Mental Retardation Essay -- Papers

Mental Retardation Mental retardation is defined as, an individual with limitations in cognitive ability and adaptive behaviors that interfere with learning. Individuals with mental retardation learn at a slower pace, have low IQs, and may reach a level where learning stops. There are no exact causes for mental retardation but some things are associated with the disability. Prenatal development problems, childbirth difficulties, and a childhood brain injury can all lead to mental retardation. An individual with mental retardation might have problems in learning and social skills. Learning problems can include: difficulty making decisions, short attention spans, and limited strategies for dealing with changes. Problems they face with social skills are being to friendly, difficulty labeling emotions, and being wary of new places. Despite the setbacks and individual with mental retardation can receive an education and lead a productive role in society. "I Am Sam" is about a mentally retarded man named Sam (Sean Penn). In...

Biography of Carl Jung

Carl Jung is known to be one of the most famous psychological theorists of twentieth century. For sixty years, he developed him self with a singularity of purpose to analyzing the far flung and deep lying process of human personality. An exceptional and prominent approach of Jung in the field of psychology highlighted understanding the psyche through exploring the worlds of dreams, art, mythology, world religion and philosophy. The present paper focuses on Carl Jung’s biography and his major involvement in the area of psychology and art.Jung, Carl Gustav, Swiss psychiatrist, initiator of analytical psychology, was born in Kesswil, Switzerland on 26 July 1875. Jung was the only son of the village pastor, the Reverend Paul Achilles Jung, and Emilie Jung, nee Preiswerk. His grandfather, Carl Gustav Jung (1794–1864), after whom he was christened, was a much-respected physician, who became Rector of Basel University and Grand Master of the Swiss Lodge of Freemasons. He was s upposed to be the illegitimate son of Goethe. Though he bore a strong physical resemblance to the great poet, this is probably a legend and not fact.Childhood ritual prepared him for his later insights into the importance of projection in psychology. Jung's adult delight in solitude, his alchemical studies, and his research into the dynamics of psychic transformation were also foreshadowed in an adolescent fantasy (Anthony Stevens, 2001). He discovered philosophy and read widely during his teens, and this, together with the disappointments of his boyhood, led him to renounce the strong family tradition and to study medicine and become a psychiatrist. During his youth time, he studied extensively in philosophy and theology.After attaining his medical degree (1902), he worked in Zurich with Eugen Bleuler in the field of mental illness. At Burgholzli, Jung began, with outstanding success, to apply association tests initiated by earlier researchers. He studied, especially, patients' pec uliar and illogical responses to stimulus words and found that they were caused by emotionally charged clusters of associations withheld from consciousness because of their disagreeable, immoral (to them), and frequently sexual content. He used the now famous term complex to describe such conditions.Jung was mainly interested in parapsychology during his career. He came in contact with Sigmund Freud as a close collaborator and most likely successor between 1907 and 1912, but he had disagreement with Freud over the issue of the sexual basis of neuroses. Jung theory of personality is usually identified as psychoanalytical theory because it emphasizes the unconscious processes. He gave more weight on people’s aim and plans and less to instincts (Morgan, 1981). Jung was listed president of the General Medical Society for Psychotherapy in 1933.This organization had Nazi connections. Jung was severely criticized for his activities with the organization and his writings about racial differences in the magazine Zentralblatt fur Psychotherapie. Jung died on June 6, 1961. The most distinctive and prominent feature of Jung view of human is that human behavior is conditioned not only by individual and racial history but also by aims and aspiration. Both the past as actually and future as potentially guides one’s present behavior. Jung theory emphasizes the social and phylogenetic foundation of personality.He explained that the foundations of personality are archaic, premature, innate, unconscious and probably universal. Jung emphasized the racial origin of personality. According to him, an individual personality is a resultant of inner forces acting upon and being acted upon by outer forces. The total personality or psyche consists of differentiated but interacting system. The principal feature of his theory of personality is ego, the personal unconscious and its complexes, the collective consciousness and its archetypes, the persona, the anima and animus an d the shadow.He explained ego is the conscious mind. It is made up of conscious perception, memories, thoughts and feeling. The ego is responsible for one’s feeling of identity. The personal unconscious is a region adjoining to ego. It consists of experiences that were one’s conscious but which have been repressed, suppressed, forgotten or ignored. A complex is an organized group of feeling, thoughts, perceptions and memories that exists in personal unconscious. Jung described the complexes may behave like an autonomous personality that has a mental life (Hall and Lindzey, 1978).The concept, for which Jung is best known, is the collective unconscious. It has had a profound influence not only on psychology but also on philosophy and the arts. The collective consciousness is the storehouse of unconscious archetypes (primordial images), concept that represents the primitive and ancestral experiences of human race. One acquires these unconscious images automatically as a p art of one’s genetic heritage. An archetype is a universal thought form that contains large elements of emotions.This thought form creates images or vision that corresponds to normal waking life to some aspect of conscious situation. Examples of archetypes are God, rebirth, the wise old man and the devil. In the collective unconscious, one finds the sources of myth and memory of universal realities such as mothers and fathers, the sun and storms, masculinity and femininity (Morgan; 1981). The concept of collective unconscious is of the most original and controversial feature of Jung personality theory. It is most powerful and influential system of psyche and in pathological cases over shadow, the ego, and the personal unconscious.Another principal feature of Jung‘s theory of personality is persona. It is mask adopted by the person in response to the demands of social convention and tradition and to his or her own archetype needs. If the ego identifies with persona, as i t frequently does, the individual become more conscious of the part that he is playing (Hall and Lindzey; 1978). Jung intends synchronistic occurrences are neither provable nor disprovable in the hard, rigorous sense we traditionally associate with the natural sciences, and with mathematics.Jung's notion of synchronicity is associated inextricably with his notion of archetypes, those elusive, quasi- instinctual entities which Jung employs to explain just about everything that has to do with the dynamics of human psychology. So-called archetypes are the genetically based tendencies which steer or govern our behavior at the unconscious level, including the psychosomatic level, and which characteristically express themselves in powerful, timeless images usually connected to myths, religious rituals, and magic: the gods of antiquity, the pentagram, the mandala, the cross, the philosopher's stone (M. D. Faber, 1998).In addition to a balance of conscious and unconscious forces, Jung empha sized other balances in one’s nature. Some modes of experiencing and dealing with the world may be prominent in one’s conscious personality, while opposite modes may dominate the unconscious side. He theorized that human is essentially a bisexual animal on the psychological level. Sexuality is the basic driving urge for people was denied by Jung. Jung ascribed the feminine side of man’s personality (anima) and masculine side of women’s personality to archetypes (animus). These archetypes are product of the racial experiences of man with women and women with man.In the view if Jung, shadow archetype consists of the animal instincts that humans invented in their evolution from their lower forms of life. Shadow is responsible for our conception of original sin. When it is projected outwards, it becomes devil or energy. Jung pioneered the notion of individuation. The process of individuating consists of a series of metamorphoses such as birth/infancy, puberty , adulthood, and midlife. If one can individuate at midlife, the ego is no longer at the center and the individual makes some sort of peace with her/his mortality (Ellenberger, 1970).Before the self can emerge, it is necessary for the various components of the personality to become fully developed. Jung formulated the concept of introversion and extroversion that is turning inward toward contemplation or outward toward others (Morgan; 1981). Jung assumes that personality contains polar tendencies that may come into conflict with one another. He believes that the psychological theory of personality must be formed on the principal of opposition or conflict because the tension created by conflicting element is the essence of life itself. Without tension there would be no energy and consequently no personality.All the creative art psychotherapies have their roots to C. G. Jung's early work on active imagination. Jung learned to develop an ongoing affiliation with his lively creative spi rit through the power of imagination and fantasies. He phrased this therapeutic method â€Å"active imagination. † Jung started many expressive techniques to â€Å"dream the dream onward. † Active imagination practice developed by Jung cheers patients to create fantasies, paint pictures, sculpt forms in clay, write poems and stories, dance or move the body expressively, and construct scenes in sand trays in order to foster a relationship with the unconscious.Many of these forms of creative expression have engendered particular therapeutic practices such as art therapy, movement therapy, drama therapy and role-playing. Jung's view of literature was undecided. He had a particular concern in trivial literature. Jung found a personification of the anima in H. Rider Haggard's novel She. Jung was fascinated in the mythic and archaic elements in literature. His Symbols of Transformation (1912) contains a lengthy discussion of Longfellow's Hiawatha, which is regarded as a poet ic compilation of mythical motifs.The old Chinese text, The Secret of the Golded Flower, awakened Jung's interest in alchemy. In 1944, his major study in this field, Psychologie und Alchemie, was published in German. For Carl Jung, yoga is a general term indicating all of Eastern thought and psychological practice. In his writings yoga is used to designate Eastern traditions as diverse as Hinduism, Indian Buddhism, Tibetan Buddhism, Japanese Buddhism and Chinese Taoism (J. Borelli, 1985). Jung was a fanatical, gifted thinker committed to knowledge and fearless in his pursuit of the truth.Though the theory postulated by Jung is somewhat shrouded in mystism, Junganian psychology has a number of devoted admirers and proponents. Many of these are practicing Jung’s method of psychotherapy and have accepted his fundamental postulates regarding personality. References: 1) Hall, C. S. , and Lindzey G. 1978. Theories of personality (3rd ed. ). New York: Wiley. 2) Faber, M. D. 1998. Sy nchronicity: C. G. Jung, Psychoanalysis, and Religion; Publisher: Praeger Publishers. Place of Publication: Westport, CT. Page Number: 3. 3) Morgan Clifford T, King Richard A. , Robinson Nancy M. 1981.Introduction to Psychology; Sixth Edition; Tata McGraw-Hill Publishing Company Limited. 4) Ellenberger, Henri F (1970). â€Å"Carl Gustav Jung and Analytical Psychology†, a chapter in The Discovery of the Unconscious: The History and Evolution of Dynamic Psychiatry. BasicBooks, Perseus Books Group. 5) J. Borelli. 1985. Jung and Eastern Thought. Harold Coward – author. Publisher: State University of New York Press. Place of Publication: Albany, NY. 6) Anthony Stevens. 2001. Jung: A Very Short Introduction; Publisher: Oxford University Press. Place of Publication: Oxford, England.. Page Number: 7.

Lord of the Flies as a Religious Allegory Essay

There are many ways to read  «Lord of the Flies ». To some it is simply an adventure story about a group of boys stranded on a desert island, others interpret it, and see the boys as metaphors for important aspects of our everyday lives. Several different theories have been presented, claiming to explain Golding’s symbolism. What many seem to have overlooked, is that the answer is right there in front of them. It is in the title:  «Lord of the flies », a translation of the greek word  «Beelzebub ». And what do most people think about when they hear this name? The Devil, Satan himself†¦  «Lord of the Flies » is an allegory showing the fight between Christian and Pagan values. The character that more than anyone represents Christianity in the book is Simon. The first time you read through the story, he is probably the character that is the hardest to describe and find a purpose for. He is different and does not fit in among the other boys, But if you go deep er into the book, it becomes more and more obvious that Simon’s life on the island is strikingly similar to the life of another person that did not fit in. A person that lived some 2000 years ago in Israel. Just like Jesus Christ Simon cared about the small and vulnerable, he loved nature and all living. Simon is also a prophet. He knows that Ralph will come back to civilization alive. He does not say anything about himself or Piggy. Neither Simon nor Jesus are ever scared, because they are certain that what is meant to happen will prevail. They were both able to challenge the unknown and conquer it. Jesus won over death, Simon faced the Beast and came back alive. Jesus did it for all the people living on Earth, Simon for the other boys. What is so puzzling and sad is that they were both killed when they tried to share what they had found out. They were both killed in anger and in the belief that they were evil. On the other side, representing paganism and hedonism, we see Jack and his hunters. All they care about are themselves. They do not want to live by any rules and they do not have any respect for the island, They burn and kill without worries, all to please themselves. The tribe loses all features of civilization, the only thing that influences them, except for their own will, is the fear of the Beast. None of them have  ever seen an actual monster, but it is a fear of the unknown. In many ways the Beast becomes a religion for the boys. As we know hunters did in ancient times, the choirbboys start to sacrifice part of their prey, They leave meat so that the Beast shall like them and leave them alone. The most abstract and symbolic incident in the book occurs when Simon sees this sacrifice. The symbol of Christianity, and what is good, meets the symbol of the Devil, and all that is evil. We know that Simon is only hallucinating because of his epilepsy, but a lot of what he sees make sense. The sow’s bloody head convinces him that  «Ã¢â‚¬Ëœeverything is bad business’†¦ The half shut eyes were dim with the infinite cynisism of adult life. » The Lord of the Flies says  «Fancy thinking the beast was something you could hunt and kill†¦ I’m part of you†¦ I’m the reason why it’s no go†¦ Why things are what they are. » What Golding is saying is that the Devil is hidden somewhere deep inside of all people. Without morals, law and order it will eventually surface and come out. http://www.malvik.vgs.no/engelsk/allegory.htm (1 of 2)4/20/2005 5:55:48 PM  allegory http://www.malvik.vgs.no/engelsk/allegory.htm (2 of 2)4/20/2005 5:55:48 PM

Women’s Rights

Should all women be equal to their status, opportunities and rights? Every woman should have the ability to express their freedoms and rights, deserve equal treatment within their society and region, and every country needs to reinforce the rules for women. There is no dignity and respect for women universally. Gender equality is still out of reach for many women worldwide. Presently, women have gained legal rights throughout the world. The women’s rights movement changed society into what we know today. They have allowed Canadian women to obtain a certain formal equality. They have also allowed women to vote and been given equal pay for equal work, however; women had to fight through difficult times to get through discrimination in the 19th century. In the past, women did not have the rights and freedoms as most men and were treated harshly. In other words, women had almost no rights at all. They were not allowed to vote, they could not hold in public offices, and were not given custody of their children if the couple had a divorce agreement. As a result, they were mainly seen as homemakers. Women were inferior to men in many different ways. Women did not have any property rights and once she was married, she was no longer allowed to own any land or property. A man could sell his house and take all the money for himself, and leave his wife and child behind with nothing. Womenfolk were not considered as people. The women’s rights movement helped them throughout the country by passing laws stating that women could own a part of her husband’s estate. Women were observed as socially and politically inferior and unable to function at the same level as men, however; with the rise of the civil rights movement, this finally made women equal as men. In the 1920’s, the â€Å"Roaring Twenties† spread gender equality dramatically. They began to take on more jobs, and wear more daring clothes. Rebellious and bold women, known as flappers, managed to exemplify women’s role in a social change by expressing equality with men. They proved that they could be more sophisticated than men and can achieve greater success. However, women were still paid less than men because they were cheaper to employ. In 1917, the military voters act gave women, who worked in the military, the right to vote. In 1927, the â€Å"Famous Five†, which included, Emily Murphy, Nellie McClung, Irene Parlby, Louis McKinney and Henrietta Edwards, asked the Supreme Court of Canada one question; â€Å"Are women considered to be people? † The term â€Å"people† did not include women, thus the court announced that women were indeed people too. This legal ruling established that women were to be regarded as equal to men under the law. The â€Å"Famous Five† is the reason why Canada is able to have women vote, thus they are very important for women’s rights. All women have the right for freedom, justice and the pursuit of happiness. They must be considered equal and that they deserve the respect and dignity as all humans get. Women throughout the world are suffering because of the rules that are enforced in a specific area and region. If countries reinforce the rules for women, the world will be a better place for women all around the world. Countries can reinforce the rules by educating women further. Those who are well educated will have fewer children, earn more money, and will get more job opportunities. Their educational achievements can have ripple effects within their family and across the generations. Women with equal access to education, training and means can become a great resort. They can raise the living standards of their families and inject new life into the local economy. Also, investing in women’s education reduces poverty. Countries can also aid and support women by providing them with new job opportunities. Women who stay home become mentally sick and tired. Women who have a job will have new experience and will earn money to survive. It also improves self-value and will improve self-confidence. It will also help the government and the economy to grow exponentially. Also, all women should get equal pay for equal work. In nearly every country, women work for longer hours yet get paid less and are more likely to live in poverty. Economic disparities persist partly because of the unpaid work within families and communities and that becomes their downfall because they face discrimination in the economic sphere. Women in many countries still lack to own property because of gender discrimination. Most countries should reinforce these rules and make women live in a better civilization. Every woman deserves equal treatment within their society. Women in other countries continue to have lower education, fewer rights, and less income. Despite the successes of empowering women, numerous issues still exist in all areas of life, ranging from the cultural, political to the economic. They suffer verbal, emotion, physical and sexual abuse. In Saudi Arabia, women are lacking the rights that they are as human beings because of the Sharia Law. The Sharia Law is a law that neglects the rights and freedoms of every woman in Saudi Arabia. The law makes it hard to live. They are not allowed to drive and cannot dress in public with anything except for a burka. If a woman was caught without a burka, she could obtain a severe punishment with 40 whip lashes. No foreign based law or religious law should be allowed to encroach on women’s rights. India also discriminates against women. In India, lots of women die because of rape. It is an unforgettable moment that everyone would like to avoid at all cost. They will not be able to live a normal life and deal with anxiety for the rest of their life. Women are treated as a sexual object because men do not respect and value women in India. Dowry is another problem in India. This is when the property or money brought by a bride to her husband on their marriage, however; if the bride is unable to pay, she is usually married off and mentally and physically tortured by their husband. Afghanistan is another country that disrespects women’s rights. Under the Taliban rule, women were stripped of all human rights. Women cannot seek for education because the Talibans don’t educate them in any way. They do not want them to be educated and intelligent because it would threaten the male dominance. Women are also not allowed to go to work and are forced to stay home. Afghanistan has the highest rate of violence towards women. The Taliban permits and encourages marriage for young girls under the age of 16. Most women in foreign countries, such as India, Afghanistan and Saudi Arabia, are forced to give up their ambitions, simply because the men feel that it is right to leave it as is. They cannot express themselves freely and are treated unlawfully. Women have endured many hardships and unfathomable oppressions. Despite all the troubles throughout each country and society, women have shown a tremendous resilience and human spirit. In conclusion, each and every woman deserves respect and dignity. Every woman should have the ability to express their freedoms and rights, deserve equal treatment within their society and region, and most country needs to reinforce the rules for women. Women continue to have lower education, fewer rights, and less income within their society. In the 19th century, women were not allowed to hold in a political office and married women had no property of their children and had no role in society. Womenfolk in foreign countries are treated wrongfully and improperly. If countries reinforce the law, they can live a better life so that they can succeed as much as men. All women and men are created equal and that they have equal value and should be accorded to equal treatment eternally.

Interpretation Essay Example | Topics and Well Written Essays - 500 words - 2

Interpretation - Essay Example Apparently, the common ancestry implies that we share several ideas, customs, and behaviours thus making the world a one big union of strangers. It is from the cosmopolitanism ideology that we all belong to the world despite our ethnic and racial differences that Koichi notes â€Å"Japan is represented and represents itself as a culturally and racially homogenous and uniquely particularistic by way of a strategic binary opposition between two imaginary cultural entities†¦Ã¢â‚¬  (Koichi, 2005; p. 104). From this, it becomes clear that actually, humanity belongs to the world and should be free to move from place to place. The cultural, racial and political entities that have served to divide human beings are imaginary; since we all belong to this world and we are equal to the people we find in other places that we might visit. Since we belong to this world, it is, therefore, surprising that some Japanese discriminate others. The realization that we share many aspects should help in creating mutual respect rather than enmity and animosity or the kind of discrimination perpetuated by the Medias in today’s society. Moreover, the Japanese nihonjinron should describe how unique Japanese culture is as well as indicate that it somehow ties to some global cultures just to bring about the whole notion of worldliness. Cosmopolitanism further connotes a scenario where our diversity does not distance us from fellow human beings, but rather brings us closer to the creation of a global community. We live in a globalized world where cultural exchanges are a reality. Cosmopolitanism implies the inclusion of all despite our differences whether at home, in Olympic Games, FIFA world, workplace or any other place where human interaction can occur. It is saddening that indeed, cultural politics are continuously destroying the positive associations that we should be having considering the fact that we are all human beings and perceptibly, from a common

Positive Replacement Behaviors Essay Example | Topics and Well Written Essays - 750 words

Positive Replacement Behaviors - Essay Example 1). For reinforcements to effectively work, it was emphasized that students need to be deprived of whatever tool is planned to be used by educators as reinforcers. The crucial role of deprivation was initially thought of implied in early reinforcement theories, but as Bourbon disclosed, â€Å"if a child has all of the attention he or she needs or wants, then a teacher cannot use attention to "reinforce" the child’s behavior. No deprivation, no control of behavior. No control of behavior, no discipline program† (Bourbon: Deprivation and Positive Reinforcers, 1997, par. 6). Positive reinforcement was, therefore, defined as â€Å"a process in which a stimulus is presented following a particular behavior, thereby strengthening that behavior. The stimulus is referred to as a ‘reinforcer’ and is roughly synonymous with the word ‘reward’† (JRank Articles, 2012, par. 2). Simply put, positive reinforcement is a process that educators could implem ent in teaching students to act in a particular way and rewarding the students for manifesting correct behavior. On the other hand, negative reinforcements were described as â€Å"a process that involves the removal or reduction of a negative or unwanted stimulus after a behavior occurs, thereby strengthening that behavior. ... For example, students who are assessed to be sensitive to loud noises or instructional materials that could distract their attention could be provided with more conducive and accommodating learning environments, such as sitting them away from noisy areas, providing quiet learning spaces, and even providing some students with earphones which minimize noises and distractions and assist in focusing on the activities at hand. Plan for Students with Emotional Disabilities 1. Problem Behavior: Student A is identified to manifest "passive-aggressive" behavior by seeking attention and intermittently expressing anger indirectly through the use of manipulative behavior such as exhibiting cruelties, stubborn refusals to cooperate, being excessively loud with violent tendencies or exhibiting passive listening and being always out of the student’s seat. 2. Possible Explanations: Lack of support from members of the nuclear family; demographic profile (cultural background, income level, soci al support); history of abuse or violence; trauma from past events; academic failure; peer pressure; frustration. 3. Replacement Behavior: to appropriately deal with passive-aggressive behavior by: (1) asking assistance from a teacher or peer when he feels maladjusted behavior; (2) he will focus on clearly defined positive learning goals to assist in developing optimistic perception in life. 4. Goals: to apply positive reinforcement through (a) assessing the signs of passive-aggressive behavior together with Student A; (2) to recognize that positive behavior would be exhibited by cooperative learning, active listening and focused attention to learning activities; (3) to realize that there are support groups (teachers, peers) who she can tap in cases where maladjusted behavior tends to

The New Improved Iphone by Apple Co Research Paper

The New Improved Iphone by Apple Co - Research Paper Example The device comes with a range of modern innovations that are a major preference to consumers and also the corporate world. It incorporates the latest operating system iOS 5.0, satisfying the yearning for the modern executive market where one can fit their offices in their pockets. Being the successor of the iPhone, it comes with an additional uninsulated stainless steel frame, functioning as the antennae for the device. Additionally, it has an Apple A4 processor and an RAM capacity totaling 512 MB. The elegance that comes with the iPhone 4 demands the setting of an executive, high class member of the executive world, to aid in supporting an office outside the office. For lovers of the iPhone, the iPhone 4 will be a preferred brand accompanied with an improvement on the camera and the advancement on the processor. Product Positioning The new product is the choice of the executive individual and corporate world, favorable for those that are fixed next to the bulk of their offices. It i s an opportunity to work as in the office while on a plane, monitor the stocks at the dinner table or have a business conference while enjoying the comfort of your cabin in the woods. The iPhone 4 is the fourth generation iPhone, having an extra video calling capability to its predecessor while having an extra sensitive touch-screen capability for easier and faster operation. Apple inc. has a predominantly large market for the iPhone production. The users of the iPhone 3GS will be pleased to buy the advanced prototype; including a wider range of features as opposed to the third generation production. Apple Company has a branch in the United States meaning that this will enhance the ease of production and distribution to its customers. Adverting, Pricing and Distribution IPhone 4 currently has a standard recommended price of about $1500 (Apple.com, 2011). This price may seem far-reaching for many people in the United States. Apple applies a price skimming strategy, whereby the utilit y of those in the high class level is only satisfied by the use of the iPhone 4. Therefore, few (if any) of the low class people are considered in the market. However much this reduces the total turn over for Apple, the profit margin set for the product is enough to ensure the profit objective of the enterprise. The American population proves to be a satisfying market for the iPhone 4. Technological advancement in the United States has created the need for advanced applications in the communication environment. Besides being a major and a basic need to have technology driven gadgets, online advertising will help create awareness of the iPhone 4. Additionally, the company will engage in promotional activities that will attract the public into being part of the Apple family. Distribution of the iPhone 4 has been necessitated by having an Apple outlet in the United States. The company operates vastly in the United States, United Kingdom, Japan, Germany, France and India. Having this ou tlet will ensure a steady distribution of the iPhone 4 to all dimensions of the country (Rosa, 2010). Online shopping has also facilitated marketing and the distribution of t