An analysis the service marketing issues affecting JD SPORTS within Essay

An analysis the service marketing issues affecting JD SPORTS within the SPORTING retail sector - Essay Example It is the intangibles of the business’ operational model that provides JD Sports with its current number two position amongst competition. However, in a market environment in which services are highly homogenous amongst competition, JD Sports must emphasise quality in order to maintain a proper brand reputation and build long-term brand equity. Interaction with staff members within the organisation and the service environment (servicescape) will dictate the depth of relationship with the brand that is perceived by customers (Berry and Carbone, 2007; Grace and O’Cass 2004). This is one of the fundamental challenges for JD Sports: establishing a relevant service marketing model that will enhance long-term brand loyalty which translates into higher profitability and better opportunities for brand expansion into other product lines. Chaudhuri and Holbrook (2001) iterate that brand loyalty is the foundation of being able to establish premium pricing models and also generates essential word-of-mouth advertising needed to gain ground with important target markets. Gounaris and Vlasis (2004) iterate the benefits of achieving brand loyalty to include higher revenues, less vulnerability to a variety of different competitor-generated marketing rivalry, and favourable word-of-mouth advertising. JD Sports, however, has not been able to successfully translate its service marketing model into a viable service methodology to enhance brand loyalty. In this market, it is quite simplistic for competitors to replicate existing service models and merchandise offerings, making it an intricate process of determining an appropriate service quality standard that will not be easily replicated by competition. â€Å"A strong brand is the only asset a company maintains that cannot be copied† (Nandan 2005, p.271). Further, empirical study results illustrate that brands which focus on establishing a brand image generate more loyal

Using an Experimental Technique Essay Example for Free

Using an Experimental Technique Essay Another chemical commonly used is ethanol in the aseptic technique and this too was varied in the amount of time the seeds were soaked before being placed in varying times and concentrations of the sodium hypochlorite. Ultimately, in order to use the barley seeds we need have a sterilization technique that can eliminate majority of fungal contamination while not harming the germination of the chosen seeds. I propose an experimental idea to eliminate fungal contamination from barley seed germination. Materials and Methods Aseptic Technique The working area was sprayed down completely with 95% Ethanol before the seeds were used. The forceps used to transfer the seeds from liquid to media were sterilized using the ethanol. Seed Sterilization Procedure Using aseptic techniques 20 barley seeds obtained from the paper bag kept in the fridge were transferred into sterile distilled water and let to sit in a drawer for 20 hours overnight before being transferred to 100% bleach with a drop of dish liquid (Inatomi and Slaughter, 1971). The seeds were soaked in the bleach for a total of 2 hours before being dipped in sterile distilled water and placed on Petri dishes with minimal media and placed in a growth chamber. The germination of the seeds was monitored for 7 days for any fungal contamination. Results After 3 days the seeds were germinating (13 out of 20) and there was no visible evidence of fungal growth. 5 Days: there were no contaminants. 7 Days: no contaminants. || 3 Days seed growth. No contaminants. |3 Days seed growth. No contaminants. | || 5 Days seed growth. No contaminants. |5 Days seed growth. No contaminants. | Discussion Fungal contaminations can be a problem when trying to germinate seeds and a successful experiment is needed to sterilize the barley seeds for further experimentation. I proposed a sterilization experiment for barley seeds and had success with 65% germination and 0% fungal growth. This sterilization technique could provide a good beginning point to begin other experimentation on germination success of barley seeds, without the hassle of fungal contamination to destroy possible results. The overnight soak in the water forced the fungal spores to begin germinating and thereby making it possible for the 2 hour bleach soak to become more effective in eliminating the fungus and other contaminants from the seed coat. The few seeds which did not germinate could have had too much bleach penetration and therefore killed these seeds, however the success was more beneficial than the failure, and so this novel sterilization technique was effective in its elimination of fungal contaminations while providing a good germination rate of the barley seeds. Literature Cited K. Inatomi and J. C. Slaughter. 1971. The Role of Glutamate Decarboxylase and Aminobutyric Acid in Germinating Barley. J. Exp. Bot. 22:561-571.

Structure in Hamlet Essay -- GCSE English Literature Coursework

Structure in Hamlet    In Shakespeare’s tragic drama Hamlet, what is the structure? Is it a two-part construction of Rising Action and then Falling Action? Is it a three-part construction? Or four parts? This essay will answer these questions and others related to structure.    A.C. Bradley in Shakespearean Tragedy analyzes the structure of Shakespearean tragedy:    As a Shakespearean tragedy represents a conflict which terminates in a catastrophe, any such tragedy may roughly be divided into three parts. The first of these sets forth or expounds the situation, or state of affairs, out of which the conflict arises; and it may, therefore, be called the Exposition. The second deals with the definite beginning, the growth and the vicissitudes of the conflict. It forms accordingly the bulk of the play, comprising the Second, Third and Fourth Acts, and usually a part of the First and a part of the Fifth. The final section of the tragedy shows the issue of the conflict in a catastrophe. (52)    Thus the first step of the structure of Hamlet involves the presentation of a conflict-generating situation. Marchette Chute in â€Å"The Story Told in Hamlet† describes the beginning of the Exposition of the drama: The story opens in the cold and dark of a winter night in Denmark, while the guard is being changed on the battlements of the royal castle of Elsinore. For two nights in succession, just as the bell strikes the hour of one, a ghost has appeared on the battlements, a figure dressed in complete armor and with a face like that of the dead king of Denmark, Hamlet’s father. A young man named Horatio, who is a school friend of Hamlet, has been told of the apparition and cannot believe it, and one of the officers has... ...ive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: University of Delaware Press , 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wright, Louis B. and Virginia A. LaMar. â€Å"Hamlet: A Man Who Thinks Before He Acts.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Tragedy of Hamlet, Prince of Denmark. Ed. Louis B. Wright and Virginia A. LaMar. N. p.: Pocket Books, 1958.

An Analysis of Miss Havisham’s Madness Essay

This paper will attempt to explore the atypical behavior of Miss Havisham, arguably the most memorable character in Charles Dicken’s novel, â€Å"Great Expectations†. The analysis shall be done in the context of the society she was part of and the events she had been through. MADNESS DURING THE VICTORIAN ERA During the eighteen hundreds, a common belief was that those who had mental illness suffered because they had a â€Å"disease of the soul† (Goldberg, 24). Their strange behavior was attributed to inherent malevolence and they were treated apathetically in asylums by naive caretakers who have insufficient understanding of mental illness. They were treated as animals. Patients in these early asylums were kept in cages, given small amounts of often unclean food, had little or no clothing, wore no shoes, and slept in dirt. Because the patients could often live many years in such conditions, the caretakers became more confident that these human beings were in actuality closer to animals and thus deserving of such abuse (Ussher, 65). Moreover, effective treatments for mental disorders were unavailable, with the only measures being such procedures as, drugging, bleeding, or purging, which produced few objective results (Carson et al. 47). Bleeding, also known as phlebotomy or bloodletting, was utilized to release â€Å"bad blood†. This was usually the initial treatment. It seemed like a logical solution to restore health based upon the four humors: blood, phlegm, yellow bile, and black bile. Patients were cut with a lancet or â€Å"leeched†; blood or milk was dripped over a vein to encourage the leech to bite and suck from that vein. A doctor often bled a patient until they fainted. Bleeding was performed not just by doctors but also by barbers. This procedure did very little to help, but did a great job in regards to weakening the patient. (Krausse) Purging involved giving patients heavy doses of laxatives or emetics to expel â€Å"poisons† from the body. It was believed that diarrhea was relaxing the interior of the body while puking was thought to relieve tension on the arteries. (Krausse) Fortunately, in the mid-eighteen hundreds, beliefs about mental illness began to change and treatments improved. Moral management of asylums was encouraged. Insanity was no longer viewed as punishment from God but as a disease of the brain, a biological occurrence that could be studied and eventually cured. This initiated a change in treatment of patients; they were given decent food and clothing. They were released from their shackles and brutal confinements and were treated humanely. Women and mental illness. During the19th century, women were deemed to have weaker intellectual faculties than men. It was believed that women were lacking in mental strength and, thus, were more susceptible to mental aberrations. It was in the Victorian era that madness was called ‘a female malady’. These attitudes were reinforced by medical science of that time which defined women in biological terms as naturally passive, dependent, sexually disinterested and born to be mothers and ‘helpmeets’ to men. These beliefs severely reduced women’s freedom of expression and limited their access to education, employment and ownership of property. Women who rebelled against these codes found themselves vulnerable to being diagnosed as ‘mad’ for exhibiting a wide range of ‘deviant’, ‘unnatural’ and ‘unwomanly’ behaviors. (Jones) Medical writing at this time made it clear that doctors’ believed women uniquely vulnerable to mental instability; protecting her involved regulating her sexuality and cycles. Mothers were advised to try and delay menstruation in girls and doctors sought to regulate women’s minds by regulating their bodies. Dr. Isaac Baker Brown pioneered the surgical practice of clitoridectomy as a cure for female insanity which he carried out at his private clinic in London. One of his patients was only 10 years old and the ‘madness’ of several others consisted of their wish to take advantage of the new divorce act of 1857. Another young woman was brought to the clinic by her family because she had suffered ‘great irregularities of temper’, was too assertive in sending her visiting cards to men she liked and spent ‘much time in serious reading’. (Jones) Anorexia, though prominent for many years prior, was officially recognized as a mental disease in 1873 (Ussher, 77). It flourished during the nineteenth century as women wished to exemplify their femininity. In denying food, a woman could truly be passive and become a weightless accessory for her husband. The physical and spiritual ideal of anorexia also became a status symbol for many women. Working class women had to eat in order to have energy to work. Thus, only middle to upper class women could afford to be anorexic. Cures included being admitted to an asylum where women rested and were excessively fed. The idea of the Wondering Womb also developed in this era, as madness was associated with menstruation, pregnancy, and the menopause. The womb itself was thought to wander throughout the body, acting as an enormous sponge which sucked the life-energy or intellect from vulnerable women (Ussher, 74). As a result, women became synonymous with madness, as they were pronounced to be emotional and unstable. If a woman of the Victorian era were subject to an outburst, perhaps due to anger or frustration, she would be proclaimed insane. The word Hysteria became the general term for women with mental illness and cures included bed rest, seclusion, bland food, refraining from mental activities such as reading, daily massage, and sensory deprivation. Though these treatments do not seem too appalling, they were comparable to solitary confinement and would often drive a woman to further insanity. (Frick) MISS HAVISHAM’S LIFE Miss Havisham was raised by her wealthy indulgent father after her mother died when she was just a baby. She also came to inherit her father’s money after his death. As a young woman, Miss Havisham fell deeply in love with a crook named Compeyson, despite warnings from her cousin that the man was only after her money, they decided to get married. On their wedding day, Havisham received a letter from her fiance and realized she had been betrayed and jilted. From that moment on she refused to remove her wedding dress and wears only one shoe because she was on the process of putting on the other when she received the letter. She also had all the clocks in Satis house stopped at twenty minutes to nine, the moment she realized Compeyson’s deception. After adopting Estelle, she isolated herself from society and remained wandering the mansion in her tattered wedding dress with the remnants of a reception that never came to be. MISS HAVISHAMS MADNESS Miss Havisham’s seclusion is indicative of hysterical insanity, which Conolly classifies. His definition reads: There is a form of malady, more frequent among the wealthier classes than the poorer, in which apparent bodily ailments of a changeful or obstinate character become associated with an infirmity of mind, at first slight and occasional, but afterward more fixed and confirmed†¦. This form of disorder is chiefly seen in hysterical women†¦ the mind is agitated by every trifle, and every feeling is in excess, and seeks for sympathy with a morbid eagerness. It would seem as if to all the various portions of the brain, some unrestrained energy were directed, producing endless caprices of the mind and ever-changing bodily sensations†¦ they are affectionate, suspicious, amatory, cold, and repulsive by turns†¦. Incapable of steady friendship or affection, or of adherence to any of the duties of common life, they usually, by degrees, concentrate their attention on their own feelings and morbid sensations, and, laying claim to excessive sensibility, are really only regardful of themselves. (Conolly, 77) The fundamental characteristics of hysterical insanity are applicable to Miss Havisham. She has the status of wealth, a social group which Conolly considers vulnerable to hysteria. She is extremely whimsical. She is pleased with Estella’s rapidly changing mood, a copy of her own fickleness. Miss Havisham’s restless temper parallels her impatient bodily reactions. Whenever Pip visits her, he is aware of â€Å"impatient movement of her fingers† (Dickens, 146) and her frequent hitting out with a stick in irritation is equivalent to ever-changing bodily sensations. To Pip as a child, Miss Havisham’s impatient finger movement is a cue of her whimsical demands to him. She apparently indulges Estella, but her love of her ward is egotistical. At the point of death, she is reconciled with Pip, but she cannot form steady friendship or affection with Estella. Her withdrawal into the deserted Satis House is, in other words, the renunciation of the duties of common life, which her wealth permits. Miss Havisham neatly fits Conolly’s classification. (Takei, 3) Havisham’s madness is not a choice. It is the effect of the conglomeration of various aspects in her life. The death of her mother robbed Havisham of a loving presence and a feminine role model, had she grown up with a mother, she could have been taught how to choose men intelligently, and she would have learned how to conduct relationships well. Growing up with a father that employs the Permissive-Indulgent parenting style, in which parents are high on warmth but low on discipline and control (Carson et al. 104) had made Miss Havisham accustomed to getting her way. This has her fixated on her wedding day, the event of her rejection and humiliation. Children reared with this type of parenting style are also observed to be manipulative, which is apparent in the relationship between Estelle and Havisham. Also, children of these types of parents grow up to be individuals who readily enter into relationships without much thought, which is exhibited in the engagement between Compeyson and Miss Havisham. Following the unfortunate incident, Havisham has secluded herself from the world. The once magnificent rooms in Satis house has been reduced to ruins filled with dirt and rotting furniture. The air within is stagnant and rancid. The garden is desolated and choked with weeds. Havisham has denounced even daylight; this contributes to her illness even more. An environment rife with squalor, painful memories and rotting reminders will inevitably take its toll on her already frayed sensibilities. Another contributing factor is the views of the society during that period. Spinsters were considered mentally unsound, during the 19th century doctors claimed that being without continued male interaction would cause irritability, anemia, tiredness and fussing (Ussher). Havisham could have been initially affected by the opinions of society after she was jilted, the possibility of facing a judgmental and hypercritical crowd could have helped push Miss Havisham over the edge. Desertion on the wedding day in the Victorian social climate caused her an irrecoverable social stigma in addition to agony. Her decaying body exhibits social pressure on deserted women: â€Å"Her chest had dropped, so that she stooped; and her voice had dropped, so that she spoke low, and with a dead lull upon her; altogether, she had the appearance of having dropped, body and soul, within and without, under the weight of a crushing blow. †(Dickens, 107) These factors that were part of her upbringing, social and physical environment, may have contributed to the emotional instability of Miss Havisham. Another proof of Havishams madness not being a choice is the fact that she had sought to find a way to regain a sort of meaning and purpose to her life when she asked for a daughter she could adopt and care for. I had been shut up in these rooms a long time (I don’t know how long; you know what time the clocks keep here), when I told him that I wanted a little girl to rear and love, and save from my fate. I had first seen him when I sent for him to lay this place waste for me; having read of him in the newspapers, before I and the world parted. He told me that he would look about him for such an orphan child. One night he brought her here asleep, and I called her Estella (Dickens, 713). This was Miss Havisham’s original goal, before her mental instability nudged her to manipulate Estelle into becoming a heart-breaker that would wreck havoc on the lives of men as a kind of revenge for what happened to her. Towards the end when Estelle leaves to marry Bentley Drummle. Havisham realizes the extent of damage she had caused with Pip’s heartbreak. To see her with her white hair and her worn face kneeling at my feet, gave me shock through all my frame. I entreated her to rise, and got my arms about her to help her up; but she only pressed that hand of mine which was nearest to her grasp, and hung her head over it and wept (Dickens, 709) †¦ Until you spoke to her the other day, and until I saw in you a looking-glass that showed me what I once felt myself, I did not know what I had done. What have I done! What have I done! ’ And so again, twenty, fifty times over, What had she done! (Dickens, 710) Havisham’s utter remorse and guilt when she realizes that Pip has been through the same heartache she has experienced is proof that the perverse influence she provided Estelle was not done because she deliberately chose it, rather, she had reached emotional instability because of the events in her life that enabled her to do such actions. As soon as she realized the effect it had on Pip, she was horrified and begged forgiveness. She recognizes that she has tormented Pip, whose heart is as vulnerable as her own. Havisham says, â€Å"I am not all stone† (Dickens, 705), her sympathy and the kindness of a human heart still remains. By her ethical awakening, she recovers her sanity for a short while. Havisham’s madness was not a choice; the events in her life, the environment she lived in, the social interactions she subjected herself too, and her personal flaws, all of these played a part in her mental fragility. Miss Havisham had truly loved Compeyson. This is apparent in one of her conversations with Pip, Havisham exclaims, â€Å"I’ll tell you, what real love is. It is blind devotion, unquestioning self-humiliation, utter submission, trust and belief against yourself and against the whole world, giving up your whole heart and soul to the smiter – as I did! † (Dickens, 426). The intense passion and complete commitment she had felt for Compeyson corresponds to the utter heartbreak she went through and the unbearable pain she felt over his betrayal. This was the principal event that led to her insanity, unable to cope; she manages to survive only by retreating into her own mind and withdrawing from the difficulty of moving on with a normal life. She believed her mental illness was necessary for her existence. Works Cited Carson, C. , Butcher, J. , Mineka, S. Abnormal Psychology and Modern life 11th edition (Needham Heights, MA:), 2000. Print Dickens, Charles. Great Expectations, Planet PDF format (online publication: Planet PDF). Web Ussher, Jane M. Women’s Madness: Misogyny or Mental Illness? (Ameherst, Ma: University of Massachusetts Press), 1991. Print Takei, Akiko. Miss Havisham and Victorian Psychiatry, (PDF format) . Web Conolly, John. On Some of the Forms of Insanity (London), 1850. Print. Jones, Claire. Women and madness, Herstoria magazine (Jones5 Publishing Limited) . Web Goldberg, Ann. Sex, Religion, and the Making of Modern Madness (New York: Oxford University Press), 1999. Print Summary Mental illness during the 19th century had initially been attributed to inherent malevolence or punishment from God; it was during the mid-eighteen hundreds that doctors have begun to view it as a disease of the brain, a biological occurrence that could be treated. During the Victorian Era it was believed that females were more susceptible to mental imbalance because of their weaker minds. Society dictated that the roles of women should be strictly confined to household and they must all be under the support of men. Miss Havisham’s madness was not a choice. It was a result of the conglomeration of various aspects of her life: the environment she lived in, the family she grew up with, the events she had been through, the society she is part of and the personal flaws she had. All of these have played a role in her madness. The breaking point had been the abandonment and betrayal of her fiance Compeyson, whom she loved deeply. In her devastation she proceeds to let her life revolve around the wedding day she never had. Havisham wanders the ruined halls of her Satis home wearing the yellowed wedding dress she refuses to take off and using only one shoe because she was in the process of putting on the other pair when she received the letter from Compeyson. She also had all the clocks in her home stopped twenty minutes to nine- the moment she realized she was betrayed. She adopted a girl named Estelle and proceeded to influence her to become a cold and ruthless girl to wreak havoc in men’s lives. She saw this as a type of revenge to all men for the pain she’s been through. Towards the end of the book Havisham regains sanity for a short while after realizing the pain of heartbreak Pip has been through because of her machinations. Guilty and remorseful, she begs Pip for forgiveness and realizes her mistake.

Little Women by Louisa May Alcott Essay

Little Women, written by Louisa May Alcott, is a novel based on a family of four girls, Margaret â€Å"Meg† March, Josephine â€Å"Jo† March, Beth March, and Amy March, and of their family values. Little Women demonstrates strong events based on several family values. The story of the March family is set in New England during the civil war. Throughout this point in time the little women are to survive with out a father figure, as their father has gone to fight in the war. Over long periods of time, the four March sisters had to face the fact that they were very poor and could not receive every thing that they wished for. As the March family stayed home awaiting the return of their father, they were very lucky to receive the â€Å"fatherly† support from an old, wealthy neighbour, Mr Laurence. Overtime the girls formed a tight bond with Mr Laurence and his grandson Laurie. As the March family continues through the hard times in life, they are blessed by the friends hip of family and friends. In the Novel the four sisters show that they are very unselfish and are capable of sharing what little things they have with others. Even though the girls realise (Amy especially) that they are suffering poverty and are not able to receive everything that they wish, they are very grateful for what they have. The March sisters tend not to make a fuss mainly because whilst their father is away life gets tough with only a mother figure around. â€Å"Not far away from here lies a poor old woman with a little new born baby. Six children are huddled into one bed to keep from freezing, for they have no fire. There is nothing to eat over there; and the oldest boy came to tell me they were suffering hunger and cold. My girls, will you give them your breakfast as a Christmas present?’ pg 20 In the chapter A merry Christmas this here is a great example of how generous the March family is even though the have so little themselves. The girls were very disappointed to give their food away but knew that there was a family suffering severely without any food, so they decided to the right thing. In Little women the four March sisters show loyalty by looking out for each other. Through the hardest times in life the girls manage to stick by each other and along the way on their journey they learn from their mistakes. Meg, Jo, Beth and Amy are not your everyday type of sisters who may fight a lot with one another. The girls infrequently have fights because they are so alike, they are so kind to one another and share anything they have for that is all that they do have. â€Å"I let the sun go down on my anger; I wouldn’t forgive her, and today, if it hadn’t been for Laurie it might have been too late! How could I be so wicked?’ said Jo half aloud, as she leaned over her sister, softly stroking the wet hair scattered on the pillow. As if she heard, Amy opened her eyes, and held out her arms, with a smile that went straight to Jo’s heart.’ Page 115. Even though the girls make mistakes they learn from them and are persistent never to make that same mistake again. Through out the novel looking out for each other is a true family value and by doing this the girls manage through life a lot easier. Life becomes more interesting when family and friends are together. It’s not until later on in life when the March girls realise that their next door neighbours are not close and that they ought to become neighbourly with one another. It is here in the novel where all the sisters begin to loosen up and enjoy the new company of the ‘Laurence boy’. At first the girls are a bit timid because they are embarrassed by the fact that they are so much poorer to Laurie, but after first impressions the girls really begin to bond with Laurie and they form a tight friendship. ‘We are not strangers, we are neighbours, and you needn’t think you’d be a bother. We want to know you, and I’ve been trying to do this ever so long.’ Page 70.Through the novel it is important to be able to have the love and support of friends and family so that it makes life easier through the difficult and depressing patches. In conclusion Marmee only wants best for her girls, but in her eyes this does not mean the wealthiest man that the girls can get their hands on this means, happiness and security from the one they tend to spend their rest of their lives with. â€Å"Money is a needful and precious thing,-and, when well used, a noble thing,-but I never want you to think it is the first or only prize to strive for. I’d rather see you poor men’s wives, if you were happy, beloved, contented, than queens on thrones, without self- respect and peace.† If along the way the girls did not have one another and there values then Meg, Jo, Beth and Amy would struggle more then what they already do. Through out the novel family values are very important and are expressed in many ways, not only through family but close friends too. The March sisters go through life with the love and support of each other and share an amazing journey.

Manual Website Constructor Essays

Manual Website Constructor Essays Manual Website Constructor Essay Manual Website Constructor Essay Operation manual for the administration control panel of the constructor website 1. Authorization 2. Change interface language 3. Search box 4. Main menu 4. 1 Web-pages 4. 1. 1 Remove web-page 4. 1. 2 Edit web-page 4. 1. 2. 1 Edit content 4. 1. 2. 2 Edit metatags 4. 2 Add Page 4. 3 Menu 4. 3. 1 Add new element 4. 3. 2 Edit/remove element 4. 4 Manage Templates 4. 4. 1 Add link 4. 4. 2 Delete link 4. 4. 3 Change copyright 4. 5 Design 4. 5. 1 Edit default design 4. 5. 2 Edit default font 5. FAQ 5. 1 How to place an image? 5. 2 How to place a link? 5. 3 How to place an image with a link? . 4 How to place a counter register, flash banner? 5. 5 How to make changes to the main template? 1. Authorization In order to start working in the website administration control panel, please follow the link http://domain_name/site_builder/ and pass the authorization procedure. 2. Change interface language Once the authorization is completed, the administration control panel of the website constructor is launched. Its default language is English, yet it can be changed into Russian by a click on the corresponding option button in the language box.Change interface language 3. Search box The search box allows finding certain web-pages by determining the search domain (search in the language version set or in all the versions). Search box Search parameters 4. Main menu The main menu consists of five points: Web-pages. Use this point for editing and removing the web-pages of the affiliate website. Add Page. In this section you can create a new web-page, fill it with certain content in the easily understandable panel (the panel enables you to add links, handle the text, upload images etc. ).You can also include the following metasymbols for a new web-page: title, keywords, description. Edit Menu. In this section the structure of the website menu can be altered. It serves to add/edit/remove the menu points. Manage Templates. This section allows managing the website templates (the part of the website page comprising side and bottom menu as well as headings). Furthermore, here you can add/remove links to/from the side menu on both sides from the text and also change Copyright. Design. With the help of this section you can choose any scheme elaborated by our team and change the font. . 1 Web-pages For a web-page to be reflected in a certain language, it is necessary to select the language. 4. 1. 1 Remove web-page In order to delete a web-page, please press the button. 4. 1. 2 Edit Page 4. 1. 2. 1 Edit web-page content In order to move to a page editing mode, you need to click the corresponding button. Once you did it, you will see the window of web-page editing. Editing a page is facilitated by the editing tools. Remove the content Save Page layout templates Preview Crop Paste as plain text Copy Paste Paste from Word Print Full text search Undo RedoInsert CheckBox Insert RadioButton Insert text field Insert Select Insert Image Button Insert hidden field Replace text Remove format Mark all Insert form Spell check Insert Text area Insert button Page break Insert symbol Insert smile Bold Italics Underline Crossed font Subscript Superscript Bulleted list Increase space Decrease space Quotation marks Centered Left-justified Justified Insert link Insert image Insert flas h Insert table Insert horizontal line Show blocks Scale editing window up/down Right-justified Remove link Insert anchor Text colour Fill colourNumbered list Text style Text format Div container Font Font size 4. 1. 2. 2 Edit metatags While editing a web-page, metatags (title, keywords, description) can be input. 4. 1. 2. 2 Edit metatags Press the Modify button to save the changes you made. 4. 2 Add Page This window contains the abovementioned panel of editing a page, the field for entering the file name and that for choosing its language version. 4. 3 Edit Menu In this section you need to choose a language version of the menu being edited. 4. 3. 1 Add new element 1) Choose the section of the menu which you mean to add a link to. ) Choose the preferred level of the link. 3) Enter the name of the link (not less than 3 symbols). 4) Enter the link (Latin letters only). 5) Press the Add button to include the new link to the menu. 4. 3. 2 Edit/remove element In order to delete a certain element, you need to press the Remove button. For editing a menu element after all the necessary modifications were made to the corresponding fields of the element (name and link) press the Change button. 4. 4 Manage Templates The menu of the section consists of three points: 4. 4. 1 Add LinkWith the help of this section you can add a link in the left or right menu of the main website template. 4. 4. 2 Delete Link In order to remove a link from the main template you need to choose the template field (left or right menu), templates in which you would like to make removal and then press the Show links button. After you took all the above-mentioned steps there will appear a list of links of the templates chosen. For removing a certain link, please tick the checkbox corresponding to this particular link and press the Delete links from Main Templates button. 4. 4. 3 Change CopyrightChanging Copyright requires choosing template(s) from the list, entering a new one in the corresponding slo t and clicking the Change Copyright button. 4. 5 Design The menu of this section comprises two points: 4. 5. 1 Edit default design In order to change the website design one of the provided templates is to be chosen and appropriate button to be clicked. You can zoom the design patterns to have a more thorough look on them by clicking on the corresponding image. List the zoomed patterns by clicking the arrow appearing at moving the mouse pointer in the lower right/left corner of the screen. . 5. 2 Edit default font In this section you can change default font and its size. To do it, choose the corresponding values and click the Edit default font button. 5. FAQ 5. 1 How to place an image? In order to place an image on a web-page, you need to visit the Web-Pages section, choose a preferred language and start editing the page (see Edit web-page content section). Place the mouse pointer in the area where you would like to insert an image. Find the Insert image option on the toolbar of web- page editing.You can either upload it or enter a link to it. In order to place an image using the link, visit the Image info section. Enter the link to the image In the URL field, you can also input the text which will be displayed in case of the image being unavailable in the Alternative Text slot. The image will be shown in the Preview field. You can also set the following image parameters: Width Height Boder – framing of the image (1,2,3†¦) HSpace – horizontal spacing VSpace – vertical spacing Align Click the Ok button to place an image.In order to upload an image from your computer, please visit the Upload section, press the Browse button, choose the image to be uploaded and press the Send it to the Server button. Once the image is uploaded to the server, the Image Info section will open. Press the Ok button. 5. 2 How to place a link? In order to place a link on a certain website page, please visit the Web-Pages section. Choose the preferred language an d pass over to editing it (see Edit page content). Place the mouse pointer in the area where you would like to place a link. Choose Insert link option on the toolbar.Choose a link type in the Link type field. URL – a link to the Internet source Link to the anchor in the text – a link within the webpage E-Mail – a link to the email Choose a link protocol in the Protocol field, enter the link in the URL slot – press the Ok button to place it. 5. 3 How to place an image with a link? In order to place an image with a link on a certain website page, follow the steps represented in point 5. 1 before pressing the Ok button. Visit the Link section and enter the link to the URL field; you can choose the method of opening the link in the Target field.Press the Ok button for placing a link on the page. 5. 4 How to place a counter register, flash banner? You need to send a request to [emailprotected] instaforex. com, specifying the web-page and the code for its placi ng. 5. 5 How to make changes to the main template? The main template is the website part including heading, side menus and bottom. In order to modify the template, send a request to [emailprotected] instaforex. com specifying the template language and code of counter register/banner/metatag.

Privacy and Safety essays

Privacy and Safety essays We live in a large ordered society with millions of people. Privacy is essential for quality of life, but the security and order of society requires certain degree of government monitoring. So how much privacy we should give up to ensure our safety and being part of the society? Where do we draw the line? For example, FBIs National Crime Information Center (NCIC) was established to help law-enforcement agencies around the country by sharing information such as criminal records [1]. It contains records of more than twenty million people. On the upside, it helps the police to catch criminals especially the ones traveling in between states. But on the other hand, the abuse and lack of control of the data, which is extremely private information, presents a huge threat to the personal privacy. The intention of creating such a database was good that it helps the government to punish the criminals and lower the crime rate to provide a better and safer society for us. With such a detailed database, it provides more information to help police to narrow down the suspects in a particular region and to track down fugitives that escape to a different state. It is undisputable that providing a safer environment for the citizens is one of the fundamental tasks of a government. The use of such a database makes it easier to catch the criminals, and therefore helps to provide a more desirable living environment. But in return, we give up the right to privacy to certain degree. The records in the database are private information, like criminal or credit records. Because of lack of laws to regulate the Internet database and the easy access from the government agencies, abuse and misuse of the database is unavoidable. According to the law, compilation does not qualify for copyright protection unless information is selected, coordinated or arranged in an original manner. Thus, non-original, noncreative databases (such as an alphabeti...