Free Essays on Chaucer

At present, sex is the mind’s distraction, what's more, in the body we can just intellectually have sex. To-day, we’ve got no sex. We have just cerebral excitations. The brain should overabundance itself, what's more, the sense of self should blast like the swollen frog, and afterward maybe we will know genuine sex, in ourselves. D.H. Lawrence from â€Å"Leave Sex Alone† Sex, Silence and other Pornographic Indiscretions At the point when twentieth century essayist D.H. Lawrence started distributing verse about the magnificence and love that he found inside sex, he got one of the most loathed and blue-penciled creators of his time. With his thought that â€Å"sex isn’t sin† he asserted that sex is an inventive energy until the human psyche misshapes and weakens it. Regardless of the commonness of sex in writing, its appearance in the sum total of what sorts has been met with misconception, judgment and even glaring obscurity or obliviousness of its criticalness. While artists like Lawrence have been glaring and undisguised in their socially differentiating thoughts with respect to sex, different artists have offered increasingly unpretentious disruptions on this subject. Geoffrey Chaucer, for instance, consolidated an assortment of sexual acts inside his works The Canterbury Tales and Troilus and Criseyde. His medieval crowd would have commonly qualified sex in both of two essential understandings-either as a component of sentiment or marriage that spoke to love and dedication or, as dissuaded by St. Augustine and St. Jerome, as a corrupt imperfection that ceaselessly misshaped the otherworldliness and confidence in God of man. Furthermore, while Chaucer’s characters incorporate pretentious ministry just as off color miscreants, his works bolster neither of these affirmations. Clear in Chaucer’s fabliau’s, lays and even scholarly admissions is the recommendation that its base, sex is neither an outflow of affection or si n, yet rather a human distraction that totally needs significance and by and large reason. His characters ruin the noteworthiness of... Free Essays on Chaucer Free Essays on Chaucer At present, sex is the mind’s distraction, also, in the body we can just intellectually have sex. To-day, we’ve got no sex. We have just cerebral excitations. The psyche should excess itself, furthermore, the sense of self should blast like the swollen frog, and afterward maybe we will know genuine sex, in ourselves. D.H. Lawrence from â€Å"Leave Sex Alone† Sex, Silence and other Pornographic Indiscretions At the point when twentieth century essayist D.H. Lawrence started distributing verse about the excellence and love that he found inside sex, he got one of the most detested and controlled creators of his time. With his thought that â€Å"sex isn’t sin† he asserted that sex is an innovative enthusiasm until the human brain misshapes and weakens it. Regardless of the predominance of sex in writing, its appearance in the sum total of what classifications has been met with misconception, judgment and even glaring insensibility or numbness of its noteworthiness. While writers like Lawrence have been conspicuous and undisguised in their socially differentiating thoughts in regards to sex, different artists have offered increasingly unobtrusive disruptions on this subject. Geoffrey Chaucer, for instance, joined an assortment of sexual acts inside his works The Canterbury Tales and Troilus and Criseyde. His medieval crowd would have commonly qualified sex in both of two essential understandings-either as a component of sentiment or marriage that spoke to love and commitment or, as dissuaded by St. Augustine and St. Jerome, as an evil imperfection that consistently misshaped the otherworldliness and confidence in God of man. Also, while Chaucer’s characters incorporate pretentious ministry just as indelicate miscreants, his works bolster neither of these statements. Obvious in Chaucer’s fabliau’s, lays and even scholarly admissions is the recommendation that its base, sex is neither a declaration of affection or sin, but ins tead a human distraction that totally needs significance and generally speaking reason. His characters dishonor the criticalness of...

FreeWill and Determinism Essay Example | Topics and Well Written Essays - 1000 words

FreeWill and Determinism - Essay Example nment and chains, social limitations, for example, danger of discipline and rebuke, just as mental imperatives for instance hereditary inclinations, impulses, and neurogical issue. These limitations make people not to have unrestrained choice. One may will in general believe that since the individual in question can look at his or decisions, aware of settling on choices and can perform comparing activities then there is through and through freedom (Chorney et al 28). This isn't accurate. It is conceivable that one could have the chance of picking uninhibitedly despite the fact that in truth one can never do. Remarkable issue undoubtedly is that we can’t demonstrate that we have choice by simply showing out that it appears as though we do. It is obviously conceivable to have the experience of through and through freedom regardless of whether as a general rule we don't have choice itself. Compatibilists which implies the individuals who characterize unrestrained choice without reference to determinism contends that determinism is perfect with through and through freedom. Also, they consider the contention between hard determinists and libertarians over through and through freedom versus determinism as false situation. Another prominent part of the compatibilists is that not being caused isn't sufficient condition for opportunity however not so much as a required condition. They contend that if an activity is uncaused, it is by all accounts arbitrary. Their principle see is that free activities are not uncaused activities, however it alludes to the activities that are caused with a specific goal in mind. The compatibilist shows that initial an activity is free if and just if its motivation is interior as opposed to being outer to the operator. In any case, it is worth to take note of this is certifiably not a reasonable definition since an activity can result to inward reason yet it isn't free. For example, despite the fact that wheezing has inner reason, it's anything but a free activity. Besides, they contend that an activity is free just when it is expected to agent’s convictions and wants. Despite the fact that this is by all accounts satisfactory, it is as yet confronted with counterexamples since there are situations where an activity is brought about by

Could The Essay Expert be out of a Job LinkedIn Introduces Profile Makeovers

Could The Essay Expert be out of a Job LinkedIn Introduces Profile Makeovers I need your help. LinkedIn announced on August 9, 2011 that they have rolled out yet another new feature on their site:   the “Improve Your Profile Tool.”   According to the LinkedIn blog, this tool “analyzes your profile and offers you personalized profile recommendations to help you put your best foot forward.” Clichés aside, this tool could be extremely useful to you if your profile is not 100% complete, or if you have failed to include key information. Here’s my problem:   I ran the Profile Makeover on my own profile, and all it told me was that I didn’t advertise my date of graduation from high school (I left it out by choice, as some of you might as well); I didn’t list the degree I got from high school (pretty obvious isn’t it?); and I didn’t specify the concentration of my J.D. (there wasn’t one â€" a J.D. is a J.D.). Where I’m left, as a LinkedIn profile writer and editor, is that I have no idea what other types of suggestions LinkedIn might make to its users who have not optimized their profiles. That’s where you come in. I would love for you to put your profile through the Improve Your Profile process and report back on this blog what the tool tells you is missing or incorrect in your profile. I will then know what advice I should be giving to people about LinkedIn, and what information LinkedIn will take care of.   I don’t want to be duplicating things unnecessarily!   The data you provide will greatly inform the content I choose to convey in my e-book and LinkedIn webinars. To use the tool, start at LinkedIn’s article, LinkedIn Profile Makeovers just got easier, and then click in “Improve your LinkedIn Profile today!” Are you game?   I look forward to learning from the community what improvements LinkedIn thinks you should make to your profile. I promise to make good use of your comments.   And I don’t really think I am out of a job…   I just won’t be doing the things a computer can do quite well on its own.   Just in case, though, maybe I should make sure my LinkedIn profile is updated. Any ideas on how I can do that?

The Effects Of Air Pollution On Our Lives - 1304 Words

During the recent years, air pollution has been the main cause of health problems in this society. Air pollution has caused so many health related sickness to the life we live in now. Air pollution has brought in high increases of poisonous gases that impact the weather by global warming, and the air we breathe. As we breathe this toxic air we get in the same chemicals that are mostly found in cigarettes. Some people could get many diseases breathing this kind of air today, because the cigarettes have so many chemicals today and new methods of inhaling them. The new methods are e-cigarettes, which supposed to safer than normal cigarettes. Also new chemicals added to the cigarettes. In ways that would impact their everyday life. Scientists and people have now got the data that air pollution is causing so many problems because the increasing effect of ocean levels and the decreasing layer of the ozone layer has brought in a main concern to what is happening in this society we live in. In the beginning of this year, manufactures have made solar power cars and other products that would at least help the environment, but all the manufactures have to keep making more solar power cars and make it cheaper, to decrease air pollution. Although air pollution is increasing, the main cause of air pollution is the effects of natural gas, car pollution, and factories. These three problems are mainly the cause of air pollution because even though there are many other factors to airShow MoreRelatedCritical Sources For The Pollution1207 Words   |  5 PagesCritical Source for the Pollution When there is a pasture that can be used freely, all the farmers who raise cows would bring as much cows as they can to feed them and take a benefit from it. Without rule or law it is human’s nature to behave selfishly and try to get more advantage for oneself. According to Hardin’s article, â€Å"The tragedy of the commons†, he addresses that commons in our society exists in many different ways and these commons are becoming tragedy to our lives. This tragedy, actingRead MorePollution Pollution is the contamination of the environment which is a serious problem that1700 Words   |  7 Pages Pollution Pollution is the contamination of the environment which is a serious problem that causes instability, disorder, harm and discomfort to the ecosystem and those who live in it. There are many types of pollution such as water pollution, air pollution, sound pollution, soil pollution etc. Pollution happens every single day and it has now become the way of living. 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Marketing Research on a Wig Store in Vienna Free Essays

1. Executive summary †¢ Marketing Problem Introduce a new wig distributor to the Viennese market. †¢ Purpose of Research Project The purpose of the research is to find out if there is potential growth for a wig business in Vienna, and what kind of wigs are the most demanded. We will write a custom essay sample on Marketing Research on a Wig Store in Vienna or any similar topic only for you Order Now †¢ Method Primary research will be focused on understanding the needs and wishes of our major target group- religious Jewish women, secondary research will be focused on our positioning against competitors on the Viennese market. Qualitative Research The purpose of the qualitative research is to collect, analyze and interpret data by focus groups, which also include samples from wig collection to figure out the preferences of our main target group. †¢ Quantitative Research In our quantitative research the main aspect of consideration was the questionnaire that we distributed in main community centers (Beit- Halevi, Jewish Heritage Centre of Lauder Business School, Sephardic Centre and Main Synagogue of Vienna). †¢ Qualitative analysis This topic is mainly about analysis of the focus group and finding out the results from it, analyzing them. Quantitative data analysis conclusion 6 With the result of our questionnaire and the comparisons with other data, we were able to reach precise results. †¢ Final analysis and results After all the collected data and its results, we have managed to find out the result of our research. †¢ Conclusion and recommendations Here we make recommendations and a final conclusion on the wig demand in Vienna, preferences of our main target group, how should our service look like and the growth potential of wig business industry in Europe in the role of new distributors. Appendix A – Questionnaire This appendix has the complete questionnaire, which our respondents answered. †¢ Appendix B – Questionnaire in Hebrew This appendix has the Hebrew questionnaire, which our respondents answered. 2. Statement of research purpose and objective 2. 1. Marketing problem 2. 1. 1. Marketing research Problem: The purpose of this marketing research project is to find out whether the wig business has any growth potential in Vienna. We would like to find out who could be our immediate customers and who could be o ur potential customers. We are looking to see if we currently have any competition in this industry in Vienna and what are the chances of there being further competition in the future. Additionally, we will try to figure out what is the market price for the 7 wig industry and adjust our products to the market price. We aim to study and understand how to make marketing research for the potential growth of the wig industry in Vienna. 2. 1. 2. Marketing decision Problem: For our marketing research project, we want to unravel the question of whether or not the wig industry has any growth potential in Vienna, Austria. This question will require us to answer more than one marketing question regarding this dilemma. Firstly, according to the current state of our research we do not have any specific knowledge/information regarding the demand for wigs in Vienna, Austria, amongst different groups of customers. Secondly, we do not have concrete knowledge regarding our possible competitors in the wig market. In addition to that, as of the current situation we do not have any specific targets for the prices we would like to charge for our wigs and the preferences of our main target group. . 2. Purpose of research project In China there is a manufacturer of wigs called ‘Sarah Wigs’, and we would like to be its distributors in Europe. Our first milestone is Vienna, Austria. We want to conduct an exploratory research first of all in order to know the potential growth of the wig business in Vienna, Austria and then in case we get positive results- we will be able to open up a chain of wig store al l over Europe and get profits from this business. Research Questions we will have to answer : †¢ †¢ †¢ How large scaled is market and demand for our product? Who are our potential customers? How large is demand on our product in Vienna? How can we find out there age, gender, respect of income and their willingness to pay for our product? 8 †¢ †¢ †¢ †¢ †¢ What are the prices we should be charging for our wigs? Will it be profitable for us? What are the main types of wigs preferred by Jewish religious women living in Austria? How should our service look like? What could be the potential demand for wigs in the future? Who are our competitors in a given market and how can we predict the level of sales we should expect over the next five years? 9 3. Research design and methodology 3. 1. Secondary research Before conducting primary research we needed to conduct secondary research. We divided secondary research into three parts. First we would gather information from the internet (from blogs, web-sites, discussions) and try to analyze general priorities, characteristics and values of Kosher wigs’ consumers who are married orthodox Jewish women. We knew it would be a great challenge to find out precise and accurate information about the demand and uses amongst married orthodox Jewish women who are also Viennese residents from the worldwide web, but still we knew that the information even if not 100% accurate and even though not going into much detail would be helpful for us to see what the demand for kosher wigs in Vienna is. We needed to have enough knowledge about kosher wigs’ consumers as well as about the rules and obligations according to the Jewish Halakha law. We found out that the Halakha law is the same for every married Orthodox Jewish woman, no matter of her place of residence, to cover one’s hair after getting married. Only after finding out some general information we would narrow our research and specifically focus on consumer behavior in kosher wigs’ market in Vienna. We would like to gather information from already existing wig companies located in Vienna. However, once again because the field of research is very narrow we had to research a lot and at the same time be very specific and accurate on what our research target was. For this reason we decided to contact Jon Renau an international wig company located in Vienna which provides kosher wigs/Sheitel with Kosher certification under the Bedatz Hecksher from the Bais Din of Rabbi Gross in Eretz Yisroel. Our third step would be to conduct an experimental research in a given wig company and observe the natural consumer behavior during natural circumstances. Our main research 10 question was to find out the current demand for kosher wigs in Vienna, Austria at present. We also wanted to find out the characteristics of the most desired and purchased wigs (paying a close attention to quality, length, and type amongst other things). We further wanted to find out what is the average price consumers are willing to pay for kosher wigs. The main advantage of this kind of secondary research was that we would be able to gain reliable data from an already existing company and we would be able to use this data figures to plan for the future when it comes to our company. First as planned we gathered information from internet web-sites and blogs about Kosher wigs. We wanted first to find out what is the primary concern for a married orthodox Jewish woman wearing a wig. As we found out the main concern for consumers is to have the certified proof that the wigs are manufactured under rabbinic supervision according to Halakha law and that the wigs do not contain any Indian hair in them. We also wanted to find out the general attitude of a married orthodox Jewish woman towards wigs and correspondingly her willingness to pay for it. As we found out Jewish women don’t find wigs as a luxury but as a requirement and obligation required by the Jewish religion. For this reason Jewish women don’t find wigs as a luxury but as a pure obligation and requirement to properly observe their religion. For this reason their average willingness to pay for natural wigs is high and on average ranges from 900-1200 Euros. After secondary research would be gathered from the internet we decided to conduct secondary research from real businesses, from an already experienced wig company located in Vienna which specifically focuses on providing kosher wigs to married orthodox Jewish women living in Vienna. Taking into consideration all these facts we chose the Jon Renau company. Jon Renau is a family owned business that has become an international leading manufacturer of wigs, hairpieces, hair additions and hair extensions. We visited one of the 11 main representative offices of Jon Renau, which is located in Vienna. We contacted Andrew, the store manager, through his Rabbi- Rabbi Wolf and asked the following questions: 1. What percentages of your total sales are the sales of kosher wigs? Andrew told us the following: â€Å"When we were opening representative office in Vienna we thought that demand for specifically Kosher Wigs wouldn’t be high taking consideration the small population of Jewish married women in Vienna. However nowadays according to our analysis on average 200-300 wigs are sold monthly to people living in Vienna out of which up to 30 are Kosher wigs. On Average it’s 10 % of our income and considering the small population demand turns out to be high. † 2. What the mostly desired characteristics of the purchased wigs are? Andrew said that it is very hard to answer this question because even in this narrow field taste is very different. However, he said that 60% of women purchasing kosher wigs prefer European natural hair, and the favorite colors are black and brown. 3. What is the average price a married orthodox Jewish woman is willing to pay for a wig? According to their statistics on average women are willing to pay 800 Euros and more, depending on the type of hair used, length, color and where the wig was manufactured. 3. 2. Qualitative research – focus group 3. 1. 1. General We conducted one focus group to collect our qualitative research data. There were eight women who attended and took part in the focus group. Our focus group was recorded and consisted of a number of open-ended questions. 3. 1. 1. 1. Group selection The selection of our members was based on the following criterion: 12 †¢ †¢ Gender, they all had to be women Age, we wanted to have a wide range of ages. Anything from 18 years old to 75 years old. †¢ †¢ †¢ Religion, they all had to be orthodox Jews City of residence, they all had to be Viennese residence English speakers, as we will conduct the focus group in English thus all participants have to speak English. 3. 1. 2. Place Due to a lack of budget, we had to be quite strict with our expenditure costs and thus decided to limit the cost expenditures for the conduction of the focus group to an amount of no more than â‚ ¬500. This meant that we could spend up to â‚ ¬200 on a place to hold the event of the focus group. Knowing that all the women who would attend the focus group would be married orthodox Jewish women, we had to choose a modest (not too fancy) place where we could provide kosher refreshments. Hence, we conducted the focus group in the Lauder Business School Mensa, where we provided light refreshments and soft drinks. 3. 1. 2. 1. Asked questions The majority of the questions asked were open-ended questions. This will allow our participants to voice their opinion and have discussions with us and the other members participating. We will be asking the following question during our focus group. 1. Tell us a little bit about yourself? 2. How many wigs do you own and how often do you wear them? 3. What is your preferred color of a wig? Why is it preferred? 4. What do you consider a good quality wig and what types of hair do you like for your wig? 13 5. Where do you usually purchase a wig, and why? 6. What is the average price you are paying for a wig and what influences your decision? 7. Will the fact that the company is donating 10% of its revenues to a charitable organization influence your purchasing decision? 8. Which wig from our samples did you like the most, and which the least. Explain why? 9. Will you consider buying a wig from us- ‘Sarah Wigs’ in the future, and if so how much would you pay for this. 3. 3. Sampling plan In the beginning of the project we faced a decision upon what sampling methods to use. We decided to use cluster sampling (probability samples) for our questionnaire and convenience sampling (nonprobability samples) for our focus group. Cluster sampling: this type of sampling first divides the targeted population into subpopulations. We took our Viennese Jewish population and divided it into three subpopulations where we were mostly likely to encounter orthodox Jewish married women. We divided our population into the following subpopulations: †¢ †¢ Jewish ethno groups – according to synagogues Jewish schools in Vienna – where mothers pick their children up Convenience sampling: this form of sampling obtains a sample from convenient elements. This means that participants are selected because they fit the criterion of those people who we seek to obtain information from. We used this form of sampling for our focus group and approached the women in places where we know they are most likely to be orthodox Jewish married women. 14 3. 4. Data collection instrument To answer the main questions we had in our project proposal plan we came up with a questionnaire and a list of questions for our focus group. These questions had to answer our four main questions from the proposal but even more so in further depth. Our four main questions in the project proposal were as follows: 1. Who are our potential customers? 2. What is the current demand for wigs in Vienna, Austria? 3. What are the prices we should be charging for our wigs? 4. What could be the potential demand for our wigs in the future? We conducted a questionnaire to answer these questions in more depth and detail. The purpose of the questionnaire was to answer the following questions: 1. Do you live in Vienna? This will answer our questions about roughly how many customer we will have in Vienna, as we will open our store in Vienna. 2. What is your age? This will be helpful for our general information about our potential customer. 3. Which ethno religious group do you belong to? This will answer our question about what ethno groups are residing in Vienna and if these ethno groups are the ones who pay much emphasis to the wig wearing Halakha law. . Which movement do you belong to? This will answer our question about what streams of Judaism do those potential customer who are residing in Vienna belong to and if these Jewish streams are the ones who pay much emphasis to the wig wearing Halakha law. 5. Have you ever used a wig? 15 6. Why not? These two questions above will allow us to see if this individual is a potent ial customer for us. 7. Do you own a wig? 8. Why not? These two questions above will allow us to know which individuals are potential clients and which are not. 9. How many wigs do you own? This will allow us to have a rough estimate of what the demand for wigs will be. 10. How often do you purchase a new wig? Here we will answer our question of what is the frequency in which these women purchase new wigs. 11. How often do you use wigs? Here we will be able to see who will be a more frequent customer and who will be an occasional customer, as a woman who will tell us that she uses her wig on a daily basis is one who is likely to purchase new wigs more frequently, whilst a woman who tells us that she rarely uses her wigs is one that is less likely to be a frequent potential customer of ours. 2. What color of wig do you prefer? This will answer our question regarding the preferences in the colors of wigs that our potential customers will have. We will be able to know what colors are most favorable amongst our potential customer group and thus assist us in knowing what products we should supply and more or less in what quantities. 13. What type of hair do you prefer? 16 Li kewise, this will answer our question regarding the preferences in the type of hair for the wigs that our potential customers will want. We will be able to know what hair type is most favorable amongst our potential customer group and thus assist us in knowing what hair type wigs we should supply and more or less in what quantities. 14. What types of wigs do you mostly own? This question will once more give us further in-depth regarding the preferences of the types and styles of wigs that our potential customers like the most and will assist us in knowing what wigs we should supply at our store, once opened. 15. What is an average price of your currently owned wigs? ( in â‚ ¬) This question will allow us to know the average price we should charge for our average wig. 6. What is your net family annual income( in â‚ ¬) This will further give us insight about the abilities of our potential customers. We will be able to see roughly what socioeconomic group we are dealing with and thus adjust the products we supply accordingly. 17. Where did you buy these wigs? This question will allow us to see who our main competit ors are which will allow us to further investigate and after investigation plan a means to provide our potential customers greater satisfaction than they currently get from our competitors. 18. Have you ever heard of our company? This question will allow us to see how many of the potential customers know about us and about the service we plan on providing. It will allow us to see how much marketing we need to do, where and to whom. 19. Where did you hear about it? 17 This will allow us to see in which places we are already known and in which places we are not yet known. 20. Will the fact that a company is donating tithe from every sold wig influence your purchasing decision? This question will answer a few matters of interest that we have in finding out. †¢ Firstly, it will give us further in-depth into how we need to conduct our marketing campaign. Secondly, it will allow us to promote ourselves to our potential customers and future potential customers by creating an image of our company, as a company who does charitable work and so on and so forth. 21. What would you expect from your new wig? This will answer our question of what are the main expectations our potential customers have from purchasing a wig and thus allow us to meet these criterions. The purpose of the focus group was to answer the following questions: 1. Tell us a little bit about yourself? Find out a bit more about our potential customers; get some more insight to their personal life, religious life, etc. Get insight into what ethno religious group do they belong, what religious stream do they fellow and so on and so forth. This will answer our question about what ethno groups are residing in Vienna and if these ethno groups are the ones who pay much emphasis to the wig wearing Halakha law. 2. How many wigs do you own and how often do you wear them? Here we will be able to see who will be a more frequent customer and who will be an occasional customer, as a woman who will tell us that she uses her wig on a daily basis is one who is likely to purchase new wigs more frequently, whilst a woman who tells us that 8 she rarely uses her wigs is one that is less likely to be a frequent potential customer of ours. (We acknowledge the fact that different ethno religious groups have different frequency usage, part of the time they may wear a wig and part of the time they may use headgears) With regards to the part of the question concerning the quantity of wigs they own, this will allow us to ha ve a rough estimate of what the demand for wigs will be. We will also be able to see the frequency in which these women purchase new wigs. 3. What is your preferred color of a wig? Why is it preferred? This will answer our question regarding the preferences in the colors of wigs that our potential customers have. We will also be able to generate information about underlying reasons of the preferences of our main target group. This will assist us in knowing what products we should supply and more or less in what quantities. 4. What do you consider to be a good quality wig and what types of hair do you like for your wig? This will allow us to have further insight regarding what quality are our potential customer looking for when purchasing their wigs. What criterion do our wigs need to meet in order for them to consider it to be a good quality wig. With regards to the second part of the question this will help us to understand the preferences in the type of hair mostly demanded. 5. Where do you purchase your wigs? Please specify the name of the store, the name of the website, the name of the magazine, or the name of the factory from where you order it, and why? This will give us information about who our main competitors are and what competitive advantages do they have. 10. What is the average price you are paying for a wig and what influences your decision? 19 This will give us insight about what are the prices our potential customers are willing to pay for a wig and thus will allow us to adjust our pricing accordingly. 6. Will the fact that the company is donating 10% of its revenues to a charitable organization influence your purchasing decision? This question will answer a few matters of interest that we have in finding out. †¢ Firstly, it will give us further in-depth into how we need to conduct our marketing campaign. Secondly, it will allow us to promote ourselves to our potential customers and future potential customers by creating an image of our company, as a company who does charitable work and so on and so forth. 7. Which wig did you like the most and which of the wigs did you like the least? Please, explain why. After providing the sample wigs to our focus group members, we will able to have a better understanding of the priorities our target group has. 8. Would you consider buying a wig from us (Sara’s Wigs) in the future and if so how much would you pay for this wig? This will show us how many potential customers we in actuality have. This will give us insight about what are the prices our potential customers are willing to pay for a wig and thus will allow us to adjust our pricing accordingly. The last two questions were presented to our participants after having shown the sample of our wigs. 3. 5. Experimental research The main purpose of our experimental research was to observe consumer behavior and find out if the kosher wig market business is profitable in Vienna. Thanks to the Jon Renau 20 Company and their extremely kind store manager, Andrew we were able to conduct this experiment for one month. Our experiment was of such a nature: †¢ For one month we observed consumer behavior with which we were able to answer following questions: ? On average how many kosher wigs are sold in a month? ? What are average monthly profits that the company makes? ? What wigs do customers like best? ? What wigs do customers like least? We observed that out of 280 wigs sold in a given month 27 were kosher wigs. The profits made from these 27 wigs amounted to 24,400 Euros. 8 wigs purchased were European manufactured ones, and most desired colors were black, brown and blond. Surprisingly to us the most desired length of wigs was short and customer ages ranged between 23-50 years old. This experiment was extremely advantageous to us as we were able to observe consumer behavior in a natural environment without any artificial questions to which people had to think and answer theoretically . 3. 6. Data collection and data entry In order to make more in-depth marketing research we had to do secondary research as well as primary research. Secondary research was divided in two parts. †¢ First we searched for general information and opinion about what are the main concerns and characteristics of Kosher wigs in Internet (from blogs and web-sites) †¢ Only after that we narrowed our research and focused on one specific company who sells kosher wigs in Vienna. After secondary research we conducted primary research and also divided it into two parts; qualitative and quantitative. We conducted focus groups where we used non- 21 representative (convenience sample). We specifically chose married Jewish orthodox women who would discuss their opinions and concerns and give us sufficient information to help us see what the demand for kosher wigs in Vienna, Austria is. In quantitative research we used cluster sampling. In our research we applied the following types of research methods: †¢ Secondary research ? Information gathering from already existing sources ? Experimental research †¢ Primary research ? Survey ? Focus Group 22 4. Data analysis and results 4. 1. Qualitative data analysis results †¢ Is there a demand for a new wig store in Vienna? According to our focus group we have seen that our main target group, Jewish religious women are greatly interested in a new wig distributor in Vienna. Due to the fact that covering one’s head in Jewish religion is both – a Torah commandment and a tradition, the percentage of women wearing wigs is very high among all Jewish religious women, namely Ashkenazi Jews and some Sephardic. For instance, after conducting a focus group we understood that a lot of different aged women are ready to purchase wigs for themselves and their daughters, cousins, and sisters , etc. and that there is a demand for a shop offering kosher certified wigs. However, the exceptional cases comprised low- class women, which thought our prices to be too high. Low-class women thought there is no need for a new wig distributor in Vienna, they didn’t like our price ranges and claimed that there are already stores offering wigs, and moreover it is much cheaper to order wigs online. Even after sug gesting that we would like our price to include 10% â€Å"mesuda†- donations to poor children and orphanages, they were not willing to pay â‚ ¬1200 for a wig, a price of wig charged by our suppliers, the company ‘Sarah Wigs’ in China. We explain it with two reasons. First of all, donations are obligatory in Jewish religion, and a person should anyways donate 10% of his income to charity, so there is no need for our suggestion to those people who are scarce of monetary resources. Secondly, religious life can be sometimes very expensive, including higher costs on kosher food, maintenance of a lot of children, costs on accommodation in the Jewish districts. Therefore, low-class families cannot afford purchasing a wig for this price. However after watching sample wigs we offered they agreed the quality to be 23 ood, and admitted they would like to receive such kind of a wig as a present. Since our target group is initially middle-class and wealthy women it would be a challenge assessing them. Surprisingly, we found out which kind of service our potential customers would like to experience. In order to understand the psychology of these women, we should look inside the traditions and rules of life according to which th ese people have been living almost for 6000 years. They are very modest and extremely conservative. While the conversation they complained about the lack of privacy in the wig stores. For instance, some of them consider showing their hair among other women as something of an immodest behavior. So one of their wishes was to have a private service in a wig store, where they could feel comfortable and try all the variety of wigs. However some of them didn’t have problems with trying out wigs in a common hall. General reception of our sample wigs was very good. Independently of the age, annual income and ethno religious group, they liked the quality of our wigs. They liked the type of hair used, how naturally they looked, and the way they are made, the material used inside. In conclusion, our focus group and the reaction to the samples provided indicate that there is a demand for a new wig distributor in Vienna, offering one-to-one service. †¢ What is the average age consumption in the market? And how much they are willing to pay? We described our main target group as Jewish religious women, but who is considered to be a woman in a Jewish religion. Is there any specific age when girls become women, and start covering their heads? After an extensive research conducted on our target group, we found out this is not about a specific age. For instance, a girl becomes a woman after getting married, and since she is married covering her head is obligatory. Therefore, the average age consumption for 24 our product is 18 – 82, as 18 is considered the allowed age to get married in Judaism (YAAKOV, 2006) and 82 is the average age of death among women in Austria (Pavlov, n. d. ). Due to this fact, women of different ages participated in our focus groups. We found out that the demand for our product didn’t depend on the age, but rather on the income and social level of the family of this woman. Our first focus group mostly consisted of women of a middle and high class, with annual income higher than â‚ ¬20,000. They were very surprised with the prices we offered for our wigs. When we showed them our sample wigs, they were willing to pay more than â‚ ¬1500. Our second group was quite intensive about pricing, and said their purchase decision depends highly on the purposes of their purchase. For instance, a lot of women have more than one wig. Purchasing a new wig for a special occasion, celebration or holiday is very popular. Therefore, they were ready to pay more for a holiday wig. A holiday wig is the one usually with a natural hair, handmade and preferably a long one. Moreover, the fact that we are going to donate 10% of each wig bought to charity was perceived very positively by women of middle and high class. In a nutshell, we understood that for all the women the price is mostly connected with the hair type we use in our wigs, whether it is handmade, and its readiness to be worn. Surprisingly, we found out interesting moment in a consumer behavior of our main target group. When a woman comes into a shop, she wants to see the final product, the wig ready-to-wear, which should be only adjusted with small details. †¢ Which preferences do our customers have mostly? We noticed two main preferences our target group has with regards to the length of the wig and also the type/quality of the wig. 25 Surprisingly it was the opposite of what we were expecting. We were sure that the younger generation would prefer somewhat fashionable and longer wigs than the older generation (that would rather prefer stricter and shorter wigs). However what we noticed was that the younger women prefer the strict and middle-length wig because they are going to be married or just have been married and they are still very excited about the idea of a wig, the meaning behind it (that a woman should show her real hair only to her husband because the hair is a very sensual thing). But the older women are more likely to purchase longer wigs with different haircuts because they would like to innovate with their style. For instance, they ate tired of the same image all their life. About the type and the quality of the wig almost every woman in our focus groups agreed that it should be handmade and only natural hair. The style of the wig they prefer was quite different, but women were opened for innovations. Mostly all women are accustomed to wearing a wig with a bang, for it seems to be more natural. But nowadays we are living in the 21st century, there are more innovations with every passing day- women are expecting their new wig to look natural without a bang. Moreover, part of the women was at first hesitating about Asian hair we use but after we gave them our sample wigs for a trial, they changed their opinions. In order to further create a positive image of our company, we need to think about some women- community events in which we will be able to demonstrate wigs to women who are still hesitating about the quality of the Asian hair. †¢ How our service should look like? According to our focus group we came to several conclusions with regards to the service we should provide to our customers. On the one hand, our main goal is to ensure that our shop doesn’t contradict to any Torah commandments, Jewish laws and traditions. The first and the most important thing for us would be to ensure that all wigs are kosher, that they don’t contain 26 Indian hair. Almost all women agreed that absence of kosher certificate on the wigs would influence their purchase decision greatly (they will not purchase it). The next thing would be to provide private room for women who do not feel comfortable trying wigs in the common hall. For instance, some of the women consider showing their natural hair even to other women immodest. Our staff members will also be only female, in order for all the women to feel convenient. On the other hand, our target group will not only be satisfied with a purchase of a good quality wig. They don’t know how to treat their wigs in order for them to stay in the same shape they were bought. The women complained a lot about the â€Å"Internet shopping†, they felt being left alone after purchasing the wig. Therefore we are going to introduce the â€Å"buy and stay† concept. We will offer a ‘beauty salon’ service that will be specialized in taking care of wigs. ‘Sarah wigs’ will send one of their stylists that will be responsible for this specific service. Right after the women chose a wig from our variety, the stylist will adjust it to her head. Afterwards a woman will be able to bring her wig for a wash, restyling, or any other required procedure. Of course the prices for the women, which purchased our wigs will be significantly reduced. With the help of this salon we will make our customers feel more secure. They will know that we are nearby and ready to help with any problem that might occur. In addition we decided to provide a 3-5 years guaranty for our wigs (the number of years will depend on the precise wig). We want to do so because we see the scarcity of trust among our target group. 4. 2. Quantitative analysis and results With our data collection we gained answers to our research questions. The following information is the analysis of our questionnaire: 27 †¢ Question 1: With the collected data we identified the percentage of women who are living in Vienna. As it seen in Table 1 and Figure 1, 97% are living currently in Vienna, and 3% are not. Do you live in Vienna? Frequency Vienna Valid not in Vienna Total 243 7 250 Percent 97 3 100 Table 1: living in Vienna Figure 1: percentage of people who live in Vienna 28 †¢ Question 2 In the following graph you can see the distribution of the responders by age: 15-25 years11%, 26-35 years- 20%, 36-45 years- 33% (the majority), 46-55 years- 22%, 56-65 years7%, 65+ years- 5%. With this information we can determine our target group, to which we will address our products. What is your age? Frequency 15-25 26-35 36-45 Valid 46-55 56-65 55+ Total Missing Total System 28 50 81 54 18 12 243 7 250 Percent 11 20 32 22 7 5 97 3 100 Table 2: age of respondents Figure 2: age of respondents 29 †¢ Question 3: In this question we determined to which ethnicity group each respondent belongs. Ethnicity group determines the traditions, and after- the different moves in the Judaism, to which the religious women belong. For each ethnicity group there is different traditions regarding the usage of the wig. As seen in the table and the figure below, there is a large majority- 70% of Ashkenazi women, and 27% of Sephardic women. Which ethno religious group do you belong to? Frequency Ashkenazy Valid Sephardic Total Missing Total System 176 67 243 7 250 Percent 70 27 97 3 100 Table 3: the ethno religious groups of respondents Figure 3: the ethno religious groups of respondents 30 †¢ Question 4: In this question we found the breakdown of the different movements of Judaism regarding the women in Vienna. As seen in the table, there is a large majority of women that belong to the Chabad- 70%. Then, the Gur movement with only 8%, Lithaim- 6%, Reform- 5% and Others8%. Which movement do you belong to? Frequency Chabad Gur Valid Lithaim Reform Other Total Missing Total System 176 20 14 13 20 243 7 250 Percent 70 8 6 5 8 97 3 100 Table 4: To which movement the respondents belong Figure 4: To which movement the respondents belong 1 †¢ Question 5 Comparison of total number of wigs owned and age of respondents. In the following table we compared the two variables, age and number of total wigs owned. The majority of women between ages 26-55 own 3-5 wigs (age 26-35: 11%; age 36-45: 30%; 4655: 10%). How many wigs do you own? What is your age? Count What is your age? 15-25 1-2 How many wigs do you own? 3-5 5+ T otal 12% 0% 0% 12% 26-35 8% 11% 1% 21% 36-45 1% 30% 2% 33% 46-55 5% 10% 8% 32% 56-65 0% 0% 7% 7% 65+ 0% 0% 5% 5% 26% 51% 23% 100% Total Table 5: Comparison of age and number of total wigs owned Figure 5: Comparison of age and number of total wigs owned 32 †¢ Question 6 In the following question we compared the frequency of purchasing wigs and the net annual income in the family of the woman. 30% of women that have 20,000-29,000 euro annual income are purchasing a new wig once in 5 years (the majority of that segment), the majority of the group of 30,000- 39,000 euro income- 16%, is purchasing a new wig once in 2-5 years, and the majority of the group that has 40,000-49,000 euro income, as well as 50,000+ euro income purchases a new wig once a year (5% and 3%). How often do you purchase a new wig? What is your net family annual income( inâ‚ ¬) What is your net family annual income( inâ‚ ¬) less that 10,000 10,00019,000 20,000 29,000 once a year How often do you purchase a new wig? once in 2-5 years once in 5 years+ Total % of Total 1% 24% 42% 21% 9% 3% 100% % of Total 1% 18% 30% 4% 0% 0% 54% % of Total % of Total 0% 0% 0% 1% 5% 3% 9% 30,00039,000 40,00049,000 50,000+ Total 0% 6% 12% 16% 3% 0% 37% Table 6: Comparison of frequency of purchasing wigs and net annual income 33 Figure 6: Comparison of frequency of purchasing wigs and net annual income Question 7: †¢ In this table we measured the preference of wig colors. The majority of the women prefer black (39%) and brown colors (35%), 16% prefer blond wigs, and a small percent of 4% prefer grey hair, and 2% for red hair. What color of a wig do you prefer? Frequency black brown Valid blond red grey Total Missing Total System 98 87 41 6 11 243 7 250 Percent 39 35 16 2 4 97 3 100 Table 7: Preference of wig color 34 Figure 7: Preference of wig color †¢ Question 8: In this question we measured the percentage of respondents that prefer Asian or European hair. The majority (61%) prefers Asian hair, when 36% prefers European hair. Which type of hair do you prefer? Frequency Asian Valid European Total Missing Total System 153 90 243 7 250 Percent 61 36 97 3 100 Table 8: Which hair type do you prefer? 35 Figure 8: Which hair type do you prefer? †¢ Question 9: Here we determined the percentage of respondents that prefers factory made wigs or handmade wigs. The majority (62%) prefers handmade wigs, when 35% prefers factory made wigs. What types of wigs do you mostly own? Frequency handmade Valid factory made Total Missing Total System 155 88 243 7 250 Percent 62 35 97 3 100 Table 9: Preferable type of wig 36 Figure 9: Preferable type of wig †¢ Question 10: This table illustrates the preferable price of the everyday wig for the respondents. As seen, the majority of women are buying the wig for 401-600 euro (60%), 22% prefer to buy their wig for 250-400 euro, the small number of 6%, will pay 601-1500 euro, and 8% will pay 1501+. Average price of an everyday wig Frequency 250-400 401-600 Valid 601-1500 1501+ Total Missing Total System 56 151 16 20 243 7 250 Percent 22 60 6 8 97 3 100 Table 10: average price of everyday wig 37 Figure 10: average price of everyday wig †¢ Question 11: This table illustrates the preferable price of the holiday wig for the respondents. As seen in the table, the majority will pay 1001-2000 euro per one holiday wig (70%), 17% will pay 600-1000 eur0, and only 11% will pay 2001+ euro per wig. Average price of a holiday wig Frequency 600-1000 Valid 1001-2000 2001+ Total Missing Total System 42 174 27 243 7 250 Percent 17 70 11 97 3 100 Table 11: Average price of holiday wig 38 Figure 11: Average price of holiday wig †¢ Question 12: This table illustrates where the majority of the respondents buy their wigs. There is almost equal deviation between the 3 stores (32%- Magic hair team; 38%- Michaela Nagler; 27%- Stupnig Keg), and only 1% are buying in E-shops. Where did you buy these wigs? Frequency Magic hair team Michaela Nagler Valid Stupnig Keg E-shop Total Missing Total System 80 94 67 2 243 7 250 Percent 32 38 27 1 97 3 100 Table 12: place of wig purchase 39 Figure 12: place of wig purchase †¢ Question 13: This table illustrates the amount of respondents that heard about our wig store. The majority, however, never heard about us (65%). Have you ever heard of our company? Frequency yes Valid no Total Missing Total System 81 162 243 7 250 Percent 32 65 97 3 100 Table 13: have you ever heard about our company? 40 Figure 13: have you ever heard about our company? †¢ Question 14: In the following table, we analyzed the percentage of respondents that heard about our company, and from where they heard about us. The majority heard about us from word of mouth (56%), 49% heard about us from Jewish websites, and only 42% heard about us from Facebook. Heard Frequencies Responses N heard from facebook where did you hear about us a Percent of Cases 42% 56% 49% 146% Percent 30 40 35 105 29% 38% 33% 100% heard from word of mouth heard from Jewish website Total a. Dichotomy group tabulated at value 1. Table 14: From where do you know our company? 41 †¢ Question 15: In this question we analyzed whether the fact that our company is donating 10% from our income will influence the decision of purchase. The majority (36%- mostly yes; 33%- possibly) will be influenced of this fact, and only 5% will not be influenced at all. Will the fact that a company is donating tithe from every sold wig influence your Frequency not possibly Valid mostly yes yes Total Missing Total System 13 82 91 57 243 7 250 Percent 5 33 36 23 97 3 100 Table 15: Influence of the fact that the company is donating tithe from every sold wig Figure 14: Influence of the fact that the company is donating tithe from every sold wig 42 †¢ Question 16: In this question we analyzed the net annual income of the respondents. The majority (41%) have 20,000-29,000 euro income, 24% have 10,000-19,000 euro, and only 1% has less than 10,000 euro income. What is your net family annual income( inâ‚ ¬) Frequency less that 10,000 10,000- 19,000 20,000- 29,000 Valid 30,000- 39,000 40,000- 49,000 50,000+ Total Missing Total System 3 59 102 50 22 7 243 7 250 Percent 1 24 41 20 9 3 97 3 100 Table 16: net annual income (euro) Figure 15: net annual income (euro) 3 †¢ Question 17: In this question we analyzed the importance of several factors that concern customer preference about wigs. Descriptive Statistics N I would expect my new wig with a low price I would expect my new wig to be handmade I would expect my new wig to be made in europe I would expect my new wig to be made out of Asian I would expect my new wig to have a guarante e I would expect my new wig to be of bright colours I would expect my new wig to be made out of natural matrial only Valid N (listwise) 243 243 1. 8724 1. 13735 243 3. 9712 1. 33423 243 1. 5638 . 70348 243 2. 473 1. 91364 243 2. 8765 . 68724 243 2. 0576 1. 29716 243 Mean 2. 0658 Std. Deviation 1. 08511 Table 17: customer preference about wigs 44 Figure 16: customer preference about wigs 45 5. Conclusion and recommendations After conducting the secondary and primary research we got to know that a place to a new wig distributor in Vienna can be found. We found out that there is a demand for product in the form we want to sell, and the service we want to provide. During the secondary research we were exposed to the competition that already exists in the market, but in order to have to have competitive advantage we will provide ‘buy and stay’ service, which will fill in the lack of security our customers have. In addition we came to know what are the exact preferences of ou r target group with the help of quantitative and qualitative analysis, which type of hair, length, color and style are in demand. With the help of the focus group we conducted, we understood the psychology of these women and underlying reasons for their consumer behavior. This will help us to market our product successfully, providing all the services related to it, and to communicate our company effectively. Moreover, we found Vienna as the representative capital city amongst big cities in Europe. Our research indicates that we can penetrate the Viennese wig market successfully, therefore we predict approximately the same level of demand in other major European cities. We can expect the growth of our company in Europe within 5-7 years. As a recommendation, it is required to make a further research on wig demand amongst cancer ill patients and wealthy people as part of our initial target markets. 46 6. Appendix 6. 1. Survey sample in English Questionnaire Nr. _______ Wigs demand questionnaire Interviewer: Please read all questions to the respondent as they appear on the questionnaire. Only read the bold text. Interviewer instructions are in italics. Circle the figure corresponds to the respondent’s answer choice. Example : 2 Int. : Introduce yourself to the respondent. Mention that you are a business student conducting a survey as a part of marketing research class. Briefly inform the respondent that this survey is about a wig demand. At the beginning, may I ask you a few questions to determine if you are among the persons ho I am supposed to interview? 1. Do you live in Vienna? RESIDENCE If NO thank respondent and terminate interview. 2. What is your age? 15- ­? 25†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1    AGE 26- ­? 35†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 36- ­? 45†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3    46- ­? 5†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4    56- ­? 65†¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5    65+†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 3. Which ethno religious group do you belong to? Ashkenazi†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 ETHNICITY Sephardic†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2    4. Which movement do you belong to? Chabad†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 CHA Gur†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 GUR Litaim†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 LIT Reform†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 REF Other†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 OTH 47 5. Have you ever used a wig? Yes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1a? Q   7 USAGE No†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2   a? Q 6 6. Why not? Record the first response REASON a? Q 21 7. Do you own a wig? Yes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1   a? Q 9 OWNERSHIP No†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2   a? Q 8 8. Why not? Record the first response REASON 9. How many wigs do you own? 1- ­? 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1    TOTAL How to cite Marketing Research on a Wig Store in Vienna, Essays

Technological Utopianism and Virtual Reality free essay sample

An examination of virtual reality, its ideas, concepts and development. This paper examines the ideas, advancements, and historical factors that have perpetuated the concept of Virtual Reality as a natural extension of technology for the creation of social utopia. The author examines concepts that have influenced this ideology in American history throughout the past century. Since the 1980s when the term Virtual Reality was used, hundreds of optimistic articles have touted the boundless nature of the coming technology. Although at this point Virtual Reality still consists of only a sensor glove and a visor, articles envisioned entire sensor suits, if they mention hardware at all. Most relayed sensations of flying or participating in some activity with alien like creatures. It is clear that most articles hold high expectations for Virtual Reality. Possibly no less than the standard set by fictional accounts like Bradburys, The Veldt and Star Treks Holodeck. We will write a custom essay sample on Technological Utopianism and Virtual Reality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The purpose of the articles is to stimulate more interest and fuel desire for technological advancement. The public waits anxiously for the next transformation from the imagination to reality.

Influence of Music free essay sample

Music and radio has roots In American culture and the way society Is today. The different types of music genres have shaped American culture and social behavior of Americans. Audio media has had a major affect and influence on the attitudes of Americans and especially todays youth and young adults. Music and radio has given American culture its values, the way that Jazz, blues, and R;B created rock ; roll, music created American culture. Music appeals to young adults, and youth as an escape to the hard times of real life. Drawn by the explicit lyrics and beats, the youth always searches out for music to dance to and music to connect with. American culture has been steadily changing due to music and what is known as pop culture. The need to be accepted in a certain social group has a lot to do with music. Music brought a cultural shift in the race segregation, black artists playing music with white artists and for mixed audiences. We will write a custom essay sample on Influence of Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page American culture before the asss was a strict segregation culture and music allowed for the barrier to be broken.Artists using sexual Innuendoes and other antics changed what as the norm of morals and values and put a more liar outlook on such things. Music has influenced the openness of sexuality and sexual orientation. More and more artists are open about their sexuality, making more of a normal thing in American Culture. Being gay used to be shunned, and now it is openly celebrated. All of these things are because of music. The radio started playing what was known as race music on white stations and this made It so a lot of different Americans can hear and be exposed to a broad range of music.Becoming more acceptable rock and OLL, punk, and hip hop have had an impact on the teens and young adults of American culture. The asss brought the rebelliousness out of teens with punk rock music, while the us hip-hop has had a big effect on fashion and attitudes of people. Music has shaped American culture in many ways, a way of expressing ones opinions and bringing groups of people together with similar Ideals and opinions. A way of bringing what was different cultures together and making one culture, The American Culture. Rock and Roll is a genre of music that has forever changed the social behavior ofAmericans. Rock and roll has influenced American culture in the daily life, fashion and attitudes of most Americans. Rock and Roll broke the race barricade, forming in a time of a civil rights movement. Rock and roll was a new form of music that encouraged desegregation. Evolving black artists and white artists playing black Rock and roll put a perception of sex, drugs, and alcohol to be accepted and what is considered cool. Artists singing about doing drugs, or hooking up with random woman made it something to be idealized. Rock and roll influenced young adults to engage in risky behavior.Now is American culture, these things are almost considered normal. Rock and roll shaped fashion and is continuously changing fashion. Fans copy styles of their favorite artists as a way to express ones self. From ripped up, tight, or baggy pants, long hair, colored hair, or shaved heads, the fashion is always changing. Some fashions coming back and making another appearance in American culture, a lot of fashion comes from Rock and roll. Piercing and tattoos once forbidden, is becoming more and more acceptable in American culture. It is not trance to see business people and stay at home moms with tattoos.Rock and roll has influenced this change in American culture and tattoos are normal. Rock and roll artists have changed the way sexuality and sexual orientation is looked at. Rock and roll has made it okay to be gay and okay to dress how someone wants. Rock and roll has given the care-free attitude to young adults. American culture has changed into a screw society, morals and values type of attitude, based on what rock and roll has made society. Rock and roll has given a sense of community to certain groups of people who share ideals and values, and brings them together into a certain setting. Rock and roll has had a major effect on social behavior of Americans and American culture. Music does affect social behavior and attitudes of Americans. Music gives people an outlet to express their opinions. Audio media has links to American cultures in every decade, changing and molding American into what it is today. Since the sasss even, people have sought out music as a way to connect to others. Audio media is an ever changing thing, which will always reflect on the social behavior and attitudes of Americans.

Justifiable Homicide At The Hands Of The State Essays - Penology

Justifiable Homicide At The Hands Of The State Essays - Penology Justifiable Homicide At The Hands Of The State Justifiable Homicide at the Hands of the State Several problems exist in society today, and we are doing everything we could to correct these complications and to possibly diminish them. Some are as minor as traffic violations, and some are as serious as deaths. Many innocent lives are being taken due to the careless and unforgivable acts of a few people. Something has to be done to stop this from happening. In other words, we, as society, need to play our part in preventing these nightmares and tragedies from taking place. This is where capital punishment, which Websters School and Office Dictionary defines as punishment by death for a crime; the death penalty, can play a crucial role (p 125). The death penalty is a form of punishment that, when applied in the correct context, is morally and ethically justified by the philosophies that shape our society. If capital punishment was legalized in all fifty states and was carried out more frequently, our countrys problems would significantly decrease. Family and friends of the victim would feel better knowing that the punishment of the criminal would fit the crime, and less innocent lives would be taken as well (Roark 58). We are not the first civilization to invoke the death penalty. Both Biblically and historically, the death penalty was found to be an effective method to end the criminal acts of convicted offenders. For instance, in ancient Israel, it was socially acceptable to throw stones at an adulterous woman until she died from the injuries (New Oxford Annotated Bible 563-OT) . In the colonial periods of our great nation and even in more modern circumstances worldwide, treason is a crime punishable by death. Shields 2 In recent times, the culture of the United States has become more humane in its methods of execution. No longer will crowds of townspeople gather at the square to witness the hanging of thieves and murderers. Instead, the United States has opted to do away with any punishment viewed by the citizens and by the Supreme Court as violating the Eighth Amendment (Lowi and Ginsberg A20) This guarantees every citizens protection from what the courts perceive as cruel and unusual punishment (Constitution of the United States, 1791). It is important to note that the 74 men and women that were put to death in the United States in 1997 were not killed in such a way that could further detract from their, or their families dignity (U. S. Government: Bureau of Justice Statistics December 1998) The methods of execution to be used are delegated by each individual state. Of all the possible alternatives, only three are found humane in most of the United States (Bureau of Justice). These are the lethal injection, the gas chamber, and the electric chair. None of these are considered to be, by many, more painful or dehumanizing than the next. Some people still choose to oppose these methods too, citing that all form of the death penalty are cruel and unusual. Such was the case when the Supreme Court decided against its invocation in the case of Furman vs. Georgia in June of 1972 (Hood 47). (Due to the courts decision in this case, many death sentences given prior to 1972 were reopened. Also, all state and federal laws prescribing the death penalty were thrown out (Knowenwetter 88).) Others who choose to oppose the death penalty base their arguments on the fact that they believe that life, in itself, is a commodity worth preserving despite the circumstances of the crime. This theory may be valid in a very abstract manner, but only Shields 3 as long as that abstraction perpetuates. Even the most devout believer in the Sanctity of Life is sure to consider the options when the victim of some heinous crime is a sibling, a child, or a parent. Retribution for such crimes at the hands of some monster is sure to be demanded swiftly by the public as well as the grieving family enduring the loss Such retribution can also have a second purpose. Davis notes that the death penalty, like no other form of punishment of those humanely available, has the ability to deter potential criminals from committing such horrible acts (9-13) Any criminal, whether or not he is a reasonable man, will consider his options when the consequence of his actions may lead to his own finality. A finality within itself can be

Research questions Assignment Example | Topics and Well Written Essays - 250 words - 2

Research questions - Assignment Example That is when I thought social media could actually be an opposite of social and does not make people sociable. Information on this will be easily gathered from my peers and other internet resources. After watching the movie â€Å"John Doe Vigilante,† I was left with too many unanswered questions after I got some enlightening from the movie. The vigilante at some point, in police custody and awaiting court’s verdict, asks where we draw a line between a vigilante and soldiers. They all work for a noble course, but a vigilante will be prosecuted for fighting for the justice of those that the system cannot do justice. In war, many innocent people suffer, including women and children. When do we justify the work of our soldiers as a noble course, where do we draw the line? War journals and articles discussing aftermath of war will be a good place to start while looking for information on this topic. Whenever we do a module that deals with Gender equity and gender equality, I cannot help but think that these two terms are contradictory. In our definition, Gender equity implies to efforts of allocating resources, decision-making, and programs fairly to both females and males and addressing any imbalances on sex basis. Gender equality means all sexes are equal. There is, therefore, contradiction in that we give some sexes what seems to be a free pass to address the imbalances and at the same time, assert that all sexes are equal. Shouldn’t all sexes be treated by order of merit? Should there be posts such as Women Representative in some governments? The internet will be an ideal place to gather information on this

Sam 489 unit 6 Assignment Example | Topics and Well Written Essays - 250 words

Sam 489 unit 6 - Assignment Example Response agencies such as the fire department, the police, the red cross team and other medic teams communicate using radio frequency whose signal is unlikely to be jammed by the type of disaster as well as it can still be used where mobile network is unclear. They mostly use short codes which they have been trained on in order to speed up communication and prevent other parties from understanding their discussion for security purposes depending on the disaster they are responding to. Communication amongst these agencies is important for coordination purposes. For example in a fire disaster, the firefighters communicate with the medics about bring in a victim and the present physical condition of the victim. The medics will be prepared with the necessary equipment and hence attend to the individual without wasting any precious time. Communication among the agencies speeds up help as well as makes response run smoothly and faster hence saving more time and property (Perry & Lindell,

Disability students learning in South Africa education essay

Disability students learning in South Africa education essay Abstract Disability students in many societies are facing debilitating quandaries, including physical, emotional and physiological degradation. As a result, empowering disabilities students to realize their self-esteem as well as to enhance their skills and employability represents an interesting and challenging task to government, industry, interest groups and individuals worldwide. In this research we propose to determine the Impact of Assistive Technology (AT) on disabilities students learning in South African Higher Institutions, from a students voice perspective. As a case study, we will validate our experimental design on randomly selected students with disabilities from University of Pretoria and Tshwane University of Technology, due to their closeness to the researcher, it makes the study cost-effective. The reasons for involving students in this research have its origins from two related subjects: (a) Participatory Research and (b) Participatory Study. The data collection tools that this research will use are; (a) questionnaire and (b) focus groups which will be used in phase two of this study. The results of this study will enable the understanding of various unresolved issues brought about by the disability students needs for assistive technologies in South African Higher Institutions. We are hopeful that our design will be systemic enough to be easily extrapolated into other institutions. Introduction People with disabilities account for four (4) million of the total population of South Africa (SA) as contained in the Council for Scientific and Industrial Research (CSIR) report (reporter, 2009). This latest statistics significantly outgrows the previous Statistics of about 2 million in 2001 (Statistics South Africa, 2001) of the total population of about 40 million. With the vast growth of Information and Communication Technology (ICT) in SA and the governments initiatives to have more people with disabilities empowered, particularly with education, implementing Assistive Technology (AT) in academic institutions is a necessity with no option. With careful planning and guidance, the vast number of AT devices and softwares can be beneficial to students with disabilities (Duhaney Duhaney, 2000). In South Africa, the Ministry of Education emphasise that South African schools have to provide AT services and equipments for a students with disabilities to enable a free and appropriate ( balanced) public education. An Assistive Technology (AT) is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible (Mirenda, 2001). Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard. With this in mind, the standard of education for these students will greatfull improve since there will be sustained information flow that all st udents will receive with much alteration onto the educational information. Majority of universities in SA use online learning such as; (a) virtual learning environments, (b) discussion lists, (c) e-mail, (d) podcasts and (e) library information databases to provide information to their students. Students of today are being classified as digital native of the net generation Oblinger (2003), so they expect technology to be integrated into their learning environments. Oblinger (2003) argues that, this would need for the universities stakeholders to analyse just how well they know about the new students that are being enrolled into their universities. Most of the literature that is available about the impact of ATs on students with disabilities in Universities comes from three sources; Literature and Case Studies that have been developed from publicly funded studies; Research studies that have explored the general education experiences of disabled students ; Research studies that have explored the specific ICT (e-learning) experiences of disabled students. What the conclusions from the studies have not made clear though, are whether their findings are true for all students, especially the students with disabilities who may need ATs to enable them to access learning materials that may be provided online or digitally or may need other forms of technology to access them? The impacts of the use of ATs on students with disability in SA are enormous. Not only are ATs beneficial in classroom environments, disabilities students social lives have also changed as well as improved with better communication between the disabilities students and their non-disabled peers. Life is all about communicating and interacting with ones environment. However, many issues and barriers impact on the successful use of ATs such as lack of AT knowledge, training, funding, poor coordination between service providers, technology developers and fear/avoidance of these technologies. With the use of ATs, opportunities for students with disabilities are better enhanced. Some of the most significant changes in the education of disabilities students in South Africa has been the initiative to adapt the inclusive education theory into their education system (Patton, 1992). This form of initiative is mainly a collaborative setting which includes a content specialist paired with a learning specialist and then leads to sharing of the teaching responsibilities which will later benefit the education of both general and disability students. The use of inclusive education may change from institution to institution but it clearly indicates that it is extremely important in enabling those students archive their educational goals. Problem Statement and Research Questions Today, the greatest challenge confronting the South African disabilities students is to smoothly integrate into academics and at large the society, participate in a competitive educational system and be equipped for the professional economic world. A number of emerging technologies: assistive and adaptive technologies have been developed to cater for these students. However, very little literature has been written about these novel technologies and their impact on the students with disabilities from a students voice . Moreover, the evaluation of their impact on the end-users has also not been widely researched and reported in the academic publications. One way to ensure best outcomes for disabilities students learning in South Africa would be to evaluate the effective usage of ATs on these groups of students. To do so, different types of ATs would have to be indentified and opinions of these students need to be sampled on the use of these emerging technologies. Thus, a participatory research is necessary to determine the impact of ATs on disability students learning in South Africa from the students perspective because we need to listen to students; with disabilities views and ensure that technology meets their needs. The main research question we are addressing in this proposed study is: How does AT usage impact disability students learning in South Africa Higher Educational Institutions? To answer this question satisfactorily, first it is important to identify various ATs available and determine their contributions towards improving the academic performance of disabilities students learning in South Africa. As result, the following research sub-questions will be squarely addressed in order to solve the main research question. What are the different types of ATs available to disability students learning in South Africa Higher Educational Institutions? How do disability students feel about using AT to help them learn? What support do disabilities students receive while use AT in their learning? How compatible are the ATs provided to disability students to their needs? What problems do disability students encounter while using AT and how is each solved? How has the use of AT enhanced the academic performance of disabilities students? 1.2. Goals and Objectives of the Study Linked to the problem statement, this research has an overarching objective which is to promote the development of user-centred methodologies for studying the impacts of technology on disability students and to expose these widely so as to encourage a participatory approach to studying and designing disability students use of technologies in South Africa Higher Institutions. This goal will be accomplished by implementing the following primary objectives. To identify different types of ATs available to disability students learning in South African higher institutions. To determine how disability students feel about using AT to help them learn. To determine what support disability students receive while use AT in their learning. This can be from University, friends and family. To determine whether the AT the disability students are using is compatible with their needs. To determine what problems disability students encounter while using AT and how they are solved. To determine whether the use of the AT improves academic performance of disability students learning in South African higher institutions. 1.3. Expected Deliverables Within a 2 year project leading to an award of MTec degree, it is important to ensure that there are clear expectations for what can be delivered in these time-scales. We hope to deliver the following outcomes. A comprehensive account of disabled students learning experiences and a clear documentation of the impact of AT on disabled students. A set of recommendations for practitioners, support staff, institutional managers and program developers on ways to manage the challenges of disability students. A summary report detailing how the research questions have been addressed and drawing out lessons learned from the particular institutional context. 1.3 Hypothesis The hypothesis underpinning this study is that certain aspects of students with disabilities academic performance (if not all) will and has improved due to the utilisations of ATs. With the main research question as a basis, this studys hypothesis implies that ATs create value addition. With this in mind, it must be said that only through the creation of general awareness can this be possible in South African Higher Institutions. Students that are fortunate enough to attend institutions that have existing ATs in place score higher percentages, as a result of both, ATs and hard work. At the same time, AT users would report less difficulties in self-care, mobility issues. 1.4 Limitations of the Study This study is not intended to develop nor replicate any existing models, policies, schemes or plans pertaining to ATs usage, but merely evaluate, analyse and where possible critique their implication on students with disabilities learning in south African Higher Educational Institutions. Thus this research will not go into too much detailed studies nor delve into discussions around the elements of the main or sub-disciplines that it straddles and elected to engage. Furthermore, it is not the intention of this research to seek, to isolate nor to discuss in detail all the factors negating the full scope of ATs, but merely to highlight some of the impacts of ATs and the effects they have on those that are directly affected by them. This research will therefore be limited to South African tertiary institutions namely, University of Pretoria and Tshwane University of Technology. Because of this, the research results cannot be generalised to other institutions. In addition, the study has got its own limitations and areas of potential bias as described hereunder. Many questionnaires will be distributed to a number of students with disabilities. Data will be primarily gathered by use of questionnaires, this study notes that not all are expected to be answered and returned. During interviews, interviewees might not be as expressive as hoped. Furthermore ATs are a new trend in South Africa Higher Educational Institutions and thus the lack of knowledge by people concerned i.e. teachers and bodies that regulate students with special needs within the institution might pose another limitation. Thus, in respect of the limitations discussed above the findings in this study should not be concluded as absolute but guidelines for ATs usage improvement. 1.6 Assumptions This study is underpinned by assumptions that ATs do exist and are somewhat effective. However these fail to achieve desired outputs due to lack of general awareness inherit among the directly involved. All principles and policies of ATs should therefore be improved. Any initiative that fails to do so should thus be subject to scrutiny. 1.7 Significance of the Study With the latter sections of this study explaining some of the aims of this study, it should be deduced that this study attempts to extremely explore the different forms of Assistive Technology and their impact on students with disabilities in south African learning institution, so as to increase understanding of the many complex issues and interactions introduced by disabled students requirements for better learning environments. With disabled people in South Africa accommodating a fair share of the population, recognising that disabled students are not a minority group. Students with a wide range of disabilities and access to Assistive technologies in South Africa schools were included in the study in order to: Explore and describe how disabled students participate in learning in Technology-rich environments with the use of Assistive Technology; Investigate the strategies, beliefs and intentions of disabled students who are effective in learning in this rich ICT world and identity factors that enable or inhibit effective use of Assistive Technology in learning. Make recommendations to those stakeholders involved in designing Technology for disabled students based on our understanding of their preferences, experiences and diverse needs. By this study exploring the issues relating to experience, this study hopes to develop a greater perspective and understanding of the skill levels of disabled students. For example, whether there is a relationship between a highly skilled Technologies based students without disabilities and a highly skilled Assistive Technology user; how disabled learners use technologies e.g. how they are involving some of the personal Assistive technologies in their learning and what disabled students experiences of interactions between Assistive and education technologies are. By this study focusing on issues relating to strategies, this study sought to identify the choices disabled students make regarding how they use technologies to support their learning environments. By this study seeking to understand issues relating to beliefs intentions, this study hopes to develop an understanding of the impact that Technology use has on disabled students in terms of their feelings regarding the value and difficulties of using these kinds of Technology to support their learning and other aspects of their livelihood. 2. Literature Review Most of the recent literature focusing on the impact of ATs on students in Universities across the world can be classified into three sources: Literature and case studies that have been developed from publicly funded studies to determine the impact of AT in higher education exist in academic domains and are mostly inform of case studies (Shelvin, 2004) Research studies that have explored the general education experiences of students with learning disabilities exist in both academic and non-academic domains. (Mortimer Crosier, 2006), Shelving et al. 2004 and (Fuller et al. 2004). Research studies that have explored the specific e-learning experiences o f disabilities students have generally been conducted in the UK, an example of this is Draffan et al. (2007) in a survey of the use of and satisfaction with AT by disabled students in UK higher institutions. Another survey by Cobham et al. (2001) also tried to explain the specific experiences of students with learning disabilities when using AT. The important conclusion from these studies is whether their findings are true for all students, most especially the students with learning disabilities who may need emerging technology such as AT for effective learning. The uniqueness and novelty of this study in relation to previous studies is positively different. With the use of participatory research methods, this study shall be a voice for all the students with disabilities who may need emerging technology such as AT effective learning. This enables us to answer the paradigm of nothing about me, without me since the users will be involved in every phase of this study. Meaning that the deliverables of this study will be hands-on on what the impact of AT is on students with disabilities rather than assuming these outcomes or guessing. 3. Research Methodology In this section we will describe how each objective was tackled, and then we will define participatory research in the context of this study; provide an overview of the participatory phases of this study and of the data collection tools and data analysis process. The first objective of identifying different types of ATs that are available to disability students learning in South African higher institutions, we will design a template of various ATs from the literature. This AT template will be presented to research participants to choose which AT is relevant to them or write down in case we havent listed what they are using. The second objective to determine how disability students feel about using AT to help them learn, this study shall ask the students to explain their feelings about using technology to help them learn. Would the disability students sustain without the use of ATs? The third objective to determine whether disability students get any support while using AT will be achieved by integrating questions in the interview that will ask. How the students are supported with regard to their on-line learning and if this different when compared to the support they have for the use of ATs? (E.g. university, friends, and family).The students will also be able to answer what support provides most help and what kind of support would they like that is not currently available? The fourth objective to determine if the AT they are using is compatible to their disability, a question will be asked to the disabilities students to explain in detail if this is true for them. This is done so as to determine if what they are using is what is needed. Under many circumstances, people in general life have tended to employ technology that isnt really necessary to their needs. So this objective will clarify that. The fifth objective to determine if the disabilities students encounter any problems while using them. A question will be asked in the questionnaire that will ask the research participant to clearly identify that problem, explain what it is and also state if that problem was solved, they will also be asked to explain how that particular problem(s) was solved. The sixth objective to determine whether the use of the AT improves academic performance, this study shall get records from the disability unit where academic performance of students with learning disabilities will be compared to non-disabled students using ratio of those who graduated (success rate). This method of comparison will normalize the dominance effect of performance of non-disabled students. For example suppose we have total enrolment of 20 students for ICT programme in a given year and 5 are disability students. If 3 of the students with learning disability graduated, then since 3/5 is greater than 5/15 students with learning disabilities of ICT perform better than their non disabled colleagues of that year. We can study this for all years considered and the ratio of drop-out to determine the overall performance comparison 3.1. Defining participatory research in the context of this study Using the objectives of using participatory design and participatory research, students with disability participation in this study will be defined as: Involving students with disabilities as partners and consultants and not just as research subjects. This is where students with disabilities students help to identify and (re)frame the research objectives and questions; work with this study so as to achieve a collective analysis of the research issues and bring the results of the study to the respective universities that they represent. This helps to reflect the principle of nothing about me, without me (Nightingale, 2006; Nelson et al. 1998) and this principle involves: Working directly with students with disabilities (research participants) in the evaluation of the impact of AT on their learning environments; Continual participation of students with disabilities in order to produce improved teaching and support practices; Engaging students with disabilities in the analysis conduct and design this research. In analysing the participatory nature of this study like this, this study will map its approach against a methodology offered by Radermacher (2006) which defines six major types of student involvement in this study that range from non-involvement to participant-initiated, shared decisions with researcher of this study. This studys methodology falls into the type classified by Radermacher as researcher-initiated, shared decisions with participants where this studys researcher has the initial idea for the study, but students with disabilities (participants) are involved in all phases of the study. 3.1.1 Overview of the participatory phases of this study. With regards to the participation of disability students in this study, there will be three key phases of participation: Phase One (July-August): Consultation with the relevant research participants and stakeholders regarding proposed research questions and research methods, writing of the proposal; Phase Two (September): Opportunity for the research participants (students with disabilities) to contribute own experiences of using AT to help them learn; Phase Three (September-October): Opportunity for both the researcher of this study and the research participants and stakeholders to validate and interpret the results of the study and to contribute to the design, content and dissemination of project deliverables and outcomes. In the first phase of this study, the research participants will be contacted and consulted to attain the relevance of the proposed research questions and the proposed data collection methods that this study intends to use, this is of course done after ethical approval has been granted. In the second phase of this study, participants will be interviewed and allowed to contribute their own feelings and experiences of using AT. In the third phase of this study, participants will be invited to validate and advice on the analysis of the data collected from phase two. Each of these phases is will be described and evaluated in more detail in this study Methodology report. In addition to developing approaches that enabled the participation of disability students within the University of Pretoria and Tshwane University Of technology, this study will employ a range of approaches that will enable the participation of a wider group of stakeholders. These included: Using the Student Support Services of the respective universities in the recruitment of participants; The setting up of a project advisory group (mostly involving research participants teachers, the researcher and the coordinators) so as to deal with any distress that might be involved during phase two; Involvement of senior members of the proposed universities during the life of the research. 3.2 Overview of data collection tools The data collection tools that will be used in this study consist of (a) questionnaire and (b) focus groups. Most research studies that employ a participatory approach use these tools. The benefit of using these data collection tools in this study is that participants (students with disabilities) will influence the way each tool is used. 3.2.1 Questionnaire The questionnaire will consist of both demographic and questions related to this study. The research participant will be able to answer open and closed ended questions. Using the appropriate data collection tool, this study will be able to capture responses to these questions approprioately. 3.2.2 The focus group A focus group will be held in phase three to which all the participants will be invited. During these focus group meetings, the researcher will explain to the participants the purpose of the focus group, which is to share with the research participants in this study the initial interpretations of the data that has been collected in earlier phases of participation. The main findings in phase one and two will be summarised and presented to the research participants. For each of the findings, this study will ask the participants whether they expressed their own views and personal experiences and if this study misrepresented the findings or leaving out important contributions that they made in earlier phases of this study. Though there are other data collection tools like observationnaire, case-studies and content analysis, though some of these methods are used in a brief extent in this study, they are not extensively used due to the fact that participatory researches dont usually employ them and the results obtained from them are what this study is trying to get away from. Making the data collection tools this study has taken far more appropriate when undertaking a participatory form of research. 3.3. Research Data Analysis In the phase two of this study; interviews and an Olympus recorder will be used to record the interviews with the participants. The resulting Windows Media Video (WMA) files will be transcribed into Word documents. For some of the interviews, speech recognition software will be used to assist transcription (e.g. a researcher plays the audio files into their head phones and verbally repeats what they hear from the files so that a speech recognition application can capture their words and convert it into written text). Once these transcripts are typed, this study will email the participants to read through and find out if there any corrections or additions that should be noted. These transcripts will then provide the basis from which issues are noted and strategies developed into artefacts. For those students who can write directly onto the interview sheet, the data from the interview sheet will be analysed and a methodological report of each of the accounts will be drawn out of those accounts. In the phase three focus group, an Olympus recorder will be used to record the discussion. The resulting WMA file will be transcribed into a Word document. These discussions will be mainly to determine if all the students voices have been collected correctly. 4. Ethical Considerations. Formal ethical approval for this project will be received through the Ethics Committee of the respective Universities. Four key ethical issues will be identified as needing addressing: Issues relating to gaining access to the students; finding out which students in the university are disabled in order to contact them directly about the project, without breaking confidentiality and data protection rules. There is however key gate-keepers in the University, who are able to facilitate indirect access to disability students across the whole institution. Issues relating to potential psychological distress; there is a very slight risk in this research that participants might experience distress if they chose to recount a particularly negative technology experience. There is also a potential that some participants might be stressed if they felt they are being excluded from taking part and prevented having their say. For this reason this study will deliberately make phase one all-inclusive in that this study will accept collated responses from any and all students who wished to contribute. For phase two, this study anticipate that, depending on how many replies we receive for the participation of this research, this study might need to be selective in order to get a spread of case studies. Issues relating to anonymity and confidentiality are considered. Participants in phase one of the this study which aims to gain feedback on the relevance of our questions, are guaranteed full anonymity. For phase two of the this study, which aims to solicit accounts of the disability students, this study will negotiate with the students, whether or not they wish to be publicly identified; with the condition that if the participants choose for their contributions not be anonymous, those contributions must not publicly identify the identity of other. 5. Recruitment After receiving ethical approval from the respective university departments. With the help the disabilities departments of the respective universities, an information sheet will be sent out to the students with disabilities about the existence of this study and asking for their willingness to participate in this study. There after interview dates are set between the research prospective research participants and the researcher so as to collect the data necessary. 6. Project Plan Work packages March April May June July August September October November Startup/Project Planning Communication Questionnaire Student recruitment Phase 1 all inclusive Phase 2 purposive Data collection Data Analysis Phase 3-Evaluation /Reporting Table 1:Project Plan