Consumer behavior about the target-based internet market in China Dissertation

Consumer behavior about the target-based internet market in China - Dissertation Example 14 Abstract This research focuses on the determination of the factors influencing target-based internet marketing in China. The researcher focuses on the use of the said target-based internet markets as well as the perceptions of the consumers in the People’s Republic of China. In order to determine this, this study undertakes the quantitative approach, focusing on the use of the survey questionnaire method in collecting pertinent data with respect to the same. 1- Background of Dissertation Research Various conditions emphasize the effects of the growth of the internet on marketing in the People’s Republic of China. Undeniably, this is directly linked to the experience of the consumers. Various researchers have suggested that the consumer market in China has only developed in the last ten years. This thus means that the traditional manner by which the Westerners shop is absent in China. In this sense, online shopping is easier to instill in the Chinese consumer as compa red with their Western counterparts as there is no habitual behavior that marketers may change. This is also true in relation to the consumption of information with respect to brands, focusing on how the consumers in China learn about products and brands. From the perspective of marketing communication, it is highlighted that the impact of online information is very high in China. Undoubtedly, the internet provides the Chinese citizens with open and unregulated alternative to media channels that were traditionally used. 2- Aim, Research Questions and Objective of the Dissertation 2.1- Aim of the Dissertation The researcher aims to solicit the behavior of customers with respect to the prevalence of target-based internet markets. In view of the same, the researcher also aims to look into the various reasons behind the consumer’s preference for target-based internet markets. 2.2- Research Questions of the Dissertation This research also aims to answer the following research ques tions: 1. How do consumers feel about target-based internet markets? 2. What are the factors that contribute to the good perceptions of consumers with respect to target-based internet markets? 3. Why do consumers prefer target-based internet markets? 4. How do target-based internet markets influence the behavior of consumers with respect to intent to purchase? 2.3- Research Objectives The researcher also aims to address the following research objectives: 1. To determine how customers feel about target-based internet markets; 2. To look into the factors that contribute to the perceptions of consumers with respect to target-based internet markets; 3. To look into the reasons behind the consumers’ preference for target-based internet markets; and lastly, 4. To look into how target-based internet markets influence the behavior of consumers as regards the intent to purchase. 3- Indicative Literature Review 3.1- The Evolution of Advertising in the Internet Age This section of the l iterature review focuses on the evolution of the traditional role of advertising, most especially in the internet age, considering the fact that this literature review focuses on consumer behavior and target-based internet market. Shaver (2007) argues that in a rapidly evolving media environment, the success of the media and the companies depend on advertising revenues as well as those advertisers who make use of media in order to transcend information with respect to th

A Presentation Of George Orwell And His Protest Novels :: essays research papers

Eric Arthur Blair was born on June 5, 1903, in Bengal, India. His father was not a wealthy man. He supported his family only on the salary of a civil servant. When his writing career began, his penname became George Orwell. Orwell received his formal education from Eton Academy during a period ranging from 1917 to 1921. After completion of Eton, Orwell did not continue his education; instead he joined forces with the Indian Imperial Police in Burma. He served with the police until he began teaching. He was a high-ranking officer during his years on the police force. His life was poverty stricken until the mid-1930’s. He was considered to be a â€Å"combination of middle class intellectual and working class reformer† (Stewart). Orwell chose to live among tramps in England and the working class in Paris. His experience in England and Paris was the basis for his first book Down and Out in Paris in London, first published in 1933. For many years, Orwell worked as a teacher . A Clergyman’s Daughter was based on his experience as a teacher (Borman 5-6). Considered a novelist and a social critic, Orwell’s fame began in 1945 with the publication of his first protest novel, Animal Farm (Stewart).   Ã‚  Ã‚  Ã‚  Ã‚  Animal Farm is just one of Orwell’s protest novels, but disputably the best protest novel of all time. The novel is allegedly based on the Russian Revolution. Animal Farm is an allegory of the political strife in twentieth-century Europe (Brown 72). According to Orwell his inspiration for Animal Farm came from a little boy, perhaps ten years old driving a huge cart-horse along a narrow path, whipping it whenever it tried to turn. It struck me that if only such animals became aware of their strength we should have no power over them, and that men exploit animals in much the same way as the rich exploit the proletariat. (Williams 339) During the Russian Revolution, leaders such as Russia’s Joseph Stalin negotiated with England but made plans secretly with other leaders and nations. In Animal Farm various animals personify or represent political leaders and factions of the Russian Revolution. In the novel Old Major represents Karl Marx, a German economist of the Russian Revolution. Joseph Stalin is portrayed, in the novel, by Napoleon. Stalin was known for negotiating with England but also leading acts of corruption with other countries. In Animal Farm Napoleon negotiates with Mr.

McDonald’s Faces “Millennial” Challenge Essay

McDonald’s has been around for nearly 60 years and is accustomed to dominating the fast food industry. However, McDonald’s is losing that dominance to the more modern fast-casual restaurants such as Chipotle and Panera Bread. People of ages 22-37, also known as millennials, are a major reason for the decrease of McDonald’s success because they seem to prefer the healthier and more modern option. Fast-casual restaurants big selling point is the freshness and healthiness of the food they provide. While it may be slightly more expensive than the combo-meal choices at McDonald’s, millennials seem to care more about the quality and freshness of their food over paying bottom dollar. Take a fast-casual restaurant like Chipotle, for example. Their â€Å"claim-to-fame† is that they use the freshest meat available and allow the customer to see the food they are getting before they order and eat it. Another popular characteristic of Chipotle is that there is no set menu. There is a list of ingredients which you can pick and choose from; on the contrary, McDonald’s has an extensive menu of pre-selected combo choices which doesn’t allow for much personalization from the customer. Because of this wide variety of options at fast-casual restaurants, McDonald’s is beginning to lose many of its’ â€Å"millennial† customers. Not only is McDonald’s losing customers in the United States, but they are also experiencing a sales and customer decline globally. One recent crisis in China involved the selling expired meats to customers. McDonald’s reported a sales decrease of 7.3% in the Asia/Pacific, Middle East, and African regions. Recently, McDonald’s has admitted to having and overly large menu which resulted in slow service times to customers. In conclusion, McDonald’s will need to make some necessary changes if they wish to regain the coveted business of millennials. First, they could have less preset combos and allow the customer to pick which stuff they would like to pair up. The more power that is in the customer’s hands, the happier that customer will be because they are getting exactly what they want.  Another thing that needs to happen is to become healthier and more modern. Recently, McDonald’s has incorporated wraps into their menu which is a good start. Fast-casual restaurants are appealing to most millennials because they have the healthier/fresher foods. In order for this fast food chain to survive and thrive once again, they will need to make the changes necessary to get them there.

Favorite Classic Rock Covers of Popular Christmas Songs

Inter-Market Arbitrage - Free Essay Example

Sample details Pages: 5 Words: 1420 Downloads: 5 Date added: 2017/06/26 Category Marketing Essay Type Argumentative essay Did you like this example? Finance 1Inter-Market Arbitrage The question posed is to examine whether a trader with $1 million can profit from inter-market arbitrage. The following facts are available: New York Citibank: $ 1.2223/à ¢Ã¢â‚¬Å¡Ã‚ ¬ London Barclays Bank:$ 1.8457/ £ Frankfurt Deutsche Bank:à ¢Ã¢â‚¬Å¡Ã‚ ¬ 1.5100/ £ To resolve the question, the commencement of the process is to begin with calculating the a cross rate, which is arrived at by calculating the ratio of the exchange rate of currency A to the dollar divided by the exchange rate B to the dollar (Copeland 2002, p.7). Using the above information between Citibank and Barclays, we need to calculate the dollar cross rate. Step 1. Citibank$1.2223 / à ¢Ã¢â‚¬Å¡Ã‚ ¬ =0.6622 Barclays$1.8457 /  £ Step 2 Take $1 million to Deutsche and exchange for  £Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢s: $1,000,000= £662,252 à ¢Ã¢â‚¬Å¡Ã‚ ¬1.5100/  £ Step 3 Exchange  £Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢s for Dollars at Barclays Bank:   £662,250 x 1.8457 =$1,222,318 The Traderà ¢Ã¢â€š ¬Ã¢â€ž ¢s profit therefore is $222,318 The concept of triangular arbitrage is based the ability to be able to capitalise on a discrepancy that exists on the international financial markets between three cross exchange rate (Moosa 2003). The opportunity exists where these rates are different to those one would achieve when calculations are based on spot rates. The art is to use three banks in different locations with differing exchange rates, as in the above case $ to à ¢Ã¢â‚¬Å¡Ã‚ ¬ and  £ to $. By selling the dollar to the expensive à ¢Ã¢â‚¬Å¡Ã‚ ¬ and converting to the  £ where it is cheap, a profit is derived from the transaction. The main attraction of triangular arbitrage is that it allows investors to seek out the most advantageous of the worldà ¢Ã¢â€š ¬Ã¢â€ž ¢s financial markets to achieve a profitable return on their investments even when achieving this within the domestic market may prove difficult. Don’t waste time! Our writers will create an original "Inter-Market Arbitrage" essay for you Create order 2Currency exchange rates In essence, the exchange rate between the currency of one country and that of another is simply a matter of price (Copeland 2003, p.3). For example, if one has  £100 and want to buy products at  £50, two units can be brought for this investment. If the product price falls to  £25 per unit, four can be purchased, therefore meaning that the exchange rate of the unit has depreciated, or the investment value has appreciated. The same scenario is true for currency. For example, if the value of the Japanese Yen against the dollar, there is a appreciation of the Yen and a resultant depreciation of the Dollar. For example, if the Yen exchange rate against the dollar rises from $0.0074079 to $0.00850, there has been an appreciation of the Yen and depreciation of the dollar, which in percentage terms can be defined as follows: Yen Appreciation = 0.001092 x 100 / 0.007408 represents an appreciation of 14.74237% Dollar depreciation = 0.001092 x 100 /0.00850 repre sent a depreciation of 12.84824% 3 Currency forward rates Country Currency symbol US$ equivalent Currency per US$ Japan (yen) 1 month forward 3 month forward 6 month forward JPY JPY JPY JPY 0.009189 0.009215 0.009271 0.009360 108.83 108.52 107.86 106.84 The above table provides an example of a forward exchange rate contract at given points in the future (Copeland 2004, p.8). In this case the first line represents todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s exchange price for the currency and the other represent the contact price at which bank offering these rates is prepared to exchange yen for dollars at the defined forward dates. For example, if the contract is for one month, the bank will guarantee to exchange yen for dollars at a rate of 0.009215. The forward contract is used by organisations as a hedge against an adverse future currency movement (Moosa 2003). For example if a supplier agrees a future price based upon todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s exchange rate and by the date of payment that exchange rate has depreciated, there would be a financial loss. Therefore, the future contract, which guarantees a pre-determined future rate, is used to mitigate these potential losses. However, there will be a need for the contract purchaser, in this case t he Japanese yen, to ascertain whether they are selling at an annualised premium or discount. The equation for calculating a premium or discount is as follows (Mossa 2003): Forward rate spot ratex 12x 100 Spot rateNo. of mths Therefore, based on the above table, the following will be the result. 1 month 3 months 6 months Forward rate 108.5200 107.8600 106.8400 Minus spot rate 108.8300 108.8300 108.8300 -0.3100 -0.9700 -1.9900 Divided by spot rate -0.0028 -0.0089 -0.0183 Times twelve divided by months -0.0342 -0.0357 -0.0366 Times 100 -3.4182 -3.5652 -3.6571 This suggests that the yen is being sold at a discount 4Rates relationship There is a distinct relationship between spot rates, forward rates, inflation rates and interest rates, although they each perform a separate task (Copeland 2004). Spot rates relate to the price at which a currency or stock can be purchased at a given time in the present, for example today (Moosa 2003). Forward rates are those that are anticipated and are expectations based upon the current spot rate. It is the rate at which the parties will agree to exchange different currencies at a set future date, which is usually 30, 60, 90 or 180 days. The formula for calculating the theoretical future forward rate uses the interest rates of the two currencies as a guide. An example of this calculation is as follows: Spot rate = 1.94UK$/Us$ UK Libor= 4.5%90 day US Libor= 3.75%90 day (Note libor is the interest rate at which banks lend to each other (Moosa 2003)). The calculation for the 90 forward rate would be: 1.94 x(1+((90/365)*.045))= 1.9433 (1+((90/360)*.0375)) This formula shows the link and relationship that exists between interest, spot and interest rates. Inflation rates Inflation rates reflect the average percentage increase in the price of goods and services (Cuthbertson Nitzsche 2001). It is usually linked to a nationà ¢Ã¢â€š ¬Ã¢â€ž ¢s retail price index. It is primarily based upon the level of supply and demand that this is in the economy. If demand increases so do prices, thereby leading to an inflationary episode. There is a direct link between inflation rates and interest rates. Governments tend to use interest rates to control inflation, for example raising interest rates to reduce demand and therefore the inflation rate. Interest rates Interest rates are essentially related to the cost of borrowing. In effect they are a charge that is levied by the lender to compensate them a) for the risk they are taking with their capital and b) for the loss of capital growth or income they could have received from that money if invested elsewhere (Elton and Gruber 2002). The other relationship between interest rates and inflation is used when assessing the real rate of interest. This method takes into account the depreciation of the value of money. For example, in the value of the  £ had decreased by 2% in a year the interest rate was 5%, the real rate of interest is 3% (Interest rate 5% inflation rate 2% = real interest rate 3%) There is a mutual connection between all of these rates. For example, we could extend the equation used within forward rates to take account of all the rates as follows: Spot rate = 1.94UK$/Us$ UK Libor= 4.5%90 dayUK Inflation rate 2% US Libor= 3.75%90 dayUS Inflation rate 1 .5% (Note libor is the interest rate at which banks lend to each other (Moosa 2003)). The calculation for the 90 forward rate using this formula would be: 1.94 x_(1+((90/365)*(.045-.02))_= 1.941041 (1+((90/360)*(.0375-.015)) 5 Future exchange rates The expected future value of currency is not something that can be accurately predicted (Pilbeam 2005). Therefore in order to calculate the future exchange rate value, the financial markets have to base their expectations upon known variables. The following example shows how this is equation is carried out in practice, using the following data: Swiss Franc-One year interest rate= 4% US dollar-One year interest rate=13% Current exchange rate-SFR 1 = $0.63 From this, the following equation needs to be resolved: Forward exchange rate = S(1 + rq)n=0.63(1+.04)=0.57982 (1+rb)n (1+.13) If there was a change in expectations resulting from future US inflation which caused the future spot price to rise to US $0.70, this would have the following impact upon the above equation: Forward exchange rate = S(1 + rq)n=0.70(1+.04)=0.6442 (1+rb)n (1+.13) However, it is likely that the US would increase interest rates to address the inflationary pressures. For example, if these were increased to 15%, this would have the following influence upon the previous equation: Forward exchange rate = S(1 + rq)n=0.70(1+.04)=0.6330 (1+rb)n (1+.15) Bibliography Cuthbertson, Keith and Nitzsche (2001). Investments: Spot and Derivatives Markets. John Wiley Sons Ltd. Chichester, UK. Eales, B. A. and M. Choudhry (2003), Derivative Instruments: A guide to Theory and Practice, Butterworth Heinemann Finance. Oxford, UK. Elton, Edwin J and Gruber, Martin J (2002). Modern Portfolio and Investment Analysis. 6th Edition. John Wiley Sons Inc. New York, US. Pilbeam, Keith (2005). Finance and Financial Markets. 2nd Rev. edition. Palgrave Macmillan. London. UK. Copeland, Laurance (2004). Exchange Rates and International Finance. 3rd Edition. Pearson Education, Harlow UK Moosa, Imad A (2003). International Financial Operations: Arbitrage, Hedging, Speculation, Financing and Investment. Palgrave MacMillan, Edinburgh, UK

Corporate Control over Media - 1683 Words

Introduction What percentage of the audience actually trust what they see on television? How many times have you felt that a particular topic is being inclined to a certain political belief? Have you ever come across a situation where you felt that what you were seeing was sort of fabricated to the advantage of the interests of that media? Have you ever felt that you seem to be viewing more hours of advertising than actual media content? These are questions that lingers in the minds of media analysists over and over again. Objective of Analysis In this analysis, we intend to treat media as a commodity that is being sold to the audience and the media content as a psychological influence on them. It is intended to throw light upon†¦show more content†¦The former is owned by the DMK and the latter by ADMK. Whenever DMK is in power, they keep showing images of the entire Tamil Nadu as a happy state with richness and prosperity. While, the ADMK has Miss Jayalalitha sitting and criticising every move by the prevalent government. Neither of these viewpoints are true for that matter! The real truth, lies somewhere in between! But it is never shown! So basically these channels are used as mouthpieces for flattering the political agendas of these owner-political parties! Now coming to advertising! It is said in a recent study by the BBC, that 45% of the ads in the television are misleading and exaggerate the product from its actual performance. Look at the recent ad by the Advertising Council of India. It says that if a viewer ever sees an ad that is misleading, or misrepresents a product, they can file a complaint with the office! This is the worst that it can get! They are actually that means, telling the audience explicitly, that they have no control over what goes on air or on print. They are letting the very audience, who are media illiterate, to judge for themselves, what is wrong and what is right! 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Teaching Mathematics and Science in Schools Free Essays

The way teachers go about their teaching; each day in their classrooms is reflected as ‘teaching style’ or ‘approach’. This approach is better understood when the teachers are observed while they teach. Some teachers prefer activities for children associated with the curriculum, allowing students to chose their activity and complete it by themselves. We will write a custom essay sample on Teaching Mathematics and Science in Schools or any similar topic only for you Order Now Some other teachers would want the class to be attentive to them for most of the time. Certain teachers would like students to work in groups. Thus the methods adopted in the teaching-learning process is broadly reflective of the teacher’s viewpoint of what is ‘learning’ and how it should be brought into children. The process of learning is more successful when children are fully involved with the subject or topic of their learning. This is all the more important when teaching science. Life sciences involving plants and animals; and non-living things are real and can be felt. Experiencing the reality through interaction, makes science not only more interesting, but also easier to understand. Mathematics on the other hand involves a bit more abstract level. Yet, the symbols, signs and figures associated with mathematics with which children work, are self-created reality. In their effort to learn science and mathematics, children proceed further into the subjects, than just at the surface or base encounter. They analyze and interpret the object of focus and attempt to understand ‘how it works’, ‘why its required’ etc. Thus the child begins to develop reasoning for the facts it sees or understands. It may be the development of a new concept, or altering a previously thought concept, or even rejecting an assumption held till then. The teacher  who wants to interestingly engage children in learning science and mathematics must personally sense excitement in learning so as to share it with the children. The teacher should approach the topic of learning and the query asking children in a balanced and parallel manner. The teacher must be sensitive to the requirements of the children and help them to see relationships and understand explanations. For teachers to be proficient and confident in their teaching, it is essential that they understand the triple interactions involved in learning. The teacher must be conscious that while the child is interacting with him or her, the child is also simultaneously interacting with the focused subject. The focused subject or subject matter interacts with both the teacher and the child; while the teacher also interacts with the querying children and the focused subject. It is important to know the development of a child’s understanding and ability to reason, with their growth. Such an understanding is absolutely necessary in developing appropriate contents. For instance in the grades K-4, a child associates a comparison, a description, or a manipulation for all objects, it sees around. Although the child doesn’t understand the science of motion while in this grade; activities like pulling, pushing, dropping of objects gives the child an idea of the cause of motion and its control. Similarly sound, heat, light, magnetism, electricity are broadly perceived through learning, observation and experimentation. However, the child would not be able to identify elements of temperature, magnetic forces, static electricity etc. In the grades 5 to 8, the concept of energy is developed through investigations into the properties of light,  sound, electricity and magnetism. In these grades, there is a considerable shift towards quantitative aspects of subjects. In the 9 –12 grades, students are geared up completely to deal with motion, force, energy; being familiar with theoretical observations and laboratory investigations (NJSC). Here they understand the reasoning behind the laws of motion and why energy is conserved. They are also capable of dealing with technological designs and its problems, using the concepts and principles learnt. The association of brain functioning and educational practices is increasingly becoming an important factor in education. Brain-based findings have been closely monitored by specialists involved in education. The findings of cognitive neuroscience research has considerable bearing on the methodology of education. A new approach connecting brain functioning with education was emphasized in 1983. Leslie Hart, in his book ‘Human Brain, Human Learning’ suggested that by ignoring the brain functioning of students, the success of students is not achieved to its fullest potential. The philosophy of the newly developed ‘brain-based’ education is that the brain is used for everything we do; we should therefore know more about it and use it effectively. Contemporary models of brain-based education are multidisciplinary, relying on several disciplines like psychiatry, psychology, cognitive science, sociology etc. Brain plays an important role in the effect of classroom groupings, assessments, physical activity, lunchroom foods etc. Schools’ can affect students’ brain in several ways including through social conditions, stress, nutrition etc. These factors induce brain-based  influences by altering cognition, memory and attention. Neuroscientists Gerd Kempermann and Fred Gage discovered that the new neurons in the brain are intensely associated with memory, mood and learning. The process of neurons can be enhanced through good nutrition, low stress and proper exercise. The brain has the ability to remap itself due to its neuroplasticity (Jenson, 2008). This process can be influenced through reading, meditation, skill-building, career and technical education, and thinking skills, which contribute to student success. The importance of physical education is also emphasized by brain research. Cognitive scientists, physiologists, educational psychologists and physical educators have strongly endorsed this view. Today more and more schools of education are incorporating the knowledge gained from brain research. Harvard University’s Mind, Brain and Education or MBE program produces postgraduates and doctors who eventually get engaged in interdisciplinary positions, both in research and practice. A report by the National Research Council Committee in September 2006, on the state of K-8 science education, has determined that science instructions offered in schools today are outdated. These are predominantly based on research findings of about three to four decades early. The report offers groundwork for the next reforms and is based on the recent understandings of how children learn, and recommends a narrower and better focus on important areas of science. It seeks to improve professionalism among teachers and have each aspect of instruction and  learning, better integrated with each other. The Council’s Committee on Science Learning, responsible for science learning in kindergarten to eighth grade had reviewed both, the reforms undertaken in science education in the last decade and the recent understandings of learning and cognitive science. The committee emphasized that young children are capable of intricate thinking and that each student develops an individual understanding of the nature around him. It also stated that the current debate on the importance of teaching content versus teaching process skills, should be put aside and both be replaced by interweaved aspects of science expertise. The committee has suggested that the curriculum, instruction and assessment should be properly integrated with the focus of fewer, central elements in each discipline, rather than surface level study of a wide topic. It points out that the current science education is based on relatively old assumptions. The current science education underestimates children’s ability of complex thinking and is more attributed to difficulty level in children rather than their ability. For instructions to be successful, teachers need to have a sound understanding of the subject, know how to teach it effectively and also be familiar with the recent research on student learning (AIP, 2006). Proper, effective instructions can clear misunderstandings and bring understanding closer to perfect. The instructions should include student encounters with science in a sequentially designed and strategic way. Students identified as proficient in science must be capable of explaining the scientific perception of the natural world. They need to be capable of introducing andn  analyzing scientific explanations, understand all aspects of scientific knowledge development, and participate in science-based exercises/discussions. The role of philosophy in developing the intellectual skills of children has been widely acknowledged. The induction of philosophy into the high school academic curriculum is gaining momentum, emphasizing not only the importance of the subject among them, but also the capability of the children for philosophical thinking. Dr. Matthew Lipman (1991), a philosophy professor at Montclair State College in New Jersey, emphasized that bringing philosophy into schools would only enhance the educational experience of children. The argument here was, philosophy could contribute to critical thinking, which is vital for all other subjects. Empirical evidence also shows that the cognitive and academic skill of children is vastly improved by teaching them reasoning skills early in life, banking on children’s natural inquisitiveness and sense of wonder. Obviously, such development would also contribute to the understanding of science and maths. It is estimated that about half the secondary teachers in the United States quit teaching within five years. Studies on the selection and services of secondary science and maths teachers reveal their inhibitions of isolated profession, lack of mentoring and dwindled prospects (KSTF, 2005). It is also important to address these issues, for the success of teaching and learning reforms. The new methods of education for school  children, particularly for maths and science should reflect the latest research into children’s ability and brain functioning. Engaging children in philosophical dialogues, also contributes to their ability of sophisticated thinking. REFERENCES American Institute of Physics. (AIP, 2006) NRC Report Finds Much of Current K-8 Science Teaching Outdated.   FYI Number 142: December 20, 2006 [Electronic Version] downloaded on 24th Feb. 2007 from https://www.aip.org/fyi/2006/142.html How to cite Teaching Mathematics and Science in Schools, Essay examples