be their fast food consumption. Internet Advertisements: This variable appraises a combination of official websites as well as social website mediums like Facebook and Twitter used by Fast Food marketers to reach consumers. The greater the amount of fast food advertisements people are exposed to on the internet, the more they will purchase or consume fast food, thus it denotes a positive relation between the dependant and the independent variable. Print Advertisements: This variable comprises of the various print mediums like the newspapers, posters, flyers and banners that fast food marketers use to advertise the fast food to consumers. Naturally the more peoples exposure to these is the more they end up consuming fast food, indicating a positive relation. Radio: This variable emphasizes the use of broadcasting to market fast food to consumers. It is a cheap means to reach more people. The frequency of advertisements on the radio is usually more due to the low cost. Therefore people are exposed to more fast food advertisements and thus consume more of it and this also has a positive relation with the dependent variable. Population, Working population and planned sample The target population for the research will be people living in Lahore who have children of ages 3 to 17 years, in their families who consume fast food. The working population will be targeted specifically. The planned sample will include people ranging between the ages of 20-40 years, including working adult males and females from Lahore who have kids and as well as working youngsters or students with younger siblings who consume fast food. Research hypothesis Ho-Frequent exposure to Fast Food marketing methods leads to increased Fast Food Consumption by children H1-Television is the most influential Fast Food Marketing Method for children H2-Billboards are very appealing to children and lead to frequent fast food consumption H3-Print advertisement doesnt influence childrens purchase of Fast Food so much H4-Internet is not a very effective medium for Fast Food marketing to children H5-Radio is not a very effective medium of Fast Food marketing to children Techniques Cross-Tabulation was done due to using the statistics from the questionnaire surveys. Data analysis A cross-tabulation was done using the SPSS software 17.0 and frequency charts were also made. Data interpretation After gathering first-hand information from the sample population, the data was quantified and the statistics were used to make cross-tabulations and frequency charts. The results were then analyzed using tables and charts results. RESULTS Demographics The primary research for the study comprised of questionnaire surveys that were floated amongst 50 respondents, both married and unmarried, falling in the age bracket of 20 to 40 years. 25 of the respondents were male and 25 female in order to eliminate gender bias. The people with children were targeted to find out more about their childrens fast food consumption resulting from advertising exposure. The working population was targeted to specifically because they have a need for fast food. This was done with the purpose of finding out the most effective method of fast food marketing that results in consumption of fast food by children in Lahore. Most of the married respondents were bankers, doctors, engineers and teachers who had children, whilst the unmarried respondents were mostly students at the Lahore School of Economics and had younger siblings between the ages of 3 to 17 years, who consume fast food. The target population for the research will be people living in Lahore who h ave children in their families who consume fast food. 75% fell in the age group of 20 to 29 years, whereas the remaining 25% were aged between 30 to 40 years. Most of these individuals belonged to the upper and upper middle class with lump sum pocket monies or household incomes, and had exposure to all sorts of fast food advertisements. A majority fell in the 30,000-40,000 income range. The five independent variables were separately analyzed to determine their impact on the dependant variable. The results have been analyzed below. Independent Variable: Television Ads Ho-Frequent exposure to Fast Food marketing methods leads to increased Fast Food Consumption by children H1-Television is the most influential Fast Food Marketing Method for children TVADSQ1a Frequency Percent Valid Percent Valid 1.00 21 42.0 42.0 2.00 25 50.0 50.0 3.00 2 4.0 4.0 4.00 1 2.0 2.0 5.00 1 2.0 2.0 Total 50 100.0 100.0 The above table shows the frequencies of responses when people were asked whether they thought images of food were an important element of a fast food advertisement. It can be seen that 21 people out of 50 i.e. 42% strongly agreed that images of food are important to children. 25 respondents or 50% also agreed with this.2 people or 4% remained neutral. 1 out of 50 respondents or 2% disagreed while another 2% also strongly disagreed with the statement. TVADSQ1b Frequency Percent Valid Percent Valid 1.00 11 22.0 22.0 2.00 25 50.0 50.0 3.00 13 26.0 26.0 4.00 1 2.0 2.0 Total 50 100.0 100.0 The table illustrates the frequencies of the responses for the importance that a catchy slogan holds for children in a fast food television commercial.11 out of 50 respondents i.e. 22% strongly agreed that a catchy slogan is very important to children whilst 50% also agreed with this.26% remained neutral about it and 2% disagreed and didnt think that a catchy slogan is important to children. TVADSQ1c Frequency Percent Valid Percent Valid 1.00 14 28.0 28.0 2.00 17 34.0 34.0 3.00 13 26.0 26.0 4.00 6 12.0 12.0 Total 50 100.0 100.0 As per the above frequencies 14 out of 50 respondents i.e. a celebrity endorser was very important to children according to 28% or 14 out of 50 respondents and 34% also thought the same.26% were neutral about it and 12% disagreed. TVADSQ1d Frequency Percent Valid Percent Valid 1.00 15 30.0 30.0 2.00 23 46.0 46.0 3.00 10 20.0 20.0 4.00 2 4.0 4.0 Total 50 100.0 100.0 The frequency table shows that the jingle was very important to children according to 30% of the respondents who strongly agreed along with the 46% majority who agreed with this. 20% remained neutral to it and only 4% disagreed. TVADSQ1e Frequency Percent Valid Percent Valid 1.00 3 6.0 6.0 2.00 9 18.0 18.0 3.00 11 22.0 22.0 4.00 19 38.0 38.0 5.00 8 16.0 16.0 Total 50 100.0 100.0 According to the above table, the frequencies of responses showed that 6% of the respondents strongly agreed that price matters to children in a fast food television commercial and 18% also agreed.22% remained neutral about it. However 38% and 16% disagreed and strongly disagreed respectively that children do