Electronic Cigarette Sustainable Business in Japan- External Analysis Assignment

Electronic Cigarette Sustainable Business in Japan- External Analysis - Assignment Example PESTEL analysis is the best tool for making market analysis for external factors that might affect the operation of a business. External factors affecting Magpie Pty Limited include environmental factors, political, social cultural, technological, legal and economic factors. Consequently, in order to capture or maintain maintain a market, strategic measures to curb changes in these factors must be enforced by a company (Berg, 2009). The political environment of any nation is crucial in operating a business. Some of the political factors likely to affect the operations include, government stability, corruption levels, tax policy which includes rates and incentives, freedom of the press and government involvement in trade unions. It is important to have good relations with the political class in foreign markets. This is because of the value of political lobbying in business. This is not different in Japan as several laws have been enacted to deal with electronic smoking in the country. The Japanese health sector enacted some laws in 2003 inhibiting smoking of electronic cigarettes in public. The implementation of the laws about smoking electronic cigarettes in Japan operates on a two tier system. The first tier allows partial permission for smoking electronic cigarettes on the condition that they are nicotine free. The government has not yet given out a medical license to electronic cigarettes that contain nicotine. Magpie Pty Limited must adhere to the regulations set including analyzing the transport industry, local authorities and property owners. The transport industry includes airports if the cigarettes are meant for export and further distribution. Some airports however do not allow use of electronic c igarettes. The political environment in Japan is partially seen to be supporting sale of electronic cigarettes. This can be evident by the fact that electronic cigarettes are not exposed to the same tax laws as compared

Nature love Essay Example | Topics and Well Written Essays - 500 words

Nature love - Essay Example I plainly believe, on this ground, that one such element of huge significance is romance – a mystical fuel or driving force within what constitutes the essence of love yet which possesses distinct character that enables us to distinguish one relationship from the other. During the late 18th century, the principle of Romanticism came to be ascertained not as a style or method in art but an attractive influence which, by virtue of deep imagination, passionate emotion, and freedom of expression altogether functions as chief inspiration to an artist and his composition. Even literature and music flourished in the Romantic period which brought the modern generation to understand how one field as music bears ample association with other fields that may be related to literary work, painting, or sculpture. Apparently, the inclination of a human being to be romantic and become naturally self-aware to create and appreciate objects of wonder has directed man to establish more affinity with nature both in oneself and in the environment. I think the painting â€Å"Mrs. Thomas Gage, 1771† by John Singleton Copley with its viewer’s response exemplifies the meaning of interaction between art and human sentiment. Based on Copley’s endeavor, the theme of romance is quite evident in the eyes of Mrs. Gage whose tranquil countenance looks drawn or disposed to either a sight of interest somewhere or a thought of awe which then reflects at length via her calm pose and facial expression. She seems to be in a state of beauty that is fulfilled not just by the physical attributes but, to a greater extent, even by the projected effect of inner peace that might have dwelt within her as a consequence of an enduring love. Thus, this should justify a situation of romance for her radiant illustration by Copley communicates the meaning of her intimacy with love, nature, intellect, and contemplative behavior. Despite the mystery of how it

The Biography of L.L. Thurstone Essay Example for Free

The Biography of L.L. Thurstone Essay Throughout Thurstone’s childhood he and his family suffered through the difficulty of having their name mispronounced and misspelled and thus the ThunstrO? m family changed their family name to Thurstone. Thurstone’s educational career began in grade school in Berwyn Illinois, and it was at the age of eight that the Thurstone family migrated to Stockholm, Sweden where L. L. studied the swedish language in order to assimilate into this new environment presented to him. After many years in their native country, the Thurstone family decided to move back to the U. S. A, specifically Jamestown, New York in 1901. Moving from Stockholm, Sweden back to the U. S proved to be an issue, and Thurstone had to relearn the english language by having tutoring sessions with a school principal. As a young child he earned his first award as a geometry contest winner. He won thirty dollars, and used that to buy objects that pertained to his hobbies. As a sophomore in high school he would then come to publish an article in the scientific journal the Scientific American on the ?issue of water consumption and the energy being used by the power companies and tourists in the Niagara Falls area. Continuing his educational career, after graduating high school Thurstone went on to pursue a Bachelor of Science in civil engineering at Cornell, but then later changed his major to electrical engineering. While pursuing his degree, Thurstone developed the motion picture camera and the projector, which unlike the older projectors, moved at a continuos and uniform manner. After developing and patenting these projects he went to Thomas Edison in his New Jersey lab to show what he had accomplished. Edison took Thurstone’s machines and reviewed them. While Edison reviewed Thurstone’s work, Thurstone revisited his interest in the psychology behind what is machine design. Thurstone wanted to research how it was that the operator learned the visual-motor coordination necessary to use a particular machine, which in later years became known as human engineering. Thurstone wanted to understand learning as a function. In order to understand learning as a function Thurstone visited and partook in lectures by professor Madison Bentley and E. B. Tichnener. One of the professors that most inspired Thurstone was engineering professor Dexter Kimball. Kimball taught the idea of the psychological history of machines which greatly interested Thurstone It was later in his life when Thurstone would recollect on the teaching manner of Kimball and later use the same teaching techniques himself. After a long examination of the machines Thurstone had presented to Edison, Thurstone finally heard back from Edison; it was 1912 when Edison was offering him an assistantship at his New Jersey laboratory. It wasn’t until after Thurstone received his Masters in Engineering that he ?would come to accept this position. Edison was another person that influenced Thurstone, in the same way that Edison would experiment and review his projects a thousand or more times, as would Thurstone, which proved to be helpful later in his career. Following his assistantship with Edison, Thurstone became an instructor at the engineering college of the University of Minnesota, and his courses included geometry and drafting. While an instructor at the University of Minnesota, Thurstone enrolled in a graduate program course that focused on experimental psychology. This course was taught by Herbert Woodrow and J. B. Miner and interested Thurstone, because of his interest in learning as a function. He first approached this course through the educational lens, but than saw it best to see it through the psychological perspective, which interested him the most. After finding this new passion for psychology he then became the assistant in the new Division of Applied Psychology at the Carnegie Institute of Technology, where he was an assistant for two years. After completing his assistantship, Thurstone received his PhD. in psychology in 1917. To receive his PhD. e wrote his dissertation on the learning curve, one of his favorite topics. Three years after receiving his PhD. Thurstone started the journey of Thurstone’s leadership role in the psychology departments throughout his professional career. In 1920 he served as a chairman in the psychology department at Carnegie Institute of Technology. After serving as the chairman, a government supported institute for research contacted him to make manuals and other materials to stimulate the improvement of civil service examination, which began his journey in the world of human examination. After being granted support from the government he was granted access to the American Council on Education (ACE) who asked him to make an examination of their own. This examination was to guide college admission ?decisions. While constructing his exams he asked his college sweetheart, Thelma Gwinn to work alongside him. Like Thurstone, Thelma wished to pursue a PhD. in Psychology and thus they both moved to the University of Chicago around 1924, the same time Gwinn and Thurstone married. While Thurstone was associate professor of psychology, Gwinn birthed three sons and pursued her PhD in psychology. As associate professor Thurstone taught courses on statistics and mental test theory, his specialized subject. This mental test theory class consisted of the assumption of normality within age groups and estimated the mean and variance at each age, causing the mental test theory. While associate professor at University of Chicago, Thurstone published many articles in the Psychological Review and American Psychological Association (APA) from 1926 to 1928. While contributing articles to the many journals in the psychology community Thurstone also contributed by creating a basis of psychological measurement that was in contrast to Fechner, Muller, and Titchener. His measurement accommodates to to the intelligence, ability or achievements and attitudes or opinion; a psychology construct that lacks any direct physical correlation with what the other psychologist thought of. The method he used was the use of judges and a scale. After working at the University of Chicago for many years Thurstone was finally granted an office space in the building of social sciences which he converted into his psychometrics laboratory. After building this lab he started writing a series of psychometric lab reports, which consisted of precisely 81. While working at the University of Chicago at his psychometrics lab during WWI he authored vocational tests for classifying military personnel and from 1919 through 1923 he authored tests of intelligence, clergical skills, engineering aptitude and ingenuity. After Thurstone authored his examinations, he and Gwinn joined together and authored annual editions of ACE examinations for high school seniors and college freshmen and the success of his examinations came from his training in engineering which made him take into consideration the different variables never considered before. It was in this time that the Work Progress Administration contacted him and asked for an exam on their b ehalf, after having done many examination it came to the conclusion that Thurstone had authored 57 or so examinations. In result he constructed the Primary Mental Abilities (PMA) and around this time he gained access to the Chicago public when Gwinn became a psychology instructor at Chicago Teachers College in 1938, which provided access to a broader range in ages for his mental test examinations. This access brought about the beginning to many opportunities for Thurstone such as co-founding the Science Research Associates and agreeing to be chief examiner at the University of Chicago for a course that gave credit to students vi examination. In the passing years he became president of the Midwestern Psychological Association, President of the APA, President of the Psychometrics society, gained membership to the National Academy of Science along with 17 other psychologist, was a Fellow of American Academy of Arts and Sciences, President of APA’s Division on Evaluation and Measurement and Honorary Fellow of the British Psychological Society. During WWII Thurstone continued his work as an examiner and served as a member of the committee on classification on military personnel of the U. S. Adjutant General’s Office and authored psychological tests for the selection of military and classification of the soldiers. After working for the military for quite some time Thurstone received grants for research which led to employment tests, hedonic scales, and create and experimentally evaluate objective tests for a measurement of human temperament. From the years of 1948 to 1949 he became a visiting psychology professor at the University of Frankfort and around this time he built a seminar room in home and had visiting professors and speakers from inside and outside of the U. S. A couple years after establishing his seminar room the Thurstone-Gwinn family moved to North Carolina due to the fact that Thurstone had reached 65 and had to retire from the University of Chicago. At his home in North Carolina e still had seminars and re-established his psychometrics in the Nash Hall and continued his lab reports. It wasn’t until September 19th of 1955 when Thurstone Died. It surprised many since Thurstone had scheduled to be a visiting professor at the University of Stockholm a year before and had scheduled many seminars in between. To continue his great mental test examinations, Thelma Gwinn succeeded him as the director of the Psychometrics Lab. Thurstone had contributed many ideas and authored many examinations which still r emain prevalent to this day.

Strengths And Weaknesses Of The Ontological Argument

Strengths And Weaknesses Of The Ontological Argument The a priori and analytic argument posed by Anselm states that God must exist solely by definition; it uses the subject of God and predicate of perfection. In Proslogian 2 Anselm defines God as being than which no greater can be conceived  [1]  . Strengths of the Ontological Argument The main strength of Anselms argument is showing that the concept of God is not illogical, though explaining that everyone, even a non-believer must have a concept of God in the mind and because of this have a concept of God existing in reality. By definition, God cannot exist in the mind alone, as no greater can be conceived as something greater could be thought of, namely that same thing existing in both mind and reality. Hence, God must exist in reality by the meaning of the word God. The argument succeeds as it is deductive and clear conclusions can be drawn from it, this leaves the argument with only one answer; God exists. Because of its a priori nature It also offers an actual proof for Gods existence which can be logically debated rather than relying on changeable evidence. Weaknesses of the Ontological Argument The main weakness of Anselms argument is posed by Gaunilo of Marmoutier, a contemporary of Anselm, Gaunilo posed, using reductio ad absurdum, that if the logic of the argument were applied to anything other than God, its conclusion would be unreasonable. The analogy of a perfect island was formulated, and using the same argument as Anselm reasoned that as the perfect island could be thought of, then it also must exist. Though Gainilos perfect island does have flaws itself as it pointed out by Rowe if we follow Anselms reasoning exactly, it does not appear that we can derive an absurdity from the supposition that the island than which none greater is possible does not exist.  [2]  It does highlight the many flaws in Anselms, mainly that something cannot be thought into existence, as Russell states the argument does not, to a modern mind, seem very convincing, but it is easier to feel convinced that it must be fallacious than it is to find out precisely where the fallacy lies.  [3]  Russell draws a clear distinction between existence and essence and argues that the essence of something can be defined but this does not constitute existence. Russell argues that the word exist is used incorrectly in Anselms argument  [4]  . Russell states that to define something is to provide an intention and to add existence would be an extension of that intention, Anselm does provide both as the idea which is said to exist, then that which nothing greater can be conceived must exist, as it is the totality of all ideas. Russell believes that this only constitutes God being the greatest thing one can think of, but does not prove God exists in realily. Anselm responds to this with Proslogian 3, by explaining that something that cannot not exist (necessary existence) is greater than something which could not exist (contingent existence), That God Cannot be Thought Not to Exist  [5]  . This however can be disputed is God is not thought of as a necessity and also as necessary existence can only be applied to God then it is unverifiable. Another weakness in Anselms argument is posed by St Aquinas, as Anselm states God is that which nothing greater can be conceived then to understand God in this way is to be equal to him, which Anselm cannot be, as he is human. Descartes begins his argument from the position that he has certain ideas that have necessary qualities; necessary  [6]  meaning a priori. For example, it is necessary of a triangle that it has three sides and three angles totalling 180 degrees. Because these properties are demonstrably undeniable, he could not have invented such ideas himself. These ideas possess their own undisputable nature which is, regardless of will, perceived clearly and distinctly. Because of this, they must be true. So, if one is able to draw such an idea from ones mind, then whatever one predicates of that thing is truly a predicate of it. Because it is clearly and distinctly recognised that actual existence is a property of God, actual existence is truly of Gods nature. Therefore, Descartes reasons, God exists. This argument only succeeds if existence is regarded as a predicate; Descartes argues that God possesses necessary existence in the same way that a triangle does three sides; this analogy is a main weakness of Descartes argument. It may be easy to understand what it means for a triangle to have three sides, but if the properties of a triangle, such as the number of its sides, then the mental concept of the triangle changes (and becomes a square/rhombus/etc.) it is very difficult to see how existence, or the lack of it, changes the mental concept of God, and so we may be reluctant to say that it is necessary of God. Kant argues that there are differences between something having certain predicates, such as in the case of the triangle, and something existing, in the case of God. Kant argues that the examples given by Descartes are of judgements  [7]  and it is not necessarily true that three sides exist at all. It is only necessarily true that, given a triangle, there are three sides consisting in it. By this understanding, existence is separate from the predicates that determine how a subject is. If Kants view is correct then The Ontological Argument fails, if existence is not a real predicate that is added on to the subject then to deny existence you take away the whole subject. The principle of the Ontological Argument regards this as being as an attribute. The Ontological argument can only succeed using faith in something which cannot be quantified, therefore can only really be used to prove the existence of God by someone who is already a believer, as Barth suggests it can tell what theists believe about God but not whether he exists  [8]  . Because of this the argument ultimately fails, as it claims to be a proof but that proof will never be able to be measured.

The Sun Rises :: essays research papers

The Sun Rises   Ã‚  Ã‚  Ã‚  Ã‚   Mankind, through its hardships and struggles, has created many outlets to tell of its trials and tribulations. People have a need to relate their stories to other people. Music, art, prose, cinema, and poetry are among some of the most common types of storytelling. Poetry is one of the oldest and strongest forms of telling a story. It has often been used to chronicle the hardships of a group of people who were held back from many personal freedoms our society takes for granted. Gwendolyn Brooks' people have had one of the hardest struggles placed upon any of the races that make up America. Brooks touches upon the hardships of her people and their ancestors in many of her poems. In 'To the Diaspora,'; Brooks uses the metaphors of the continent of Afrika, a road (or a journey), the sun, and a few others to tell of the struggle of African-Americans in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  The first metaphor the narrator speaks of is of the continent of Afrika. The word Afrika is used to mean a group of people and not the literal meaning of a continent of land. More specifically, these people are African-Americans. The 'Black continent'; she speaks of is a unification of her people (5). The narrator is telling her ancestors that they need to unite to make any progress. In the passage: 'You did not know the Black continent to be reached was you,'; she is telling her people, past and present, that the way to achieve their goals is within them (5-7). The narrator uses the word Afrika instead of Matt Parsons 2/14/00 Page 2 Africa to distinguish between the continent and the meaning she has placed upon the word. Through this metaphor the word Afrika comes to mean a continent of people, and their goals to achieve equality, instead of a continent of land. The next metaphor the narrator speaks of is one of a journey or way over a road. Gwendolyn speaks about her people setting out for Afrika. In the beginning of the poem we know that the people are beginning a journey but they do not know their destination. This gives us a glimpse into how hard the struggle of African-Americans must have been in the beginning of slavery. As the poem progresses into the second stanza, a road emerges and this lets us know that the narrator's people are getting some ideas about where they should be going.

Learning about Ancient Civilization from the Indian Mahabharata Essay

Learning about Ancient Civilization from the Indian Mahabharata I believe that the Mahabharata historically teaches us about ancient Indian civilization wonderfully. Whether the epic really happened or not, many in present day India really do believe in the mystical world of god, goddesses, and god-like warrior kings. For them to have such faith in the epic says a lot about their culture, which is rich of soul and in my opinion imagination. Is it safe to say that some of the cultural make-up exhibited in the Mahabharata such as male and female roles pass on to today India? I think so. Of course India has grown much since the telling of the Mahabharata, but through the lives of the Dhritarashtra and Pandu's families we can see how historically ancient Indians thought, which may or may not flow into how they think today, but it's an interesting concept to ponder. In this essay I will discuss the male and female roles within the ancient royal families and back-up my opinions with stories from the Mahabharata. Due to the importance of dharma males roles differed, but for most the male was a hunter and provider for his family. Besides the time when Yudhisthira embarrassed Draupadi with his gambling issue, one male role was to protect his wife. The Pandavas wife traveled with them and they cared so much for her that they would kill on her command. For example, when Kichaka pursued Draupadi even after her warnings of her five husbands Bhima, one of the Pandavas, took care of the problem by squishing Kichaka into a round ball of flesh. Through most of the epic the Pandavas tried to protect their wives from danger, but there is only so much you can do in times of war. Another male responsibility was to obtain wives, ... ... the sake of the future of the kingdom. The males were skilled in battle and fashionably wore there hair back. Males did not really dance much either. Then for the females, they did dance. The girls were expected to eventually become a wife. As a wife the females were the baby makers and support system for the family. She was caring and a friend to her husband. This of course does not really depict the ancient civilization as a whole. For example, this way of living does not include the prostitutes. These roles that I have studied from the Mahabharata are really only of the royal families, because the majority of the story was about kings, queens, princes, and princesses. Overall, the epic was a great analysis of how people in ancient India viewed the world and how through the roles of men and women everything was kept in balance within the kingdoms.

Better to Die for Your Beliefs or Lie to Save Your Life Essay

I believe that it is better to die for what you believe rather than to lie to save your own life. Many people have died for their beliefs. There are martyrs from all over the world, and they were not afraid to stand up for what they believed in, even if it meant losing their lives. Those people have gone down in history, and are respected by many. Joan of Arc was burned at the stake at the age of 19 for believing that her visions were from God. The English leaders tried to force her to deny that God had spoken to her, but she refused. She went down in history as a great martyr and she is still today and perfect example of standing up for what you believe in. Another great martyr was St. Stephen, who was accused of blasphemy against Moses and God. St. Stephen was stoned to death by an angry mob, and he claimed to have seen God the Father and God the Son right before he died. He was considered the first Christian martyr. As well as there has been martyrs in the world, there has also been people that lied to save their life. In the Bible, Peter was recognized as one of Jesus’ followers, and was questioned in the public. As the crowd became more suspicious, Peter denied Jesus three times. He was too worried about his own life that he took the easy way out. After he denied him, he realized what he had done and the guilt almost destroyed him. Later in his life he returned and admitted to their accusations, and was crucified upside-down. In the story The Crucible, many teenage girls are accused of witchcraft, which in Puritan society the punishment is death. To save their own lives, they take the spotlight off themselves and begin to blame other women in their society for their own selfish gain. They were cowards and lived in lies, making innocent people suffer. All over the world there are people being persecuted for their own personal beliefs. The people â€Å"in charge† decide what they want everyone else to believe, and they enforce it with harsh punishments or even death. Martyrdom is not necessarily dying for spiritual beliefs; it is dying for anything you believe in. People everywhere are mistreated because of their religious beliefs, their political preference, or the color of their skin. Over time there have been leaders who have tried to make their â€Å"perfect race,† but what would this world be without diversity? No one should be able to decide what is the correct belief or the right way to live life. Everyone is different. But unfortunately there are leaders and people who believe they have the right to decide these things, so it is very important to have a good understand of what your personal beliefs are. It is very important to be willing to stand up for what you personally believe in, even if it may cost you something as great as your own life.