International business environment Legal considerations Essay Example

International business environment Legal considerations Paper The legal aspects are important for the business choice. Laws are different in every country. Laws would regulate business practice, define the manner and set down the rights and obligations. This made business have to run within the border set by law and definitely affects the efficiency and profitability when running business in that country. The type of legal system. The legal system in Spain and Korea is based on civil law, while court precedents are not granted official status as law. The Spanish legal system is based on comprehensive legal codes and laws rooted in Roman law, as opposed to common law, which is based on precedent court rulings. Because Japan occupied Korea from 1 910 to 1945, the Korean legal system resembles the Japanese system. After the occupation however, there were attempts to adopt many aspects of the American legal system. It must be remembered that the first civilian government commenced only in 1 992, and thereafter, increasingly more democratic reforms have taken place. Both countries use contracts and they are important for doing business in both countries. Neither Korea or Spain has advantage to the type of legal system. The protection of property right The definition of property right: In economics, property usually refers to ownership (rights to the proceeds of output generated) and control over the use of the means of production. They may be owned privately, by the state, by those who use it, or held in common by society-2 The world property right index 2012 shows the differences between the countries and the countrys world ranking. We will write a custom essay sample on International business environment Legal considerations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on International business environment Legal considerations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on International business environment Legal considerations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer South Korea and Spain are both in the top 40 of the index. Spain ended this year on the 35th place and South Korea on the 40th place. The overall score off all the points together we can say that Spain marred with Korea is better in protection of property rights. In the figure on the next page we compare South Korea with Spain. The higher the score the better protection of property right. Property right is important for running a business because the better protect the better is the stability of the company. Overall score South Korea vs.. Spain in the international world index 2012 3 The protection of intellectual property Intellectual property is a juridical concept which refers to creations of the mind for which exclusive rights are recognized. Under intellectual property awe, owners are granted certain exclusive rights to a variety of intangible assets, such as musical, literary, and artistic works; discoveries and inventions; and words, phrases, symbols, and designs. Common types of intellectual property rights include copyright, trademarks, patents, industrial design rights and in some jurisdictions trade secrets. South Korea has an government organization called SKIP. This is the governmental authority in charge of intellectual property in Korea. The mission of SKIP is to help Korea become an advanced country by providing legal and institutional administration for the creation and utilization of highly creative, value-added intellectual property and by promoting technological innovation and industrial developmen t. In Spain the main law regulating intellectual property protection is the 1996 Intellectual Property Law. With regard to industrial property, no single law covers all aspects. Instead, this is regulated by a package of different laws, including the Patent Law, trade mark law and the law on the legal protection of industrial designs In the international property right index, South Korea and Spain score exactly the name and ends on the 27th place. There are 130 countries in the index so the both are trustful countries. Corruption A country where corruption is low is a really important factor to choose for a country. Corruption costs a lot of money and affects the company negative. Korea has an independent commission against Corruption. The Korea Independent Commission Against Corruption is an independent commission that reports to the President in its fight against corruption and the consequent promotion of the clean administration of South Korea. In a ordinates effort with other monitoring agencies, also known proverbially as watchdogs, the KICK is involved in producing policies and orchestrating preventive activities. 6 Spain has different organizations to fight against corruption. The Special Attorney Generals Office for the Repression of Economic Offences related with Corruption(CAPO) is the biggest and well known organization in Spain. 7 According to the Corruption perception index Spain scores better than South Korea. The Corruption Perceptions Index ranks countries/territories based on how corrupt a countrys public sector IS perceived to be. It IS a composite index, drawing on corruption-related data from expert and business surveys carried out by a variety of independent and reputable institutions. The difference between the two countries is not that big but Spain would be a saver option. Labor law Spain and South Korea have both a minimum wages. The minimum wage in Korea is lower than in Spain which is positive for the production costs. The maximum and average working hours in Spain are also lower than in South Korea. The maximum working hours in Spain are 40 hours a week and in South Korea 48. This is positive for the production because you can have longer days and the costs are lower as well. Forced labor and child labor are prohibited in both countries. In Korea children under the age of 18 may work under certain conditions. In Spain the minimum age is 16. To do so, in Korea they require a special employment certificate from the Labor Ministry, which is rarely issued because education is compulsory until the age of 14. Children under the age of 18 who wish to work require written approval from their parents or guardians. 9 Environmental law South Korea is connected with the ACCENT. This is the Asian Environmental Compliance and Enforcement Network and there is an agreement between 16 Asian countries dedicated to improving cooperation with environmental laws in Asia. The mission of the Ministry of Environment in South Korea is to protect the national territory from threats of environmental pollution and to improve the quality of life for the public. This includes ensuring the people of South Korea can enjoy the natural environment, clean water and clear skies. Furthermore, the Ministry aims to contribute to the global efforts to protect the Earth. In February 2008, the Korea Meteorological Administration became an affiliate of the Ministry of Environment to facilitate countermeasures against climate change In Spain the central government represents Spain in the European Union and transposes European legislation into Spanish law. It is responsible for adopting national legislation on the basic and common aspects of the environment. Both countries take the environment more than serious because it can effect business and people. The better and stricter the environmental law in the country the better and more effective you can produce your products. Nowadays the mission of most companies is to be green and fight against global warming. The regulations in Europe / Spain are more strict than in Asia what can be a reason to choose for Spain.

SAT Standard Deviation What Does It Mean for You

SAT Standard Deviation What Does It Mean for You SAT / ACT Prep Online Guides and Tips If you've ever glanced through any of the year-end College Board data reports, you may have seen information about the SAT standard deviation. Unfortunately, the reports just list the numbers and then move on, without explaining at all what these numbers mean. So how is info about the SAT mean and standard deviation useful to you? In this article, we’ll explain what the term standard deviation refers to and what it means for you and your SAT score. Feature image credit: Bell Curve by Abhijit Bhaduri/Flickr Bonus: Looking for the very best guides to every SAT section? Check out our top guides for every single section of the SAT. Choose the score level you're aiming for: 800 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring a 600 or above on a section, and you want to get the highest SAT score possible. 600 Score Guides: SAT Reading | SAT Writing | SAT Math | SAT Essay Choose these guides if you're scoring below a 600 on a section, and you want to boost your score to at least a 600 level. These are the very best guides available on boosting your SAT score, section by section. They're written by Harvard grads and perfect SAT scorers. Don't disappoint yourself - read these guides and improve your score today. What Is the SAT Standard Deviation? The standard deviation of a set of numbers measures variability. Standard deviation tells you, on average, how far off most people's scores were from the average (or mean) score. The SAT standard deviation is195 points, which means that most people scored within 195 points of the mean score on either side (either above or below it). SAT standard deviation is calculated so that 68% of students score within one standard deviation of the mean, 95% of students score within two standard deviations of the mean, and 99+% of students score within three standard deviations of the mean. If the standard deviation of a set of scores is low, that means most students get close to the average score (in this case, 1060). This is pretty clearly not the case with the SAT, because otherwise schools that boast 1300+ average SAT scores for admitted students would have no students. By contrast, if the standard deviation is high, then there’s more variability and more students score farther away from the mean. Based on the most recent data released for the SAT, the standard deviation is relatively high, meaning that there is quite a bit of variability in how students score on the SAT. Below, we’ve created a table with the data about the SAT mean and standard deviation for each section of the test, as well as the mean and standard deviation for total SAT scores. SAT Participation and Performance Mean Standard Deviation Total 1060 195 EBRW 533 100 Math 527 107 Note: this table only includes data drawn from the most recent test scores of 2017 high school graduates. Hardeep Singh/Flickr What Does the SAT Bell Curve Look Like? The bell curve for SAT scores is pretty close to an ideal normal curve. Since the average score is higher than the midpoint of the range (1060 instead of 1000), it's a little shifted over to the right, but otherwise the SAT bell curve is a regular bell shape. Because the SAT standard deviation for total SAT scores is 195 and the mean is 1060, we can do a little quick math to figure out the score ranges for the first, second, and third standard deviation. % of SAT scores in range Total Score Range EBRW Range Math Range 68% 865-1255 433-633 420-634 95% 670-1450 333-733 313-741 99+% 475-1600 233-800 206-800 To help you better visualize the distribution of SAT scores, we've graphed out the SAT bell curve (in blue) for composite SAT scores (out of 1600) and added in lines for the mean and each of the standard deviations. The green line in the chart is the average SAT score (1060), while the lines on either side of the mean represent the boundaries of the different standard deviations. The two yellow vertical lines on the chart represent the first standard deviation scores, 865 and 1255. The scores of 68% of all students who took the SAT fall in between those two lines. The two orange lines on the chart represent the second standard deviation scores, 670 and 1450. The scores of 95% of all students who took the SAT fall in between the two orange lines (including the 68% who scored between an 865 and a 1255). The two red lines on the chart represent the third standard deviation scores, 475 and 1645. Technically, because the SAT only goes up to 1600, there are no students who scored above that, which is why the blue curve of all student SAT scores stops abruptly at 1600. The scores of about 99% of all students who took the SAT fall between the two red lines, with the remaining 1% falling below the leftmost red line (scores of 475 and below). Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Why Does the SAT Standard Deviation Matter? As a student, the exact details of the SAT bell curve and standard deviation aren't going to be all that relevant. Most of the info you’d get from standard deviations you can just as easily get from the information about your percentile rank that's included on your score report. For instance, knowing you’re in the 98th percentile is probably more useful to you than knowing you’re a little more than two standard deviations above the mean SAT score. Learn How Much Scores Vary The size of the standard deviation can give you information about how widely students' scores varied from the average. A larger standard deviation means there was more variation of scores among people who took the test, while a smaller standard deviation means there was less variance. As we discussed above, the SAT standard deviation is 195, which is relatively high and therefore indicates there's a lot of variation in scores among students who take the SAT. Practically speaking, this means that high-achieving students have to get relatively high scores in order to distinguish themselves. To do better than 98% of students on the SAT with a mean of 1060 and a standard deviation of 195, you must get a 1450 or higher on the test. Discover How Your Score Stacks Up The standard deviation of SAT scores is also useful information because it gives you a good general idea about how well you performed, compared to other students. Based on which standard deviation you fall into, you can even figure out your rough percentile score (if you don't know it). If your SAT score is more than one standard deviation above the average SAT score, then you did better than about 84% of students, which puts you in a strong position for most state schools (including UMass Amherst, University of Cincinnati, and UT San Antonio) and some private schools (like Pace University, Temple University, and Quinnipiac University). Similarly, if your score is more than two standard deviations above the mean SAT score, then you did better than around 97% of students, which is great and makes you a strong candidate for more competitive schools like NYU, UMich (Ann Arbor), and even Ivy-League schools like UPenn and Brown. On the other hand, if your score is more than one standard deviation below the mean, you definitely have your work cut out for you if you want to be a competitive applicant for most schools. You’ll need to put in some serious study time to boost your score up to an 860+ score level. Bonus: Want to get a perfect SAT score? Read our famous guide on how to score a perfect 1600 on the SAT. You'll learn top strategies from the country's leading expert on the SAT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide today and start improving your score. What’s Next? Ready to get more precise information of how your SAT score compares to other students' scores? Check out our article on SAT scores and percentiles to figure out where you fit in. Are you a high-achieving student with high SAT score dreams? Learn what SAT scores you need to get into the Ivy League here. What if you're worried your score might be too low to get you into college at all? Find out what the minimum SAT score for college is here. Need to figure out what SAT score to aim for in the first place? We have a complete guide to setting your target SAT score in this article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

How to Teach English Pronunciation Skills

How to Teach English Pronunciation Skills Teaching English pronunciation is a challenging task with different objectives at each level. This guide on how to teach pronunciation provides a short overview of the main issues to be addressed at each level, as well as pointing to resources on the site, such as lesson plans and activities, that you can use in class to help your students improve their English pronunciation skills. Following each level are a few suggestions for level appropriate activities. Finally, the best way to help students improve their pronunciation skills is to encourage them to speak English as much as they possibly can. Introduce the idea that even when doing homework students should be reading aloud. Learning to pronounce English well takes muscle coordination, and that means practice - not just mental activity!   Beginning Level English Learners Key Points: Syllable Stress - students need to  understand that multisyllabic words require syllable stress. Point out common syllable stress patterns.Voiced and Voiceless Consonants - Teach the difference between voiced and voiceless consonants. Have students touch their throats to note the difference between z and s and f and v to demonstrate these differences.Silent Letters - Point out examples of words with silent letters such as the b in comb, -ed endings in the past for regular verbs.Silent final E - Teach the influence of the final silent e generally making the vowel long. Make sure to point out that there are many exceptions to this rule (drive vs. live). Discussion: At the beginning level, English learners need to focus on the basics of pronunciation. In general, the use of rote learning is best for this level. For example, the use of grammar chants is a great way to help students pick up pronunciation skills through repetition. Teaching the IPA (International Phonetic Alphabet) is too challenging at this point as learners are already overwhelmed with the challenges of learning a language. Learning another alphabet for pronunciation is beyond the capability of most beginning level English learners. Certain patterns such as silent letters in English and the pronunciation of -ed in the simple past is a good starting point for future pronunciation drills. Students should also learn the difference between voiced and voiceless consonants. Beginning Level Pronunciation Activities Slap That Word! - Fun game for learners asking them to associate words that are posted on the wall of the classroom. This exercise will reinforce pronunciation patterns during a fun, competitive activityRead and Rhyme - Rhyming game asking students to come up with words that rhyme with others presented on cards. Intermediate Level English Learners Key Points: Use of Minimal Pairs - Understanding the small differences in pronunciation between similar words is a great way to help students notice these differences.Word Stress Patterns  - Help students improve their pronunciation by focusing on short sentences using standard word stress patterns.  Introduce Stress and Intonation - One of the best ways to help students is to focus their attention on the music of English through the use of stress and intonation.   Discussion: At this point, English learners will feel comfortable with relatively simple pronunciation patterns in English. Moving on to exercises using minimal pairs will help learners further refine their pronunciation of individual phonemes. Intermediate level learners should become aware of common word stress patterns, as well as sentence stress types. At this point, students can also begin becoming familiar with the IPA. Intermediate Level Pronunciation Activities IPA Symbol Card Game - This card game helps students learn phonetic symbols. Cards are included on the site that you can print out and use in class.Tongue Twisters - Classic English tongue twisters to help students focus on some of the more challenging phonemes. Advanced Level English Learners Key Points​: Refine Understanding of Stress and Intonation - Further students understanding of stress and intonation by changing up particular words stress to change meaning.Use of Register and Function  - Introduce the idea of changing through pronunciation depending on how formal or informal the situation is.   Improving pronunciation through a focus on stress and intonation is one of the best ways to improve higher intermediate to advanced level English learners. At this level, students have a good grasp on the basics of each phoneme through the use of exercises such as minimal pairs, and individual syllable stress. However, English learners at this level often focus too much on the correct pronunciation of each word, rather than on the music of each sentence. To introduce the concept of stress and intonation and the role it plays in understanding, the students first need to understand the role of content and function words. Use this lesson on practicing stress and intonation to help. Next, students should learn how to use sound scripting - a way of marking up texts to help prepare for reading aloud. Finally, advanced level students should be capable of changing meaning through word stresses within sentences to bring out contextual meaning through pronunciation. Advanced Level Pronunciation Activities IPA Transcription Lesson - Lesson focusing on continuing students familiarity with the IPA in order to focus on the issue of connected speech in English.Pronunciation Activities  from FluentU  - Make pronunciation fun with these clever ideas.

The effect of feedback on learners of a Foreign Language in the Dissertation

The effect of feedback on learners of a Foreign Language in the development of the writing skill - Dissertation Example Although writing is one of the most important aspects of language learning, it has been observed that when learning second language much emphasis is on the fluency of speech and error free writing is neglected. A written piece of work with grammatical and other errors is a real eyesore and shows poor command over the language. Writing in a second language is difficult for students mostly because they do not have sufficient working knowledge of the target language. The biggest challenge the students of second language face is writing an error free composition. Error free composition in second language is possible through practice and through the guidance of the teacher in the form of feedback. Research shows that feedback plays an important role in language learning as it not only helps in the development of writing skills of the students but it also improves the general language learning (Hyland 2011). Teachers give different type of feedback in different situations; usually errors i n speech are corrected on the spot while errors in writing are corrected after some time. Teachers either simply point out the errors or sometimes write comments. Self-correction and peer correction are common techniques for error correction but learners have little confidence in these techniques and prefer their teachers’ remarks. ... Written comments from the teachers, on the other hand, are not easy to ignore and cannot be forgotten and are thus the most preferred form of feedback used in teaching. Though written feedback is very useful in helping students develop their writing skills while learning a foreign language, empirical evidence gleaned from experience of teaching written French language skills to undergraduate students, shows that there is a lack of engagement with written feedback on their written language assignments. This impedes student progress in target language acquisition. This research study aims to identify how students engage with written feedback provided by their teachers and while focusing on undergraduate French students aims to explore the level of engagement of students with different forms of responses in the area of language learning. This qualitative research project that started from the premise that students may be unaware of the ways in which feedback can be exploited as a valuab le learning tool, progressed to identify the ways in which students currently respond to feedback from their tutors and how and why they feel a certain form of feedback is more effective. Based on the findings, this study also suggest new ways of delivering feedback in different formats and how the written feedback can be improved further in ways that are considered more effective by the students.   1.1 Background and Context Despite the paramount importance of written feedback on the assignments of students learning foreign language, less emphasis is placed on research in this area. There has been research on what students perceive about writing in a second language (Ismail 2011); also teaching writing to students of foreign language (Gaudiani 1981; Caywood & Gillian

How does Ethnomethodology differ from Symbolic Interactionism Essay

How does Ethnomethodology differ from Symbolic Interactionism - Essay Example The study starts with making sense of any object or activity. The Ethnomethodology has reflective and indexicality features in it. The response of the respondent is interpreted on the basis of his reflexive method. The ability to making sense out of any object or thing depends on the context of the object or thing too. The symbolic interaction explains the changing roles and role perception of an individual in the society. The symbolic interaction has three main things in it. The first is meaning, language and the last is thought. Individual tries to interpret the meaning through his thought process and works accordingly. Ethnomethodology tries to make sense out of things or activities. These study the underlying concepts and assumptions based on which that particular behaviour takes place. Both the studies have contributed in the development of a different thought flow and given food of thought to many researcher and academicians. The complex area of Sociology includes the questions of its beginning. Various societies tried to understand its society structures and social behaviours. In the past the drawbacks of studies or thoughts were analysing life with the help of magic and superstitions. These observations based on superstitions, magic and stars were inadequate. The subject required systematic research based on observations and research and development of theories to support the studies. In the middle of 19th century observers begin to use scientific theories and methods to test their ideas and support them scientifically. This started in Europe due to the Industrial Revolution and rapid change of the societal structure of Europe. It was a transition phase for European culture and society. Industrialisation, modernisation and urbanisation kind of phenomenon were taking place. The life, dependency of life on agriculture shifted. The strong structure of village and cities were getting replaced with Trade or ganisations and

Arsenic and Old Lace Essay Example for Free

Arsenic and Old Lace Essay The play opens in the living room of the Brewster home, where Abby and Martha Brewster, and their nephew, Teddy live. Teddy, who is rather crazy, believes himself to be Theodore Roosevelt. Mortimer enters and announces to his aunts that he intends to marry Elaine, the minister’s daughter, whom he is taking to a play that evening. Things begin to unravel as Mortimer lifts the lid to the window seat. He discovers the dead body of Mr. Hoskins and assumes that Teddy has killed him. However, Abby and Martha tell Mortimer that it was they who poisoned the man with their homemade elderberry wine and that he is the eleventh (or twelfth) gentleman they have poisoned. Meanwhile Teddy is down in the cellar digging what he believes is the Panama Canal but is in reality a grave. Mortimer and Teddys brother Jonathan arrives. Jonathan is accompanied by Dr. Einstein, a plastic surgeon. Dr. Einstein has operated on Jonathan so that he looks like Boris Karloff, the horror film star. Teddy invites Einstein to join him in the cellar, where he believes he is digging the Panama Canal. Einstein quickly returns and confides to Jonathan that there is a hole large enough to bury Mr. Spenalzo (a man Jonathan recently killed) after everyone goes to bed. Once the lights are out and everyone is supposedly asleep, Teddy goes to the window seat to get Mr. Hoskins. At the same time Jonathan and Einstein go to their car to get Mr. Spenalzo. Both plan on burying the bodies in the cellar. Lights blink on and off, bodies are moved from the window seat to the cellar to the car outside, accusations and threats fly back and forth. Due to the commotion at the house, Officer OHara stops by to make sure all is well. When he is sure that everything is alright, he shifts topics and asks Mortimer of a play he is writing. Just then, the lieutenant bursts in and recognizes Jonathan as an escapee from a prison for the criminally insane. Jonathan tells the officers about the bodies in the cellar, but they dont believe him and take him off to prison. Einstein gets away, and Teddy is certified insane and taken to the Happy Dale Sanitarium. Mortimer happily agrees when his aunts insist on going to Happy Dale with their nephew. The aunts then kindly inform Mortimer that he is actually not a member of the Brewster family. He was an illegitimate child and thus can marry Elaine without fear of passing the Brewster insanity on to his children. Mortimer happily departs, but before the women leave their house, they offer a drink to the head of Happy Dale, Mr. Witherspoon. Witherspoon is a lonely older gentleman, and he gladly accepts a glass of the spiked elderberry wine.

Divorce is An American Family Tragedy Essay -- Informative Essays Fami

In America today, one of our main life goals is to marry the person we fall in love with, live happily ever after, and skip gleefully away to live the American dream. In most cases, after marriage then comes children which starts a family. This has been a part of human nature since the beginning. Marriage and family are the backbone of our culture. Families need each other for support, dependence, learning, love, encouragement, and ultimately survival. Parents are the ones that supply these needs, meanwhile supplying their own needs by depending on each other for love and support. Only the two of them can give this support because of what they are to each other, husband and wife. When two people get married, they are obviously in love and feel that they want to spend the rest of their lives with each other. They make the ultimate commitment to love one another and one another only, forsaking all others til death do they part. So if this is such an important part of our culture and we have such high goals to get married, then why do 40% of marriages end in divorce? Why does America have the highest divorce rate in the world? What makes couple who previously had fallen madly in love fall out of love and into divorce? What are the main causes of divorce and what are some of the warning signs that you, if you are married or soon to be married should be award of if you do not want your marriage to fail and become one of the statistics? There are many reasons people divorce and there are always very unique circumstances around certain divorces. According to the U.S. Bureau of the Census taken in 1992, younger people are marrying for the first time and only about 50-60% of these couples? marriages are surviving. That... ... of Denver and PREP Inc. Adults and children are at increased risk for mental and physical problems due to marital distress and divorce. Marital problems are associated with decreased work productivity, especially for men. Married men and women in all age groups are less likely to be limited in activity due to illness than single, separated, or divorced individuals (National Center for Health Statistics, 1997). Also children living with a single parent or adult report a higher percentage of activity limitation and higher rates of disability. They are also more likely to be in poorer health than children who do not come from a divorced family. Think about this before you untie the knot. The dangers that financial problems, lack of communication, and failure to work together as a team can impose on your marriage or future marriage can have devastating effects.

Food Inc Movie Monsanto Essay

Food, Inc. reveals the shocking truths about the food and food chain that America eats. It narrates the industrial production of meat (chicken, beef, and pork), grains and vegetables (primarily corn and soybeans) and lastly about the major food corporations involved. The movie makes us aware about the food that we eat, the hidden politics about the production systems and economic and legal power that the food companies possess. As the film advances, it demonstrates the rise of current method of raw food production as a response to the growth of the fast food industry of the 50’s as compared to traditional methods. It makes a strong point by highlighting that a few multinational corporations who dominate the modern food chain and its production have skewed interests. The emphasis of these food corporations like Monsanto is on business and profitability rather than food quality or health and safety – of the food itself, of the animals produced themselves, of the workers on the assembly lines, and of the consumers actually eating the food. Production of large quantities of food at low direct inputs (most often subsidized) result in enormous profits, which in turn marks greater domination of the global supply of food sources by selected few food corporations. The government conveniently overlooks the power exercised by the food companies in pursuit of cheaper food regardless the negative repercussions. Regulatory agencies, USDA and FDA, sparing from the public eye give their consents to the food corporations such as Monsanto, to manipulate with the public health in exchange of bigger returns. The government approved bigger-breasted chickens, the perfect pork chop, insecticide-resistant soybean seeds, tomatoes that will not go bad are the negative gifts presented by these corporations. Companies like Monsanto throw more science at the problems to bandage the issues instead of uprooting the problem. As a result, new strains of E. coli- the harmful bacteria that causes illness for an estimated 73,000 Americans annually have emerged due to the inappropriate business behavior of the food corporations. The increasing obesity levels, particularly among children, and an epidemic level of diabetes among adults is a gift from the food corporations.

Modern Ideas for Treating Epilepsy

IntroductionEpilepsy is a chronic disorder characterized by recurrent unprovoked seizures, and is associated with a variety of medical conditions and neurological diseases. â€Å"Antiepileptic medications attempt to treat this chronic seizure propensity, and, by definition, antiepileptogenic drugs aim to prevent the natural history of the epileptic disease† (Raman, Rho, & Cavazos, 2004).Epileptic seizures are paroxysmal clinical events arising from neuronal hyperexcitability and hypersynchrony of the cerebral cortex, either locally or simultaneously in both hemispheres. A seizure occurs when there is a sudden imbalance between the excitatory and inhibitory inputs to a network of neurons such that there is overall excessive excitability.The behavioral manifestations of a seizure depend on the area of the area of the cerebral cortex that is involved – directly, in the seizure focus, or indirectly, through recruitment and propagation of this abnormal paroxysmal neuronal ac tivity. Convulsions are defined as seizure that includes motor manifestations such as repeated and rhythmic jerking of the limbs, most often due to involvement of the motor cortex. Anticonvulsant drugs are medications that attempt to compensate for this abnormal cellular hyperexcitability by shifting the delicate balance back toward its normal state.Treatment for EpilepsyProspective population-based studies have demonstrated that 65-70 per cent of patients attain at least a 5-year remission and that half of these will successfully stop treatment. Thus, the â€Å"long term prognosis of epilepsy is good for most patients with a short history of seizures† (Appleton, 2001). The question arises as to when treatment should be started and when it can be stopped. Prophylactic treatment may be undertaken in patients with a high prospective risk of epilepsy after head injury and craniotomy for various neurosurgical conditions, although no evidence exists that antiepileptic treatment is effective in such cases.â€Å"The main form of treatment for epilepsy is drugs† (Scambler, 1989). The majority of people can be rendered seizure-free by pharmacological mean, although chronic intractable epilepsy develops in approximately 20 per cent of cases. Occasionally surgery may be appropriate for those who have a single discrete focal abnormality and whose seizures have been unresponsive to drug therapy, but the proportion of those with epilepsy likely to benefit from surgery will probably remain small. Sometimes people can learn to control their seizures by avoiding clear precipitants, for example alcohol or lack of sleep. But the large majority requires anti-convulsant medication, often over a period of many years.Five drugs are commonly used for the management of partial and grand mal seizures: phenytoin, carbamazepine, sodium valporate, phenobarbitone and primidone. All show similar therapeutic results, but phenobarbitone and primidone tend to be used less because of their sedative effects.  Unfortunately, other studies have shown the â€Å"high incidence of behavioral side-effects from the treatment† (Là ¼ders, 2001), an important issue when weighing the pros and cons of continuous therapy.These side-effects occur in 40% of treated children and include irritability, hyperactivity, sleep pattern disturbances, and the possibility of diminished intelligence, but its effectiveness has now been questioned. Mephobarbital has the same side effects as Phenobarbital and phenytoin and carbamazepine do not appear to be effective. The potential role for newer antiepileptic drugs such as lamotrigine and gabapentin is unknown.  The Consensus Development Conference on Febrile Seizures attempted to make the best possible recommendations regarding treatment. The panel recommended ‘considering’ continuous anticonvulsant prophylaxis only in the presence of any known high-risk factors. In this basis, only a small percentage of children would require treatment.References:Appleton, R. (2001). Epilepsy (4th ed.). Massachusetts, USA: Informa Health Care.Là ¼ders, H. (2001). Epilepsy: Comprehensive Review and Case Discussions. Great Britain: Informa Health Care.Raman, S., Rho, J. M., & Cavazos, J. E. (2004). Epilepsy: Scientific Foundations of Clinical Practice. New York – Basel: Informa Health Care.Scambler, G. (1989). Epilepsy. New Fetter Lane, London: Routledge.

Agoraphobia Disorder or Panic Attack Essay

Agoraphobia Disorder or Panic Attack Essay Agoraphobia Disorder Essay Example Agoraphobia Disorder Essay Example Agoraphobia is a disease that is closely connected with the Panic Disorder. People with such disease are afraid to go into places or events where they have experienced panic or stress attack and anticipate it to happen again. Usually, a person who suffers from agoraphobia avoids visiting public places because he/she feels a need to escape or expects to be physically offended. Shopping centers, public transport and sports areas are the taboo places, which sick people refuse to visit. This paper discusses the clinical evolutionary learning of agoraphobia, its relation to PD and PA and causes of AG development. This paper explores six historical and social background publications that report on results from explorations conducted on different indications and classifications of agoraphobia disorder. However, the paper varies in DSM characteristics and AG relation to PA and PD neurosis. Wittchen et al. (2010) mentioned that only 23,5% of people suffering from PA developed agoraphobia and 50% developed PD. Despite various attempts to specify the features of agoraphobia, the assumptions still exclude each other. This paper discusses the clinical evolutional learning of agoraphobia, its relation to PD and PA and the contextual influences on AG development. Agoraphobia in Revision of the DSM and ICD The mid-80s were distinct by performed striking differences, such as self-rating tools, unstructured system and diagnostic without symptomatic focus. Panic attacks were directly associated with various disorders (substance and mood disorders, anxiety are actually not key identifications of agoraphobia or panic disorder). In addition, here is no large risk for PD or PA to be a result of agoraphobia disorder. According to DSM-IV-TR, only 2,4% of sick people developed PD and 11,6% developed PA. (Wittchen et al., 2010, p. 118). A number of issues caused medical interest towards fears and phobias, including agoraphobia. First, it is connected with the high percentage of agoraphobia disorder among others forms of phobias. Second, the structural composition of the phobias is not constant. It is noticeable along with the affective, sensory, vegetative and dietary components. Third, agoraphobia is a disease that hardly passes without any treatment. The disease is more inclined to progression and needs a long-term treatment. The first time agoraphobia was mentioned in 1871 (Westphal’s classical description) as a paradigm for nervous disorders. Until the introduction of DSM-III-R, AG was identified in the medical literature as a regular phobia or neurosis. In 1970s agoraphobia was codified as a distinctive syndrome of multiple fears (ICD-9) and it retains the same codification today (ICD-10). In the USA, the agoraphobia within DSM system was considered a result of subdividing phobic nervous and anxiety disorder (DSM-III). The DSM-III has such symptoms as fear of being alone, avoidance of public places or panic attack when being there (especially under assumption of unavailable help in case of sudden incapacitations). In fact, the DSM definition is not very different from other learned disorders and the ICD explanation of agoraphobia, which is one of the disadvantages of the system. In 1980, agoraphobia was rather considered a form of panic attack (PA) than a special form of phobia. It was explained by temporary panic attacks on the initial phase of agoraphobia development and diagnostics omissions. The person developed an increased anticipatory fear of having panic attack and, therefore, in different ways tried to escape or avoid the indicators that cause them. The diagnosis of AG without panic attacks was made when the history of panic attacks was lost. Beginning from DSM-III-R, AG was described as a typical response to cases when PA had occurred. In addition, the AG in DSM-III-R was seen exclusively as a secondary complication and it was attached to panic attacks and panic disorders as an opposition to popular clinical and experimental achievements. According to Wittchen et al., â€Å"with consecutive DSM revision, the residual status of AG within the construct of PA and PD has been increasingly more pronounced† (2010, p. 115). DSM-IV-TR recognizes agoraphobia as impossible to code disorder. Alternatively, the panic disorder with agoraphobia or agoraphobia without the history of PD was provided within code disorders of agoraphobia similarity. The DSM-IV-TR is represented by complex differential diagnostic description with important considerations. It restricts the disease to people, who have AG related to fear of PD symptoms (e.g. diarrhea or dizziness). Thus, the specific diagnosis prescription was based on the definition o f two syndromes, including panic attacks (a complex of mental disorders) and agoraphobia (as a part of panic disorder or AG without the history of PD). Additionally, the discrepancy between DSM and ICD increased. The ICD-9 and ICD-10 retained agoraphobia as a separate disorder, not a form of PA or PD. The DSM-IV-TR defines agoraphobia in a different way than it was done before. In classical variations, the diagnosis was tied to PA or PD concepts. The DSM-IV-TR defined panic attack as a symptom. According to Barlow, â€Å"this conceptual development was based mainly on the observation in some studies, which use DSM-III-R criteria, AG patients without PA or extremely panic-rare features† (Barlow, 2002, p. 30). Thus, the assessment instruments and diagnostic criteria suspect the opinion that agoraphobia cannot be diagnosed without the context of panic-like symptoms or primary panic attacks. The implicit hierarchical DSM-IV made impossible to create systematic scheme as a productive solution, since the different diagnostic interviews and two discrepant medical criteria regress the treatment. It is important to mention that both panic attacks and PD are comorbid with agoraphobia. Some AG patients may develop their disease under the influence of panic-like symptoms and PA. On the other hand, the agoraphobia is an independent disease, the PA and PD are causally linked to agoraphobia and the clinical utility diagnoses AG as a separate disease. In addition, the researches on how to specify the explicit criteria to agoraphobia continue. One of the treatment disadvantages is that there is an undefined solution of how to diagnose patients whose DSM-IV-TR required symptoms of PD or PA were not noticed. There is a discussion whether in such cases it is better to diagnose NOS (anxiety disorder) or a DSM phobia. The general definition of the agoraphobia needs more specific characterization â€Å"and cues beyond the occurrence or fear of panic-like symptoms† like phobias (Wittchen et al., 2010, p. 115). A mistaken omission makes it impossible to specify mandatory criteria. For instance, when a person recognizes that his fear is unreasonable, excessive and notices the exposure cases and impairment symptoms. A characteristic cluster must be defined when the agoraphobia syndrome covers two to four prototypical situations (as stipulated in the ICD-10 demand). DSM-IV-TR has no such characteristic that is why the DSM studies define the diagnosis without constant compulsory symptoms (Social or Specific Phobia). Overall, the DSM-III modified the diagnostic qualification of the agoraphobia. It was critically reexamined as overinclusive, since it did not restrict agoraphobia to obvious avoidance behavior. In DSM-III-R, agoraphobia was diagnosed, when a person experienced anxiety about having panic attacks, and avoided to be alone or in distress. Nevertheless, this idea can be neglected, because a person can travel alone despite the need of having somebody near. In addition, the classification of AG levels was omitted, including none, mild, moderate, severe. DSM-IV â€Å"is no longer the case with situational avoidance of equal footing with distress and use of companions† in establishment of the dichotomous diagnosis of agoraphobia (whether it is present or absent) (APA, 2000, p. 18). Schmidt and Cromer (2008, p. 161) criticized it, because the reduction of the agoraphobia specification from 4-point scale to present/absent dichotomous means that the last one is superior and has better organized assessment of phobias. As a result, the clinical utility and predictive value decreased. Thus, both opinions left the issue unresolved. One of the advantages is that now there are few options outline the key positions on agoraphobia in DSM-V. First, agoraphobia must be excluded as a classification diagnosis and become an additional part of PD. Second, AG must be recognized as a specific phobia. Then, the existing diagnostic categories must retain panic disorder without agoraphobia, panic disorder with agoraphobia, and agoraphobia without the history of PD. Finally, there must be more explicit diagnostic criterion for agoraphobia as a separate category. Clinical Evidence Since 1980s, the global medical explorations concentrated on the modified examination of panic disorder, panic attack and agoraphobia across the world. The criteria were chosen by the models of DSM-III, III-R and DSM-IV. The result demonstrated a spontaneous tendency that rates of agoraphobia without PD are higher than the ones with panic disorder. This factor includes both children and adults. In addition, it was found out that more than a half of the people who suffer from agoraphobia have no panic attacks. The studies had various amount of criteria, which caused assessment and methodological variations, but did not provide a definition of the true differences (like space and cultural influences). Thus, the studies of 1980’s (Diagnostic Interview Schedule – DIS, when even one AG case defined the diagnosis, were changed by the CIDI (Composite International Diagnostic Interview) were influential on the understanding of the agoraphobia. CIDI requires more than the case f or DSM-IV-R criteria, which caused the AG decrease by half and revealed less cases of panic disorder with agoraphobia. The USA studies demonstrate moderation of clinical settings, which has positive progressive impact on further treatment. The clinical practice rarely meets the cases of agoraphobia without the history of PD. C. Faravelli defined eight clinical studies, â€Å"seven with low sample sizes, citing four studies with not a single case of AG without panic and four studies reporting 2-31% of PA among AG patients† (Wittchen et al., 2010, p. 117). PA, PD and AG Temporal Relationship Some studies attempted to define whether agoraphobia has constant relation to spontaneous panic attacks or panic-like symptoms. The clinical and epidemiological experiments and observations demonstrated no evidence for this assumption. The major amount of agoraphobics never experienced panic-like symptoms, PD or any other type of neurotic diseases that preceded the onset of AG. Furthermore, clinical retrospective studies used sensory methods to find prior clinical symptomatology. As a result, before the first panic attack more than a half of patients with agoraphobia had prodromal symptoms such as general anxiety and hypochondriasis. In addition, the research found considerable degree of discrepancy that failed. Nevertheless, it was observed that in up to 50% of all suffering from the AG, PA precedes agoraphobia, â€Å"providing some support for the assumed aetiopathogenic pathway implied in DSM-IV-R† (Wittchen et al., 2010, p. 118). In fact, the concept of panic-agoraphobia spectrum was not taken into consideration with further assuming of reciprocal connection (this aspect is not supported by epidemiological evidence). In advance, the prospective clinic investigations rarely can succeed. One of them described systematical symptoms of agoraphobia, panic disorder and panic attacks. Critical Methodology The evidence that panic-like symptoms and panic attacks frequently play an important pathogenic role in agoraphobia progression was not supported by epidemiological studies. The new methodological grounds proved that the diagnostic interviews were not valid. The experts suppose that those diagnostic tools that are based on background observations that agoraphobia without panic attack and panic disorder is rarely a priori in clinical samples are not able to assess panic issues with sufficient accuracy. Since 1900, a few publications partly neglected CIDI criteria. The main idea of the new algorithmic is requirement of minimum two reported situations before AG diagnosis prescription. A smaller amount of such cases is classified as phobia NOS. As a result of such modification, the general rates of agoraphobia, panic arracks and panic disorders were substantially reduced. Despite such methodological appraisals are considerably sophisticated, some researchers believe that there are omissions in this conception. Age, Gender and Socio-Demographic Issues There is no systematized and generalized description of age and gender difference between agoraphobia and panic disorder. There are few differences between such characteristics of PD and PA with and without agoraphobia. Female preponderance within AG without panic attacks was higher than for panic disorder (American Psychiatric Association, n. d.). The retrospective cross-sectional studies made a conclusion that two thirds of all panic disorder cases appear before 35 years old. There is a rare substantial incidence risk in childhood and adolescence. There are differences between PD with agoraphobia and AG without panic attacks, but there is no notable difference between agoraphobia and panic disorder under the age and gender context. It was noticed, that people who suffer from agoraphobia without panic disorder and PD/AG in most cases have no jobs or they are disable. This conclusion allows assuming that agoraphobia is more widely spread in developed countries with busy and stressful life styles. Thus, a powerful impact of stress a person can experience due to some situations has a very strong influence on nervous system with harsh consequences. Genetic and Familiar Factors The anxiety neurosis and panic disorders are different and, thus, the genetic factors cannot be always an indicator of the possible disease within defined family. Nevertheless, the parental history of agoraphobia and panic disorders can take the core role in further development of panic symptoms in the next generations. Moreover, it can cause development of other diseases or disorders that can be harder to treat due to the factors mentioned above. During the last few decades of medical investigations, it was notified that the higher risk of blood relatives to become AG patients is not confined to agoraphobia. There is a gap in differential algorithm of familial aggregation of agoraphobia and PA/PD. Additionally, the risk for panic disorder might be higher than for agoraphobia. Moreover, agoraphobia and liability of panic attacks cannot be suggested to be on one AG-panic continuum, since agoraphobia is not closely associated with PD aggregation. In more simple way, without any symptoms of PD, agoraphobia cannot be revealed. On the other hand, any parental panic disorder or hard agoraphobia increases the risk to develop anxiety symptoms in offspring. Wittchen et al. (2010) estimated heritability in 61% for agoraphobia and 43-48% for panic disorder (p. 121). The female disorders are more frequent due to possible physiological and hormonal peculiarity, which causes higher heritability. AG Treatment Few studies examined possible opportunities for optimized and effective treatment of all three conditions. The adequate treatment is a financial topic for discussion, because only 42, 1% of agoraphobia diagnosed without PD and 41, 2% of suffering from PD gets enough help. In addition, there are obvious differences between AG without PD patients and PD group, who are not supported by the governmental health care system and psychiatric treatment. Moreover, the panic disorders are more frequent than agoraphobia, which also influences patients to seek for different professionals, since each disease has different complications and characteristics. Furthermore, the situation depends on type and methods of the health care system. For example, the USA and Germany created a structure in a way that the psychotherapists care about AG without PA treatment, whereas PD is a specialization of psychiatrists. Panic disorder and panic attack rarely exist in pure forms. Both are closely associated with other common or somehow related diseases, such as mood, substance and somatoform disorders. In the context of possible transitions from one disorder to another, it was noticed that PAs are strongly connected with psychopathology, but not necessarily characteristic to PD, agoraphobia or other neurotic disorders. Moreover, some commonwealths were found to use substances for psychotic and anxiety disorders. In opposition, agoraphobia is rather connected with the depression and highest probability of anxiety neurosis. Thus, with regard to the issues within PD without AG, AG and PD, the epidemiological studies demonstrate the conclusion that agoraphobia (without panic attacks) and panic-like disorders reveal common disability findings. The most impairing and frequent conditions are PD/AG. There is little evidence of specific differences between agoraphobia without PD and PA. The special observations demonstrated that agoraphobia rather belongs to phobias category, and PA and PD are comorbid disorders. Previously, the treatment was general: there were typical clinical courses of establishments of the space limited type for those who were not able to get better. Sometimes such people were considered as the ones mentally sick who only pretend of being scared. In contrast, the clinical agoraphobia treatment is considered as persistent (SSRI, Benzodiazepines). The clinical agoraphobia treatment is considered as persistent. First, the treatment includes antidepressants (both short and long-term usage). Another important issue is connected with the treatment controversy, because some meta-analysis is biased to CBT alone rather than to pharmacotherapy. The domestic treatment of agoraphobia can be also used to treat PD with AG. In some medical traditions, it was found that pharmacological placebo is significantly more effective than relaxation or alprazolam. The exposure treatment of agoraphobia causes subsequent escape from panic and amelioration. Thus, the pharmacological tools are lacki ng in panic or AG neurosis treatment. Alternatively, it can be reduced by psychotherapeutic cognitive approaches. Agoraphobia developed among many famous people. For example, Horace Leonard Gold (a science fiction writer and editor) had a harsh form. After his wartime trauma, his disease did not allow him to leave an apartment for two decades. Only after hard non-traditional treatment he succeeded. Another person Brian Wilson (singer) also had AG and schizophrenia, but his treatment did not give any result. Those examples demonstrate that this disease can attack anybody and there is no guarantee it will be treated. Axis Issues The Axis model includes five parts that in complex provide a comprehensive diagnosis with full description of the symptoms and factors that affect mental condition. The Axis I describes general depressive/nervous disorder (major characteristics and observation). The Axis II is dedicated to identifying the frequency of disorder attacks. The third Axis describes physical problems that may be related to mental disorders and worsen the condition of the patient (panic, trauma or physical violation). The Axis IV is connected with any kind of threats and dangers (for example, a job loss). The Axis V estimates an ability to function in every fay life (occupational, social and psychological accommodation). Speaking about the multiaxial distinction of Axis I-III, there is no big difference in conceptualization. Physical or biological factors are not related to phobias or neurotic disorders. In addition, medical condition does not directly depend on physical peculiarities. Sometimes they can be controversial, a high-rated diagnosis result of the body functioning does not guarantee impossibility of mental disorder development. Practically, it can be observed in the information provided by the American Psychiatric Association. This establishment monitors the facts, treatment process and results of the AG diagnosis and treatment programs. An important issue is that the conception represents various groups of people whose disorder progressed (by age, gender, surrounding, occupation). For example, one of the hardest forms of agoraphobia was developed in Rita Clark’s social escape. The treatment included complex Axis diagnostics and after 20 years of panic and fear, a woman returned to normal life (American Psychiatric Association, n. d., n. p.). Agoraphobia is an independent form of phobia, characterized by frequent panic attacks, when a person appears in an uncomfortable surrounding. The DSM conceptions tried to conduct a constant algorithm of the symptoms and consequences of agoraphobia disorder. The studying process caused various discussions about the psychological relation of AG to PA or PD. Meanwhile, five phases of Axis were formulated, which allowed providing full diagnosis of the patient simultaneously. The treatment analysis demonstrated that the treatment must include both medical and psychological methods.

Pythagoras of Samos Biography

Pythagoras of Samos Biography Pythagoras, a Greek mathematician and philosopher, is best known for his work developing and proving the theorem of geometry that bears his name. Most students remember it as follows: the square of the hypotenuse is equal to the sum of the squares of the other two sides. Its written as: a 2 b2 c2. Early Life Pythagoras was born on the island of Samos, off the coast of Asia Minor (what is now mostly Turkey), about 569 BCE. Not much is known of his early life. There is evidence that he was well educated, and learned to read and play the lyre. As a youth, he may have visited Miletus in his late teenage years to study with the philosopher Thales, who was a very old man, Thaless student, Anaximander was giving lectures on Miletus and quite possibly, Pythagoras attended these lectures. Anaximander took a great interest in geometry and cosmology, which influenced the young Pythagoras. Odyssey to Egypt The next phase of Pythagorass life is a bit confusing. He went to Egypt for some time and visited, or at least tried to visit, many of the temples. When he visited Diospolis, he was accepted into the priesthood after completing the rites necessary for admission. There, he continued his education, especially in mathematics and geometry. From Egypt in Chains Ten years after Pythagoras arrived in Egypt, relations with Samos fell apart. During their war, Egypt lost and Pythagoras was taken as a prisoner to Babylon. He wasnt  treated as a prisoner of war as we would consider it today. Instead, he continued his education in mathematics and music and delved into the teachings of the priests, learning their sacred rites. He became extremely proficient in his studies of mathematics and sciences as taught by the Babylonians. A Return Home Followed by Departure Pythagoras eventually returned to Samos, then went to Crete to study their legal system for a short time. In Samos, he founded a school called the Semicircle. In  about 518 BCE, he  founded another school in Croton (now known as Crotone, in southern Italy). With Pythagoras at the head, Croton maintained an inner circle of followers known as mathematikoi (priests of mathematics). These mathematikoi lived permanently within the society, were allowed no personal possessions and were strict vegetarians. They received training only from Pythagoras, following very strict rules.  The next layer of the society was called the akousmatics. They lived in their own houses and only came to the society during the day.  The society contained both men and women.   The Pythagoreans were a highly secretive group, keeping their work out of public discourse. Their interests lay not just in math and natural philosophy, but also in metaphysics and religion. He and his inner circle believed that souls migrated after death into the bodies of other beings. They thought that animals could contain human souls. As a result, they saw eating animals as cannibalism.   Contributions Most scholars know that Pythagoras and his followers didnt study mathematics for the same reasons as people do today. For them, numbers had a spiritual meaning. Pythagoras taught that all things are numbers and saw mathematical relationships in nature, art, and music. There are a number of theorems attributed to Pythagoras, or at least to his society, but the most famous one,  the Pythagorean theorem, may not be entirely his invention. Apparently, the Babylonians had realized the relationships between the sides of a right triangle more than a thousand years before Pythagoras learned about it. However, he spent a great deal of time working on a proof of the theorem.   Besides his contributions to mathematics, Pythagorass work was essential to astronomy. He felt the sphere was the perfect shape. He also realized the orbit of the Moon was inclined to Earths equator, and deduced that the evening star (Venus) was the same as the morning star. His work influenced later astronomers such as Ptolemy and Johannes Kepler (who formulated the laws of planetary motion). Final Flight   During the later years of the society, it came into conflict with supporters of democracy. Pythagoras denounced the idea, which resulted in attacks against his group. Around 508 BCE, Cylon, a Croton noble attacked the Pythagorean Society and vowed to destroy it. He and his followers persecuted the group, and Pythagoras fled to Metapontum. Some accounts claim that he committed suicide. Others say that Pythagoras returned to Croton a short time later since the society was not wiped out and continued for some years. Pythagoras may have lived at least beyond 480 BCE, possibly to age 100. There are conflicting reports of both his birth and death dates. Some sources think he was born in 570 BCE and died in 490 BCE.   Pythagoras Fast Facts Born: ~569 BCE on SamosDied: ~475 BCEParents: Mnesarchus (father), Pythias (mother)Education:   Thales, AnaximanderKey Accomplishments:  first mathematician Sources Britannica: Pythagoras-Greek Philosopher and MathematicianUniversity of St. Matthews: Pythagoras BiographyWikipedia Edited by Carolyn Collins Petersen.

Marketing Mix of Domino's pizza Case Study Example | Topics and Well Written Essays - 1500 words

Marketing Mix of Domino's pizza - Case Study Example This research will begin with the statement that in the United Kingdom, the number of the fast food and home delivery restaurants including McDonalds, KFC AND Domino’s Pizza continues to increase rapidly as is the trend for the past five years. The restaurant's explosion in the high-street outlets represents the lucrative feature of the industry, constituting the resulting large amount of competition in the market. The increased competition is a factor notable as a cause for the increased value of sales as experienced by the various participants in the industry. This implies that the consumer has a better access to the restaurants, as they facilitate the services to the customers. However, recent developments in the industry, entailing the increased negative publicity in the market presents a remarkable challenge to the success of the operators. Consequently, the restaurants sought to dispel these trials in the market. Thus, Domino’s Pizza as a leading operator in the m arket, sought the establishment of strategic procedures to counter the issue. Further, their strategy also sought to engage the customers accordingly, increasing the revenue from sales, as well as, facilitating the expansive operations of the business, taking it to the top in the leading operators in the market. This procedural engagement by Domino’s Pizza entailed the establishment of 7P’s of the marketing mix, in their procedural engagement of the customers and establishment of services.