The Importance of Confidence Essay example -- Personal Narrative Essay

The Importance of Confidence Most of life's situations are learning experiences. People can learn what activities are right or wrong for them by experiences these emotions in different situations. These learning experiences can take place at home, school, the workplace, or anywhere else. The three major experiences that have given me confidence in my ability to learn have all taken place at Penn State University. One experience that, in the end, gave me confidence was my first semester of lessons with the Penn State School of Music clarinet professor. The Professor was not a personable man. He was very quick to criticize every mistake I was making and was very blunt with his comments. I felt like a failure. I was very sensitive, and began to cry many times. Being that sensitive didn't help at all. When I finally did so something well, he made me feel great. I learned that no matter how badly I am playing, I must stay confident, for crying doesn't help anything. I know now that his criticisms were made so I could work on my weakness in my playing and get better. He was not ...

Living Life

[pic] ENC 1101 – 1591 English Composition Semester: Spring 2013 Instructor: Ms. Nancy Fletcher Campus: Sanford/Lake Mary Building: UP Room: 3205 English Office phone: 407-708-2060 Email: [email  protected] edu Days: Monday evening Hours: 6:30 – 9:15pm Credit hours: 3 Prerequisite: College Prep reading and writing requirements must be fulfilled Textbooks: Lunsford, Everything's An Argument with Readings, 5th ed. Kirszner & Mandell, The Brief Wadsworth Handbook, 7th ed.Tensen, Research Strategies for a Digital Age, 4th ed. Course Description: This is a course in the process of expository writing. Students will read essays and compose papers that are unified, organized, logically developed and supported, clearly stated, and well- focused. Research techniques are introduced and incorporated into at least one composition. This course partially satisfies the writing requirement—6,000 words (S. B. E. 6A-10. 30). Students must pass the core assignments with a ‘C' or better. Course Objectives: Upon completion of this course, the student will be able to †¢ demonstrate competence in written standard English usage, punctuation, sentence structure, paragraphing, and other fundamentals of writing †¢ develop effective essays determined by purpose and audience †¢ demonstrate awareness of writing as a dynamic process ith rough drafts, substantive revisions, proofreading, and editing †¢ recognize, incorporate, and combine patterns of exposition/rhetorical modes †¢ use critical and original thinking in course assignments †¢ employ field and library research in the creation of at least one essay, and document using parenthetic MLA format †¢ employ the use of computers for word processing and/or researching all essays Core Assignments: In order to pass ENC1101, students must pass all core assignments with a grade equivalent to a ‘C' or better. Two in-class timed writings patterned after the CLAST essay †¢ An expository essay. †¢ An argumentative essay. †¢ A library research project on a subject assigned by the instructor (minimum 5 pages) that demonstrates: researching, note-taking & drafting; producing a works cited page (5-entry minimum); documenting research using MLA style; formatting using MLA style; editing and proofreading ENC1101 Documentation Exam – score is not included in final grade.Students are required to pass the ENC 1101 Documentation Exam with a score of 70% or higher, or they will be required to retake the exam in the Make-Up Testing Center before receiving a final grade for the course. College Plagiarism Statement: As a member of the Seminole State College community, a student is expected to be honest in all of his or her academic coursework and activities. Academic dishonesty such as cheating of any kind on examinations, course assignments, or projects; plagiarism, representation; and the unauthorized possession of examinations or other course-relat ed materials is prohibited.Plagiarism is unacceptable to the College community. Academic work submitted by students is assumed to be the result of their own thought, research, or self-expression. When students borrow ides, wording, or organization from another source, they are expected to acknowledge that fact in an appropriate manner. Plagiarism is the deliberate use and appropriation of another's work without identifying the source and trying to pass off such work as the student's own. Any student who fails to give full credit for ideas or materials taken from another has plagiarized.Any student who shares his or her work for the purpose of cheating on class assignments or tests or who helps another to cheat or plagiarize is subject to the same penalties as the student who commits the act. When cheating or plagiarism has occurred, the instructor may take academic actions ranging from denial of credit for or assigning a grade of ‘F' for the course. The student may also be sub ject to further sanctions such as disciplinary probation, suspension, or dismissal from the college.Attendance: check College Catalog online. To summarize: any student who misses more than 10% of the classes can be withdrawn from the course without notice. Requests for an excused absence made after the fact must document an emergency that the student could not anticipate or prevent. Late arrivals (more than 5 minutes) are recorded as an absence and will not be overlooked, since they disrupt the learning process of the other students. Students who leave before the end of the class will be marked absent for that class.A student who has to be absent because of jury duty or court-mandated appearance needs to contact the instructor in advance of the absence in order that a plan for making up work missed can be made. When observance of religious holidays of students' religious faith interferes with attendance in class, students are required to notify the instructor in advance of such abse nces. Students are held responsible for material covered during their absences, with reasonable time provided to complete make-up assignments. Seminole State College believes that regular attendance in the classroom is necessary for student success in college.Throughout the semester, quizzes are given to evaluate the student's understanding of class material and enhance the student's grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student's absence. Withdrawals: The last day to withdraw from class is March 19, 2013. After that date, the student will be given a grade for the course. Grades: All assignments will be evaluated on the basis of a numerical scale 100 – 90A 89 – 80B 79 – 70C 69 – 60D 59 – 0FYour final grade will be determined as follows: In class CORE essay #110% In class CORE essay #210% Memoir CORE essay10% Argumentative CORE essay15% Research CORE essay25% Final Exam5% Group Projects5% Class Participation5% Quizzes10% Blogs5% Class Policies: This course will be presented on Sakai, an online course management system. All written assignments are subject to review by turnitin. com, a plagiarism evaluator. Students will be allowed one opportunity per assignment to revise and resubmit failing CORE assignments except in cases of intentional plagiarism.All resubmissions are due 1 week (7 days) from the due date of the original essay. All out of class assignments submitted by the student must be typed. Any student found to be texting or answering cell phone messages during class will be asked to leave the class. Repeated instances of audible signals from such devices that occur during class are disruptive of the learning process and will be grounds for expulsion of the student from the class for the day that the infraction occurs. No laptop computers in the classroom unless the instructor gives special permission.Seminole State Colle ge believes that regular attendance in the classroom is necessary for student success in college. Throughout the semester, quizzes are given to evaluate the student's understanding of class material and enhance the student's grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student's absence. Should emergency conditions (storms, flooding, etc. ) occur, please contact the College – not the instructor – to see if classes have been cancelled. CalendarThis is a tentative schedule that may be changed by the instructor 1/7 Class Discussion Welcome to the class! Reading of the syllabus Sakai introduction MLA formatting for essays Diagnostic essay Memoir CORE essay assigned – Sakai – Module 1 Homework to be completed for the next class Complete the Sakai tutorial Send me an email from your school email account – go to http://www. seminolestate. edu/livemail/ The library can help you if you can't unlock your account Read Wadsworth page 3 – 7 Purpose & Audience and 57 – 65 Paragraphs and 72 – 75 Introductions and ConclusionsRead Tensen 5 – 17 Topics and 169 – 175 MLA formatting for essays Choose a topic for the Memoir CORE essay Read â€Å"Writing dialogue† in Sakai Module 1 ——————————————————————————————————– 1/14 Class Discussion Memoir CORE essay topics approved Purpose & Audience Unity & Coherence Examples of Student Memoirs – Sakai – Module 1 Introductions and Conclusions Writing and using dialogue effectively Blogging Homework to be completed for the next class Read Wadsworth 23 – 24 Topics and 48 – 52 Titles & EditingRead Writing Dia logue & Punctuating Dialogue Sakai – Module 1 Read In class CORE Essay Hints – Sakai – Module 4 In class CORE essay #1 will be given in the next class. Laptops are encouraged but not required for the next class Don't forget to blog! ———————————————————————————————————— 1/21 Martin Luther King day – School closed ************************************************************************ 1/28 Class Discussion Blog #1 due in Sakai Group fiction project assigned Group meetings Picking a TitleEditing your essay Academic Success Center & Smarthinking In class Essay Hints In Class CORE Essay #1 today Homework to be completed for the next class Submit your Memoir in Assignments in Sakai by midnight 2/4 Read Developing a Thesis – Module 2 – Sakai Read Topic Sentences – Module 2 – Sakai Read Wadsworth 211 – 219 Plagiarism Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/4 Class DiscussionReview of submission process – Sakai – Assignments Memoir CORE essay due in Sakai – Assignments Argumentative CORE essay assigned Plagiarism Researching databases – demonstration Thesis statements Topic sentences Homework to be completed for the next class Read Wadsworth 32 Outline and 90 Opposing Argument Read Acknowledging the Opposing Argument – Sakai Module 2 Write a thesis statement for your essay – counts as a quiz grade – must be submitted in Sakai by midnight on 2/10 – bring a copy to class Everything's an Argument 32 – 35, also 53 – 67 Ethos 69 – 93 Logos 39 – 50 PathosPractice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/11 Class Discussion Blog # 2 due in Sakai Thesis Workshop Ethos, pathos, logos Recognizing the opposition Group 1 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class Laptops are encouraged but not required for the next class Review Hints for in class essays R ead Introductions and Conclusions Sakai – Module 2Read Everything's an Argument 32 – 35 Write a paragraph recognizing the opposition – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Write a pathos paragraph for your essay – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/18 Class Discussion In Class CORE essay #2 today Recognizing the Opposition WorkshopPathos Workshop Introductions and conclusions Outlining the essay Homework to be complete d for the next class Don't forget to blog! Write an introduction for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Write a conclusion for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai ———————————————————————————————————— 2/25 Class DiscussionBlog #3 due Introduction Workshop Conclusion Workshop Group 2 Fiction Project/Presentation due in Sakai – Wiki by classtime Researching databases – Reprise Turnitin. com Homework to be completed for the next class Read Everything's an Argument 172 – 205 Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 3/3 – 3/9 Spring Break – college closed ************************************************************************ 3/11Class Discussion Blog #4 due Classic, Rogerian and Toulmin Arguments Group 3 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class MLA Documentation Exam next class – open book – bring a pencil Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Laptops are recommended but not required for the next class ———————————————————————————————————— 3/18 Class Discussion Library day – grade conferences available Make up in class CORE essays todayMLA Documentation Exam – open book – bring a pencil Homework to be completed for the next class Create a works cited for your argumentative essay and bring to class Prepare presentation of your group's argument Don't forget to blog! ———————————————————————————————————— 3/19 Last day to withdraw from class —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 3/25 Class Discussion Works Cited Workshop Blog #5 due Group 4 Fiction Project/Presentation due in Sakai – Wiki by class timeHomework to be completed for the next class Argumentative CORE essay due 4/1 in Sakai – Assignments Don't forget to blog! ———————————————————————————————————— 4/1 Class Discussion Argumentative CORE Essay due in Sakai – Assignments Research CORE Essay Assigned Homework to be completed for the next class Write a thesis s tatement for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/7 – bring a copy to class Don't forget to blog! —————————————————————————— —————————– 4/8 Class Discussion Thesis Workshop for the Research CORE Essay Outlining your Essay Blog #6 due Group 5 Fiction Project/Presentation due in Sakai – Wiki by classtime Homework to be completed for the next class Write an outline for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/14 Read Help With Annotated Bibliography – Sakai – Module 3 Read Tensen 81 – 88 Read Summary – Module 3 – Sakai Don't forget to blog! —————â €”—————————————————————————————— 4/15 Class DiscussionOutline Workshop Annotated Bibliography Summarizing – in class quiz Evaluating resources Primary and secondary resources – interviews Homework to be completed for the next class Write your Annotated Bibliography and submit in Sakai by midnight on 4/22 – quiz grade Read Wadsworth 154 – 163 Read Tensen 103 – 111 Don't forget to blog! ———————————————————————————————————— 4/22 Class Discussion Group Research Project Annotated Bibliography Wor kshop Research CORE Essay due in Sakai – Assignments Blog #7 Review for the final exam

The Different Ways We Evaluate People

Evaluation and Judgment Checkpoint Evaluation and Judgment Checkpoint Question One: What are the different ways in which we evaluate people? When we meet someone for the first time, we notice a number of surface characteristics—clothes, gestures, manner of speaking, tone of voice, appearance, and so on. Then, drawing on these cues, we assign the person a ready-made category. Associated with each category is a schema (plural: schemata), which, is a set of beliefs or expectations about something (in this case, people) that is based on past experience and is presumed to apply to all members of that category (Fiske & Taylor, 1991). Schemata serve a number of important functions (Gilbert, 1998). First, they allow us to make inferences about other people. We assume, for example, that a friendly person is likely to be good-natured, to accept a social invitation from us, or to do us a small favor. Second, schemata play a crucial role in how we interpret and remember information. Schemata can also lure us into â€Å"remembering† things about people that we never actually observed. Most of us associate the traits of shyness, quietness, and preoccupation with one’s own thoughts with the schema introvert. Question Two: How do these factors play a role in our expectations of other people? Over time, as we continue to interact with people, we add new information about them to our mental files. However, our later experiences generally do not influence us nearly so much as our earliest impressions. This is known as the primacy effect. According to Susan Fiske and Shelley Taylor (1991), they point out that human thinkers are â€Å"cognitive misers. † Instead of exerting ourselves to interpret every detail we learn about a person, we are stingy with our mental efforts. Once we have formed an impression about someone, we tend to keep it, even if our first impressions were formed by jumping to conclusions or through prejudice (Fiske, 1995). Thus, if you already like a new acquaintance, you may excuse a flaw or vice you discover later on. Conversely, if someone has made an early bad impression on you, you may refuse to believe subsequent evidence of that person’s good qualities. Moreover, first impressions can lead to a self-fulfilling prophecy. A stereotype is a set of characteristics believed to be shared by all members of a social category. Question Three: What are the disadvantages of these expectations? A stereotype is a special kind of schema that may be based on almost any distinguishing feature, but is most often applied to sex, race, occupation, physical appearance, place of residence, and membership in a group or organization (Hilton & Von Hipple, 1996). When our first impressions of people are governed by a stereotype, we tend to infer things about them solely on the basis of their social category and to ignore facts about individual traits that are inconsistent with the stereotype. As a result, we may remember things about them selectively or inaccurately, thereby perpetuating our initial stereotype. For example, with a quick glance at almost anyone, you can classify that person as male or female. Once you have so categorized the person, you may rely more on your stereotype of that gender than on your own perceptions during further interactions with the person. Stereotypes can easily become the basis for self-fulfilling prophecies. References Morris, C. & Maisto, A. (2005) Social Psychology. Retrieved November 13, 2009, from The Psychology of Science, Axia College e-Resource.

Shone vs. Shined, Lit vs. Lighted

Shone vs. Shined, Lit vs. Lighted Shone vs. Shined, Lit vs. Lighted Shone vs. Shined, Lit vs. Lighted By Maeve Maddox A Canadian reader asks, Has it become okay to change irregular past verbs like lit and shone to lighted and shined? The answer to the first part of the question is that irregular verbs have been in a state of flux for centuries, so I suppose that it’s always â€Å"okay† to change them. The dominant tendency in English has been for irregular past tense forms to be replaced by the â€Å"regular† -ed past tense ending. For example, the past participle of help used to be holpen: Now, when they shall fall, they shall be holpen with a little help KJV, Daniel 11:34 As only about 300 strong verbs (what we call â€Å"irregular† verbs) existed in the Old English spoken and written a thousand years ago, I think it’s amazing that any of them have survived into modern English. The reader who posed the question implied that writing lighted and shined for lit and shone must have something to do with American spelling habits: I’m from Canada and we often struggle between American and British rules. A persistent misconception is that when American usage differs from British usage, the American version must be a corruption. I’ve received many a comment comparing American English to â€Å"real English,† as if Standard American English (SAE) were a usurper of the â€Å"real thing.† The fact is, King Alfred would have as much difficulty in understanding Queen Elizabeth II as he would President Obama. Both SAE and BrE flow from the same source, but both have traveled a long way from it. Generally speaking, shone and lit are preferred in British English and shined and lighted in American English. Both the OED and Merriam-Webster show the inflected forms lighted/lit and alighted/alit. In both dictionaries, the -ed form is listed first. Generalities aside, both weak (regular) and strong (irregular) past tense forms are in use on both sides of the Atlantic. I grew up in the American South and was quite comfortable saying â€Å"Mother lit the birthday candles,† and â€Å"The sun shone all day long.† The verb shine is used with two meanings: shine: of a heavenly body or an object that is alight; to shed beams of bright light shine: to cause to shine, put a polish on According to some authorities, context determines whether an American speaker will use shone or shined when speaking of the sun or some other object that emits light: The transitive form of the verb â€Å"shine† is †shined.† If the context describes something shining on something else, use â€Å"shined†: â€Å"He shined his flashlight on the skunk eating from the dog dish.† You can remember this because another sense of the word meaning â€Å"polished† obviously requires â€Å"shined†: â€Å"I shined your shoes for you.† –Paul Brians, professor emeritus, Washington State University. As for shine in the sense of â€Å"to polish,† British speakers would say neither â€Å"I shined your shoes for you,† nor â€Å"I shone your shoes for you.† For a statement in the past, they would probably use the verb polish: â€Å"I polished your shoes for you.† Now for the really interesting bit: The OED tells us that irregular shone is unrecorded in Old English and appears only once in Middle English. The form shined was in common use from 1300-1800. The form shone first appeared as a past participle in the second half of the 16th century. As for the forms lighted and alighted (to descend from a horse or conveyance), these -ed forms were in use before the 16th century. Shakespeare uses lighted in the â€Å"Tomorrow and tomorrow and tomorrow† soliloquy in Macbeth: And all our yesterdays have lighted fools The way to dusty death. My conclusion is that shined and lighted are no less â€Å"okay† than shone or lit. But then, my dialect is American English. Note: British speakers pronounce shone to rhyme with gone; for Americans, shone rhymes with bone. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:20 Types and Forms of Humor75 Idioms and Expressions That Include â€Å"Break†Preposition Mistakes #1: Accused and Excited

The Brezhnev Doctrine

The Brezhnev Doctrine The Brezhnev Doctrine was a Soviet foreign policy outlined in 1968 which called for the use of Warsaw Pact (but Russian-dominated) troops to intervene in any Eastern Bloc nation which was seen to compromise communist rule and Soviet domination. It could be doing this either by trying to leave the Soviet sphere of influence or even moderate its policies rather than stay in the small parameters allowed to them by Russia. The Doctrine was seen clearly in the Soviet crushing of the Prague Spring movement in Czechoslovakia which caused it to be first outlined. Origins of the Brezhnev Doctrine When the forces of Stalin and the Soviet Union fought Nazi Germany west across the European continent, the Soviets did not liberate the countries, like Poland, which were in the way; they conquered them. After the war, the Soviet Union made sure these nations had states who would largely do what they were told by Russia, and the Soviets created the Warsaw Pact, a military alliance between these nations, to counter NATO. Berlin had a wall across it, other areas had no less subtle instruments of control, and the Cold War set two halves of the world against each other (there was a small non-aligned movement). However, the satellites states began to evolve as the forties, fifties and sixties passed by, with a new generation taking control, with new ideas and often less interest in the Soviet empire. Slowly, the Eastern Bloc began to go in different directions, and for a brief time it looked like these nations would assert, if not independence, then a different character. The Prague Spring Russia, crucially, did not approve of this  and worked to stop it. The Brezhnev Doctrine is the moment Soviet policy went from verbal to outright physical threats, the moment the USSR said it would invade anyone who stepped out of its line. It came during Czechoslovakias Prague Spring, a moment when (relative) freedom was in the air, if only briefly. Brezhnev described his response in a speech outlining the Brezhnev Doctrine: ...each Communist party is responsible not only to its own people, but also to all the socialist countries, to the entire Communist movement. Whoever forgets this, in stressing only the independence of the Communist party, becomes one ­ sided. He deviates from his international duty...Discharging their internationalist duty toward the fraternal peoples of Czechoslovakia and defending their own socialist gains, the U.S.S.R. and the other socialist states had to act decisively and they did act against the anti-socialist forces in Czechoslovakia. Aftermath The term was used by the Western media and not by Brezhnev or the USSR itself. The Prague Spring was neutralized, and the Eastern Bloc was under the explicit threat of Soviet attack, as opposed to the previous implicit one. As far as Cold War policies go, the Brezhnev Doctrine was entirely successful, keeping a lid on Eastern Bloc affairs until Russia gave in and ended the Cold War, at which point Eastern Europe rushed to assert itself once more.

Small company Lab Report Example | Topics and Well Written Essays - 1000 words

Small company - Lab Report Example a) Calculate in UK £ how much the company has to invest in each country. For your calculations use the US dollar exchange rates given in the table below. Lay out clearly how you work out each exchange rate. Work to four d.p. Question: To invest the company needs to borrow another  £110,000. There are two banks that are offering a ten year (the term) loan where interest is paid each year and the loan repaid at the end. Bank A is offering to lend the money at an interest rate of 2.1% compounded monthly. Bank B is offering to lend the money at an interest rate of 2.05% compounded weekly. Annual percentage rate (APR) is delineated as an annual rate is charged for borrowing. It is usually expressed as one percentage representing annual cost of funds over the term of a loan for a particular of time. The meaning of the possible negative portion of the graph is that the company can supply a lot to the market than what is demanded. Even with the excess supply there is a particular price tagged to it. As supply surpasses the demand, the prices will go down as the company lowers its production. The firm, should reduce what they produce to the market at this point. (a) Use the inverse demand and supply functions you worked out for task 4 and 5 and your knowledge of simultaneous equations to work out the equilibrium quantity for demand and supply for your company’s good by equating the two functions of P. (d) Plot on one graph with suitable scales etc the inverse supply and demand functions from task 4 and 5 to confirm your answer for the equilibrium demand and supply quantity and the equilibrium price you worked out above. Overall you have projected a 14.87% year on year return in investment for the company. If the company start with an investment of  £132,000 how long will it take the company to at least double its investment? The figures presented shows that the firm has good prospects and has various

Hospitality Company Analysis Essay Example | Topics and Well Written Essays - 1000 words

Hospitality Company Analysis - Essay Example Although, Virgin America was established by British tycoon Sir Richard Branson, it operates within the US airspace only. Of the company’s capital assets, three-quarters are under the ownership of the citizens through VAI Partners. The outstanding one-quarter of the corporation is under the ownership of Virgin Group, the mother company which also issues Virgin brand licenses. It is notable that Virgin America’s head offices are in Burlingame, California in the San Francisco Bay Area, form where it operates autonomously from any other Virgin brand firms. Their relationship is only limited to partnerships. The airline aims to capitalize on its organizational resources to fend off competition and gain a significant market share in the country. As Bachman (2013) has said, with six years of service in world-class passenger transit services in the fledged American market, Virgin Airlines strives to heighten the level of its services by creating an effective risk management system backed by cutting-edge technology solutions. In light of this, Virgin relies on a flexible, Internet-based platform to handle its customers’ needs such as making reservations and facilitating general inquiries expeditiously and in a more efficient manner. Virgin Group has built a strong brand for many decades, an asset that can be traced to its fledged British roots. With each brand having a unique appeal, the mother airline company has earned itself and the American subsidiary a strategic position in the country’s airline industry that provides passenger services to guests from all walks of life (Christman, 2004). Despite the fact that the company focuses on the domestic market, setting up an inclusive atmosphere for the company’s business partners, guests and members of the supply chain in the multi-cultural American society is not just logical, but a priority of the organization. In addition, through Virgin’s unique brand positioning,