A Sense of Fear and Death: a Contrast and Comparison Between the Masque of the Red Death and Young Goodman Brown

The Masque of the Red Death and Young Goodman Brown are both good stories that paint vivid images. Throughout these stories, both Edgar Allan Poe and Nathaniel Hawthorne evoke a sense of fear and death. Edgar Allan Poe tells us a story of a prince who believed he could save himself and his nobles by keeping them inside of his castle. However, Nathaniel Hawthorne tells us a story of a man who takes a â€Å"journey† with his conscience. Both authors use characterization, symbolism, imagery and allusions to portray fear and death. The Masque of the Red Death opens up with fear and death. Blood was its Avatar and its seal† (1); an avatar is a graphical image that represents a person. Here Edgar Allan Poe uses characterization to give us an idea of how horrible the Red Death is. This quote gives the Red Death life and death having life speaks LOUDLY for itself. In comparison, Nathaniel Hawthorne uses characterization gives the belief. faith, life in which Goodman Brown's wife was faiths avatar. However Hawthorne uses characterization as symbols to evoke fear. When Hawthorne describes Faith he mentions pink ribbons.A child wears ribbons and children, in most cases, are the representatives of innocence which is what these ribbons symbolize. â€Å"But something fluttered lightly down the air and caught the branch of a tree. The young man seized it, and beheld a pink ribbon. â€Å"‘My Faith is gone! ‘ cried he†¦Ã¢â‚¬  (5). Fear is the unpleasant feeling aroused by the threat of danger, evil or pain. In this quote it is clear that Young Goodman Brown is threatened by pain as well as evil. As Young Goodman Brown continues, â€Å"There is no good on earth and sin is but a name.Come, devil, for thee is this world given. † There is a great significance of Faith's ribbons being found without her. This meant that his wife Faith, along with his faith is gone and it pained him. Faith is what is keeping Goodman Brown sane, assured, and secu re in the forest. The forest is also another symbol Hawthorne uses to evoke fear. It represented danger, death. The forest was described as â€Å"a dreary road, darkened by all the gloomiest trees of the forest†¦Ã¢â‚¬  (1). Darkness is the color of death. In parallel Edgar Allan Poe also uses colors to represent death and summon fear.However, he uses both an â€Å"ebony clock† and a seventh room to do so. â€Å"It was in this apartment, also, that there stood a gigantic clock of ebony† (2); as the ebony color of the clock represents death, the ebony clock on a whole symbolizes that time is running out and death is near. Poe also tells us in the story that at every hour the clock strikes and chimes; in these moments all things are still and the people who are in the masquerade suddenly snap back to reality and realizes what is going on. This representation exhibits fear and dear.The seventh room also presents death and fear. Allan Poe described the seventh room t o have the colors read and black; red representing blood and black representing death. Allan Poe also uses this room and its colors to give us a mental picture. Imagery is the use of figure of speech to create mental images. Poe paints a vivid picture of the seventh room and invokes a great sense of fear and death. Poe tells us that the room has â€Å"black velvet tapestries† (1) and the panes in the room â€Å"were scarlet – a deep blood color† (1).This gives us a feel of how scary and over-whelming that room may be. In comparison, Hawthorne used the forest to paint a picture and to put us in a place where we felt the fear of danger and evil Goodman Brown feels. Allusion is also used by both authors in both stories. Allan Poe made reference to the Bubonic Plague that occurred in the early 1330s. This plague was a very vicious disease that killed off families, home, and populations. With knowledge of this plague readers can only imagine how horrified the charact ers in the story are whenever the clock strikes another hour.Hawthorne, in contrast, made reference to the time of the puritans where they believed anything or anyone who is not pure is evil and wicked. In these times it was believed that a woman's faith was her and her family's way to heaven. â€Å"I'll cling to her skirts and follow her to heaven† (1). This historical fact helps us to understand why Goodman Browns pain of losing Faith was such a great significance and manifested so much fear. With Faith gone and his faith gone his way to heaven, along with his family's, was gone as well.Both authors use references to the bible as well. Poe used the term pestilence in which he said, â€Å"No pestilence had ever been so fatal, or so hideous† (1). Pestilence is a plague and in Revelations 18:8 it reads, â€Å"Therefore shall her plagues come in one day, death, and mourning, and famine. † Also in Jeremiah 42:17 it reads, â€Å"So shall it be with all the men that set their faces to go into Egypt to sojourn there; they shall die by the sword, by the famine, and by the pestilence: and none of them shall remain or escape from the evil that I will bring upon them. This reference shows how powerful the plague is and how much terror and fear is instilled in the characters of the story. Hawthorne, on the other hand, referred to the book of Job. Job was a man of God who obeys Gods every command and never spoke blasphemy. One day the devil asks the Lord to put Job's faith to the test and God agreed. The devil everything away from Job and Job began to look to the heavens and asked God why this was happening to him. In Young Goodman Brown Goodman Brown â€Å"looked up to the sky, doubting whether there really was a heaven above him† (4).This shows great fear that Goodman Brown felt at this point of the story. All in all though one author may have use more of a literary technique than the other, they both manifest the idea of fear and death in a great manner. These literary techniques, from characterization to allusion, all of these devices work together in some way. In both The Masque of the Red Death and Young Goodman Brown, both authors Edgar Allan Poe and Nathaniel Hawthorne used characterization, symbolism, imagery and allusion to personify death, indicate fear and pierce, to instill both a sense of fear and death, in a reader’s heart and mind.

Invitational Leadership Essay

Introduction Leadership, and the study of it, has its commencement in the early civilizations. Ancient rulers, pharaohs, emperors and biblical patriarchs have one thing in common – leadership. Although scholars have been studying this phenomenon for almost two centuries, numerous definitions and theories abound throughout. However, enough similarities exist so as to define â€Å"leadership† as an effort of influence and the power to induce compliance (Wren, 1995). Leadership is a process through which an individual influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. This definition of leadership is relatively similar to that of Northouse’s (2007,p.3) And the definition of a leader stipulated by Peter Drucker is someone who has followers. The capacity to influence others is dependent on the power detained. The leader’s attitudes would definitely determine the level of productivity from his employees. A Task Orientation or Directive Behaviour reflects the concern of a leader for the actual task at hand whereas Employee Orientation or Supportive Behaviours reflects how much a leader is concerned for the people around him, providing support and encouragement for them. Concurrently, different theories have been developed for the field of leadership but we would be showing more attention to the Invitational Leadership theory. The research on the effects of Invitational Education Theory (IET) in the educational administrative process is relatively new as compared to other theories pertaining to leadership. Invitational Leadership has a different dimension from the standard theories of leadership that emphasized the process of influencing others through the use of power to an alternative leadership style that promotes collaboration and show consideration and respect for individuals in the educational system. This study comprises of two parts. Firstly, we would see the theoretical introduction of the Invitational Leadership, followed a brief comparison of the theory with other leadership theories possessing more or less the same characteristics and finally, in what ways the Invitational Leadership is more suitable to the educational community. Secondly, we would focus on what the invitational style provides in response to the demands of the school sector. Besides, we would see to what extent the invitational leadership is applied to my profession through examples drawn from my past experiences. ————————————————- 1. Theoretical part Invitational Theory Purkey (1992, p.5) defines Invitational Leadership asa theory which â€Å"is a collection of assumptions that seek to explain phenomena and provide a means of intentionally summoning people to realise their relatively boundless potential in all areas of worthwhile human endeavour† Invitational Theory is a mode of professional practice that summons the environment and all relationships formed in educational and human service organizations. It is a process for communicating caring and appropriate message intended to invite forth the realisation of human potential. It is also a way for identifying and changing those institutional and relational forces that defeat and destroy potential. Communication is vital for all social relationships or integration. Schools, as a social institution, send out complex message systems that continuously inform people of their worth, ability, and power to direct themselves. The concept of â€Å"invitation† derives from the effort provided by those who seek to communicate ideas. This involves shaping, moulding and changing. The word invite is a derivation of the Latin word invite. It probably began as vito, which means to avoid or shun. In early Roman society, vito was used to express fear of encroachment by other tribes, and to forbid their entry into Rome. As Rome became a dominant force, its citizens felt more secure and opened their borders to the world. In time, the prefix in- meaning â€Å"without† or â€Å"not,† was added, and the word invite, meaning â€Å"to receive politely,† became common and developed into invite. So by definition, an invitation is a purposive and generous act by which the invit er seeks to enroll others in the vision set forth in the invitation. From this we derive the term Invitational Leadership (Purkey & Siegel, 2002, p212). From an invitational viewpoint, individuals possess the characteristics of being able, valuable and responsible. As such, they are to be treated accordingly. Conversely, we observe a transformation from the appellations used: from â€Å"motivate,† â€Å"shape,† â€Å"reinforce,† â€Å"make,† â€Å"enhance,† â€Å"build,† and â€Å"empower† people to that of â€Å"offer,† â€Å"propose,† â€Å"present,† â€Å"encourage,† â€Å"consider,† and â€Å"summon cordially.† Similarly, in the school context, the invitational leader is the one who summons associates to higher levels of functioning and presents them with the opportunity to participate in the construction of something of mutual benefit. Ultimately, we find that this â€Å"something† is a procedure to create a better environment and a way to eliminate inequalities. Invitational Leadership offer a new perspective, an involvement for positive social change. It acknowledges our potential, our integrity, our interdependence and our responsibility to do good. Moreover, a central element in many definitions of leadership is that there is a process of influence. Leithwood et al (1999, p.6) say that â€Å"influence †¦ seems to be a necessary part of most conceptions of leadership.† Yulk (2002, p.) explains this influence process: â€Å"Most definitions of leadership reflect the assumption that it involves a social influence process whereby intentional influence is exerted by one person [or group] over other people [or groups] to structure the activities and relationships in a group or organisation.† Yulk’s use of ‘person’ or ‘group’ indicates that leadership may be exercised by individuals as well as teams. Additionally, this opinion is shared by Harris (2002) and Leithwood (2001) who both advocate distributed leadership as an alternative to traditional top-down leadership models. Invitational leadership as a model of influence It can be agreed that leadership involves influence and that it may be exercised by anyone in an organisation. In addition, Cuban (1988,p.193) points out to leadership as an influence process. â€Å"Leadership then refers to people who bend the motivations and actions of others to achieving certain goals; it implies taking initiatives and risks.† This opinion demonstrates that the process of influence is focused as it is intended to lead to specific outcomes. Furthermore, this notion is reinforced by Fidler (1997, p.25) : â€Å"followers are influenced towards goal achievement.† Eventually, a similar concept is used by Stoll and Fink (1996), that of ‘invitational’ leadership explaining how leaders function in schools. â€Å"Leadership is about communicating invitational messages to individuals and groups with whom leaders interact in order to build and act on a shared and evolving vision of enhanced educational experiences for pupils.† (p.109) At this point, I agree to what Stoll and Fink (1996) said; the role of the leader, in the school, is to work together with his collaborators towards making the institution an inclusive school which provides a good education to all pupils, irrespective of their varying abilities. Further to this, communication should be at the base of all decision making to arrive at a consensus between the different stakeholders. As it is stated in the School Management Manual, the Rector should â€Å"run the school in close collaboration with the Deputy Rector.† The Rector or the Deputy Rector, should be open to new ideas put forward by staff or pupils. The internal communication (morning assembly, form period, meeting with students’ representatives, teaching staff, head of Department etc.) of the school should be an open platform where leaders create a conviviality atmosphere among each individuals, therefore, inviting others to get engaged in the progression of the school. As we have compared the close relationship of Invitational Leadership as being a model of influence, equally, the Invitational Leadership Theory reflects a transformational dimension. Transformational Leadership enhanced the motivation, morale and performance of follower’s through a variety of mechanisms. These comprise connecting the follower’s sense of identity and self to the mission and the collective identity of the organization; being a role model for followers that inspires them; challenging followers to take greater ownership for their work, and understanding the strength and weaknesses of followers, so the leader can align them with tasks that optimize their performance. Similarly, the invitational leader invites the followers by communicating to them the mission and goal of the organisation and by accepting the individual personality. As the leader himself is a role model in displaying invitational qualities, he reinforces these qualities among his/her followers. Becoming an Invitational Leader necessitates that a leader become more consciously aware of his or her self and, by so doing, takes responsibility of how he or she defines that self. If we distinguish ourselves to be lacking in some fundamental leadership quality, then assuredly we will fail to influence others to join our cause. Furthermore, the invitational leadership enclose these servant types of values : excellence, caring, justice, and faith. Review of current literature supports the need for a change in leadership in order to adequately meet the needs of current educational institutions. Becoming an invitational leader â€Å"How can I gain the cooperation of those in my environment so that effectiveness and productivity increase and that our group function more smoothly and effectively?† The only way is by inviting, showing trust, understanding and respect (Purkey, Siegel, 2002). Intimidation and coercion, commonly used approaches, are not effective and eventually will prove to be counter-productive. They believe that there is only one motivation inside humans and that is an internal drive and desire to realise one’s own potential. In short we all want to be more, to self-actualise and to put our talents to good use by committing to something beyond ourselves. This can only be achieved by volunteered and not by pressure. Hence, I can affirm the more leaders are viewed as caring, respectful and supportive, the greater their chances of emancipating the talents and energies of their associates. Those in authority must first begin by making others feel valued if they hope to gain respect and cooperation in return. The first stage toward effective leadership is a wise, rooted sense of self. This means a commitment to find one’s own core values. The authors, Purkey & Siegel (2002) put forward that one cannot empower others without first empowering oneself. These two scholars present various ideas for cultivating all aspects of life from physical and psychological to the spiritual and intellectual. Furthermore, the leader has to present a vision of what a successful organization looks like, to set the proper environment in order to move people to embrace the organisation’s vision and to take on the individual and collective responsibility for the successes and failures of the organization. This would result in a group of self-actualizing individuals, each committed to the purpose and to one another in a supporting environment. Likewise, the school’s atmosphere should be conducive enough so as to inspire people connected to the school to be committed among themselves. Like indicated initially, the leader, that is the Rector or headmaster of the school, is the one to establish the point of contact between the administration, teaching and non-teaching staff and the students, to create avenues that the personnel would follow. Consequently, the opportunity given to each individual would unleash the potential that reside in them. Similarly, each one would adopt an invitational approach as they are constantly exposed to it in their everyday situation at school. The ability to challenge the people you lead to perform high quality will only continue over time if the leader has developed his invitational side as well. As stipulated in the School Management Manual of the Ministry of Education, Culture & Human Resources, the Rector, as the leader â€Å"builds and accompanies his teams, providing them with the required support and motivation, listening to their views and their problems and valuing their effort, support and contribution.† Walter Bennis, one of our more dynamic thinkers on leadership, has defined a leader is one who is guided by an â€Å"exciting and specific dream and who enrols others in his or her vision.† (Purkey, Siegel; 2002) thus, by providing support and motivation, school’s leaders enroll others by summoning them cordially to realise their potential. Furthermore, support for the importance of values was provided by Stoll and Fink (1996) in their study of leadership in education. They affirmed that successful leaders rely upon a strong set of values to guide their decision-making. We can contrast the decision-making process to the Participative Leadership which is defined by Leithwood et al. (2002) as a leadership style which â€Å"assumes that the decision-making processes of the group ought to be central focus for leaders† (p.12). Invitational Education Theory (IET) As stated by the author of Fundamentals of Invitational Education, the focus of Invitational Leadership in education is on the message transmitted by people, places, policies, programs, and processes (Purkey, 2008, p.7). Invitational education is based on three fundamental ideas Purkey, W.W., & Novak, J.M. (1996).: the democratic ethos, the perceptual tradition, and self-concept theory. The democratic ethos put emphasize on â€Å"deliberate dialogue and mutual respect as people work together to construct the character, practices and institutions that promote a fulfilling shared life.†(p.9) In this democratic style of leadership, it implies that whoever is concerned or affected by decisions should have a say in those decisions. The perceptual tradition states that events are always seen through the individual and cultural filters people use. Thus an important aspect of the inviting approach is to understand and validate the meaningfulness of people’s perceptions and to w ork with these perceptions to construct shared purposes.(p.10) Self-concept is the image people construct of who they are and how they fit in the world. â€Å"This system of personal beliefs is maintained, protected and by the choices the individual makes.† (p.10). Invitational education is a mode of functioning by which people are cordially, creatively and consistently summoned to realise their potential. As mentioned earlier, its focus is on the messages transmitted. However, the messages that are exchanged are never on neutral basis as they carry positive or negative, inviting or disinviting connotation. There are four fundamental values, what we call principles, which give Invitational Leaders direction and purpose. Together, these four principles form a basic set of guiding beliefs. These are respect, trust, optimism, and intentionality. Therefore the four principles take the form of propositions that offer a perspective for addressing, evaluation and modifying the total school environment. Purkey, W. W.& Novak, J. M.; (2008) testify that this standpoint allows Rectors or educators to assume an â€Å"inviting stance,† which is a focused frame-work for sustained action. Respect People are valuable, able, and responsible and should be treated accordingly. Respect is an important aspect in Invitational Leadership. It provides a new vision based on the process of summoning people cordially to move in more democratic, creative, and productive directions through non-coercive means. A democratic society emphasizes the inherent worth of all people, believes in their self-directing power, and stressed the importance of personal and social accountability. Invitational schools do the same. Purkey, W. W.& Novak, J. M. (2008) stipulates that responsibilities that are shared based on mutual respect and expectations of positive outcomes results in a cooperative relationship that recognizes each â€Å"person’s ability to accept, reject, negotiate, or hold in abeyance the messages sent to them.† (p.12) Respect is demonstrated in courteous behaviours as civility, politeness and common courtesy. Waterman and Peters (1988), in their book In Search of Excellence, reported that a special characteristic of highly successful companies is the courteous and respectful behaviours of their employees. They are â€Å"good listeners, pay attention to their customers, are courteous and treat people as adults. Respect is one of eight major characteristics that distinguish excellent companies.† Summing up, respect is important in Invitational Leadership because it is the quality that enables leaders to be a beneficial presence that has the ability to take a respectful stance toward colleagues – literally inviting others into a mutually beneficial relationship. Trust Education is a cooperative, collaborative activity. Invitational education is based on the fundamental interdependence of human beings. To establish trustworthy pattern, time and effort are necessary. Trustworthy patterns of interaction depend on people who demonstrate the following quality: reliability, genuineness, truthfulness, intent and competence. Intention The process is the product of making. A decision to purposely act in a certain way, to achieve and carry out a set of goals (Day et.al, 2001, p.34). Is defined as knowing what we intend to bring about as well as how we intend it to happen gives clarity and direction to our work (Stillion and Siegel, 2OO5, p15). Optimism People possess untapped potential in all areas of humans endeavour. Invitational educators are committed to the continuous appreciation and growth of all involved in the educative process (Day et. al, 2001, p. 34). ————————————————- 2. Invitational Leadership in practice in the educational community The focus of this study is to examine the invitational leadership style to verify if it provides the necessary skills needed in today’s educational organisations. In response to the increased need for excellent management and guidance, many leadership models have been planned and implemented to meet the demanding needs of the educational sector. Following this emptiness in the educational community, the invitational leadership was introduced in 2002 by Purkey and Siegel. Stillion and Siegel (2005) summed up the idea behind this new leadership style, â€Å"Purkey †¦ having studied human behaviour for four decades, proposed that leaders must take an invitational stance in dealing with others and in developing themselves† (p.4) According to Purkey and Novak (1996), IET is a model of practice: it adopts a systematic approach in the educational development and it provides policies and strategies for making schools more inviting. Major challenges that the school staff usually face on daily basis are issues pertaining to the students’ welfare such as indiscipline, From my observation at school, lack of guidance and clarified direction has served as a tremendous reduction of energy, time, effort and resource. It would prove difficult to delegate authority to individuals or self-managed groups when â€Å"followers do not trust each other, because they will not share information or cooperate in trying to solve mutual problems† (Yulk, 2002,p.109). The lack of invitational characteristics in a leader would slow the effective pace of work. An effective leader will work to bring about positive and long lasting change, when change is necessary within organisation. By doing so, he would invite staff into collaboration, will work carefully to bring about change in a way that the school’s member will not only be involved but would be pleased with the eventual outcome of the change. Schein (2000) disc ussed, â€Å"change programs fail because they do not take into consideration the underlying culture.† In order for an organisation to survive, it is imperative that strong and healthy relationships are formed. Likewise, these carefully formed relationships can help to formulate a culture of acceptance and desire to achieve excellence. Schein (1996) defined culture as the â€Å"set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, think about, and react to its various environments† (p.236). At the school, the Rector is a vital component in creating the culture. However, the administrators’ role in understanding that culture is equally important. This creates a sense of ownership and a shared leadership. Respect and trust thus serve as a primary component of an organisation’s healthy culture. To illustrate this idea, it is important that the Rector, educators and administrators understand what takes place within the school. Invitational Leadership argued that leader cannot create a climate of empowerment and participation if the underlying belief of culture is that everyone must do whatever the boss says they should do. I firmly agree that leadership through coercion and fear is not effective when attempting to create a productive team. Additionally, as stipulated by Purkey & Siegel (2002), messages communicate to people which inform them that they are able, responsible and worthwhile. These messages should be made accessible to every person in the school, conveying the intention of the leaders, so making everyone part of the institution. These messages are corresponded though â€Å"inter-personal action, but also through institutional policies, programmes, practices and physical environments† (Day et al., 2001, p.34). Furthermore, Purkey and Siegel (2003) postulate a specific framework by which schools can become â€Å"invitational† by concentrating on the five areas contributing to success and failures. Each one of these elements contributes to the creation of a positive school climate and ultimately a healthy and successful organisation. The Starfish Analogy by Purkey Invitational leadership focusses on five areas which contribute to the success or failure of individuals. Purkey refers to it as the Starfish Analogy: The starfish lives to eat oysters. To defend itself, the oyster has two stout shells that fasten tightly together and held in place by a powerful muscle. The starfish finds the oyster and places itself on top of its intended victim. Gradually, gently, and firmly the starfish uses each of its five points in turn to keep pressure on the oyster’s one muscle. While one point works, the other four rest. The single oyster muscle, while incredibly powerful, gets no rest. Inevitably, and irresistibly, the oyster is opened and the starfish has its meal. By constant, steady pressure from a number of points, even the strongest muscle (and the biggest challenge) can be overcome. These five areas â€Å"exist in practically every environment† and serve as a means to invite others professionally (Purkey, 1992, p.7) 1. People – Purkey (1992) affirmed that â€Å"nothing is more important in life than people. It is the people who create a respectful, optimistic5 visibility. 2. Places – refers to physical environment of an organisation. It has been suggested that places are the easiest of the five areas to change due to their visibility. 3. Policies- â€Å"policies refer to the procedures, codes, rules, written or unwritten, used to regulate the on-going functions of individuals and organizations† (Purkey, 1992,p.7) 4. Programs – play an important role in invitational leadership â€Å"because programs often focus on narrow objectives that neglect the wider scope of human needs’ (Purkey, 1002, p.7) 5. Processes – The â€Å"how something is accomplished† (Purkey & Siegel, 2003, p.125). It can be defined as the way that people, places, policies and programs are evident in schools. Purkey and Siegel (2003) refer to these five areas as a means to invite others professionally. They affirmed that â€Å"the combination of these five areas offers an almost limitless number of opportunities for the Invitational Leader, for they address the total culture †¦ of almost any organisation† (p.104) Conclusion This study was to investigate in what ways and to what degree, if any, an invitational leader impacts the overall effectiveness of the school setting. We focused in the first part on leadership qualities and characteristics which lead to success. We arrived at a common consensus that invitational leadership characteristics do influence the development of successful organizations. The invitational leadership model seeks to invite all interested stakeholders to succeed. As noted by Day, Harris, and Hadfield (2001) invitations are â€Å"messages communicated to people which inform then that they are able, responsible and worthwhile† (p.34) To conclude, it is believed that the invitational leadership model should serve as a practice to emulate in order to achieve positive results in effective leadership in schools. The active use of invitational leadership was proven to be a leadership model that should be considered effective when trying to create a healthy, positive and successful organization. ————————————————- References 1. Asbill, K. (1994). Invitational leadership: Teacher perceptions of inviting principal practices. Unpublished doctoral dissertation, School of Educational Management, New Mexico State University. 2. Day, C., Harris, A., & Hadfield, M. (2001). Grounding Knowledge of Schools in Stakeholder Realities: A Multi-Perspective Study of Effective School Leaders. School Leadership & Management, 21(1), 19-42. 3. Peters, Tom J. & Waterman, Robert H. (1988), In Search of Excellence – Lessons from America’s Best-Run Companies, HarperCollins Publishers, London. 4. Purkey, W. W & Siegel, B.L (2002). Becoming an Invitational Leader. Atlanta, USA. Brumby Holdings, Inc. 5. Purkey, W. W.& Novak, J. M. (2008). Fundamentals of Invitational Education. Kennesaw, Georgia: International Alliance for Invitational Education. 6. Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept approach to teaching, learning, and democratic practice (3rd ed.). Belmont, CA: Wadsworth Publishing Company. 7. Purkey, W., & Schmidt, J. (1990). Invitational learning for counseling and development. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse. 8. School Leadership: Concepts and Evidence; Full Report/Spring 2003. National College for School Leadership: http://dera.ioe.ac.uk/5119/2/dok217-eng-chool_Leadership_Concepts_and_Evidence.pdf 9. Schein, E. H. (1996). Culture: The missing concept in organization studies. Administrative Science Quarterly, 41, 229-240. 10. Schein, E. H. (2000). Sense and nonsense about culture and climate. In N. M. Ashkanasy, C. P. M. Wilderom, & M. F. Peterson (Eds.), Handbook of Organizational Culture & Climate (pp. xxiii-xxx). Thousand Oaks, Ca: Sage Publications 11. Stanley, P.H. A Bibliography For Invitational Theory and Practice. RadfordUniversity; http://www.invitationaleducation.net/journal/v11p52.htm 12. Stillion, J., & Siegel, B. (November, 2005). Expanding Invitational Leadership: Roles for the Decathlon Leader. Retrieved January 31, 2006, from http://www.kennesaw.edu/ilec/Journal/articles/2005/siegel_stillion/expand_leadership/exp†¦ 13. Wren, J. T. (1995). The leaders’ companion: Insights on leadership through the ages. New York: The Free Press. 14. Yukl, G. A. (2002) Leadership in Organizations, Fifth Edition, Upper Saddle River, NJ, Prentice-Hall.

Explain three (3) world arguments for birth control and two (2) world Essay

Explain three (3) world arguments for birth control and two (2) world arguments against birth control. Give original examples (not in the textbooks) or further clarification of each viewpoint or position - Essay Example ore necessary to re-examine some old and new arguments for birth control because the reasons are valid and make tremendous sense to any sensible person concerned with human life. Some people have raised these alarms many times but were just ignored over the years. The foremost argument for birth control is an old one, raised several centuries ago by a famous English scholar and political economist Thomas Robert Malthus (1766-1834). He argued that human populations are subject to the same limiting factors as any other living species in the world such as famine, diseases and available food supplies. Human populations tend to grow or outstrip increases in food supplies and would simply result in majority of humans suffering under a cloud of hunger and misery. This is very much evident today in various parts of the world such as Africa where famines occur regularly. Moreover, the total arable land has decreased over the years due to increasing development and the rise of urbanization, reducing the area available for food production. Additionally, human activities have led to pollution of water supplies, which make potable water difficult to obtain in many areas and droughts also caused supply scarcity. The worlds natural resources are mostly finite in nature, and any increase in humans will surely contribute to depletion of these supplies. Water, food and energy are not readily or always renewable in limitless quantities and some form of birth control has to be instituted. The world is definitely reaching its limits that can sustain an acceptable level in the quality of life. A consequence of increased human populations is the issue of global warming. Climate change is now upon us and this has affected everything on Earth, including the ability to raise the food crops necessary for survival and the water supplies for irrigation. More people means more carbon footprint and harmful gas emissions that contribute to the worsening of global warming. On the other hand,

Criminal Law - Casey Anthony Trial Essay Example | Topics and Well Written Essays - 1500 words

Criminal Law - Casey Anthony Trial - Essay Example This has caused mix reactions from lawyers and the general public with some arguing that Casey was guilty of the murder. Nevertheless, before any judgment is reached, the jury is required to follow the due process of the law to ascertain whether the defendant is guilty of the charges or not. One such is that the accused must prove beyond doubt that the defendant actually committed the alleged crime and providing evidence to that effect. This paper will explore the facts of the case the evidence provided and ruling. It will also analyze the circumstances of the case to ascertain why the jury acquitted Casey of the charges. Caylee Marie Anthony, a two-year-old girl, was found dead on December 11, 2008, after having been reported missing on 5 July 2008 from their home in Orlando, Florida where she had been staying with her mother. The report was delivered by Cindy Anthony, one of her grandparents through a 9-1-1, who said that Cindy had not been seen for more than a month, and her mother’s car produce a smell as if a decaying body was inside it. In his report, he gave an account of how her mother had provided inconsistent explanations regarding Cindy’s whereabouts an only admitted not having seen her for some weeks. When asked by the detectives, Casey made-up stories, which included informing the detectives that an anonymous nanny had kidnapped her daughter on June 9 and that she had been searching for her. She also told the detectives that she failed to report the matter to the authorities mainly because she was frightened (Turley, 2011). As the search continued for Caylee, her mother Casey was charged with murder, but pleaded not guilty. However, Caylee’s skeletons were found in a wooded area next to their home on December 11. At the time her body was found, there was also a tape found next to the skull just next to the mouth. A medical report indicated that Caylee might have been killed using the tape. The trial continued for six from May to July 5, 2011, when the jury acquitted her of murder charges but convicted of a misdemeanour for lying to the police officers during investigations (Shahani, 2011).  

Case study Essay Example | Topics and Well Written Essays - 1000 words - 28

Case study - Essay Example the merger would result in saving about $1.4 billion during the year after the merger due to the prospect of combining operations such as purchasing and distribution. In any merger, there are issues that have to be considered in order to determine if the merger will be successful. The most understated but possibly one of the most important of these factors is the difference in national cultures of both parties. One of the biggest challenges for the Daimler-Chrysler merger would be the distinctions between the German and American work cultures. While both America and Germany rank quite high in terms of the masculinity level of cultural goals in the workplace, they have intrinsic factors in which both nations greatly differ. According to the Dutch sociologist, Geert Hofstede, characteristics that mark cultures as being more male-oriented include ambition, competitiveness, assertiveness and the push for financial success (Abdou and Kliche 2004). Moreover, in the German culture, there tends to be a strong undercurrent of female identified traits such as emphasis on the importance of maintaining good relationships even while committing to being the be st worker one can be. The masculine traits embraced in the American work culture also encourages a greater level of individuality that is lacking in German society which is more supportive of collectivity and creating good relations with co-workers and neighbors. The differences in work culture, which did not seem as such big problems prior to the merger, quickly emerged to be the greatest challenge for Daimler-Chrysler. The main divisions that would have been affected by the merger would be those personnel policy, finance, joint production, and marketing. The Germans and Americans had different views about how to go about engaging in decision-making (Camera and Renjen 2004). The executives at Daimler were accustomed to a bureaucratic structure in which decisions could only be made after a painstaking analysis of the

Memorandum Term Paper Example | Topics and Well Written Essays - 2500 words

Memorandum - Term Paper Example However, due to previous conflicts with her husband, based on domestic abuse, she had to face infliction by Cranston who was her neighbor in Youngsville, wherein Cranston was reported to have an illegitimate claim on the property. As a consequence, the continuous disruptive behavior of Cranston had severely impacted the psychological condition of Walsh causing her emotional distress. In relation to the provisions included under the Public Law, it can be stated that Walsh has a claim against Cranston due to his behavior of intentional infliction, which led her to suffer severe emotional depression. In this case, the continuous emotional distress intentionally caused by Cranston can also be treated as an offense, affecting psychological well-being of Walsh. BRIEF ANSWER TO THE CONCLUSION In relation to the case scenario, the conduct of intentional infliction by Cranston applying various means can be recognized to be guided by the purpose of forcing Walsh to leave the Youngsville commun ity and the property. The case records also reveal that the intentional behavior of Cranston was influenced due to the previous records of Walsh concerning the conflicts with her husband. ... The continuous intentional pressure imposed on Walsh by Cranston, to leave the residing place finally made Walsh to face severe psychological depression. Moreover, using PYR's "official" eviction notices can also be considered as the violation of public law by Cranston, which in turn also calls for an investigation to the justness of his claims as per the relevant statutes of property law. Further investigations of the justness of corporate claims brought by Cranston using the official eviction letter from PYR, it can be justified whether the claimant can force any individual to leave any residing place. In this context, Cranston should procure adequate evidence regarding the illegal residing process of Walsh in that particular community. Additionally, Cranston must need to bear adequate formalities, if he desires to prosecute any legal case against Walsh. In this regard, Walsh can also raise major legal actions against Cranston due to his continuous conduct of intentional infliction practices in order to force her to leave Youngsville. Subsequently, she can adopt adequate legal measures on the grounds of intentional infliction conducted by Cranston, causing her psychological depression and nervous wreck. STATEMENT OF FACTS With regard to the background of the case, the major purpose of Cranston was to form Youngsville community, primarily with retired persons. In order to accomplish the goal of establishing Youngsville community for the retired persons, Cranston has been identified to send â€Å"eviction notice† to the families having minor children, who were residing within the particular community. However, it has been

Major Favtors Essay Example | Topics and Well Written Essays - 500 words

Major Favtors - Essay Example In that case, the accounting practices in China focus on both the fair presentation of financial position and a conservative presentation. The reason behind a fair presentation is to meet the various needs and requirements of the stakeholders and the capital market. The conservative approach is targeting the banking sector, which has a direct access to financial information (Central Intelligence Agency). (b): Legal system – the legal system in China is coded. Coded laws seek to, exhaustively, envelop the existing laws and preserve their implication to match that of the time it was coded. For this reason, the Chinese accounting practices are highly, rigid, prescriptive, detailed and procedural. This kind of legal system requires that the national law regulate the accounting practices. For that reason, China engages in the preparation of two sets of financial statement. That is, the rigid and the adaptive type, to comply with different types of legal systems (Central Intelligence Agency). (c): Taxation – the system is linked to reflect the legal system. In China, the national laws regulate the taxation practices. In this case, the accounting and the taxation process are the same (International Federation of Accountants). (d): Political and economic ties - the basis of accounting practices is influenced by the external forces due to international relations. China has strong political and economic ties with Japan, whose legal system is codified. The ties have greatly influenced China’s financial reporting regime (International Federation of Accountants). (e): Inflation – the changes in the rate of inflation affect the commodity prices in countries. The financial figures should reflect the level of inflation in a country. However, in countries with a low rate of inflation, like China, the reported accounting figures rarely reflect the rate of inflation (Central Intelligence Agency). (f): Level of economic development – the economic development in

Service Operations Management Case Study Example | Topics and Well Written Essays - 2000 words

Service Operations Management - Case Study Example Using the processes described by Lovelock and Wirtz (2004), the customer support processes of British Airways were blueprinted. Specifically, this blueprint addresses services provided by British Airways from purchasing a ticket through the flight process. The customer segment refers to the three methods of buying a ticket: online, over the telephone or at the airport. Customer actions are clearly outlined along the top row of the blueprint - beginning with 'purchase ticket' through to 'claim baggage'. The contacts that customers have with employees are also identified in the blueprint, both onstage and backstage. Support processes are listed near the bottom of the blueprint, just above the physical evidence. Finally, links connecting customer to employee activities and to support functions are also clearly identified in the blueprint. Defining service as a process has considerable implications from a service operations management perspective in view of the fact that the process-view is seen as the foremost model in operations management (Ponsignon, Smart and Maull, 2007). ... Introduction Defining service as a process has considerable implications from a service operations management perspective in view of the fact that the process-view is seen as the foremost model in operations management (Ponsignon, Smart and Maull, 2007). Additionally, according to Roth and Menor (2003) service operations management as a field of study is important to the design, delivery and assessment of services. They further noted that the design of services is instrumental for allowing an organisation to make sure that its strategy can translate into operations. In other words, mistakes made at the design level will result in mistakes made in operations as well. Based on their understanding, Roth and Menor (2003) proposed that, in order to be effective, a service design must consider how services are delivered, what the concept of service is, and identify the right customers. This is illustrated in Figure 1. Figure 1: Looking at the big picture: the service strategy triad Source: Roth and Menor, 2003 Other authors and studies have indicated the importance of understanding the needs and expectations of customers which is vital to success in service design (Goldstein et al., 2002; Roth and Menor, 2003). By and large, the dominant purpose of such a design is to create a service that meets or exceeds customer expectations (Slack, Chambers and Johnston, 2004). A successful design is one that guarantees that both the service outcome and the process of delivering that service are such that will produce customer satisfaction (Dabholkar and Overby, 2005), which in turn drives customer retention. Indeed, service that is designed properly and is effectively carried out will provide an organisation with competitive advantage in its sector (Verma et al., 2002). A

Rap and Hip-Hop Culture Essay Example | Topics and Well Written Essays - 2250 words

Rap and Hip-Hop Culture - Essay Example The conclusion section summarizes the main ideas of the paper and further confirms that the rap/hip-hop culture tends to contain adolescent themes of autonomy and rebellion. Rap music has particularly been known to make provocative remarks towards women. Rap and hip-hop refers to a cultural movement and genre of music developed in the 1970s in New York. This was mainly among Latino Americans and African Americans. Hip-hop has four major elements namely break-dancing, graffiti writing, and rapping. Other elements are slang, hip-hop fashion and beat-boxing. Since its first emergence in the Bronx in the 1970s, rap/hip-hop culture has spread to many parts of the world. When hip-hop first emerged, its basis was around disc jockeys creating rhythmic beats through looping breaks on two turn tables, and was later followed by rapping. Then there arose particular dress styles and form of dancing among the new music followers. The emergence of rap and hip-hop music in the 1970s came with a lot of fear. This was because many parents and other stakeholders thought that this new rhythms and lyrics would negatively affect the listeners, most of whom were adolescents. This fear was carried on into the 21st century. Many critics of this genre of mu... This fear was carried on into the 21st century. Many critics of this genre of music are of the view that it promotes homicide, drug use, violence, suicide, deviant sexual activity, bigotry and aggression (Ballard and Dodson, 1999, pp 476). This is a significant topic since this issue has sparked a lot of debate among parent groups, censorship supporters, artists, record companies and even the United States federal government. The same issue also crops up in the medical arena, with the American Pediatrics Association expressing fear that rap and hip-hop lyrics threaten the well-being and health of adolescents. According to Mendelson (1989, pp 314-315), the greatest concerns include suicide, accidents, sexually transmitted diseases, drug use and pregnancy. Many physicians perceive the adolescent period as a very difficult period due to the rapid psychological and biological changes occurring during this period. Furthermore, the society expects these young people sound moral values through the way they perceive adult behaviors and standards. A number of physicians use their adolescent patients' music preferences to get a clue to their mental and emotional health. Music that contains explicit lyrics is capable of skewing and misrepresenting the world's realities. Rap and hip-hop music tends to represent adolescent themes of autonomy and rebellion. Rap music has particularly been known to make provocative remarks towards women. Hence the most popular music forms for adolescents must revolve around such themes as sexual imagery and disrespect (Brown and Hendee, 1989, pp 1659-1663). Moreover, many have questioned what effects music lyrics have on stereotyping, aggression, suicidal ideation and mood. According to a study conducted on the

Sports Policy Essay Example for Free

Sports Policy Essay Sports policies and the sports environment are extremely important to promote safe participation on an athlete, by ensuring these factors are optimal, the chance of injury can be avoided, thereby promoting safe participation. The rules or laws that govern an organisation are in place to protect all participants and spectators. Clubs generally have a set of rules and regulations, which often include the club’s constitution In case of injury; the sports organisation must have appropriate first aid facilities and an insurance policy, which covers both the individual and the sports organisation. first aid facilities allow quick treatment of any injuries to promote safe participation. The grounds and facilities must be safe for all players. This effectively reduces the risk of many injuries and provides support for the players in the care of an injury. The grounds must be well lit, such as with good lights, so that competitors have clear vision. The grounds must be clear from obstruction to prevent injury. For example, potholes may cause a player to fall over and fracture their ankle. Filling these potholes will promote safe participation. Some reasons why grounds might be inadequate may be due to financial limitations. Where children are concerned, applying simplified or modified rules will contribute to a more enjoyable safer and satisfactory sporting experience. The emphasis is on fun and promoting participation rather than competition. For example, as children cannot focus for as long and become fatigued more easily, using smaller fields and shorter games will contribute promoting safe participation, similarly providing more breaks limit risk or overheating. An example of a modified sport is Netta Netball. Netta Netball is a modified version of netball, some of the rules that accommodate participation for children include; reduced height in the goal post, 8 feet instead of 10 feet, which makes it easier to shoot goals. Shorter quarters, 410 minute quarters rather than 415 minute quarters which reduce fatigue. More time to pass the ball, 6 seconds rather than 3 seconds, which makes it easier to pass the ball. Sports policy must also enforce or encourage the use of appropriate protective equipment. The playing equipment needs regular checks and must be suitable for the size of the player. For example, a cricket helmet must be free of cracks and a suitable size for the athlete. Protective equipment can often soften blows to reduce the risk or injury. Ill-fitted equipment may cause discomfort for players and this increases the risk of injury. For example supportive and cushioned shoes for runners will reduce the risk of injuries such as shin splints. Mouth guards are frequently used to protect teeth and the jaw in sports such as, boxing, rugby league and hockey or any other sport where there is a possibility of getting hit in the face. The rules and competition structures must also be modified based on the skill level, growth and development. This effectively promotes safe participation as it decreases the risk of injury. Mentally athletes are more positive when playing against people of their own size. There are certain sports such as rugby union, which promote ‘weight for age’ competitions, where players compete under weight categories to promote safe participation associated with size contact. Combat sports such as boxing an judo are also examples where competitors are based on weight category.

Example Answers to Questions on Consumer Behaviour

Example Answers to Questions on Consumer Behaviour -PURCHASE DECISION-MAKING PROCESS- Problem Recognition: The problem recognition is where psychological needs are involved; the intensity or awareness of the problem may vary as the individual realize that the actual state of mind or feeling is not a wanted one, as a consequence, the individual take action to change it by acquisition of a product or service. Information Search: This is the stage when the awareness of the problem is accepted and the self-realization of what kind of purchase could solve the difficulty. Where and how it can be acquired? What information is on reach? At this stage, consumers will search information that will allow them to make a decision. Information Evaluation: The evaluation of the information will be evaluated based on a certain criteria; the consumer will find means to differentiate between them. They may target shops, brands, pricing, promotion or even physical aspect like packaging. Decision: The next step after evaluation is the decision, which may be a natural result of the product assessment. The consumer may have to prioritise the assessment or choice of product/service/solution even further by choosing if the convenience or price is the most significant factor, or one may predominate on the other. Post-Purchase Evaluation: The majority of cases consumers are likely to be some level of after-acquisition analysis in order to reassure them whether the product/service fulfilled previous expectation. -BUYING SITUATIONS- Routine Problem Solving: This is when items that fall into the routine problem solving category in order not to risk by changing to new competitor products. The consumer is satisfied with the same brand and the benefit of changing may just bring an unnecessary effort of information, evaluation and decision. This generally happens with cheap or low-cost products. Limited Problem Solving: Involves more attention and decision -making those routine acquisitions. Goods tend to have an elevate value and last longer. It is more likely to occur when acquiring services. The consumer has the need to acquire the product right from the first time and will like not to risk by trying. Extended problem Solving: The extended problem solving is similar to the limited one but it compromises a more serious purchase, meaning that it is even more severe that the limited one. Goods have a much more value, consequently, a even higher risk for the buyer. It will be motivated to know as much as possible about the product and the decision will be based on coherent, practical and cognisant grounds. -BUYER BEHAVIOUR THEORIES- The buyer behaviour processes and acts on individuals involved in buying and using products or services. The formulation of the marketing strategies that will succeed in implementation depends on the understanding of how people behave when buy and how does the environment is composed. The decision environment are the influences that make people to take a decision, for instance family traditions, reference groups that enhance associate or disassociate behaviours. The consumer buying process consists of 5 steps: Need recognition: This is when an individual recognise the need for the acquisition of a product, in the scenario of the hair care company, the buyer acknowledge the need for the product by different factors as internal or external stimuli, social esteem, etc. Information search: this is when the recognition process is complete; the fallowing step is where to acquire the product (memory, family, advertising, internet) Alternative evaluation: As it is rare to find exactly what people look for there is always an evaluation for alternatives (rational or irrational). Purchase decision and associated risk: It is important that the purchase of a good do not involved a high risk in regard of performance, financial, physical, social and egocentrically. Post purchase evaluation: The final stage of the consumer buying process with the overall performance in contrast to the expectation prior the acquisition. The key factors that influence marketing activities in buying satiations are the cultural, social, personal and psychological factors. -FACTORS INFLUENCING CONSUMER BEHAVIOUR- Cultural: Language, religion, education, values and attitudes, etc. Social: Primary groups, secondary groups, inspirational groups and dissociative groups. Personal: as age, occupation, economic class, life style. Psychological: Motivation and the greatness of the need. All this information is used to develop a clear picture and valid associations of how people take the decision to acquire a product, along with specifications of a valid target process, which will then be applied by the organization. Types of Buying Behaviour: Level of involvement is an individuals intensity of interest in a product and the importance he or she places on a product. Consumers go through a problem-solving process. The 4 types of Problem-Solving are: Routine Response: buying that requires very little search and decision effort; it is used for products that are low priced and bought frequently. Examples include soft drinks, snack foods, milk, etc. Limited Decision: Buyers use when they purchase products occasionally or need information about unfamiliar brands in a familiar product category; it requires a moderate amount of time for information gathering and deliberation. Examples include Clothes, know product class but not the brand. Extensive Decision: employed when unfamiliar, expensive, or infrequently bought products (such as homes, automobiles and furniture) are purchased; buyers used many criteria to evaluate brands and spend more time searching for information and deciding on the purchase. Impulse Buying: unplanned buying behavior involving powerful urge to buying something immediately. A lot of impulse decisions are made at the checkout area and can be on items such as candy, sodas, batteries, film, etc. Situational influences in the buying decision process: Situational Influences: Elements that influence the buyer to change his mind. Situational Processes: Physical surroundings Social surroundings Time perspective Research purchase Momentary mood and conditions Psychological Influence in the buying decision process: Psychological Influences (factors that determine behaviour) Selective Exposure: Select one important factor while ignoring another (go to Libya because is cheap and worm ignoring hostile environment) Selective Distortion: Twisting information with personal feelings or beliefs (pay  £700 when just can afford  £550) Selective Retention: Thrusting beliefs and feelings in regard of a product/service that actually are where never associated. Perceptual organization: This is based on organizing and integrating new information with what is already stored in the consumers memory. (Marketing Æ’Â ¨Ã¢â€š ¬Ã‚  Consumer Focus Æ’Â ¨Ã¢â€š ¬Ã‚  Product made for the consumer needs) (Sales Æ’Â ¨ Product Focus Æ’Â ¨Ã¢â€š ¬Ã‚  Consumer buy a product that may do not suit the consumer) Interpretation: The interpretation of the consumer on an untried product/service (how the consumer see it). Main reasons why a marketer fails while delivering a message to the consumer are: Consumers block out sellers info. Consumers interpret sellers information differently than intended. Consumer discomfort info the conflicts with cultural issues. -EXTERNAL INTERNAL FACTORS THAT AFFECTS THE BUYER BEHAVIOUR PROCESS- Environmental influences: The decision making process is always connected to the environment in which the product and the buyer are. These influences are the fallowing ones. Sociocultural influences: Influences from current trends as a whole and the various social groups they belong in order to enhance status. Technological Influences: It affects many aspects of the decision-making by product development and innovation. Economic and competitive influences: Price, value for money and conscious assessment of the need to acquire are prevalent influences. Political and legal influences: Legislations, regulations, consumer rights and advertising also effect the overall decision-making process. Psychological influences (The individual): The psychological influences are these aspects that affects an individual perception while executing a conscious or subconscious decision-making process. Personality: Very extensive area of study consist on features, behaviours and experiences of the consumers. Perception: It indicates the way in which people interpret, analyse and make sense of present and upcoming situation while being affected by personality, experience and mood. Learning: The process by consumers of understanding and retaining info from a product. Motivation: Is based on Maslows hierarchy of needs (Physiological, Safety, Love, Esteem, Self-actualisation). Attitudes: Is a perspective that an individual takes on a certain subject (Cognitive, Affective, Conative). Sociocultural Influences (The Group): Social groups will inevitably affect purchasing decision were the individual are member of, as individuals are influenced by social and cultural factor from their location of provenience. Social class: Is a form of social grouping for identification of masses. Culture and Subculture: It refers to the personality of the society where consumers live in (Art, Language, Literature, Music and Products which are consumed by society). Reference Groups: these are groups where an individual belongs or aspire to belong (professional bodies, social societies, lifestyle groups) Family: It is the key influence of the buyer behaviour of the individuals. -RELATION BETWEEN BRAND LOYALTY, CORPORATE IMAGE AND REPEAT PURCHASE Brand loyalty this happens when a consumer is predisposed to acquire the same brand of goods/services constantly over a certain period of time instead of varying among manufacturers of the same product/service. Perhaps brand loyalty can be measured by the consistence or volume of acquisitions of the same brand within the same category. Corporate image is a conceptual mental image developed by corporate advertising techniques to highlight their image so it can boost desirability to consumers, suppliers, employers and stakeholders. Companies develop a corporate image in order to enhance psychological perception, reputation and corporate culture. A positive corporate image can augment consumer adoption and develop further brand loyalty. Repeat purchase is the action made by buyers while repurchasing a previously purchased product. Repeat purchase is a pattern used in order to calculate the consistency of loyalty to a brand. The relationship between these three factors is enormous as they aimed the same result. The difference is that all make part of the same scope but in different stages. For instance when a company invest on the development of a positive corporate image, consumers will then mature a positive psychological perception over a period of time (depending the intensity and technique used). These perceptions will impulse consumers to try, and consequently, to adopt the product as preferable acquisition among all other similar brand products. When consumers make a repeat purchase of the same brand, the company is then able to assume a certain degree of brand loyalty.