Ohio Vital Records - Birth, Marriage and Death Certificates

Ohio Vital Records - Birth, Marriage and Death Certificates Learn how and where to obtain birth, marriage, and death certificates and records in Ohio, including the dates for which Ohio vital records are available, where they are located, and links to online Ohio vital records databases. Ohio Vital Records: Ohio Department of HealthCenter for Vital and Health Statistics246 North High StreetColumbus, OH 43215Phone: 614-466-2531Email: vitalstatodh.ohio.gov Walk-in Address:Ohio Department of HealthOffice of Vital Statistics225 Neilston StreetColumbus, Ohio 43215 What You Need to Know:Check or money order should be made payable to  Treasurer, State of Ohio. Personal checks are accepted. Call or visit the Web site to verify current fees. Requests for vital records may take as long as 10-12 weeks. If you do not know the date or place of event, you may request a search of the State Vital Statistics office files and records. The fee for a search is $3.00 per name for each ten years searched. Payment must be made in advance. After searching is completed you will be informed if the record was located. Vital records in Ohio were not recorded by law until 1867. Although some records from a few counties predate 1867, records of births, marriages and deaths in Ohio are generally not available before this date. Web site: Ohio Vital Records Ohio Birth Records: Dates: From 20 December 1908* Cost of copy: $21.50 (certified copy from state) Comments:  The Ohio Department of Health issues only certified copies of birth certificates. Include with your request as much as you can of the following: full name of individual, date of birth, city or county of birth, full name of father, full maiden name of mother, your relationship to the individual, your name and address and a daytime telephone number.Application for Certified Birth Record Uncertified copies for genealogy purposes are not available from the State or Local Registrars in Ohio. Since vital records are open in Ohio you may, however, perform searches in the indexes at the Ohio Department of Health, Office of Vital Statistics, or arrange for a genealogist to search the indexes for you. An appointment is required to search the records. Records identified in the indexes may be viewed and information may be copied from them, however the supplied copy of the vital record must be returned and is not permitted to leave the building. * For birth records from  1867 - December 29, 1908, contact the  Probate Court  of the county where the birth occurred. Online:Ohio Births and Christenings, 1821-1962  (index only, incomplete)Ohio, County Births, 1841-2003  (index and images, incomplete) Ohio Death Records: Dates: From 1 January 1954 Cost of copy: $21.50 (certified copy from state) Comments:  The Ohio Department of Health issues only certified copies of death certificates. Include with your request as much as you can of the following: full name of decedent, date of death, city or county of death, your relationship to the individual, your name and address and a daytime telephone number. Application for Certified Death Record Uncertified copies for genealogy purposes are not available from the State or Local Registrars in Ohio. As with birth records you may, however, perform searches in the indexes at the Ohio Department of Health, Office of Vital Statistics, and view and copy information from the death records themselves. * For Death Records from  December 20, 1908-December 1953  contact the Ohio Historical Society, Archives Library Division, 1982 Velma Ave., Columbus, OH 43211-2497.  For death records from  1867- December 20, 1908, contact the Probate Court of the county where the death occurred. Online:Ohio Death Certificate Index, 1913-1944 - Ohio Historical Society  (index only)Ohio, Deaths and Burials, 1854-1997  (index only, incomplete)Ohio Deaths, 1909-1953  (name index and images)Ohio, Death Index, 1908-1932, 1938-1944, and 1958-2007  (index only) Ohio Marriage Records: Dates:  Varies Cost of Copy:  Varies Comments: Copies of marriage records are not available from the State Health Department. Inquiries will be referred to appropriate office. For certified copies of marriage records, please write to the Probate Court in the county where the event occurred. Online:Ohio, County Marriages 1789–2013 (not all counties available; coverage varies by county)Ohio Marriage Records Index 1803–1900 (requires Ancestry.com subscription) Ohio Divorce Records: Dates: Varies Cost of copy:  Varies Comments:  Certified copies are not available from the State Health Department.  For certified copies of divorces, please write to county Clerk of Courts where the divorce was granted.   Online:Ohio Divorce Index 1962–1963, 1967–1971, 1973–2007 (requires Ancestry.com subscription) More US Vital Records - Choose a State

Hanged and Hung - Glossary of Usage

Hanged and Hung - Glossary of Usage The verb hang  has two past tenses- hanged and hung. Unless youre talking about a person who has been executed (Lord Haw-Haw was hanged for treason), you probably want to use  hung.  But see the usage notes below. Definitions The verb  hang  means to fasten or suspend from aboveto place something (a poster, for instance)  so that its held up without support from underneath. In a related sense, hang can mean  to kill  someone by putting a rope around the persons neck, attaching it to something overhead, and then causing the body to drop suddenly. For centuries, hanged and hung were used interchangeably as the past participle of hang. However, most contemporary usage guides insist that hanged, not hung, should be used when referring to executions: convicted killers are hanged; paintings are hung.   Examples Dont mention a rope in the house of someone whose father was hanged.(English proverb)A room hung with pictures is a room hung with thoughts.(Joshua Reynolds)William Heath was  hanged  in January 1733 for stealing four shirts, part of somebodys washing that had been  hung  out to dry,The sheriffs deputies, who hanged the horse thief at night, are expected to hang around until they are sober, after which they could well end up with hanged or hung looks on their facesand hangovers for sure.(Robert Oliver Shipman, A Pun My Word: A Humorously Enlightened Path to English Usage. Rowman Littlefield, 1991) Practice One should forgive ones enemies, but not before they are _____. (Heinrich Heine)We _____ our swimsuits out to dry. Answer Key One should forgive ones enemies, but not before they are  hanged. (Heinrich Heine)We  hung  our swimsuits out to dry.

Evaluating Finances of A Non Profit Essay Example | Topics and Well Written Essays - 750 words

Evaluating Finances of A Non Profit - Essay Example Casey Foundation). Headquartered in Baltimore, Maryland, the Annie E. Casey Foundation has been working to promote the well-being of our nation’s most vulnerable children for 60 years. Established in 1948 by UPS co-founder Jim Casey and his siblings in honor of their mother, the Foundation’s first grants supported a camp for disadvantaged children near the Casey family home in Seattle (The Annie E. Casey Foundation). The Company’s funding happens through certain programs like Casey Family Programs, an independent operating foundation headquartered in Seattle, which provides long-term foster care and other child and family serving programs and Juvenile Detention Alternative Initiatives etc. The Annie E. Casey Foundation makes grants that help states, cities, and neighborhoods create more innovative, cost-effective responses to these needs. Grant making is limited to initiatives in the United States that have significant potential to demonstrate innovative policy, service delivery, and community supports—especially investments that encourage long-term strategies and partnerships to strengthen families and communities. As of December 31, 2006, the Foundation has approved grant funds for payments to various organizations and projects of up to approximately $173 million, contingent upon the organizations performance of obligations specified in the grant agreements. The Casey Foundation’s approach to grant making focuses on making multiyear, multi-site commitments that enables them to invest in long-term strategies and partnerships that strengthen families and communities. The organization uses its resources to partner with and forge collaborations among institutions, agencies, decision makers, and community leaders so they can work together to transform tough places to raise families.   The organization also funds research, technical assistance, and multi-site demonstrations that help service and support

Threats and Methods to Secure a VoIP Network Essay

Threats and Methods to Secure a VoIP Network - Essay Example People were mostly concerned with its cost, functionality and reliability. Today, VoIP is growing to the point where companies of almost any size in any industry know how to take advantage of the cost savings and other emerging added features in VoIP. As VOIP is gaining wide acceptance and becoming one of the mainstream communication technologies, security has become a major issue. Network Administrators are finding themselves in a tough position of providing their clienteles with the security and reliability that they have grown accustomed to over these years. The threats to security and privacy could be in the form of DOS (denial of service), malformed messages, sniffing, spoofing, vishing, VOIP spam and SPIT (spam over VOIP). The vulnerable components under threat through the use of VoIP could be access device application, management interface, network, tftp server. Means to secure the VOIP network could be VoIP Protocol, Session Border Protocol, or using the network devices. To protect networks from these threats, one of the key aspects is the methodology of securing information; that is, to conceal the signals and media in real time communications from unauthorized entities through cryptography. But there is no single solution to secure a VOIP service network entirely the best practice is to integrate all possible solutions according to service model, network architecture, protocol model, target customers, peering partners and so on. With increasing use of this technology combined with modern technology and its users, VoIP faces many security issues that need to be covered and prevented in order to make this technology as one of the best for the companies. Therefore this dissertation will examine some security concerns and protection methods by analyzing the threats to VoIP network and consequently determine how to deal with them from design, quality of service and management perspectives. 1.2 Introduction As with IT security, there are a multitude of threats to a VoIP network that can make it difficult to secure VoIP telephony. DoS attacks, message tampering, proxy impersonation, registration hijacking are but a few of the problems telephony managers may encounter as they try to secure VoIP networks. The security of private data, whether in organizations or industries, is becoming more crucial and relevant each day. VOIP technology also needs to continually improve and update its security defenses in terms of reliability and quality. As internet telephony comes to handle more data, it becomes an easy target for cyber crime. From the beginning of its inception, VOIP infrastructure has always been vulnerable to threats from other networked architectures. This happens due to the process of digitization, and encryption of voice, which is then compressed into small packets and sent over the Internet Protocol network systems. This technicality is presented in the VOIP system which can

Bleak House Commentary Essay Example for Free

Bleak House Commentary Essay The following is an analysis of a passage from Charles Dickens novel, Bleak House, in which a bleak and dreary atmosphere is conveyed. The first thing that is mentioned by the narrator in the first paragraph of the passage is mud, and this plays a significant part in the depiction of a filthy, dirty environment. The beginning line, As much mud in the streetsand it would not be wonderful to meet a Megalosaurus, forty feet long or so, waddling like an elephantine lizard up Holborn Hill uses hyperbole to suggest that the streets are so muddy that its almost like the beginning of the world, and it wouldnt be strange to see a dinosaur roaming around because of that. Also, the line Dogs, undistinguishable in mire. Horses, scarcely better; splashed to their very blinkers is an exaggeration of how the streets are so dirty that one cannot tell the different between the mud and the dogs, and even horses are up to their eyes in it. This shows us just how much mud and grime there is, and how dirty everything is. Another aspect in this passage is the dreariness and the bleak environment. This is expressed in the line Foot-passengers, jostling one anothers umbrellas, in a general infection of ill temper, and losing their foot-hold at street-corners, where tens of thousands of other foot passengers have been slipping and sliding since the day broke (if this day ever broke), adding new deposits to the crust upon crust of mud Firstly, the line jostling one anothers umbrellas suggests that the place is so overcrowded and uncomfortable that people are all bumping into each other, and that their ill temper is spread like a disease every time they come into contact, and it stirs in us a sense of claustrophobia because the people are all packed together. This adds to the implication that its a miserable and unpleasant place to be. Also, the fact that the foot-passengers are using umbrellas suggests that it is or has been raining, strengthening the general feeling of gloominess. Furthermore, the fact that the part of the line slipping and sliding since the day broke (if this day ever broke) is written in parenthesis suggests the sarcastic voice of the narrator, that he is mocking the foot-passengers ill temper and derisively commenting on the cold and depressing atmosphere, and this in turn reinforces that very fact. The use of sibilance in slipping and sliding further increases the effect of the dismal environment. The following line, Smoke lowering down from chimney-pots, making a soft black drizzle with flakes of soot in it as big as full-grown snowflakes gone into mourning, one might imagine, for the death of the sun is very effective in expressing how unpleasant the place is. The fact that the smoke is lowering down, instead of drifting upwards as it normally does, implies that the atmosphere is so oppressive that even smoke cant escape and is being pushed down. In addition, there is a personification of the soot and snow, as they have gone into mourning for the death of the sun. This could be an implication that the place is so gloomy and polluted that you can no longer see the sun, and that is why it has died, and is also why everything is black. This effectively intensifies the feeling of despair and dreariness that is hanging over the city, and the bleakness of the environment. The second paragraph of this passage concentrates mainly on fog and how it has been personified into a shadowy demon from which there is no escape. The first line of the second paragraph begins with Fog everywhere, and this alone is a very abrupt, aggressive statement that makes us feel, once again, slightly claustrophobic, as though there is fog pressing in all around us and that there is no escape from it. Subsequently, the lines Fog in the eyes and throats of ancient Greenwich pensioners, wheezing by the firesides, and Fog cruelly pinching the toes and fingers of his shivering little prentice boy on deck are examples of how the fog is personified, and made to seem sinister, omnipresent, like an oppressor that takes pleasure in attacking weak, vulnerable people like ancient Greenwich pensioners and the shivering little prentice boy. Another very effectual line is Chance people on the bridges peeping over the parapets into a nether sky of fog, with fog all round them, as if they were up in a balloon, and hanging in the misty clouds. The use of the verb peeping is very interesting because it means the people are looking quickly or secretly over the bridges, and it creates a sense of nervousness and apprehension, as though the people are frightened of the fog, thus making the fog seem all the more threatening. In addition to this, the use of parapets may not be just a reference to the sides of the bridge, as it also makes us think of castles, and so people peeping over parapets makes it seem as though they are under siege or under attack from an army of fog, which goes back to the allusion that the fog attacks weak or vulnerable people. Furthermore, the last part of the line, as if they were up in a balloon, and hanging in the misty clouds conveys a sense of helplessness, because when youre in a balloon you have very limited control, and this has been used as a metaphor to suggest how the people have no control over the fog and that they are trapped by it. Once again, this creates the feeling of claustrophobia and makes it seem overwhelming as there is so much fog and theres no way out. The structure of these this passage is very interesting to note. The first paragraph is almost conversational, as though the narrator is describing to us the many events of the day, while the second paragraph suddenly switches to more somber, grave narrative of the fog, and this affects us and makes us feel uneasy of the fog. This is also partly because the passage is written in the present, and so it involves us, makes us feel as if we are there in the dreary environment. Additionally, the elongated syntax of the sentences mirrors the long, miserable day and the never-ending fog, and this intensifies the gloomy feeling we get from it. In conclusion, this passage from Bleak House uses many different techniques such as personification, hyperbole and tone of voice to effectively express the dirty and gloomy environment and the general feeling of misery and despair.

Employee Benefits Required By Law Essay -- essays research papers

Employee Benefits Required by Law The legally required employee benefits constitute nearly a quarter of the benefits package that employers provide. These benefits include employer contributions to Social Security, unemployment insurance, and workers’ compensation insurance. Altogether such benefits represent about twenty-one and half percent of payroll costs. Social Security Social Security is the federally administered insurance system. Under current federal laws, both employer and employee must pay into the system, and a certain percentage of the employee’s salary is paid up to a maximum limit. Social Security is mandatory for employees and employers. The most noteworthy exceptions are state and local government employees. The Social Security Act was passed in 1935. It provides an insurance plan designed to indemnify covered individuals against loss of earnings resulting from various causes. This loss of earnings may result from retirement, unemployment, disability, or the case of dependents, the death of the person supporting them. Social Security does not pay off except in the case where a loss of income through loss of employment actually is incurred. In order to be eligible for old age and survivors insurance (OASI) as well as disability and unemployment insurance under the Social Security Act, an individual must have been engaged in employment covered by the Act. Most employment in private enterprise, most types of self-employment, active military service after 1956 and employment in certain nonprofit organizations and governmental agencies are subject to coverage under the Act. Railroad workers and United States civil service employees who are covered by their own systems and some occupation al groups, under certain conditions, are exempted form the Act. The Social Security Program is supported by means of a tax levied against an employee’s earnings which must be matched buy the employer. Self-employed persons are required to pay a tax on their earnings at a rate, which is higher than that paid by employees but less than the combined rates paid by employees and their employers. In order to receive old age insurance benefits, a person must have reached retirement age and be fully insured. ... ...evel is inclined to encourage disabled employees to return to work. Another potential problem is that agencies must deal only with the one authorized "insurer." In most private insurance markets, the amount of prevention services is used as a device to attract and retain customers. It is not clear whether the Office of Workers 'Compensation Programs has any incentive to offer these key services. Occupational health and safety is as important a regulatory issue today as it was in the early 20th century, when it was at the vanguard of government intervention in the labor market. We should clearly be using all available devices for improving the operation of the labor market. Because employees will be compensated for their occupational injuries, it is necessary to take full advantage of the financing of that compensation system in order to create incentives for prevention. The financing arrangements now in use are quite strong, but reinforcing prevention incentives has nev er been viewed as their primary purpose. Recognition of this preventive incentive role and attention to its improvement will serve to improve the occupational health and safety of American workers.

J.S. Bach Flute Sonata in B Minor: the Development of the Baroque Flute

J. S. Bach Flute Sonata in B minor (BWV 1030): the development of the Baroque Flute, the flautists and the music Johann Sebastian Bach (J. S. Bach) is no doubt one of the greatest composers of all times. He composed many works for flute including works for solo flute, flute with harpsichord and/or continuo and, two flutes and harpsichord. However, there has been a controversy, over the flute works, whether they were composed solely by the composer, assisted by someone or under the guidance of J.S. Bach. In addition, some scholars doubted that some of works are not written for flute and they are actually transcribed for flute by the composer. Especially, the Sonata in B minor (BWV 1030) raises most number of controversies. The J. S. Bach flute compositions are standard repertoire for the flute even today. As a professional flute player, it is very important to have comprehensive knowledge on the background of these works because they directly affect the way of interpreting them.By rev iewing the development of Baroque flute and analyzing the time period of the compositions would greatly help flutists to have a deeper understanding on these important repertoire in flute especially the B minor sonata (BWV 1030). The development of the instrument, Baroque flute, plays no doubt very important role on influencing the work written for it. The difference in range, tonality, mechanisms greatly affect the compositions written for it. Unlike other wind instruments, the Baroque flute was developed later than others.Since it is made differently, it is definitely impossible to apply the styles of other instruments on the Baroque flute. Some research suggested that J. S. Bach has little familiarity of the flute and flute players because, although the style of the compositions are similar to the other pieces of the composer, the flute works do not show that he understands the characteristic and the quality of the instrument. 1 And, the lack of knowledge of the flute would proba bly be because the composer did not listen much works for flute and meet flutists in where he worked.As mentioned above, the development of Baroque Flutes has great impact on how the pieces were written for it. Consequently, it is impossible to overlook this element when doing this research. â€Å"Flute† is a general term for a large and diverse woodwind instrumental family of which players blow air across the surface of any hollow object to produce sound. The appearance of the instrument, not only in western music, is found all over the globe like di-zi in China. 2 In Western music, flute plays an important role from ancient Greek music to contemporary music nowadays. The design, uses and playing styles keep changing even today.As one of the oldest instruments in Western music, â€Å"flutes† first appear in a picture of a shepherd playing the flute from the sermons of St Gregory of Nazianzus in a manuscript of early eleventh century. 3 It is mostly associated with nat ure and pastoral life. In Renaissance, flute was one of the instruments in mixed ensemble. More importantly, it played a notable role in sacred concerti or sacred symphonies. Johann Hermann Schein (1586-1630), one of J. S. Bach’s predecessors, composed seven ensemble works that featured a transverse flute which is always assigned to the second voice.This tradition went on to the Baroque era and solo flute works became more popular from 1670. There were large changes in its mechanisms. The new instrument is now built in three or four sections instead of one piece; it is modified from a large cylindrical bore to a conical bore in which the diameter of the headpiece was greater than the foot piece which improves the tuning of the upper notes; most importantly, one key was added in the foot piece so there is an extra note which the little finger of the right hand cannot reach originally and it produces the new note d#’. These inventions are very important. However, there i s a common misunderstand, however, regarding â€Å"the flute† as a single instrument. In fact, it refers to an instrumental family in the Baroque Period. There are, generally speaking, eight different kinds of flutes including concert flute, descant flute and flute d’amour. Different kinds of flutes appeared in different pitches. 5 In the music that Bach wrote for flute, he did not, like all the composers at that period of time, specify the type of flute they writing for.In addition, there is a possibility that different flutes were used in different performances. All flutes were written as if they were in the key of D especially in the first quarter of the 18th century. As a result, it is difficult to judge which flute the composer had in mind from the music. 6 In the journal â€Å"J. S. Bach's Compositions for Solo Flute: A Reconsideration of Their Authenticity and Chronology† by Robert L. Marshall, he suggests: â€Å"It is still widely believed that Bach wro te eight works for the solo flute.But the view that has prevailed among Bach specialists for the past fifteen years is that the rather similar Sonatas for flute and harpsichord obbligato in G Minor (BWV I020) and E Flat Major (BWV io31) were probably composed by someone else-most likely Carl Philipp Emanuel Bach–and that the Sonata in C Major for flute and continuo (BWV 1033) was written by one-or two-of Bach's students (one of them, again, might have been Emanuel Bach), presumably in part under the composer's active supervision and intervention. † 7 This suggestion probably comes from the lack of normal musical style in his writing.Moreover, his writing shows no understanding of the qualities of the instrument. However, this argument seems invalid when considering the type of flute Bach was written for. The first flute solo work by Bach, Partita in a minor (BWV 1013), was written between about 1720 and 1730. He was one of the first German composers who started composin g music for solo flute. This may be stimulated by the new four-piece design of the Baroque flute. The instrument has an advanced feature to have an extended footjoint giving the note c’ however, Bach did not use this new feature in his B minor flute sonata (BWV 1030).Also, its middle joint has different length and can be replaced so that the pitch of the instrument can be altered to accommodate different pitches in different areas. Moreover, it now has a clearer and accurate tone. Fast passages and big leaps can now be played with ease. 8 This is probably one of the reasons why there are more compositions for solo flute. In addition to the development of the instrument, flautists’ involvement plays another crucial role in flute music composition. Bach first work with flute players in Cothen. The Prince of Cothen happened to be a keen musician ho was not in favor of elaborate church music, so Bach concentrated on instrumental music. Interestingly, the flautists were con sidered assets to the court because the salaries of the flautists in the courts were around three times higher than other musician. And, in this Cothen period (1717-1723), flute appeared as a solo instrument in his Brandenburg Concerto No. 5 (1719) and the B minor Suite for flute (BWV 1067). 9 Later, the â€Å"violinlization† of music in Paris was taken place of which a style characterized by constant semiquaver and arpeggiated passagework in Dresden. This style was achieved by the new Baroque flute.Bach moved to Leipzig in 1723 and he met new flautists there and started composing a large amount of flute chamber music. They begin with the Flute sonata in E minor (BWV 1034) dated c. 1724. Then, the later works are the C major (c. 1731), Eb major (1730-34), B minor and A major sonatas (c. 1736). These pieces seem match well with the larger-bored four-joint flutes with the most effective range. 10 However, two of Bach’s flute chamber works do raised some questions with th e fact that if they were written for flute because there is more than one score written by the composer and they seem not written for flute.They are the sonata in B minor (BWV 1030) and sonata in G minor (BWV 1020). The sonata BWV 1030 is the most important one. There are two scores written for the keyboard part, one in B minor and the other one in G minor. Some Oboists claimed that the G minor is the original version of the sonata for oboe and it is transposed for flute later in B minor. However, there is evidence that flute was a transposing instrument and there is no reason for Bach to write two separate version of music for different instrument. But, as mentioned before, Baroque flute is a family of instruments.There is a possibility that the piece is written for flute but that is not the concert flute. Every instrument’s ideal sound is to emulate the â€Å"singing quality† of the human voice – the music was written in a range that more suitable in lower ran ge flutes. The sonata in B minor (BWV 1030) particularly has a strong vocal quality which may suggests that the flute part is actually written for the flute d’amour. Like his Church Cantatas, the flute obbligatos part is intended for the d’amour. 11 Flute d’amour is an alto instrument tuned to D at French Chamber pitch.It sounds a major or minor 3rd below the normal pitch of harpsichords, and played at transpositions. But, this is a French tradition of transposing the pieces in the â€Å"Clef francoise† with the G on the bottom line. As a result, Bach wrote two separate scores for the flute and keyboard parts in his flute sonata in G minor based on the â€Å"Clef italienne†. It is understood by the flautists who worked with Bach and they should recognize it at a glance. 12 To conclude, the B minor flute sonata (BWV 1030) by Bach is written for flute, Flute d’amour precisely.It raised much doubt about this because the composers of the time di d not specified what kind of flute they wrote for. And, nowadays, with misunderstanding that â€Å"Baroque flute† is a term for a single instrument, people may suggest that this flute piece is not suitable for a particular Baroque flute. However, with a clearer picture of the development of the Baroque flute family, the intention of Bach to write two separate scores and the common practice of the flautists those days, the Sonata in B minor should probably be intended for the Baroque flute, the flute d’amour.

Essay – Bridging Brands and Borders: Trends and Tactics to Connect Global Brands with Asian Consumers

Bridging brands and borders: Trends and tactics to connect global brands with Asian consumers This article briefly states the idea of brand internationalization. Whether brands should localize themselves based on the tastes of the market or they should keep their identity intact. The author, Craig Briggs states that certain risk is involved when a global company tries and changes too much as per the local tastes.The articles also stresses on instances from the past on Global companies like Starbucks having a successful stint with the globalization, by modifying certain aspects of the product offered to match the consumer demands, but keeping the ethos of the company intact. Then the article moves in to focus on the aspects of customization and how they appear in four key areas, Functional Customization, Delivery Customization, Format Customization, and Perpetual Customization Facts the author uses for supporting the theory of customization: . Functional Customization: Frito lay chang ed the flavor of the chips to better cater to the taste preferences of the Chinese customer. Developing newer tastes the company has been successful brand, keeping the DNA of the brand intact. b. Delivery Customization: The author appropriately uses the facts about McDonalds and IKEA while stating the area of delivery customization. McDonalds has implemented home delivery options in India and China to make the consumer confortable in using the product from the home.IKEA ran the stores in Japan concentrating on the way Japanese homes are and also started a conveyance service between the major metro stations. This gave the consumer the opportunity to connect to the store more. c. Format Customization: The author appropriately supports the theory with instances about Coca Cola producing the smaller bottles to compete with the local competitor. d. Perpetual Customization: Godiva creating a luxury brand in China is a way in which the author provides information how customization is done in this area. This article provides strategies and tactics of brand adaptation for a global company.As mentioned in the book, branding is key to the success of the company. From the book, we could see how companies customize their products such as McDonalds customizing the burgers for the Indian market. Brand adaptation is crucial for a company otherwise the globalization process can slow down. This article strengthens the concept in the book about how decisions on globalization of the products can affect the brand image of the organization. The investments a company makes in customization of the company will increase the brand equity of the company.I could relate this article to the chapter in the book Branding and Product Decisions on Global Marketing as I see customization as a strategy to brand creation for a company going global. The author gives examples of the brand customization based on just four areas in countries like China and Japan. The author never mentions anything ab out whether these areas of customization can be applicable to Asia markets as a whole. I would have liked to know through the article about instances where these customizations have worked in the Middle East and the southeastern parts of Asia.Other than this I find the article provides a clear picture about the customization process and how it had worked in Asian Markets. The new concepts I learnt from the article is customization areas when the company is planning on creating a global brand or starting an operation in a new location, it has to look into the areas of customizations to match the demands of the location. The explanation of key areas of customization is the article is precise. My interpretation of the key areas of the customization is: Functional Customization: When a company changes the product to cater to the consumer’s tastes and preferences.E. g. can be McDonalds changed to include veggie burgers to match the taste of Indian consumers. Functional Customizati on allows the company to tweak the product, keeping the basis of the product intact. This goes well with the company’s modus operandi. Delivery Customization: Markets in Asia are used to home delivery concept. Global company’s implementing changes in their business model to implement delivery mechanism to satisfy the consumer needs is a exact example of delivery customization.Delivery customization is all about creating convenience through its key value proposition. Format Customization: This is an area of customization where the company creates a smaller version of the product to compete with the local competition. Companies, which enter a local market sometimes, are faced with local competitors who have a strong foothold in the market. To tackle this competition companies like Coca Cola came up with the smaller bottle that costs less and still keeps the brand of the company intact.Perpetual Customization: Perpetual Customization is when a company creates a sub brand for the luxury brand to cater to the niche consumer segment. This is an interesting article on the various aspects of customization and really puts into perspective the areas, which a company can look into while entering a market in ASIA. References: http://web. ebscohost. com/mobsmart/citations/citation? vid=4&hid=14&sid=bac33097-2f2f-40f7-b099-9c30003d24c0%40sessionmgr14&bdata=JkF1dGhUeXBlPSZzaXRlPW1vYnNtYXJ0LWxpdmU%3d#db=bth&AN=82945873

Mentoring Research Paper

Mentoring Research Paper The Rational Criteria for Success Mentorship is a personal developmental relationship between two individuals where one individual usually the mentor, offers guidance and advice through training, counseling and coaching to another individual who is usually less experienced and knowledgeable the mentee (Brounstein, 2000). The process of mentorship is continuous and involves the exchange of information between the mentor and mentee all in an effort to equip an individual with the capacity to perform better at his or her job or progress in her/his career. A good mentor knows where to start and has a deep understanding of the problem at hand based on his or her past experiences and the wealth of knowledge he has (Eigenmann, 2001). A good case scenario will be an individual who has been kicked out of university for failing to pass his university examination and failing twice. The most important question that a mentor asks is what is the problem? Could it be that the individual is not interested, is there an underlying problem like problems at home, peer pressure etc. The reason could be a combination of any of these factors or a single one of them. The role of a mentor is to offer relevant, practical advice and critical support to the mentee in order for him to overcome the problem (Fletcher, 2000). A good mentor sets a road map which consists of small and achievable targets that can be easily evaluated for progress and advice given (Harrington, Terry, 2008). The mentor has to predetermine the standards and benchmarks against which he or she evaluates for objectives achievement and effectiveness of the advice given. Again key performance indicators are predetermined and reevaluated every time the mentor feels that the mentee has achieved the set targets. A good success and rational criteria for evaluation consists of performance indicators, predetermined standards by which to assess whether objectives have been met and an array of benchmarks as a measure of effectiveness. Some of key performance indicators include: personal satisfaction by the mentee with what he has achieved, good academic performance, mentee starts to have future plans with his school work and career, engages the knowledge gained from school in real life situations, develops interest in his field and is aware of the current developments in his field of study. The effectiveness of the intervention will be evaluated by use of certain benchmarks that include: Self esteem of the mentee, his confidence levels, self perception of mentee, his perception towards school and his studies etc. In this case the benchmark will be an individual who has the capacity to talk to any person at any time with confidence and without fear. This individual has start up a conversation with anyone anytime is influential to other people. Objectives that are achievable can be set e.g. to enroll for a degree program he likes, to perform well during in his academics, to enroll in a university that is affordable, to improve self esteem and confidence, . Standards set will basically be evaluating whether this has been achieved. It is critical that all these key indicators, benchmarks and objectives be set because they form the framework for the evaluation of progress of the mentee and indicate when a next decision is to be made (Clutterbuck, Meginson, 2005). A report on Mentorship Process As any mentor worth his salt will tell you, you have to know the etiology of the problem before any form of action is taken. This kind of information is obtained from the mentee through a series of questions that may span several weeks or just in a single session aimed at making the mentee open up (Colley, 2003). In this case, a pre-existing good relationship between the mentor and the mentee was of great value as the mentee was comfortable with sharing information that he considered very personal. The mentor sought to know what the mentee thought was the cause of his inability to perform well in school that resulted in his expulsion from the school. The mentee cited a major lack of interest, too much work, unfriendly lecturers, and inability to adapt to the environment. The mentee sought to know whether there was any other problem by asking questions on family background, peer pressure and drug use. The mentee stated that the family was supportive of him and were never a problem. He also mentioned that he had never used drugs but had a problem with some of his peers. He mentioned that the peers looked down upon him for his poor performance in school and eventual expulsion from school. This made him find it very difficult to make friends in school and this frustrated him further. He felt that he was so stupid and lacked the ability to even face them especially in the school. This led to his continuous deterioration and poor performance. This continued poor performance and deterioration resulted in the loss of self esteem and confidence. It was by now clear what was ailing the mentee. The mentor then asks if he would like to go back to school, and what was his attitude towards school was. The mentee was affirmative that he wanted to go back to school. He also mentioned that he felt school wasn’t the place to be, but thought that he had no choice. That he just had to go to school because everyone around him expected him to and he did not want to let them d own. This was good progress for the first session. The mentor then sought to know what the mentee’s interests, talents, passion were. The mentee’s main interest was in nursing thought he mentioned that he also loves listening to music and swimming. The mentor sought to know whether if the mentee was a given a chance today join a university and start a fresh would he do it ? The mentee was reluctant to join the university but thought he might as well just do it. He was asked then if nursing was his preferred choice degree or if he had any other degree he would enroll in. The mentee mentioned that nursing was the only degree he thought that his brain could handle and that he has always been interested since his childhood to become a nurse. Then the mentor sought to know why he took another career direction. The Mentee mentioned that his parents insisted that he do a computer science course so that he could take over the parents business which was computer related. At this point he mentor noted a lack of support from the p arents of the mentee and an unwillingness to support the mentee achieve his dream of becoming a nurse. The mentor made arrangements to meet the mentees parents and give advice that would be in the interest of the mentee. The session ended after a period of one and a half hours with an agreement to search for universities that offered nursing, were affordable, gave awards or scholarships to students who perform well all in an effort to minimize the cost of education. The next meeting was scheduled for the next weekend and with the mentee’s parents present. On the next weekend, the mentee arrived in company of his parents and made a formal introduction. I informed the parents of the problem that their son had and gave them ample time to express their feelings in response. The mentee’s mother was moved by the son’s problem and mentioned that she was not aware that the son’s poor performance was related to being forced to take a degree program that he had no interest in and was under intense pressure to perform. The mentee’s father claimed that the mentee was his only son and was looking at who will take care of the family business when he can no longer be in charge. The mentor acknowledged these responses and informed the parents that their son lost his confidence and self esteem as a result of the poor performance he had in school and the challenges he faced arising from his peers who looked down upon him for failure to perform well in school and also being expelled from school. The mentor went ahead to infor m them that the only way their son could perform well in school and essentially recover his self esteem and confidence , was if he was allowed to make his choice regarding his career path and took a degree in something he had an interest in and allowed to pursue it. The mentee’s mother supported the idea and promised to support the son in whatever he chooses to do. The father was a bit skeptical but felt that he would support him any way, if whatever he chooses to do made him happy. The mentor then informed the parents that their son (mentee), was interested in becoming a nurse and that he has always wanted to become a nurse. The parents were happy to hear that and promised to support him in the best way possible. Although the parents supported the mentee, the father of the mentee was a bit reluctant and requested to be given time to think about it. The mentor agreed to his request but informed them that there was an objective set to identify a university that offered nursing degree and scholarships that may aid in the fee payment. The parents had no problem with that and the mentee was also happy for once his parents were going to allow him to do a degree course on something that he liked. The next meeting with the mentee was set for the next week and the mentee given the week to look for the most appropriate university. During the following weekend, the mentee arrived and was in a positive mood. The mentor could feel the energy in the mentee’s voice. He was walking straight and was generally happy. The mentor was concerned, why the sudden change. The mentee mentioned that he had identified a university that was willing to admit him to a nursing course. He went further to state that they could not offer him a scholarship but if he performed well in his studies, then he may be lucky to be awarded an annual fee waiver for being the best student. He also mentioned that he feared that the father might not support his decision but that morning he actually gave him his full support. The idea of breaking down large tasks into small tasks with easily achievable goals and objectives set, is a very useful approach of tackling large issues that may appear insurmountable (Hay, 1995). The mentor noted a positive change in the mentee’s self esteem and attitude. The mentor sought to know when the ment ee was going to start school. The mentee mentioned that in fact he was starting the next week and couldn’t wait. The mentor wanted to know if he was anxious and how he felt about being in school again. The mentee mentioned that he was happy to be able to go back to school but feared that there was going to be a repeat of what had happened previously. He feared that he may be unable to perform well resulting in his expulsion and or stigmatization by peers for poor performance. The mentor noted a need to assist improve the mentees attitude towards school and eliminate the performance anxiety. The mentor then asked if there any other problems that the mentee feared might arise with him being back in school. The mentee was optimistic that he may be okay and that he will know when he joins the school. At least by now the objectives to identify a suitable university and enrolling for the nursing program had been achieved and this gave a sense of satisfaction to both the mentor and the mentee. The mentor was concerned with the mentees anxiety and his self esteem and confidence levels. They were still rather low. He issued the mentee with a note book and told him to note down anything he f elt while at school, in class, interacting with other colleagues, anything he saw that reminded him of this past experience, how he felt to be in a learning institution, how he felt about the teachers. At this point addressing the mentees self esteem and confidence problem was of great importance. It would be the key to unlocking all his potential and recovering all his lost confidence, personality, self esteem and purpose in life. This session was not as long as the previous two it lasted an hour and the mentee was out to go and prepare for school. After a week in school, the next meeting the mentee had a lot of mixed reactions. The mentee was glad that he had met people who did not brush him of. He mentioned that although he felt that the new people were friendly towards him, he still feared a lot speaking out his mind and also feared that they were going to judge him. He mentioned that the university has also established a mentorship program and anyone was free to join. He mentioned that some teachers were a bit intimidating and that he was not sure how he felt about them. He was however happy that he was finally doing something that he has always wanted to do and that he was finally going to make his dream a reality. The mentor noted that major invention was needed to be able to mitigate the anxiety that the mentee had and also to help him start to regain his confidence and self esteem. Confidence and self esteem are interrelated an increase in one often results in a concurrent increase in the other. Measures taken in order to increase one will often result in a concomitant increase in the other (Fanning, McKay, 2000). The mentor suggested a series of actions that were practical to the mentee and would yield the kind of self esteem and confidence that the mentee aspired to have. The mentor asked the mentee to list all the good qualities he possesses, abilities and talents. This activity took about ten minutes and the mentee was surprised that he could do so much. He realized that he could indeed do a lot and wondered why he often thought he was useless, stupid and lacked the ability to perform anything well. This mentor noted was the beginning of self realization and actualization of the mentee. The next task was to find out the activities among his list that he enjoyed doing or participating in. The mentee indentified nursing, swimming as the key activities that he loves participating in. The mentor then advised that the mentee be very enthusiastic about this activities and speak out in any forum that he can get. This was going to give him an opportunity to speak and be heard and because this are activities that he finds pleasure in doing he will most of the time find that people will listen to him because of the passion that he has and in the process his confidence and self esteem will rise. In time he will be able to speak to people on other aspects without fear. The mentor set targets for the mentee for the next week at school. The mentee was to participate in as many activities of the school that related to nursing and swimming. During these activities, he was to take an active role and in the process talk to five people about the event. The next activity was to identif y a role model that he had. The mentee had no role model. Then the mentor sought to know whether the mentee had any particular teacher at the university who had achieved something that he had always wanted or any particular nurse that he knows that he admires for the work that she does. The mentee could only remember of one nurse who had treated his dad while at hospital. The mentor advised the mentee that he could take that nurse to be his role model. The role model is a figure that he mentee looks at when evaluating his progress and the role model inspires him in his quest to become a nurse. This inspiration derived from the role model increases his confidence. The mentor felt that that was enough to work on for three weeks consecutively. This session was the longest so fat because it sought to find ways of increasing the mentee’s self esteem and confidence. The following weekend the mentee reported quite a few things that he felt, liked and disliked. The mentee found it difficult to face people and to talk to them. He gathered confidence to go talk to someone but felt worried that the person he was talking to was going to judge him. He kept trying and did not give up. He managed to speak to seven people on each event. He felt that some people were harsh to him and that really scared him. There were those that were friendly and were really interested in what he had to say. There are others who were indifferent. To begin with the mentor noted that the mentee had surpassed the target. He was also happy that the mentee was making an effort to improve. The mentor advised the mentee to be confident even when he did not feel like and that he should act in a confident manner. He can start by looking into the eyes of the people he is talking to, talking clearly and coherently and having an upright posture. The mentor went further and advised the mentee to take care of himself and to try and look good by eating healthy and correct exercise. This has an effect of putting an individual in a positive mind frame and boost’s his confidence. The mentee was also to be assertive while speaking. He should know what he wants to say and say it with confidence and people will listen. The mentee’s targets were reviewed and the forthcoming week he was to engage in the same activities but this time he was to speak to at least twenty people. He was to be confident and assertive while he spoke. He was also to identify other activities that he could participate in. He was also to start talking to his classmates concerning the course the teachers the new environment. The following session the mentee reported that he had better responses from the people that he talked to. He realized the importance of talking with confidence and being assertive. Speaking with confidence, being assertive and looking directly into the eye of the person you are talking to increases the overall appearance of the person talking and in most instances the listener is inclined to listen to the person talking (Hermann, 2004). The mentee stated that this time he had spoken to more than thirty people and was somehow happy with his progress. He felt that he was beginning to recover the old self that he used to be before he lost it all. At this point the mentee was still far from being the person who was confident and could start conversations with anyone and any person without fear. The intervention procedures were fruitful but it took time for the mentee to start showing positive growth. The mentor sought to know in general how he felt after talking with the people, were peo ple who scared him, was he facing any challenges, while interacting with new people, did he meet some people that he had talked to previously, and how different was the feeling of talking to a new person from that of talking to someone he met previously. The mentor also sought to know if he had made any friends in his class and how were they relating to him. The mentee stated that he was a bit scared initially as the crowds were large and with lots of activity going on, but when he saw how people were chatting and just dived in. He also started chatting not caring what anyone was going to say about him and that is what helped him beat the preset target of twenty people to chat with. He was happy that many people were good to him and paid attention to him as he spoke. The mentee was thrilled by the fact that some of the people that he had met in the previous week were happy to meet him again and were even inquiring on how his week has been and showed genuine interest in him. This really made him look forward to the university events. He noted that the more he talked he easier it became. When it came to his class work the mentee was a bit skeptical. He wasn’t sure what he felt and thought that it was mainly because of the setting in the class and the seriousness inside. The teachers were serious with what they were doing and it was difficult to find context of interacting. The classmates were social but he still feared what they would say about him. The Mentor reminded the mentee the importance of being assertive and talking to whoever he wanted with confidence. The mentor was satisfied with the progress of the mentee and went ahead and broadened the scope of the targets. This time the mentee was to engage in two activities that provided a forum for interaction. One of the activities was to be related directly to his academics and the other was to be a an ongoing session that would expose him to a totally new experience. Interestingly, the sessions were becoming more interesting with the mentee doing most of the speaking as the mentor did the evaluations and made new targets. The weekend that followed the mentee had a lot to say. Firstly he was very happy with his progress. One of the activities that he had joined was a nursing student’s mentorship program run by the faculty in an effort to mentor new students into the nursing profession. During this forum students were allowed to express their feelings about the course, they were to speak freely and exchange ideas as relates to the profession and the faculty. He was surprised that there were people who were finding it hard to adjust to the environment and that they needed guidance. They were all advised accordingly and for the first time he felt free to talk to his peers. He realized that they all faced similar problems. The mentee also joined a dance class. This was the second activity that was not related to his course. On that day he was assigned a dance partner who was a lady and was very friendly. In fact after the dance the lady took him around the campus and they shared a lot. The mentee fe lt that he had connected with a woman something that has never happened in his life. He actually considered it to be an important milestone in his life. The mentor was pleased with the mentees progress especially with the new girl in the picture. The mentor advised the mentee to continue being confident and assertive. He should speak out his mind and fear no one as he was entitled to his own opinion. This time the mentor gave the mentee more challenging targets. He was to engage in at least five different activities and interact, speak out his mind and make at least twenty friend s from each event. The mentee mentioned that there were many assignments that had been given by the different teachers and a forthcoming CAT (Continuous Assessment Test). He would find it hard to achieve all that. The mentor gave him three weeks and advised him that he had to plan his time well and be organized. He was to read hard and consult the teacher where he had difficulty. He was to prepare for the CAT and do the assignments with the utmost seriousness that was required. After the three weeks the mentee came in full of energy. He was so enthusiastic with his studies and was happy with his progress. He reported that the teacher scored the CAT that they had done and was the third best student. He was very happy about this performance. He could not believe that this was happening. He was also very happy that he was now able to interact with new people without fearing and was happy that they took him seriously. The mentee mentioned something about the girls that he had met. He was happy that the girl told him that she likes him because of his confidence. He had made other friends in the dance classes that he noticed that his girl did not like it. This to him was a very powerful thing, he could not believe that he had done it. He also mentioned that he had realized that the teachers were friendly unlike what he thought. From the many sessions that he had attended of the nursing students group, he made new friends who took him seriously and some thought he was great especially that he had a woman at freshman and was performing well in class. Having a session of peers and sharing information significantly improves the adaptability of a person and performance as these forums are highly educative and beneficial to the students who attend them (Roger, Susan, Trembley, Paul, 2003). The mentor noticed that the mentee was finally achieving the major objective and sole goal of recovering his confidence and self esteem. The mentee also mentioned that he had attended two parties. One organized by the nursing faculty for its freshmen and another organized by friends of his girlfriend. He noted that in both he made so many friends and now realizes that he has so many friends in campus. This was an indication that the mentee had performed well, he had succeeded in meeting our targets and primary objective which was to improve the self esteem and confidence of the mentee. The benchmark in this case was an individual who had the ability to approach anyone in campus and initiate a conversation leaving a lasting impression. The mentor’s intervention technique was effective as the mentee was able to recover his confidence and self esteem. The mentee was later in the semester selected for position of a student leader in the university. This opened up his world and was now in direct contact with so many people and was this further strengthened his confidence and self esteem. He performed well in his studies and won an scholarship for the next academic year. The parents of the mentee were forever grateful to the mentor for his role in enabling their son recover his confidence and self esteem and for the good performance that the mentee achieved to the extent of being warded with a scholarship. In conclusion mentorship is a powerful tool that can be employed by an individual or an organization such that they are able to inspire, guide their employees to perform better at work and even take career growth opportunities that arise within the organization (Hay, 1995).

How to Clean Out Your Inbox in 5 Easy Steps

How to Clean Out Your Inbox in 5 Easy Steps We all start with the best of intentions: an empty inbox (except for our most current unread or action-required emails), and an array of carefully labeled file folders containing all the rest. But one busy week or month, and we spiral far beyond our own control- until we’re one of those people with 12,429 unread emails, or with page after page after page of unfiled, undeleted stuff  and no time to sit down and fix it.But clearing clutter is as important in your inbox as it is in your working space. So take an hour, turn off all distractions- maybe even the Internet!- and get the monster that is your email back in working order.Determine Who’s WhoStart by sorting your inbox by sender. This helps you get rid of page after page of newsletters and promotions you no longer need, plus it helps you weed out the unimportant and deletable emails from more important senders.Go IncognitoFor the purposes of this exercise, you’re not â€Å"checking your email.† No ma tter how quickly you can do it, resist the temptation to start replying to time-sensitive messages. There’ll be plenty of time for that. Flag the ones that require replies and move on.Find Your SystemNo one else’s organization system will work better for you than your own. Find a filing and labeling system that works best for you- and makes your job easier, not harder. If the idea of applying such a system retroactively is too daunting for you, you could always put everything not current into a folder labeled â€Å"BEFORE† and rely on search to call up older emails and start fresh.Be RuthlessPretend each email is a piece of physical mail, slowly piling up on top of your desk, and repeat: I don’t have to keep everything. Keeping a paper trail with important stuff is crucial, but just because you can keep and store a billion emails doesn’t mean you should. Free up disk and head space and hit delete whenever you can.Know Your TricksUsing your keyboard shortcuts (arrow keys, â€Å"shift,† â€Å"delete,† etc.) can make this process go much faster. Try finding a way to make the process go like lightning, rather than using your mouse to click on every email.

Are social media and increasing access to virtual reality altering our Essay

Are social media and increasing access to virtual reality altering our social interactions and expectations - Essay Example The social/cultural and ethical aspects that I will concentrate on pertain to privacy issues and the development of friendships, as well a social circles on-line. These are activities that Americans previously loved to do in real time using physical interaction but has now migrated to virtual settings within the context of social media. 3. What are the opponents of your position likely to claim? My opponents will be most likely to claim that social media has enhanced the social lives of people and allowed for a greater degree of friendship development since social media is used as a world wide connectivity and discussion tool. 4. What is your response or reason that suggests your opponents are incorrect? Simply put, we may have a large friends list in our social media accounts but we do not really know anything about them. Social media creates shallow friendships that do not last beyond a shared interest in a particular activity. These are simply friendships suggested by the social m edia based upon our perceived likes and dislikes. 5. Cite at least TWO outside resources that support your position and one that expresses the objection to your position. Two outside sources that support my position will come from Jay Baer's article â€Å"Social Media, Pretend Friends, and the Lie of False Intimacy† along with Kathleen C. and Anuhea R.'s â€Å"Free Speech: Benefit or Liability?†. ... For those living far apart from friends, postal mail was the way to go in terms of keeping in touch. Needless to say, making and keeping friends during the time of our parents really required effort in order to get to know each other and stay in touch. but all of that changed with the advent of social media. Twitter, Facebook, Myspace, all of these social channels allowed for instant connectivity among friends. It also allowed people to make friends with other people based upon shared likes and interests. The time had come for the rise of easy contact and making friends all over the world. Sadly, even though social media has created an excellent virtual reality setting that allows us to interact across the seas, it has also altered our social interactions and expectations in a negative manner. This paper will look at two of the main reasons for the negative influence of social media over our lives and methods of interacting with people as opposed to those who believe that social medi a has provided a tremendous benefit to our social interactions using various articles and journals that support and opposed the issue respectively. Let me start off this discussion with the reasons that people say social media has positively affected our social interaction and expectations. Proponents of social media say that the instant communication allowed by the system makes part of the conversation by allowing them to participate in discussions rather than talking at them (Folkens, Dave â€Å"3 Ways Social Media is Changing Public Relations†). By allowing people to have their say via social media, the group interaction helps to remove the communication barriers that used to exist for people during the infancy of the internet. As such, the internet has become a

Housing and regeneration in developing countries (housing study) Essay

Housing and regeneration in developing countries (housing study) - Essay Example Housing is a main concern especially to human beings. Regeneration is the process by which the housing conditions are improved through economical, social and environmental measures. According to Ademiluyi (2010), houses are permanent structures that are built in order to cater for human needs especially habitation. House regeneration leads to the achievement of sustainable development. The reason as to why housing regeneration is done is to improve the concerned area which is to be regenerated, and thus bring in a positive impact to the people who live in the place. Regeneration has positive as well as negative impacts to the areas that are being regenerated and the people who live in the areas as well. The developmental interventions on housing require the participation of partners who are the actors involved in the development of these houses. Therefore, there is need for housing development in these areas due to increased population of people who are moving. There is therefore need for involving people who can participate in the development of these houses. The participants in the process of development are controlled by the initiatives that affect the decisions made to ensure that development is enhanced. The participants involve themselves in the local, national and international decision making which makes it possible for the housing development. The participants involved in the housing development first have to receive information about what is to be done and also what has already been done. This means that the research has to be done in order to get information about the approaches needed to be taken into account in order to find out how the housing can be developed. Once the participants have been informed, they are consulted in order to give opinions that are needed to help in the development, and this will also i nclude the aspects of defining the