William Shakespeares Julius Caesar Essay Example

William Shakespeares Julius Caesar Essay Example William Shakespeares Julius Caesar Paper William Shakespeares Julius Caesar Paper Essay Topic: Julius Caesar Scene 1 1. At the beginning of scene 1, Brutus is contemplating his reasons for joining the conspiracy against Julius Caesar. It must be by his death: and, for my part, I know no personal reason to spurn him at him, but for the general. He has nothing against Caesar personally, but fears he will become a tyrant. He would be crownd: how this might change his nature, theres the question. Brutus is gentle-natured and wishes there was some way to prevent Caesar from becoming a tyrant. O, that we then could come by Caesars spirit, and not dismember Caesar. 2. Brutus wants Lucius to look at the calendar to find out when the Ides of March is. Is not to-morrow, boy, the Ides of MarchLook in the Calendar and bring me word. The Ides of March is when he and the other conspirators are planning to assassinate Caesar. Beware the Ides of March. 3. Brutus finds letters to him from commoners. These letters are important because they are actually from Cassius. He is trying to sway Brutus to join his cause. [Cassius] will this night, in several hands, in at his window throw, as they all came from several citizens, writings all tending to the great opinion that Rome holds of his name. This is significant because it pushes Brutus to join the cause. It makes him think the Citizens of Rome do not want Caesar to be crowned. [Brutus, thou sleepst: awake and see thy selfshall Rome stand under one mans awe?O Romeif the redress will follow thou receivest thy full petition at the hand of Brutus! Brutus is considerate and noble and Cassius plays off these traits. 4. The conspirators want Cicero to join them for similar reasons as to why they want Brutus to join. They feel he is well respected by the Romans because he is elderly and wise. Let us have him, for his silver hairs will purchase us a good opinion. Cassius wants him to join because he thinks Cicero will stand strong with them. They are trying to get people who are well respected and liked so their cause will seem noble and just to the citizens of Rome. It shall be said his judgment ruled [the conspirators] hands. 5. Brutus rejects Cicero because he will never follow anything that other men have started. Brutus fears if they break with Cicero the secret might get out. It seems personal that Brutus does not want Cicero to join. He does not want someone taking over his role in the group. Let us have [Cicero], for his silver hairs will purchase us a good opinion. Brutus is the guy that everyone likes and respects and does not want to share that with Cicero. The rest of the conspirators agree with Brutus because they would rather have him join than Cicero. Then leave [Cicero] out. Indeed he is not fit. 6. When Brutus says he does not want Cicero to be included in assassinating Julius Caesar, Cassius says then leave him out. Cassius allows Brutus to take over the leadership role because he knows that with Brutus he can get what he wants. He has to let Brutus have what he wants in order for him to join and so that the plan will look nobler and work. 7. The conspirators are contemplating killing Antony, how they will kill Caesar and how they will get Caesar to the Capitol. Cassius wants to kill Antony because he fears him to be a shrewd contriver. I think it is not meet, Mark Antony, so beloved of Caesar, should outlive Caesarlet Antony and Caesar fall together. Noble and trusting Brutus, of course, does not feel it necessary to silence Antony. Antony is but a limb of Caesarhe can do no more than Caesars arm when Caesars head is cut off. Brutus does not want the course [to] seem too bloody, which is why he wants to let Antony live and kill Caesar honourably. Let us be sacrificers, but not butchers Caius. We will stand up against the spirit of Caesarlets kill him boldly, but not wrathfully; lets carve him as a dish fit for the gods, not hew him as a dish fit for hounds. The conspirators fear that Caesar will not show up at the Capitol for he is superstitious grown of late. Decius solved this problem by volunteering to ensure Caesars arrival. Decius believes that he can convince Caesar with his stories and flattery. Never fear that [Decius] can oersway him; for he loves to hear that unicorns may be betrayed with treeswhen [Decius] [tells] him he hates flatterers, he says he does, being then most flattered. 8. Decius says he can make sure Caesar is at the Capitol on the Ides of March. He says he will do this by telling him stories and flattering Caesar. [Decius] can oersway him; for he loves to hear that unicorns may be betrayd with treeswhen [Decius] [tells] him he hates flatterers, he says he does, being then most flattered. Decius will use his wit to deceive Caesar. 9. Portia slashes herself to show Brutus she is worthy of knowing his secrets. [Portia] [has] made strong proof of [her] constancy, giving [herself] a voluntary wound. She hopes that this will prove to Brutus that she can handle knowing his secret. Can [she] bear that and not [her] husbands secrets? She also gives various other reasons why she is worthy. [Portia] [is] a woman that Lord Brutus took to wifea woman well-reputed, Catos daughter. 10. Ligarius is a sick man. To wear a kerchief! Would [Ligarius] [was] not sick! Ligarius says [Ligarius] [is] not sick, if Brutus have in hand any exploit worthy of the name of honour. He means that he will not stay in bed and act in the normal ways as a sick man does if there is something worthy for him to do. Brutus says Such an exploit [has] [Brutus] in hand, Ligarius, had [Ligarius] a healthy ear to hear it. Ligarius responds by saying [Ligarius] here by discards [his] sickness. His quickness to get out of bed at the word of Brutus shows that he respects Brutus and thinks he is noble. His miraculous recovery shows his eagerness to be a part of the enterprise and is a testimony to the healing power of Brutus. The audience knows that Ligarius respects Brutus when he says Set on and with a heart new-fired [Ligarius] [follows] [Brutus], to do [Ligarius] [knows] not what: but it sufficeth that Brutus leads. This exchange reveals Brutuss healing qualities, his respect for Ligarius and vice versa. Scene 2 1. Calpurnia recounts the most horrid sights ever seen by the watch to Caesar. In her dreams she imagined a lionesswhelped in the streets; and graves have yawnd, and yielded up their dead; fierce fiery warriors fought upon the clouds, in ranks and squadrons and right form of war which drizzled blood upon the Capitolhorses did neigh, an dying men did groan, and ghosts did shriek and squeal about the streets. The audience has already been introduced to these wonders when Casca was telling of them. It is interesting that Calpurnia would have dreams about the same things that have been spotted by another while awake. This is important to the plot because Calpurnia believe her dreams are omens and tries to convince Caesar not to go to the Capitol. Caesar ignores this warning. 2. This quote is important because Calpurnia is still trying to convince her husband to stay home. She means that nobody really pays any attention or would take the time to conspire against them. When beggars die, there are not comets seen. When she says The heavens themselves blaze forth the death of princes she is trying to convince Caesar that it is possible that people want to see him dead. He is an important figure in Rome and everybody has an opinion about him, unlike the beggars. 3. Decius convinces Caesar to go to the Capitol by telling him falsehoods that appeal to his vanity. He flatters Caesar and makes it look like Calpurnias dream was a good omen. This dream is all amiss interpreted; it was a vision far and fortunate. Decius also makes him think that if he does not go today, he might not be offered a crown. The senate have concluded to give this day a crown to mighty Caesar. If you shall send them word you shall not come, their minds may change. Decius final move it to call Caesar a wimp, which Caesar will not stand for. If Caesar hide himself, shall they not whisper, Lo, Caesar is afraid? Caesar does not want to tarnish his reputation and agrees to go to the Capitol. Overall it is Decius cleverness and Caesars ego that make Decius plan work. 4. Like many times before, in this scene Caesar appears superstitious. Go bid the priests do present the sacrifice and bring me their opinions of success. Later in the scene when the servant he sent on this errand returns, Caesar ignores the warning. They would not have [Caesar] stir forth to-day. Caesar has been warned three times of what is to come. First, when the soothsayer says, beware the Ides of March. Calpurnia told him of her nightmares and begged him not to go. Do not go forth to-day: call it my fear. The third warning was from the augurers who would not have Caesar stir forth to-day. Caesars excess of hubris is his downfall. It makes him believe that nothing bad can happen to him which is why he chooses to ignore the warnings. 5. Caesar prides himself on being constant and resolute. The audience knows this because when Calpurnia says You shall not stir out of your house to-day, he says Caesar shall forth. He is extremely concerned about his vanity. There are evidently two sides of Caesar; the private side and the public side. When Caesar is alone with his wife, the private side shines through. Calpurnia suggest [calling] it [her] fear that keeps [him] in the house, and is not [his] own, Caesar readily agrees. This is something he would never agree to in public. When Decius says break up the senate till another time, when Caesars wife shall meet with better dreams Caesar goes against what he said earlier and goes to the Capitol. He does not want people thinking his wife makes his decisions or that he is scared. This is the public side of Caesar that is seen often. When Calpurnia suggests that Caesar say he is sick, Caesar says shall Caesar send a lie? [Has][Caesar] not in conquest stretchd [his] own arm so far, to be afraid to tell the greybeards the truth? Decius, go tell them Caesar will not come. He does not want to lie because he takes pride in being constant and resolute. Scene 3 1. Artemidorus has written a letter to Caesar reveal that a group of men he trusts are conspiring against him and who they are. He is planning on waiting till Caesar pass along, and as a suitorgive him [the letter]. Atremidorus hopes that Caesar will not be killed if he reads and believe the letter. If thou read this, O Caesar, thou mayst live. 2. This short scene encourages suspense. It has the audience wondering if Caesar will get the letter in time. Everybody knows that Caesar will die, but they would still wonder if his ego would prevent him from seeing the truth in the letter. If he believes it, he may be able to put up a good fight. If thou read this, O Caesar, thou mayst live. This scene shows that the conspiracy is not a secret and that one of the conspirators must have betrayed the group. It also displays that not all Romans think poorly of Caesar, My heart laments that virtue cannot live, and that not everyone will think killing Caesar is a noble cause just because Brutus is a part of it. Atremidorus is the first to expose the conspirators as envious. Scene 4 1. Portia is nervous and upset because she is aware that her husband is planning on murdering Caesar. This is why she is sending Lucius to the Capitol; she wants to know if it has happened yet or if anything has gone wrong. Bring [Portia] word, boy, if thy lord look well. She fears that the soothsayer knows what is going on, which way hast thou been? and that he will try to stop it. In doing this, a major battle could break out and Brutus could be killed. If Caesar lives and is crowned, all those who conspired against him would surely be executed. She then finds out that the soothsayer does not know anything, None that [the soothsayer] [knows] will be, much that [the soothsayer] [fears] may chance, but is going to warn Caesar nonetheless. This makes her more anxious. 2. Portia sends Lucius to the Capitol because she wants to know if Caesar is dead yet. Run to the senate-housebring [Portia] word, boy, if thy lord look welland take good note what Caesar doth, what suitors press to him. Since Portia knows what Brutus is planning, she has grown anxious. She wants Lucius to go to the Capitol so he can tell her if Caesar is dead or if anything has happened to Brutus. She does not reveal to Lucius that she is apprehensive of this. 3. Portia shows in this scene that she has been told the details of the plot. Her agitation on account of her husband is so acute that she cannot sit still. She sends Lucius off to the Capitol, but in her excitement, she forgets to tell him what to do. Boy, run to the senate-houseWhy dost thou stay? To know my errand, madam. She shows her anxiety in her urgent, unthinking demands. Finally she orders him to observe Brutus and Caesar. Yes, bring me word, boy, if thy lord look welland take good note what Caesar doth. Lines 13 to 16 show her agitation. The soothsayers appearance heightens Portias anxiety, for she fears that he knows of the plot. Why, knowst thou any harms intended towards [Caesar]? The audience also learns that Portia never questions the morality of the assassination or tries to stop Brutus.

How to Compare High Schools Using SAT Scores

How to Compare High Schools Using SAT Scores SAT / ACT Prep Online Guides and Tips If you’re reading this article, I assume you’re in search of a good high school. When you compare high schools, average SAT score is a useful tool. What does an average SAT score represent? Why should you care about a school’s average SAT score? How do you even find a school’s average SAT score? I’ll answer that and more in this guide. What Does a High School’s Average SAT Score Represent? When considering what a high school’s average SAT score represents, you need to know what the SAT measures. While the College Board may argue that an SAT score simply measures a student’s academic ability, the SAT measures not only academic ability but also other things such as perseverance. What I mean by perseverance is a student’s determination to do well. While a genius might be able to get a 2400 on the SAT with no practice, a student with just slightly above-average intelligence can also get a 2400 with enough practice. For this reason, an SAT score reveals both a student’s academic ability and their willingness to work hard. A high school’s average SAT score represents these same qualities: academic ability and perseverance. However, in terms of an entire high school, its â€Å"academic ability† is dependent upon the quality of education it provides, and its â€Å"perseverance† is dependent upon the caliber of students. A high school's average SAT score helps answer questions such as: Do the students at that school care about their education? Do they study? Do they practice for the SAT? Do they care about pursuing a four-year degree? Why Should You Care About a High School’s Average SAT Score? You should care about a high school’s average SAT score because higher SAT scores can indicate a better quality of education and a better quality of student at that school. Since the SAT measures academic ability and your education is responsible for your knowledge, the better the quality of education you receive, the better you’ll perform on the SAT. Though, as I said before, your SAT score is also affected by how much you prepare for the test. If a high school’s average SAT score is high, the students at that high school are probably more invested in their high school education and more committed to getting into a 4-year college than students at other high schools. These students probably study more and spend more time preparing to take the SAT. You should want to send your child to a high school with a higher average SAT score, where they’ll likely be surrounded by like-minded, hard-working students and receive a higher quality of education. Devil’s Advocate: Why Shouldn’t You Rely Too Heavily On Average SAT Score? A school’s average SAT score can indicate the quality of education and students, but it may not give you the full picture. As an example, some public high schools have magnet (or gifted) programs that are separated from the â€Å"regular† track at that high school. These programs usually have a superior quality of students and teachers compared to the rest of the school. My public high school had an International Baccalaureate magnet program. The admissions requirements for this program were high, but there were no requirements for students on the â€Å"regular† high school track. This program had superior teachers who only taught IB classes. I’d bet the average SAT score for IB students was higher than the average SAT score for students on the â€Å"regular† track. However, the average SAT score for my high school does not separate IB and non-IB students. The number includes the scores of all students at the school. For this reason, you can’t distinguish what the caliber of education and student will be within a specific magnet program versus the â€Å"regular† track. As I said before, your SAT score is also affected by how much effort you put into studying for the test. If you attend a high school with a low average SAT score, that does not mean you’re going to have a low SAT score. If you attend a high school with a high average SAT score, that does not guarantee you'll get a high SAT score. No matter which high school you attend, you can still study, learn the test format and strategies, and achieve a high score on the SAT. However, you should try to attend the high school with the best quality of students and teachers so that you’ll receive the best education you can, be challenged in school, and be well prepared for the SAT. How to Find a School’s Average SAT Score There are four methods for tracking down a public school’s average SAT score: Through the Department of Education website (Note: This only works for PUBLIC high schools. Also, this is the ONLY way to find average SAT scores by school district.) Through the school’s website (however, not all schools publish this information on their websites) By emailing a school administrator Simply Google Searching â€Å"[High School Name] Average SAT Score† (though this can be unreliable) The best method to find average SAT score by high school is to use the Department of Education’s website for your state. NOTE: this will only work for some states. For a full explanation of how to find a district’s or specific public high school’s average SAT score using this method (and for a list of states that don't provide this data), read our article on SAT Scores by High School and District. This approach is the only way to guarantee you’re getting up-to-date, correct, unbiased information. For private high schools (or as another search option for public high schools), you could try the Google search method, looking on the high school’s website, or sending an email to an administrator at that high school. However, websites and Google search can often have outdated information (i.e. SAT score averages from three years ago). Outdated information is still somewhat useful as it can give you a sense of how the school is performing; however, there can be big score differences in just a few years if there are changes in the school administration and teaching staff. There's also the possibility that the school doesn't post this data on its website. If you email administrators, you may also be given outdated information (if they haven’t seen the most recent statistics). Also, it may take them a while to respond to your request with their busy schedule or if they’re on summer vacation. Be a curious cat! What Should You Look for in SAT Data? In the SAT data, you should be looking at the average composite SAT score. NOTE: Typically, states publish average SAT scores by section. You’ll need to add the average section scores together to approximate the average composite SAT score if they don't include composite score as a separate category. The average composite SAT score is the main number you should be concerned with. The higher the number, the better. Read more about that in our other guide: SAT Scores by High School and District. You can also look at the individual section scores. The Math section score may give you a sense of how strong or weak the Math program is. The closer to 800 (the highest possible section score), the better. A high score most likely means a higher quality math program. The Critical Reading and Writing sections (or Evidence-Based Reading and Writing section - for data from 2016 or later) will give you a sense of the quality of English education at that school. Again, same as Math, the closer to 800 (the highest possible section score), the better. A high score most likely means a higher quality of English classes. From the data, you can also find the fraction of students who took the SAT at a particular high school. NOTE: some states will only list the number of students who took the SAT and will not include overall school enrollment. You will not be able to figure out the fraction of students who took the SAT unless you have both pieces of data. However, if your state does provide you with the total enrollment number and the number of test-takers, such as California does, you can determine the fraction of students who took the SAT. As an example here is a screenshot of the SAT data from the California Department of Education’s website: To determine the fraction of students who took the SAT at a specific high school, take the number of test takers (listed under the NumTstTakr column) and divide it by the number of enrolled students (under Enroll912). If I were looking at Alameda Science and Technology Institute (the highlighted school), the fraction of students who took the SAT would be: 61 / 169 or about 36% Don't read too much into this number because it doesn't tell the whole story. The enrollment includes the TOTAL number of students, and you wouldn’t expect Freshmen or Sophomores to be taking the SAT. While 36% seems small, you need to take into account: The fact that Alameda Science and Technology Institute has about 50 students per grade level. Typically, only Juniors and Seniors will take the SAT in a given year, and there are about 100 Juniors and Seniors at Alameda. Some students may opt to take the ACT instead. When accounting for all of that, it seems that close to 100% of Alameda Science and Technology Institute students will end up taking the SAT or ACT before they graduate, which is impressive. While you can look at the fraction of students who took the SAT at a specific high school, the more important number is the average SAT score for that high school. Summary A high school's average SAT score can reveal the quality of education and quality of students at that school. However, when you compare high schools, their average SAT scores will not always tell you the whole story. For example, at schools with magnet programs, magnet students' SAT scores are mixed with the "regular" students' SAT scores to provide the school's average SAT score. Students in the magnet track may have a higher average SAT score (as they may be receiving a higher quality education and be harder working students), but you wouldn't be able to tell from the overall average SAT score of that school. There are several options for finding out a high school's average SAT score. Not all methods will work in all states or for all schools. Check out our other guide on SAT Scores by High School and District to find out the best method for you. When you find the average SAT score data, you should look for the composite SAT score. The higher this score is, the better. What’s Next? If you're taking the SAT, you should learn about the format of the new SAT, and also, check out some general tips on how to prepare for the SAT. Before you start studying for the SAT, figure out what’s a good score for your target college. Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

E-commerce Essay Example | Topics and Well Written Essays - 3000 words - 2

E-commerce - Essay Example (Chaffey, 2004) This internet culture has resulted in the germination of certain expectations amongst customers. Customers’, due to the evolution of internet technology have come to expect online services for purchasing goods and services, connecting with colleagues and even maintain business relationship with vendors, customers, and employees. This new internet culture is global and is even connecting business partners which are situated across the globe (Chaffey and Smith, 2008). This age of information is propelled by the information technology. Information technology refers to all of the computer-based information systems used by an organisation, along with their underlying technologies. These information technologies and systems are slowly but gradually revolutionising the operations of the firms, industries and markets. In order for a business to keep pace with this information age, it needs to understand the transformation process and identify the opportunities which th is process is creating (Darby, Jones, and AL Madani, 2003). Since the emergence of this information age, information technology has become the largest component of capital investment for many firms. In many industries survival and existence without extensive use of information systems has become totally impossible. ... Experts believe that in this information age, there is a growing interdependence between a firm’s ability to use information technology and its ability to implement corporate strategies and achieve corporate goals. Corporate objectives are heavily dependent upon the depth of their systems. In order for a business to increase its market share, become a high quality or low-cost producer, developing new products and increasing employee productivity is now heavily dependent upon the variety and performance capabilities of the information systems of the organisation (Souder and Sherman, 1994). The more the firm understands this relationship the more valuable it will be in its industry. This information age has also created the utility for the information systems to cope with governmental regulations or other environmental changes (Deitel, Deitel, and Steinbuhler, 2001). A substantial and growing body of research is supporting the fact that information technology is playing a vital role in increasing organisational productivity and providing a fertile ground for cultivating an innovative environment. If a firm needs to take advantage of an opportunity in its marketplace, create new product, and come up with new services, than it needs to commit itself to make a substantial investment in information technology (Stair and Reynolds, 2009). Also, if a firm needs to differentiate itself from its competitors’ in the domain of business practices and management than it needs to employ information systems which enable it to indentify these minute opportunities (Fillis, Johannson, and Wagner, 2004). Having realised the importance of

Etymology Essay Example | Topics and Well Written Essays - 750 words

Etymology - Essay Example The word telephone dates back to the 18th century when it was developed. The word telephone is the combination of different traditional languages. It is derived from the old language of Greek. The word telephone is made by combining two different words. These two words are tele and phone. The word tele in Greek means 'far away' and the word phone means 'voice or sound'. Both these words combine to give the word telephone which was designed to transmit the voice of individuals to far away places. The roots of the word 'telephone' are yet not specifically known. Even though it is assumed that French was the language which gave birth to the word of 'telephone'. Firstly the word 'telephone' was used for a gadget which produced sound waves. The gadget produced different frequencies of sound waves. This device was made by Sudre in 1828. The word telephone was initially used for this gadget but later on was used on for another device. This device was used in different ships to signal the ot her ships of their location. This instrument is also known as a signaling device in English. Telephone was the word given to this device as again the signals being transmitted by the ships were a way of communication between the ships. Similarly after a certain span of years a communication gadget was predicted by P. Reis in 1861. This communication tool was predicted to have the name of 'telephone' by P. Reis. In 1877 Graham Bell made his famous invention of a gadget through which people could transmit their voices. This gadget was later on named 'telephone' by Graham Bell himself in 1876. This word got its level of a verb in 1878. The verb 'telephone' means 'to speak to someone by the use of telephone'. The word telephone can be defined as a gadget which is used to have telephonic conversations. It can be further divided into a verb a noun and an adjective. The verb of the word 'telephone' means to telephone a friend i.e. a particular action of calling a friend. When we analyze a word from etymological concept we need to know search out the origin of the word. As we use the word "Book", from an etymological point of view, book was used as "* bc" -"in Old English. bc" is adopted from Germanic word "*bk-", which means "beech tree." In the same way, the old English form of book, i.e. bc has Germanic origin, *bk-, "written document, book." 'Book' and 'beech' are twigs of the same tree. Both words have Germanic origin, which is *bk-, which means 'beech tree' from an Indo-European perspective. The meaning of book hence can be said as beech tree and it is because of the fact that people of Germany, in early ages, used to write on the stripes of beech tree. The same origins of 'book' are found in Latin. 'Liber' is the word for 'book' in Latin. 'Liber' meant 'bark', that is the smooth inner bark of a tree. Early Romans used to write and state on the bark of a tree and hence Liber was used to identify the thing we call "Book" in English these days. Book refers to a number of papers printed, written, and blank or with images combined together usually fastened or hinged at one side. Every paper of the book is known as a leaf and every side of the leaf is called a page. Books are meant to convey some idea or information. There are many kinds of books including, story books, novels, magazines, journals etc. Books are available at the bookshops and libraries. People can purchase books

Grade Retention for Struggling Students Essay Example for Free

Grade Retention for Struggling Students Essay The use of ABA principles and techniques to treat people with Autism live happy and productive lives has grown quickly in recent years. According to information provided by the Autism Organization, ABA is used all over the world and is recognized as a safe and effective treatment. http://www.autismspeaks.org/whatisit/index.php There have been many studies done in a variety of settings all examining effects of ABA methods on social behaviors. Donald Baer completed the first published study on ABA in 1968 and there was another study by O. Ivar Lovaas done in 1987. These studies both took a look at using behavior modification interventions on Autistic children. The idea was to use early intervention to teach alternate, socially appropriate behaviors. In the study by Lovaas, subjects were assigned to one of two control groups, one that received 40 hours per week of one-to-one treatment, and the other 10 hours or less. Both treatment groups received treatment for at least two years. The follow up indicated the groups that received the additional treatment did much better in achieving normal intellectual and educational functioning (Lovaas, 1987). Much of the data I reviewed revealed great success in implementing applied behavior analysis in treating Autistic children in replacing or reducing inappropriate behaviors. According to many reports, ABA is considered by many researchers to be the most effective therapeutic approach in treating children with Autism, but in order for the program to be effective, both parents, educators, and other care providers need to be trained (http://autism.healingthresholds.com/therapy/applied-behavior-analysis-aba). How effective is ABA in reducing aggressive behaviors in Autistic students? There’s actually quite a bit of interest in ABA, an increase in demand for the service, and several universities across the United States are involved in studies on the use of ABA. In a THE FIVE W’S OF CULTURAL DIVERSITY 4 paper published just a decade ago, Tris Smith carefully studied outcome investigations of ABA programs and found convincing evidence that ABA treatment programs have increased adaptive behavior and reduced inappropriate behavior. He also mentioned that this program may raise IQ and other standardized scores, and even reducing the need for special services. Mr. Smith suggest research is needed to confirm results on IQ and test scores (Smith, 1999). The organization, Autism Speaks, has grown into the nations largest autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders. With several medical professionals with field experience in Autism and behavior intervention programs, they support the use of ABA with children of all ages, with and without disabilities, in many different settings (Green G, Brennan L., and Fein, D. 2002) Several studies have been done on the effectiveness of ABA. My particular interest is will ABA work with aggressive behavior in Autistic students and I found no study that targeted aggression specifically but targeted social behaviors in general. There is a gap in the literature because I found no study that focused specifically on aggressive behavior and provided the data to support that. I will use the data from the student records at my school to fill in the gap. Reviewing the Literature ABA is using what we know about behavior to bring about change; to increase or decrease a particular behavior, to improve the quality of a behavior, to stop an old behavior, or teach a new. The number of children being diagnosed with Autism Disorder each year has increased significantly over the past decade. These students’ social behaviors are affected in various THE FIVE W’S OF CULTURAL DIVERSITY 5 degrees from mild social awkwardness to extreme physical aggression towards themselves and others. It’s extremely important to find successful interventions which can help autistic students improve these socially significant behaviors which include Reading, Academics, Social skills, communication, and adaptive living skills. Keep in mind that adaptive living skills include things like fine and gross motor skills, eating and food preparation, toileting, dressing, personal self care, money and value, and the list goes on but these skills are detrimental to these students future success, not only in school, but in life. I will be using pre-existing data on students who have attended the school where I work. These student s have moved on but their records are still assessable. I will have to use fictitious names and delete personal information due to privacy. My plan is to use the correlational research method. I will gather the data from my students as well as looking at studies recorded at the Cambridge Center for Behavior Studies, The New Jersey Education Association, and a study published by McEachin S.J., Smith, T., and Lovaas, O.I. in the American Journal of Mental Retardation. Theory The theory behind ABA is that you can teach children with autism, as well as others, appropriate social behaviors with simplified instructional steps and consistent reinforcement. There are actually a number of techniques that follow the ABA principal. I suggest that we can use the same approach to reduce aggressive behaviors. Studies directly related I did find studies related to my question of what effect ABA has on aggressive behavior in Autistic students, even though aggression was not the focus of the study. These studies both used the same ABA principles but with some differences in technique. O. Ivar Lovaas was THE FIVE W’S OF CULTURAL DIVERSITY 6 interested in ABA and wanted to see if it was effective in treating children with Autism. Many autistic children show minimal emotional attachment, absent or abnormal speech, retarded 1Q, ritualistic behaviors, aggression, and self-injury. The prognosis is very poor, and medical therapies have not proven effective. (Lovaas, 1987) He wrote a detailed article about a study and provided a close look at how the study was conducted. In this study, intensive ABA treatment was provided to one control group of autistic children under the age of 4, but minimal treatment was provided to the other control group. A variety of ABA techniques were used to try and reduce self stimulatory and aggressive behaviors, building compliance to verbal requests, teaching imitation, and to begin teaching appropriate toy play in the first year. The study continued to address significant behaviors over a period of time. When the study was completed, a follow up assessment was conducted and the control group that received the intense treatment had better scores on their IQ tests had higher educational placement, with 47% of them completing normal first grade in a public first grade. Ann M. Baer, Trudylee Rowbury, Donald M. Baer did a similar study that uses a variation of an ABA. The subjects used in this study were not just Autistic but all students had behavior problems. These students were between the ages of 4 and 6. The study examined the possibility of instructional control over extremely non-compliant children. In this study, a token reward system was used to reinforce appropriate behaviors. The classroom was divided into two sections, one for pre-academic tasks where tokens can be earned, and the other section was a play area where students could exchange their tokens for free time. The students were allowed to choose the task they complete but earned more points or tokens for completing a task the teacher suggest. As a students’ compliance increases, time outs were introduced. When THE FIVE W’S OF CULTURAL DIVERSITY 7 this happened, compliance increased significantly. This study demonstrated two procedures that can be effective in increasing childrens compliance but keep in mind there are many variables that come into play. (Baer, Rowbury, Baer) Studies tangentially related All the studies I found were relevant to my question and were also based on the question of whether or not ABA methods were effective in improving behavior. Method The subjects in this study were students at my school. There were 9 total, 8 males and 1 female. Each of these students had been diagnosed with Autism. None of these students had received any type of behavior intervention prior to this study. The students were tracked for three months prior to receiving treatment (the first 3 months of school). We were measuring the number of aggressive behavior episodes each school day. After recording incidents in the students for 3 months, ABA treatment on all 9 students began. The treatment was provided at school by a teacher who was also a certified behavior specialist. The treatment began the 1st of December and we began measuring the behavior incidents two weeks after treatment started. Aggressive behavior was described as behavior that causes, or is intended to cause pain, harm, or damage to oneself, to another person, or to property. Aggressive behavior can be described as mental, verbal, or physical. Inappropriate behavior is when the student is not following rules, is loud or unruly, disruptive, offensive, refusing to complete work, not listening, not cooperating with authority figures, etc. Results The design I used was a One-Group Pretest-Posttest. I used a single group and measured THE FIVE W’S OF CULTURAL DIVERSITY 8 them before and after they received applied behavior analysis treatment. I used the T test and paired two samples for means and the results indicated a â€Å"t† statistic of 5.199 and a p value of .0004 which is less than 0.05. There is a significant difference between the two means. So what does all this mean to me and my research? It appears as though applying applied behavior analysis techniques may have a positive effect on reducing aggressive behaviors in students with Autism. Of course, there are many factors that can also affect the results such as whether or not students care providers receive in home training, what kind of training have the teachers had, and how many hours of treatment is each student receiving? The research I’ve done so far did suggest that by providing intense treatment over long periods of time, by ensuring that all care providers and teachers working with the students are highly trained, and these techniques are used consistently and appropriately, the number of behavior incidents will decrease significantly. As I was reading all the literature about ABA and how important it is for individuals implementing these techniques to receive specialized training, and how intense the training should be in order to achieve the optimal results, I became more interested. As I was recording the results after the treatment and in some students I saw really big changes, but in other students the changes were minimal. I also knew that some students care providers had received in-home training while others had not so I was not really surprised by the results. My data analysis findings are pretty much what I expected in some ways but surprising in others. Discussion Both studies done by Lovaas, and several others related to using ABA techniques for behavior intervention therapy, had more control over the variables. In the study done at my school, we did THE FIVE W’S OF CULTURAL DIVERSITY 9 not get to select our subjects based on any specific criteria other than their diagnosis of Autism and no previously recorded ABA treatments were received by the subject prior to our study. Many experts believe that parents and other care providers should receive intense training on ABA techniques in order for the treatment to help. Lovaas devoted an entire study on the importance of parental factors in the success of treatment. He noted that the role parents play is crucial in determining how much progress a child makes. I noticed in our study, the students who had a more significant change in the number of behavior incidents after treatment, also received in home training/treatment. Our district offered in home training to parents as well as treatment . Most of the parents refused the training. I’ve been working with the Autistic students this year and I noticed that at the beginning of the school year, they all have a lot of difficulty, and many have several behavior incidents. Autistic students need lots of structure and routine. As the students get settled into the routine of being in school, they get used to their new environment, and transitioning around campus, the incidents for most students decrease, even without a certified behavior therapist on site. It’s the more severe students who continue to show the least amount of progress. In Lovaas’s study, he began treatment very early in the child’s life. Even with the child find program, many times, we don’t get to start any type of behavior intervention until 5 or 6 years of age. Many behaviors are already in place by then. Most of my students came from single parent homes, and more than one child with a disability in the home. Most of our parents had little education and even less training on how to help a child with Autism. There are new studies being done every day in this area. I look forward to finding â€Å"easier ways† to teach these students. It is very challenging, frustrating, and extremely exhausting, but since the number of people being diagnosed in the Autism spectrum is growing THE FIVE W’S OF CULTURAL DIVERSITY 10 Baer, D.M., and Wolf, M.W., Some still current dimensions of Applied Behavior Analysis. Journal of Applied Behavior Analysis, 1987, 209, 313-327 Baer, A. M., Rowbury, T., and Baer, D. M. The development of instructional control over classroom activities of deviant preschool children. Journal of Applied Behavior Analysis, 1973, 61, 289-298 Green, G., Brennan, L., and Fein, D. Intensive behavioral treatment for a toddler at high risk for autism. Behavior Modification, Vol. 26 No. 1, January 2002, 69-102 Koegel, R. L., Russo D. C., and Rincover A., Assessing and Training Teachers in the Generalized use of Behavior Modification with Autistic Children. Journal of Applied Behavior Analysis, 1977, 10, 197-205 Lovaas, O. I., Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 1987, Vol 55, No. 1, 3-9 Lovaas, O. I., Koegel, R. L., Simmons, J. Q., and Stevens, J. Some generalization and follow up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, (in press) Smith T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Research and practice, 6, 33-49

An Analytical Essay on Excessive Pride in Chinua Achebes Things Fall Apart :: Things Fall Apart essays

Excessive Pride in Things Fall Apart In Chinua Achebe's novel Things Fall Apart, a well-known aphorism, "pride goes before a fall", was used. I agreed with and supported this statement. The story line itself backed up this statement as well. Through Okonkwo's hard work he became a "great man" with a sense of pride and haughtiness, who then suffered a loss of pride, which ultimately led to his down fall and his own suicide. This book went along with the commonly stated cliché. In addition to that, there was a widely known joke that went well with this. "One day there was an airplane pilot flying Bill Clinton, Bill Gates, Bill (a kid), and Billy Gram. Something went wrong with the plane, so it had to be abandoned. The airplane pilot strapped on a parachute and said to them, "there is only four parachutes but I am taking one." Bill Clinton grabbed the second one and said, "I am the most important man and my country needs me so I am taking one too." Then, Bill Gates grabbed the third one and said, "I am the smartest man in the world and my people need me." So, Bill (a kid) was just looking... at the fourth parachute and Billy Gram said to him, "I am an old man and you are young, you have your whole life ahead of you, take the last parachute." Finally, Bill (a kid) looked up at him and said, "I was not thinking about that, it's just that the smartest man in the world took my backpack." As you saw from the book and the joke, both Okonkwo, and Bill Gates were full of prejudice pride. They thought they were "great men", and saw others as inferior to them and incapable of living substantially if they were not the backbone. Okonkwo's pride grew immensely when he was an eighteen-year-old boy growing up in Umuofia. His father, Unoka was a lazy and imprudent man so Okonkwo sought to be everything his father was not. He threw Amalinze the Cat, who was a wily craftsman, and great wrestler that was unbeaten for seven years from Umuofia to Mbaino. That victory made Okonkwo known past the nine villages.

Building Brand Value: Gillette

The first safety razor with disposable blades was invented in 1901 by King C. Gillette. Since then to this date Gillette has been one of the leaders in shaving technology and innovation. Gillette has been the preferred choice for many men and women around the world for over 100 years. In the Mid-1970s the then appointed CEO Colman M. Mockler succeeded Vincent C. Ziegler after being with the company since 1957. Mockler’s strategic plan included the concentration of limited number of potential markets mainly with high volume returns and repeat purchase consumer items. He also invested in companies’ that were compatible with already existing manufacturing or distribution capabilities. Gillette's advertising budget was increased whilst at the same time cost-cutting measures were done in all other divisions. Basically he took a financial approach rather than a sales approach. The company was seeing success under the leadership of Mockler. Mocker was expected to retire at the end of 1991 but died unexpectedly in January 1991. While Mockler served as CEO for the period 1975 to 1991 the company was the target for three takeover attempts. In 1998 the Mach 3 was introduced. The new safety razor system introduced a third blade into the twin-blade system that dominated the wet-shaving market costing Gillette $35 billion to bring to the market. Gillette faced its worst economic performance in 1998, sales had dropped by 15 percent and 4700 jobs were cut. Some of markets that contributed towards the loss in income were Brazil, Germany and Russia, with the share price dropping by 11 percent. Gillette continued to underperform well into 1999 to 2000 and in October 2000. At that point the company’s managing board fired the then CEO Michael Hawley and announced a world-wide restructuring of Gillette. In 2001 James M. Kilts was recruited by the Gillette Board both as the chairman and CEO to bring his turnaround talent to the company. Kilts, the former Nabisco CEO had a reputation for fixing troubled companies. He was the first outsider recruited to lead Gillette. Some of the issues Kilts had at the top of his list to address upon his arrival at Gillette were 1) Duracell was no longer dominating the market as it had lost market share to other brands for example Energizer and Rayovac which offered similar performance at a lower cost. ) The company IT system was outdated and in some departments did not exist 3) Lacked communication throughout the organization both locally and internationally 4) Lack of discipline 5) Gillette's earnings were below expectations. 6) Lack of Innovation 7) Stock prices fell to 60 percent between early 1999 and late 2001. Attacking Gillette’s problems from within the organization Kilts demanded greater executive discipline, accountability and focus. Kilts also found that the company had lost its edge with a corporate culture that was outdated and failed to reward innovation. He found that the company did not keep up with the marketplace innovations and promoted staff mainly from within which did not foster any new ideas. Kilts introduced to the company a new more efficient meeting approach that promoted fact-based management, open communication, simplicity, collaboration, measurement, reports, and methods for working together. He wanted excellent performance that included the ability to collaborate across business units. Kilts Strategic Plan * Introduction of computer programs to aid with tracking of sales and inventory. Reduced the number of stock-keeping units, instead greater concentration was placed on the best selling items. * Reduction in overheads. * Increased advertising and conscious spending on R&D in key business units. * Increase accountability from managers through one and one meetings to discuss quarterly and annual reviews. * People were hired to lead and innovate, gradually changing people at the top. * Fostered teamwork and increased communication within the entire company globally. * The entire strategic plan was adapted or mapped precisely around the world. Kilts’ guiding principles included: Straight talk about problems and expectations * Courage to admit responsibility * Open dialogue and widespread communications * Clear priorities and attention to detail * Performance feedback At the end of the first quarter in 2004 Gillette reported 43 percent increase in profits which came mainly from the wet razors, Mach 3 and Venus systems. Under the watch of Kilts, the Gillette’s stock had risen by 50 percent. Within four years time Kilts was able to take Gillette from a declining slope to an inclining slope a nd made it one of the best-performing consumer products companies in the world. Eventually, on October 1, 2005, Gillette and Procter & Gamble merged companies. Procter & Gamble bought 100% of Gillette for $57 billion. Gillette continues to operate as the world best-selling razor with a mission and visions statement as follows. Vision: â€Å"The Gillette co. is a globally focused consumer products marketers that seeks competitive advantage in quality, value added personal use product. We are committed to build shareholder value through sustained profitable growth. † Mission: â€Å"To Build total brand value by innovating to deliver consumer value and customer leadership faster, better and more completely than our competitors. †

The Forest Management

Forest management is the maintaining and management of not only the trees in the forest, but the streams, habitat, watersheds, and even the decaying trees or logs on the forest floor. Managing our forests is not only important to the wildlife, but to our future economy and way of life. We need to continue to save the Oregon forests and help the ecosystems within them because human beings are also part of the ecosystem. By using forest management, it can help certain species of wildlife. Some species of birds, such as the pileated woodpecker, which need large snags to build nest cavities(7). But the worst possible approach to maintaining a wide diversity of species would be to manage every acre of the forest the same way. Any change in forest habitat creates â€Å"winners† and â€Å"losers. † As forests go through natural cycles of growth, death and regeneration, species may inhabit or be absent from a given area partly in response to natural changes in the structure of trees and other forest vegetation(4). The same occurs when forest stands are managed by humans. Unless future credible research indicates otherwise, effort should be made to manage a wide range of forest structures. Maintaining diversity would be best served by using a broader range of management tools. Those would include harvesting on federal land – not simply thinning – and increasing the commitment to old-growth attributes on private forest land through techniques such as retaining large trees and snags. As long as federal lands are substantially committed to providing late successional habitat, private forest land can be substantially committed to younger, intensively managed stands, provided critical habitat characteristics are available. The federal lands make up more than 50% to 60% of the forests in Oregon(3). Because timber harvest in now dramatically reduced on federal lands, those lands represent a sizable, well distributed pool of both old-growth forests and forests that could become old-growth, providing habitat to those species associated with forests with old-growth characteristics. While a large portion of federal land is committed to sustaining species that need old-growth, the difficult question remains, how much is enough? Leaving these forests completely unharvested invites unacceptable, large-scale insect infestations and catastrophic fires(6). Because federal lands comprise nearly 50 to 60 percent of Oregon†s orests, practices on these lands have a major impact on forest-dwelling vertebrates(2). These lands are well distributed throughout the state. Private land ownership accounts for approximately 40 percent of the states forests(5). Of this private ownership, over half is in industrial ownership and the rest is held mostly by small woodland owners(7). Since 1992 harvesting on federal lands has dropped sharply. In contrast, many industrial private lands are intensively managed(6). Oregon law requires prompt replanting, and stands are often fertilized and thinned. This split ownership, in addition to diverse management practices on private lands, results in a wide range of habitat conditions. No species studied appears immediately threatened by forest practices in Oregon(3). In fact, many species are abundant. While that finding appears hopeful, it does not ensure that these will not be future problems. Current practices may not be adequate to keep the present range of species in the future. While some species thrive in the habitat provided by younger forest stands, a considerable number of species either requires, or reproduces etter, where large live trees, large cavities, and large pieces of downed wood The Oregon Forest Practice Act currently requires that some trees be retained after harvest. But the question is: how much is enough? Will trees being retained be sufficiently distributed to meet the future habitat needs of all vulnerable species? For example more than 60 species are associated with downed wood such as; fallen decaying trees or logs, 14 of them considered at risk(8). One species would be the rough skinned newt which live in and around decaying wood. Few studies to date have focused specifically on intensively anaged stands where old-growth characteristics, such as large snags and large pieces of decaying wood, are most likely to be in short supply. However, research is looking toward this need. Harvest levels in the future will likely be at least 40 percent below what could be cut on a sustainable level(1). That†s because of reduced exaggeration on timber production on federal lands. In the past, federal land provided half the states timber production, but in 1996 provided only 17 percent(2). That is the lowest level since 1934, in the depths of the Great Depression. An nderstanding of Oregon†s timberland and its importance to the state†s economic and social well being, particularly in rural areas. In Oregon, reforestation is mandatory and carefully spelled out in the Oregon Forest Practice Act, which governs all management related activities in Oregon†s privately owned forests. Private lands must be replanted within two planting seasons of harvest, and within six years of harvest, the site must be certified as free to grow, meaning the trees have topped the brush and can grow successfully. If the replanting job fails, the state can compel compliance ith the act through civil penalties, including civil court action and fines of up to $5,000(3). More than 90 percent of harvested forested acres are replanted to stocking levels that meet of exceed what is legally required. So in order to help our forests, we need to continue with what is being done today. The hard work that is being put into saving the forests habitat, the streams, and the trees themselves may not show in the short-run but will have dramatic effect in the long-run. Wood products remain an important component of Oregon†s robust economy and contribute to the long-awaited diversification of the state†s economy.

Free Essays on The Uses and Problems Of Squatter Houses

Table of Contents I. Defining Squatter Settlements II. Introduction: III. Definition of a Squatter Settlement: IV. Historical Development of the term, "Squatter Settlement": V. The Squatter VI. Squatter Settlement - Alternative Names: VII. The Development Process of a Squatter Settlement VIII. Approaches towards a Squatter Settlement. IX. Future Role of Squatter Settlements in Urban Housing. X. Squatter Settlements in Turkey: XI. Theoretical Framework XII. Temporary Dwellings XIII. Semi-Permanent Dwellings XIV. Permanent Dwellings XV. CONCLUSION Defining Squatter Settlements Definition of a squatter settlement varies widely from country to country and depends on a variety of defining parameters. In general, it is considered as a residential area in an urban locality inhabited by the very poor who have no access to tenured land of their own, and hence "squat" on vacant land, either private or public. I. Introduction: For the millions of poor in developing areas of the world, urban areas have always been a means for improving their quality of living and environment, besides getting better jobs and incomes. This, in contrast to deteriorating conditions in the rural areas has generated a considerable flow of migrants to cities, particularly in the last three decades. Priorities of urban migrants change over time, depending on various conditions that they find themselves. But one of the first dilemmas that they face and which persists for a long period, is the question of an adequate house. With little resources, financial or otherwise, skills or access to them, the drastic option of illegally occupying a vacant piece of land to build a rudimentary shelter is the only one available to them. The problem is further compounded by the apathy and even anti-pathy of various government agencies who view the "invasion" of urban areas by "the masses" and the development of squatter settlements as a social "ev il" tha... Free Essays on The Uses and Problems Of Squatter Houses Free Essays on The Uses and Problems Of Squatter Houses Table of Contents I. Defining Squatter Settlements II. Introduction: III. Definition of a Squatter Settlement: IV. Historical Development of the term, "Squatter Settlement": V. The Squatter VI. Squatter Settlement - Alternative Names: VII. The Development Process of a Squatter Settlement VIII. Approaches towards a Squatter Settlement. IX. Future Role of Squatter Settlements in Urban Housing. X. Squatter Settlements in Turkey: XI. Theoretical Framework XII. Temporary Dwellings XIII. Semi-Permanent Dwellings XIV. Permanent Dwellings XV. CONCLUSION Defining Squatter Settlements Definition of a squatter settlement varies widely from country to country and depends on a variety of defining parameters. In general, it is considered as a residential area in an urban locality inhabited by the very poor who have no access to tenured land of their own, and hence "squat" on vacant land, either private or public. I. Introduction: For the millions of poor in developing areas of the world, urban areas have always been a means for improving their quality of living and environment, besides getting better jobs and incomes. This, in contrast to deteriorating conditions in the rural areas has generated a considerable flow of migrants to cities, particularly in the last three decades. Priorities of urban migrants change over time, depending on various conditions that they find themselves. But one of the first dilemmas that they face and which persists for a long period, is the question of an adequate house. With little resources, financial or otherwise, skills or access to them, the drastic option of illegally occupying a vacant piece of land to build a rudimentary shelter is the only one available to them. The problem is further compounded by the apathy and even anti-pathy of various government agencies who view the "invasion" of urban areas by "the masses" and the development of squatter settlements as a social "ev il" tha...

Customer Request Listening Quiz

Customer Request Listening Quiz You will hear a customer asking for help in a shop. Write down the answers to the questions concerning what she wants. Click on the listen here link. Once you have listened twice, return to this page and take the listening quiz. Write or type the answers. After you have finished, find the answer key at the bottom of the page to see if you have answered the questions correctly. Listen here.   What did the woman receive as a gift?What kind of gift was it?Why does she not want it?Why cant she get her money back?What can she do with it?What would she like?What kid of handbag would she like?What kind of handbag was she looking for?Where is the handbag that she likes?What is the problem with the handbag she likes?What can she have instead of a refund?Who would she like to speak to?What does the man think the manager will say?Where has the manager been? Answer Key: A briefcaseA birthday giftShe doesnt like it and she already has one.She doesnt have a receipt.She can exchange the briefcase.A handbagSomething black, smallish, and not too expensiveSomething more classicalIn the windowIt costs less than the briefcaseA credit noteThe ManagerHe will say the same thing.At lunch

CONSUMER BEHAVIOUR (EXAM PREPARATION) Essay Example | Topics and Well Written Essays - 750 words

CONSUMER BEHAVIOUR (EXAM PREPARATION) - Essay Example It generates a complete consumption experience that makes customers engrossed in their shopping endeavor. There are various experiential retailing environments determining consumer behavior; however, in this paper, selected environment is a flagship brand store, specifically, Abercrombie & Fitch corporations. The paper illustrates how a flagship brand store like Abercrombie fit in an experiential environment. As economy and innovation increases, retailers are changing the flagship brand store into innovative criteria like the themed retail brand environments (Kozinets et al. 2002). The paper analyzes Abercrombie & Fitch Corporation as one of the experiential retailing environment. The analysis concerns the approaches the corporation uses to influence consumer behavior. Abercrombie & Fitch Corporation is a themed retail Brand Corporation that creates sexiness as the symbolic dress code for young adults. The young adult customers are lured into Abercrombie & Fitch stores because of the store’s sex attraction (Pahler 2009). It has created a body symbol that promotes and implies erotic and sexual lifestyles. The symbolic meaning of the store coincides with the targeted consumers, young adults’ population, who are attracted by sexy attires. It is a store competent of sustaining the highly challenging fashion customs. However, the store’s implied lifestyle has its ramifica tions. It is seen as too offensive and even unpleasant. However, the store-targeted consumers identify with store’s objective. The store’s culture is shown through the seductive and enticing exhibitions of models in their clothing (Pahler 2009). Because young adults are considerably more suggestible than the older population, the store targets this consumer group with their sexual promotions. The symbolic meaning of Abercrombie and Fitch clothing store is an attraction option for young adults with sex affiliations and great