Introduction. After Reading Over The Current Service Level

Introduction After reading over the current Service Level Agreement (SLA) between Finman Account Management, LLC, and Datanal Inc, and Minertek, evidence was found that none security standards necessary to protect all parties are addressed within the document. The following information technology security standards are the recommended to protect all parties involved and should be applied to the SLA in this case. Finman Account Management, the chief concern is to provide guidelines within the SLA that address data protection, authorized use, sharing of data, and retention/destruction of data. Furthermore, Finman is devoted to protecting intellectual property, patents, and copyright while also safeguarding physical property. Statement of†¦show more content†¦(6) â€Å"Appropriate technical and organizational measures shall be taken against unauthorized or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data.† (Key Definitions Of The Data Protection Act | ICO, 2015). Authorize Use, Retention, Sharing, Destruction. The primary focus for Finman’s corporate data is limiting the retention, sharing, use and destruction by Minertek and Datanal. An IT alignment strategy will match each organization’s capabilities, resources, strengths, and risks to formulate strong goals from each partner to align. The standards and procedures proposed above ISO/IEC 20000 explain best practice for service management. ISO/IEC 20000 provides the approach for establishing best management practices which include establishing policies and procedures to provide proper information assurance for data, cyber security awareness training and risk management. Cybersecurity awareness training will reduce the chances of risks occurring between the three parties engaging in any active outside the best practices of the ISO/IEC 20000, while also mitigating risks to employees and networks. Once training has been completed each company will be responsible for the unauthorized retention, sharing, use and destruction of Finman’s corporate data. Furthermore, the core of Finman’s corporate dataShow MoreRelatedRfid Tags And The Checkout Counter Have Rfid1662 Words   |  7 Pages1. Introduction Nowadays, RFID has been used widely in many industrial services, distribution, manufacturing and security. It can help to identify and monitor items (products, people, animals, etc...) wirelessly within a specified range. Although RFID technology dates back to WWII, it has not been used commercially until fairly recently, when Wal-Mart began using it for inventory management. 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Twilight 9. THEORY Free Essays

9. THEORY â€Å"Can I ask just one more?† I pleaded as Edward accelerated much too quickly down the quiet street. He didn’t seem to be paying any attention to the road. We will write a custom essay sample on Twilight 9. THEORY or any similar topic only for you Order Now He sighed. â€Å"One,† he agreed. His lips pressed together into a cautious line. â€Å"Well†¦ you said you knew I hadn’t gone into the bookstore, and that I had gone south. I was just wondering how you knew that.† He looked away, deliberating. â€Å"I thought we were past all the evasiveness,† I grumbled. He almost smiled. â€Å"Fine, then. I followed your scent.† He looked at the road, giving me time to compose my face. I couldn’t think of an acceptable response to that, but I filed it carefully away for future study. I tried to refocus. I wasn’t ready to let him be finished, now that he was finally explaining things. â€Å"And then you didn’t answer one of my first questions†¦Ã¢â‚¬  I stalled. He looked at me with disapproval. â€Å"Which one?† â€Å"How does it work – the mind-reading thing? Can you read anybody’s mind, anywhere? How do you do it? Can the rest of your family†¦ ?† I felt silly, asking for clarification on make-believe. â€Å"That’s more than one,† he pointed out. I simply intertwined my fingers and gazed at him, waiting. â€Å"No, it’s just me. And I can’t hear anyone, anywhere. I have to be fairly close. The more familiar someone’s†¦ ‘voice’ is, the farther away I can hear them. But still, no more than a few miles.† He paused thoughtfully. â€Å"It’s a little like being in a huge hall filled with people, everyone talking at once. It’s just a hum – a buzzing of voices in the background. Until I focus on one voice, and then what they’re thinking is clear. â€Å"Most of the time I tune it all out – it can be very distracting. And then it’s easier to seem normal† – he frowned as he said the word – â€Å"when I’m not accidentally answering someone’s thoughts rather than their words.† â€Å"Why do you think you can’t hear me?† I asked curiously. He looked at me, his eyes enigmatic. â€Å"I don’t know,† he murmured. â€Å"The only guess I have is that maybe your mind doesn’t work the same way the rest of theirs do. Like your thoughts are on the AM frequency and I’m only getting FM.† He grinned at me, suddenly amused. â€Å"My mind doesn’t work right? I’m a freak?† The words bothered me more than they should – probably because his speculation hit home. I’d always suspected as much, and it embarrassed me to have it confirmed. â€Å"I hear voices in my mind and you’re worried that you’re the freak,† he laughed. â€Å"Don’t worry, it’s just a theory†¦Ã¢â‚¬  His face tightened. â€Å"Which brings us back to you.† I sighed. How to begin? â€Å"Aren’t we past all the evasions now?† he reminded me softly. I looked away from his face for the first time, trying to find words. I happened to notice the speedometer. â€Å"Holy crow!† I shouted. â€Å"Slow down!† â€Å"What’s wrong?† He was startled. But the car didn’t decelerate. â€Å"You’re going a hundred miles an hour!† I was still shouting. I shot a panicky glance out the window, but it was too dark to see much. The road was only visible in the long patch of bluish brightness from the headlights. The forest along both sides of the road was like a black wall – as hard as a wall of steel if we veered off the road at this speed. â€Å"Relax, Bella.† He rolled his eyes, still not slowing. â€Å"Are you trying to kill us?† I demanded. â€Å"We’re not going to crash.† I tried to modulate my voice. â€Å"Why are you in such a hurry?† â€Å"I always drive like this.† He turned to smile crookedly at me. â€Å"Keep your eyes on the road!† â€Å"I’ve never been in an accident, Bella – I’ve never even gotten a ticket.† He grinned and tapped his forehead. â€Å"Built-in radar detector.† â€Å"Very funny.† I fumed. â€Å"Charlie’s a cop, remember? I was raised to abide by traffic laws. Besides, if you turn us into a Volvo pretzel around a tree trunk, you can probably just walk away.† â€Å"Probably,† he agreed with a short, hard laugh. â€Å"But you can’t.† He sighed, and I watched with relief as the needle gradually drifted toward eighty. â€Å"Happy?† â€Å"Almost.† â€Å"I hate driving slow,† he muttered. â€Å"This is slow?† â€Å"Enough commentary on my driving,† he snapped. â€Å"I’m still waiting for your latest theory.† I bit my lip. He looked down at me, his honey eyes unexpectedly gentle. â€Å"I won’t laugh,† he promised. â€Å"I’m more afraid that you’ll be angry with me.† â€Å"Is it that bad?† â€Å"Pretty much, yeah.† He waited. I was looking down at my hands, so I couldn’t see his expression. â€Å"Go ahead.† His voice was calm. â€Å"I don’t know how to start,† I admitted. â€Å"Why don’t you start at the beginning†¦ you said you didn’t come up with this on your own.† â€Å"No.† â€Å"What got you started – a book? A movie?† he probed. â€Å"No – it was Saturday, at the beach.† I risked a glance up at his face. He looked puzzled. â€Å"I ran into an old family friend -Jacob Black,† I continued. â€Å"His dad and Charlie have been friends since I was a baby.† He still looked confused. â€Å"His dad is one of the Quileute elders.† I watched him carefully. His confused expression froze in place. â€Å"We went for a walk -† I edited all my scheming out of the story â€Å"- and he was telling me some old legends – trying to scare me, I think. He told me one†¦Ã¢â‚¬  I hesitated. â€Å"Go on,† he said. â€Å"About vampires.† I realized I was whispering. I couldn’t look at his face now. But I saw his knuckles tighten convulsively on the wheel. â€Å"And you immediately thought of me?† Still calm. â€Å"No. He†¦ mentioned your family.† He was silent, staring at the road. I was worried suddenly, worried about protecting Jacob. â€Å"He just thought it was a silly superstition,† I said quickly. â€Å"He didn’t expect me to think anything of it.† It didn’t seem like enough; I had to confess. â€Å"It was my fault, I forced him to tell me.† â€Å"Why?† â€Å"Lauren said something about you – she was trying to provoke me. And an older boy from the tribe said your family didn’t come to the reservation, only it sounded like he meant something different. So I got Jacob alone and I tricked it out of him,† I admitted, hanging my head. He startled me by laughing. I glared up at him. He was laughing, but his eyes were fierce, staring ahead. â€Å"Tricked him how?† he asked. â€Å"I tried to flirt – it worked better than I thought it would.† Disbelief colored my tone as I remembered. â€Å"I’d like to have seen that.† He chuckled darkly. â€Å"And you accused me of dazzling people – poor Jacob Black.† I blushed and looked out my window into the night. â€Å"What did you do then?† he asked after a minute. â€Å"I did some research on the Internet.† â€Å"And did that convince you?† His voice sounded barely interested. But his hands were clamped hard onto the steering wheel. â€Å"No. Nothing fit. Most of it was kind of silly. And then†¦Ã¢â‚¬  I stopped. â€Å"What?† â€Å"I decided it didn’t matter,† I whispered. â€Å"It didn’t matter?† His tone made me look up – I had finally broken through his carefully composed mask. His face was incredulous, with just a hint of the anger I’d feared. â€Å"No,† I said softly. â€Å"It doesn’t matter to me what you are.† A hard, mocking edge entered his voice. â€Å"You don’t care if I’m a monster? If I’m not human!† â€Å"No.† He was silent, staring straight ahead again. His face was bleak and cold. â€Å"You’re angry,† I sighed. â€Å"I shouldn’t have said anything.† â€Å"No,† he said, but his tone was as hard as his face. â€Å"I’d rather know what you’re thinking – even if what you’re thinking is insane.† â€Å"So I’m wrong again?† I challenged. â€Å"That’s not what I was referring to. ‘It doesn’t matter’!† he quoted, gritting his teeth together. â€Å"I’m right?† I gasped. â€Å"Does it matter?† I took a deep breath. â€Å"Not really.† I paused. â€Å"But I am curious.† My voice, at least, was composed. He was suddenly resigned. â€Å"What are you curious about?† â€Å"How old are you?† â€Å"Seventeen,† he answered promptly. â€Å"And how long have you been seventeen?† His lips twitched as he stared at the road. â€Å"A while,† he admitted at last. â€Å"Okay.† I smiled, pleased that he was still being honest with me. He stared down at me with watchful eyes, much as he had before, when he was worried I would go into shock. I smiled wider in encouragement, and he frowned. â€Å"Don’t laugh – but how can you come out during the daytime?† He laughed anyway. â€Å"Myth.† â€Å"Burned by the sun?† â€Å"Myth.† â€Å"Sleeping in coffins?† â€Å"Myth.† He hesitated for a moment, and a peculiar tone entered his voice. â€Å"I can’t sleep.† It took me a minute to absorb that. â€Å"At all?† â€Å"Never,† he said, his voice nearly inaudible. He turned to look at me with a wistful expression. The golden eyes held mine, and I lost my train of thought. I stared at him until he looked away. â€Å"You haven’t asked me the most important question yet.† His voice was hard now, and when he looked at me again his eyes were cold. I blinked, still dazed. â€Å"Which one is that?† â€Å"You aren’t concerned about my diet?† he asked sarcastically. â€Å"Oh,† I murmured, â€Å"that.† â€Å"Yes, that.† His voice was bleak. â€Å"Don’t you want to know if I drink blood?† I flinched. â€Å"Well, Jacob said something about that.† â€Å"What did Jacob say?† he asked flatly. â€Å"He said you didn’t†¦ hunt people. He said your family wasn’t supposed to be dangerous because you only hunted animals.† â€Å"He said we weren’t dangerous?† His voice was deeply skeptical. â€Å"Not exactly. He said you weren’t supposed to be dangerous. But the Quileutes still didn’t want you on their land, just in case.† He looked forward, but I couldn’t tell if he was watching the road or not. â€Å"So was he right? About not hunting people?† I tried to keep my voice as even as possible. â€Å"The Quileutes have a long memory,† he whispered. I took it as a confirmation. â€Å"Don’t let that make you complacent, though,† he warned me. â€Å"They’re right to keep their distance from us. We are still dangerous.† â€Å"I don’t understand.† â€Å"We try,† he explained slowly. â€Å"We’re usually very good at what we do. Sometimes we make mistakes. Me, for example, allowing myself to be alone with you.† â€Å"This is a mistake?† I heard the sadness in my voice, but I didn’t know if he could as well. â€Å"A very dangerous one,† he murmured. We were both silent then. I watched the headlights twist with the curves of the road. They moved too fast; it didn’t look real, it looked like a video game. I was aware of the time slipping away so quickly, like the black road beneath us, and I was hideously afraid that I would never have another chance to be with him like this again – openly, the walls between us gone for once. His words hinted at an end, and I recoiled from the idea. I couldn’t waste one minute I had with him. â€Å"Tell me more,† I asked desperately, not caring what he said, just so I could hear his voice again. He looked at me quickly, startled by the change in my tone. â€Å"What more do you want to know?† â€Å"Tell me why you hunt animals instead of people,† I suggested, my voice still tinged with desperation. I realized my eyes were wet, and I fought against the grief that was trying to overpower me. â€Å"I don’t want to be a monster.† His voice was very low. â€Å"But animals aren’t enough?† He paused. â€Å"I can’t be sure, of course, but I’d compare it to living on tofu and soy milk; we call ourselves vegetarians, our little inside joke. It doesn’t completely satiate the hunger – or rather thirst. But it keens us strong enough to resist. Most of the time.† His tone turned ominous. â€Å"Sometimes it’s more difficult than others.† â€Å"Is it very difficult for you now?† I asked. He sighed. â€Å"Yes.† â€Å"But you’re not hungry now,† I said confidently – stating, not asking. â€Å"Why do you think that?† â€Å"Your eyes. I told you I had a theory. I’ve noticed that people – men in particular – are crabbier when they’re hungry.† He chuckled. â€Å"You are observant, aren’t you?† I didn’t answer; I just listened to the sound of his laugh, committing it to memory. â€Å"Were you hunting this weekend, with Emmett?† I asked when it was quiet again. â€Å"Yes.† He paused for a second, as if deciding whether or not to say something. â€Å"I didn’t want to leave, but it was necessary. It’s a bit easier to be around you when I’m not thirsty.† â€Å"Why didn’t you want to leave?† â€Å"It makes me†¦ anxious†¦ to be away from you.† His eyes were gentle but intense, and they seemed to be making my bones turn soft. â€Å"I wasn’t joking when I asked you to try not to fall in the ocean or get run over last Thursday. I was distracted all weekend, worrying about you. And after what happened tonight, I’m surprised that you did make it through a whole weekend unscathed.† He shook his head, and then seemed to remember something. â€Å"Well, not totally unscathed.† â€Å"What?† â€Å"Your hands,† he reminded me. I looked down at my palms, at the almost-healed scrapes across the heels of my hands. His eyes missed nothing. â€Å"I fell,† I sighed. â€Å"That’s what I thought.† His lips curved up at the corners. â€Å"I suppose, being you, it could have been much worse – and that possibility tormented me the entire time I was away. It was a very long three days. I really got on Emmett’s nerves.† He smiled ruefully at me. â€Å"Three days? Didn’t you just get back today?† â€Å"No, we got back Sunday.† â€Å"Then why weren’t any of you in school?† I was frustrated, almost angry as I thought of how much disappointment I had suffered because of his absence. â€Å"Well, you asked if the sun hurt me, and it doesn’t. But I can’t go out in the sunlight – at least, not where anyone can see.† â€Å"Why?† â€Å"I’ll show you sometime,† he promised. I thought about it for a moment. â€Å"You might have called me,† I decided. He was puzzled. â€Å"But I knew you were safe.† â€Å"But I didn’t know where you were. I -† I hesitated, dropping my eyes. â€Å"What?† His velvety voice was compelling. â€Å"I didn’t like it. Not seeing you. It makes me anxious, too.† I blushed to be saying this out loud. He was quiet. I glanced up, apprehensive, and saw that his expression was pained. â€Å"Ah,† he groaned quietly. â€Å"This is wrong.† I couldn’t understand his response. â€Å"What did I say?† â€Å"Don’t you see, Bella? It’s one thing for me to make myself miserable, but a wholly other thing for you to be so involved.† He turned his anguished eyes to the road, his words flowing almost too fast for me to understand. â€Å"I don’t want to hear that you feel that way.† His voice was low but urgent. His words cut me. â€Å"It’s wrong. It’s not safe. I’m dangerous, Bella – please, grasp that.† â€Å"No.† I tried very hard not to look like a sulky child. â€Å"I’m serious,† he growled. â€Å"So am I. I told you, it doesn’t matter what you are. It’s too late.† His voice whipped out, low and harsh. â€Å"Never say that.† I bit my lip and was glad he couldn’t know how much that hurt. I stared out at the road. We must be close now. He was driving much too fast. â€Å"What are you thinking?† he asked, his voice still raw. I just shook my head, not sure if I could speak. I could feel his gaze on my face, but I kept my eyes forward. â€Å"Are you crying?† He sounded appalled. I hadn’t realized the moisture in my eyes had brimmed over. I quickly rubbed my hand across my cheek, and sure enough, traitor tears were there, betraying me. â€Å"No,† I said, but my voice cracked. I saw him reach toward me hesitantly with his right hand, but then he stopped and placed it slowly back on the steering wheel. â€Å"I’m sorry.† His voice burned with regret. I knew he wasn’t just apologizing for the words that had upset me. The darkness slipped by us in silence. â€Å"Tell me something,† he asked after another minute, and I could hear him struggle to use a lighter tone. â€Å"Yes?† â€Å"What were you thinking tonight, just before I came around the corner? I couldn’t understand your expression – you didn’t look that scared, you looked like you were concentrating very hard on something.† â€Å"I was trying to remember how to incapacitate an attacker – you know, self-defense. I was going to smash his nose into his brain.† I thought of the dark-haired man with a surge of hate. â€Å"You were going to fight them?† This upset him. â€Å"Didn’t you think about running?† â€Å"I fall down a lot when I run,† I admitted. â€Å"What about screaming for help?† â€Å"I was getting to that part.† He shook his head. â€Å"You were right – I’m definitely fighting fate trying to keep you alive.† I sighed. We were slowing, passing into the boundaries of Forks. It had taken less than twenty minutes. â€Å"Will I see you tomorrow?† I demanded. â€Å"Yes – I have a paper due, too.† He smiled. â€Å"I’ll save you a seat at lunch.† It was silly, after everything we’d been through tonight, how that little promise sent flutters through my stomach, and made me unable to speak. We were in front of Charlie’s house. The lights were on, my truck in its place, everything utterly normal. It was like waking from a dream. He stopped the car, but I didn’t move. â€Å"Do you promise to be there tomorrow?† â€Å"I promise.† I considered that for a moment, then nodded. I pulled his jacket off, taking one last whiff. â€Å"You can keep it – you don’t have a jacket for tomorrow,† he reminded me. I handed it back to him. â€Å"I don’t want to have to explain to Charlie.† â€Å"Oh, right.† He grinned. I hesitated, my hand on the door handle, trying to prolong the moment. â€Å"Bella?† he asked in a different tone – serious, but hesitant. â€Å"Yes?† I turned back to him too eagerly. â€Å"Will you promise me something?† â€Å"Yes,† I said, and instantly regretted my unconditional agreement. What if he asked me to stay away from him? I couldn’t keep that promise. â€Å"Don’t go into the woods alone.† I stared at him in blank confusion. â€Å"Why?† He frowned, and his eyes were tight as he stared past me out the window. â€Å"I’m not always the most dangerous thing out there. Let’s leave it at that.† I shuddered slightly at the sudden bleakness in his voice, but I was relieved. This, at least, was an easy promise to honor. â€Å"Whatever you say.† â€Å"I’ll see you tomorrow,† he sighed, and I knew he wanted me to leave now. â€Å"Tomorrow, then.† I opened the door unwillingly. â€Å"Bella?† I turned and he was leaning toward me, his pale, glorious face just inches from mine. My heart stopped beating. â€Å"Sleep well,† he said. His breath blew in my face, stunning me. It was the same exquisite scent that clung to his jacket, but in a more concentrated form. I blinked, thoroughly dazed. He leaned away. I was unable to move until my brain had somewhat unscrambled itself. Then I stepped out of the car awkwardly, having to use the frame for support. I thought I heard him chuckle, but the sound was too quiet for me to be certain. He waited till I had stumbled to the front door, and then I heard his engine quietly rev. I turned to watch the silver car disappear around the corner. I realized it was very cold. I reached for the key mechanically, unlocked the door, and stepped inside. Charlie called from the living room. â€Å"Bella?† â€Å"Yeah, Dad, it’s me.† I walked in to see him. He was watching a baseball game. â€Å"You’re home early.† â€Å"Am I?† I was surprised. â€Å"It’s not even eight yet,† he told me. â€Å"Did you girls have fun?† â€Å"Yeah – it was lots of fun.† My head was spinning as I tried to remember all the way back to the girls’ night out I had planned. â€Å"They both found dresses.† â€Å"Are you all right?† â€Å"I’m just tired. I did a lot of walking.† â€Å"Well, maybe you should go lie down.† He sounded concerned. I wondered what my face looked like. â€Å"I’m just going to call Jessica first.† â€Å"Weren’t you just with her?† he asked, surprised. â€Å"Yes – but I left my jacket in her car. I want to make sure she brings it tomorrow.† â€Å"Well, give her a chance to get home first.† â€Å"Right,† I agreed. I went to the kitchen and fell, exhausted, into a chair. I was really feeling dizzy now. I wondered if I was going to go into shock after all. Get a grip, I told myself. The phone rang suddenly, startling me. I yanked it off the hook. â€Å"Hello?† I asked breathlessly. â€Å"Bella?† â€Å"Hey, Jess, I was just going to call you.† â€Å"You made it home?† Her voice was relieved†¦ and surprised. â€Å"Yes. I left my jacket in your car – could you bring it to me tomorrow?† â€Å"Sure. But tell me what happened!† she demanded. â€Å"Um, tomorrow – in Trig, okay?† She caught on quickly. â€Å"Oh, is your dad there?† â€Å"Yes, that’s right.† â€Å"Okay, I’ll talk to you tomorrow, then. Bye!† I could hear the impatience in her voice. â€Å"Bye, Jess.† I walked up the stairs slowly, a heavy stupor clouding my mind. I went through the motions of getting ready for bed without paying any attention to what I was doing. It wasn’t until I was in the shower – the water too hot, burning my skin – that I realized I was freezing. I shuddered violently for several minutes before the steaming spray could finally relax my rigid muscles. Then I stood in the shower, too tired to move, until the hot water began to run out. I stumbled out, wrapping myself securely in a towel, trying to hold the heat from the water in so the aching shivers wouldn’t return. I dressed for bed swiftly and climbed under my quilt, curling into a ball, hugging myself to keep warm. A few small shudders trembled through me. My mind still swirled dizzily, full of images I couldn’t understand, and some I fought to repress. Nothing seemed clear at first, but as I fell gradually closer to unconsciousness, a few certainties became evident. About three things I was absolutely positive. First, Edward was a vampire. Second, there was part of him – and I didn’t know how potent that part might be – that thirsted for my blood. And third, I was unconditionally and irrevocably in love with him. How to cite Twilight 9. THEORY, Essay examples

Digital Marketing Communication-Free-Samples-Myassignmenthelp.com

Question: Identify the strategic objectives for the your choosen Company in terms of their Digital Marketing Strategy. What is the Company trying to accomplish with these efforts? Answer: Introduction Digital marketing is a wide term mainly meant for marketing or promoting of brands, services and products via digital technologies or electronic media (Boudreau, 2017). A company can incorporate promotional strategies with the help of social media, mobile phones but mostly through the Internet. Effective digital marketing strategy assists companies to grow and explore new opportunities. The present study is based on an evaluation of digital marketing strategy of Aston Club Pty Ltd. The study will include a description of strategic objectives by identifying its key digital platforms. Further rating will be provided to digital marketing efforts of company along with specifying recommendation for improvement Task 1 Aston Club Pty. Ltd is a company which develops and designs mobile application software. This application makes its ease for their customers to pay out their bills regarding food and beverages through mobile phones. The company was established in Cremorne, Australia, 2013. By considering operational activities following strategic objectives for Aston Club are enumerated as below: Increase sales: it is considered as a chief digital marketing objective for Aston Club. It is because it helps in improving revenues and makes it easy to evaluate their growth in business performance. With the help of KPI (key performance indicators), Aston will able to benchmark its development towards object achievement and helps in tracking this in thedatabase. Conversion rate improvement: This digital marketing objective could be recognised in Google Analytics (Bharadwaj and et.al. 2013.).With the setting up of object tracking in Google Analytics, Aston will be able to comprise reports and information on conversions regarding traffic sources, keywords, operations, locations, Return visitors percentage: Returning visitors is a tool inclusive in Analytics and is simple to track. It is a significant objective to identify the number of visitor return; it is because it assists in observing business efficiency from the viewpoint of thevisitor. In accordance with views of Bourreau, Caillaud De Nijs, (2015) this also helps in creating a computable and specific goal which will result relevant and efficient for the company. Organic traffic volumes: Organic traffic can be referred as a natural traffic from the search engine result pages. It is usually specified as free traffic and is not same as paid traffic. It is a type of objectives every business wills to increase in order to attain high search engine rankings by executing search engine optimisation.This objective has been developed by Aston club to make changes in their website to attain high rankings and must be inclusive of keywords in content. This is considered to be significant tactics is to create quality links for awebsite. Reduce bouncerate: Aston Club has to reduce its bounce rate as it is a significant measure which shows the quality of companys website. Bounce rate is referred as people who visit a company site and leaves a bounce instead of continuing viewing other pages (Chaffey, Smith Smith, 2013). Information on digital marketing strategies of Aston Club has been taken from its official homepage, there business strategies, goals and information published on them various media channels. Yes, digital marketing objectives suits on their strategies as it will help in growth and development of the company. The company can achieve its specified objectives and can attain great success. Customer loyalty can be built. Through these objectives, thecompany could increase its sales and earn more revenue. Task 2 Along with the advancement of mobile and social technologies, customers have become more powerful than ever. They are able to get connected with the present status and ability for ascertaining information in second, assist them in controlling their own experience. As per the views of Peppard Ward, (2016)digital platform can be referred as a software or hardware of a site such as Face book; twitter, Quora, etc. Through developing a digital platform, it becomes easy to connect with customers, built products and services on top of it and co-create the value of same. In present scenario; Aston Clun Pty. Ltd. has been using digital platform for engaging with its customer and is having own strategic plans so that the application of this platform is made with more efficiency. The main objective behind theapplication of digital platform is that more no. of customers can be attracted or engaged with minimum period and another advantage of this platform is limited resources are required for i ts accessing. In accordance with my assessment, the key digital platforms which have been applied by the company comprise the following: Social Media Platform: It has been applied by the company to amplify the services which are being provided by them and to attract more no. of customers through it. This platform has been used by the company not only to continue engagement with existing customers but also to interact with new customers. The company is able to provide information regarding the easiness with which payments can be made in an easy manner by making use of this platform. It can be said as thebest method for engaging with thecustomer (both new and existing); as in accordance with current trend major of people use social websites such as Face book, Twitter, Even webpage of thecompany is available, and presently it is having no. of followers on it Attractive offers which are provided by the company can be posted on it so that more viewers can know about the latest offers which are available with any efforts. Website: The company uses its own website to engage with customers in ana ppropriate manner through providing the information relating to services provided through it. The manner in which app can be downloaded and applied has been explained on the website in a clear manner. In accordance with views of Rocch, Spagnoletti Datta,(2016) through this platform; the customers who do not engage on social sites can also be attracted and encouraged to use the application. E-mail Marketing: It is another method might be applied by the company for being engaged with its loyal and regular customers. This platform could be applied for the purpose of informing old customers regarding the changes or amendments to the company (Royle Laing, 2014). Greetings can be provided to customers relating of the specific occasion so that they keep interacted with customers on a continuing Task 3 Subsequent to much anticipation, Aston Club has launched into the Android and iOS markets. It is a POS integrated digital payment plus loyalty platform which enables customers to make payment through their Smart phones and receive exclusive rewards. Crowd sourced marketing content is being used by Aston Club as its main approach to become mainstream. The company has been making use of this type of marketing content for its visual design and digital production. The user interface is really friendly, and the user simply has to download the application, become a new member, type in ASTON50, make a profile and instantly they get credited with $50. Through this, the company is providing new users with a chance to eat and drink at their desired places by offering them $50 for free (Redrup, 2014). With the content being used by the company, it intends to turn all its digital platforms into a content marketplace i.e. a feed of entertainment coupled with some more features with potentially a few 3rd party content partners, formulated to increase engagement in the app moving beyond the basic of paying restaurant bills. The app is a rich feed of cards i.e. the different digital platforms provide the users with more information regarding the restaurant or bars they are visiting; some entertainment while they are there; productivity and work integrations; and lastly communication with the restaurant they are specifically visiting (Flanagan, 2014). There is also a carousel a kin app gallery wherein apps and services could be discovered by customers and linked into the Aston Club app. There is also an option for re-engagement that allows the apps to feed content into the Aston Club Feed if a useralready has the app on his/her Smartphone. Aston Club has been using a series of digital marketing platforms like Facebook, Instagram, YouTube, LinkedIn and Twitter to facilitate customer engagement. Through these platforms, the company indulges in real engagement, the type which is beyond a transient impression to a lasting impression. The degree of engagement provided by the companys app is remarkable. It serves as a direct point of contact for the users. The content is very crisp and precise (Redrup, 2014). Users will not find themselves in a labyrinth, and it is very easy to navigate through the different features. The brand message is very unique and distinctive; however, the company ensured that it is consistent across all digital platforms. This app is emerging to be the fastest, safest and simplest means of paying the restaurant bills and bar tabs. The ease of use is to such great extent that users can easily select a venue, create their tab, establish a limit, order and then close it all from their Smartphone(James and Johnston, 2014). It is an efficient method to streamline the process of bar ordering, help venues augment table turnover and bar efficiency, and for customers, it proves to a worthwhile experience. Task 4 As mentioned above, Aston Club has been employing a range of digital marketing platforms for customer engagement. The company is running a highly integrated digital marketing campaign where all platforms work in close collaboration rather than as silos. Prior to building its integrated digital marketing strategy, the organization ensured that it recognized which channels were driving business impact and performance. Then it used cross-channel attribution modelling and technology to identify the impact of each channel on one another (Bonchekand France, 2015). Subsequent to this, Aston Club analysed the 1st and 3rd party data on consumer behaviour to identify which digital content will be the most ideal. Accordingly, the company strategized to focus maximum on Facebook, Instagram and Twitter. YouTube and LinkedIn came next. An integrated digital marketing plan was built taking into account the development, re-purposing, intensification and syndication of marketing content which would b e consistent and work across all the platforms. Besides social media platforms, the company also delivered message and content through SEM, organic search, email marketing, its website and display advertising (Yo, 2015). The digital talent and internal divisions of Aston Club were optimized and structured to function in unison. The company utilized analytical integrations, technology and data efficiently to measure the value of its digital marketing campaigns. In fact, measurement of such content performance is an integral element of its process which enables it to generate smarter and better content (Flanagan, 2014). There is coherence in its digital marketing plan in the sense that all marketing channels are logically connected (Armstrong and et.al. 2015). Then another feature is consistency as multiple messages across all channels support and strengthen each other rather than contradicting. The marketing messages in all platforms are also connected through time. One can find synergy in the different channels as the sum of all is greater than the whole. From Facebook posts to Twitter tweets to email marketing all communications stick to the simple main premise real time bar tab on Smartphone (Heat on, 2014). While the digital marketing campaign changes with time, the powerful main premise plus its usability across all channels enabled long-run continuity. In addition to this, the considered interaction of messages across all channels permitted a momentum to develop and assist the companys campaign to acquire a broader audience through sharing and social media. Task 5 Digital marketing is considered as innovation and change in the manner of marketing, but it has to face some prominent challenges also. The main issues that have been faced by Aston Club Pty. Ltd has been described below with appropriate recommendation: Generating Traffic and Leads: Company is making efforts to produce enough demand for their content. For instance, the hybrid digital marketers are critical to digital success because they possess the capabilities which strengthen cross-channel collaborations and improve business effect across different functions. However, it is not easy to ascertain where to focus your efforts. Recommendation: Creating content which produces enough traffic and leads requires high-quality content as per the demand of the customer. It has been analysed that approximately 43 % of consumers want to see video from markets and only 29% want to see blog post. Once, it is ascertained the manner of content required by your consumers, the focus shifts to promote the same. Example: The same strategy is applied by Zappos and presently it is leader in online shoe commerce and sets standard for online customer care. For the same it provides money back guarantee for 365 days as well as free shipping too. The polices have been made so appealing to consumers that shoppers are eager to avail the services provided by company. In the same manner Aston Club should ascertain the needs of customers and reconstruct the policies in its accordance. Providing ROI of your marketing activities application of social media: Evaluating ROI is one of the issues faced by Aston Club Pty. Ltd. In accordance with views of Tiago Verssimo, (2014) ascertainment of ROI for individual marketing activities is not an easy task especially in casetwo-waycommunications between the company sales report and marketing activities exists. Application of social media in most appropriate manner in order to increase the sales revenue has also been one of major issues faced by company. Recommendation: Two main variants through which ROI can be ascertained are time and resources, and both of them should be provided in an appropriate manner for establishing a link between marketing activity and sales result (Ryan, 2016). It means that marketing software and CRM solution should be associated together between marketing and sales efforts with a service-level agreement. Through applying this method, the manner in which lead is provided, and customers are generated through marketing activities. Digital marketing depends on the user-generated images and videos such social sites such as Facebook, Twitter etc. Example: This issue had been resolved in appropriate manner by Airbnb, as they aimed on attractive both travellers and host for the platform. Accordingly demand around your product by taking support of topic related to the business which is interesting too. As in case of Aston Club, the interested travel sites near the hotel could be specified at their website to attract more no. of customers. The more the interest in content is developed, the more the revenue is increased. The above report depicts that overall digital marketing efforts can be provided score between 7 to 8 points accordance with the company satisfies the need and demand of customer. However, the same need to be improved to some extent. Further, the same can be improved after considering the above recommendations and assessing another change which is required for accomplishing pre-determined goals relating to digital marketing. The above rating has been made in accordance with the results and comments of checklist. The same has been attached in appendix. Conclusion In accordance with the present study, conclusion can be drawn that effective digital marketing strategy will assist the business entity in the promotion of their services through which they will be able to attain desired business goals. For this aspect, management of Aston club is required to comply with the provided recommendations in order to resolve current issues faced by business regarding digital marketing. References Books and Journal Armstrong, G. and et.al. 2015.Marketing: an introduction. Pearson Education. Bharadwaj, A. and et.al. 2013. Digital business strategy: toward a next generation of insights. Boudreau, K. 2017. Amateurs: Low-Cost Development, Market Participation Innovation on Digital Platforms. Bourreau, M., Caillaud, B., De Nijs, R. 2015. Digital platforms, advertising and taxation.France Stratgie. Taxation and the Digital Economy: A Survey of Theoretical Models. Paris. Chaffey, D., Smith, P. R., Smith, P. R. 2013.eMarketing eXcellence: Planning and optimizing your digital marketing. Routledge. Peppard, J., Ward, J. 2016.The strategic management of information systems: Building a digital strategy. John Wiley Sons. Rocchi, P., Spagnoletti, P., Datta, S. 2016. An Ecological Model for Digital Platforms Maintenance and Evolution. InOrganizational Innovation and Change(Pp. 263-280). Springer, Cham. Royle, J., Laing, A. 2014. The digital marketing skills gap: Developing a Digital Marketer Model for the communication industries.International Journal of Information Management,34(2). Pp 65-73. Ryan, D. 2016.Understanding digital marketing: marketing strategies for engaging the digital generation. Kogan Page Publishers. Tiago, M. T. P. M. B., Verssimo, J. M. C. 2014. Digital marketing and social media: Why bother?.Business Horizon.,57(6). Pp 703-708. Online Bonchek, M. and France, C., 2015. A cheat sheet for marketers on the future of digital platforms.Harvard Business Review. Flanagan, A., 2014. Review: The Aston Club. [Online]. Available through:https://melbournesocial101.com/review-the-aston-club/. [Accessed on 2nd August 2017]. Heaton, A., 2014. Three examples of integrated campaigns. [Online]. Available through:https://www.smartinsights.com/traffic-building-strategy/integrated-marketing-communications/three-examples-integrated-campaigns/. [Accessed on 2nd August 2017]. James, N. and Johnston, M., 2014.Top food apps.[Online]. Available through:https://www.goodfood.com.au/eat-out/top-food-apps-20140523-38v12. [Accessed on 2nd August 2017]. Redrup, Y., 2014. Opportunity for payment apps like Clipp and Aston Club as pubs face end of signatures. [Online]. Available through:https://www.afr.com/business/retail/fmcg/opportunity-for-payment-apps-like-clipp-and-aston-club-as-pubs-face-end-of-signatures-20140629-j05p4#ixzz4oeMOcN9M.[Accessed on 2nd August 2017]. Yo, J., 2015. Digital Marketing Integration: The Impact Of Cross-Channel And Content. [Online]. Available through:https://marketingland.com/digital-marketing-integration-impact-cross-channel-content-130060. [Accessed on 2nd August 2017].

The Adventures Of Huckleberry Essays - English-language Films

The Adventures Of Huckleberry The Adventures of Huckleberry Finn Mark Twain's The Adventures of Huckleberry Finn is a novel about a young boy's coming of age in the Missouri of the mid-1800's. The main character, Huckleberry Finn, spends much time in the novel floating down the Mississippi River on a raft with a runaway slave named Jim. Before he does so, however, Huck spends some time in the fictional town of St. Petersburg where a number of people attempt to influence him. Before the novel begins, Huck Finn has led a life of absolute freedom. His drunken and often missing father has never paid much attention to him; his mother is dead and so, when the novel begins, Huck is not used to following any rules. The book's opening finds Huck living with the Widow Douglas and her sister, Miss Watson. Both women are fairly old and are really somewhat incapable of raising a rebellious boy like Huck Finn. Nevertheless, they attempt to make Huck into what they believe will be a better boy. Specifically, they attempt, as Hu ck says, to sivilize him. This process includes making Huck go to school, teaching him various religious facts, and making him act in a way that the women find socially acceptable. Huck, who has never had to follow many rules in his life, finds the demands the women place upon him constraining and the life with them lonely. As a result, soon after he first moves in with them, he runs away. He soon comes back, but, even though he becomes somewhat comfortable with his new life as the months go by, Huck never really enjoys the life of manners, religion, and education that the Widow and her sister impose upon him. Huck believes he will find some freedom with Tom Sawyer. Tom is a boy of Huck's age who promises Huck and other boys of the town a life of adventure. Huck is eager to join Tom Sawyer's Gang because he feels that doing so will allow him to escape the somewhat boring life he leads with the Widow Douglas. Unfortunately, such an escape does not occur. Tom Sawyer promises much-robb ing stages, murdering and ransoming people, kidnaping beautiful women-but none of this comes to pass. Huck finds out too late that Tom's adventures are imaginary: that raiding a caravan of A-rabs really means terrorizing young children on a Sunday school picnic, that stolen joolry is nothing more than turnips or rocks. Huck is disappointed that the adventures Tom promises are not real and so, along with the other members, he resigns from the gang. Another person who tries to get Huckleberry Finn to change is Pap, Huck's father. Pap is one of the most astonishing figures in all of American literature as he is completely antisocial and wishes to undo all of the civilizing effects that the Widow and Miss Watson have attempted to instill in Huck. Pap is a mess: he is unshaven; his hair is uncut and hangs like vines in front of his face; his skin, Huck says, is white like a fish's belly or like a tree toad's. Pap's savage appearance reflects his feelings as he demands that Huck quit scho ol, stop reading, and avoid church. Huck is able to stay away from Pap for a while, but Pap kidnaps Huck three or four months after Huck starts to live with the Widow and takes him to a lonely cabin deep in the Missouri woods. Here, Huck enjoys, once again, the freedom that he had prior to the beginning of the book. He can smoke, laze around, swear, and, in general, do what he wants to do. However, as he did with the Widow and with Tom, Huck begins to become dissatisfied with this life. Pap is too handy with the hickory and Huck soon realizes that he will have to escape from the cabin if he wishes to remain alive. As a result of his concern, Huck makes it appear as if he is killed in the cabin while Pap is away, and leaves to go to a remote island in the Mississippi River, Jackson's Island. It is after he leaves his father's cabin that Huck joins yet

Jane Eyre essays

Jane Eyre essays Jane Eyre was originally a book, by Charlotte Bronte. It has now been made into a movie. There are two versions of the movie the BPC version, which is the British version and the American version. Both movies are very good and tell the story different. The British version is more like the book. It tells most scenes from the book. The American is shorter and doesnt tell the whole story of Jane Eyres life. The American version has a bigger budget, you can tell by the settings, actors, and clothing and where it was filmed. The American version has great settings. Its looks very realistic but in the BPC version it looks at bit fake. When Jane Eyre is a young girl she is aggressive and stands up for her rights. Both actresses who play Jane Eyre when she is young are both very talented and play her part very well. When Jane is older she is shy, quiet and still very nice. Both actresses played the part very well. The actress who plays Jane Eyre in the American version was more like Jane he rself; she seemed shy, quiet and very nice. But in the BPC version the actress who played Jane seemed to be not that shy but still very nice. The camera work in the BPC version wasnt very good compared to the camera work in the American version. The actor who played Mr Rochester in the American version was older compared to the BPC version, he was more serious than the Mr Rochester in the BPC version. Mr Rochester in the BPC version was had some sense of humor and got pretty angry when he was angry. The clothing in both movies both had similar styles to each other. The clothing was a kind of Victorian style. Overall both movies where great to see. I prefer the American version better because it had Famous and talented actors. It was a great movie and it was very interesting whereas the BPC version was a bit too long and got a bit boring. ...

Top Tips for Succeeding in Statistics Class

Top Tips for Succeeding in Statistics Class Sometimes statistics and mathematics classes can seem among the hardest that one takes at college. How can you do well in a class like this? Below are some hints and ideas to try so that you can do well in your statistics and mathematics courses. The tips are arranged by things that you can do in class and things that will help outside of class. While in Class Be prepared. Bring paper for notes/quizzes/tests, two writing implements, a calculator, and your textbook.Be attentive. Your primary focus should be whats going on in class, not your cell phone or Facebook newsfeed.Take careful and complete notes. If your instructor thinks that something is important enough to write on the board, it should be written in your notes. The examples that are given will help you when you study and work problems on your own.Write the date and section covered in your notes at the beginning of each class. This will help when you study for tests.Be respectful of your classmates time and ask questions that are pertinent to the material being covered. (e.g. Why is the number of degrees of freedom one less than the sample size?) Save questions that pertain only to you (e.g. Why did I get 2 points taken off for problem number 4?) for your instructors office hours or after class.Dont feel the need to cram as much as possible on a page of notes. Leave plenty of room so that you can write your own comments when you use your notes to study. When test/quiz/assignment due dates are announced, immediately write them in your notes or what you use as a calendar. Outside of Class Math is not a spectators sport. You need to practice, practice, practice by working out problems in the homework assignments.Plan on spending at least two hours studying and/or doing problems for every 50-minute class session.Read your textbook. Constantly review what has been covered and read ahead to prepare yourself for class.Get in the habit of consistently doing work for your courses.Dont procrastinate. Start studying for your tests around a week in advance.Spread out work for large assignments. If you have difficulties early on you can get help more quickly than if you wait until the night before.Utilize office hours. If your schedule doesnt match your instructors office hours, ask if it is possible to make an appointment for a different time. When you come to office hours, be ready with specific questions about what you had trouble with or didnt understand.Utilize any tutoring services that your college or university provides. Sometimes these services are offered at no cost to students. Review your notes constantly. Form study groups or get a study partner in each of your classes. Meet to go over questions, work on homework, and study for tests.Dont lose the syllabus or any other handouts. Hold onto them until after you get your final grades. If you lose the syllabus, go to the course webpage to get a replacement.If you get stuck on a problem and dont make progress on it after 15 minutes, call your study partner and continue working on the rest of the assignment.take responsibility. If you know you will miss a test for any reason, let your instructor know as soon as possible.Purchase the textbook. If you have an older edition of the book, it is your responsibility - not your instructors - to see what that the sections/page numbers mentioned in class correspond within your book.If you are a statistics or math major, strongly consider keeping your textbooks and dont sell them back. Your statistics book will be a convenient reference.

Explore the theme of a dystopian society in George Orwell's 1984 and Coursework

Explore the theme of a dystopian society in George Orwell's 1984 and Aldous Huxley's 1984 - Coursework Example â€Å"War is Peace, Freedom is Slavery, Ignorance is strength† is the anthem resounding throughout George Orwell’s bokk 1984: it is the antithesis of all the values that the world collectively advocates. In the dysfunctional world of Dystopia, the controlling state is the central i.e. a totalitarian form of government. This government is for the purpose of ensuring the complete control of every single thing in the economy, even down to the behaviours and thoughts of its people. This futuristic sort of government has been described in many forms of contemporary arts. The theme for the dystopian society is almost always presented by people to throw a warning to the people of the cause and effect phenomenon. In Huxley’s book, he depicts a scene of naked children running and playing around a writes: â€Å"For a very long period before the time of Our Ford (...) erotic play between children had been regarded as abnormal (...) and had therefore been rigorously suppres sed.1† (c3). This is very much representative of our times today when instances of paedophiliac behaviour are erupting astonishingly. In the dystopian society, sexuality for and between children would be normal and encouraged. In the Dystopian world, different control tactics are used by the regime to control. These can be through eliminating any sort of external forces that can affect people and immunizing their internal processes so as to develop a ‘pacified world’ (Izzo p52), as is seen in Huxley’s Brave New World; conversely, these tactics can be defensive by employing inclusion and exclusion policies (Izzo). Orwell’s character O’Brien says in the book: 'The real power, the power we have to fight for night and day, is not power over things, but over men.' (c3) After which he claims that this power is demanded and asserted by making men suffer. Another aspect of the Dystopian society is the profuse use and abuse of technology. Guns and ammu nition are common. More importantly, the use of drugs is extremely common and these are administered to children and adults alike. The Dystopian ideal is very comprehensively described in the following quote from Huxley’s book (chapter 17), where Mond talks to the Savage and explains to John: And there's always soma to calm your anger, to reconcile you to your enemies, to make you patient and long-suffering. In the past you could only accomplish these things by making a great effort and after years of hard moral training. Now, you swallow two or three half-gramme tablets, and there you are. Anybody can be virtuous now. You can carry at least half your mortality about in a bottle. Christianity without tears–that's what soma is." There is a incessant need to control and ebb feelings and emotion in the human being. The Dystopian society requires the desensitizing of its people because feelings prove counter-productive to this system, in the sense that they create unrest i n the society who are then encouraged to question the system. With the government having complete control over the lives of the people, they are generally poor as well, having only their baser needs satisfied. About the people Winston in 1984 says: â€Å"A nation of warriors and fanatics, marching forward in perfect unity, all thinking the same thoughts and shouting the same slogans, perpetually working, fighting, triumphing, persecuting - three hundred million people all

The main purpose of a prison sentence is to punish Research Paper

The main purpose of a prison sentence is to punish - Research Paper Example The price of crime is a ‘time-out’ of public life, the cost of having acted against the interests of the people of a city, state or nation. Because the definition of punishment has become rolled into some sort of benefit to the future, it no longer serves its true purpose. There are good reasons that rehabilitation is included in the goals of the state in approaching the consequences of crime. However, prison is punishment, but as it has been confused with other elements of the justice system, the social ’identity’ of prison has become a poor infusion of too many ideas that are not being well managed. The reason that this topic is being discussed in this essay is that other compensations should be in place for victims and should be used in order to rehabilitate, but because these concepts have been rolled into the prison system, none of the goals of incarceration are being fully reached and that is leaving the public vulnerable to future crimes. According t o Brinkerhoff et al (2008), there are four reasons to punish: â€Å"retributionâ€Å", â€Å"preventionâ€Å", â€Å"deterrenceâ€Å", and â€Å"reform† (p. 136). However, none of these concepts are part of the definition of punishment. ... 124). Both of these definitions, however, are centered on what they mean for the future. Punishment, according to the dictionary, is â€Å"the penalty for doing something wrongâ€Å". In confusing the purpose and definition of punishment with a product that benefits society or the future means that its purpose has become convoluted with multiple opinions and purposes that create long, drawn out sentences that do not serve the purposes of anyone in the process. According to DeLisi and Conis (2010), â€Å"to thirds of the prisoners released from prison will recidivate within three years of their release† (p. 236). This decreases after a five year prison term, but that is correlated to offenders aging out of their crime rather than because prison has had the effect of deterrence or rehabilitation. There is no real evidence that prison has any effect on recidivism (Delisi and Conism, 2010, p. 236). Prisons are also a breeding ground for making offenders more disillusioned about society and for creating a focus on criminal life. In neglecting incarceration as a cost for a crime and imposing long sentences in the belief that it will lower crime rates, society has created breeding grounds for individuals who have little hope in having a positive contribution to society after time in prison. In trying to create a identity for prison as a place to find rehabilitation, deter and prevent crime, as well as provide retribution, none of these goals are being met. There has been a concerted effort, through rolling all of these concepts together, to best serve society. According to Blakely (2005), â€Å"rehabilitation is concerned with the long-termed success of the inmate† (p. 10). Marx has suggested that bourgeois life has become consumed with the idea of cost

Best Practices of Successful Principals Essay Example for Free

Best Practices of Successful Principals Essay The following paper will highlight important skills that are required in the school principals in order to make improvements in school systems that ensure academic achievements in the students. Introduction One of the most important US laws that have given most importance to education is the No Child Left Behind Act that was presented in 2001 and it has been regarded as the most comprehensive legislation that addresses the needs of students and demands utmost responsibility from the teachers and principals of schools. The aim of this law has been to increase the analytical skills in children along with an increase in the trend of accountability in teachers and principals of the schools. Accountability in this case is important as there will be a realization among the teachers and principals that there are laws that test the level of performance exhibited by them in relation to the betterment of education levels in the children (Harris, 2005, p. 12). It has been realized that most important roles in the success of schools are played by the school principals. In relation to accountability and an increase in the educational standards of the students, it has been realized that studies are needed in order to find a link between the principal-ship and students’ educational standards. This has been regarded as a complex procedure. A study has indicated that principal-ship does not have any direct effects on the educational levels and levels of achievements of the students but indirect effects have been seen when school climates are made more influential and positive by the principals (Sapp, 2000, p. 34). More research carried out on the effects of leadership principles followed by the school principals indicates that principal leadership directly affects the students and school staff in a positive or a negative way. In addition to this it has been argued that the leadership principles that are undertaken by the principals have a direct relationship with achievement levels of the students. An important fact that needs to be added here is that teachers’ instructional level and leadership level is much more effective on the achievement level of students that makes the effect of principal leadership secondary. In many studies , superior schools with successful leadership based principal-ship have been highlighted that have developed strategies that are important in the development of family and supportive environment within the schools that is more conducive for learning. With this it is seen principals of successful and leading schools also focus on strategies that can develop better curriculum. Increased expectations and demands are being faced by the school principals as the trend towards accountability increases (Gootman, 2008, p. 23). Skills of Successful School Principals Five key practices in principals have been identified by the studies that can help in increasing the achievement levels of students by incorporating skills of leadership that can help in making them better leaders of tomorrow. 1. Making Decisions Based On Data Principals these days are more aware of the accountability that has been implicated on them with the NCLB act. Thereby actions are being taken that can show increased improvement in educational standards of the students. These actions and strategies are thereby based on the data that these principals collect from time to time from the teachers. This data reflects grades, test structures, teachers’ contributions, and response and interest levels of the students. This data is then analyzed for improvement in educational standards in students and if the instructional strategies are helping the children in achieving their educational goals. Thereby from here it can be seen that the principals were being more logical and rationale in decisions making ignoring any gut feelings and intuitions thereby exhibiting leadership skills (Crum, and Sherman, and Myran, 2009, p. 51). 2. Relationship With The Staff In order to implement the leadership skills and see the changes in educational systems principals need to build an environment of trust among the staff in order to maintain a competitive environment in the school. In some studies it has been realized by the principals that treat their staff and school teachers in a compassionate manner can help in implementing the required changes in schools (Boynton, and Boynton, 2007, p. 34). 3. Balancing Ownership And Cooperation One of the most important leadership based skills needed in the principals facing challenging conditions of accountability includes the art of balancing cooperation with the staff. This cooperation helps the principals in planning changes and strategy implementation with the staff and teachers in order to bring better changes by including advices from staff of every grade and every educational scale. This cooperation can help in a large scale implementation of pragmatic strategies. It has been seen that the principals who take their responsibilities as a mark to owning the school produce schools that are not very well known and neither are they able to gain the trust of students’ parents. The staff working for such principal is not cooperative with the students and there is a lack of interest in the teachers in instructing their students in ways that can increase analytical skills with an improvement in academic achievements (Crum, Sherman, and Myran, 2009, p. 54). 4. Leadership Development And Recognition Principals of the schools are required to develop strategies that can help in developing leadership skills in the teachers. Thereby there is a need that the teachers develop individual leadership capacities in order to bring required changes in the schools in multi-dimensional ways. Principals are required to change the environment of schools in a way that can help teachers develop strategies themselves and on their own to implement better changes. Principals should ask the teachers if they feel the need of changes in different areas of the schools. Thereby the strategies developed by the principals can help teachers in exploring their leadership capabilities (Blank, and Kershaw, 2008, p. 40). 5. Instructional Involvement And Awareness Of Needed Changes Involvement has been regarded as the most important strategy required by the school principals. It has been argued that the principals are in a need to keep their involvement in the activities that occur inside the classrooms in order to see through the major kinds of changes that are required. On the other hand these kinds of involvements are also important in analyzing the interest of students in their studies which is very much influenced by the level of interest that the teacher shows. Thereby here an important point that needs to be understood by the principals is that they need to remain involved in the school activities in an intimate manner (Crum, Sherman, and Myran, 2009, p. 57). Critical Analysis of My School’s Principal The school where I am currently employed is a high school. Based on experiences teaching in this school, academic fulfillment is not being achieved by the students at the required levels. These are not reflecting a good impression on the federal level authorities that hold the accountability of different schools in different states. Thereby based on my observations following are some of the critical drawbacks in the leadership of the principal that are not letting the school achieve the level of a better school; neither are the students showing any academic achievements. High schools require special attention as students studying in the high schools are the ones that are preparing themselves to leap in the practical life, where they enter colleges and high schools. Thereby I consider high school as the center where leaders are built as school environments polish the skills that they have by giving them the opportunities to talk and communicate their problems with the teachers, school staff and their parents. In order to bring up leaders of the future starting from the high schools, there is a need that environment of the school is conducive enough for proper academic achievements and skill development in students that can help them in gaining more than just education (Harris, 2005, p. 56). 1. Lack Of Principal’s Interest One of the main reasons of the school not performing at its level best is the lack of interest from the principal. It is seen that activities within the building do not interest the principal and only the school admin is held responsible for the management of activities. There is a need of the interest from the higher authorities in order to make better changes in teaching strategies and extracurricular activities that take place inside the schools. Increased interest of the principal is needed in the analysis of academic achievements of the students, the issues and problems that they face, and in analyzing the strategies that are adopted by the teachers in order to communicate the course to the students. 2. Lack Of Communication With The Staff As there are no activities that share common interest with the principal thereby there is a complete lack of communication between the staff and the principal. Staff includes teachers, game instructors, playgroup teachers and administration. In order to be aware of the changes that are needed in the school, there is a need to increase levels of communication with the school staff. An important point that is not being realized at the principal’s end is that constant communication with the staff, especially the teachers is needed in order to gain an insight into the level of education that is being provided to the children in the classrooms. Some changes, minor or major, are thought to be brought about by the teachers in schools. Teachers are the ones who remain in direct contact with the classrooms, students, other school staff and most importantly; the parents. Thereby any issues that are being faced at the students’ end are more visible when they are communicated by their parents. Thus the source of changes is the parents and teachers. Thereby if there is no communication with the teachers there is no possibility of creating better changes in the school environment that can help to solve students’ issues. 3. Lack Of Communication With The Students Deficiencies of principal’s interest towards the activities that take place inside the school have also caused a complete lack of communication of the principal with the students. Thereby the main issues being faced include a lack of awareness of the principal towards the issues being faced by the students in case of their educational achievements. Thereby there is no data collection in relation to the educational achievement of the students based on the teaching strategies designed and implemented by the teachers themselves. In order to improve the educational achievements of the students there is a need at the end of higher authorities that the data collection takes place that can give an insight into the required changes in teaching and instructional strategies. Certain set of problems are daily faced by the students within the school building and these issues and problems are mainly concerned with the kind of environment that is being provided to the students in the schools. These include the set of extracurricular activities that are offered in the schools along with the frequency with which they are offered. It is a well-known fact that there is a direct relationship with the extracurricular activities being offered at the schools and academic achievements of the student. Thereby there is a need to take these facts into mind in order to implement the changes that can provide better environment to the students that can directly enhance their learning experiences and academic achievements. Students are generally afraid of communicating with the principals as general image of the principal in almost all schools is that of someone who only knows how to ring parents telling them about the mischievous acts of their child, about the failing grades of their child in studies, and someone who knows how to make these students hold the expulsion letter. These images are associated with a lack of communication of the principal with the students that creates an even increasing amount of fear in the students as is the case in my school. It has been mentioned that there is no communication on an engaging level by the principal that has created such an image in students’ minds. In order to negate such an image from the students’ minds it is required that the level of communication is increased with the students, increased participation is shown in the activities that are related with academic achievements in the students along with the development of analytical skills thereby students feel easy and confident in sharing their issues with the principals. It is to be realized that provision of table tennis tables, basketball courts and better looking classrooms are not the factors to better academic achievements but there is a need to incorporate confidence in these students so they feel free to share the issues that they face in the schools along with the many problems that are a hurdle for them in performing at their level best in academics. 4. Data Gathering An important strategy to make changes in the school is by being aware of the success rates achieved by the students and indirectly by the teachers. Students showing higher academic achievements is indicative of the fact that the teachers are working hard and talent and skills are being incorporated in the students. Thereby there is a need that data in relation to the student test scores, grades, classroom performance, extracurricular activities performance and final assessment performances is collected. This data can be helpful in many ways. It has been seen that the data itself is a refection of the leadership skills and analytical skills that a student has and of the levels of analytical skills incorporated in the students by the teachers and school environment. Moreover any subject based weaknesses that are being faced by the students are in open that can reflect any possible lack of interest from the instructor’s side, the parent’s side or need of developing skills to learn better in students. The data can be a reflection to the need of changing the course curriculum, changes in the class time period, changes in the instructional strategies, changes in communication patterns with the students, changes in communication strategies with the parents and changes in way students study and learn in order to enhance productivity. Conclusion No Child Left Behind Act attempts to hold the school principals accountable for students show lesser academic achievements with no improvements in the analytical skills. Studies have been conducted that show that leadership skills in the principals can play important roles in success of schools and in the improvement in academic achievements of students. It is realized that the interest and the level of cooperation being shown by the principal in what goes on inside the classrooms and outside the classrooms, plays an important role in the success of schools, along with having an impact on the interest level of the teachers in changing their instructional strategies. Some of the most important factors include increased cooperation with the students, staff of the school and most importantly the students. Students are the stakeholders of the educational institutions and any issues and problems in the management of the school directly effects the students thereby in order to bring fruitful changes in the management, students are to be included and consulted in any important decision making process. Confidence of the students in the management and principal has to be high as this increases the trust of the students that can help them in sharing the issues that they face in schools. References Blank, A. M. , and Kershaw, A. C. (2008). Mentoring as collaboration: lessons from the field for classroom, school, and district leaders. Corwin Press. Boynton, M. , and Boynton, C. (2007). The educators guide to assessing and improving school discipline programs. ASCD. Crum, S. K. , Sherman, H. W. , and Myran, S. (2009). Best practices of successful elementary school leaders. Journal of Educational Administration 48: pp. 48 – 63. Gootman, E. M. (2008). The caring teachers guide to discipline: helping students learn self-control, responsibility, and respect, K-6. Edition 3. Corwin Press. Harris, S. (2005). Best practices of award-winning elementary school principals. Corwin Press. Sapp, E. S. (2000). Guide to best practices for new school administrators. Scarecrow Press.

Poorly Written Essay :: essays research papers

Persuasive Essay â€Å"Poorly Written Communication†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poorly Written Communication 2 Thesis: After a poorly written memo caused hard feelings and loss of morale, the company decided to start writing courses, believing that the effectiveness of enhancing written communication skills within a work place is necessary for any successful business.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"A case for clear writing† C. Petrini states, the ability to communicate written information in a clear, concise and accurate manner can provide significant benefits to employees and their companies. Poor communication within a work place can cause serious miscommunication, which in ways could cause loss of work time, due to doing the wrong job. Another problem that could dampen works productivity is hurt feelings. This alone could cripple a business by causing lack of productivity and lack of morale. If you ever plan to expand, your business and have a successful one, you need good writing skills.   Ã‚  Ã‚  Ã‚  Ã‚  If our business continues to have a lack of writing ability, it could result in personnel quitting or total lack of respect in the end. There are many other areas in which this could affect our business but one, which would really be an eye opener, is a possible lawsuit. In the article â€Å" The you understood† P. Vassallo it says When writing we don’t have the luxury of using vocal intonations or body language to add to our meaning. If you call someone crazy in writing, you suggest either that person lacks sanity or that you lack judgment.   Ã‚  Ã‚  Ã‚  Ã‚  A writing workshop would benefit our business in many ways. The first thing that comes to mind is higher morale, Since the workshop would teach us to write clear and concise papers, this could cause less confusion with the employees when reading bulletins published by management and a lot less hurt feelings. As stated in â€Å" Improving your technical writing† by R. Ramsey, the ability to write competently is a requirement for success in any field.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poorly Written Communication 3 Written communication should be treated as sales letters. I did my research and found A local college that offers a 20-hour class on professional writing and improving poor writing skills within a business. The college informed me that it offers offer two different classes one for higher management and one for all the other employees. The two courses are 20 hours in length and each can handle 25 students. After a closer look at what is being taught in the courses I have listed a few of the topics covered I feel that are important to

Questionnaires on perception of early marriage

Thank you very much for taking the time to fill out this questionnaire. This questionnaire is designed to provide information on university student perception of early marriage. The following questionnaire will require approximately 10 minutes to complete all the questions. Your honest and detailed responses will help me gain a clear picture of that perception. 1. How old are you? ) 16- 19 years ) 20 – 23 years ) 24-27 years 2. Gender: ) Male ) Female 3. Status: ) Single ) Marriage ) Divorce 4. Do you have any relative that married early?Yes ( ) No 5. Do you agree with early marriage? 6. Between male and female which gender prone to early marriage. ( ) Male ) Both 7. Which of the following that you think the main reasons that lead to early marriage? Please tick all apply. ( ) Poverty ( ) Family support ( ) To avoid social problem ( ) First Love ( ) Future security 8. Which of the following most serious social problem in Malaysia. Please rank and tick at above. Strongly Disagre e Disagree Neutral Agree Strongly Agree Baby dumping Illegimate childRape cases Wild sex Illegimate marriage 9. Does early marriage solve the sosial problem? ( ) Yes ( ) No ( ) Maybe ( ) I do not know 10. Do you think early marriage will disturb your studies/ carrier? ( ) Yes ( ) No 1 1 . Which of the following the benefit of early marriage. Please rank and tick at above. Emotional support Financial Support More independence Having a proper partner Satisfy self sexual 12. Early marriage also give negative effect. Which is the most common: Please rank and tick at above.

James Dean as the Iconic Rebel Figure Essay

The Oxford English Dictionary defined a rebel as â€Å"a person who resists authority, control, or convention† . These are the characteristics of James Dean’s screen personas in Nicholas Ray’s Rebel Without a Cause and Elia Kazan’s East of Eden. In a time where conformity was a dominant ideology in society, rebellion became a way to display your own individuality. Rebel Without a Cause and East of Eden both respectively deal with the vexing problem of the asocial youth who remain stubbornly delinquent against the nuclear family. Each respective film touches upon the puzzling subject of the 1950s, which is juvenile delinquency. The films also provide ammunition for the ideological rebellious behavior for teens to parody. Rebel Without a Cause and East of Eden are both concerned with young people â€Å"estranged from their communities and struggling to define themselves differently than the norm† . James Dean was an attractive rebel figure because he represented the raw-nerved emotions of being an adolescent while he also asserted a romantic, mythic notion about, which became attractive to audiences young and old. Dean’s upfront sexiness and relentless desire to imbue honor make Rebel Without a Cause and East of Eden films that withstand generational changes and remain prevalent within teenage society today. James Dean as the archetype for the ‘rebel’ character personified a decade of defiance, and his screen portrayal of the iconic rebel sparked a cult following that superseded his life. The continued relevance and renowned status of Dean’s screen persona is prevalent because of its â€Å"sympathetic treatment of adolescent anguish† that each director concentrated on. The enigmatic nature of the rebel icon made it easy for the viewing audience to grab hold and manifest their personal principles onto it. Dean was catapulted to a cult figure as he evoked the submerged pain and spoke for a generation of people who had sense of being stifled and smothered by values that were imprisoned by. Furthermore, Dean molded the formation of the â€Å"tough-but-tender† iconic teen rebel in the 1950s, and became a commodity and the legendary figure of teenage angst. Dean’s unbridled emotions both on and off screen became essential in both Rebel Without a Cause and East of Eden as they channeled the teenager in all of us . The 1950s were a time when teenagers were struggling with their own identity and this idea of conformity was oppressive to their individual growth. James Dean epitomized the ‘rebel’, as his inability to stick to confined conformity both on and off screen was a major asset during 1950s filmmaking. The rebel character that was present in both films was an attempt to glorify individuality. Dean’s protagonist characters in each respective film were alienated, vulnerable and antisocial, which were standard traits of the common rebel. The 1950s became an era where individualism had to be tempered to suit the demanded conformity. The ‘rebel’ icon as a whole offered refuge in a time where adolescents were trapped in environments created by political and social forces beyond their control, which impeded their ability to make their own choices or realize their aspirations. Filmmakers like Ray and Kazan attempted to assert their individuality by creating these rebellious characters that went against the accepted norms and fought for what they wanted to achieve. Ray was acutely aware that the recognitions of the attractive young rebel would intonate a large following, and casting the Hollywood bad-boy, James Dean, created a synergy between Dean’s screen persona, Jim Stark, and his real life counterpart. With his magnificent confusion, pained fragility, and unwavering sexiness, Dean became the template for teenage rebellion. Rebel Without a Cause exemplifies a thinly veiled attempt to search for authority that catapults into an attempt to search for an identity for oneself. On the other hand, in Kazan’s films, he exploited Dean’s screen persona as the rebel anti-hero in American movies, democratizing and linking the rebellious behavior to root in American values . This was also seen in Rebel Without a Cause; however, this idea was predominant within East of Eden. By Kazan doing this, Dean as a rebel character, but also the film East of Eden became symbolic visions and vehicles of change. The integrity of the family formed the backbone conformity in the 1950s and non-conformity based on a non-traditional family was something that had not been fully explored. The non-traditional nuclear family is something that was taboo; however, both Ray and Kazan deal with them in their respective films. In Rebel Without a Cause the use of gender-role reversal is apparent; and within East of Eden, the idea of an absentee mother is present. These non-traditional nuclear families pave the way for the rebel character that Dean personifies on screen. Dean is used as a sentimentalist with a yearning to refurbish the struggling nuclear family. Since the nuclear family played such an influential role, Hollywood saw it as worth saving and worth reconstructing. During this decade, the nuclear family dominated, so it was important to reconstruct the failing nuclear family in order to promote the conformity the government and society sorely desired; in cases where the nuclear family could not be restored, sickness or injury became the typical Hollywood scapegoat. While the nuclear family plays an important role in understanding the rebel character, the family plays a background role within the film itself. The nuclear family within Rebel Without a Cause features gender role reversal where Dean’s father is a weak pushover and is controlled by his overpowering wife, that ultimately forces Dean to react in a rebellious manner. These non-traditional gender roles confuse the teenage characters and propagate the rebellious characteristics as a mean for garnering attention. In order to right these wrongs, Jim adopts a surrogate family, whereby Judy is his wife, and Plato becomes the adoptive son. Since there is a lack of a traditional nuclear family, the escape to the abandoned mansion removes Dean from the â€Å"compromises of the real world† whereby he is able to live with Judy and Plato in an â€Å"idealized version of family life†, which is when he comes to the realization that he no longer needs to â€Å"equate masculinity with violent rebellion† and perpetuates his reintegration into society. Additionally, Elia Kazan was fascinated with James Dean’s personal struggles, which helped him connect to his rebellious character as Cal in East of Eden. Kazan used Dean’s personal problems to his advantage, exploiting them and creating a tumultuous nuclear family that mimicked the biblical tale of Cain and Abel. The â€Å"love and hate† plotline that deals with forbidden love and explosive passions is reticent of the well-known biblical tale. Cal – defiant, disobedient, and uncompromising – provokes the central conflict within the film, which impersonates his biblical counterpart Cain. Cal himself is stuck between the â€Å"brooding coast of his mother’s sin† and the â€Å"sunlit valley of his father’s righteousness†, which adjusts and brings to light the coexistence of good and evil within all of us. Cal and Aron are primary demonstrations of this good versus evil idea, as they are fighting for their father’s affections, which is a paralleled allegory of the biblical tale. However, it is also applicable to the 1950s when the film was created, and can be further adapted to fit modern society, which is why East of Eden is a timeless film. Dean’s character Cal exhibits a multitude of self-destructive behavior. As a traditional rebellious character, Dean exhibits free will and the capacity to forgive even though he begrudges his father and brother throughout the diegetic. Cal is embittered with the idea that his father favors Aron, his â€Å"perfect† twin brother. Further, Cal attempts to win his father’s undying affection by farming beans and selling them for a large profit. If Cal shows his father that he can create a successful business and repay him monies lost, he would be showered with the affection he feels deprived from. Cal’s plan backfires and instead resorts to â€Å"killing† his brother by destroying his integrity in order to gain his father’s affection and adoration. However, this plan fails and ultimately causes his father’s demise. The theme of reconciliation appears in East of Eden when Dean offers to take care of his invalid father shows his father that his intentions, while misguided, were pure and only used as a guise for his father to notice all his hard work. Dean’s concern with masculinity and manhood is at the forefront of Rebel Without a Cause. Dean exhibits â€Å"moral and psychological vertigo as he teeters on the brink of manhood† , and is concerned with masculinity as there has been an apparent lacking representation of manhood within his home life. Dean is searching for a strong and upright male figure with whom he can identify with, which was a customary representation during the 1950s. Instead of being a strong role model, Dean’s father portrayed as a craven subordinate who succumbs to the over-demanding ways of his boisterous wife. For a struggling teen, these ideals prove to be less than appropriate, which launches Dean into rebellion, in hopes of finding the role model he desperately needs and desires. In the absence of a credible adult guidance, especially from his father, Dean questions his masculinity. Furthermore, Dean equates manhood with honor. This theme of masculinity and honor is present in both Rebel Without a Cause and East of Eden. In Rebel Without a Cause Dean plays the role of the informer, which is an honorable characteristic . Informing is construed as the highest act of courage, and displays a defining moral choice. Having this moral compass helps to shape and define the man that Dean will turn in to, which is a dependable figure as he attempts to salvage Pluto’s insanity and Judy’s insecurities. Dean screen persona is concerned with not only preserving his honor, but also with surviving and thriving in a world that embodies teenage confusion. Ultimately, Dean’s reconciliation with hegemony makes a rebel honorable, possible by the virtue of its own authority and â€Å"unimpaired by psychosis, alienation, or a romanticized futility†. While Dean is a rebel within East of Eden by defying his father’s orders, he has honorable characteristics when dealing with his manhood. Integrity and honor are integral parts to Dean’s persona as he attempts to save his father and salvage his well being after an ill-advised investment. The rebel character that became a figure of non-conformity, and rugged individualism became not only a culture but also became a political stance as a way to stray from American hegemony. Ray uses Dean as a dissent of social control, in order to promote the independence that became synonymous with rebellious behavior. There was a pressure to conform that was thrust upon the young adolescents, who were already facing a confusing time during their formative years. Dean as a ‘rebel’ is espoused as the cause of the protestor and stultified the inherently violent social system. The rebel sparked debate and offered a different perspective that would not have been possible with a completely conformist hegemonic society. In order to stray from a completely hegemonic society, and defy global homogenization, America can turn iconography against itself. This was a message the Ray attempted to portray by having the rebellious characters fight each other even though ultimately they believed in the same things. Psychological and social issues became prevalent and defined the two types of rebels that were present within Rebel Without a Cause. Firstly, there is the rebel that James Dean personified with displays of reconciliation and reintegration into society; and secondly, there is a character such as Plato who was a clear representation of irreconcilable rebellion. Dean is able to be readmitted into society as his disaffection was not profound in the first place, and was used as a mechanism of expression and attention in the wake of the absence of a strong father. Additionally, Dean’s rebelliousness was sentimentalized, which furthered his reintegration. On the other hand, irreconcilable rebellion is equated to insanity, which cannot be accommodated in society, thusly forcing Plato’s death and the end of the film. While psychological issues can be discusses and presented within a film, insanity is not accepted during the 1950s, so to respond to this, it is imperative for Plato to die. With the death of Plato and the re-integration of Dean’s character, there is a theme of rehabilitation. Moreover, â€Å"once the abyss of personal isolation is bridged, rebelliousness ceases† and those who cannot experience rehabilitations have no place within the film diegetic. This was seen with Plato who was shot down, and Buzz who died during the â€Å"chicken run† he challenged Dean to. Kazan’s representation of the rebellious character in East of Eden was seen as a function of a lack of love and meaningful contact, which is why Cal’s forbidden relationship with Abra became central within the narrative. Dean’s screen persona is searching for the â€Å"authentic self† and his masculine identity, which leads him to his mother as well as his reliance on Abra. Further, Abra is the catalyst for the reconciliations between Cal and his father as she promotes the loving relationship the Cal lacks with his father. East of Eden deals with moral values in a generation where teenagers begin to question their father’s generation. Abra became a representation of purity and simplicity that helped bridge the tumultuous relationship between father and son during the period of intense personal moral dilemma for the teenage rebel. All in all, â€Å"the young rebel character that is firmly ingrained in our cultural imagination carries its traces to the Hollywood screen rebels of the fifties, none more than James Dean† . Both Rebel Without a Cause and East of Eden are dealing with the protagonist’s movement into moral orientation and their journey into self-identification, and present themselves as remedial, therapeutic, and redemptive, which explain symptoms with implied cures. Over the decades the rebel has been a particularly ambiguous icon, where the meanings often contradict one another; however, the use of James Dean as an iconoclastic rebel defined term and created the archetypal ‘rebel’ character. During the 1950s, every aspect of emerging teen culture was viewed as threatening and incomprehensible; however, the rebel character was used for teens to expand their personal boundaries during a time when the cultural landscape was largely undefined.