A Reaction on Aliens’ Ownership Right of Real Property in the Philippines Essay

A Reaction on Aliens’ Ownership Right of Real Property in the Philippines â€Å"Ang Pilipinas ay para sa mga Pilipino.† (â€Å"The Philippines is for the Filipinos†) Does it sound patriotic or nationalistic? Or does it pertain to selfish motives or mercenary actions? It is a fact that many aliens have been invading to the Philippines. Yes, they are aliens the non-Philippine nationals or foreigners. Most of them are fascinated and attracted to the beautiful sceneries around the Philippine archipelago. Others also pursue their business careers in the country, they are the investors, and the business oriented people who wish to put up their capitals and trade whether in a form of sole proprietorship, partnership or corporation. The aliens are granted the right to acquire a land or real property (immovable property) provided that they will consider the provisions under the Philippine Anti-Dummy Law the limitations on certain economic activity including the enjoyment of rights. In line with the Condominium Act of the Philippines, Republic Act 4726, the aliens are given the right to completely own a condominium unit but when it comes to project, the corporation must be composed of only 40%foreign investors. On the other hand, under the Investor’s Lease Act of the Philippines, foreign nationals or corporation may enter into lease agreement with Filipino landowners for an initial period of fifty years and a renewable extension of 25 years. As we try to comprehend to the law, it is really pro-Filipino. We noticed that the there are only 40% foreign investors or the stockholders and the 60% come from Filipinos. It’s also obvious that the aliens are prohibited to completely possess lands which are really in accordance to Article XII, Section 7 of the Philippine Constitution. Talking about the 40% foreign capitalists and investors, the Philippine  government can gain taxes from them which in turn can be used to accommodate common good for the Filipinos. The issue on Priority Development Assistance Fund (PDAF) or prominently called pork barrel barges in. That huge amount of money came from the taxpayers, both the Philippine nationals and non-Philippine nationals. But due to institutionalized corruption, the money which is intended for the people in the society are being stole by some of the national officials. This is another dilemma that the Philippine government should take into consideration and action. Back to the issue on aliens, the mediocre are skeptical whether the foreigners are given the right to fully own resources in the country or not. This is to clarify that they are not given the full authority; they are just given the opportunity to get into the business world which in turn both the aliens the Filipinos can gain something. It does not mean that though they have been advancing to the country, they steal what’s ours. There are laws for them to follow, thus, there’s no way for us to worry. The law has been already promulgated. All we can do is to deal with it, just no racial deviation, just focus for the common good of all Filipinos. The aliens are striving for their benefits, the same way should we act for ourselves. Let’s do our part and adhere to our virtues as we keep burning the Filipino spirit!

Observation of Mitosis

Observation of Mitosis Introduction: Reproduction is the biological process by which new individual organisms are produced. There are two types of reproduction, which are; asexual and sexual reproduction. Asexual reproduction is creation of offspring whose genes all come from one parent. Sexual reproduction is creation of offspring by fusion of male gametes (sperm) and female gametes (eggs) to form zygotes. Asexual reproduction involves a type of cell division known as mitosis. Mitosis is the scientific term for nuclear cell division, where the  nucleus  of the cell divides, resulting in two sets of identical  chromosomes.Mitosis is accompanied by  cytokinesis  in which the end result is two completely separate cells called daughter cells. There are four phases of mitosis: prophase,  metaphase, anaphase and telophase. The active sites of cell division in plants are known as meristems and they are convenient source of mitotic cells for observation under the light microscop e. In this experiment two different methods had been used. One of the methods that have been used was; Feulgen Reaction, root tips have been fixed and stained using this reaction.This histochemical method is specific for DNA which is stained deep red-purple. Aim: Investigate the stages of mitosis under light microscope. Method 1: Preparation of Root Squash and Observation of Mitosis in Garlic Root Meristems Firstly, one root tip was taken from a container by using a pipette. This root tip was putted on a slide and a drop of 80% glycerol was added, than a coverslip applied. After coverslip was applied, slide was covered with a sheet of blotting paper and squashed gently.Lastly this sample was observed under light microscope both with low power and high power objective. Method 2: Observation of Mitosis in Allium SP. Root Meristems Slides of Allium sp. Root tip squashes was prepared and provided. These ready slides were observed under light microscope both low and high power objectives and stages of mitosis were drawn. Disscusion: Meiosis has many similarities to mitosis. However, there are major differences that it is essential to note. The table below shows the comparison of the stages of mitosis and meiosis. Stages| Meiosis| Mitosis|Interphase| – begins with a diploid cell| – begins with a diploid cell| Prophase| – four chromosomes combine to form two tetrads   – the chromosomes in the tetrad cross over each other, allowing them to exchange genetic material| -four chromatids combine to form two chromosomes linked by a centromere| Metaphase| – the two tetrads line up in the centre| – the two chromosomes line up in the centre| Anaphase| – the two tetrads split up into four chromosomes which go to both poles| – the two chromosomes split up into four chromatids which move to both of the poles| Telophase| – the two sets of chromosomes become enclosed by the nuclear envelope| – the two sets of c hromatids are enclosed by the nuclear envelope| Cytokinesis| – two cells are formed with two sets of chromosomes in each one| – Two cells are created with two chromatids in each one. – Mitosis is now complete. | Prophase II| – DNA replication is skipped and the two cell's nuclear envelope are dissolved and the spindle reformed   – the four chromatids in each cell are connected together to form two chromosomes| | Metaphase II| – the two chromosomes line up in the centre| | Anaphase II| – the two chromosomes are split up into their daughter chromatids and moved towards opposites poles| | Telophase II| –The nuclear envelope is reformed around the two poles on each cell. | Cytokenesis| – the cells are split up again and four haploid cells remain as a result   – meiosis is now complete| | The second table below shows the general difference between mitosis and meiosis. Mitosis| Meiosis| Produces body cells(Somatic c ells) cells for growth and repair| Produces sex cells(Gametes) cells for sexual reproduction| One nuclear division, separating chromatids| Two nuclear divisions, first separating homologous chromosomes and second separating chromatids| Two daughter cells produced| Four daughter cells produced| Chromosome number remains same| Chromosome number halved| No association between homologous chromosomes| Homologous chromosomes associate and form bivalents| No crossing over ccurs| Crossing over many occur at chiasmata| Chromosomes only form single row at equator at metaphase| At metaphase 1, chromosomes form double row at equator| Daughter cells genetically identical with each other and parent cell| Daughter cells differ genetically from each other and parent cell| Daughter cells have two sets of chromosomes(pairs)| Daughter cells have only one member of each pair of chromosomes| In metaphase chromosomes line up singly| In metaphase I chromosomes line up as homologous pairs (synapsis). The t wo double chromosomes are called a tetrad when they are lined| Comparison of the biological significance of mitosis and meiosis: * The Significance of MitosisThe significance of mitosis is its ability to produce daughter cells which are exactly the same as the parent cell. It is important for three reasons†¦   1. Growth If a tissue wants to get bigger by growth needs new cells that are identical to the existing ones. Cells division must therefore be by mitosis. 2. Repair Damaged cells have to be replaced by exact copies of the organism so that it repairs the tissues to their former condition. Mitosis is the means by which this is achieved. 3. Asexual reproduction If a species is good at colonizing a habitat, there might be no point, in producing offspring which are different from the parents, because they might be less effective at survival.Therefore it might be  better, in the short term,  to make a colony which is similar to the parents. In simple animals and most plant s this is achieved by mitotic division. * Significance of Meiosis The long term survival of a species depends on its ability to adapt to a changing environment. To do this the offspring need to be different from their parents and each other. These are three ways in which variety occurs because of meiosis. 1. Production and fusion of haploid gametes: The variety of offspring is increased by mixing the genotype of one parent with that of the other. It involves the production of special sex cells, called gametes, which fuse together to produce a new organism.Each gamete contains half the number of chromosomes of the adult. It is important that meiosis, which halves the number of chromosomes in daughter cells, happens at some stage in the life cycle of a sexually reproducing organism. Therefore Meiosis is important in order for variety in organisms, and allowing them to evolve. 2. The creation of genetic variety by the random distribution of chromosomes during metaphase 1. When the pair s of homologous chromosomes arrange themselves on the equator of the spindle during metaphase 1 of meiosis, they do it randomly. Even though each one of the pair determines the same general features, they’re detail of the feature is different.The randomness of this distribution and independent assortment of these chromosomes produces new genetic combinations. 3. The creation of genetic variety by crossing over between homologous chromosomes. During prophase 1 of meiosis, equal portions of homologous chromosomes may be swapped. In this way new genetic combinations are made and linked genes separated. The variety which meiosis brings vital for to the process of evolution. By providing a varied stock of individuals it allows the natural selection of those best suited to the existing conditions and makes sure that species constantly change and adapt when these conditions change. This is the main biological significance of meiosis. Gizem KARAGOZLU 19026857.

Law Case Study Wholesome Vegetables Ltd

INTRODUCTION A contract has been defined as a legally binding agreement or, in the words of Sir Frederick Pollock: ‘A promise or set of promises which the law will enforce’. However, not all promises or agreements give rise to contracts. According to the case study, Andrew, who works as a salesman at Wholesome Vegetables Ltd, offering to sell Ben 100 bags of potatoes at ? 10 per bag. At first Ben accepted Andrew’s offer but when he heard the news about a slump in the price of potatoes which has fallen to ? 7 per bag, he refuses to accept delivery of Andrew’s pricey potatoes.Therefore there are some issues discussed based on this situation. The discussion includes the requirements that must be met for a contract to exist between Andrew and Ben, the legal effect of Andrew’s fax and Ben’s letter and the explanation of Ben’s text message. QUESTION 1 A contract has many definitions, but one of the simplest definitions for a contract is a â⠂¬Å"promise enforceable by law† (Michael. H, 2010). The promise may be to do something or to refrain from doing something. The making of a contract requires the mutual assent (agreement) of two or more person, one of them normally making an offer and the other accepting it.If one of the parties (persons) fails to keep his or her promise, the other is entitled to legal recourse against that person. There are seven requirements necessary for a contract to be valid (Riches. S,2009): 1. Agreement The first requisite of any contract is an agreement. At least two parties are required; one of them, the offeror, makes an offer which the other, the offeree, accepts. In this case, Andrew is the offeror and the offeree is Ben. 2. 1 Offer An offer is an expression of willingness to contract made with an intention that it shall become binding on the offeror as soon as it is accepted by the offeree.A genuine offer is different from what is known as an â€Å"invitation to treat†, i. e . where a party is merely inviting offers, which he is then free to accept or reject. The following are examples of invitation to treat: auction, display of goods, advertisements, mere statements of price and tenders. An offer can be terminated by acceptance, rejection, revocation, counter offer, lapse of time, failure of a condition and death. 2. 2 Acceptance Once the presence of a valid offer has been established, the next stage in the information of an agreement is to find an acceptance of that offer. The acceptance must be made while the offer is still open.It must be absolute and unqualified. 2. Consideration The mere fact of agreement alone does not make a contract. Both parties to the contract must provide consideration if they wish to sue on the contract. This means that each side must promise to give or do something for the other. 3. 3 Executory consideration Consideration is called â€Å"executory† where there is an exchange of promises to perform acts in the future , eg a bilateral contract for the supply of goods whereby A promises to deliver goods to B at a future date and B promises to pay on delivery. If A does not deliver them, this is a breach of contract and B can sue.If A delivers the goods his consideration then becomes executed. 3. 4 Executed consideration If one party makes a promise in exchange for an act by the other party, when that act is completed, it is executed consideration, eg in a unilateral contract where A offers ? 50 reward for the return of her lost handbag, if B finds the bag and returns it, B's consideration is executed. There are some rules governed in consideration. Consideration must not be in the past. If one party voluntarily performs an act, and the other party then makes a promise, the consideration for the promise is said to be in the past.Past consideration is regarded as no consideration at all. Consideration must move from the promise. If A (the promisor) makes a promise to B (the promise), the promise wil l only be enforceable (unless made in the form of a deed) if B can show that he has provided consideration in return for A’ promise. Consideration must not be illegal. The courts will not entertain an action where the consideration is contrary to a rule of law or is immoral. Consideration must be sufficient but need not be adequate. It must be possible to attach some value to the consideration but there is no requirement for the bargain to be strictly commercial. . Intention The parties must intend the agreement to be legally binding. The nearest the courts can get to discover this intention is to apply an objective test and judge the situation by what was said and done. The law divides agreements into two groups, social ; domestic agreements and business agreements. 4. Form Some contracts are indeed in writing but the majority are created much more informally either orally or implied from conduct. Generally, the law does not require complex formalities to be observed to form a contract. Some types of contracts which are exceptions to this rule.They are contracts which must be in the form of a deed, contracts which must be in writing and contracts and contracts which must be evidenced in writing. 5. Capacity Capacity is also one of the requirements for a contract to be valid. The parties must be legally capable of entering into a contract. There are, however, some groups of people who are in need of the law’s protection either because of their age or inability to appreciate their own actions. The groups which are covered bu special rules are those under the age of 18 (minors), mental patients and drunks. . Genuineness of consent The most basic requirement of a contract is the presence of an agreement. It must have been entered into voluntarily and involved ‘a genuine meeting of minds’. The agreement may be invalidated by a number of factors which are mistake, misrepresentation, duress and undue influence. 7. Legality The principle of freedom of contract is subject to a basic rule that the courts will not uphold an agreement which is illegal or contrary to public policy. Where the contract involves some kind of moral wrongdoing, it will be illegal.If, however, the conduct is neither immoral nor blameworthy, but simply undesirable, the contract will be void. A court may object to an agreement either because of a rule of common law or because it is contrary to statute. In a nut shell, all the requirements stated above must be met for a contract to exist between Andrew and Ben. Question 2 In the case study given, Andrew’s letter on the 21st February is considered as an offer in the law of contract. An offer is an expression of willingness to contract made with the intention that it shall become binding on the offeror as soon as it is accepted by the offeree.It is clearly stated that its an offer when Andrew wrote a letter to Ben, owner of the retail shop offering to sell him 100 bags of potatoes at 10 per ba g. This is also known as a bilateral contract in the law of contract. An example to exemplify this case (Carlil v Carbolic Smoke Ball). Ben’s reply on the 23rd February is acceptance. He replied accepting Andrew’s offer but adding that if he did not hear from Andrew, he would assume that the price included delivery to his (Ben’s) shop. On the 24th February, the acceptance to be considered as an counter-offer introducing the new requirements.If in his reply to an offer, the offeree introduces a new term or varies the terms of the offer, then that reply cannot amount to an acceptance. Instead, the reply is treated as a â€Å"counter offer†, which the original offeror is free to accept or reject. A counter-offer also amounts to a rejection of the original offer which cannot then be subsequently accepted. This can be seen in the case of ( Hyde v Wrench). Based on the case given, on the 24th February, before Ben’s letter arrived. Andrew heard a rumour t hat the price of potatoes was about to slump dramatically. Andrew immediately sent a fax to Ben, stating that the price includes delivery.This is merely counter offering the previous offer. Therefore, when Ben also heard the news about the slump in the price of potatoes where upon he sent Andrew a text message stating ‘decline your offer of pots’ clearly shows that he varies the terms of the offer and it cannot amount to an acceptance. A counter-offer should be distinguished from a mere request for information. If A makes an offer on his standard document and B accepts on a document containing his conflicting standard terms, a contract will be made on B's terms if A acts upon B's communication, example by delivering goods.This situation is known as the â€Å"battle of the forms†. An example to this is the case of (Stevenson v Mc Lean). Wrapping up the case, in the case of Andrew v Ben, it is undoubtedly seen that counter-offer takes place and hence Ben’s i s competent to reject the delivery of Andrew’s pricey potatoes. Question 3 On 24 February before 10 a. m, Andrew heard rumors about the price drop in potatoes market. He immediately send a fax to Ben stating that â€Å"price include delivery†. This shows that offeror had sent a fax to offeree just to provide additional service without extra charges.As Ben already accept the offer on 23 February, and the offer is now ? 10 per bag of potatoes including delivery fee with extra service provide. The contract is still accepted by Ben and just added additional services which show in fax â€Å"price include delivery† as additional contract terms confirm that Andrew will provide ? 10 per bag of potatoes including delivery fee. Even if offeree does not want to accept additional terms from offerer, offeree is still in a previous contract position which is accepting the contract. On 24 February after 10 a. m, Ben had receive a fax from Andrew which stated that â€Å"price include delivery†.Ben accepts the offer of Andrew for ? 10 per bag of potatoes includes delivery, and so Ben posted a letter to confirm his acceptance of Andrew terms. When a letter is posted, the acceptance of the contract is consider accepted. According to Postal Acceptance Rules, once the letter is posted, it is consider as acceptance no matter it reached the offeror or not at that time (Duhaime, n. d. ). There is a similar case of Postal Acceptance Rule: Household Fire Insurance Co. V. Grant. During 30 September 1874, Grant had applied for 100 shares from Household Fire and Carriage Accident Insurance Company Ltd.The company had accepted Grant offer and allotted him 100 shares on 20 October 1874 which using letter posted the confirmation to Grant address. However, the letter does not reach Grant address which means Grant did not receive the acceptance letter from Household Fire Insurance Company. Grant though that his offer for 100 shares has not been approved. On March 18 77, Grant received a letter demanding payment upon the call of 100 shares. The jury also found that the letter of Grant allotment had been posted on 20 October 1874. For the above case Fire Insurance Co. V.Grant, the court concluded that there was a valid contract base on the Postal Acceptance Rule. Because the rule for post is the acceptance is effective even if the letter did not arrive to the parties. The Postal Acceptance Rule is design to prevent anyone try to opt out of the rule, once someone posted acceptance, the contract had came into effect. This rule can apply to Ben and Andrew case, which Ben posted a letter which confirms the acceptance of the contract terms between Andrew and Ben. Which means once the offeree posted the acceptance letter, the contract is consider bound to the offerer.However, over the lunch time, Ben also heard news about the slump price in potatoes market. Ben immediately sends a text message stating that â€Å"decline your offer of pots† to An drew. This means that after Ben knew about the slump price in potatoes, he send text message to Andrew to reject his offer. This text message is come secondly after the letter posted. According to Postal Acceptance Rule the counter acceptance or rejection will only be replace if the parties mention it from their contract, required receive by offeror in order to be treat as acceptance (Corrigan, 1997).There is a similar case of replace acceptance â€Å"Entores V. Miles Far East Corp†. Entores and Miles Far East Corp are communicated trade agreements through Telex machine. Entores was base in London and send telex for purchase of copper from company Miles Far East Corp base in Amsterdam. Entores found out that Miles Far East Corp was not fulfilled the contract and sue the Corp for damages. Entores sue Miles Far East Corp for breach of contract in English law jurisdiction. It could prove that the contract was formed within the jurisdiction.The court concluded that, when offer is made by telex or text message, the offeror must receive the acceptance. If the offeror is receiving the telex, it is consider contract is bound. This same goes to the letter of Ben post, even if the letter is not reached Andrew, the contract of acceptance is considered to be bound. The text message send by Ben afterward is decide by Andrew either to be accept or to be reject the rejection from Ben. The contract of Ben and Andrew is still ? 10 per bag of potatoes includes delivery is already accepted by Ben.According to Ben and Andrew case, when the price of potatoes drop to ? 7 per bag, Andrew immediately counter offer to Ben include delivery, Ben accept Andrew terms before knowing the price drop in Potatoes. After that, Ben realise the price drop of potatoes, he reject the offer and refuse to accept delivery of Andrew pricey potatoes. If offeree refuses to accept the delivery of offerer pricey potatoes, offeree will be breaching the contract terms and fall under offer acceptance l aw case. As the contract of Ben and Andrew is ? 10 per bag of potatoes include delivery which is accepted by Ben.The contract is still active between Ben and Andrew, once the contract is bind between offeror and offeree is not able to revoke. The following rejection by text message from Ben to Andrew is considered as another term of new offer contract which needed Andrew to be accepting. However, Andrew didn’t reply the acceptance of Ben rejection. This means that, Ben have to stick to the first terms of ? 10 per bag of potatoes include delivery. If the case is bring to the court, mostly Andrew will win the case as according to the contract terms, Ben already accept the offer of ? 0 per bag of potatoes include delivery. The offeree (Ben) had accepted the offer at first and the counter rejection of offeree will not be taken in place if the offeror (Andrew) did not want to accept the rejection from offeree. If the offeror (Andrew) did not accept the counter rejection, it consid er as Ben accept the offer and need to purchase ? 10 per bag of potatoes include delivery from Andrew for 100 bags. If Ben is still refuse to accept the Andrew offer, Ben will need to pay compensation to Andrew for breach of contract. Question 4On 21st of February, Andrew is salesman at Wholesome Vegetables Ltd, who offered to sell 100 bags of potatoes at ? 10 to Ben, owner of retail shop. On 23rd of February, Ben replied accepting Andrew’s offer but adding the delivery to his (Ben’s) shop into the price if he did not hear from Andrew. It means the price of potatoes is ? 10 per bag included delivery. On 24th of February, Andrew heard that the price of potatoes is going to fall down dramatically and later Ben is received a fax from Andrew stated that â€Å"price include delivery†. Before 10 a. m, Ben received Andrew’s fax and he accepted the offer of Andrew for ? 0 per bag of potatoes included delivery. After Ben sent a fax to Andrew about his acceptance, both of them already formed a contract of law. The issue appeared in this case when Ben knew about a slump in the price of potatoes over lunch, he sent Andrew a text message â€Å"decline your offer of pots† and he was too late to revoke his acceptance of Andrew’s term because they already made a contract after 10 a. m on 24th of February. The reason Ben wanted to revoke the contract because the price of potatoes in contract that Ben have to pay for Andrew is more expensive than after a slump in the price.Revocation is effective when it is communicated to the offeree before he or she has accepted the offer (Will and Weinstein, 2010) Revocation is one of termination of contract that has similar situation in this case: Byrne and Leon van Tienhoven [1880]. On 1st of October, Leon Van Tienhoven were defendants located in Cardiff, they sent a letter from their office to Byrne ; Co in New York offering to sell the plaintiffs 1,000 boxes of tin plates. On 11th of October, the plaintiffs immediately telegraphed acceptance of offer after they received the letter and it is confirmed in a letter posted on 15th of October.Meanwhile, on 8th of October, the defendants had written a letter to revoke their offer, and it came to plaintiffs on 20th of October. A binding contract was held, because revocation was only influenced by communication, however, the acceptance was telegraphed took effect as soon as it was sent. In this case, it took 9 days from 11th to 20th of October for plaintiffs to received revocation. On 11th of October, the contract had been made already at that time the second letter form defendants reached the plaintiffs.The contract had been existed in this case when the claimants accepted the defendants’ offer at that date. Lindley J, who was giving judgment for plaintiffs, stated that â€Å"the extreme injustice and inconvenience which other conclusion would produce† (Cheshire, Fifoot ; Furmston’sLaw of contract, 1996). This issue happened because the letter of revocation had no communication to the offeree. According to Introduction to the law of contract, the offer could be revoked by offeror without telling offeree, and the information may be conveyed by a reliable third party.In the case of business, a letter from offeror to offereeon a normal working day should be treated as a communication even if unopened (Cheshirem, Fifoot;Furmston’s Law of contract, 1996). Held: In this particular case, Lindle J had no authority in fact given by the plaintiffs to defendants to inform a withdrawal of their offer by posting the letter, the fact is the letter of the 8th of October is be treated as communicated to the plaintiffs on that day or any day before the 20th. ConclusionIn conclusion, Ben has a legal binding contract with Andrew. According to the case of Andrew v Ben, it is noticeably seen that the whole cased is based on the law of contract. A contract may be defined as a legally binding agreement or, in the words of Sir Frederick Pollock:†A promise or set of promises which the law will enforce†. The agreement will create rights and obligations that may be enforced in the courts. It is classified as a contract is deed and it is known as a bilateral contract.This imply where a promise of one party is exchanged for a promise by the other. The exchange of promises is enough to render them both enforceable. Thus in a contract for the sale of goods, the buyer promises to pay the price and the seller promises to deliver the goods. The elements involved in the contract are agreement, consideration, intention to create legal relation and consent. A contract which possesses all these requirements is said to be valid. The absence of an essential element will render the contract void, voidable or unenforceable.The terms of the contract is Ben accepting 100 bags of potatoes for ? 10 per bag of potatoes including delivery fee from Andrew. If let say offerer (Andrew) accept the rejection of offeree (Ben) text message, the acceptance contract will be terminated. However, if offerer (Andrew) still deciding to supply the stock of potatoes to offeree (Ben), Ben would have to purchase the 100 bags of potatoes with ? 10 per bag of potatoes including delivery fee. On the other hand, if offeree (Ben) refuses to accept the 100 bags of potatoes with ? 0 per bag including delivery, offerer (Andrew) can sue offeree (Ben) for breach of contract. The probability of claimant (Andrew) could win the case is high as defendant (Ben) has proven accept the acceptance contract terms. In our opinion, this case study is related to offer and acceptance rules. The oferee (Ben) should accept the 100 bags of potatoes for ? 10 per bag of potatoes including delivery fee as offerer (Andrew) has an evidence of acceptance contract binding between Ben and Andrew.

Personal Reflection Based on a Teambuilding Day Essay

Personal Reflection Based on a Teambuilding Day - Essay Example Despite the problems that the team faced throughout the day, it should be noted that moral remained high throughout the unfolding events and while a more formal approach to leadership and management may have been appropriate, a significant amount was still achieved through the self leading work group structure adopted by the group. 2.0 Theory In Practice In the first instance the group lacked a formal leader and as such, decisions were taken on a democratic basis. Overall the results of such an approach would seem to highlight the same issues as those in the literature, namely that while the moral of the team was high and members engaged in their tasks, organisation suffered through a lack organisational skills or accountability which would have normally rested with a formal leader (Bratton and Gold 2007, Torrington et al 2008). In addition, the leadership day also highlighted another key element which is often discussed in the literature (Mullins 2009, Handy 1999), the fact that lea dership and management while often manifested in the same figure are two separate issues. While the lack of leadership within the group never saw team members suffering from a lack of initiative or inspiration, traditionally elements associated with leadership (Robbins and Judge 2007). What the group lacked was the organisational skills which are often associated with the subject of management. The opinion of the writer is that a greater number of organisational skills such as time management, task delegation, communications and job design would have overall resulted in a greater performance of the team (Adair 1989, 2009). However, as the literature suggests (Huczynski and Buchanan 2009) it is also believed in this case that the skills of both leadership and management would have had to come together in a single person in order for the two theoretical concepts to have had a significant impact upon the performance of the team. Having worked with the team, it is evident that despite t he lack of a leader, team members were well motivated and had high levels of inspiration throughout the day. This would seem to support the theoretical views of motivational theorists such as Maslow (1970) who attributed motivation to intrinsic sources of motivation, such as a sense of belonging, recognition and self actualisation. This is in stark contrast to those who supported earlier theoretical models such as Taylor (Handy 1999) who advocated that motivation came from extrinsic sources, such as the motivation derived from a financial reward. While there was no formal leader appointed, the overall traits of team members and temperament of the group may suggest that a transformational leadership style would have been the appropriate style of leadership in contrast to more transactional styles of leadership. It is the belief of the writer that a transactional style of leadership making use of extremely formal and authoritarian styles of management may have overall resulted in poor er results for t team as a whole. The possibility of such poorer results would be attributed by the writer to resentment and resistance which may have come to light, should such an approach towards leadership and management have been brought into effect during the course of the day (Northouse 2004). A transformation approach on the other hand may simply have added a greater level of direction for team members, giving the team a

Correctional Officers Essay Example | Topics and Well Written Essays - 1000 words

Correctional Officers - Essay Example Penal establishments across the US both government and private impose less restrictive requirements for correctional officers. Age requirements are set at 18 to 21 years of age, must be a US citizen, have achieved at least a high school education and should have no record of criminal conviction. Post secondary education is important for those who want to get promoted in the future (US Labor Dept., 2007). However, the Federal Bureau of Prison's entry-level correctional officers should finish her bachelor's degree and a 3-year experience as a field counselor, or other applicable experience such as supervising and affording assistance to individuals. Officers in correctional facilities must be endowed with good health, as they are required to meet formal standards of physical fitness as well as eye and hearing assessments. Standardized tests are utilized in many jurisdictions in order to verify an individual's suitability to serve in correctional institutions. The Federal, State or county corrections department under the management and guidelines of the American Correctional Association and the American Jail Association provides trainings. Various State and local correctional agencies in the country have regional training centers as well. Training is afforded to all officers in all State and county correctional agencies, which include instructions on legal restrictions, improving inter personal relationships, firearms proficiency, and self-defense skill training. Training in these areas usually last to about several weeks or month depending on the institution, which gives the training. A training officer usually supervises these. Nevertheless, variations exist with regards entry requirements and training could vary from one agency to another (US Labor Dept., 2007). Subjects of study include 'institutional policies, regulations and operations as well as custody and security procedures." A 200-hour formal training is required for new Federal correctional officers who must also complete a specialized program under the Federal Bureau of Prisons. Furthermore, correctional officers also receive instructions on responding to riots, other threatening disturbances, hostage situations and dangerous confrontations. (US Labor Dept., 2007) Many of those with good educational background, long experience and effective training are given a chance to take the position of correctional sergeant who manages correctional officers, scheduling and supervising activities of the other correctional officers. Advancement and promotion is easy in a career like this as many officers can become supervisors and administrators and even become a warden. Other officers switch to other jobs related to their experiences or their interests (BOP 2007). Income and earnings of correctional officers vary. The median earning is set at about $28,000 in 1998 but increased to $33,600 in 2004. The upper half of the correctional officer earned between $26,560 and $44,200 while the lowest 10 percent of those who serve in these facilities incurred earnings of about $22,630. About 10 percent of correctional officers earned $54,820. Federal correctional officers receive a starting salary of about $26,747 a year in 2005. This is in fact slightly higher than the earnings receive by State and county

F.A.T City (Movie review) Movie Review Example | Topics and Well Written Essays - 500 words

F.A.T City ( ) - Movie Review Example Third, lack of positive reinforcement for good performance and ridicule and harassment for bad performance harm the childs motivation and self-esteem. Fourth, children with learning disabilities are not merely â€Å"unmotivated,† as the common notion goes. Lavoie presents some adaptations and accommodations possible for a better classroom experience. First, students with learning disabilities can be given special queue to give them time to be ready to answer the teachers questions. This ensures that no additional anxiety is present every time they attend classroom lectures. Second, the teacher can ask for several answers to a specific question that will allow an exceptional learner to come up with a few answers themselves at the same time the rest of the regular learners come up with a complete list of answers. Third, ridicule should be avoided at all times. This ensures that children with learning disabilities do not feel less confident in attempting to answer questions since there is no risk of receiving negative remarks. support that is largely dependent on their needs and capabilities. For example, based on a first-hand observation, if a gifted child and a learning disabled child are in the same classroom, providing both children with the same information and support while expecting them to act according to the general standards applied to regular learners is not fair. Upon deeper reflection, one would see that regular learners had no problems adapting to the expectations. The gifted child found the task too easy, yet got bored with it. Unfortunately, the learning disabled child had a hard time keeping up with the rest of the class. To top it off, the regular students got no positive remarks, while the gifted child got praises. Unfortunately again for the learning disabled child, the teacher made a slightly negative comment for the lack of good performance. This could easily become a repeated pattern that would

Death Penalty and the American Criminal Justice Research Paper

Death Penalty and the American Criminal Justice - Research Paper Example It is aligned with the retributive justice system where there is a focus on the crime, the criminal and punishment and justice is meted within the "eye for an eye" context. Capital punishment has been sanctioned mainly because it is supposed to serve three purposes: deterrence to crime, retribution for the victim and repentance on the part of the criminal. According to Banner, these promised benefits have not been met (23). Particularly, the death penalty failed to drive a decrease in heinous crimes. In addition, claiming the life of an offender for retribution and repentance is morally inconsistent. There is the ethical challenge of weighing the lives of the innocent against that of the guilty. This is further aggravated by the position that the government is partially to blame for failing to prevent serious crimes. There is the position that individual offenders are not the sole responsible for criminality so there is the question of whether they should be made to bear the brunt of such extreme punishment. These variables tend to violate the morality and ethics of using death penalty in order to serve their stated purposes. The American Law Institute, the very organization that created the death penalty through the Model Penal Code of 1963, withdrew its approval of the capital punishment. The organization argued that death penalty is not aligned with the core legal values of the United States that is why it should never have been sanctioned in the first place (Hood & Deva, 182). This was highlighted by Zimring and Simon when they pointed out that there is always a risk of error in administering the death penalty and the consequences of this event far outweigh the potential benefits in terms of harm done and the justice being called for in the resolution of crimes (158). The US Supreme Court is also known to support its abolition. Early decisions have established the judicial view that capital punishment is  unconstitutional and it violates the Eighth Amendm ent of the US Constitution.

Use Of Benford's Law In Fraud Investigation Essay

Use Of Benford's Law In Fraud Investigation - Essay Example it is surmised that when used appropriately and prudently, Benford’s Law presents itself as useful tool in investigating fraud, particularly in relation to accounting and auditing situations. The mathematical validation of the law and the technological advances in the recent past, which facilitate faster and easier programs for digital analysis, have enhanced the usefulness of the law in detecting fraud, as the law is increasing used by forensic accountants and auditors. The cases discussed in the course of the paper demonstrate the usefulness of the law in detecting fraud in real life situations. However, it is important to note that the detection and establishment of fraud in the legal sense of the term calls for further analysis and Benford’s law is only a facilitator in detecting fraud, albeit an effective facilitator. Given the caution in SAS No. 99 that traditional statistical methods only provide broad indications of fraud, and the increasing incidences of white-collar crimes, the usefulness and applicability of Benford’s law in fraud investigation assumes greater significance. Benford’s law, is particularly useful as it conducts â€Å"digit by digit† analysis and helps in identifying the fraud exactly, despite the huge scale and size of data.

Philosophy of Religion Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Philosophy of Religion - Research Paper Example Not many of us can answer properly what God actually means to them. The definition of God has widely varied across the globe from time to time. Regardless of nationality, religion and race, perhaps the greatest debate is whether God exists or not. It has been found out that some people believe in existence of God, they cannot identify Him. Some can identify God in differ forms, deities or elements but cannot find it difficult to relate or believe. While some others totally disbelieve in plurality of God, some people deny the total existence of â€Å"God†. To them, it is some supreme force that has created the universe and as the source of life in it (Remos 33-34). A further division of views can be made between people who do and do not believe that God transcends and present among worldly beings (Remos 34). Broadly, all the worldly religions can be divided into two distinct categories. First comes the ones who believe in oneness of God, or the monotheistic. Then comes polytheistic, or the ones who believe in plurality of forms of God. The ancient religions like the ones of Israel and Egypt were monotheistic religions (Allen 72). But it is found that, even within one single religion, be it monotheistic or polytheistic, purity is not followed, that is, within a monotheistic religion polytheistic features can be found. Christianity is n apt example of this. Bible supports the existence of â€Å"God, the Father, God, the Son, and God, the Holy Spirit.† (Remos 33) Some major religions like Islam and Jewish are strictly monotheistic, while religions like Hinduism supports polytheistic views. One finds numerous Gods and Goddesses, Demigods and even spirits, in various forms and avatars. In Hinduism, each of these Gods is supposed to serve different purposes. Worship of these individual Gods contains monotheistic

Assessment Referrals Essay Example | Topics and Well Written Essays - 250 words

Assessment Referrals - Essay Example According to Deiner (2003), â€Å"Communication is the process by which information is transmitted between two or more individuals† (pp. 273). Before making a referral for additional assessment in determining whether or not a student has a communication disorder, thorough amounts of interventions should be completed—as well as copious note-taking and recording evidence of a student’s behavior. Two strengths of observational assessment are: 1) that a teacher can physically see with his or her own eyes what problem or problems the student is dealing with; and then 2) record these observations for further discussion at some point in the future. The limitations of observational assessment are that: 1) there is no feedback provided by the student unless verbal or written; and 2) there is no way to know, short of asking, what the student’s viewpoint is during the assessment. Anectdotal records would be preferable to keep records—and then later on, the sch ool psychologist might be able to take such notes and go down a checklist of his or her own about what these behaviors together might mean. According to Boyles and Contadino (1998), â€Å"Poor communication skills can interfere with every aspect of the childs life. Learners with communication disorders quickly fall behind in school. Vocabularies dwindle, memories fail, and problem solving becomes difficult† (pp. 158). Therefore, if the diagnosing individual can pinpoint what the student is having difficulty with, that might make the student be able to more effectively handle his or her

JFK assassination Research Paper Example | Topics and Well Written Essays - 1500 words

JFK assassination - Research Paper Example The sheer emotion and rawness of the coverage appealed to people’s senses that brought the people closer to the news. It was also by no means dismissible that at the heart of the breaking news were America’s affable and media-savvy president and the grief-stricken first family devastated by a tragedy. Overnight, the mostly newspaper-reading and radio-listening nation has turned their attention to their television sets to get a blow-by-blow update of the latest news. Merriman Smith, a United Press International (UPI) newsman, was riding in the presidential press pool car just behind JFK’s limousine on that fateful day in Dallas when they heard three loud shots. The second and third sound made it unmistakable that they came from gunshots. Smith immediately grabbed hold of the car’s radio phone and contacted the UPI headquarters to deliver the news update. Cronkite, inside the CBS studio in New York, was just informed of the president’s assassination coming across through the UPI teletype machine. As Cronkite’s news team breaks the station’s regular programming to deliver the assassination news unsure of the president’s condition, Smith was in Parkland Hospital with more breaking story. Smith informs UPI that President Kennedy has died at 1:00pm. Breaking the soap opera slot, Cronkite emotionally delivers the news.2 Smith rushed to the office and fed the whole world with the news through the five bells that rang on the recipient UPI machine to indicate the urgency and weight of the message. Walter Cronkite was a close confidant of Smith’s. He knew exactly what Smith meant by the message fed to the world in such a short span of time. Cronkite took to the television immediately, putting a break to the ongoing programs. He had to go on audio, as the available camera was slow at loading images. Cronkite became the most trusted person in America at that time.3 From the time of

Contemporary Developments in Psychology and Counseling Essay Example for Free

Contemporary Developments in Psychology and Counseling Essay Every human behavior includes in an events and activities that a human being show in his lifetime. Human’s intelligence and creativeness produced great inventions that prolong human lives and make living on this earth convenient. But at the same time human intelligence have produced life threatening inventions that can take away lives at the press of a button. In other words, men nurtures and protect his fellow human and at the same time destroys them. And so with these, we became curious. â€Å"Why do people behave the way they do?† with these problem we can now enter the world of Psychology. Psychology nowadays is universally defined as the science of scientific study of behavior and mental processes. And under this field of Psychology there are major areas which are the biopsychology, experimental psychology, developmental and personality psychology, health clinical and counseling psychology and social-industrial-organizational consumer and cross cultural psychology. And under this field we have the cognitive learning which assumes that learning results from thinking and other mental processes. Cognitive learning grew from a combination of Gestalt psychology and Behavioral Psychology. Cognitive Perspective focuses on how a person knows, understands and thinks about his or her environment. The Development of Cognitive Learning was according to the theory of Jean Piaget a Swiss Psychologist. He states that mental development undergoes different stages from birth until adolescence when a person acquired most of the cognitive functions. Some scientist also made their studies about the so-called Cognitive learning. Like Edward Tolman and Wolfgang Kohler. According to Tolman all organisms are capable of thinking. He believes that organisms takes in the information and use it to adapt to its environment. While Kohler experiment on insight of learning. He suggested that cognitive processes play an important role in learning. Insights are formed suddenly and transferred immediately to other similar problems. There are two steps in the process of cognitive interpretation in emotions. The interpretation of stimuli from the environment The interpretation of stimuli from the body to autonomic arousal As the first method says it means that individuals are not affected by the events but by the interpretation of the individuals on these situations. While the second method means the interpretation of within the body stimuli resulting to autonomic arousal. Another thing, Psychologists categorizes the diverse fields of Psychology under different models, approaches and perspectives. And these are seven perspectives; these are the evolutionary perspective, psychodynamic perspective, behavioral perspective, cognitive perspective, humanistic perspective, biological perspective or neurobiological perspective and neuropsychological perspective. These perspectives help Psychologists to organize their scientific findings to connect them to theories as they seek for further research. References Gines, Adelaida C. General Psychology. Philippines: REX Bookstore, Inc.,2003

MARKETING MANAGEMENT COLGATE PALMOLIVE Industry Overview

MARKETING MANAGEMENT COLGATE PALMOLIVE Industry Overview In a society that cares about appearances consumers continually look for new, innovative oral care products to provide an extra sparkle to their smiles. Oral care companies are marketing their products to different consumer segments in order to capture their share in the growing segment market. Todays consumer demand numerous benefits from their tooth pastes and manufacturers are responding accordingly. The Personal Care and Household Cleaning Products Industry inclues Companies that make Personal Care and Hygiene Care Products such as cosmetics, perfumes and toiletries as well as household cleaning products. Some leading companies in Personal Care and Household care are Procter Gamble, Unilever, Colgate Palmolive, Johnson JohnsonGillette and Reckitt Benckiser etc. Key Market Players Colgate-Palmolive Colgate-Palmolive headquartered in New York City is the biggest seller of toothpaste (ahead of Procter Gamble) and a world leader in oral care products (mouthwash, toothpastes, and toothbrushes). The company also makes personal care products (baby care, deodorants, shampoos, soaps) and household cleaners (bleaches laundry products, soaps). Its other well-known brands include Palmolive dishwashing liquid and tabs, Ajax surface cleaners, and Fab laundry detergent. Its Hills Pet Nutrition subsidiary makes Science Diet and Prescription Diet brands of pet food. Colgate operates in more than 70 countries and sells products in more than 200. Procter Gamble The Procter Gamble Company is the number one U.S. maker of household products, with brands in five main categories: Baby, feminine and family care; Fabric and home care; Beauty care; Health care and Food and Beverages. Nowadays Procter Gamble markets nearly 300 brands, including leading brands such us Pampers, Tide, Ariel, Always, Whisper, Pantene, Bounty, Pringles, Folgers, Charmin, Downy, Lenor, Iams, Crest, Actonel, Olay, and Clairol. PG has sales in more than 160 countries around the world and PGs worldwide headquarters is located in Cincinnati, Ohio, USA. The company operates 115 plants in almost 80 countries worldwide and employs nearly 98,000 people. The firm also makes pet food and water filters and produces soap operas. Proctor Gamble is not an active player in local market tooth paste market. GlaxoSmithKline GlaxoSmithKline, one of the top five pharmaceutical firms in the world, is the name behind antidepressant Paxil and asthma therapies, Flovent and Servent, among the worlds best-selling drugs. Other international bestsellers include Avandia fordiabetes, migraine reliever Imitrex, cancer-related nausea drug Zofran, and antibiotic Augmentin. GSK products are also available without a prescription: OTC products include Zantac for sour stomachs, Aquafresh Maclense for cleaner teeth. Oxy for skin suffering the ravages of adolescence, and Nico Derm for smokers looking to kick the habit. Unilever Unilever is one the worlds top packaged consumer goods companies, Unilever has leveraged its brand-name food, cleaning and personal care products into market dominance worldwide. Dually headquartered in London and Rotterdam, the Netherlands, it is operated by two different holding companies, Unilever PLC (UK) and Unilever N.V. (the Netherlands), which have separate stock listings but an identical board of directors. Unilever is one of the industry leader in deodorants (Axe, Degree), hair care products (Suave, ThermaSilk), prestige fragrances (Calvin Klein, Lagerfeld) and soap (Dove, Lux ). Its other familiar goods include Q-Tips, Vaseline, Pepsodent, Close up and Mentadent tooth pastes and laundry and cleaning products such as all Wisk and Surf. Locally Manufactured Medicame Tooth Pate, Medipac, Forhans, English, Listerine and Sensodine tooth paste are also increasing their market share. Medicame Listerine and Sensodyne are medicated tooth paste. Sensitive consumer gives good consideration to medicated tooth paste. However English tooth paste is very low price tooth paste. Some imported tooth pastes are also available at super store while a variety of medicated tooth paste is available at Medical stores. Close up and medicame are the real competitors of Colgate tooth paste. They have reduced the market share of Colgate. Colgate tooth paste is pioneer and innovator in the introduction of Herbal tooth paste. Corporate Profile Personal care giant Colgate-Palmolive is generally associated with toothpaste and soap, but in fact its broad portfolio also includes Pet food, Deodorants, Fabric softeners, Household cleaners and Detergents. Brands include Ajax, Fab, Mennen and Hills Science Diet, alongside the two products that make up the companys name. Colgate is the worlds #1 toothpaste and toothbrush brand; Palmolive soap is the worlds third largest soap brand, now covering a growing range of hair care products as well as soaps. Colgate-Palmolive is also truly international, deriving more than 70% of its sales outside the US. Advertising Age/TNS estimated global measured advertising expenditure in 2003 of $621m, making Colgate the worlds #40 advertisers. Colgate-Palmolive is a leading global consumer products company, serving people in more than 200 countries and territories with consumer products that make lives healthier and more enjoyable. The Company focuses on strong global brands in its core businesses O ral Care, Personal Care, Household Surface Care, Fabric Care and Pet Nutrition. The Group operates in North America, Latin America, Europe, Asia and Africa. History of Colgate Palmolive 1800 1850s The company began in 1806, when William Colgate, an English immigrant, set up a starch, soap and candle business on Dutch Street in New York City, USA. Frances Smith was made a partner in the following year and the firm became Smith and Colgate. William Colgate brought out his partner in 1813; the name was then changed to William Colgate and Company. In 1817 the first Colgate advertisement Soap, Mould and Dipt Candles appeared. A few years later, William Colgate and his brother-in-law, John Gilbert, built a starch factory in an area that today is Jersey City, New Jersey. The Dutch Street factory was moved there in 1847, though the business office remained on Dutch Street. Principal products at that time were Windsor Toilet Soaps and Pearl Starch. After more than fifty years in the starch, soap and candle business, William Colgate died in 1857. The company then became known as Colgate Company. 1860s 1910s In 1866, the company introduced perfumed soap and began the manufacture of perfumes and essences. Six years later Cashmere Bouquet, the first milled perfumed toilet soap, was registered as a trademark. Surprisingly, it wasnt until 1873 almost seventy years after the companys founding that Colgate Company produced its first toothpaste, an aromatic dental cream sold in jars. Then, in 1896, the company made toothpaste much more convenient to use by introducing the first collapsible toothpaste tube, one similar to those in use today. Meanwhile in Milwaukee, the B.J Johnson Soap Company, founded in 1864, was about to change its destiny. In 1898 the company introduced Palmolive Soap, a product that was so successful it prompted B.L. Johnson to change its name to the Palmolive Company 1916. By its 100th anniversary, Colgate Company was manufacturing dental care products, laundry soaps, 160 different kinds of toilet soap and 625 varieties of perfume. In 1906, the company launched a plant expansion at its Jersey City site, and a new 8-storey factory opened on the site in Jersey City. A few years later in 1910, the entire Colgate organization left the original buildings on Dutch and John Streets and moved to Jersey City. It was on the roof of one of Colgates factory buildings there that the first Colgate clock, its face measuring 37.5 feet in diameter and covering an area of 1104 square feet, was installed in 1908. The original Colgate clock, which became a fixture on the New Jersey waterfront, was moved to a new Colgate factory in Jeffersonville, Indiana in 1924 and was replaced with a new, bigger timepiece, which today is still one of the worlds largest single faced clocks. The new octagon-shaped clock measured 1963.5 square feet with a 25 foot, 10 inches long minute hand and a 20 foot long hour hand. 1920 1930 On the 7th January 1922, the Palmolive Company (of England) Ltd was incorporated, with the first directors meeting being held a month later when Bob Foster was appointed Chairman. In 1925 a new name was registered, The Palmolive Company Ltd. At this time most of the display cards for shop windows and point-of-sale inside chemists were produced in the USA and shipped over with the product. It was not until the 1930s that the UK company commissioned its own advertisements. In 1928 the Colgate Company merged with Palmolive-Peet Co. in the USA, and thus another name change followed in the UK, Colgate-Palmolive-Peet Ltd. It was in 1933 that an agreement was signed with the parent company in America to manufacture Colgate products in the UK, and production started in London from a factory in Ranelagh Road (on lease since 1929). With war clouds gathering over Europe, a wise decision was taken to establish a manufacturing base for Palmolive in England. In 1938 the soap makers G.W. Goodwins Sons were purchased and Palmolive was produced in the Ivy soapworks at Salford, near Manchester, from July 1939, just six weeks before the outbreak of war. 1940s 1960s After the war, things gradually returned to normal. In 1949 the Company decided to enter the detergent business with Fab a new detergent powder already on sale in the USA. Fab survived for a number of years but was eventually discontinued having succumbed to the pressure of heavy competition. Another brand brought over from the USA was a new type of foaming cleanser called Ajax. Launched also in 1949, Ajax proved popular and became brand leader in the mid 1950s. Colgate Chlorophyll was launched in 1952 at a time when the public were intrigued by anything chlorophyll. Palmolive soap drew attention to the fact that natures chlorophyll is in every tablet. In 1953 the name changed to Colgate-Palmolive Limited. By 1956 Colgates share of the US market had reached 23% (from 9% in 1947). New product launches in the 1950s included Lustre-Creme shampoo, Cue hair dressing, Kan-Kil aerosol insect killer, Rapid-shave aerosol lather (1954), Ajax liquid all purpose cleaner with ammonia-plus (promoted on TV as cleans like a white tornado) and Cadum toilet soap in 1955. In the UK in 1964, brand leader Colgate introduced Colgate fluoride, the toothpaste that helps stop bad breath and fights tooth decay. This was updated in 1970 with a new formula containing monofluorophosphate or MFP, and two years later this brand was combined with the standard Colgate to create Colgate MFP Fluoride. The other major launch was Ultrabrite in 1968; New Ultrabrite the extra-strength toothpaste for really white teeth. Youll love its new zingy flavour too. Noticeably there was no attempt at directly linking the Colgate name to Ultrabrite. It was in 1965 that one of the most memorable TV advertising campaigns began for Colgates Ring of Confidence. A continuous stream of TV commercials in the form of before and after mini stories showed the lasting benefits of using Colgate. Even today many remember the sound of the effective ping. 1970s 1990s 1976 saw the arrival of Soft Gentle aerosol, a new antiperspirant that did not sting, even after shaving. Its image evoked by its packaging, was feminine, kind and mild. Woodleigh Green, the shampoo and soap with a fresh, green apple fragrance was introduced in 1979. Under the worldwide Chairmanship of Reuben Mark, appointed to the position in 1984, Colgate-Palmolive sold many of its recently acquired companies and concentrated on building strength in its core businesses of oral care, body care, household surface care and Hills Pet Nutrition. Colgate was still Britains top selling toothpaste and throughout the eighties the company continued to develop its products, first with improved MFP fluoride, and then the introduction of Blue Minty Gel the first toothpaste to target 9 -14 year olds. In 1986 Colgate Junior was introduced and Colgate Tartar Control. In 1984 the new pump action toothpaste dispenser made its debut, and five years later another packaging improvement, the easy to use fliptop cap. Innovation and focus describe the companys activities in the nineties. Perhaps the most innovative development came in 1993 with the launch of Colgate Total toothpaste the most effective toothpaste available. This was just the start of new toothpaste introductions Colgate Platinum (1995) for that fashion model whiteness, Colgate Total Fresh Stripe (1995) and Triple Cool Stripe (1996) and Colgate Sensation Deep Clean (1997). Other new arrivals appeared in the Soft Gentle range with a Smooth Solid (a completely new format for anti-perspirants) and Lights, using the latest fragrance. Soft Gentle had always had fragrance as a key differentiator, and it is this aspect of the product that is constantly changing to keep up with current fine fragrance trends. Soft Gentle cream was launched in 2001. The roll on had aloe vera added in 2002, and there was also a packaging upgrade. Palmolive entered the growing market for shower gels with a range of irresistible products all designed to leave the skin smooth to the touch. 1999 saw the launch of Colgate Whitening and Colgate Superstar. Colgate Fresh Confidence was launched in 2000, and in 2001 Colgate Herbal and Colgate Total Plus Whitening arrived. Colgate-Palmolive Values Our three fundamental values-Caring, Global Teamwork and Continuous Improvement-are part of everything we do. They are the foundation for our business strategy and are reflected in every aspect of our work life. Caring The Company cares about people: Colgate people, customers, shareholders and business partners. Colgate is committed to act with compassion, integrity and honesty in all situations, to listen with respect to others and to value differences. The Company is also committed to protect the global environment and to enhance the communities where Colgate people live and work. Global Teamwork All Colgate people are part of a global team, committed to working together across countries and throughout the world. Only by sharing ideas, technologies and talents can the Company achieve and sustain profitable growth. Continuous Improvement Colgate is committed to getting better every day in all it does, as individuals and as teams. By better understanding consumers and customers expectations and continuously working to innovate and improve products, services and processes, Colgate will become the best. PRODUCT Anything that can be offered to a market for attention, acquisition, use or consumption that might satisfy a want or need. It includes physical objects, services, goods or ideas. What is Colgate Herbal White toothpaste? Colgate Herbal White toothpaste combines Colgates expertise in oral care with some of natures finest ingredients. With its unique blend of herbs, Colgate Herbal White delivers a great brushing experience to help ensure first and foremost your good oral health. Plus, it whitens too. How does it work to whiten and strengthen teeth? Colgate Herbal White helps whiten teeth with gentle cleaning silica and calcium carbonate. It removes surface stains from food and drink. Colgate Herbal White also helps strengthen teeth with fluoride. What are the benefits of using Colgate Herbal White? Colgate Herbal Whites special blend of herbs gives it a unique flavor that leaves your mouth with a fresh feeling. In addition, the Colgate Herbal White formula contains fluoride to help prevent cavities while helping to strengthen teeth. What herbs are used and what do they do? Melissa herb: known for its soothing qualities Eucalyptus: noted for its energizing properties Lemon Extract: recognized for its fresh, aromatic flavor Natural Mint: enjoyed for its naturally refreshing taste What makes Colgate Herbal White different from other Colgate toothpastes? How does it compare with other whitening toothpastes? Colgate Herbal White is the only Colgate toothpaste in the market that contains natural herbs in its formula. Its unique combination of calcium carbonate and high cleaning silica delivers whitening and a fresh feeling in your mouth. Can children use Colgate Herbal White? Yes. As with any other toothpaste, children 2 to 6 years old should use a pea-sized amount and should brush under the supervision of an adult. For children under 2 years old please consult a dentist or physician. What happens if the cap is left open? Because Colgate Herbal White has a natural base of calcium carbonate, the toothpaste can lose some of its moisture and harden if the cap is left off for prolonged periods of time. To avoid this, always close the cap after brushing. What makes Colgate Herbal White different from other herbal toothpastes? We cant really comment on other companies products. We can tell you that Colgate Herbal White contains fluoride and the expert science of Colgate to help ensure first and foremost your good oral health. Product Life Cycle Launching a product leads to a life cycle through which passing of product is considered as natural.A product life cycle phenomenon can be viewed as Introductory stage Growth stage Maturity stage Decline stage Colgate Herbal Toothpaste is successfully passing through the introductory stage and entering into the growth stage. Colgate people develop the products after identifying the core consumer needs that the product will satisfy. They introduce the product after careful segmentation and identifying the target market. Since their target market as they know is going towards the natural products for the health of their teeth, so Colgate has introduced its Colgate Herbal which is a blend of natural herbs and modern scientific research. They continuously develop the product for their customer satisfaction. They have close eye on the market and whenever they find a gap in the market, they launch a product whenever they find a gap in the market. Colgate Business Strategy Colgates tightly defined leadership strategy focuses on four core global businesses: Oral Care, Personal Care, Home Care and Pet Nutrition. Around the world, Colgate people all work together to succeed in:  · Driving Growth  · Funding Growth  · Becoming the Best Place to Work Our long history of strong performance comes from absolute focus on our core global businesses, combined with a successful worldwide financial strategy. This financial strategy is designed to increase gross profit margin and reduce costs in order to fund growth initiatives and generate greater profitability. Target Market Colgate Pakistan considers the whole population of the country as its target marketHowever for different sorts of consumers it has developed different flavors and tastes in the tooth paste sector especially. Colgate Anti-cavity protection tooth paste is basically designed to remove the cavity on teeth and for fresh breath. Colgate Fresh Stripe Gel is for whitening teeth with fresh breath. Target market for its Herbal white is nature sensitive users. Users that want whitening of tooth paste through natural ingredients. It not only whitens your teeth but also gives you a feeling of fresh breath. Children of all ages can use it. Its Natural Herbs attracts all Nature Lover. PRICE The amount of money that one has to pay to buy the product is known as price. Price is the element in marketing mix that produces revenue while the other elements of marketing mix generate cost only. They company must set its price in relation to the value delivered and the value perceived by the customer. Being as a market leader in tooth paste industry Colgate sets its prices in view the product itself, target customer class and competitors product prices. Pricing Strategies Colgate has maintained the custom of launching the new product at low prices so that every customer can take a trial of the product. Colgate changes its prices to meet the competition but only at that time when the prices of competitors decrease because of national change in prices. Every customer has to pay the same amount to buy the products of Colgate Palmolive in Pakistan. It means the company is following uniform delivered pricing strategy for all its products. Before setting price Colgate considers the following  · Pricing objectives  · Importance of pricing for target customers  · Identifies the demand  · Estimated costs  · Competitors prices PLACE/DISTRIBUTION The process of making the product available to customers to right customers at right places. Colgate is using in direct second level of distribution to make its products available to final consumers Distribution channel always keep in touch with the target customer and competitors as well. They provide all the information ton the company which contains problems and competitors actions. The distributors have their own godowns in which they store the companys products. It is the responsibility of the retailer to provide the product to the retailer at his door step. PROMOTION Promotion is necessary to reach consumers with which Colgate interacts. Promotion is communication used to inform, persuade or remind. Personal selling, advertising, publicity and public relations are the four key elements of the promotion mix. Colgate is targeting the whole population of Pakistan through advertisement. Company also introduces different promotion schemes such as discounts and 2 in 1. Colgate gives high emphasis on direct approach to customers. Its sales team visit citites after cities where they involve in experiments of tooth whitening. They try to satisfy their customers at the spot. S.W.O.T. Analysis Strategic Planning and Thinking S.W.O.T. stands for Strengths, Weaknesses, Opportunities and Threats. The SWOT analysis provides us with an analytical framework for studying a Companys position and strategy. Strengths and Weaknesses are internal factors of a Company. Opportunities and Threats are external factors. It allows you to analyze the different factors which affect the relative competitiveness of a Corporation. While SWOT is a useful tool to organize information, it is based on the subjective assessment of a situation. As such, as SWOT analysis is only as good as the information to goes into them. Strengths  · Companys presence in 200 countries is its biggest strength  · Strong Corporate image of Colgate Palmolive  · Strong Financial Position  · Worldwide research and excessive emphasize on technology.  · Strong social image of the Company  · Well-established and renowned distributors  · Highly enthusiastic sales team  · More concern towards quality improvement  · A blend of scientific research with natural herbs Weaknesses Only emphasize on urban market while suburban and rural areas are neglected to some extent. Colgate promotion budget is very less as compared to its competitors. Opportunities According to the information obtained by company marketing manager as well Chamber of commerce and Industry Karachi, and Pakistan Dental Association the market is growing rapidly. People are becoming more and more health conscious. Due to this growing market there are a lot of opportunities for Colgate to exploit this growing market by introducing new products. Due to shift from artificial components to natural things people are demanding products that are very natural. This trend is a good opportunity to capture this segment through efficient marketing practices. Threats Threat of the new entrance is also present. Unilever and Medicame is capturing market increasingly. Locally manufactured as well imported tooth pastes are also threat to Colgate in the competitive market. Market competition is also increasing day by day. Competitor Analysis Colgate Pakistan does not consider any brand as its close competitor in the market. Colgate is the only market leader in the oral care in Pakistan. P G is its world wide competitor but P G is not marketing its brand Crest tooth paste. However Unilever, Glaxosmithkline are having good contribution in the market. Especially Close up is rapidly expanding its product line. But still imported close up is having better share as compared to locally manufactured close up. English laboratories ( English tooth paste) and Roomi Entreprises with Sensodyne are also popular brands in tooth paste market. But Medicame and Synsodyne are categorized in the medicated tooth pastes. Colgate Herbal is uniqeue in its formula and not any other brand is offering Herbal tooth paste in the market. Manjans and tooth powder are losing their importance and mouth washes may increase their current low share. However awareness about the mouthwashes is also increasing but still the trend has not set. Colgate is still market leader in oral care in Pakistan. Its brand image and its diversified products touch it a universal market leader in the oral care and personal care. Conclusion While concluding all the discussion, we would like to tell proudly that Colgate is not only world leader in oral care in the world but also in Pakistan. Colgate has given variety in its products and it has introduced so many flavors and formulas in its tooth pastes. Its brands are world class in quality. Colgate people emphasize on three fundamental values-Caring, Global Teamwork and Continuous Improvement-are part of everything they do. These values are the foundation for Colgate business strategy and are reflected in every aspect of their work life. Colgate brands are very popular in our society. Colgate is focusing on quality and innovation in oral care sector. Colgate Herbal tooth paste is an innovative step towards a tooth paste industry and Colgate is pioneer to introduce a product that is a blend of Natural Herbals and Scientific research. Colgate will continue to improve its products through innovation and customer satisfaction.

Impact of Web-Based Instruction (WBI) in Schools

Impact of Web-Based Instruction (WBI) in Schools Nowadays the use of Web-Based Instruction (WBI) has significant impacts on every aspect of our lives. In the context of education industry more and more school and education institutions have come to realize the potential impact of using the WBI in the classroom as part of the learning environment. Despite the many challenges yet to be overcome, the advantages of WBI have been widely recognized. Some of these major advantages include flexibility and broader accessibility (Lee, Cheung, Chen, 2005), improved students performance (Alavi, 1994), reflective evaluation of the learning experience (Hiltz, 1995), and higher computer self-efficacy (Piccoli, Ahmad, Ives, 2001). Academic institutions also benefit in terms of cost reductions and increasing revenues (Saadà © and Bahli, 2005). The success of Web usage for learning is primarily due to its potential to integrate various types of media such as audio, video, graphics, animation and text and delivered in various forms. Statement of the problem: Schools are witnessing a profound increase in the use of multimedia presentations, video teleconferencing, and, more currently, Web-Based Instruction (WBI). WBI presents great potential for instructional improvement by providing ready access to information and allowing more interaction between teachers and learners (Hill, 1997). In order to meet the diverse needs of their teachers when integrating WBI into their subjects, most schools have adopted a few major brands of commercial course management software. Nowadays we have heard that information technologies are going to change school education especially in the way teachers teach and the way our students will learn. But most of us have seen little evidence to support the claim. In fact, teachers utilization of innovative technologies has remained low (Surry and Land, 2000). The integration of technology such as WBI into the classroom has remained low and educational technology use has been minimal, infrequent, and limited as an add-on rather than as indispensable to teaching and learning (Becker, 1991). Surry and Ely (2002) diagnosed, as a reason for this lack of utilization, which instructional designers had focused on developing. They added that there is no guarantee for diffusion of instructional technologies itself. While the diffusion and implementation of innovation is important. Rogers (1995) and Stockdill and Morehouse (1992) described, it is a complex process that is influenced by many factors. Technological superiority is only one of a number of factors that influence a persons decision about whether or not to adopt an innovation. A more complex interaction of social, economic, organizational, and individual factors influence which technologies are adopted and how much they are used after they have been adopted. As one of the major areas of diffusion of innovation study, instructional technologies have focused on the identification of the significant factors contributing to educational technology implementation. Most studies of this issue have been simply investigating factors or have confined the research scope to only examine either the psychological perspective of factors (Marcinkiewicz, 1994; McKinney, Sexton, Meyerson, 1999; Olech, 1997), or the external or environmental perspective of factors (Daugherty and Funke, 1998; Groves Zemel, 2000), disregarding other relevant variables. Daugherty and Funkes (1998) study focused only on the teachers perceived supports or incentives as factors influencing the use of Web-Based instruction. They surveyed school teachers and students involved in Web-Based instruction on the advantages, disadvantages, and general effectiveness of using the Internet as a teaching and learning tool. Teachers reported the lack of technical support, lack of software or adequate equipment, lack of teachers or administrative support, the amount of preparation time, and student resistance are barriers to use Web-Based instruction. According to Hamilton and Thompson (1992) in reality it is assumed that a person will be influenced by psychological and also environmental factors at the same time for a decision to adopt or utilize an innovation and Ely (1999) identified eight environmental conditions. His approach recognizes that the characteristics of adopters and the innovation are not the only factors influencing its diffusion. His research suggests that the environment such as supports and incentives in which the innovation is to be introduced can play an equally important role in determining a change efforts success. In the this study, the three categories of variables known to relate to the level of innovation use are identified based on the diffusion and innovation models. First, in the area of personal characteristics, previous experience and self-efficacy are selected as key variables. Second, complexity and relative advantage in this study are selected for the area of perceived attributes of innovation. Last, for the area of perception of influence and support from the environment, supports, and time are selected. To go beyond the single-equation approach using multiple regressions and address the associated limitations, structural equation modeling (SEM) will be used. Using this technique, indirect effects among variables are identified in the model that is specified from the literature and theories by the researcher. These indirect effects, when added to the direct effects in the model, allow the determination of total causal effects. Research Objective: Identifying the direct, indirect and total effects of the identified predictor variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) on criterion variable (level of WBI use). Research Questions: What are the direct, indirect and total effects of the identified predictor variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) on criterion variable (level of WBI use)? Purpose of the Study: The purpose of the study is to build a model to predict the level of diffusion and utilization of Web-Based Instruction in school. To test the model six independent variables (self-efficacy, relative advantage, complexity, computer experience, supports and time) from the three perspectives affecting the diffusion and utilization of WBI will be used. The selection of the variables is substantiated by empirical evidence from previous relevant innovation studies (Rogers, 1995; Ely, 1999). The result of this study would also be helpful to instructional designers. When it comes to successful educational program design, the consideration of the target audiences characteristics is essential to the analysis phase in most instructional design models. Because the predictor variables are susceptible to interventions such as training or staff development, the identification of the potential factors that are highly related to the integration of a new technology. Operational Definition: Predictor Variables: Six independent variables which are selected from the three perspectives affecting the diffusion and utilization of WBI. The variables are computer experience, self-efficacy, complexity, relative advantage, supports and time. Diffusion of Innovations: The adoption and utilization of Web as a teaching tool. Level of Use: Degree of integration of WBI that has been attained by teachers in order to attain existing instructional goals. Web-Based Instruction: A hypermedia-based instructional program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment such as Blackboard and WebCT. Chapter II: Literature Review: The objective of the study is to identify factors affecting the likelihood of diffusion in educational setting is usually perceived from one of three major perspectives. The first of these is concerned with the characteristics of the adopter, such as computer experience and self-efficacy. The second perspective is focuses on the characteristics of the innovation itself. The third perspective focused on the characteristics of the environment in which the innovation is to be introduced. This approach highlights the importance of factors outside the innovation which can set the stage for its success or failure. The review will be focus on diffusion of innovation, relation to factors affecting the diffusion and implementation of Web-Based Instruction in an educational setting, informational technology diffusion models, model constructs and Web-Based Instruction (WBI). Diffusion of Innovation: Sanders and Morrison (2001) have identified three reasons why the study of diffusion theory is beneficial to the field of instructional technology. The first reason is most instructional technologists lack the knowledge of why their products are or are not adopted. They believe a study of diffusion theory could rectify this situation. Second, the field of instructional technology is often associated with the concept of innovations and they suggested that if instructional technologists understand the diffusion and diffusion of innovation theory. They will be more prepared to work effectively with potential adopters. The third reason is the studies of the diffusion theory could result in developing a systematic model of diffusion and diffusion for the instructional technology field. Everett Rogers is the most widely cited author in the area of general diffusion theory. Rogers (1995) theories form the basis of most studies related to diffusion. Rogers theories seem to be common elements of most diffusion theories. They are diffusion process, adopter categories, innovation attributes, and rate of diffusion. So the instructional technologists not only need to create well-designed products but need to ensure the diffusion of these products. The main concern of the diffusion of innovation research is how innovations are adopted and why innovations are adopted at different rates. The diffusion process outlined by Rogers (1995) has five steps knowledge, persuasion, decision, implementation, and confirmation. According to this theory, potential adopters of an innovation have to learn about an innovation and are persuaded to try it out before making a decision to adopt or reject the innovation. The adopters decide to either continue using the innovation or stop using it. This theory is very important because it shows that diffusion is not a momentary irrational act, but an ongoing process that can be studied, facilitated and supported. Factors Affecting Diffusion of Innovation: The experts in diffusion of innovation find that there is no single or a certain group of factors identified to explain the lack of use of Web-Based Instruction in school education. In this section, I will explore the factors have been examined and identified from many studies. The experts in educational technology have done numerous studies to find out the factors affecting the diffusion of Web-Based Instruction in school. Morris (2001) have found that the lack of technical support, lack of adequate equipment, amount of time required, student resistance or lack of computer skills, network problems and identified lack of teachers or administrative support are the barriers that teachers confronted when incorporating Web-Based instruction. From a survey of 557 teachers, Anderson, Varnhagen and Campbell (1998) also found that although most teachers believe that learning and communications technologies are essential to improving the quality of school education, many barriers were identified to realizing that capacity. They identified nine factors as major or minor barriers. The greatest barrier identified was lack of funding. The second greatest barrier was lack of time to learn technologies. The others are classroom infrastructure, adequate computer hardware or connectivity, institutional incentives, knowledge about applying technology in teaching, access to software tools, lack of training and support, an d information about available technology. Pitman, Gosper and Rich (1999) examined teachers use of instructional technology in a school classroom. In this study, they limited instructional technology to internet-related technologies including e-mail and the World Wide Web. The study identified significant relationships between teaching style, perceived effectiveness of technology, perceived access to technology and perceived administrative support and the use of technology. Beggs (2000) have conducted the survey of 348 teachers. In this survey teachers at a school were asked about their self-perceived use of technology, factors influencing their use of technology, and barriers to the use of technology in the classroom. The factors are improved student learning, advantage over traditional teaching, equipment availability, increased student interest, ease of use, compatibility with discipline, time needed to learn, materials in discipline, compatibility with materials, training, administrative support, personal comfort and coll eague use. Rogers (2000) have conducted the study to examine barriers to technology diffusion through a structured interview conducted on the telephone or in-person. The barriers that he identified are need technical support staff, need release time and time for training, funds, and lack of sharing best practices across system. Through this through review, it seems that the factors emerge into three categories as like personal characteristics which include factors such as years of teaching, previous experience, teaching style, self-efficacy, and anxiety, innovation characteristics such as relative advantage, complexity, and compatibility, and environmental and social factors such as support and time. In the case of a factor of support, the factors like accessibility or availability, technical and administrative, workshop, and incentive may be grouped into a single factor as support. Refer to importance of considering both the person and the social environment as joint determinants of behavior, Surry and Farquhar (1997) described adopter based theories as opposite to developer-based theories. Developer-based theories are to increase diffusion by maximizing the efficiency, effectiveness and elegance of an innovation. They assume that the best way to bring about educational change is to create a system or product that is significantly superior to existing products or systems. In summary, this section focused on the studies conducted to find out the factors affecting the diffusion of instructional technology. Since these studies have not looked at the interactional effects of determinants on an adopters behavior so more attention seems to be needed on the interrelationships among identified variables. Innovation Diffusion Models: In contrast to the studies that focus on single factors or a list of factors, a few models have been developed and empirically studied to identify the interactional effects of variables on innovation usage. These models focused on the identification of the determinants of usage, such as attitudes, social influences, and facilitation conditions (Davis, Richard Paul, 1989; Mathieson, 1991). Theory of Reasoned Action: The Theory of Reasoned Action (TRA) was first proposed by Azjen and Fishbein (1975). The theory specified a causal relationship between individual behavioral intention and actual behavior. The components of TRA are behavioral intention, attitude, and subjective norm. TRA suggests behavioral intention depends on a persons attitude toward behavior and subjective norm. Behavioral intention measures a persons relative strength of intention to perform a behavior. Attitude is comprised of beliefs about the consequences of performing the behavior multiplied by his or her valuation of those consequences. Subjective norm is seen as a combination of perceived expectations from referent individuals or groups along with intentions to comply with these expectations. (Azjen and Fishbein, 1975). TRA became the basis for developing the following two models, Theory of Planned Behavior (TPB) and Technology Acceptance Model (TAM). In fact, to account for conditions where individuals do not have complete control over their behavior, TPB extended TRA. Theory of Planned Behavior: Azjen and Madden (1986) modified TRA and generated a model named the Theory of Planned Behavior (TPB). The only difference between the TRA and TPB is the inclusion of perceived behavioral control. Perceived behavioral control reflects a persons ability to actually perform a behavior. It is influenced by the effects facilitating conditions and self-efficacy. Hoffman and Novak (1994) included ease of access, ease of use, price, knowledge, past experience, and skill to represent the perceived behavioral control in their study of hypermedia using TPB. Each of the determinants of intention, like attitude, subjective norm and perceived behavioral control, is determined by underlying belief structures. These are referred to as attitudinal beliefs, normative beliefs, and control beliefs which are related to attitude, subjective norm and perceived behavioral control respectively. Technology Acceptance Model: Technology Acceptance Model (TAM) was developed by Davis (1986) and introduced by Davis, et al. (1989). This model is an adaptation of the Theory of Reasoned Action (TRA). TAM contends two distinct constructs like perceived usefulness and perceived ease of use. Davis (1989) defined perceived usefulness as the degree to which an individual believes that using particular system would enhance his or her job performance and ease of use as the degree to which an individual believes that using a particular system would be free of physical and mental effort. This model is more specific and simple because it only provides two factors which are important determinants of innovation usage (Mathieson, 1991). These factors are specific, easy to understand, and can be manipulated through system design and implementation. In addition, they should also be generalizable across settings. Although it is a special case of the TRA, TAM excludes the influence of social and personal control factors on behavior, which is also identified as important factors in the previous research (Groves Zemel, 2000; Knutel, 1998). Components of the Study Model Constructs: The six predictor variables believed to be important in influencing the diffusion of innovation which has derived from the Rogers model and other relevant constructs from other models and other reviewed studies. Followed is the explanation of each of the six predictor variables and the criterion variable in more detail. Personal Characteristics: Computer Experience: Computer experience is defined as the extent to which adopters perceive previous computer experience and performance with internet connection as good. Also, it includes amounts of time using computer with internet connection in this study. The more positive experiences one has, the more confident one is in a similar innovation (Stone Henry, 2003). In other words, positive past experience with computers will increase ones confidence while negative experience will reduce it. This view is supported by Ertmer, Evenbeck, Cennamo and Lehman (1994), who found that although positive computer experience increased computer confidence, the actual amount of experience was not correlated with the confidence beliefs of students. This suggests that it is the quality, not the quantity, of experience is a critical factor in determining self-efficacy beliefs, which is one of the most important and popular variables in the diffusion and utilization of innovations studies. There have been numerous studies involving the experience and attitude-behavior relationship (Anderson, Varnhagen, Campbell, 1998; Christoph, Schoenfeld, Tansky, 1998; Daugherty Funke, 1998; Ellsworth, 1998; Groves Zemel, 2000; Hill, Stone Henry, 2003; Kao, Wedman, Placier, 1995). Bandura (1977) suggests that experience is likely to reduce anxieties and induce individuals to change their behavior. The information gained by performance accomplishments provides the most influential source of efficacy information (Bandura, Adams, Beyer, 1977 and Zimmerman, 2000). Hill, Smith, Mann (1987) provide evidence that experience with computer technology lead to a higher likelihood of technology adoption through changes in perceived self-efficacy. Self-efficacy: Self-efficacy, a key element in Banduras social learning theory (1977), refers to ones belief in ones capability to use Internet in this study. Self-efficacy has been found to influence the decision to use computers (Hill, Smith and Mann, 1987). Bandura (1997) defined perceived self-efficacy as personal judgments of ones capabilities to organize and execute subjects of action to attain designated goals, and he sought to assess its level, generality and strength across activities and contexts. Zhang and Espinoza (1998) found that comfort or anxiety about computers perceived by students predicted their confidence levels about computers and the confidence level is a significant predictor in deciding their desirability of learning technology skills. In addition, from the findings in his qualitative study Zollinhofer (1998) supported that teachers who have low self-efficacy are susceptible to cyber anxiety which can increase resistance to learning new technologies. According to Banduras (1977) self-efficacy theory, judgments of self-efficacy are based on several kinds of information including performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Venkatesh and Davis (1994) theorize that perceptions about a new systems usefulness and a new systems ease of use influences and are anchored on an individuals general computer self-efficacy. From this evidence, it can be hypothesized that self-efficacy influences perceived relative advantage and ease of use of innovation, and also influences utilization of an innovation through those two intervening variables. Perceived attributes of innovation: Rogers (1995), Wolfe (1994), and Farguhar and Surry (1994) identified perceived by potential adopters, relative advantage, compatibility, complexity, trialability, and observability as five main attributes of an innovation as important factors in determining the rate of diffusion. According to Rogers theory, potential adopters of an innovation have to learn about an innovation and are persuaded to try it out before making a decision to adopt or reject the innovation. This five attributes are frequently cited as playing a key role in the perceptions of adopters in regard to the implementation of instructional innovations. For this study, although perceived attributes compatibility, observability and trialability could contribute to some extent in diffusion process but only relative advantage and complexity which distinguished by Vinson (1996) and Moskal, Martin, and Foshee (1997) are included. This is because they have the strongest influence from Rogers five attributes. Relative Advantage: Relative advantage is defined as the degree to which an innovation of WBI as an instructional technology in this study is perceived as being better than the technology it supersedes and other solutions being considered (Rogers, 1995). The degree of relative advantage is often expressed as economic profitability, social prestige, or other benefits. The degree of use is expected to be increased by the teacherss perceived relative advantage of WBI. Rogers generalized from previous research that the relative advantage of an innovation, as perceived by members of a social system, is positively related to its rate of diffusion. In their study, Venkatesh and Davis (1994) tested the effect of self-efficacy on the perceived ease of use construct using two different information technologies, E-mail and Gopher. They found that the perceptions about a new systems ease of use are anchored on a persons general computer self-efficacy. Complexity: Complexity is defined as the degree to which the WBI as an instructional technology is perceived as difficult to understand and use (Rogers, 1995). It is similar to the ease of use construct used by Davis, Bagozzi, Warshaw (1989). They define it as the degree to which an individual believes that using a particular system would be free of physical and mental effort. In their study they find a positive correlation between perceived ease of use and behavioral intentions. They found ease of use to be a strong determinant of use. It is expected that the more complex WBI appears to teachers, the less they will use it. An innovation which is perceived as being difficult to use will meet with greater resistance to its use and diffusion than those which are considered as easy to learn. Hence, another generalization drawn by Rogers was that the complexity of an innovation, as perceived by members of a social system, is negatively related to its rate of diffusion. Then, who perceives an innovation as being more or less difficult? The findings (Ghaith Yaghi, 1997; Guskey, 1988) indicate that more efficacious teachers considered an innovation as less difficult to implement. Perception of influence and support from the environment: Groves and Zemel (2000) from their study has been identified that environment as a category of influencing factors on diffusion and utilization of innovation. Ely (1999) proposed eight environmental condition dissatisfaction with the status quo, existence of knowledge and skills, availability of resources, availability of time, existence of rewards or incentives for participation, expectation and encouragement of participation, commitment by stakeholders involved, and evidence of leadership. A few studies have been conducted to determine the best predictors among the eight conditions using stepwise multiple regression analysis. Ravitz (1999) found out availability of resources, availability of time, existence of rewards or incentives, commitment, and leadership are the most important determinants related to the implementation of innovation. In another pure survey study, Daugherty and Flunke (1998) reported the barriers confronted by teachers when incorporating Web-Based instruction a re lack of technical support, lack of software or adequate equipment; amount of time required and lack of teachers or administrative support. From reviewing the related studies, supports and time were selected as key variables for this study. Supports: Groves Zemel (2000) found out that the supports like training available on how to use, information or materials available, and administrative support were rated as very important factors influencing use of instructional technologies in teaching. Morris (2001) found out that lack of technical support, lack of adequate equipment or software, and lack of teachers or administrative support are the barriers teachers confronted when incorporating distance education. Farquhar and Surry (1994) proposed organizational factors with the adopters individual factors as influential factors which affect the diffusion and utilization of the instructional product. They asserted that inappropriate environmental support can often be an important hindrance factor of successful innovation diffusion. The teachers training and other resources to use and learn the WBI technology can be effective and productive by lessen teachers perceived level of complexity to use or learn WBI as an instructional technology. Time: Seminoff and Wepner (1997) discovered that of the 77 respondents in their study on instructional-based projects, 64% indicated that release time for preparation of technology-based projects was not being provided. In the survey study about factors influencing the use of technology and perceived barriers to use of technology, Groves Zemel (2000) found that teachers perceived time needed to learn as an important factor in influencing use of technology. Plater (1995) indicates that managing teachers time is the single most important asset of the school. In the past teachers had only a few time-related issues, including meeting classes, keeping office hours, and attending teachers meetings. Plater goes on to say that schools must recognize teachers time as valuable resource and begin to think about departmental needs and prepare individual teachers to meet these needs. While teachers training should be part of the overall preparation for WBI, teachers training can only be effective and productive if there is adequate preparation time to incorporate what has been learned in training. In the present study time is defined as perceived available time needed to learn and use WBI as an instructional technology. The more available time teachers perceive, the less complex they perceive to learn and use WBI as an instructional technology. Level of Use: Level of using Web-Based Instruction is a dependent variable for this study. Moersch (1995) proposed a conceptual framework that measures levels of technology use. In this framework, seven distinguished implementation levels teachers can demonstrate. According to Moersch (1995), as a teacher progresses from one level to the next, a series of changes to the instructional curriculum is observed. The instructional focus shifts from being teacher-centered to being learner-centered. Computer technology is used as a tool that supports and extends students understanding of the pertinent concepts, processes and themes involved when using databases, telecommunications, multimedia, spreadsheets, and graphing applications. Traditional verbal activities are gradually replaced by authentic hands-on inquiry related to a problem issue or theme. Heavy reliance on textbook and sequential instructional materials is replaced by use of extensive and diversified resources determined by the problem areas under discussion. Traditional evaluation practices are supplanted by multiple assessment strategies that utilize portfolios, open-ended questions, self-analysis, and peer review. To measure the level of innovation use, in addition to above levels of innovation use which are used to measure the degree to which an adopter integrates the innovation into practice, a number of studies (Cartas, 1998; Lin Jeffres, 1998; Jaber, 1997; Wallace, 1998) in the studies of diffusion and utilization of instructional technologies have used three different categories of questions to measure the usage level the frequency of technology use, the amount of hours in using a technology and the number of programs or functions used. Since it seemed that levels of use studies (Moersch, 1995; Reiber Welliver, 1989) dealt with questions pertaining to the specific aspects of computer technologies to measure the levels of technology, the present study created the questions including the three categories of questions pertaining to WBI use. Web-Based Instruction (WBI): WBI is defined as an innovative approach for delivering instruction to a remote audience using the World Wide Web as the instructional delivery system (Khan, 1997). Web-Based learning environments use the resources of the Web to create a context in which learning is supported and fostered. Web-Based Instruction is growing faster than any other instructional technology (Crossman, 1997). More and more school teachers are using WBI as an integral part of instructional activities. School cannot work in isolation and must respond to societal change (Innovation in Distance Education (IDE), 1997). WBI offers medium for school education to accommodate the information age and a networked worl