The Body Shop Essay Example for Free

The Body Shop Essay Body Shop is a brand with a difference. Marketers consider this brand as an Icon. Body Shop has created a brand image without the aid of conventional advertising. 2006 saw this iconic brand draw up serious business plans for India. Body Shop brand was created in 1976 in Brighton United Kingdom. The brand and the brand owner share a common personality that is very much linked to each other. Anita Roddick the legendary founder of the Brand created this brand from a small shop in UK started to support her family. Body Shop in India is sold through the master franchise Planet Sports . The brand is expecting to ramp up the operations to major metros by the year 2008. Body Shop is differentiated from other conventional cosmetics by the values that the brand adheres to and the brand image created through the unique association with those values. The brand is famous for its association with ethical practices and the environment friendly world view. The products reflects these values through the use of only natural ingredients and the products are never tested on animals. The ackaging and the merchandising are carefully prepared to highlight the brand values. For example , Body Shop uses refillable packs and recycled [recyclable papers. Although the use of refillable packs were used to keep the price low, it evolved into an element that reinforced the brand positioning. The brand also was careful in the messages displayed in the shop and other POP merchandises. The messages were simple, enthusiastic and informative. These elements made Body Shop a different cosmetic brand. The brand was essentially an extension of the founder herself. Anita Roddick is an ardent environmentalist and naturalist. Her views about the nature supported with her activities and associations created a positive reinforcement for the brand. Customers were seeing a brand that does things while others Just give hope. More over Body Shop was able to communicate with the customers at a higher level rising above beauty and fairness that other cosmetics talked about. There was honesty associated with the brand. The shops also reinforced this attribute. All the shops reflected an environment of honesty, excitement and fun. It is reported that Ms Anita Roddick takes personal interview with the franchises to ensure that they share the same passion with Body Shop principle. Although Body Shop is starting serious business with Indian consumers only now, the association with India dates back to the initial years itself. India was a sourcing partner for Body Shop during the creation of the brand. The success of the brand was because of the unique business model of Body Shop. The brand relies on PR and word of mouth to make sales. The Indian launch was also

Looking Into the Past in Vonneguts Slaughter House-Five Essay

Looking Into the Past in Vonnegut's Slaughter House-Five In the spring of 1945, near the end of World War II, American and British bombers rained a hail of fire upon the city of Dresden, Germany. With an estimated 135,000 dead, Dresden is known as one of the deadliest attacks in History, nearly twice as many deaths than the atomic bombing of Hiroshima. Kurt Vonnegut was among the few who lived through the firestorm; he wrote a book about it in fact. Slaughter House-Five (1969) is a fictional recount of his experience of the war. Many of the events (at least the parts set in WWII) are real experiences of Kurt. The people in the war are, for the most part, real; Vonnegut just changes all the names. The main character, however does not seem to have been a real person, and has a very unusual war experience. The story begins with Billy Pilgrim becoming "unstuck in time." Throughout the novel, Billy time travels to different times in his life. He's never sure where he'll go next, but he always returns to WWII, which is the main plot line. After Billy's life summary, which actually summarizes many of the events of the novel, the story jumps to when Billy first became "unstuck in time": 1944. Billy is a chaplain's assistant in the army during WWII, and is called oversees after the death of a chaplain's assistant in Europe. He is sent to his regiment during their involvement in the Battle of the Bulge; they do not win. Not being much of a military man, Billy Pilgrim wanders behind German lines until he meets three other American soldiers. After many near deaths, Billy is captured by the Germans and taken to a prisoner camp. While on his way to the camp Billy travels to 1967, the year he is abducted by a flying saucer from Tralfam... ...azy from a lack of water. "When Billy saw the condition of [the horses], he burst into tears. He hadn't cried about anything else in the war" (197). Even during other parts of his life "Billy cried very little, though he often saw things worth crying about" (197). People seem to lose their sense of compassion for life. We often treat animals as inferior emotionless creatures, and in war, we kill other humans for things that really require no killing. By reading Vonnegut's look into the past, hopefully we can learn from our mistakes. I could never find a good reason for killing 135,000 people, most of them civilians. To try for world peace is a nearly impossible task. However, we may be able to look into history and find better ways to deal with our disagreements than killing. Work Cited Vonnegut, Kurt. Slaughter House-Five. New York: Dell Publishing, 1991.

The Inclusion of students with disabilities and special needs

Meanss pupils with disablements and particular demands integrate in mainstream categories. Australian instruction is one of the first to follow full inclusion. 1. â€Å" Inclusion in an educational context describes the premiss that every kid should be a valued member of the school civilization and community, and hence should non be subjected to marginalisation, disaffection, humiliation, badgering, rejection or exclusion † ( Pearce, Forlin, 2005 ) , 2. And harmonizing to Ainscow the thought of inclusion for particular demands instruction stemmed from the belief that instruction is a basic human right, and the foundation for a more merely society ( Ainscow, Kaplan, 2005 ) . 3. A kid with a disablement or particular demands is basically a kid and should be afforded the same entitlements of other kids ( Smith, 2006 ) . That is why Law shapers and â€Å" Educational governments internationally have taken the position that inclusion stems from the societal and moral duty to educa te all pupils † ( Forbes, 2007 ) , besides Forbes confirms that Australia instruction is taking on the full inclusion.aˆÂ ¦Poses a challengeaˆÂ ¦First this thought poses a great challenge to use in world, and of all time since the issue came to light research workers and professionals have ever argued about the pros and cons of traveling kids with physical, mental, behavioral, or rational disablements and/or damages to mainstream scenes where the instructors may non hold the accomplishments and trainig, nor be equipped, nor have the capablenesss to cover with the peculiar demands that these Student demand. And so far some professionals have argued that this move will be in no 1 ‘s best involvement, and some has gone every bit far as naming it a â€Å" black bequest † ( Warnock, 2005 ) . Second some professionals province that particular schools are schools which are seamster made for pupils with disablement and particular demands, but still like every ot her school its chief end is to learn the course of study in full, and this would anyhow fixing pupils for inclusion in the broader society ( Forbes, 2007 ) . Third some authors argue that inclusion is indicating to a â€Å" topographic point non a procedure † ( Forbes, 2007 ) and that â€Å" school is where everyone ( pupil ) belongs † . This is a full inclusion position and this is what Australian took on board. The 3rd point shows some intimations about the variables that posse the challenges in put to deathing the theoretical account of inclusion ( equals, instructors, rules, the school community in general ) . Because in this position they are the 1s at the full forepart of inclusion.aˆÂ ¦to instructors and principalsaˆÂ ¦Providing for those pupils with particular demands besides became an issue back in 1992 when jurisprudence shapers introduced the 1992 Australian Disability Discrimination Act, which by jurisprudence allowed parents to inscribe their kid s in mainstream categories. This is the act that started inclusion and demanded instructors and the remainder of the school community to hike their professional development in the part of particular demands demands in order to take action in response and suit the demands of particular demands scholars. The pattern of inclusion has produced a demand for expertness within the regular instruction imperium for specializer cognition that is presently non being met. Demand is puting unrealistic demands on instructors with small or no cognition of the specific demands of these pupils harmonizing to Forbes ( 2007 ) . To neturise the state of affairs chance for instructors to farther train in inclusive patterns ( Loreman et al, 2005 ) , and preparation should be based around fiting instructors with the accomplishments and necessary tools to be able to accommodate their lessons to the demands of their pupils ( Opertti, Belalcazar, 2008 ) . Consequences from the preparation could be improved d ramatically when there is cooperation with other instructors, principals and educational support staff. This cooperation is of import and deemed indispensable in developing inclusive patterns ( Loreman et al, 2005 ) . Inclusion sustainability, the forward motion, and the success depend a tremendous trade on the first point of contact which is the instructor, and more exactly, the instructors attitudes towards inclusion ( Forlin et al, 2008 ) , because they are the 1 who will be passing the bulk of their clip with the particular needs pupils, unlike principals, particular pedagogues and parents. â€Å" aˆÂ ¦the best policies for suiting pupils with particular demands in regular schoolrooms will neglect if instructors have negative attitudes towards inclusion. † ( Sikes et al, 2007 ) . The first portion in altering the attitude is altering one ‘s lesson program, so that the lesson can suit for both particular demands and non particular needs pupils. Keeping in head, when seting the lesson program, to maintain that the consequence of a particular needs pupil ‘s disablement or larning trouble is minimum. This has to be done thoughtfully, considerately, and must non disrupt or c ompromise the acquisition of the other pupils in the category by decelerating down excessively much ( Smyth-King, 2005 ) . Having said that, secondly if a instructor is cognizant of the different types of larning trouble and damages, and have a brief or in detail cognition of different disablements, this cognition coupled with supplying instructors with possibility for farther readying in inclusive patterns they would believed the â€Å" capable † had prepared them adequately for learning pupils ‘ or had the instructional background that would help them to provide for pupils with a particular demand ( Spandagou. I, Evans. D, and Little.C, 2008 ) which would positively increase instructor ‘s attitude toward inclusion. This is the 2nd ground why the preparation should be based around fiting instructors with the accomplishments and necessary tools to be able to accommodate their lessons ( Opertti, Belalcazar, 2008 ) . The jurisprudence shapers have their just portion of issues and deduction when it comes to inclusions. For illustration, each Australian State and Territory has their ain legal powers and readings of the Federal Law regulating particular demands instruction ( Forbes, 2007 ) . Commonwealth statute law and policy such as the NSW Disability Policy Framework 1998, the Disability Discrimination Act 1992, and the Disability Standards in Education 2005 present the basis and construction for particular needs pupils to be included in mainstream schools, yet, under the Australian Constitution, the provinces have the duty for pull stringsing and using plans suited to smooth the advancement of inclusion, and do the resources gettable to make so. To run into the duties of inclusion, schools of the hereafter will necessitate instructors with equal preparation in disablements and particular demands at an undergraduate degree ( Forbes, 2007 ) .aˆÂ ¦Overcome the misconceptions of general instruc tion pupils.Harmonizing to Loreman et Al ( 2005 ) , the really nature of a secondary school is debatable and in direct hit class with many of the foundations required for a school to be inclusive. The first deduction when put to deathing the ideal inclusion are the other pupils, already there are issues that are come uping today ( peer force per unit area, intimidation, force, and other adolescent issues ) in the intelligence. And there are other issues which Pearce and Forlin ( 2005 ) explains absolutely, he states that secondary schools can be disenabling in themselves, non merely for pupils with disablements, but for anyone who does n't suit neatly into the system such as pupils from low socio-economic, racial and cultural backgrounds in scenes where such pupils are the minority. So this is what the instructors and principals already have to cover with, they do non necessitate to cover with the excess incidents that will most likely occur due to miss of cognition and understandin g that their equals could hold towards the particular needs pupils. This type of behaviour will do the adolescents non to interact with others which they view as non equal, Pearce and Forlin ( 2005 ) . To work out this job there is one solution and that is what research workers have suggested so far, pupils with milder disablements are more successfully in the inclusion procedure. Again Pearce and Forlin ( 2005 ) states that, pupils with physical and centripetal disablements are by and large more likely to be mainstreamed than those with rational, multiple, behavioral or emotional disablements ( Pearce, Forlin, 2005 ) . If a ground has to be given Flem and Keller ( 2000 ) confirmed one and that when a particular needs pupil enters a mainstream environment, one of the most of import issues that will originate is their relationships with other pupils. This means pupils with physical and centripetal disablements can get the better of the issues of relationships better than those with rational, multiple, behavioral or emotional disablements. Negative equal attitude is another issue that needs to be addressed, since pupils, particularly in secondary schools, can be peculiarly average or hurtful to other pupils that are regarded as different for any ground. Vignes et Al ( 2008 ) , province that negative equal attitudes are by and large considered to be one of the greatest barriers to full societal inclusion of particular needs pupils in general instruction schoolrooms. Evidence shows that societal credence is the most hard challenge for a particular needs pupil to get the better of in a general instruction school ( McDougall et al, 2004 ) . To counter such negativeness, direct and structured societal contact between pupils with particular demands and general instruction pupils is a manner to advancing positive attitudes. Many pupils behave negatively out of ignorance, so extinguishing barriers and leting pupils to understand the nature of disability/impairment eliminates their fright of the unknown which may do them flog o ut or handle others severely. It besides allows general instruction pupils to experience empathy with other people, and helps to learn them about credence. Teaching pupils empathy and leting them to see the disablement of others first manus allows pupils to further a more caring attitude to other people ( Klotz, 2004 ) .Fixing pupils with particular demandsThere was a batch of research that was done on the consequence of pupils with particular demands ‘ category mate but non the pupils with particular demands themselves, but it is good known that pupils with particular demands need a spot more attending and providing from all parties ( friends, household, instructors, school community, and outdoors community every bit good ) .But Joe Clark has that particular instruction policies and patterns will be debated for a long clip, if non everlastingly, because every pupil learns different and every instructor teaches different. In order for there to be one reply we would all hold to be the same, which will likely ne'er go on. In other wards these pupils will most likely need more attending or even wholly different manner of learning them so that results can be accomplished. Inclusion remains a really ambitious doctrine in schools. The inclusion of particular needs pupils may pull attending to inadequacy in instruction but construct the tract for solutions that may give an advantage to all pupils in the instruction system. This could be through flexible course of study, appraisal and structural alteration. And the frost for inclusion is the joint coaction of instructors, pupils, parents, the wider community and general/special pedagogues, all promote and aid ease inclusion, non merely as an theoretical account, but in pattern. Pearce and Forlin ( 2005 ) argue that ‘the presence of young person with disablements in secondary schoolrooms represents a gift to school restructuring ‘ . I believe merely that, covering with pupils with particular demands will hold a positive impact on the community around them which will to a great extent better outcomes, this can be seen in the category with instructors seting a batch more decadent, decision makers being a spot more indulgent, pupils a bit more helpful and understanding. By and large people want to give that excess assisting manus. Inclusion in instruction has come a long manner, but there are problematic issues which is halting it from making place, but research workers and instructors likewise can see inclusion coming place and can savor some of its sweet fruits.

How to Find the Aquila Constellation

The constellation Aquila is visible in the northern hemispheres summer sky and the southern hemispheres winter. This small but significant constellation features several fascinating deep sky objects that amateur astronomers can view with a backyard telescope. Finding Aquila Aquila is outlined in faint blue, and its brightest star is Altair. Look for it just below Cygnus the Swan and near Sagittarius. From a dark viewing site, observers can see that Aquila lies in the plane of the Milky Way. Carolyn Collins Petersen   The easiest way to find Aquila is to locate the nearby constellation Cygnus, the Swan. Its a roughly cross-shaped pattern of stars that is high overhead on summer evenings beginning in mid-July. Cygnus appears to be flying down the Milky Way galaxy (which we see from the inside as a band of stars stretching across the sky) toward Aquila, which looks like a crooked shape of a plus sign. The brightest stars of Aquila, Lyra, and Cygnus all form a familiar asterism called the Summer Triangle, which is visible in the northern hemisphere from early summer to late in the year.   Historical Interpretations Aquila has been a known constellation since antiquity. It was cataloged by the astronomer Claudius Ptolemy and was eventually adopted as one of the 88 modern constellations charted by the International Astronomical Union (IAU). Since it was first interpreted by the Babylonians, this star pattern has virtually always been identified as an eagle. In fact, the name aquila comes from the Latin word for eagle.  Aquila was also well known in ancient Egypt, where it was seen as a bird accompanying the god Horus. It was similarly interpreted by the Greeks and, later, the Romans, who dubbed it Vultur volans (the flying vulture). In China, myths about family and separation were told in relation to the star pattern. Polynesian cultures saw Aquila in several different ways, including as a warrior, a tool, and a navigational star. The Stars of the Aquila Constellation The six brightest stars in this region make up the body of the eagle, set against a backdrop of dimmer stars. Aquila is relatively small, compared to nearby constellations. Its brightest star is called ÃŽ ± Aquilae, also known as Altair. It lies only about 17 light-years from Earth, making it a pretty close neighbor. The second-brightest star is ÃŽ ² Aquilae, better known as Alshain. Its name comes from an Arabic term which means the balance. Astronomers commonly refer to stars in this way, using lowercase Greek letters to indicate the brightest as alpha, beta, and so on, to the dimmest ones lower in the alphabet. Aquila features several double stars, including 57 Aquilae. It contains an orange-colored star paired with a whitish-colored one.  Most viewers can spot this pair using a good set of binoculars or a backyard-type telescope. Search out Aquila for other double stars, too. The entire constellation of Aquila shown with IAU boundaries and the brightest stars that make up the pattern.   IAU/Sky Telescope Deep Sky Objects in Constellation Aquila Aquila lies in the plane of the Milky Way, which means that there are a number of star clusters within its boundaries. Most are fairly dim and require good binoculars to make them out. A good star chart will help you locate these. Theres also a planetary nebula or two in Aquila, including NGC 6781. It requires a good telescope to spot, and its a favorite challenge for astrophotographers.  With a powerful telescope, NGC 6781 is colorful and striking, as seen below. A view through a backyard-type telescope is not nearly so colorful, but instead shows a slightly greenish-gray blob of light. The planetary nebula NGC 6781 as photographed through one of the telescopes of the European Southern Observatory in Chile. This nebula lies in Aquila and can be spotted with a good backyard-type telescope. ESO   Aquila as a Springboard for Exploration Observers can use Aquila as a jumping-off spot to explore the Milky Way and the many clusters and objects that lie in nearby constellations, such as Sagittarius. The center of our galaxy lies in the direction of Sagittarius and its neighbor Scorpius. Just above Altair lie two tiny little constellations called Delphinus the Dolphin and Sagitta the Arrow. Delphinus is one of those star patterns that looks like its name, a cheery little Dolphin in the starry seas of the Milky Way.