Business Relationships-Free-Samples for Students-Myassignmenthelp

Question: Keep up Business Relationships and Negotiate Outcomes. Answer: As the deals and client relationship official at the CoffeeVille East Melbourne Store to manage the customer from Australian Hardware Melbourne Office a vital arrangement has been started. The customer is looking for 15%discout that has been haggled to 10% as that is the greatest that can be advertised. The markdown of 10% must be first talked about with the head supervisor of the store before finalizing the negotiation. The customer has been given data about the terms of exchange and the limits strategy of CoffeeVille. Must get endorsement of offers or limits over assignment limit from store head supervisor before finishing up business with client and agreements are agreed upon. For the subsequent customer, who is structure the Melbourne Car World is meeting for a strategic agreement. The customer needs to connect with CoffeeVille to build up a key association that will offer a markdown to their workers on espresso. In this organization the benefit of the business is of two folds: advancement: Coffeeville will have advancement in the vehicle world and henceforth the footfall in the vehicle world is generally high the limited time strategies will arrive at the intended interest group. Besides increment in deals from the workers of the vehicle world. The protection and selectiveness approaches must be disclosed to the customer structure vehicle world, the danger of the benefit segment of this organization being weakened by different bistros and contenders stay in this plan. The security strategy of the organization satisfies that all data about the customers are sheltered and ensured by the organization. Without the assent of any of the outsiders identified with the administration of the organization no data is uncovers, except if the data prerequisite is coordinated by the legal executive. To manufacture and keep up trust among the customers and the administration of the organization it is critical to put together it with respect to the trust of non revelation. The records will be marked before the arrangements with the customers are fixed. Some data is utilized by the organization itself or by who play out a portion of these assignments legitimately for our sake, for instance cargo organizations or examination offices. These organizations are likewise under agreement and understanding of non revelation of the data by the National Privacy Principles. Coffeville has an inside information assurance and electronic information transmission process; any interchanges that are occurred online by means of the site are secure and no close to home data can be utilized by any outsider without the information on the administration.

Is the Impeachment in the Nations Best Interest? :: History Clinton Scandal Essays

Is the Impeachment in the Nations Best Interest? The President of the US blocked equity by urging Monica Lewinsky to document a bogus testimony on account of Jones v. Clinton. At that point he submitted fabulous jury prevarication when he expressed that he told Ms. Lewinsky she may have the option to abstain from affirming for the situation by documenting an oath. He likewise deterred equity by permitting his lawyer to utilize this bogus testimony trying to remove a real line of addressing during his affidavit. He at that point lied about this block before the excellent jury. The President despite everything denies he violated the law. He knows, notwithstanding, that when he admits this then it’s all over for him. Actually I figure the President broke the law. Be that as it may, is it worth yielding the prosperity of the country over this? Would we truly like to look at our children without flinching and reveal to them that the nation’s economy was destroyed over the Presidents penis? How could this prosecution be useful for the nation? Is it some way or another going to make the nation more grounded for individuals to see that even the President isn't exempt from the laws that apply to everyone else. Consistently individuals see cops fixing tickets, makes a decision about fixing tickets, government officials getting the offspring of their â€Å"friends† free when they messed up and there are several different ways individuals in this nation stay away from the results of the law. Americans are accustomed to washing every others backs and looking the other way. But at this point the President can’t pull off uncovering himself without being accused of deterrent of equity. It’s down right terrifying to think the President of the wealthiest nation on the planet doesn’t have enough draw to escape this. I present that O.J. Simpson pulled off slaughtering two individuals and with a pile of proof against him. So in the event that you can’t trust this Democratic President who would you be able to trust? Surely not the Republicans, they said â€Å"Hey Bill simply concede wrong doing and all will be forgiven† yet that clearly was a falsehood. Presently the war against the two gatherings has taken on another savagery. The before you know it neither one of the sides can trust the other. Accept this as a speculative senario. Pressures work between the two gatherings, a Democrat bombs the Republican base camp, the Republicans fight back, and hard lines are attracted our nation.

8 Surprising Reasons to Live with Purpose

8 Surprising Reasons to Live with Purpose Do you wake up every day with a sense of purpose? I know I often don’t. I open my eyes in the morning more with of a sense that I will soon be dragged around by my “to do” list. First on my mind is my agenda for the day and all the stuff I need to DO. Or I go to my computer to let my inbox tell me what to do. Sound familiar? Living this way is one sign that I am not in touch with my purpose. And I don’t mean the BIG significant purpose that most of us think of when we think of “life purpose.” While some people might know what that is for themselves, most of us aren’t sure, or are afraid of not getting it “right.” Maybe we’re putting too much pressure on ourselves. Purpose is in the moment. Last week I went on a leadership retreat with the Wright Foundation for the Realization of Human Potential where the theme was “Purpose.” What I learned is that purposeful living is about living every moment with a purpose in that moment. It could be something as simple as giving our gifts or living with aliveness and presence, in service of ourselves and others. Purpose is who we are being, not what we are doing. What a concept. We can actually try on different purposes each day to see which one motivates us to lead a more fulfilled life. One of the moment by moment purposes toward which I gravitate is using my creative talents. To that end, I wrote a little song and made a video that I will share with you here. Despite the spoof on a commercial spot, this song is all about the real, scientifically proven benefits of living with purpose. Thank you to Rick Bread Kempf, Jacki Davidoff, and Tammy Taylor for singing with me, and to Silvana Favaretto for recording us on my iPhone! Here are the lyrics to my masterpiece, The Purpose Thermos: Purpose you’ve got so much to do Purpose much more of being you Purpose you’ve got a surplus So drink a thermos of purpose today. Purpose it’s who you are each day Purpose repairs your DNA Purpose you’ve got a surplus So drink a thermos of purpose today. Purpose gives you a song to sing Purpose gives you more mattering Purpose you’ve got a surplus So drink a thermos of purpose today. Purpose you’ll feel much more alive Purpose will rev up your sex drive Purpose you’ve got a surplus So drink a thermos of purpose today. Are you in touch with your purpose from moment to moment? What is your sense of purpose right now, reading this article or watching the video? How can you make a difference for others and for yourself in this moment? And this one? And this one? Please share.

Platos Meno Plot, Analysis, and Commentary on virtue

Although fairly short, Platos dialog Meno is generally regarded as one of his most important and influential works. In a few pages, it ranges over several fundamental philosophical questions, such as: What is virtue?Can it be taught or is it innate?Do we know some things a priori (independent of experience)?What is the difference between really knowing something and merely holding a correct belief about it? The dialog also has some dramatic significance. We see Socrates reduce Meno, who begins by confidently assuming that he knows what virtue is, to a state of confusion–an unpleasant experience presumably common among those who engaged Socrates in debate. We also see Anytus, who will one day be one of the prosecutors responsible for Socrates trial and execution, warn Socrates that he should be careful what he says, especially about his fellow Athenians. The  Meno  can be divided into four main parts: The unsuccessful search for a definition of virtueSocrates proof that some of our knowledge is innateA discussion of whether virtue can be taughtA discussion of why there are no teachers of virtue Part One: The Search for a Definition of Virtue The dialog opens with Meno asking Socrates a seemingly straightforward question: Can virtue be taught? Socrates, typically for him, says he doesnt know since he doesnt know what virtue is, and he hasnt met anyone who does. Meno is astonished at this reply and accepts Socrates invitation to define the term. The Greek word usually translated as virtue is arete, although it might also be translated as excellence.  The concept is closely linked to the idea of something fulfilling its purpose or function. Thus, the arete of a sword would be those qualities that make it a good weapon, for instance: sharpness, strength, balance. The arete of a horse would be qualities such as speed, stamina, and obedience. Menos first definition: Virtue is relative to the sort of person in question. For example, the virtue of a woman is to be good at managing a household and to be submissive to her husband. The virtue of a soldier is to be skilled at fighting and brave in battle. Socrates response: Given the meaning of arete,  Menos answer is quite understandable. But Socrates rejects it. He argues that when Meno points to several things as instances of virtue, there must be something they all have in common, which is why they are all called virtues. A good definition of a concept should identify this common core or essence. Menos second definition: Virtue is the ability to rule men. This may strike a modern reader as rather odd, but the thinking behind it is probably something like this: Virtue is what makes possible the fulfillment of ones purpose. For men, the ultimate purpose is happiness; happiness consists of lots of pleasure; pleasure is the satisfaction of desire; and the key to satisfying ones desires is to wield power—in other words, to rule over men. This sort of reasoning would have been associated with the sophists. Socrates response: The ability to rule men is only good if the rule is just.  But justice is only one of the virtues.  So Meno has defined the general concept of virtue by identifying it with one specific kind of virtue. Socrates then clarifies what he wants with an analogy.  The concept of shape cant be defined by describing squares, circles or triangles.  Shape is what all these figures share.  A general definition would be something like this: shape is that which is bounded by color. Menos third definition: Virtue is the desire to have and the ability to acquire fine and beautiful things. Socrates response: Everyone desires what they think is good (an idea one encounters in many of Platos dialogues). So if people differ in virtue, as they do, this must be because they differ in their ability to acquire the fine things they consider good.  But acquiring these things–satisfying ones desires–can be done in a good way or a bad way.  Meno concedes that this ability is only a virtue if it is exercised in a good way–in other words, virtuously.  So once again, Meno has built into his  definition the very notion hes trying to define. Part Two: Is Some of Our Knowledge Innate? Meno declares himself utterly confused:   O Socrates, I used to be told, before I knew you, that  you were always doubting yourself and making others doubt; and now you  are casting your spells over me, and I am simply getting bewitched and  enchanted, and am at my wits end. And if I may venture to make a jest  upon you, you seem to me both in your appearance and in your power over  others to be very like the flat torpedo fish, who torpifies those who come  near him and touch him, as you have now torpified me, I think. For my soul  and my tongue are really torpid, and I do not know how to answer you. Menos description of how he feels gives us some idea of the effect Socrates must have had on many people. The Greek term for the situation he finds himself in is aporia, which is often translated as impasse but also denotes perplexity.  He then presents Socrates with a famous paradox. Menos paradox: Either we know something or we dont.  If we know it, we dont need to inquire any further.  But if we dont know it if we cant inquire since we dont know what were looking for and wont recognize it if we found it. Socrates dismisses Menos paradox as a debaters trick,  but he nevertheless responds to the challenge, and his response is both surprising and sophisticated.  He appeals to the testimony of priests and priestesses who say that the soul is immortal, entering and leaving one body after another, that in the process it acquires a comprehensive knowledge of all there is to know, and that what we call learning is actually just a process of recollecting what we already know. This is a doctrine that Plato may have learned from the Pythagoreans. The slave boy demonstration:  Meno asks Socrates if he can prove that all learning is recollection. Socrates responds by calling over a slave boy, who he establishes has had no mathematical training, and setting him a geometry problem.  Drawing a square in the dirt, Socrates asks the boy how to double the area of the square.  The boys first guess is that one should double the length of the squares sides.  Socrates shows that this is incorrect.  The slave boy tries again, this time suggesting that one increase the length of the sides by 50 percent.  He is shown that this is also wrong.  The boy then declares himself to be at a loss.  Socrates points out that the boys situation now is similar to that of Meno.  They both believed they knew something; they now realize their belief was mistaken; but this new awareness of their own ignorance, this feeling of perplexity, is, in fact, an improvement. Socrates then proceeds to guide the boy to the right answer: you double the area of a square by using its diagonal as the basis for the larger square. He claims at the end to have demonstrated that the boy in some sense already had this knowledge within himself: all that was needed was someone to stir it up and make recollection easier.   Many readers will be skeptical of this claim. Socrates certainly seems to ask the boy leading questions. But many philosophers have found something impressive about the passage.  Most dont consider it a proof of the theory of reincarnation, and even Socrates concedes that this theory is highly speculative. But many have seen it as a convincing proof that human beings have some a priori knowledge (information that is self-evident).  The boy may not be able to reach the correct conclusion unaided, but he is able to recognize the truth of the conclusion and the validity of the steps that lead him to it.  He isnt simply repeating something he has been taught. Socrates doesnt insist that his claims about reincarnation are certain.  But he does argue that the demonstration supports his fervent belief that we will live better lives if we believe that knowledge is worth pursuing as opposed to lazily assuming that there is no point in trying. Part Three: Can Virtue Be Taught? Meno asks Socrates to return to their original question: Can virtue be taught?  Socrates reluctantly agrees and constructs the following argument: Virtue is something beneficial; its a  good thing to haveAll good things are only good if they are accompanied by knowledge or wisdom (for example, courage is good in a wise person, but in a fool, it is mere recklessness)Therefore virtue is a kind of knowledgeTherefore virtue can be taught The argument is not especially convincing.  The fact that all good things, in order to be beneficial, must be accompanied by wisdom doesnt really show that this wisdom is the same thing as virtue.  The idea that virtue is a kind of knowledge, however, does seem to have been a central tenet of Platos moral philosophy.  Ultimately, the knowledge in question is the knowledge of what truly is in ones best long-term interests. Anyone who knows this will be virtuous since they know that living a good life is the surest path to happiness.  And anyone who fails to be virtuous reveals that they dont understand this.  Hence the flip side of virtue is knowledge is all wrongdoing is ignorance, a claim that Plato spells out and seeks to justify in dialogues  such as the Gorgias.   Part Four: Why Are There No Teachers of Virtue? Meno is content to conclude that virtue can be taught, but Socrates, to Menos surprise, turns on his own argument and starts criticizing it.  His objection is simple.  If virtue could be taught there would be teachers of virtue.  But there arent any.  Therefore it cant be teachable after all. There follows an exchange with Anytus, who has joined the conversation, that is charged with dramatic irony.  In response to Socrates wondering, rather tongue-in-cheek query whether sophists might not be teachers of virtue, Anytus contemptuously dismisses the sophists as people who, far from teaching virtue, corrupt those who listen to them. Asked who could teach virtue, Anytus suggests that any Athenian gentleman should be able to do this by passing on what they have learned from preceding generations.  Socrates is unconvinced.  He points out that great Athenians like Pericles, Themistocles, and Aristides were all good men, and they managed to teach their sons specific skills like horse riding, or music.  But they didnt teach their sons to be as virtuous as themselves, which they surely would have done if they had been able to. Anytus leaves, ominously warning Socrates that he is too ready to speak ill of people and that he should take care in expressing such views.  After he leaves Socrates confronts the paradox that he now finds himself with: on the one hand, virtue is teachable since it is a kind of knowledge; on the other hand, there are no teachers of virtue. He resolves it by distinguishing between real knowledge and correct opinion.   Most of the time in practical life, we get by perfectly well if we simply have correct beliefs about something. For example,  if you want to grow tomatoes and you correctly believe that planting them on the south side of the garden will produce a good crop, then if you do this youll get the outcome youre aiming at. But to really be able to teach someone how to grow tomatoes, you need more than a bit of practical experience and a few rules of thumb; you need a genuine knowledge of horticulture, which includes an understanding of soils, climate, hydration, germination, and so on. The good men who fail to teach their sons virtue are like practical gardeners without theoretical knowledge. They do well enough themselves most of the time, but their opinions are not always reliable, and they arent equipped to teach others. How do these good men acquire virtue?  Socrates suggests it is a gift from the gods, similar to the gift of poetic inspiration enjoyed by those who are able to write poetry but are unable to explain how they do it. The Significance of the  Meno The  Meno  offers a fine illustration of Socrates argumentative methods and his search for definitions of moral concepts.  Like many of Platos early dialogues, it ends rather inconclusively.  Virtue hasnt been defined.  It has been identified with a kind of knowledge or wisdom, but exactly what this knowledge consists in hasnt been specified.  It seems it can be taught, at least in principle, but there are no teachers of virtue since no one has an adequate theoretical understanding of its essential nature.  Socrates implicitly includes himself among those who cannot teach virtue since he candidly admits at the outset that he doesnt know how to define it.   Framed by all this uncertainty, however, is the episode with the slave boy where Socrates asserts the doctrine of reincarnation and demonstrates the existence of innate knowledge.  Here he seems more confident about the truth of his claims.  It is likely that these ideas about reincarnation and inborn knowledge represent the views of Plato rather than Socrates.  They figure again in other dialogues, notably the Phaedo.  This passage is one of the most celebrated in the history of philosophy and is the starting point for many subsequent debates about the nature and the possibility of a priori knowledge. An Ominous Subtext While the content of Meno is a classic in its form and metaphysical function, it also has an underlying and ominous subtext. Plato wrote Meno about 385 BCE, placing the events about 402 BCE, when Socrates was 67 years old, and about three years before he was executed for corrupting Athenian youth. Meno was a young man who was described in historical records as treacherous, eager for wealth and supremely self-confident. In the dialogue, Meno believes he is virtuous because he has given several discourses about it in the past: and Socrates proves that he cant know whether hes virtuous or not because he doesnt know what virtue is. Anytus was the main prosecutor in the court case that led to Socratess death. In Meno, Anytus threatens Socrates, I think that you are too ready to speak evil of men: and, if you will take my advice, I would recommend you to be careful. Anytus is missing the point, but nevertheless, Socrates is, in fact, shoving this particular Athenian youth off his self-confident pedestal, which would definitely be construed in Anytuss eyes as a corrupting influence. Resources and Further Reading Bluck, R. S. Platos Meno. Phronesis 6.2 (1961): 94–101. Print.Hoerber, Robert G. Platos Meno. Phronesis 5.2 (1960): 78–102. Print.Klein, Jacob. A Commentary on Platos Meno. Chicago: The University of Chicago Press, 1989.Kraut, Richard. Plato. The Stanford Encyclopedia of Philosophy. Metaphysics Research Lab, Stanford University 2017. Web.Plato. Meno. Translated by Benjamin Jowett, Dover, 2019.Silverman, Allan. Platos Middle Period Metaphysics and Epistemology. The Stanford Encyclopedia of Philosophy. Metaphysics Research Lab, Stanford University 2014. Web.Tejera, V. History and Rhetoric in Platos Meno, or on the Difficulties of Communicating Human Excellence. Philosophy Rhetoric 11.1 (1978): 19–42. Print.

Technology And The Moral Values Of Students - 906 Words

In addition to harming their health and development, devices also corrupt the moral values of students. Easy access to the Internet encourages many students to plagiarize text for papers and assignments. Furthermore, more than â…“ of teens with cell phones admitted to having stored information on them to look during a test or texting friends about answers (Miners). Versatile technologies have made cheating easier and many students do not realize using their devices is considered cheating. The lack of person-to-person contact in new cheating methods makes it harder for them to feel as if they are doing anything wrong. â€Å"Nearly 1 in 4 students thinks thinks that accessing notes on a cell phone, texting friends with answers, or using a phone to†¦show more content†¦This may encourage some kids to bully since they feel they are shielded by the Internet. Kids who are cyberbullied are more likely to use alcohol and drugs, skip school, receive poor grades, and have lower self-esteem and health problems. Cell phone use has to be limited because it cannot be continued at the expense of weak students who cannot speak up. According to the 2013-2014 School Crime Supplement, 7 percent of students in grades 6-12 experienced cyberbullying. About 1 in 4 teens have been the victims of cyberbullying and about 1 in 6 admit having cyberbullied someone. In some studies, more than half of surveyed teens said they experienced abuse through social and digital media. (ASPA). Unfortunately, technology serves as a tool to harass others and cannot be increasingly used. Although some believe technology has provided a multitude of benefits to students, it is monster in disguise. Many supporters emphasize the benefits devices have offered such as easy communication with instructors. However, most students do not use their phones to exploit these benefits. Most students do not use most of their time on their cell phones to email their teachers or check educational websites. Furthermore, supporters assert that students can search for topics on the Internet faster and more efficiently and recognize that the traditional method of education is still an option for those who prefer it. 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Therefore, for them to be relevantRead MoreThe Influence of Television and Technology in Society Essay834 Words   |  4 Pagesthe degradation of imagination; and thus, destroy what has been created in the past? It appears that with the advancement we have the privilege and opportunity to do things better but to what effect to human society? There appears to be a concern of moral and spiritual affect of what, and how we as society got to this point! Television has conveyed numerous adjustments to the way many people squander their leisure time. Some changes are beneficial; while others may be more poisonous to the mind. Television

Nationalism in Latin American History Free Essays

Nationalism 1. In the wake of neocolonialism, Latin Americans remade the nativist rhetoric of the past to push a new nationalist cultural and economic agenda. I. We will write a custom essay sample on Nationalism in Latin American History or any similar topic only for you Order Now Nationalism 1. Latin American nations had been defined by their internal diversity 1. Transculturation 2. Racial mixing 2. Europeans had associated Latin American difference with a negative meaning 3. Nativism challenged this attitude 4. Nativism faded after independence 3. New nationalism was another wave of nativism with strong economic agenda 4. Who were nationalists? 5. Often urban, middle class 6. Mixed-race or recent immigrants . Benefitted less from export boom 5. Nationalism challenged the supposed superiority of European culture 8. Reinterpretation of Latin American difference as positive 9. Use of local cultural forms to define that difference 6. Critique of foreign intervention 10. Military intervention 11. Economic power 7. Ethnic nationalism 12. Differs from U. S. â€Å"civic nationalism† 13. Employs signs of ethnic identity 1. Foods 2. Dance 3. Clothing 1. Celebrates racial mixing 1. Adaptation to Latin American environment 2. Sometimes as improvement — best of all races 3. Nicolas Guillen . Premier exponent of Afro-Cuban identity 2. â€Å"Ballad of Two Grandfathers† 3. Poems sometimes mimicked Afro-Cuban speech 1. Many writers use indigenous and Afro-Cuban themes 1. Alejo Carpentier (Cuba) 2. Ciro Alegria (Peru) 3. Miguel angel Asturias (Guatemala) I. Nationalists Take Power 1. Mexican Revolution 1. Diaz had ruled for 34 years by 1910 2. Reformers back Francisco Madero 1. Madero sought only more power for elites in Diaz government 2. Madero was jailed and exiled 1. Madero radicalizes, proposes returning indigenous lands 2. Emiliano Zapata 1. From indigenous community of Anenecuilo 2. Lost land to sugar plantations 3. Allied his movement with Madero 4. His image — sombrero, mustache, horse — become iconic of Revolution 5. One of many local leaders moving against the government 1. Madero goes into exile in 1911 1. Diaz unseated by a general, killed 2. Years of upheaval, multiple armies fighting at once 1. Pancho Villa 1. Northern Mexico 2. Army comprised of cowboys, miners, railroad workers, oil workers 3. Very different from Zapata’s southern indigenous rebellion 1. Constitutionalists 1. Third movement along with Villa and Zapata 2. Urban, middle class 3. Drafted a new constitution in 1917 4. More typical of Latin American nationalists 5. May be considered the â€Å"winners† of the revolution 1. Constitution of 1917 1. Article 27 reclaims oil rights for nation from foreign companies 2. Paved the way for villages to recover common lands (ejidos) 3. Division of large landholdings, distribution to landless peasants 4. Article 123 – labor regulations 5. Limited privileges of foreigners 6. Curbed Catholic church 1. No longer could hold land 2. Limits to number of clergy . Clergy could not wear ecclesiastical clothes in the street 4. Clergy could not teach primary school 1. 7. Defeated Villa and Zapata 2. Fought off Catholic traditionalist â€Å"Cristero† rebellion 3. Created single-party political system 1. Remained in power as Revolutionary Party for seventy years 2. Employed Villa, Zapata, Madero as its heroes 1. Revolution was transformative for Me xico 1. Created new loyalties 2. Occupied a central space in the national imagination 3. Two U. S. interventions added nationalist luster 1. New government initiatives 1. Road initiative decreases isolation of rural areas 2. Land redistribution 3. Public education initiative 4. Jose Vasconcelos 1. Minister of Education 2. Celebrated the â€Å"Cosmic Race,† meaning mestizos 1. Artists Diego Rivera and Frida Kahlo illustrate revolutionary nationalism 1. Diego Rivera 1. Muralist 2. Depicted Mexico’s indigenous past 3. Painted Ministry of Public Education 1. (i) Images of open-air schools 2. (ii) Indigenous peasants dividing land 1. Mexico’s national palace 1. (i) Scenes of Tenochtitlan 2. (ii) Depicts Spanish conquest as a hypocritical bloodbath 1. . Frida Kahlo 1. Small self-portraits 2. Painted while bedridden 1. (i) Polio survivor 2. (ii) Crippled by a traffic accident 3. (iii) Multiple surgeries 1. Depicted herself with cultural symbols of Mexico 1. (i) Traditional hairstyles 2. (ii) Folk dresses 3. (iii) Pre-Colombian jewelry 1. Nationalism was en vogue in the 1920s–30s 1. Folk music (corridos) 2. Dance (jarabes) 3. Tradi tional dishes (moles  and  tamales) 4. Old-style theater (carpas) 5. Mexican films 1. Nationalist movement had Marxist overtones 1. Kahlo and Rivera joined Communist party 2. Soviet exile Trotsky lived in Mexico 1. Uruguay 1. Background 1. Export boom rivaled that of Argentina 2. Ruled through managed elections 1. Jose Batlle y Ordonez 1. Country’s great nationalist reformer 2. First term (1903–07) vanquished political rivals 3. Broad support among immigrant working and middle class of Montevideo 1. Batllismo 1. Civic and economic nationalism 2. State action against â€Å"foreign economic imperialism† 1. Tariffs to protect local business 2. Government monopoly on public utilities 1. (i) Formerly British-owned railroad 2. (ii) Port of Montevideo 1. Government ownership of tourist hotels 2. Government owned meat-packing plants 3. State-owned banks 1. 3. Hemisphere’s first welfare state 1. Minimum wage 2. Labor regulations 3. Paid vacations 4. Accident insurance 5. Public education expanded 6. University opened to women 1. 4. Batllismo relied on prosperity to sustain reforms 2. Left rural Uruguay largely untouched 3. Aggressively anti-clerical 4. Tried to abolish presidency in favor of a council 5. Considered a â€Å"civil caudillo† 1. Argentina — Hipolito Yrigoyen 1. â€Å"Revolution of the ballot box† (1916) 1. Radical Civic Union 2. Middle-class reform party with working class support 3. First truly mass-based political party in Latin America 4. Rewarded supporters with public jobs 5. Reforms less audacious than in Uruguay 1. Used nationalist rhetoric 2. Did not significantly affect presence of foreign capital 1. 6. Created government agency to oversee oil production 1. Man of the people 1. Hated, and hated by, urban elite 2. Framed politics in moral terms 3. Lived in a simple house 1. Rejected European and U. S. initiatives 2. Repressed labor action 1. â€Å"Tragic week† of 1919 2. Patagonian sheep herders’ strike of 1921 1. Returned to power in 1928 1. Victor Manuel Haya de la Torre (Peru) 2. Exiled from Peru for protesting a U. S. -backed dictatorship 3. Lived in Mexico, influenced by Mexican Revolution 4. Formed Popular American Revolutionary Alliance (APRA) 1. International party 2. Defense against economic imperialism 1. Preferred the term â€Å"Indo-America† to Latin America 2. Indigenismo  Ã¢â‚¬â€œ nationalist emphasis on indigenous roots 1. Jose Carlos Mariategui imagined indigenous socialism 2. Inca models combined with Marxist theory 3. Peruvian society ethnically split, so  indigenismo  was not successful 1. APRA 1. Did not succeed as international party 2. Indigenismo  scared Peru’s Conservatives 3. Mass rallies against oligarchy, imperialism 4. Party revolted after losing a managed election 5. Rebellion crushed, party banned 1. Ciro Alegria 1. High-ranking APRA militant 2. Fled Peru 3. Wrote  indigenismo  fiction 4. Authored â€Å"Wide and Alien is the World† 5. Best-known Latin American  indigenismo  writer 1. Nationalists were influential even when kept from power 1. Colombia 1. Nationalists tried to outflank conservative client networks 1. Unionized urban workers 2. Rural oligarchies were too strong 1. 2. Jorge Eliecer Gaitan 1. Fiery popular leader 2. Rose to fame protesting massacre of banana workers at U. S. -owned plantation 1. Venezuela 1. Oil money kept leaders entrentched 2. Popular outreach carried out by communist or socialist activists 1. Chile 1. Thirteen-day â€Å"Socialist Republic† 2. Nationalists on the right prevented consolidation of a government 1. Cuba 1. Broad nationalist coalition ousted neocolonial dictator 2. Included university students and non-commissioned army officers 3. Fulgencio Batista 1. Led military element of revolution 2. Bowed to U. S. influence 3. Nationalism as window-dressing I. ISI and Activist Governments of the 1930s 1. Import Substitution Industrialization (ISI) 1. International trade collapses during 1930s Depression 2. Latin American manufacturers fill void left by collapsed trade 3. Began during trade disruption during World War I 1. Buenos Aires, Sao Paulo, Rio de Janeiro, Mexico City develop industry 2. Latin American industry remains mostly undeveloped 1. Industrialization becomes central to nationalism 1. Economic activism 1. Setting wages and prices 2. Regulating production levels 3. Protective labor laws 4. Manipulated exchange rates 1. 2. State ownership of banks, utilities, key industries 1. Largest markets benefitted from ISI 1. Mexico 2. Southern Cone nations 1. Smaller markets did not see much industrialization 1. Poor, rural populations 2. Less market for domestically-produced products 1. Light industry responded better to ISI than heavy industry 1. Heavy industry required importing equipment 2. Required steel 3. Only Mexico, Argentina, Brazil, and Chile had steel industries 1. Brazil 1. Industry surpassed agriculture as percentage of GDP within two decades 2. Getulio Vargas 1. Compared to U. S. president FDR (Franklin Delano Roosevelt) 1. Made famous use of radio 2. Vastly expanded government 1. Oligarchic republic begins to collapse in 1920s 2. Young army officers –  tenentes  Ã¢â‚¬â€œstage symbolic uprisings 3. Coffee industry in crisis from overproduction 1. â€Å"Coffee Valorization Program† cannot offset drops in prices 2. Depression in 1929 causes prices to plummet again 1. Revolution of 1930 1. Vargas was governor of Rio Grande do Sul, non-coffee state 2. Candidate from coffee-producing Sao Paulo won a managed election 3. Opposition forces gather to dispute result 4. Vargas takes presidency with support of the army 5. Revolution of 1930 brought together diverse political movements 1. Frustrated liberals 2. Tenentes —  nationalists who despised Liberals 1. Young  Tenentes  absorb radical ideologies 1. Many  tenentes  joined communist party 2. Communist party at the center of Alliance for National Liberation (ALN) 3. Others join Integralists, inspired by European fascism 1. Vargas presidency 1. Ruled more-or-less constitutionally for seven years 2. Played different political factions against each other 3. Took dictatorial power in 1937 4. Announced  Estado Novo  (New State) 1. Highly authoritarian 2. Dissolved legislative bodies 3. Banned political parties 4. Media censored 5. â€Å"Interventors† appointed to direct state governments 6. Police operated with brutal impunity 1. 5. Nationalism helped maintain his popularity 1. Flood of new government agencies 2. National Steel Company 3. National Motor Factory 4. Prohibited foreign ownership of newspapers 5. Assimilation pressure on immigrant communities 1. Promotion of Afro-Brazilian heritage 1. Gilberto Freyre 1. Anthropologist 2. Authored  The Masters and the Slaves 3. Argued that African heritage created Brazil’s national identity 1. 2. Samba became Brazil’s national dance 2. Carmen Miranda 1. Known for her fruit-hats 2. Movie star first in Brazil, then in United States 3. In Brazil, movies occupied a nationalist niche — national dance, national music 4. In the United States, became a caricature of Latin America 5. Born in Portugal, raised in Brazil . Dance, costumes, and songs embodied Brazil 1. Sao Paulo Modern Art Week, 1922 1. Heitor Villa-Lobos 1. Integrated Brazilian folk melodies into classical compositions 2. Under Vargas, worked on national program for musical enrichment 3. Remains Latin America’s most famous classical composer 1. 2. Oswald de Andrade 1. â€Å"Cannabalist manifesto† 1928 2. Suggested that Brazilians metaphorically canniba lize European art 1. (i) Consume and digest it 2. (ii) Combine it with indigenous and African art to create Brazilian forms 1. 3. Jorge Amado 1. Best-known Brazilian novelist 2. Novels set in strongly Afro-Brazilian Bahia 1. Placing Vargas on the left-right spectrum 1. Organized labor unions 2. Protected workers 1. 48-hour work week 2. Safety standards 3. Retirement and pension plans 4. Maternity benefits 1. 3. Paternalistic — no worker control 1. Striking prohibited 2. Grievances addressed to the state 1. Lazaro Cardenas in Mexico 1. Humble beginnings, unlike Vargas or FDR 2. Fought in the Revolution 3. Became governor of Michoacan, his home state 4. Ran for president unopposed as Revolutionary party’s candidate 1. Campaigned across the country 2. Made a point to visit small villages 1. Distributed nearly 45 million acres of land, as much as previous twenty-four years put together 2. Supported labor, defended right to strike 1. Led to major international confrontation in 1938 2. Striking workers were employed by U. S. and British companies 3. Companies and strikers submitted to Mexican government for arbitration 1. Arbitrators awarded workers increased pay and social services 2. Foreign firms refused to comply 3. Mexican supreme court upheld decision 4. Companies continued to stonewall 1. 4. Cardenas expropriated the oil companies under Article 27 1. Mexicans voluntarily contributed to help government compensate the companies 2. Seen as a â€Å"declaration of economic independence† 3. Gave rise to national oil company, PEMEX 1. 5. Britain cut off diplomatic relations 1. FDR’s â€Å"Good Neighbor Policy† 1. Need for Latin American allies in unstable 1930s 2. 1933, Pan-American Conference 1. United States forswears intervention in Latin America 2. Cuba and Panama would no longer be protectorates 1. Rise of â€Å"Good Neighbor† movies 1. Carmen Miranda 2. Disney’s â€Å"Three Caballeros† 1. World War II 1. All countries of Latin America joined the United States as allies in World War II 1. Central American and Caribbean countries among first to join 1. Rafael Trujillo of the Dominican Republic 1. (i) Petty dictator supported by United States 2. (ii) â€Å"He’s our bastard† 1. 2. Chile and Argentina were aloof, with large population of immigrants from Italy, Germany 2. Brazil was greatest ally 1. â€Å"Bulge of Brazil† was of great strategic importance 2. Vargas allowed construction of U. S. bases and airstrips 3. Brazilian infantry fought in Italy 1. 4. Mexican fighter pilots flew in Pacific 1. War spurred ISI 1. U. S. demand for agricultural exports increased 2. United States and Europe still unable to produce industrial goods 3. Demand up and competition low for Latin American industry 4. Brazil, for example, enjoyed a huge trade surplus 1. Nationalism in 1945 1. Cultural shift had taken place 1. Rivera’s murals in Mexico’s government buildings 2. Acclaim for Afro-Brazilian samba dancers . Carlos Gardel 1. Famed tango singer 2. Popular throughout Latin America 3. Career cut short by plane crash 1. 4. Gabriel Mistral 1. Chilean poet 2. First Latin American to win a Nobel Prize 1. Many things remained unchanged 1. Central America virtually untouched by benefits of nationalism 1. Internal markets too small to support industrialization 2. Land-owning oligarchies had not ceded control 1. 2. Guatemala 1. German coffee growe rs had no interest in developing the country 2. Jorge Ubico 1. (i) Classic neocolonial dictator 2. ii) Main concern was promoting â€Å"civilization† and cultivating coffee 3. (iii) Wanted to be closest U. S. ally 1. United Fruit Company becomes single dominant economic enterprise 1. 3. El Salvador represented â€Å"worst-case scenario† 1. Dictator Maximiliano Hernandez Martinez 1. Brutally defended coffee production 2. (ii) 1932 becomes known as the year of â€Å"the Slaughter† 3. (iii) Most of the more than 10,000 victims were indigenous 1. Indigenous Salvadorans slowly gave up signs of their identity 1. 4. United States stopped nationalism in Central America and Caribbean 1. Batista in Cuba 2. Several rulers owed their power to U. S. intervention 1. (i) Anastasio Somoza of Nicaragua 2. (ii) Trujillo of Dominican Republic 1. (1) Motto: â€Å"God and Trujillo† 2. (2) Major nationalist effort was massacre of Haitian immigrants 1. 5. Rhetoric often outran reality in nationalist countries 1. Racism lingered 2. Urbanization created shantytowns 3. Rural areas of most countries saw no improvements 4. Countries remained technologically behind Europe and United StatesChapter How to cite Nationalism in Latin American History, Papers

Consumer Behavior in Tourism

Question: Discuss the consumer marketing behaviour. Answer: Introduction Consumer marketing behaviour is the most significant factor that the organizations need to consider while marketing their products and services. The buying behaviour of the consumers actually symbolises the effectiveness of the market and the efficacy they show in the operations (Evans, Jamal, Foxall, 2009). The choices and preferences of the people differ from each other and they look for products that are capable of attracting the attention of the people in various aspects. In this particular report, market analysis has been done in order to explore and acknowledge the perceptions and viewpoints of the different types of people regarding their travelling and tourism experience (Robinson, Luck, Smith, 2013). The survey results of three respondents have been selected for the analysis procedure through which the different choices of vacation destinations have been identified. The factors related with the choice of the locations such as budget, accommodation, conveyance, holiday pack ages, etc. are being taken into consideration in the following report. Analysis of the behaviour of the chosen respondents using personality theories For this particular report, the survey results of three consumers namely respondent 1, 4 and 5 have been analysed and evaluated with the help of the personality theories in order to reflect on the personalities of the respondents regarding their marketing behaviour and choice of the vacation locations. Difference in the rankings of evaluative criteria It has been perceived while analysing the survey results of the three chosen respondents that their rankings in the evaluative criteria are different from each other. With relevance to the personality theory, it can be said that the rankings have been made owing to the different personalities of the individuals. It is quite natural that the tastes and preferences of the people will vary from each other due to their personality and as such their rankings will be different (Slottje, 2009). The personality theory focuses on the fact that any two individuals will not at all be comparable in context of having some traits absent within them. The vacation destination and the facilities opted by the chosen three respondents clearly reveal the type of personalities they bear within themselves. Differences in the choices of vacation destinations Personality theory also emphasises that different people look for different places according to their choices and level of comfort they are likely to adapt themselves in. With relevance to the tripartite theory, it can be said that the choices and decisions of the people differ from each other due to three personality factors such as ego, superego and identity. Some people have been observed to give importance to their own needs and necessities and do not care about the others. Their ego and the feeling of deserving everything good and better leads them to choose luxury and enough comfort for themselves that identifies their personalities (Solomon, 2007). According to the survey findings, the respondent 1, that is the Australian student of 19 years will like to prefer visiting Las Vegas as the vacation destination for his family as it offers all sorts of attractions to the people of all ages. The respondent 4, that is the Brazilian bartender, will opt for New Zealand that is within h er budget and meets up her needs effectively. Thus the choices of locations change according to the personalities of the individuals. Analysis of behaviour of chosen respondents using demographic theories Demographic variables include age, gender, income level, family situation, ethnicity, etc. (Canavan, 2016). On the basis of all these factors, the choices and preferences of the people tend to vary from each other on considerable basis. According to the demographic theories, the people focus on their budgets and family situation as well as other factors and then decide on their expenses and choose the destinations they want to move on. On analysing the viewpoints of the chosen respondents, it can be hereby understood and evaluated that the individuals have made their decisions and choices based on their demographic variables. Difference in rankings of evaluative criteria The choices of the chosen respondents are different as their demographic factors are different. For example, the Brazilian bartender will think of her budget and will make expenses according to that. If she chooses New Zealand as her vacation destination, then it is quite obvious that she will look for the price of per head and will estimate the days with their staying duration which will make it easier for her to go for the trip. On the other hand, the 59 year old divorced office manager of New Zealand will tend to opt for her own country only as her income supports her affordability. The other respondent from Australia will prefer a vacation trip to Las Vegas as the place represents their ethnicity and culture and also matches their budget (Brown Jafari, 1990). Moreover family member is also an important factor that works in the decision making process. For the Australian student of 19 years, he takes his own travelling decisions. As he is single and does not have any kind of tension or stress, he can easily opt for the Las Vegas trip as this will suit his criteria and match his comfort level. He can also enjoy being there and experience a free and independent life. On the other hand the divorced woman is single and will spend her own expenses, but the bartender relies upon her partner for such decisions. The age of the three respondents is also a factor playing a major role in choosing the vacation destinations (Windham Orton, 2000). For instance, the 24 year bartender will choose a place where she and her partner can explore the most exciting aspects of New Zealand while the 59 year divorced lady will definitely want a comfort and relaxing accommodation where she can just relax and get her mind refreshed with no worries. With all these f actors in consideration, the people will choose their destinations and their comfort accommodations. Differences in the choices of vacation destinations As mentioned in the earlier sections, the choice of the places is strongly influenced by the demographic variables such as ethnicity, income level, gender, age, family members, marital status, etc. For each age group, marital status and gender specification, the preferences of the people regarding destinations change. For example in case of the Brazilian bartender, she is in a relationship with her partner which is not legal. As a matter of fact she and her partner will opt for an accommodation where separate rooms are available for both of them. Hence cost of two rooms will matter and accordingly they will choose their hotels and destinations (Pizam Mansfeld, 1999). People go for holiday destinations to have new unforgettable memories and experiences with their partners. A family will not choose a place where his wife and children will not enjoy the trip whereas a middle aged man will not choose such a place where he cannot experience or enjoy the single independent life. Hence the demographic factors play a major role in the decisions of the individuals for choosing the holiday destinations. Recommendations Based on the survey analysis made with three respondents, it can be thus said that there can be numerous recommendations that can be provided to the marketers of the tourism departments which will make the countries and places even more beautiful and can attract the people (Dhaliwal, 2006). It has been perceived from the survey that the three chosen respondents did not actually prefer the other destination options. It might be because of higher accommodation or package rates, lack of proper transport system, etc. Thus the tourism industries must acknowledge these factors and develop the places in such a way so as to make the tourists attract. In this respect certain recommendations can be highlighted for identifying steps to improve in future. Characteristic features of likeliest customers After analysing the survey findings of the three different individuals, it has been hereby observed that New Zealand stood in great demand for the people. Two out of three have chosen it as their favourite holiday destination as the country provides enough facilities for the tourists at the competitive price that make it quite affordable for the people (Tsiotsou Goldsmith, 2012). It is not so costlier and the carefree persons can easily avail the expenses of the country like the Brazilian bartender and the divorced lady. Thus New Zealand is liked by the majority of the individuals as per their likings and affordability. Strategies for attracting people using learning and memory theories The cognitive learning theory can be applied in case of attracting the potential tourists in the countries by promoting their attractions through media channels. Moreover the learning theory concerned will depict various auditory segments that can cater the best services and enjoyment to the tourists as per their needs (Slottje, 2009). People must be taught how to adapt to a new place and respond to a particular location. The information and package details of the countries must be provided to the tourists, from which they can learn about the best offerings of the countries. Conclusion The overall report depicted the varying perceptions and choices of the three different individuals who have expressed their desires and preferences on the basis of their demographic and personality factors. The theories indicated their reasons behind choosing such places. People choose places according to their likings and comfort (Pizam Mansfeld, 1999). People have different types of likes and dislikes. Hence as a matter of fact, the marketers must aim at producing those products and services in the market through which they can be able to present before the consumers a wide variety of products and services which they will like to purchase. References Brown, F. Jafari, J. (1990). Tourism and culture.Tourism Management,11(1), 78-80. https://dx.doi.org/10.1016/0261-5177(90)90013-y Canavan, B. (2016). Tourism culture: Nexus, characteristics, context and sustainability.Tourism Management,53, 229-243. https://dx.doi.org/10.1016/j.tourman.2015.10.002 Chen, W., Hoyle, C., Wassenaar, H. (2013).Decision-based design. London: Springer. Dhaliwal, N. (2006).Tourism. London: Vintage Books. Evans, M., Jamal, A., Foxall, G. (2009).Consumer behaviour. Chichester, England: Wiley. Maccarrone-Eaglen, A. (2009). An Analysis of Culture as a Tourism Commodity.Tourism Culture Communication,9(3), 151-163. https://dx.doi.org/10.3727/109830409x12596186103879 Pizam, A. Mansfeld, Y. (1999).Consumer behavior in travel and tourism. New York: Haworth Hospitality Press. Robinson, P., Luck, M., Smith, S. (2013).Tourism. Wallingford, Oxfordshire: CABI. Slottje, D. (2009).Quantifying consumer preferences. Bingley: Emerald. Solomon, M. (2007).Consumer behavior. Upper Saddle River, N.J.: Pearson Prentice Hall. Tsiotsou, R. Goldsmith, R. (2012).Strategic marketing in tourism services. Bingley: Emerald. Windham, L. Orton, K. (2000).The soul of the new consumer. New York: Allworth Press.