Development of Piano essays

Development of Piano essays The piano is the most popular instrument. It is not too much to say that more people know how to play the piano than any other instrument. The history of making the piano and piano technique has had a lot of development since the 18th century. There were many forms of piano system and techniques in earlier times. A lot of attempts and efforts since then have created a well-done and popular instrument, which is the modern piano. The piano is an instrument which makes sound with vibrations. The hammers in the piano strike the strings, and then the vibration of the strings is transmitted to a soundboard. Even though the sounding system of early and modern piano is pretty similar, there are some differences between of them. Modern hammers are covered with felt, but early hammers were covered with leather. The modern piano has a cast-iron frame capable of withstanding the tremendous tension of the strings which makes a louder sound than earlier ones. On the other hand, early piano had wood frames and could only lightly string. These are only examples of differences between past and present pianos. In fact, there are many differences between the two kinds of instrument. The first piano was invented by Bartolomeo Cristofori. He conceived Gravecembalo col piano e forte, which is a harpsichord which can produce soft and loud sounds, in 1709. In the mid-18th century, the piano had become widely popular. Also, the composers who wrote for the piano such as Wolfgang Amadeous Mozart and Muzio Clementi, were in an important position because the development of a specialized piano style of playing and composing helped make the piano popular. Around 1860, the square piano was replaced by upright piano which was made with the design of upright harpsichords with the strings rising from keyboard level. Actually, the upright piano was very tall, but it was made shorter and more suitable for small rooms by Hawkins later. ...

Chemical Energy - Glossary Definition

Chemical Energy - Glossary Definition Chemical energy is the energy contained in the internal structure of an atom or molecule. It is a measure of a substances capacity to transform into another substance via a chemical reaction. This energy could be in the electronic structure of a single atom or in the bonds between atoms in a molecule. Chemical energy is converted into other forms of energy by chemical reactions. Examples of substances that contain chemical energy include: WoodFoodGasolineBatteries Chemical energy is released or absorbed as chemical bonds are broken and reform. It is a misconception that a substance always releases more energy than it absorbs! Chemical energy is calculated as the difference between the energy of the products and reactants. This may be measured using a calorimeter or calculated based on the bond energies of the chemical bonds. Reference Schmidt-Rohr, K (2015). Why Combustions Are Always Exothermic, Yielding About 418 kJ per Mole of O2.  J. Chem. Educ.  92: 2094–2099.

Analysis of Information Asymmetry Literature review

Analysis of Information Asymmetry - Literature review Example Owners of the corporations called shareholders, therefore, remain separate from the active management of the organization and managers manage the organization as custodian of the shareholders. However, this creates an issue of agency wherein though managers act as the agents of shareholders, they pursue their own interests. (Sau,2003) The actions of managers, therefore, are assumed to be in direct conflict with the interests of the shareholders. One of the key reasons for this conflict of interest is the availability of and access to information. Since managers are actively involved in the management of any firm, therefore, they possess relatively superior information as compared to outsiders. This, however, can also create corporate failures as shareholders may not be fully aware of the actions of the managers. One way through which both financial and non-financial disclosures can be improved is the effective regulations to make things more transparent. ( Baek, Kim, & Kim, 2008) Inf ormation asymmetry As discussed above, information asymmetry arises when one party to the transaction has superior or more information as compared to other parties to the transaction.  Ã‚   In adverse selection models, it is assumed that one party lacks the understanding and information about a transaction whereas, in moral hazards model, the ignorant party lacks the information about the performance of a transaction. (Chen, Berger, & Li, 2006). Moral Hazards and Agency Problems Information asymmetry becomes important within organizational context due to the agent-principal relationship between the shareholders and managers of the firm. One of the key reasons as to why moral hazards can arise is based upon the notion that if all the actions of employees are not monitored, there are chances that moral hazards may arise. This peculiar situation, therefore, outlines that shareholders may inherently be in a disadvantageous position because of their inability to monitor the actions of managers in an effective and comprehensive manner. (Heath, and Norman, 2004)  Ã‚  

DFQ Term Paper Example | Topics and Well Written Essays - 750 words

DFQ - Term Paper Example differential equation and its significant contribution to the cooling of temperatures, which is one particular area of interest as far as the subject of real life situations, is concerned. Additionally, it is imperative to note that the first order differential equation that will be applied in determining the rate, timing and quantity of temperature cooling is an ordinary differential equation of first order. A first order differential equation conforms to the linearity of ordinary differential equations since the derivative part of the equation exists in the first degree (Abell & Braselton, 2004). As a result, the general representation of a first order differential equation of linear type can be represented by the following formula, Where dy/dx is the derivative part, P and Q are referred to as continuous functions of the variable x. in addition, X and y represents variables that are subject to manipulation. The above-mentioned formulation is the standard form of a first order linear differential equation, thus, the derivative solutions of such equation, first takes into consideration the re-writing of any equation in standard format before working on it in terms of derivation (Abell & Braselton, 2004). Moreover, if a differential equation contains coefficients preceding the derivative part, it is recommended that the coefficients be divided throughout the equation to ensure uniformity. When the derivative is preceded by a constant or any other variable they must be divided through the whole equation to obtain the standard form of the ordinary differential equation (Abell & Braselton, 2004). The analytical solution represents the general solution of the equations and it is imperative to note that it contains arbitrary constants, which can only be calculated, if there is the presence of initial value problems (Abell & Braselton, 2004). Therefore, the solution can be given by the following set of equations The numerical solution of a first order differential

Eriksons Timeline Essay Example for Free

Eriksons Timeline Essay According to Erikson, there are eight stages of life. They are infancy, early childhood, childhood (play age), childhood (school age), adolescents and young adulthood. I just turned 34 this month and I know psychologically that I am in the adulthood portion of my life. Over the years I have caught myself asking questions like; who am I? And how do I fit myself into society? I would say over 10 years ago I began the sixth stage of my life, intimacy versus isolation. When I finished high school I thought I found that special person until I noticed that we became different people. I wanted more out of someone to be able to date and be able to fall in love with the right person. The relationship between the two stages is complex and many people define themselves through intimate relationships with others; and other proper sequence of the stages can be reversed in many people. Woman in the society traditionally exemplified a merging of intimacy and identify issues such as woman identify being defined by her intimate relationships. Sometimes it can be hard to separate the differences between the development of intimate relationships and adult itself. Erikson believes that a person is unable to be truly intimate with others until he or she has made progress with addressing their own identity. Marcia’s, the researcher for identity status, developed a similar idea with addressing their own identity. Macias also developed an idea designed to determine the quality of intimacy in a persons life. A person answered several questions about dating, friendship, and interpersonal he or she commitments may be classified into four categories; Intimate-works at developing mutual personal relationships, has several close friends, involved in a committed love relationship, and is able to express both affectionate and angry feelings in the relationship. Pre-intimate- is a person who has dated but is involved in a committed love relationship, is aware of the possibilities of relating intimately with others, and feels conflicted about commitment and love relationships. Stereotyped- constricted and immature person who has not gone beyond superficial dating relationships, has several friends but they lack significant depth, and he/she dates regularly but does not get involved. Isolated- lacks endurance personal relationships, rarely dates and the person tend to be anxious and immature lacking assertiveness and social skills. If I were to do a test on myself I would say that I am a very mature person who knows what she wants in life because when I am with a person I am very committed and try my hardest to make things work. I would never cheat or do anything to hurt the person that I am with. I dont have any problems expressing my feelings to my partner. I have a friend who refuses to be in a relationship. I feel that she still has a lot of growing up to do and she enjoys playing with other peoples feelings. These people don’t know what love is yet and might not ever open that page for someone else. As for me I know what love is and what it takes to have a good solid relationship. References: McAdams, (2006) The person: A new introduction to personality psychology (4th ed.) Hoboken NJ: John Wiley Sons.

Romeo and Juliet - A Great Love Story? :: Shakespeare, Romeo and Juliet

Romeo and Juliet has been known as the best love story to hit the face of the earth. It is the most known and most talked about Shakespeare play and has become the ultimate classic love story. But is it even all that great? No, I do not think Romeo and Juliet is all that great of a love story. I think that the public who were exposed to the play at the time, which was around the 1600's, had not seen too many other tragic love stories, so they of course loved it. Everybody loves new and original things. So I think that Romeo and Juliet was just a big "fad" of that time. Everybody went all bazerk about the play and it just carried on. Pretty soon, all the grand children and great grandchildren (of the people who first saw the play) were told about how great of a love story Romeo and Juliet was. And it was all ready instilled in the publics mind that this was a great play even before they saw or read it. And the same has happened in our time. When somebody talks about Romeo and Juliet, everybody immediately thinks that it is the greatest book and that it is the best love story. But I do not think so. Over the past years, many love stories (movies) have came out that I think are better love stories than Romeo and Juliet. If these stories would have came out 400 years ago, then they would probably be just as well known and publicized as Romeo and juliet is today. Also, I do not like the play because it does not correspond well with current times and current ways of love and culture. That may be the reason so many people like it, because it is a classic, but it is one of the reasons why I do not. There are also some parts of the play that I do not like, Such as the idea of pretending to be dead, and being put in a coffin. There is no possible way a person can pretend to be dead. You still have to breathe, and the people that are crying over you would have to have noticed you breathing.

Positive Case for Compatibilism and the Free Will Problem

The concept of free will has been a point of contention for philosophers for several decades. One of the reasons for these diverging viewpoints is the debate on how exactly to define the word free. It would be misleading to attribute any one exclusive idea to the concept.However it is agreed neutrally that it is an exercise of an individual’s behavior in order for him to take moral responsibility for his actions. A person who takes on his moral responsibility is one who can chose to make decisions that are morally right or wrong. Thus, the blame or reward for the outcome of the decision falls squarely on his shoulders. It is understood that free will is an essential component of these decisions.Conceptually it can be understood how the pre-determined nature of the universe can casually affect our decisions to such a point where free will is no longer applicable. However the theory of compatibilism states that free will and determinism are not mutually exclusive. That they can exist together without conflict, that an individual can exercise free will when faced with pre-determined factors. This topic will analyze, synthesize and evaluate arguments related to the problems associated with the concept of free will and how compatibilism offers a solution to these problems (McKenna, 2004).In order to understand how compatibilism acts as a solution to the free will problem it is first important to understand that there are several concepts used attributed to free will. When these concepts are conjoined to others they invariably create several contradictions. In order to avoid these problems it is important to consider the classic formulation of free will which informs us of then several key factors associated with it. The first is that the individual has a choice to act in more than one way in a situation.However any action taken by an individual qualifies as an event with various causes that effect the individual’s decision. Thus, the cause is casually determined and the individual cannot act in any way other than what is pre-determined by these factors. It should be noted that the existence of free will is tantamount upon the fact that the individual has no extraneous source compelling him to act. Rather all his decisions making is contingent upon his own compulsion to follow his decisions in the face of alternate possibilities. It is only in such a case that freedom to assume moral responsibility exists (McKenna, 2004).John Martin Fincher is a philosopher who is responsible for refining the viewpoint that suggested that decisions which constitute the free will of an individual can be affected by a number of reasons. This proves why certain people can have different reactions to the same situation and rules out those individuals who have compulsive or neurotic behavior.The refined viewpoint by Martin Fincher is known as the reasons-responsiveness theory which states that even though there are considerations which may affect the d ecisions of an individual. The decision made it can still be considered to be an individual free will since the choice made is rationally based according to the factors affecting the individual (McKenna, 2004).Another concept attributed to Compatibilism is P.F Strawson’s concept of moral responsibility. This is similar to Hume’s concept and says that the practice of holding an individual morally responsible for his or her own actions is formed on the basis of both emotional and societal structures. He said that the existence of these critical responses is part of human nature defined by our basic emotional natures and cannot be abandoned, thus the fact that determinism affects our moral responsibility does not hold ground.However in certain cases an individual can choose to give up their moral judgments in favor of rationalizing the individuals actions can exist as well but only in the cases where the actions gains favors or losses to human life (Kane, 2002 p. 516-521) .There are of course objections to the theories of compatibilism. One of the principle arguments for incompatibilism comes from Carl Ginet. The argument given by him states that the power of an individual to affect change does not extend to factors such as those of nature that are by their very nature unchangeable.And if a certain fact affects a person directly and the consequences of that fact exist than the person will be affected by the consequences of that fact as well. Thus in the face of these facts determinism becomes true and since no one can change the facts that cause the situation, no one can affect the future (McKenna, 2004).

Feeding Program Report Essay

CAT’s Feeding Program provides a healthy, fresh and nutritious meal to the kids who were in hunger or else to the areas wherein we can see that the people cannot really accommodate their meals clearly. This program also desires to give free meals to those children who where in the particular place that we are destined to go to. Feeding is a tool, which today effectively enables hundreds of millions of poor children worldwide to be sustained to their meals—in developed and developing countries alike. This paper describes the benefits of CAT feeding and how this well-proven tool can be scaled up and specifically targeted to address some of the key constraints to universal primary health completion. One of the advantages of CAT feeding is that, in addition to enabling health status, it has positive direct and indirect benefits relating to a number of other development goals (namely for gender equity, poverty and hunger reduction, partnerships and cooperation, care and prevention, and improvements in health and other social indicators). Some of those implications are discussed herein as well. Even in the most-developed nations, there are hungry children who can be helped by school meals. Through this program, we can help the poor people to at least give them meals so that their hunger will be removed. We, the CAT officers, are the ones who personally made and planned the meals to be cooked. We prepared the meals carefully and cook the meals deliciously so that it would be worth for the children who were eating the meals. We can assure to the children that were eating the meals that we had prepared were all clean and healthy since in has the nutritious ingredients like carrots and sweet potato. We also add some seasonings to the meal so that it would be more delicious and that the children would be very happy to the meal that they were eating. The program tries to close the people’s hunger gap by bringing food to children across the street. Run by the school that funded primarily by the CAT officers, the program offers a safe location for children to eat meals and get free food to take home to their families. At least, in our own simple ways we could help to close the people’s hunger. And through this simple way of helping them closing their hunger, we could also give them nutrition. The objectives of the program are to value the health of every people in the community, to have cooperation while giving foods to others, and to discipline the child’s behavior. And through this program, the children learned how to give, they learned through cooperation and the target objectives were happened. Content/Body On the day of the Feeding Program, it was an exciting day for me since it was my first time to experience that one. Our assembly place was our school and our assembly time was 6:30-7:00 am and I came up late at the school because of the fact that when I came up there, they were only few of them who were there. So, when I came there, there was them and after a few minutes I began to help them. I help them repacking the juice; I also help them chopping the ingredients into small dices. After doing all those preparations, we began cooking. Our teacher divided into three different groups that’s why I am sure it will be easy for the meal to be cooked. We also have three large pots where we can cook the meal. Our group leader was Sinclair F. Seno, I know that he really knows how to cook and besides, he is a skillful person whom I trust on. I trust him that he could make our meal so delicious and he really does. Through his experiences in cooking and on his determination to finish cooking, he made it very fine. And then the other group’s meals were also already cooked. Afterwards, we were preparing so that we can now go to our designated area. The area we will distribute the meals that we had prepared. Then we went to the chapel of their place and tell all the residents that we will be giving out free food and meals. So, we have been working out and then the residents began going out and went to us to ask for food and we also gave them. We also gave them juice so that they will not choke the food that they eat. From the start, the residents were too little and it seems that the food that we had prepared were too much for the people that we are giving food. But when we had announced from each of their homes that we are giving food for free, they were immediately going our from their houses and went to us for food. We were so very happy because it is relieving to the heart that you can help to stop the people’s hunger just in a very simple way. This program is also a way in helping them out of the state of hunger. We also take some videos and pictures for our documentary and also as a remembrance for having this first activity of our CAT. After giving free foods for them, we also immediately clean up the area that we had used and go back again to our school. We wash all those large pots and other things that we had use for cooking. After cleaning those things, we had our picture taking. Together all of us, we had worked out for this event to be successful I enjoy this event and really had fun. Observation I had observed from our program that handling this kind of program is not that easy because you need to have the cooperation between the officials from the place and also from the administration from the office of the school and without their cooperation, the program would be nothing. Also I had observed that without the cooperation of the officers, it wouldn’t be a big success to this program. I had seen that all of us were working together for us to finish this kind of job for the day. We work hard together for us to make this program very successful. This program is also with the residents who support our program. Who were there to ask for food and support what we were doing. This kind of program is not really easy. It really needs time to plan and enough budgets so that the needs would be completed. This program needs to be planned carefully so that the result would be very nice and that the program would be very successful. Recommendation This kind of program should be improved. This program must be in a proper way of having a program. Maybe this should have a list of program so that we can also entertain the children who were there. We can also have games for the children so that they would not only enjoy the food that they eat but also they will be happy and because of the games that will be prepared for them. We can also give them toys (used or donated) so that they would delight the things that will be given to them. We can also perform some intermission numbers for them to be entertained. At least through this simple ways, we could bring joy to their lives and make them happy for this time. This kind of program would be very interesting because it can really help a lot for the children. Conclusion In the current years, the population of the world is getting bigger and bigger and we are not really sure if they can still accommodate their needs and if they can still feed themselves. That is why we have this program to help the people’s hunger to be removed. Giving also nutritious foods to the children could be the best way for them to be provided with adequate nutrition. And also through the food that they eat, it could also energize their day. Therefore, I conclude that this program is for the benefit of the people who are in the state of poverty and hunger.

greek philosophy essays

greek philosophy essays Before the 6th century, scientific theories were mostly based on gods, and not fact, but this came to an end when early Greek scientists started to research science. This new era of science started with Democritus who stated that all things are made of atoms. Then it moved to Parmenides who stated that nothing changes in the universe, which has later been proven wrong by Heraclites who stated that everything is moving. Then there was the group of professors, called the sophists, who concluded that it is pointless to search for absolute truth in nature or morals. And for the most part was capped off with Socrates who stated that the unexamined life is not worth living (Gunner 29). Democritus was the man who started it all by stating that all things are made up of atoms. Now this theory was not all created by Democritus. He just expanded the theory of Leucippus. They account said Democritus for everything that has been or ever will be (Gunner 27). This was a huge break through for all of science. Nothing like this had ever been thought of, and now Democritus has this theory about everything in the universe being made up of these little tiny things called atoms. The only problem with his theory is that he also stated that the atom couldnt be broken, that it was the smallest possible thing in the universe, which was proved wrong later down the line. The next scientist to come along was Parmenides. He came to the conclusion that everything in the universe is eternal and unchanging. His theory was that Change required motion, he reasoned, and motion required empty space. But empty space equals nonexistence, which by definition does not exist (Gunner 28). He admitted that things do appear to be moving, but that is just an illusion of the senses, and was contradicted by logic, and logic was the most reliable truth. Now even though what Parmenides said did help move a...

Profile of Women in the United States in 2000

Profile of Women in the United States in 2000 In March 2001, the U.S. Census Bureau observed Womens History Month by releasing a detailed set of statistics on women in the United States. The data came from the 2000 Decennial Census, the Current Population Survey of the year 2000, and the year 2000 Statistical Abstract of the United States. Education Equality 84% The percentage of women age 25 and over with a high school diploma or more, which equals the percentage for men. The college degree attainment gap between the sexes had not closed completely, but it was closing. In 2000, 24% of women age 25 and over had a bachelors degree or higher, compared with 28% of men. 30% The percentage of young women, ages 25 to 29, who had completed college as of 2000, which exceeded the 28% of their male counterparts who had done so. Young women also had higher high school completion rates than young men: 89% versus 87%. 56% The proportion of all college students in 1998 who were women. By2015, the U.S. Department of Education reported that more women than men were completing college. 57% The proportion of masters degrees awarded to women in 1997. Women also represented 56% of the people awarded bachelors degrees, 44% of the law degrees, 41% of the medical degrees and 41% of the doctorates. 49% The percentage of bachelors degrees awarded in business and management in 1997 that went to women. Women also received 54% of the biological and life sciences degrees. But Income Inequality Remains   In 1998, the median yearly earnings of women 25 years and over who worked fulltime, year-round was $26,711, or just 73% of the $36,679 earned by their male counterparts. While both men and women with college degrees realize higher lifetime earnings,   men working fulltime, year-round consistently earned more than comparable women in each of the education levels: The median earnings of women with a high school diploma were $21,963, compared with $30,868 for their male counterparts.The median earnings of women with a bachelor’s degree were $35,408, compared with $49,982 for their male counterparts.The median earnings of women with a professional degree was $55,460, compared with $90,653 for their male counterparts. Earnings, Income, and Poverty $26,324 The 1999 median earnings of women working full-time, year-round. In March 2015, the U.S. Government Accountability Office reported that while the gap was closing, women still made less than men doing similar work. 4.9% The increase between 1998 and 1999 in the median income of family households maintained by women with no spouse present ($24,932 to $26,164). 27.8% The record-low poverty rate in 1999 for families made up of a female householder with no husband present. Jobs 61% The percentage of women age 16 and over in the civilian labor force in March 2000. The percentage for men was 74%. 57% The percentage of the 70 million women age 15 and over who worked at some point in 1999 that were full-time year-round workers. 72% The percentage of women age 16 and over in 2000 who worked in one of four occupational groups: administrative support, including clerical (24%); professional specialty (18%); service workers, except private household (16%); and executive, administrative and managerial (14%). Population Distribution 106.7 million The estimated number of women age 18 and over living in the United States as of Nov. 1, 2000. The number of men 18 and over was 98.9 million. Women outnumbered men in every age group, from ages 25 and over and up. There were 141.1 million females of all ages. 80 years The projected life expectancy for women in 2000, which was higher than the life expectancy for men (74 years.). Motherhood 59% The record-high percentage of women with infants under the age of 1 in 1998 who were in the labor force, almost double the 31% rate of 1976. This compares with 73% of mothers ages 15 to 44 in the labor force that same year who did not have infants. 51% The 1998 percentage of married-couple families with children in which both spouses worked. This is the first time since the Census Bureau started recording fertility information that these families were the majority of all married-couple families. The rate in 1976 was 33%. 1.9 The average number of children women 40 to 44 years old in 1998 had by the end of their childbearing years. This contrasts sharply with women in 1976, who averaged 3.1 births. 19% The proportion of all women ages 40 to 44 who were childless in 1998, up from 10 percent in 1976. During the same time, those with four or more children declined from 36 percent to 10 percent. Marriage and Family 51% The percentage of women 15 years old and over in 2000 who were married and living with their spouse. Of the rest, 25 percent had never married, 10%t were divorced, 2% were separated and 10 percent were widowed. 25.0 years The median age at first marriage for women in 1998, more than four years older than the 20.8 years just a generation ago (1970). 22% The proportion in 1998 of 30- to 34-year-old women who had never married triple the rate in 1970 (6 percent). Similarly, the proportion of never-married women increased from 5 percent to 14 percent for 35-to-39-year-olds over the period. 15.3 million The number of women living alone in 1998, double the number in 1970 7.3 million.The percentage of women who lived alone rose for almost every age group. The exception was those aged 65 to 74, where the percentage was statistically unchanged. 9.8 million The number of single mothers in 1998, an increase of 6.4 million since 1970. 30.2 million The number of households in 1998 about 3 in 10 maintained by women with no husband present. In 1970, there were 13.4 million such households, about 2 in 10. Sports and Recreation 135,000 The number of women taking part in National Collegiate Athletic Association (NCAA)-sanctioned sports during the 1997-98 school year; women constituted 4 in 10 participants in NCAA-sanctioned sports. The 7,859 NCAA-sanctioned womens teams exceeded the number of mens teams. Soccer had the most female athletes; basketball, the most womens teams. 2.7 million The number of girls taking part in high school athletic programs during the 1998-99 school year triple the number in 1972-73. Participation levels by boys remained about the same during this time frame, about 3.8 million in 1998-99. Computer Use 70% The percentage of women with access to a computer at home in 1997 who used it; the rate for men was 72%. The home computer-use gender gap between men and women has shrunk considerably since 1984 when mens home computer use was 20 percentage points higher than that of women. 57% The percentage of women who used a computer on the job in 1997, 13 percentage points higher than the percentage of men who did so. Voting 46% Among citizens, the percentage of women who voted in the 1998 mid-term congressional elections; that was better than the 45% of men who cast their ballots. This continued a trend that had started in 1986. The preceding facts came from the 2000 Current Population Survey, population estimates, and the 2000 Statistical Abstract of the United States. The data are subject to sampling variability and other sources of error.

How Brands Win by Listening Assignment Example | Topics and Well Written Essays - 250 words

How Brands Win by Listening - Assignment Example The customers are well informed, and most of them are on the social media. Using the social media to sell the brand will not only upturn the company’s sales but will also enable the company to identify areas that need improvements. In this regards, the power of listening through social media stands out to be one of the effective marketing strategies in the 21st Century. How do marketing managers engage with the consumers and how brands can capitalize on the power of listening are important factors that every business should focus on as stated by Jeff. The power of social marketing on improving the brand is not just a theoretical aspect or rather a practical one. Jeff Bodzewsk gave several examples to highlight this point. However, the example of Nissan stands out to be a great example on the importance social marketing. Nissan had not been getting the best reviews on the social media regarding their brands. Their reaction was quite splendid. They took this positively, and they listened to consumers’ opinions and integrated them into improving their brand. The fact that they did that through social media is the outstanding fact. Since this presentation was released in 2010, several companies have engaged in a â€Å"listening strategy†. For example, Samsung has improved its brands tremendously by launching different kinds of brands of its smartphones. The power of social marketing has played a vital role in this process. That is; Samsung uses social media to determine tastes and preferences of its customers. Thereafter, it produces brands that satisfy those taste and preferences. Jeff Bodzewsk’s advice on the power of listening is an important business aspect that every business entity should implement. Companies such as General Motors Ltd should implement this strategy. This is because General Motors has not been active on social media. It is not enough to just start the conversation, but a firm should go