Between the Birksian theory and the traditional approach in the Dissertation

Between the Birksian theory and the traditional approach in the English law of Unjust Enrichment - Dissertation Example It is necessary to create delineation between the possible remedies that the law offers in case of financial loss, or the enrichment of one-party beyond a reasonable measure of proportionality. The development of this principle throughout the centuries will be touched upon in this analysis, as well as the simplification of the legal landscape regarding unjust enrichment based on the principle of "absence of basis". Unjust enrichment is connected with the principle of restitution, which stands opposed to the principle of compensation. It is a matter of a remedy based upon the gain of one-party, or a remedy based upon loss to another party. RESTITUTION A court-ordered attempt to make restitution requires the offending party to surrender gains into the hands of the plaintiff/claimant. (The defendant must grant reparations to an aggrieved party in response to a loss which has occurred in a manner for which the defendant is found to be liable. The benefits or financial advantages accrued by the defendant are restored to the plaintiff based on an understanding of a legitimate claim to said benefits. In the case of contractual obligations the value of funds or properties included in the contract that will be included in the restitution judgment. Another situation in which restitution is appropriate would be the vindication of property rights which have been abrogated by some action – or failure to take action on part of the defendant. (Graham, 2006). Issues of restitution pertaining to unjust enrichment often hinge upon whether a contract exists in reality, or whether it is simply implied in assumpsit as an outgrowth of other legal processes. Situations or countries where implied contractual obligations are nonbinding challenge the premise of restitution or unjust enrichment. Here the principal issue becomes one of misrepresentation of the legal obligations and subsequent remedies mandated under principles of restitution. (Indian Contract Law, 1872) COMPENSATIO N Compensation represents payment for damages as deemed appropriate by the court. Damages can take the form of injuries or violations of duties based upon pre-existing legal obligations, or as a result of tort law. A principal difference between the gain in based restitution and loss-based compensation is that restitution would require reparation for gains that should otherwise have been shared by the defendant. Where compensation is required, and expectation of gain need not exist – all that is acquired is the ability to demonstrate that actions (or negligence) on part of the defendant was directly attributable to injury, loss, or harm suffered by the plaintiff/claimant. Compensation is also appropriate in cases of breach of contract. If the defendant enters into a binding agreement to utilize the products or services of another party, and that secondary party is required to expend funds or resources in response to work that does not occur as ordered, or a purchase that is n ot perceived as agreed, then damages are appropriate. The claimant could have undertaken agreement with other parties, and the expenditure of resources without agreed-upon compensation involves the loss of those resources without the promised revenue. Where compensation is appropriate, the defendant need not necessarily have profited themselves, as would be the

The Charismatic Leadership Style Essay Example for Free

The Charismatic Leadership Style Essay The Charismatic Leadership Style I have chosen to write my journal article on a leadership style known as a Ccharismatic Leader. Its difficult to identify the characteristics that make a leader charismatic, but they certainly include the ability to communicate on a very powerful emotional level, and probably include some personality traits. I do not believe that charismatic leadership is essential to be an effective leader but it can enhance the leadership journey. The Charismatic Leader gathers followers through based upon their personality and charm, rather than any form of external power or authority. Possessing these characteristics can be an extremely powerful way to gain and lead others. They can also make their followers (ordinary people) do some pretty extraordinary things. Charismatic leaders have the ability to sense the gap that exists between what an organization and culture of people and empower them to come together as one. By bridging this gap the leader can create a vision of a future state that everyone believes will be better than the current one. The charismatic leader often communicates their vision using metaphors and stories in ways that everyone can understand the vision. Their followers see the leader as one that possesses the ability to visualize the future with clarity. Their followers are also able to see how they fit into this future state and believe it will be better than today. Charismatic leaders do these things constantly in large and small ways. Charismatic Leaders are visionaries. They focus on transforming situations, not just maintaining. They will show great confidence in their followers. They are very persuasive and make very effective use of body language as well as verbal language. Many politicians use a charismatic style, as they need to gather a large number of followers. The person who I think is a great charismatic leader is Barack Obama. I have listened to a lot of his speeches and he has the power to motivate and empower people with his words, his testimony and his story of overcoming many trials and obstacles. Barack Obama is often compared to John F. Kennedy, who is arguably the most charismatic President of the United States. â€Å"Todays environment emphasizes organizational learning and follower empowerment conditions that promote mutual respect and dialogue. However, even in this environment leaders can, sometimes unwittingly, enact subtle abuses. Generally included in the typical definition of power are the notions of dependency and control: a leaders ability to determine followers behavior stems at least in part from the followers dependency on the leader. This, in turn, is based on leaders control over the various aspects of organizational life affecting followers or perceived as needed by followers, such as material resources and organizational advancement.

temptopia Theme of Utopianism in The Tempest Essay -- The Tempest Essa

Theme of Utopianism in The Tempest      Ã‚   One traditional theme of The Tempest is Utopianism. Whether it be of physical significance, as Walter Cohen suggests in his essay "Shakespeare and Calderon in an Age of Transition," or of literary significance, as Judith Boss suggests in her essay "The Golden Age, Cockaigne, and Utopia in the The Faerie Queene and The Tempest," it is an important piece of literature in contribution to Utopianism. Judith Boss does an excellent job in breaking down Utopianism within The Tempest into three different categories, the Golden Age, Cockaigne, and Utopia. All three are implemented, or can be derived from The Tempest. In Walter Cohen’s essay, he suggests that Shakespeare wrote The Tempest by no coincidence near the end of his career and life because it was an argument, or representation, of what England’s foreign policy was. It also predetermined in a way where England was headed politically. Judith Boss does an exceptional critique of The Tempest in identifying Utopianism. She presents three classic forms of Utopianism and illustrates how they are represented in the play. Gonzalo’s speech can be seen as a representation of Montaign’s essay "Of the Caniballes." Gonzalo’s human nature and person can be viewed as a "normal man" in Cockaigne theory. And, Prospero’s actions and status on the island can be considered as a sort of political, philosophical Utopia. The Golden Age The whole idea of a Golden Age being possible is something that traces back in literary history through many plays, essays and other treatises carrying this theme. It became rather accelerated by the Renaissance writers who chose to implement it into their writings. The possibility of a Golden Age is taken with th... ...for this. She has been raised on the somewhat "utopian" island most of her conscious life. Even though I think that Shakespeare was trying to disprove a Utopia he leaves Miranda to represents man’s last hope and possibility for a utopia. Works Cited and Consulted Boss, Judith E. "The Golden Age, Cockaigne, and Utopia in The Faerie Queene and The Temepest." Georgia Review 26 (1972) 145-55. Cohen, Walter. "Shakespeare and Calderon in an Age of Transition." Genre 15 (1983), 123-37. Hill, Christopher. The World Turned Upside Down: Radical Ideas During the English Revolution. London: Temple Smith, 1972. Maus, Katherine Eisaman. "Arcadia Lost: Politics and Revision in the Restoration Tempest." Renaissance Drama 13 (1982): 189-209. Wolf, A. A History of Science, Technology and Philosophy in the 16th and 17th Centuries. Vol. 2. New York: Harper, 1959.

Non-Violent Protest: Dr. Martin Luther King

Non-violent protest: Dr. Martin Luther King This morning, I woke up to turn on the 7 o clock news and listened to the reporter inform America on violence around the world. There were stories ranging from a shootout in Homewood to wars amongst territories. If violence continues to breakdown communities, there will come a time where there will be no communities left to destroy. My grandmother was telling me how today is not the same day as yesterday; when brothers and sisters helped each other progress through struggles. During the1900s, society was unjust because of color.Whites wanted to rule the nation, but this was not in the interest of black people. Blacks wanted an end to segregation, injustices, and white supremacy. There were many different leaders that used different methods to strive for the achievement of this goal and many failed. Dr. Martin Luther King made a great contribution to the conclusion of oppression for blacks. What did Martin Luther King do differently to help blacks and whites walk together after centuries of oppression? During the 1900s, blacks were faced with major obstacles that still affect people today.Blacks were not given opportunities to receive great education (Washington, M. (2006)). During that time, in Mississippi, three dollars was spent on an African American’s education and sixty dollars was spent on a white person’s education. Blacks were not allowed to vote and were not perceived as true citizens of the United States (Washington, M. (2006)). Whites sought to terrorize black people by preventing them from living life freely (Washington, M. (2006)). The world was separated and blacks were left with the trashy side of it (Washington, M. (2006)).African Americans wanted change, but they did not know how to make a huge societal change. During the time of oppression against black people, there were people, organizations, movements, and protest that aimed for black power and separation. The Black Panther Party was formed in 1966 and aimed to overthrow their white oppressors (Mintz, S. (2007)). Bookter T. Washington thought it would be a good idea to accommodate whites, integrate races economically and be separate socially. Marcus Garvey advocated a â€Å"back to Africa movement† because he saw a future with no love between blacks and whites.Black Muslims advocated racial separation and it was cultivated in their religion (Mintz, S. (2007)). Muhammad said â€Å"Your entire race will be destroyed and removed from this earth by Almighty God. And those black men who are still trying to integrate will inevitably be destroyed along with the whites (Mintz, S. (2007))† He showed much anger to white people and wanted total separation with black supremacy (Mintz, S. (2007)). Malcolm X was a leader that advocated violence if it was necessary to break down the walls of racial oppression. By any means necessary† is a famous quote stated by Malcolm X that shows his view on obtaining bl ack power (Mintz, S. (2007)). These leaders are known to be great but oppression continued to build; there was still no peace. Whites continued to oppress blacks and looked for ways to make their lives miserable. Dr. King believed society would be demolished if everything continued. He decided to take a different approach. â€Å"Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that† is an infamous quote stated by Dr.Martin Luther King Jr (King, M. (1998)). Dr. King lived his whole life during a time where blacks were severely mistreated and faced enormous injustices. He felt if blacks continued to fight back with violence, then there would be a world with no peace until it is destroyed. Dr. King had a dream that blacks would not be judged by the content of their skin but by the content of their character. (Dyson, M. E. (2008)) He dreamed of a world with equal opportunities and civil rights (Dyson, M. E. (2008)). He wante d this dream to become sight and many people influenced his approach.He advocated six principles to help society reach his vision. I would like to use this section of the paper to establish who and what inspired the practices and ideas of Dr. King. While pursuing a degree at the Crozer Theological Seminary, King listened to a lecture presented by Mahatma Gandhi (King, M. (1998)). Being inspired by his words, King read different books written by Ghandi (King, M. (1998)). He learned that Ghandi used non-violence against British rule in India (King, M. (1998)). King believed this was a method that could possibly settle the injustices for blacks in America.For more influence, King studied the theories of Henry David Thoreau with the intent to make a societal change (Dyson, M. E. (2008)). King was familiar with the leaders who used non-violence such as Frederick Douglass, Philip Randolph and Bayard Rustin, but King wanted everyone to get involved (Mintz, S. (2007)). King partnered up wit h Ralph Abernathy and Bayard Rustin and formed the Southern Christian Leadership Conference (Jerome, B. (2011)). King aimed for the SCLC to be attractive to the black church so that everyone would play a role (Jerome, B. (2011)). The 6 principles that King advocated 1 Do not humiliate or defeat (King Jr, M. (1957)). During this time of injustice, there was much hatred between black and white people. Blacks were always being defeated by whites, and they were tired of white supremacy. As a result, blacks aimed to defeat their oppressors to live life freely. Dr. King, the enlightened thinker, opposed the view. Dr. King said â€Å"the nonviolent resister should not seek to humiliate or defeat the opponent but to win his friendship and understanding (King Jr, M. (1957)). † Dr. King practiced what he preached. After Rosa Parks rejected to give up her seat to a white man on the bus, she was arrested.Many community leaders and Dr. King developed a bus boycott (King Jr, M. (1957)). Th is allowed King to implement what he learned from Ghandi. Dr. King was arrested and his house was fire bombed. After his house was bombed, he called out for his family (King Jr, M. (1957)). Instead of fighting back with violence he said â€Å"Now let's not become panicky, if you have weapons, take them home; if you do not have them, please do not seek to get them. We cannot solve this problem through retaliatory violence. We must meet violence with nonviolence. We must love our white brothers, no matter what they do to us.We must meet hate with love (Jerome, B. (2011)). † However, that did not stop him. For about 13 months, 17,000 black people in Montgomery refused to ride the bus (Jerome, B. (2011)). As a result, the company was losing too much money. On November 13th, 1956, the Montgomery Bus Boycott was known as a success, because the buses were desegregated. #2. Non-violent resistance is not for cowards (King Jr, M. (1957)). Some may raise opposition and believe that they have too much pride to be disrespected. Many thought it was a cowardly act, however, King believed otherwise.King said non-violent resistance is passive and always seeks opportunities to convince the opponent of advantages in forming a loving relationship (Dyson, M. E. (2001)). Although one is not violent, one continues to drive on coming together. A person, who drives on togetherness despite opposition, is brave and strong because it is not easy to go against the masses (Dyson, M. E. (2001)). This was shown during the Greensboro sit-in on February 1st, 1960. Four black students from North Carolina A;T State University decided to sit at the â€Å"whites only† counter at a local restaurant (Schlosser, J. (1998)).They did not get served and decided to stay seated in the section until they were served. They continued to return day after day and brought friends with them. After a week, hundreds were waiting to be served (Schlosser, J. (1998)). The restaurant eventually served th e students and the protest influenced many non-violent protests throughout different cities (Schlosser, J. (1998)). Instead of fighting, mirroring, and hating, the students looked to eat with other white people. The white people did not like it, but they had the chance to hear the black students. #3: Non-violent resisters attack forces of evil (King Jr, M. 1957)). African Americans believed that they were always under-attack and had to defend themselves. If people are striving for a world full of peace, evil has to be non-existent. During the 1900s, blacks and whites had evil intentions, but it was acceptable for whites to behave on their intentions (Washington, M. (2006)). King wanted the evil intentions to exit the minds of everyone and out of the world. King said â€Å"We are out to defeat injustice and not white persons who may be unjust (King Jr, M. (1957)). † Instead of hurting the person who has done evil, attack the evil forces.He wanted everyone to concentrate on att acking the evil forces of injustice, instead of trying to defeat the white man. Given you have killed a white man; the evil forces will continue to live. However, if you attack the evil forces, everyone can walk together. In 1961, the Freedom Riders abided by this principle. Black and white Freedom Riders left Washington D. C. in 1961 and rode buses, trains, and planes from city to city to protest against the forces of evil that segregated interstate transportation (Lisker, D. (2001)). They reached opposition, mobs and were arrested (Lisker, D. (2001)).After much perseverance, great support was gained from around the world. #4 Non-violent resisters accept suffering without retaliation (King Jr, M. (1957)). King believed one should accept violence but never commit it. This would enable white people to hear and listen to what they had to say (King Jr, M. (1957)). It may sound crazy because in today’s world, many problems are dealt with by using retaliation; just watch the news. However, earlier generations watched blacks accept the abuse, and later shake hands with white people. In 1963, the 16th Street Baptist Church was bombed and 4 black girls were killed (Simkin, J. (2011)).Instead of the parents and the community trying to kill Chambliss, the bomber, they accepted the suffering (Simkin, J. (2011)). They non-violently protested to let their voice be heard and Chambliss was sentenced to life in prison (Simkin, J. (2011). If they had retaliated, there would have been more than four dead girls. By not retaliating, Chambliss, who had used forces of evil, left society. As a result, there was one less force to fight against. #5 In Non-violent resistance, one loves the opponent with â€Å"agape (King Jr, M. (1957)). † Agape means unconditional love, and King expected everyone to love their opponent with it.Many people struggled with this principle because people could not find anything within themselves to love someone who terrorized them for so long. King wanted everyone to love everyone despite the opposition and the oppression (Dyson, M. E. (2008)). The avocation of this belief brought many colors together. King said â€Å"Along the way of life, someone must have sense enough and morality enough to cut off the chain of hate (Dyson, M. E. (2008)). † King wanted blacks to shine light on breaking this chain of hate and to bring love into the relationships. #6 In Non-violence resistances, the universe is just (King Jr, M. (1957)).Evidently, there are many people who share difficulty in loving your opponent. King believes the world was created to be just, but everyone is free to act with their own free will. People acted with their own free will and brought forces of evil into the world. The forces continued to grow since the start of time. King wanted everyone to understand that the world will evolve into a just universe. King encouraged others to believe that God is moving us toward universal love and wholeness continual (Dyson, M. E. (2008)). He used this principle to reinforce to African Americans that justice will be served in God’s time (Dyson, M. E. 2008)). He wanted African American activists to have and keep faith that justice will be served in the future. All of the work for justice will result in love, peace and justice everywhere is a belief that King stood by. Some may say non-violence was not going to fix the injustices in society. In the Student Non-violent Coordinating Committee (SNCC), non-violence was their method to help the conditions of black people (Digital Library of Georgia. (2011, July 11)). In Los Angeles in 1965, an African- American was arrested with physical force because a white police officer thought he was intoxicated (Digital Library of Georgia. 2011, July 11)). People crowded around the scene in the neighborhood of Watts and started to violate the police officers. There was great tension between the people of Watts and the white authority for days. After, SNCC used violence as their method to help relieve blacks of oppression because non-violence was not putting an end to it. They believed that blacks needed to build power instead of trying to receive accommodations from the people with power, whites (Mintz, S. (2007)). Stokely Carmichael was head of the SNCC in May of 1966 and sought to use violence to beat oppression (Digital Library of Georgia. (2011, July 11)).The non-violence approach did not work for the SNCC; however, they did not continue to persevere through the tough time. Perseverance is defined as steady persistence in a course of action despite difficulties. Dr. King is an infamous historical icon that held this trait. People should not have expected time to change immediately after many years of oppression. When Dr. King persevered and gained strong support, changed happened, and he used the method of non-violence which brought everyone together. To conclude, Dr. King’s approach to help heal society was very different from the violent retaliation that people advocated.Dr. King overcame much to achieve his vision. He dealt with blacks not wanting to support his method, but to oppose it. He dealt with whites constantly trying to prevent him from making a change in society, but Dr. King continued to advocate and practice his principles. He was able to see that blacks had been trying to make a change by using violence for many years and it did not work. He understood that if blacks fought for black supremacy then it would just cause war and corruption. Whites feared being oppressed and became threatened when blacks retaliated; which drove for more oppression. Dr.King knew if a change was going to be made, then there would have to be love in the world. His approach was successful because he got the attention of white people, and they listened to what he had to say. When blacks retaliated, whites had no time to listen because they had to look for new ways to oppress black people more. I admire Dr. Kin g because he was able to bring blacks and whites together after the hatred between the two races for many years. Presently, we have blacks killing their brothers, sisters and communities without the development of a black society. This is an issue within the black community that needs to be fixed.What should we do? We should apply the 6 principles presented by Dr. King. We have to teach our brothers and sisters not to aim to defeat each other, but to love and lift up one another. We have to teach our brothers and sisters that life is not about being the â€Å"baddest† person on the block; it is ok to walk away out of love. We need to attack the evil forces that are causing the bad behaviors of our brothers and sisters. The people within the black communities need to be taught how to accept it when someone strikes you in the face, and to retaliate with love instead of a shot to the head.We have to show our brothers and sisters that we love them unconditionally; as a result, lo ve will drive out hate. It will be hard to teach people that the non-violent principles work, just as it was hard for Dr. King. Many people are ignorant of his contribution to society and are unaware of his method. I think the ideas, values, beliefs and history of the 1900s were not passed down from generation to generation effectively enough. When I was in elementary school, my grandmother told me â€Å"if someone hits you, do not hit them back. † She was able to see how effective non-violent protests were.My parents told me â€Å"if someone hits you, then you hit them back. † These are two different philosophies from two different generations on the same subject. If my grandmother’s generation would have effectively passed down their values and beliefs, then the world would be different. The world would not be the same because retaliation may be out of the social norm. People have to educate everyone on the impact of non-violence. After we have done all we can do, we have to call on God and let his will be done. Works Cited Carman, J. (2010). 6 facts about non-violent resistance.Retrieved from http://www. care2. com/greenliving/martin-luther-king-six-facts. html Dyson, M. E. (2008). April 4, 1968, martin luther king, jr. ‘s death and how it changed america. Basic Books. Dyson, M. E. (2001). I may not get there with you: The true martin luther king, jr. Free Press. Jerome, B. (2011). martin luther king: Biography. Retrieved from http://www. spartacus. schoolnet. co. uk/USAkingML. htm King, M. (1998). The autobiography of martin luther king, jr. New York: Warner Books. King Jr, M. (1957). Teaching american history. org. Retrieved from http://teachingamericanhistory. rg/library/index. asp? document=1131 Mintz S. (2007) America in ferment: The tumultuous 1960s â€Å"black nationalism and black power. Retrieved from http://www. digitalhistory. uh. edu/database/article_display. cfm? HHID=370 Digital Library of Georgia. (2011, July 11). Watts riots. Retrieved from http://crdl. usg. edu/events/watts_riots/? Welcome Nonviolence: The only road to freedom. (2006). Retrieved from http://teachingamericanhistory. org/library/index. asp? document=1426 Washington, M. (2006). American experience. Retrieved from http://www. pbs. rg/wgbh/amex/1900/filmmore/reference/interview/washing_obstaclesfaced. html West Virginia Department of Education. (2011, November 15). https://wvde. state. wv. us/. /02technicalwritingpowerpoint. ppt. Retrieved from http://citationmachine. net/index2. php Simkin, J. (2011). 16th street baptist church bombing. Retrieved from http://www. spartacus. schoolnet. co. uk/USAC16. htm Schlosser, J. (1998). Greensboro sit-ins launch of a civil rights movement. Retrieved from http://www. sitins. com/story. shtml Lisker, D. (2001). A brief history. Retrieved from http://www. freedomridersfoundation. org/id16. html

The Fashion Channel Pros & Cons

Overview At the completion of this assignment you will achieve the following module objective: 1 . Measure the profit impact of marketing segmentation strategies. Instructions You will be responsible for analyzing the corresponding case and posting your individual work in your group discussion forum by the specified due date (see course calendar for details). Post your answers to the case questions # 2 to 3 directly in the forum, it will save you and your teammates some time, and attach the corresponding excel spreadsheet with the financial analysis.A word of advice: Read the case questions before reading the case. Focus only on the information you need to answer the questions. Do your assignment in Word and always save it and then copy it over, you never know when you will be the victim of technology failure. It would also be helpful if you read the grading rubric before submitting your work. You will know exactly what is expected from you. The Fashion Cannel 1 . What are the pros a nd cons of the three segmentation scenarios?Read carefully the case and make a list of the pros and cons of each segmentation scenario. Use the following table to summarize your findings. Scenario 1: Broad-based Segmentation Scenario 2: Fashions focus I Scenario 3: Fashion's + I Planners/Shoppers I Targeting Cheapest because of easy implementation and I Compared to the 2007 numbers this segmentation I Compared to the 2007 numbers this I there is no need to develop new programming. I produces $100 million more in terms of net Segmentation yields almost $115 million I ISticks with old marketing approach which had I income. I more in terms of net income. I caused TFH to grow so quickly in the past I This segmentation improved TV ratings from 1. 0% | This scenario improves TV ratings from I I land become popular in its early years. Tit 1. 2% 11. 0% to 1. 2 % and average CPM from $2. 00 | I I Keeps executives calm â€Å"why fix something I The average CPM would increase from $2. 00 to T it $2. 50 I that's not broken† new segmentation TFH could I | $3. 50 I With this I Hits the target market of valuable 18-34 |It would help compete against Lifetime because Differentiate its programming from Females in all clusters. The ages of I current and future competition by existing loyal viewers | 18-34. 150% of fashion's are between Ill not drive any I producing programs specific to this I audience. I because not much will change. I I Delivers $40 million more in terms of net I I income compared to 2007 base number. I Cons I Luke-warm approach by attempting to satisfy I Results in 0. 2% decrease in TV ratings. I Although this segmentation producesI liverymen- TFH will not satisfy anyone. I This scenario requires $1 5 million incremental Desirable numbers in terms of TV ratings I I I Risk losing viewers to more targeted I programming expense to cover new programming. Land CPM, this scenario requires a $20 | I programs like CNN and Lifetime. This cluster is also the small est of the four I million incremental programming expense toll I CPM is still $0. 20 lower than the current luster's which could lead to a decrease in I account for re-positioned programming. I I CPM.I viewers from the other clusters. I TFH would only be targeting about 50% of I TFH would still struggle to compete with I Because this scenario targets the smallest I us households. I Lifetime and CNN without changing the luster, TFH awareness by consumers would not I This could lead to a decrease in their I programming offered by the channel. I change, and their TV ratings might decrease I loyal viewers and might negatively affect I I level more. I their TV ratings. 2. Estimate the impact of each segmentation strategy on the company's revenue.You will have to estimate the financial of the company using the excel the following scenarios: 2007 Base: No segmentation; drop in ad unit pricing (average CPM). File. Consider Scenario 1: Multi segments, targeting 3 groups (excluding Basics); i ncrease in ratings, decrease in ad unit pricing (average CPM). Scenario 2: One segment, Fashions: drop in ratings, increase in ad unit pricing (average CPM). Scenario 3: Two segments, Fashions and Shopper/Planner; increase in ratings and increase in ad unit pricing (average CPM). Individual Case 2 Questions

How to Plan a Traditional Chinese Wedding

How to Plan a Traditional Chinese Wedding While Chinese weddings have become infused with Western wedding traditions, most Chinese weddings maintain some traditional cultural elements. Do you want to know how to plan a traditional Chinese wedding? From the engagement to the ceremony, heres what you should know. 1. Plan the Perfect Engagement As in Western culture, before a wedding, there must first be an engagement. In the past, most Chinese families relied on arranged marriages, but today, the majority of couples find their own match and marry for love. However, some elements of a traditional Chinese  wedding engagement remain intact. For example, the grooms family will typically send a betrothal gift to the brides family, which typically includes food and cakes. These gifts help seal the engagement. In addition to betrothal gifts, both the bride and grooms family will consult a fortune teller whose role is to help the family determine if the couple is compatible for marriage. The fortune teller will use various things such as names, birth dates, and time of birth to analyze compatibility. If all goes well, the couple will set a date for their marriage. 2. Choose the Right Dress For many Chinese women, picking the perfect wedding gown actually means picking three dresses. The typical traditional dress is called a qipao, which has been worn in China since the 17th century. Most women will wear one red qipao, a white Western-style gown, and a third ball gown throughout the night. The dresses are changed throughout the reception after courses are served. Some brides will even opt for a fourth dress, which they wear as they are saying their goodbyes as guests depart the wedding. 3. Invite Guests Traditional  Chinese wedding invitations are typically red and placed within a red envelope. Unlike the red envelopes used to give gifts of money, wedding invitation envelopes are typically wider and longer. The text is usually written in gold, which is a symbol of wealth in Chinese culture. Like in Western culture, the invitation features important information about the celebration. However, invitations are sometimes only mailed or hand presented several weeks or days before the wedding, as opposed to many months. The double happiness character, shuÄ ngxÇ Ã‚  (é›™åâ€"Å") is often written somewhere on the invitation. 4. Choose Decor Decorations at a typical Chinese wedding are usually provided by the reception venue. The Chinese character for happiness is often hung upside down as a symbol for the arrival of happiness. In addition to Chinese symbols, decor may include lights, candles, and flowers similar to those youd find at a typical Western wedding. Venues will often have a stage where the bridge and groom stands before the reception begins and while toasts are being made. Guests are not invited to the exchanging of vows, so the reception is the first time they see the couple.

How Long Is the SAT With Extended Time

How Long Is the SAT With Extended Time SAT / ACT Prep Online Guides and Tips Students with documented disabilities may be eligible to receive extended time on one or more sections of the SAT. The options for extended time vary by student and must be approved ahead of the testing date by College Board's Services for Students with Disabilities (SSD). If you're a student, parent, or educator interested in extra time accommodations on the SAT, read on to learn about the different options and how long each one makes the SAT. First, let's briefly review who qualifies for additional time. Who's Eligible for Extended Time on the SAT? In order to qualify for extended time on the SAT, students must have a documented disability that constitutes a "relevant functional limitation." In other words, their disability impacts their ability to take the SAT, and extended time may help them improve their performance. These disabilities include visual, physical, medical, and motor impairments and learning disorders. Generally, eligible students will have an established Individualized Education Plan (IEP) or 504 plan with their school. However, having a plan or accommodations for extra time at school doesn't necessarily guarantee them extra time on the SAT. A qualified school coordinator must make an official request to College Board and provide all the necessary documentation. Since approval takes about seven weeks, she should start this process early. When making the request, the coordinator will indicate whether the student needs extended time for reading, mathematical calculation, written expression, or listening/speaking (for SAT Subject Tests). If the coordinator specifies extended time on reading, then the student will typically get extended time on all SAT sections, as they all require reading of some form. Apart from differences in time per section, what other options does College Board offer for extended time on the SAT? What Are the Options for Extended Time on the SAT? There are three options for extended time on the SAT: time and a half, double time, and 150% additional time. The amount of time students get varies depending on whether they take the SAT without the optional essay or the SAT with the essay section.Below, you can see the amount of time students get with each extended time option. Time and a Half The most commonoption for extended timeon the SAT lengthens it by 50%. Time and a half makes the SAT without the optional essay a total of 4 hours and 30 minutesand the SAT with the essay a total of 5 hours and 45 minutes.Students with time and a half take the SAT at the usual time and place, on a Saturday morning at their testing center of choice. Double Time The second option is double time, or 100% additional time, for a total of 6 hourson the SAT without essay or 7 hours and 40 minutes for the SAT with essay. Students with double time typically take the SAT over the course of two days at their school. 150% Additional Time Finally, in rare cases students may be granted 150% additional time and get 7 hours and 30 minutes on the SAT without essay and 9 hours and 35 minutes on the SAT with essay. Like students with double time, students with 150% additional time typicallytake the SAT over the course of two days at their school, rather than take it at the official testing center. They would sit with a school coordinator, generally one on one, unless there were another student or two with similar accommodations. While the above mentioned times technically describe the length of the test, the actual experience is longer due to breaks and time for instructions. Considering these factors, how long will the SAT with accommodations actually take? Ready with your planner? How Long Is the SAT With Extended Time? The times above describe how much time a student has to complete the Reading, Writing, and Math sections, but they don't include breaks, instructions, or other logistics of the test-taking experience, like passing out and collecting the test booklets. Students with extended time must stay for the entire designated time, even if they finish early. They also can't flip between sections or self-pace, but instead must stay on each individual section until time has been called. Without accommodations, the SAT is 3 hours with the essayor 3 hours and 50 minutes with the essay. Without the essay, students get two breaks totaling about 10 minutes. With the essay, students get three breaks for a total break time of about 15 minutes. Extended time doesn't include extended or extra breaks unless a specific request has been made and approved. For most students with extended time, therefore, you can just add 10 or 15 minutes of break timeand 30 to 60 minutes for administrative tasks to get a sense of how long the SAT will be. In the charts below for the SAT without essay and SAT with essay, I added 30 minutes for check in, instruction, filling out personal information on the tests, and finishing up. In a testing room with a lot of students, it may take a bit longer. For students testing individually or in small groups, check in may take a little less time. Here are my estimates for each extended time option to answer the question, how long is the SAT with breaks? SAT Without Essay Extended time option Total testing time With breaks Total time No extended time 3 hours 3 hours, 10 minutes ~3 hours, 40 minutes 50% additional time 4 hours, 30 minutes 4 hours, 40 minutes ~5 hours, 10 minutes 100% additional time 6 hours 6 hours, 10 minutes ~6 hours, 40 minutes 150% additional time 7 hours, 30 minutes 7 hours, 40 minutes ~8 hours, 10 minutes SAT With Essay Extended time option Total testing time With breaks Total time No extended time 3 hours, 50min 4 hours, 5 minutes ~4 hours, 35 minutes 50% additional time 5 hours, 45 minutes 6 hours ~6 hours, 30 minutes 100% additional time 7 hours, 40 minutes 7 hours, 55 minutes ~8 hours, 25 minutes 150% additional time 9 hours, 35 minutes 9 hours, 50 minutes ~10 hours, 20 minutes Taking the SAT takes a lot of time, energy, and focus. Students definitely don't want to add to their stress by showing up late, and when finished they're probably eager to head home. So what's a safe time for pick up and drop off for students taking the SAT with extended time? Safe Times for Drop Off and Pick Up As mentioned above, students with 50% additional time will take the SAT on Saturday morning at their preferred testing center. They should plan to arrive by 7:45. The SAT is administered between 8:30 and 9:00. Students with time and a half will be finished and ready to be picked up around 1:40 PM or 3:00 PM, depending on whether or not they're taking the essay section. Students with more time will take the test over the course of two days at their school under the supervision of a designated administrator. Their timing will vary. Usually students who start at 8:30 AM test until around noonand then resume the next day. These accommodations are meant to improve the test-taking experience for students and meet their needs. Since the SAT is time intensive, students, parents, and coordinators should make sure to know the ins and outs of the process and options for extended time. Below are the key points to remember. Key Points It takes about seven weeks for College Board to approve SAT accommodations, so gather your documentation and make your requests early. The most common option for extended time is 50% additional time, though some students will get more or only qualify for extra time on certain sections. Students decide whether or not to take the essay section when they register. Students with time and a half will spend from around7:45 AM to 1:40 or 3:00PM at their testing center (depending on if they take the essay or not). Extended time does not automatically include extended or extra breaks, so you need to make these requests separately. Students must stay for their entire designated testing time, so even if they finish early, the above schedule will still apply. Extended time can be a huge help for students with functional limitations, like reading comprehension or attention issues. Make your requests specific and supported by in-depth documentation, and leave extra time in case you need to appeal College Board's decision. Since the SAT is such an important test, you want to make sure you or your student is getting the accommodations she needs to see her best results. What's Next? Apart from extended time, what other accommodations are available to students taking the SAT? Read our full guide on SAT accommodations and how to get them here. Now that you know how long the entire SAT will take, what about each individual section? Answer any questions you have about exactly how long the SAT is here. Want to score a super high SAT score?Get all the tips and expert advice you need inour guide to getting a perfect SAT score. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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