Soft Drinks in Rural Market in India Essay Example for Free

Soft Drinks in Rural Market in India Essay In India, the Coca-Cola and Pepsi soft drink brands suffered a setback in August of last year due to a product contamination scare. Both have cut profit margins to the bone in order to fend off competition from low-priced local fruit drinks. Indian consumers are accustomed to drinking a variety of locally-produced soft drinks that are sold in small stands throughout the country. Rural India is still a highly price-sensitive marketplace, so the major soft drink companies are forced to cut profit margins in order to compete there. Indias purchasing power parity per capita of US$2,850 is representative of a nation in which the average consumer has insufficient income to engage in discretionary spending. Nevertheless, during the hot season, spur-of-the-moment beverage sales are commonplace. In order to position themselves for sales growth, the major soft drink companies priced a 200-milliliter bottle at the equivalent of 11 U.S. cents. Although that price is not sustainable beyond the short term, management hopes that it will be enough to wrest market share away from local products and substantially increase sales volume in 2004. Beverage companies cannot afford to ignore Indias rural consumers if they wish to expand market share. According to data release by the PRB, only 28 percent of Indias population lived in urban areas in 2003. On average, rural consumers have a lower income level than their urban counterparts and demand lower-cost beverage options. In order to remain cost competitive, soft drink companies have to contain the transportation costs involved in expanding their distribution network into widespread towns and villages. Faced with high fuel and vehicle costs, companies are turning to less expensive means of transportation including ox carts and rickshaws. Another challenge facing the major soft drink companies is regaining consumer confidence in the aftermath of a well- publicized scandal over the presence of pesticides in some soft-drink products. A major publicity campaign aimed at regaining consumer confidence seems to be working, but bottlers need to avoid any more issues that would throw product safety into doubt. Recovering and maintaining an image of quality will be a key weapon in the struggle to take market share away from locally produced fruit beverages. Indian consumers are ready to opt for soft drinks, but not at a premium price.

Impact Of Virtual Reality On The Society Media Essay

Impact Of Virtual Reality On The Society Media Essay Despite the disagreement Virtual Reality has awakened the world in enormous ways and the society should not stay dubious of the tremendous potentials it has to bring in an optimistic way a large technological development. The word virtual shares its root with virtue, a word whose original meaning denoted strength. More recently, virtual has come to describe something that possesses essence and effect without possessing form, something not quite physical, but with a measurable impact on the real. Thats certainly true of virtual worlds. Virtual reality is turning out to be the topic with many opposing viewpoints. It has become the focal point of discussion among the general public for several reasons. Conceivably, this is mostly because of all the potentials which virtual reality develops (Hoffman, 2004). However, despite the disagreement this new technology has awakened, society should not stay dubious. Virtual reality if used in an optimistic way can bring a large technological development. Military and space technology, the entertainment industry, and the physical sciences contributed to the drive to make advanced computers user friendly. Initially, complex simulators presented low-definition displays through binocular headsets. Addition of position sensors introduced motion parallax, with depth cues that created the illusion of being within a three-dimensional graphical display. The invention of a `DataGlove, whose movements could be sensed by the computer and then reconstructed in the display, enabled the observer and computer to interact with instructions given by the observer via simple hand movements such as pointing. The overall effect was that the observer experienced a computer-generated artificial or virtual reality (VR), whose credibility depended largely on the agreement between the simulated imagery and the familiar sensible world (Zimmer, 2004). Societal Impacts of VR Virtual reality applications are finding their way into the mainstream of society. Initially, the use of VR (virtual reality) was seen as valuable only to scientists and engineers whose highly specialized needs more than overcame the poor quality of the computer generated 3D images. For example, scientists can engage in molecular research by moving within molecules to examine their structures. Doctors and other medical personnel can practice elaborate or dangerous procedures before attempting them on human subjects. With special imaging software, the experience can take place on a virtual done of the patient awaiting surgery in the next room. Doctors can control a microscopic, mechanical, seeing-eye arm, through the body which can lead to better diagnoses even on patients thousands of miles away (Zimmer, 2004). Immersive virtual reality pain distraction was originated and developed by Hoffman Patterson at the Univ. of Washington Seattle and Harborview Burn Center. Source: (Hoffman H. ) Formerly, virtual reality was known as nothing but a diminutive stride ahead of video games. However, it is now understandable that this technology can be used for more realistic purposes. These purposes embrace national defense, medicinal and surgical measures and a variety of other functions. Society has not completely recognized the benefits of virtual reality as of yet because it is still under progress. The basis for virtual reality enduring in its growth for so long is mostly due to its intricacy (Riva, Mantovani, Capideville, 2007). Oddly, even though much has been printed about the possible societal impact of other rising technologies, such as genetic production and cyborgization, comparatively very less has been penned down about the impact of VR on the society (Calvert, 2002). In my point of view this may be because people may believe they already have witnessed VR, through portrayal of VR on television and cinema; the worlds of genetic production and cyborgization are less common, and yet seem proficient to transform the very concept of  ¿Ã‚ ½humans ¿Ã‚ ½ (Lang, 1996). If this is why researchers have given reduced attention to VR, this position has resulted from erroneous philosophy (Zimmer, 2004). Virtual reality has the prospective to intensely modify human society, not by destabilizing our corporeal corpse (as genetic production or cyborgization may), but by changing our insight and relations. Other medical breakthroughs have occurred when humans use specially designed hardware in virtual worlds. Two of the hardware pieces specifically are a data glove and a body suit. The data glove fits the hand and has tiny sensors that record and transmit data about even the smallest movements of the fingers, hand, and wrist (Riva, 2005). Doctors have been able to use this information to identify and evaluate neuromuscular diseases of the hands. The data suit collects information about the human torso or even the entire body. With it, scientists can help individuals who have experienced leg traumas to learn to walk again. One researcher has even noted that disabled kids may someday engage in virtual rugby (Anderson Bushman, 2001). The menu of VR-experiences from which a patient might choose is limited by the capacity of the computer to generate accurate representations, by the skill of the designer, and by the preferences of the supervising clinician. Although the patient may choose from within that menu, choice is necessarily more constrained than in daily life. Restriction of choice in this way carries considerable potential for abuse. At one level VR becomes a terrifying instrument of torture, at another a powerful means of education (Wiederhold Wiederhold, 2005). Fundamentally, the experiences generated are limited to those that man can design; the meanings a patient might attribute to them need not agree with those presumed by the VR designer. It would be irresponsible to introduce patients to a world that contains no more significance or deeper meaning than that which man can construct. For patients seeking to understand, as many do, the purpose of their suffering, VR is as unlikely as hallucinogenic dr ug use to provide access to a deeper reality in their search for meaning (Anderson Bushman, 2001). Another early application of VR was in training people for hazardous real-life occupations. Firefighters, for example, can practice fighting fires and searching for trapped victims. Even more cutting edge is wearing a body suit that controls the movements of a robotic firefighter who can travel into severe heat and see through dense smoke to rescue an unconscious person. Exploring volcanoes is a third example of how virtual reality is changing our world. For obvious reasons, it is not safe to send trained volcanic experts into live volcanoes. However, it is possible to send a virtually controlled robot into the danger to send back digital images for further study (Wiederhold Wiederhold, 2005). In a virtual world, lifelike avatars can study and perhaps interact with the holographic display of a humanoid robot More recently, VR has worked its way even beyond these initial applications into the workplace, school, and home. Commercial applications include product design that is more efficient, requires less travel time, and less money to develop. Entire buildings can be created and displayed for preconstruction walk-through. On a larger scale, the University of Washington has even created a virtual Seattle. Developers can examine and evaluate fuel flows in a rocket booster tank during a simulated launch (Zimmer, 2004). The aircraft industry can create new models and virtually experience instrumentation layout, seating arrangements, and emergency pathways. Now advertising agencies have developed virtual tours and objects to promote their products. Tourist attractions can share parts of their offerings from clear snorkeling waters to high-speed roller coasters to help entice travelers at home or in a travel agency. Auto manufacturers can put the prospective buyer in their automobiles on the World Wide Web while the customer is still at home (Hoffman, 2004). Virtual 3-D factories facilitate experimentation with manufacturing processes and can expedite the training of workers Government entities which previously might have used virtual reality only to simulate military maneuvers now might promote national treasures. Tank and submarine commanders benefit particularly from VR because the head mounted displays are very similar to looking through a periscope. Recently, the Smithsonian Institutions Museum of Natural History created a virtual museum tour on the Internet with the help of a team of educators at Mississippi State University. Schools have benefited from virtual reality field trips and experiments (Riva, Mantovani, Capideville, 2007). Whether the students are learning in public, private, or home school environments, they can engage in learning as never before. They can feel the effects of gravity as they walk on the moon, explore deep sea caverns, get face to face with beasts on a safari, or even touch the delicate rain forests creatures and vegetation. Students can also travel through virtual time. They can sit in on the signing of the Declaration of Independence, march through Atlanta with Dr. Martin Luther King, or trade flaming arrows with King Arthur (Cassidy Rimbeaux, 1994). Entertainment is drastically changing with virtual reality. Video games are more sophisticated and true to life from competing in the giant slalom at the Olympic Games with Tommy Moe or Picabo Street to driving in the Indianapolis 500 with the Unser family to competing for Top Gun with Tom Cruise (Gross Levenson, 1995). Several years ago, Juggling for the Complete Klutz; was published. It helped some people, but not everyone who wanted to be a clown. The missing element, now available with VR, was to slow down the action by reducing the effects of gravity. Later as the user becomes proficient, the gravity levels can be increased until they are back to Earth levels. My personal favorite though is Dreamality Technologies Inc.s Dream Glider (Gross Levenson, 1995). Ive always wanted to hang glide, but my wife has refused to allow me to do so because of the perceived dangers. Now, just by shelling out a few bucks and strapping on a harness, I can enter a simulator and glide anywhere within a virtual environment. Each interactive ride is different because the skill of the rider determines the course and length of the flight (Zimmer, 2004). Almost as fascinating as the applications of VR, is the psychology of life in a virtual world. The behavior of humans will be quite interesting to monitor as they begin to experience a phenomena known as reality confusion. Parents will have concerns about their children at school and at home participating in digital experiences. As with most new technologies that people and the press do not understand, the prospective evils are highlighted in discussions. However, concerns like isolationism and pornography, while valid, will eventually give way to the overwhelming benefits of virtual reality to our society. Therefore the way a few of us live now might be the way a larger population will live, decades hence (Hoffman, 2004). A common question is How close is virtual reality to true reality? It is true that there is a lot more that needs to be improved and developed. To truly bring a user to a point where one is unable to distinguish between reality and virtual reality, the hardware and software must encompass more of the senses. More powerful hardware will lead to better response times for the entire experience (Lang, 1996). Visually, resolutions must be high enough to match the capabilities of the human eye. Three-dimensional sound must replace stereo sound. The sense of touch must encounter force. Perhaps taste and smell will eventually work their way into virtual environments. In reality, the applications of virtual reality will stem from human needs, not out of technological capabilities (Lang, 1996). There is a huge amount of attention being given to the psychology of those who make use of the Internet, and to the Internet ¿Ã‚ ½s superior communal insinuation. Surely, VR and its possible societal and psychosomatic penalties ought to have this type of concentration, and much more. What will VR do to humanity, and to individual psychological understanding? Answers will be given to these conjectural questions in connection to communal domains. Although the social order knows a lot about VR there is still so much that it does not contemplate. Perhaps in future, new technology will come out and public will find out more about this virtual world (Zimmer, 2004). However, until that time, the questions will stay many and doubtful however the potential is limitless. People also argue about the probable societal effects of having most individual connections happen online, in the virtual or cyber world. Supporters of VR and online world say that prospect VR and technology could modify the stature of communication, thus drawing people more close to each other (Cassidy Rimbeaux, 1994). Noted by Lang (1996):  ¿Ã‚ ½The developers of the virtual worlds have limitless opportunities to shape the scale and appearance of the world, the capabilities of its avatars, the methods of communication, and even the laws of physics (e.g., space exploration over galactic distances). It is possible to explore new experiences that are not possible in any other medium ¿Ã‚ ½ (Lang, 1996). In 1999, Burger King conducted a focus group to tour a new store concepta 3,300-square-foot 50s-style diner. What made it unusual was that the group never left their seats, and the store didnt exist. The technology that made it possible-3-D computer-assisted design (CAD) brings a new dimension to standard CAD applications, which designers have used for more than a decade to sketch store plans electronically. 3-D takes that process a step further by offering a new perspective, thus making it easier to picture shelf sets and giving clients more input at an earlier stage in the design process (Zimmer, 2004). 3-D helps designers communicate better with store owners. Frequently, building owners arent comfortable with reading 2-D construction documents and may not fully understand the design. This causes costly changes late in the design or construction process. Using 3-D also helps identify errors, such as interferences between ductwork and the buildings structure, early in the design process, which eliminates costly change orders in construction and speeds the time to successful project completion (Zimmer, 2004). Electronic renderings force designers to be more objective and think about perspective. Additionally, mistakes are a matter of a mouse click. Once youve done a hand rendering, theres nothing you can do to change it. Its not a particularly responsive tool in terms of speed and revision. If somebody can see how something is going to work, they may choose a design theyd otherwise avoid. The same is true for materials. Conclusion The technology is turning out to be so complicated that public will no longer be able to differentiate whether they are in virtual or actual reality. Technology most certainly has the capability to go haywire. It is likely that VR will turn out to be a technological advancement which humans will be unable to control and will take over all of humanity. If this were the case, culture and the populace within it would turn out to be unsure if they were in virtual or actual reality. If society is clever enough to create such a technology it should be clever enough to decide and manage its penalties (Zimmer, 2004). Often times in the history, society in its entirety has been subject to decisions made by those of the inventors of new expertise. Without the direction and authority of society upon VR it could go to squander, or even turn out to be society ¿Ã‚ ½s enemy of sorts. However, in case of medical field exercises, Medical paternalism might lead to premature and ill-judged clinical applications of VR. Without professional self-regulation, abuse by experimentalists and inept therapists seems only too likely. A VR machine may be developed, for clinically justifiable purposes, to treat phobias or help establish adaptive coping behaviors in response to stress. No matter how much humanity is responsive of virtual reality, the individual mind still has instincts that cannot be forbidden. That is one of the disadvantages of VR. That no one is convinced what to anticipate. Just as the case may be with any other ability, the only way to find out the results of VR is to test the limits to which it can go. Knowing the virtual reality has the capability to influence so many people in such a big number of ways, there is a substantial need to have some kind of restraints (Gross Levenson, 1995). This brings up one more input argument as to who should be in charge of restraining this virtual world. If the government is in power it could possibly be ill-treated and mishandled. However, if society entirely is left to consider its uses, the affects could be also good or bad.

Alternative Communication Intervention In Children Health And Social Care Essay

Alternative Communication Intervention In Children Health And Social Care Essay Children and youth who sustain a traumatic brain injury (TBI) and/or spinal cord injury (SCI) may have temporary or permanent disabilities that affect their speech, language and communication abilities. Having a way to communicate can help reduce a childs confusion and anxiety, as well as enable them to participate more actively in the rehabilitation process and thus, recover from their injuries. In addition, effective communication with family, care staff, peers, teachers and friends is essential to long-term recovery and positive outcomes as children with TBI and SCI are integrated back into their communities. This article describes how rehabilitation teams can use augmentative and alternative communication (AAC) and assistive technologies (AT) to support the communication of children recovering from TBI and SCI over time. 1. Introduction Children and youth who sustain a severe traumatic brain injury (TBI) and/or a spinal cord injury (SCI) often experience sequealae that can affect their ability to communicate effectively. In early phases of recovery, many children with TBI and SCI are unable to use their speech or gestures for a variety of medical reasons related to their injuries. As a result, they can benefit from augmentative and alternative communication (AAC) interventions that specifically address their ability to communicate basic needs and feelings to medical personnel and family members and ask and respond to questions. AAC approaches may include having access to a nurses call signal; strategies to establish a consistent yes no response; techniques that help a child eye point to simple messages; low-tech boards and books that encourage interaction with family members and staff; communication boards with pictures or words; and speech generating devices (SGDs) with preprogrammed messages, such as I hurt Come h ere, Help me please! Whens mom coming? As children with TBI and SCI recover from their injuries, many no longer will need AAC. However, some children face residual motor, speech, language and cognitive impairments that affect their ability to communicate face-to-face, write or use mainstream communication technologies (e.g., computers, email, phones, etc.). A few may require AAC and assistive technology (AT) throughout their lives. Having access to communication through AAC and AT enables these children to participate actively in the rehabilitation process and ultimately, in their families and communities. Without an ability to communicate effectively, children with TBI and SCI will face insurmountable barriers to education, employment, as well as establishing and maintaining relationships and taking on preferred social roles as adults. All AAC interventions aim to support a childs current communication needs while planning for the future (Beukelman and Mirenda, 2005). However, the course of AAC treatment for children who sustain TBIs and SCIs is different because of the nature of their injuries is different. In addition, the focus of AAC interventions will differ for very young children (e.g., shaken baby syndrome) who are just developing speech and language and for those who were literate and have some knowledge of the world prior to their injuries (e.g., 16 year-old involved injured in a motor vehicle accident). For young children, the AAC team will focus on developing their language, literacy, academic, emotional, and social skills, as well as ensuring that they have a way to communicate with family members and rehabilitation staff. For older children, AAC interventions build on residual skills and abilities to help remediate speech, language and communication impairments as well as provide compensatory strategi es that support face-to-face interactions and ultimately communication across distances (phone, email) with team members, family and friends. AAC intervention goals seek to promote a childs active participation in family, education, community and leisure activities and aim to support the establishment and maintenance of robust social networks (Blackstone, Williams, and Wilkins, 2007; Light and Drager, 2007; Smith, 2005). While a variety of AAC tools, strategies and techniques are available that offer communication access, successful AAC interventions for children with TBI and SCI also require that medical staff, family members and ultimately community personnel know how to support the use of AAC strategies and technologies because the needs of these children change over time. Speech-language pathologists, nurses, occupational therapists, physical therapists, physiatrists, pediatricians, and rehabilitation engineers work collaboratively with the childs family and community-based professionals to establish, maintain and update effective communication systems. Ultimately, the goal is for children to take on desired adult roles; AAC can help them realize these goals. 2. Pediatric TBI and AAC AAC intervention for pediatric patients with TBI and severe communication challenges is an essential, complex, ongoing and dynamic process. AAC is essential to support the unique communication needs of children who are unable to communicate effectively. It is complex because of the residual cognitive deficits that often persist and because many children with TBI have co-existing speech, language, visual, and motor control deficits (Fager and Karantounis, 2010; Fager and Beukelman, 2005). AAC interventions are ongoing and dynamic (Fager, Doyle, and Karantounis, 2007) because children with TBI experience many changes over time and undergo multiple transitions. Light et al. (1988) described the ongoing, three-year AAC intervention of an adolescent who progressed through several AAC systems and ultimately regained functional speech. DeRuyter and Donoghue (1989) described an individual who used many simple devices and a sophisticated AAC system over a seven month period. Additional report s describe the recovery of natural speech up to 13 years post onset (Jordan, 1994; Workinger and Netsell, 1992). 2.1. AAC Assessment and Intervention Assessment tools can help identify and describe the cognitive, language and motor deficits of patients with TBI and provide a framework for AAC interventions. The Pediatric Rancho Scale of Cognitive Functioning (adapted by staff at Denver Childrens Hospital in 1989) is based on the Ranchos Los Amigos Scale of Cognitive Functioning (Hagan, 1982). Table 1 describes general levels of recovery, based on the Pediatric Rancho Lost Amigos Scale, and gives examples of AAC intervention strategies that rehabilitation teams can employ across the levels as described below. Levels IV and V. AAC Goal: Shaping responses into communication In the early phase of recovery, pediatric patients at Levels IV and V on the Pediatric Rancho Scale are often in the PICU, the ICU, acute hospital or acute rehabilitation environment. At Level V (no response to stimuli) or Level IV (generalized response to stimuli) AAC interventions focus on identifying modalities that children can use to provide consistent and reliable responses. For example, staff can use simple switches (e.g., Jelly Bean ®, Big Red ® and Buddy Button from AbleNet), latch-timers (e.g., PowerLink ® from AbleNet) and single message devices (e.g. BIGmack ® and Step Communicator ® from AbleNet) to support early communication (see Table 1 for some examples). Because childrens early responses may be reflexive rather than intentional, the family and medical/rehabilitation team can also use AAC technologies to encourage more consistent responses. Families provide valuable input about the kinds of music, games and favorite toys a child finds motivating. The team c an then use these items to evoke physical responses from the child. For example, if the family identified the battery-operated toy Elmo ® from Sesame Street ®, the rehabilitation team might present Elmo singing a Sesame Street song and then observe to see if the childs responds. If the child begins to turn her head when Elmo ® sings, the team might attach a switch with a battery interrupter to the toy and ask the child to hit the button and play the Elmo ® song. In doing so, the team can learn several things. For example, the team may note that a child is able to follow commands, indicating cognitive recovery. The team may also begin to consider alternative access methods for children with severe physical impairments, i.e., head movement may become a reliable way to operate an AAC device or computer in the future. It is difficult to predict whether a child will recover natural speech during early stages of recovery. 2.2. Middle Levels II and III: AAC Goals: Increase ability to communicate with staff, family and friends and support active participation in treatment Pediatric patients at Levels III (localized response to sensory stimuli) and II (responsive to environment) become more engaged in their rehabilitation programs as they recover some cognitive, language and physical abilities. During this phase, long-term deficits that affect communication become apparent (e.g., dysarthria, apraxia, aphasia, attention, initiation, memory, vision, spasticity). Dongilli, Hakel, and Beukelman (1992) and Ladtkow and Culp (1992) also report natural speech recovery in adults after TBI at the middle stages of recovery. Continued reliance on AAC strategies and technologies is typically due to persistent motor speech and/or severe cognitive-language deficits resulting from the injury (Fager, Doyle, and Karantounis, 2007). AAC interventions at these levels focus on using a childs most consistent and reliable response to communicate messages, encourage active participation in the rehabilitation process and increase interactions with family and staff. AAC interventions always take into account the childs developmental level and interests. Table 1 gives some examples of AAC technologies employed during these Levels III and II. For example, Jessica was admitted to the hospital at 18-months with shaken baby syndrome. At Level II, she began responding to her parents by smiling and laughing and also began to manipulate toys with her non-paralyzed hand when staff placed a toy within her intact field of vision. However, she did not exhibit any speech or imitative vocal behaviors and her speech-language pathologist noted a severe verbal apraxia. Nursing staff and family members noted that Jessica seemed frustrated by her inability to express herself. Prior to her injury, she could name over 30 objects (toys, pet s, favorite cartoon characters) and was beginning to put two word sentences together (Momma bye-bye, Daddy home). AAC interventions included the introduction of a BIGmack ®, a single-message speech generating device (SGD) that enabled the staff and family members to record a message that Jessica could then speak during her daily activities(e.g., more, bye-bye, turn page). Because the BIGmack ® is a colorful, large and easy to access SGD, Jessica was able to press the button despite her upper extremity spasticity and significant visual field cut. Within a month, Jessica had progressed to using a MACAW by Zygo ®, an SGD with eight-location overlay that staff programmed with words she had used prior to her injury (e.g., mommy, daddy, more, bottle, book, bye-bye). Staff also designed additional overlays to encourage her language development by providing vocabulary that enabled her to construct two-word combinations (e.g., more crackers). Jessica began to express herself at a developmentally appropriate level, but she had residual memory deficits that required cuing and support from her communi cation partners. For example, initially, she did not recall how to use her AAC system from session to session so staff needed to reintroduce it each time. However, after several months, Jessica began to search for her SGD to communicate. Jessica, like many children with TBI at this level, was able to learn procedures and strategies with repetition and support (Ylvisaker and Feeney, 1998). 2.3. Level II and Level I. AAC Goals: Support transitions, recommend AAC strategies and technologies for use at home and in the community As pediatric patients transition from Level II (responsive to environment) to Level I (oriented to self and surroundings), they often move from an acute rehabilitation facility to an outpatient setting, home or a care facility. Thus, before discharge, AAC teams will conduct a formal AAC assessment and provide long-term recommendations for AAC strategies and technologies that can enable children to be integrated successfully back into community environments. Table 1 illustrates the types of AAC technologies and strategies employed at Levels II and I, as described below. For children who continue to use AAC and AT when they return to their communities, the rehabilitation team identifies a long-term communication advocate. This person, often a family member, becomes actively involved in AAC training and collaborates with rehabilitation staff to prepare the childs educational staff, extended family and other caregivers (Fager, 2003). Having a link between the rehabilitation team and community professionals is essential because most teachers and community-based clinicians have limited experience working with children with TBI and may need support to manage the cognitive and physical deficits often associated with TBI. For example, McKenzie, a 12 year-old with a severe TBI secondary to a car accident, was quadriplegic with severe spasticity and no upper extremity control. She also had cortical blindness and significant communication and cognitive impairments. As she recovered, McKenzie used a variety of AAC systems (e.g., thumbs up/down for yes no, two B IGmacks ® to communicate choices, and a scanning Cheap Talk by Enabling Devices with four messages to participate in structured activities). Prior to discharge, the rehabilitation team conducted a formal SGD evaluation and recommended the Vmax by DynaVox Mayer-Johnson, a voice output device. McKenzie was able to access the device via a head switch mounted to the side of the head rest on her wheelchair. Using auditory scanning, she could create and retrieve messages. Because she was literate prior to her injury and could still spell, the staff set up her device to include an alphabet page as well as several pages with pre-programmed messages containing basic/urgent care needs, jokes and social comments. Family and friends participated in her rehabilitation and learned to use tactile and verbal prompts to help her participate in conversational exchanges. Due to her residual cognitive deficits, however, McKenzie had difficulty initiating conversations and remembering where pre-stored messages were in her device. When prompted, she would respond and initiate questions and could engage in conversations over multiple turns. Over time, she began to participate in meaningful, social interactions, often spelling out two-three word novel phrases using her alphabet page While her parents were renovating their home to handle her wheelchair, McKenzie transitioned to a regional care facility that specialized in working with young people with TBI. The acute rehabilitation team identified McKenzies aunt as her AAC advocate because she had participated actively in earlier phases of McKenzies recovery, was proficient with the maintenance (charging, set-up and basic trouble-shooting) of the Vmax and could customize and program new messages into the system. The care facility staff met with McKenzies aunt weekly so they could learn how to support McKenzies use of the SGD. Specific training objectives included maintenance and basic trouble-shooting, set up, switch-placement and how to program new messages to use in specific and motivating activities. Staff learned how to modify the placement of her switch when McKenzie became fatigued or her spasticity increased. Additionally, McKenzies school staff (special education coordinator, speech-language pathologist, occupational therapist, and one of her regular classroom teachers) visited McKenzie at the rehabilitation and the care facilities to help prepare for her return home and learned how to support her in school, given her physical and cognitive limitations. 2.4. AAC themes in TBI When working with pediatric patients with TBI, three AAC themes emerge. 1. Recovery from TBI is dynamic and takes place over time. In early stages of recovery, most children with TBI have physical, speech, language and cognitive deficits that affect their communication skills. Depending on the nature and severity of their injuries, however, most recover functional speech, although some will have life-long residual speech, language and communication deficits. Acute rehabilitation teams can employ AAC interventions to support communication, as well as monitor the childs changing communication abilities and needs over time. 2. The cognitive-linguistic challenges associated with TBI make AAC interventions particularly challenging for rehabilitation staff, as well as for families, friends and school personnel. Because of the complex nature of the residual disabilities caused by TBI, collaborations among rehabilitation specialists, family members and community-based professionals are essential. Some children with TBI require AAC supports throughout their lives. Family members, friends and school personnel rarely know how to manage their severe memory, attention and/or initiation deficits that can affect long-term communication outcomes. 3. There is a need to plan carefully for transitions. Children with TBI will undergo many transitions. While research describing these transitions in children is not available, reports of the experiences of adults with TBI describe multiple transitions over time. Penna et al. (2010) noted that adults with TBI undergo a significant number of residence transitions particularly in the first year following injury and Fager (2003) described the different transitions (acute care hospital, outpatient rehabilitation, skilled nursing facility, home with adult daycare services, and eventually assisted living) for an adult with severe TBI experienced over a decade, documenting significant changes in his cognitive abilities, as well as his communication partners and support staff. Children with TBI are likely to experience even more transitions over their lifetimes. 3. Pediatric SCI and AAC Pediatric patients with SCI often have intact cognitive skills and severe physical disabilities that can interfere with their ability to speak. In addition, they often have significant medical complications and may be left with severe motor impairments that make it difficult, if not impossible, for them to write, access a computer or participate in the gaming, online and remote social networking activities embraced by todays youth (e.g., texting, email). A subgroup may also present with a concomitant TBI sustained as a result of the fall, car accident or other traumatic event that has changed their lives. For them, AAC treatment must reflect guidelines that take into account both SCI and TBI. As with TBI, the growth and development inherent in childhood and adolescence and the unique manifestations and complications associated with SCI require that management be both developmentally based and directed to the individuals special needs (Vogel, 1997). Initially, AAC interventions typically focus on ensuring face-to-face communication when speech is unavailable or very difficult; over the long term, however, enabling children to write and engage in educational, recreational and pre-vocational activities using computers and other mainstream technologies becomes the focus. 3.1. AAC Assessment and Intervention The ASIA standard neurological classification of SCI from the American Spinal Injury Association and International Medical Society of Paraplegia (2000) is a tool that rehabilitation teams frequently use to assess patients with SCI because it identifies the level of injury and associated deficits at each level. This can help guide the rehabilitation teams clinical decision-making process for AAC interventions. As shown in Table 2, children with high tetraplegia (C1-C4 SCI) have limited head control and are often ventilator dependent. They often require eye, head, and/or voice control of AAC devices and mainstream technologies to communicate. While switch scanning is an option for some, it requires higher-level cognitive abilities, endurance, and vigilance and may be inappropriate for very young children and those who are medically fragile (Wagner and Jackson, 2006; McCarthy et al., 2006; Peterson, Reichle, and Johnston, 2000; Horn and Jones, 1996). Children with low tetraplegia (C5-T1 SCI) demonstrate limited proximal and distal upper extremity control. If fitted with splints that support their arm and hand, some are able to use specially adapted mouse options (e.g., joystick mouse, switch-adapted mouse, trackball mouse), large button or light touch keyboards and switches to control technology. These children are also candidates for head tracking and voice control of AAC devices due to the fatigue and physical effort involved in using their upper extremities. For example, a multi-modal access method to AAC technology and computers may include voice control to dictate text, hand control of the cursor with an adaptive mouse to perform other computer functions (e.g., open programs), and an adaptive keyboard to correct errors that are generated while dictating text. This multi-modal approach can be more efficient and less frustrating than using voice control alone for these children. Table 2 provides examples of appropriate access options to AAC and mainstream techn ologies. 3.2. Supporting face-to-face communication For children with high tetraplegia, being dependent on mechanical ventilation is frightening especially when they are unable to tolerate a talking valve (Padman, Alexander, Thorogood, and Porth, 2003). Thus, providing these children with a way to communicate is essential to their recovery and sense of well-being. As children with lower levels of injury are weaned from a ventilator, they may experience reduced respiratory control and be unable to speak (Britton and Baarslag-Benson, 2007). Medical specialists can provide access to AAC strategies and technologies, which enable these children to communicate their wants, needs and feelings throughout the day. This allows them to interact with direct care staff, participate in their rehabilitation process, and maintain relationships with family and friends. Pediatric rehabilitation teams may use a range of AAC strategies and technologies to support face-to-face communication in children with SCI. Some examples include low tech communication boards used with eye gaze or eye pointing, partner-dependent scanning, an electro larynx with intra-oral adaptor, or laser light pointing to a target message or letter on a communication board (Britton and Baarslag-Benson, 2007; Beukelman and Mirenda, 2005). Introducing AAC and AT technologies early in the recovery process, particularly for children who demonstrate high tetraplegia, will also begin to familiarize them with approaches they may need to rely on extensively throughout their lives, even after speech returns. For example, Jared, a 17-year-old high school senior, sustained a SCI in a skiing accident at the C2 level. In addition to his injuries, he developed pneumonia and a severe coccyx wound during his hospitalization, which lengthened his hospital stay. He was unable to tolerate a one-way speaking valve due to the severity of his pneumonia and decreased oxygenation during valve trials. Although Jared had minimal head movement, he was able to control an AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ head tracker to access his home laptop computer and spell out messages he could then speak aloud using speech synthesis software. He used his AAC system to indicate his medical needs to caregivers and later reported that having the ability to communicate helped alleviate some of the anxiety he experienced due to his condition and extended hospitalization. After Jared recovered the ability to use a talking valve, his work with the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ focused on computer access to meet written and social communi cation needs. Once his wound had healed, he was able to return home 11 months later. At that time, all of his classmates had graduated. Using the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢, Jared was able to complete his GED at home and enrolled in online classes at the local community college. 3.3. Supporting written communication and education At the time of their injury, some pediatric patients with SCI are pre-literate, others are developing literacy skills, and others have highly developed literacy skills. However, most children with tetraplegia will require the use of assistive technologies to support written communication because their injuries preclude them from using a pencil and/or typing on a traditional computer keyboard. In a report describing the educational participation of children with spinal cord injury, 89% of the children with tetraplegia relied on AAC to support written communication needs (Dudgeon, Massagli, and Ross, 1996). For example, Max, a 6 year-old boy who suffered a C6 SCI after an All Terrain Vehicle accident, was reading age-appropriate sight words and developing his ability to write single words prior to his injury. After the initial recovery period, formal testing revealed that Max had no residual cognitive or language impairments. However, he faced significant barriers not only to his continued development of age-appropriate reading and writing skills, but also to his ability to learn and do math, social studies, science, play games, use a cell phone, etc. Due to his tetraplegia, he needed ways to access text and write, calculate, draw and so on. Max learned to access a computer using a large button keyboard, joystick mouse, and adaptive hand-typers (cuffs with an attached stylus that fit on the ulnar side of the hand and allow the user to press the keys of a keyboard) to support writing activities and computer access. During rehabilitation, he was able to continue with his schoolwork by dev eloping the skills to use the technology and keep up with his classmates. He returned home during the summer and participated in an intense home tutoring program. By the fall, he was able to join his classmates and was able to perform at grade level in all classes. Essential to Maxs future educational success and development, as well as his future employment, may well depend on his ability to write, calculate and perhaps even draw using a variety of assistive technologies that support communication. 3.4. Support social participation and pre-vocational activities Access to assistive and mainstream technologies not only facilitates participation in education, but also has implications for future employment as these children transition into adulthood. Assistive and mainstream technologies are now available at modest cost that can help individuals with SCI to compensate for functional limitations, overcome barriers to employability, enhance technical capacities and computer utilization, and improve ability to compete for gainful employment In addition, these technologies also provide access to life-long learning, recreational activities and social networking activities. Specifically, computers are described as great equalizers for individuals with SCI to engage in employment opportunities and distant communication (McKinley, TewksBury, Sitter, Reed, and Floyd, 2004). Social participation in the current technological age includes more than face-to-face communication. Social participation has expanded with the popularity of social networking sites (e.g., Facebook à ¢Ã¢â‚¬Å¾Ã‚ ¢and MySpaceà ¢Ã¢â‚¬Å¾Ã‚ ¢), video web-based communication (e.g., Skypeà ¢Ã¢â‚¬Å¾Ã‚ ¢) and instant communication and messaging (e.g., Twitterà ¢Ã¢â‚¬Å¾Ã‚ ¢). Advances in the field of AAC have allowed individuals with the most severe injuries access computer technologies to engage in these social communication activities. For example, Crystal was a 10-year-old who sustained a C1 SCI due to a fall. Crystals injury left her with no head/neck control and her only consistent access method to computerized technology was through eye tracking. With an ERICA eye gaze system from DynaVox Mayer-Johnson, Crystal quickly became independent with computer access. She emailed and texted her friends and family daily, communicated via her Facebookà ¢Ã¢â‚¬Å¾Ã‚ ¢ account, and engaged in onli ne gaming programs with her friends and siblings. This technology allowed her to begin to communicate again with her school friends while she was still undergoing acute rehabilitation. Maintaining these social networks is an essential component to emotional adjustment children with SCI go through after sustaining a severe injury (Dudgeon, Massagli, and Ross, 1997). Additionally, Crystals friends began to understand that while her impairments were severe, she was essentially the same person with the same interests, humor, goals, and expectations as before her injury. 3.5. AT/AAC themes in SCI When working with pediatric patients with SCI, three AAC themes emerge. 1. For those with high tetraplegia, AAC may facilitate face-to-face as well as distant and written communication needs, depending on the developmental level of the child. Introducing AAC technology early, when face-to-face communication support is needed, helps the child become familiar with the technology they will need to rely on after natural speech has recovered. 2. Return to an educational environment is a primary goal with many children with tetraplegia returning to school within an average of 62 days post discharge (Sandford, Falk-Palec, and Spears, 1999). Development of written communication skills is an essential component to successful educational completion and future vocational opportunities (McKinley, Tewksbury, Sitter, Reed, and Floyd, 2004). 3. Introduction to methods of written and electronic communication provides an opportunity for patients with SCI to engage in social networks through email, texting, and social networking sites. As these children with severe physical disabilities face a life time of potential medical complications (Capoor and Stein, 2005), the ability to maintain and develop new social connections via electronic media allow them to stay connected during times when their medical conditions require them to be house or hospital-bound. 4. Conclusion Communication is essential for continued development of cognitive, language, social, and emotional skills. Children with TBI and SCI have physical and/or cognitive-language deficits that interfere with typical communication abilities. Their communication needs are supported through AAC strategies and technologies. A myriad of technology options are available that not only support face-to-face interactions, but equally important distant social networking and educational activities. AAC interventions in the medical setting that not only support communication of basic medical needs, but also facilitate engagement in social, educational, and pre-vocational activities will result in successful transition to home, school and community environments for these children.

Anaylsis of To His Coy Mistress by Andrew Marvell Essay -- To His Coy

This poem has been written in the form of a request to the poet's coy (or shy) mistress, the grant his desire for them to make love. He argues that for to delay makes no sense because 'at my back I always hear/time's winged chariot hurrying along near'. Much of his argument is made through a series of hyperbole (h-p rb-l) A figure of speech in which exaggeration is used for emphasis or effect, as in I could sleep for a year or This book weighs a ton. Here he is describing how slow they could move to consummate their love if there were no pressure of time. As all Cavalier poets, he supports the statement of "carpe diem", or "seize the day", that is an extension to the Renaissance code of chivalry. Today, the speaker's speech may seem sexist in its attitude toward women and irresponsible in its attitude toward the coy mistress (the speaker doesn't explain how he would seize the day if the woman became pregnant, for example). The mistress would like to postpone sex (theoretically until she and the speaker are married). The speaker wants to consummate their physical relationship now. The poem's speaker is attempting to persuade "His Coy Mistress" to have sex with him. The speaker seems frustrated, impatient, and to feel a sense of urgency in pursuing this goal. Although the rhyme scheme of the poem follows a simple couplet pattern (AA, BB, and so on), two couplets use slant or irregular rhyme, not simply to vary the monotonous pattern but to reinforce the poem's theme. Lines 23 and 24 use the approximate rhyme "lie/eternity"; lines 27 and 28 repeat this irregularity: try/virginity." The poet uses pauses and enjambment (running one line into the next without a pause) to break up the neat pattern that the couplet rhyme scheme ... ...ense of urgency and dread if the man does not get what he wants. Form: couplets 5. Ganges (gnjz) A river of northern India and Bangladesh rising in the Himalayan Mountains 7. Humber: Hull, where Marvell lived as a boy, and which he represented as an M.P. for nearly twenty years from 1659, is on the river Humber. 10. The conversion of the Jews was to take place just before the end of the world. 11. vegetable love: that of his "vegetable'' soul. 29. quaint: elegant, artificial. 34. dew. The original reading is "glew,'' which has been justified as meaning "glow.'' 36. instant: immediate and urgent. 38. amorous (mr-s) 1.Strongly attracted or disposed to love, especially sexual love. 2.Indicative of love or sexual desire: an amorous glance. 3.Of or associated with love: an amorous poem 40. slow-chapp'd: i.e., with slow-devouring jaws.

Birth Order and Eating Disorders :: Family Psychiatry Depression Essays

Birth Order and Eating Disorders I. Introduction: Individuals are pieces of a whole, called the family. The family has an undeniable influential role on each of the members of the unit, and conversely the individuals’ influence on the family unit. With this undeniable understanding of the family, it is important to look at the relationship between those with eating disorders and birth order. Is there a correlation between birth order and the development of either anorexia nervosa or bulimia? However, birth order only scratches the surface of the relationship between eating disorders and the family unit. Looking past potential relationships between birth order and eating disorders, is there the possibility of a relationship between eating disorders and the family dynamic? Perhaps the dynamic of the shared relationship between family members, beyond sibling relationships, plays an important role in the development of either anorexia nervosa or bulimia. II. Birth order effect? Locating studies with a focus on a relationship between birth order and eating disorders is a difficult task. Little research has been conducted to look for possible correlations between rank in birth order and the development of either anorexia nervosa or bulimia. Few researchers have attempted to look for a correlation, and those that have completed studies have conflicting findings. Rowland (1970) searched for a relationship between birth order and anorexia nervosa. In his study, he found that those with anorexia nervosa were overwhelmingly the eldest children; however, his study just fell short of statistical significance. Crisp (1977) and Crisp et al. (1980) tried to duplicate his findings but failed to support Rowland. On the contrary, the two studies found an excess of later born siblings and the development of eating disorders. Findings for birth rank and anorexia have thus far proven to be inconsistent and more studies need to be conducted to determine the relevance of birth rank and anorexia. Similarly, few studies conducted have focused on birth order and bulimia. Ebert (1983) and Dolan et al. (1989) failed to find any significant deviation from expectation in the birth order of patients with bulimia. Lacey, Gowers and Bhat (1991) found that in small families, the bulimic was more likely to be the only or oldest child, however this held no statistical evidence. The second finding in the study is that bulimia is represented in all family sizes, but of particular interest is that all-female siblingships were well represented, but this too did not prove to be statistically significant. Birth Order and Eating Disorders :: Family Psychiatry Depression Essays Birth Order and Eating Disorders I. Introduction: Individuals are pieces of a whole, called the family. The family has an undeniable influential role on each of the members of the unit, and conversely the individuals’ influence on the family unit. With this undeniable understanding of the family, it is important to look at the relationship between those with eating disorders and birth order. Is there a correlation between birth order and the development of either anorexia nervosa or bulimia? However, birth order only scratches the surface of the relationship between eating disorders and the family unit. Looking past potential relationships between birth order and eating disorders, is there the possibility of a relationship between eating disorders and the family dynamic? Perhaps the dynamic of the shared relationship between family members, beyond sibling relationships, plays an important role in the development of either anorexia nervosa or bulimia. II. Birth order effect? Locating studies with a focus on a relationship between birth order and eating disorders is a difficult task. Little research has been conducted to look for possible correlations between rank in birth order and the development of either anorexia nervosa or bulimia. Few researchers have attempted to look for a correlation, and those that have completed studies have conflicting findings. Rowland (1970) searched for a relationship between birth order and anorexia nervosa. In his study, he found that those with anorexia nervosa were overwhelmingly the eldest children; however, his study just fell short of statistical significance. Crisp (1977) and Crisp et al. (1980) tried to duplicate his findings but failed to support Rowland. On the contrary, the two studies found an excess of later born siblings and the development of eating disorders. Findings for birth rank and anorexia have thus far proven to be inconsistent and more studies need to be conducted to determine the relevance of birth rank and anorexia. Similarly, few studies conducted have focused on birth order and bulimia. Ebert (1983) and Dolan et al. (1989) failed to find any significant deviation from expectation in the birth order of patients with bulimia. Lacey, Gowers and Bhat (1991) found that in small families, the bulimic was more likely to be the only or oldest child, however this held no statistical evidence. The second finding in the study is that bulimia is represented in all family sizes, but of particular interest is that all-female siblingships were well represented, but this too did not prove to be statistically significant.

Relationship Between Macbeth and Lady Macbeth Essay

All through the play of â€Å"Macbeth† there is a continuing relationship between Macbeth and Lady Macbeth. The relationship has a significant role that creates most of the actions, reactions, moods, feelings and attitudes in the play. That relationship changes throughout the play, at first there is a lot of respect between them, however in time Lady Macbeth takes the part of the more dominant character of their relationship. At the beginning of the play, Macbeth and Lady Macbeth they respect each other and are on exactly the same wavelength, so close they can almost read each other’s thoughts when they are apart. â€Å"†¦ I feel now / The future in the instant. † (I, v) Having decided to murder Duncan, their relationship becomes even more intense, it’s a passionate, obsessive, almost sexual excitement. As well there’s fear and terror involved in the relationship. â€Å"What cannot you and I perform upon / Th’ unguarded Duncan? † (I, vii) After Duncan’s murder, Lady Macbeth appears stunned by Macbeth’s killing of the guards. Suddenly she feels that the situation is getting out of control and Macbeth is becoming more vicious. This is the first time we feel they are growing apart. â€Å"O, yet I do repent me of my fury, / That I did kill them. During the time between the coronation and the banquet the relationship becomes very distressed. Neither of them are sleeping. Guilt is overcoming the couple. Macbeth begins to plan and think alone and shuts out Lady Macbeth from his thoughts. â€Å"How now my lord! why do you keep alone†¦? † (III, ii) By the banquet scene, Lady Macbeth realises she can’t do anything to help her husband. At the end, she and her husband, have grown apart, so they are no in a relationship anymore. He is determined to go back to the witches; we feel that Macbeth is no longer trusting his wife but instead in â€Å"You lack the season of all natures, sleep. (III, iv) After the banquet there is a long period when all Lady Macbeth can do is watch as Macbeth continues killing. By the last Act, a combination of isolation and guilt has driven Lady Macbeth mad. †I tell you yet again, Banquo’s buried, he / Cannot come out on’s grave. ‘ (V, i) †Shortly before the end, Macbeth too realises that his life no longer has any meaning and calmly faces his own death at the hands of Macduff. In this play the relationship between Macbeth and Lady Macbeth had a significant role of creating most of the actions, moods, feelings, and attitudes. The relationship changed throughout the play.

Competition for Tripadvisor

Competitor Analysis Know Your Options: TripAdvisor TripAdvisor is one of the largest travel sites with more than 40 million travelers reading and writing reviews each month. If you own or manage a hotel/accommodation, vacation rental, restaurant or attraction, you should claim or create a listing on TripAdvisor. Creating your business account will enable you to update your business details, showcase photos, promote specials and respond to guest reviews.TripAdvisor also offers a wide range of marketing opportunities and content solutions you may want to explore. Competitor analysis and identification: 1. Who is our  competition? Home Away inc,- founded in February 2005 Over the years, HomeAway CEO Brian Sharples and his family rented a variety of ski and beach homes, enjoying the space, availability of a kitchen and flexibility to invite others on vacation. However, he found that finding and booking a property online in the highly-fragmented vacation rental industry was not as easy as reserving a hotel.It was out of this frustration, that he realized the opportunity to transform the vacation rental industry and build the world's leading marketplace for online vacation rentals. HomeAway, Inc. was founded by Sharples and Carl Shepherd in February 2005. Orbitz Worldwide Inc,-Founded in 2001 Orbitz Worldwide enables travelers to research, plan and book a broad range of travel products, facilitating 1. 5 million flight searches and one million hotel searches every day. 4]  Orbitz Worldwide is a publicly traded company listed on the  New York Stock Exchange  following its initial public offering (IPO) in July 2007. Orbitz Worldwide’s largest investor is  Travelport, one of the world’s largest networks of travel brands, content and service offerings. Priceline. com Inc- Founded in 1997 Priceline. com is an Internet-based transactional service that offers products in two categories: a travel service that offers leisure airline tickets,  hotel r ooms, rental cars, packaged vacations and cruises; and a personal  finance service  that markets  home mortgages,  refinancing  and home quity loans through an independent licensee. 2. What is the profile of our  competitors? Orbitz Worldwide, Inc. operates as an online travel company that enables leisure and business travelers to research, plan, and book a range of travel products. It provides a set of travel products, including air, hotels, vacation packages, car rentals, cruises, travel insurance, and destination services, such as ground transportation, event tickets, and tours worldwide.The company owns and operates a portfolio of consumer brands, including Orbitz, CheapTickets, ebookers, HotelClub, RatesToGo, and the Away Network, as well as corporate travel brands, such as Orbitz for Business and Travelport for Business. HomeAway, Inc. operates as an online marketplace for the vacation rental industry. It offers an extensive selection of vacation homes, privately o wned residential properties, including homes, condominiums, villas and cabins, which can be rented on a nightly, weekly or monthly basis.Priceline. com Incorporated has pioneered a unique e-commerce pricing system known as a `demand collection system` that enables consumers to use the Internet to save money on a wide range of products and services while enabling sellers to generate incremental revenue. Using a simple and compelling consumer proposition – Name Your Own Price – priceline. com collects consumer demand, in the form of individual customer offers guaranteed by a credit card, for a particular product or service at a price set by the customer. . What are the business goals of our  competitors? -Orbits goal is to transform the way the world looks at travel -Home Away plans   to be part of a coalition being formed with a goal of standardizing rules governing the vacation rental market -Priceline’s   goal is to lead the industry as a world-class cust omer-centric company, with an infrastructure that delivers the best, personalized customer service experience is absolutely fundamental to our company's long-term success on the Internet. 4. What market strategies are being followed by the  competition  and what is the success rate? Marketing strategy for Price line is Introduction which is the one place where you can satisfy your every need (almost every need) at your price? Be it airline tickets, hotel rooms, rental cars, mortgages, new automobiles, or even long distance calling time. 5. What are the strengths and weaknesses of our  competitors? Presented in SWOT Analysis) 6. What threats / opportunities do they pose? (Presented in SWOT Analysis) References: http://finance. yahoo. com/q/co? s=TRIP+Competitors http://www. bizjournals. com/austin/news/2013/02/25/homeaway-part-of-national-coalition. html http://essaymania. com/14492/marketing-strategy-for-priceline-com http://www. homeaway. com/info/about-us/company-info/corpor ate-faqs/why-founded