Frankenstein Essay Sympathy For The Creature Example For Students

Frankenstein Essay Sympathy For The Creature It has been addressed by people,honored by individuals and adored since the very beginning. However even today not one individual can say what is ethically right. It involves sentiment. It was Dr. Victor Frankensteinsopinion that it was okay to make a beast. Frankensteins creation required a partner. Knowing thathis first creation was detestable should the specialist make a second?With the current information, to Dr. Frankenstein, it isn't atall ethically right to carry another beast into the world. Taking a gander at this probelm in light of his family, the doctorbegins his work on the subsequent beast. The first monsterthreatened Frankenstein and even his family. The monsterangrily said to Frankenstein, I can make you so wretched.(pg. 162) Trying to startle Frankenstein for not making hismate the beast depended on dangers. On the off chance that the great doctordoes make an ally for his first creation he may beendangering others. The hopeless beast whom I hadcreated, (pg.152) says Victor after glancing back at hiswork. On the off chance that there is another beast there will be twice thepower and potentially double the underhanded, which could damage or murder hisfamily. When and if Frankenstein submits the ethical sin ofcreating another beast he might be freed of both monstersforever. With the partner you present I will stop theneighbourhood of man,(pg 142) guarantees the morallycorrupt beast to the specialist upon the fruition of hispartner. At the point when the specialist, if and when he, completed his firstcreations mate quite possibly the beasts will notkeep their guarantee and remain in Europe envoking dread intotownfolk. The great specialist, attempting to act ethically, destroysthe beast to benefit the world. The beasts canpotentially assume control over whatever they please. A race of devilswould be propegated,(pg. 163) thinks Frankenstein tohimself in his examination. The beasts, if sufficiently amazing, couldpossibly assume control over Europe. Frankenstein understands that he can't in any way, shape or form fate the world to profit himself. Will I, incoold blood, set free upon the earth a daemon..(pg. 162)argues Frankenstein with his creation. It isn't ethically rightfor one individual to release such a dread on the world tobenefit just himself and his family. Frankenstein won't letany model adjust his perspective on the point that the beast isand will consistently be ethically corupt. Proceeding on his pointthat the beast was too shrewd to even think about duplicating, Frankenstein says,Your dangers can't move me to do a demonstration of wickedness;but they affirm me in assurance of not making you acompanion in bad habit.( pg. 163) Frankenstein won't sacrificehis morallity as a result of persuation from a beast. Althoughbeholding the danger of death and hopelessness Frankenstein heldhis ground and didn't forfeit his good. When and ifFrankenstein makes another beast he can not feel as though hehas done the ethically right thing. From making the monsterFrankenstein will some how make individuals other thanhimself despondent. I agree to your interest, on your solemoath to very Europe everlastingly, and each other spot in theneighbourhood of man,(pg. 143) says Frankenstein as hesees the force that the two might have. Thegood specialist sees that with his own hands he could possiblyscar the world for eternity. The specialist needs, on the off chance that anybody, himselfto be troubled rather than all of humanity. Begone! I dobreak my guarantee, (pg. 162) states the specialist furiously. Notthinking about himself yet the world unselfishly breaks hispromise to the beast. Having such an incredible brain thedoctor can understand that a more noteworthy wickedness will be realesedupon the earth then upon himself. Your dangers can't moveme to do a demonstration of wickedness,(pg. 162) says the specialist ashe contends his point with his creation. The specialist sees that agreater and increasingly terrible outcome can emerge out of him makingthe second beast than not. With the information at hand,to Dr.Frankenstein, it isn't at all ethically right to bringanother beast into the world. From one perspective if thesecond beast was made Frankensteins family would besaved. By a similar token the remainder of the world could beforced to bow before two terrible beasts. The problem,making or not making the subsequent beast, played vigorously onFrankensteins mind, potentially caused his short slip by into therealm of the crazy. Despite the fact that Frankenstein started hiswork to benefit man his analysis wound up hurtinghimself and his family. .u53eee742e3811089648b5347036d55dd , .u53eee742e3811089648b5347036d55dd .postImageUrl , .u53eee742e3811089648b5347036d55dd .focused content zone { min-tallness: 80px; position: relative; } .u53eee742e3811089648b5347036d55dd , .u53eee742e3811089648b5347036d55dd:hover , .u53eee742e3811089648b5347036d55dd:visited , .u53eee742e3811089648b5347036d55dd:active { border:0!important; } .u53eee742e3811089648b5347036d55dd .clearfix:after { content: ; show: table; clear: both; } .u53eee742e3811089648b5347036d55dd { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; obscurity: 1; change: haziness 250ms; webkit-change: darkness 250ms; foundation shading: #95A5A6; } .u53eee742e3811089648b5347036d55dd:active , .u53eee742e3811089648b5347036d55dd:hover { murkiness: 1; change: mistiness 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .u53eee742e3811089648b5347036d55dd .focused content zone { width: 100%; position: relative; } .u 53eee742e3811089648b5347036d55dd .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-adornment: underline; } .u53eee742e3811089648b5347036d55dd .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u53eee742e3811089648b5347036d55dd .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-stature: 26px; moz-outskirt sweep: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u53eee742e3811089648b5347036d55dd:hover .ctaButton { foundation shading: #34495E!important; } .u53eee742e3811089648b5347036d55dd .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u53eee742e3811089648b5347036d55dd-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u53eee742e3811089648b5347036d55dd:after { content: ; show: square; clear: both; } READ: Jackson 1 (2752 words) EssayCategory: Book Reports

Understanding Leadership free essay sample

There are various components that will decide your decision of Leadership style. To pick the best methodology for you, you should consider: Your normal style or favored style (This is dictated by your own character) Your degree of obligation (You may confront various kinds of choices) The current task (Is it a standard assignment or something new and innovative) Assessment of circumstance Timescales (When should the errand be finished) The aptitude levels and experience of your group The character of the group/singular individuals. The hierarchical condition (Is the association steady or changing) The Hersey-Blanchard Situational Leadership Theory distinguishes four distinctive initiative styles. These various styles can be drawn after relying upon the circumstance. The hypothesis expresses that as opposed to utilizing only one style, effective pioneers should change their initiative styles dependent on the undertaking, circumstance and status of the gathering. Situational Leadership Google Images Hersey and Blanchard four primary Leadership Styles Telling/Directing (S1) †Leaders guide their kin and how to do it. We will compose a custom article test on Getting Leadership or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Positives: Precise Instructions and cutoff times, intently screens progress Negatives: Staff may feel their suppositions are not esteemed, Motivational issues Selling/Coaching (S2) †Leaders give data and bearing, however theres more correspondence with supporters. Pioneers offer their message to get individuals ready. Positives: Improve staff execution, constructs certainty Negatives: Time venture tuning in and prompting, Participating/Supporting (S3) †Leaders center more around the relationship and less on heading. The pioneer works with the group, and offers dynamic obligations. Positives: Staff urged to take responsibility for task Negatives: Delegating (S4) †Leaders pass the vast majority of the duty onto the adherent or gathering. The pioneers despite everything screen progress, yet theyre less associated with choices. Positives: Empowering staff to act and decide, Negatives: Potential to be seen as bias, As you can see, styles S1 and S2 are centered around completing the assignment. Styles S3 and S4 are increasingly worried about creating colleagues capacities to work freely. As indicated by Hersey and Blanchard, realizing when to utilize each style is generally subject to the preparation of the individual or gathering youre driving. They additionally separate status into four unique levels. (See Appendix 1) Using this hypothesis, pioneers can put pretty much accentuation on the errand, and pretty much accentuation on the associations with the individuals they are driving, contingent upon whats expected to take care of business effectively. (http://www. mindtools. com/pages/article/newLDR_44. htm) 02/02/14 Leadership styles or practices are probably going to have a constructive or contrary impact on individual and gathering conduct In my job I deal with a group of 11 individuals there are various solid characters inside the group. They all have changing degrees of information and involvement with their particular jobs which influences their individual ability levels. Nobody style of the board is fortunate or unfortunate, an administration style can be a decent or poor fit contingent upon the circumstance. This is the reason I discover the Situational Leadership approach the best and attempt to change instinctually between the four styles as indicated by the individuals and sort of work I am managing at that point. It is fundamental to be versatile as there are positives and negatives to the various styles whenever utilized in an inappropriate circumstance. Anyway I think my regular style is a blend of Selling and Supporting . Instances of when I have utilized these various styles are beneath: Selling: My group have various focuses on that must be met. A portion of the staff are reliably beneath their objectives for different reasons, for example, overwhelming remaining task at hand, hierarchical aptitudes, organizing and so forth. In this circumstance I will converse with them coordinated clarifying their objectives and why they must be met laying out the advantages to the group and friends. I likewise energize their information, tuning in to their thoughts of how they can improve and create. Supporting: An accomplished colleague me that they were battling with their outstanding task at hand. That it had gotten excessively and they could not adapt anymore. I plunked down with the individual and tuned in to what work they had remarkable and how things had gotten excessively. In the wake of talking it turned out to be evident that it was because of an absence of inspiration and association that things had developed, bringing about an absence of certainty to refocus. I realized this individual had the information and aptitudes to finish the work so I gave acclaim for past work they had done well to build certainty. I at that point gave direction and backing of how to compose their outstanding remaining task at hand. This brought about the individual from staff feeling significantly increasingly certain and persuaded to finish the exceptional undertakings. I likewise utilize Telling and Delegating relying upon the circumstance or job that needs to be done. For example I would utilize Telling if an individual from staff can't or reluctant to finish an assignment. I would utilize Delegating if the individual from staff is skilled and inspired bringing about my trust to finish the errand. Its a directors duty to be a chameleon by changing their style to suit the circumstance. Thusly you will expand the efficiency and commitment of the entire group. My own authority practices and potential with regards to a specific initiative model and own organisation’s working practices and culture, utilizing input from others The Johari Window is a valuable device for helping construct mindfulness and addition a comprehension of how others see you. To help structure my very own judgment administration practices I solicited 14 individuals from my group to finish a Johari Window freebee comprising of 56 descriptive words and requested that they circle 5 words they felt best depicted me. I additionally finished my own present to look at against my associates. The finished structures (See Appendix 2) This is my Johari Window Known to Others Blind Spots Unknown to us Known To others capable, tolerating, versatile, quiet, chipper, sharp, stately, amicable, free, proficient, intelligent, humble, perceptive, composed, persistent, loose, responsive, self-self-assured, reasonable, thoughtful, clever Public Knowledge Known to us known to others caring sure reliable accommodating dependable. Mysterious Unknown to us Unknown to othersâ bold, courageous, perplexing, vigorous, outgoing, giving, upbeat, optimistic, smart, astute, contemplative, kind, adoring, develop, anxious, amazing, pleased, calm, intelligent, strict, looking, unsure, wistful, timid, senseless, unconstrained, tense, warm, shrewd Private Knowledge Known to us Unknown to others Unknown to Others I found the consequences of the Johari window practice intriguing. The 5 words I had decided to best depict myself were completely picked by at any rate one of my associates and thusly positioned in the Public Knowledge segment. The words that were picked the most (Public Knowledge) sure x 8, supportive x 7, (Blind Spots) inviting x 6, proficient x 4, adabtable x 4, quiet x 4, legitimate x 4, loosened up x 4. I have a decent connection with my group that has been worked through acceptable correspondence and being open about my contemplations/emotions. I think this has assisted with increasing a trust and downplaying which is reflected in the consequences of the Johari Window. I will keep on looking for criticism from my group to help decrease my Blind territory and increment my Open zone. Likewise taking a gander at my character and authority practices I finished the Myers Briggs Type Indicator (MBTI) survey and during the Understanding Leadership Course we took a gander at the outcomes. My sort marker is underneath; Google Images The administration style of the ESFJ is delicately tyrant and definitive. As a supervisor, the ESFJ anticipates that everybody should observe the standards and systems undoubtedly. Chain of importance is regarded. They are amiable, useful, accommodating and keen and wish to please. They center around agreement and shared help and accomplishing results through collaboration and a feeling of common having a place. There are a few similitudes in the consequences of the MBTI and the aftereffects of the Johari Window. The two activities show solid character attributes of being Helpful, mindful, circumspect and astute. Proper activities to upgrade own initiative conduct with regards to the specific authority model My favored style of administration is Hersey-Blanchard Situational Leadership. This model requires a pioneer to be fit for adjusting or changing administration conduct and utilizing various styles of authority relying upon Competence Certainty and duty Ability Willingness Hersey and Blanchard further portrayed these ‘Situations’ requiring a high or low authority accentuation on the Task and the Relationship. This isn't in every case simple and to be an effective innovator in this model you should know your own qualities and shortcomings just as those of the group. To develop as an individual and get the best out of others, I should benefit from my qualities, yet in addition face my shortcomings and manage them. That implies seriously investigating my character type’s potential issue zones. I considered my Myers Briggs Type Indicator ESFJ to check whether there are any regular weakness’s of this character type that I can identify with me. These are a few models; May be inclined to battle with uncertainty originating from their powerful urge to be enjoyed Strongly loathes analysis and strife †can be excessively touchy Tendency to hate change May respond too rapidly and too genuinely in a circumstance better managed in an increasingly businesslike manner To improve my mindfulness I returned to my Johari Window results, specifically my Blind Spots. Picking up input and learn

Blog Archive Webinar Series Five Steps to Business School Acceptance

Blog Archive Webinar Series Five Steps to Business School Acceptance Are you ready for the 2014â€"2015 MBA application season? Join mbaMission, Manhattan Prep and Poets Quants for a  free,  five-part webinar series to help you prepare! Three leaders in the MBA admissions spaceâ€"Poets Quants, mbaMission and Manhattan Prepâ€"are banding together to ensure that you will be ready for the 2014â€"2015 MBA admissions season. Together, we are launching a free, five-part webinar series entitled “Five Steps to Business School Acceptance”! In each of the first four sessions, a senior consultant from mbaMission will address and explain a different significant admissions issue, while Poets Quants’ John Byrne serves as host, moderating any questions and answers. Then, an expert from Manhattan Prep will present a challenging GMAT issue, offering insight, advice and more. The fifth and final session consists of a discussion panel with current admissions officers, sharing their thoughts and answering questions about the upcoming admissions season. We hope you will join us for this special series. Please sign up for each session separately via the links belowâ€"space is limited. Session 1: March 19, 2014 Assessing Your MBA Profile and GMAT vs. GRE Session 2: April 2, 2014 Choosing the Right B-School and Advanced Quant Session 3: April 16, 2014 What Can I Do with My MBA? and Getting the Most Out of Your Practice GMAT Exams Session 4: April 30, 2014 Essay Writing Workshop and Advanced Sentence Correction Session 5: May 14, 2014 Questions and Answers with MBA Admissions Officers Do you have questions for our GMAT and MBA admissions experts? Ask them in the comments below, and we will do our best to answer them in the QA sessions following each presentation! Share ThisTweet mbaMission Events

Chemical Names and Formulas - Printable Worksheets

Here are printable chemistry worksheets in pdf format. The first worksheet  in each set asks you to name the chemical formula based on the chemical name. The second worksheet asks for the chemical name based on the chemical formula. Answer keys are provided separately. Formula Worksheet Set 1 Chemical Names to Chemical Formulas WorksheetChemical Names to Chemical Formulas - Answer Key Formula Worksheet Set 2 Chemical Formulas to Chemical Names WorksheetChemical Formulas to Chemical Names - Answer Key In order to complete these worksheets, you may wish to review the rules for naming ionic compounds and covalent compounds. Other  printable chemistry worksheets  are also available, such as chemistry element word search puzzles.

Lesson Plan Estimation

Students will estimate lengths of everyday objects and will use the vocabulary â€Å"inches†, â€Å"feet†, â€Å"centimeters† and â€Å"meters† Class: Second Grade Duration: One class period of 45 minutes Materials: RulersMeter sticksChart paper Key Vocabulary: estimate, length, long, inch, foot/feet, centimeter, meter Objectives: Students will use correct vocabulary when estimating lengths of objects. Standards Met: 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. Lesson Introduction Bring in differently sized shoes (you may borrow a shoe or two from a colleague for the purposes of this introduction if you wish!) and ask students which they think will fit your foot. You can try them on for humor’s sake, or tell them that they are going to be estimating in class today - whose shoe is whose? This introduction can also be done with any other article of clothing, obviously. Step-by-Step Procedure Have students select 10 ordinary classroom or playground objects for the class to measure. Write these objects on the chart paper or on the board. Make sure to leave plenty of space after the name of each object, because you will be recording the information the students give you.Begin by demonstrating how to estimate with the ruler and meter stick. Choose one object and discuss with students - is this going to be longer than the ruler? Much longer? Would this be closer to two rulers? Or is it shorter? As you think aloud, have them suggest answers to your questions.Record your estimation, then have students check your answer. This is a good time to remind them about estimation, and how getting close to the exact answer is our goal. We do not need to be right every single time. What we want is an approximation, not the real answer. Estimation is something theyll be using in their daily lives (at the grocery store, etc.) so do highlight the importance of this skill to them.Have a stude nt model an estimation of the second object. For this part of the lesson, choose a student who you think may be able to think aloud in a way similar to your modeling in the previous step. Lead them to describe how they got their answer to the class. After they have finished, write the estimate on the board and have another student or two check their answer for appropriateness.In pairs or small groups, students should finish estimating the chart of objects. Record their answers on chart paper.Discuss the estimates to see if they are appropriate. These don’t need to be correct, they just need to make sense. (For example, 100 meters isn’t an appropriate estimate for the length of their pencil.)Then have students measure their classroom objects and see how close they came to their estimates.In closing, discuss with the class when they might need to use estimation in their lives. Make sure to tell them when you make estimates in your personal and professional life. Homework/Assessment An interesting experiment is to take this lesson home and do it with a sibling or parent. Students can choose five items in their houses and estimate their length. Compare the estimates with those of family members. Evaluation ​ Continue to put estimation in your daily or weekly routine. Take notes on students who are struggling with appropriate estimates.

The Punic War - 1028 Words

Big Questions Research Assignment: Analytical Essay #3 Throughout history, many dominant and powerful civilizations have risen up and fallen down. It is interesting because each civilization had its own unique features and values. Some empires were prosperous and lengthy, while some came crashing right down. One of the most important parts of a civilization is defending and preserving the empire. Throughout history, many different civilizations used a variety of strategies to defend and preserve their empire. Three civilizations that took interesting approaches on preserving their empires were the Roman, Byzantine, and Egyptian Empires. The Roman Empire was said to be one of the most powerful and largest empires in all of history. The Roman Empire had a monstrous army and was always on the hunt for new land. Also, the Romans built a strong wall around the border to prevent Barbarian invasions. In order to defend and preserve the empire, the Romans were very militaristic. Th ey used a variety of procedures to preserve the empire. The Romans fought in numerous wars to defend their empire, and they were very successful. An example of the Romans fighting to defend their empire was the Punic Wars. The Punic Wars were fought between Rome and Carthage. The Romans felt that the Carthaginians were an imminent danger to their empire, so they thought quickly to destroy them. Throughout the Punic Wars, the Roman army faced very tough military forces, includingShow MoreRelatedThe Punic Wars973 Words   |  4 PagesThe Punic Wars were made of three major wars. The last war was kind of a punishment for Carthage from Rome. The two powers in these wars were Rome and Carthage. Rome was controlling the main peninsula of Italy while Carthage was controlling the islands and trade of the Mediterranean. Rome and Carthage were once on a friendly term until things went south well. The Punic Wars have major historical content that involve both leaders on opposite side as well as the battles among the two city-states. TheseRead MoreEssay on the Punic Wars650 Words   |  3 PagesThere were three Punic or Carthaginian Wars is Roman history. These were between 264 and 146 BC. These wars were the first great wars of Roman expansion outside Italy. The enemy of Rome had a large empire that stretched along the coast of North America and southern Spain and some parts of Sicily. This empire was known as Carthage. The purpose of these wars was to decide which power would become the dominant force around the Mediterranean Sea. The first Punic War lasted from 264-241 BC. It wasRead More The Punic Wars Essay2878 Words   |  12 Pagesglory highly but their military mainly consisted of mercenary soldiers rather than citizen soldiers Carthage had one of the greatest militaries of the entire world. Carthage had an extremely powerful naval fleet, and advanced war tactics. Carthage borrows much of its war tactics from the Greeks, such as the phalanx which proved to be extremely effective in warfare. Carthage recruited the majority of its army from mercenaries from Spanish Iberia. The most famous of Carthaginian infantry was the SacredRead MoreThe Battle Of The Punic Wars2439 Words   |  10 PagesThe Punic Wars, a century-long conflict between Rome and Carthage started in 264 B.C. and continued until 146 B.C. when Carthage gets destroyed. Carthage, a Phoenician colony, came to be a superpower of the Mediterranean and posed a threat to the Romans. The First Punic War focuses on gaining control over the islands of Sicily and Corsica. The two powerful countries entered into a dispute between the Sicilian cities of Messana and Syracuse and established their presence on the island. Neither superpowerRead MoreThe Battle Of The Punic Wars1506 Words   |  7 PagesCivilization Professor Smail THE PUNIC WARS During the 3rd and 2nd centuries B.C., three wars were fought between Rome and Carthage. The name given to describe the wars Punic, is a divided word from the Latin and Greek words for Phoenician. The city of Carthage, situated in what is now Tunisia in North Africa, was founded in 814 B.C. by the Phoenicians. The first two wars were the longest 23 years and 17 years, separated by an interval of 23 years. The last and third war lasted only three years. ItRead MoreThe Battle Of The Punic Wars3659 Words   |  15 PagesIntroduction The Punic Wars were a defining moment in the expansion of the Roman Republic, with the Second Punic War (218 – 201 BC (Grant, 1960)) playing the part of a corner stone in the bridge to create the powerful Roman Empire. Moreover, this was the first time that Rome had expanded into territories outside of Italy which was pivotal in the development of the Roman Republic, and furthermore the Rome Empire, as it marks the beginning of an imperial Roman power (Rickard, 2001). Accordingly, this war has capturedRead MoreCauses of the Second Punic War1722 Words   |  7 Pagesonce again after the First Punic War (264 to 241 BC). There was no clear victor and the terms set by the Romans were extremely harsh. Even though the main cause of the second war was the war on Saguntum you must go back all the way to the ending of the First War. The war on Saguntum was seen by Polybius to be just the first incident in the war. In this essay I will look into the causes of the Second Punic War with the intention of backing up Polybius argument that the war on Saguntum was just theRead MoreOutcomes From The Second Punic War994 Words   |  4 Pages Outcomes from the Second Punic War The second Pà ºnic war (herein after referred to as, â€Å"the War†) came to a close in 201 BCE, following Scà ­pio’s victory over Hà ¡nnibal at the battle of Zà ¡ma. After seventeen years of warfare, and at a great loss of life on both sides, Rome defeated Cà ¡rthage and came out on top as the new superpower in the Mediterrà ¡nean region. The outcome of this war brought consequences to Cà ¡rthage and created opportunities for Rome (Morey, 1901). The Cost to Cà ¡rthage Economic Cà ¡rthageRead MoreEssay about Punic Wars929 Words   |  4 Pages Discuss the Roman Punic Wars, in terms of their circumstances and overall effect on Rome’s economic and social development Also discuss the ensuing â€Å"Gracchan turbulence† from the same perspective. The circumstance for the Roman Punic Wars towards Rome was a simple human reaction. If an outsider such as Italy, Carthage, or Greece make threats towards Rome, Rome will simply fight. The Punic Wars lasted in 3 stages, all resulting to the obsessive pride and higher standings of Rome. Rome’s initialRead More Carthage And The Punic Wars Essay1228 Words   |  5 Pagesenemy of Selinius. Carthage, in a lightening fast campaign sacked both Selinius, and the large Greek city of Agrigento. The Carthaginians failed in their attempt to siege Syracusa. After the siege upon Syracusa, the Syracusians built many weapons of war, including the catapult. They then sacked the important Carthaginian city of Moyta. For over the next one hundred years the Carthaginians battled the Syracusians. Rome and Carthage allied and eventually defeated the Syracusians’ army at that time ran

Marketing and Management Student Complaint Behavior

Question: Discuss about theMarketing and Managementfor Student Complaint Behavior. Answer: The management problem discussed in the case study is the complaint behavior of the students of the university and its management in case they are not satisfied with the provided services and decides to either stays reluctant or can proceed to spread negative word of mouth. Descriptive research questions would be the choice of questions that could be appropriate for the proposed study for understanding the complaint behavior of the students and discover the gaps underlying in the delivery of the services of the university and take necessary steps. The research design for the proposed study should include two different activity sets of which the first set would involve the modeling of the research content which will form the conceptual design for retrieving the student experiences of the services of the University. The second set would include realization of the conceptual design that will be a part of the implementation of the project findings to improve the complaint management system of the University for developing the complaint behavior of the students (Myers 2013). From the earlier research, several critical directives were derived based on the complaint behavior of the customers which could be used as references for framing the research design and the questionnaire to be asked during the study. The factors like attitude and perception of the customers are important parameters that influence their complaint behavior and based on these parameters, the research questions would be so framed that will help to answer these critical aspects from the viewpoint of the university students. Gathering data for the research will include framing of research questionnaires that the students would be expected to answer either in the form of web based questionnaires or paper-pencil questionnaires. Other than this, data collection will also be conducted by computer-assisted personal interviewing, telephone interviews and face-to-face interviews. Both these techniques would be helpful to gather the student responses and estimate their complaint behavior according to the research design (Chua and Banerjee 2013). Since both qualitative and quantitative designs would be involved in the research, the structure of the interviews would be dependent on the type of research design and information to be gathered. The sampling frame and sampling unit relevant for the study would be formed from the undergraduate students who are enrolled in the disciplines of the university and should be segregated as focus groups for conducting the interviews and individual questioning. The sampling strategy that would be appropriate for the research would be stratified random sampling as students would be selected from various disciplines and the researcher needs to ensure that fair representation of the groups has been undertaken in the sampling procedure (Wah Yap et al. 2012). The research design would determine the steps that should be followed for designing the research questionnaires by considering the type of information required. The steps of the research questionnaires should be framed considering the target respondents and should be placed in a meaningful format and order (Davidow 2014). Open-ended questions would be appropriate for the qualitative design and closed-ended questions would be beneficial for the quantitative approach. References Chua, A.Y. and Banerjee, S., 2013. Customer knowledge management via social media: the case of Starbucks.Journal of Knowledge Management,17(2), pp.237-249. Davidow, M., 2014. The A-Craft Model of Organizational Responses to Customer Complaints and Their Impact on Post-Complaint Customer Behavior.Journal of Consumer Satisfaction, Dissatisfaction and Complaining Behavior,27, p.70. Myers, M.D., 2013.Qualitative research in business and management. Sage. Wah Yap, B., Ramayah, T. and Nushazelin Wan Shahidan, W., 2012. Satisfaction and trust on customer loyalty: a PLS approach.Business Strategy Series,13(4), pp.154-167.