The Targeting strategy :: Business and Management Studies

The Targeting strategy Data strategy paper The business that I am going to examine is a typical business to consumer type dealing with music related product sales and distribution directly to customers (direct sell). All music is an e-commerce site that provides a large inventory of musical genres. It has a user friendly search engine to explore the huge music database of the site. It provides advanced searching methods that help the user to explore the database according to mood, genre, song and album title. All music provides moreover to the user an extra service that can give him/her the opportunity to become a registered member of the site (free) in order to gain specific information concerning: special prices, offers, music information according to his/her preferences, advanced search, expanded artist information (credits, songs), editorial features as well as the ability to listen audio samples (30 second duration) before purchasing the record. Moreover it uses a 5 star album rating system with 5 being the best rating in order to assist the customer about the specific release. Target Group The Targeting strategy that All music utilizes is based on market segmentation in order to collect and manipulate current and prospective buyers into groups (segments) that have common needs and will respond similarly to a marketing action. Our target group comprised on:  · Age Primarily males and females aged 18-30 years  · Lifestyle Customers that like to purchase musical products such as cd-albums, t-shirts, music accessories as well as musical concerts. * Location Living in Western Europe and America and can be able to perform credit card transactions. The main reason that All music focus more on those areas is due to the fact that the specific customers (from statistical information): 1) Perform on-line transactions via credit card on a daily basis(have proper knowledge of the internet technology) 2) Affluent target groups that are affordable to pay for music downloads and cd-purchases charged by record labels via the internet. Data element The data that should be maintained in the specific marketing database should be: * Customer ID  · Customer name * Country * Customer gender * Customer age * Occupation * Customer marital status * Customer address * Customer telephone(or cell phone) * Customer email * Customer search history * Financial information  · Preferred genre  · Prospect customer Source(where will All music get the data sources?) All music should use information concerning the data sources both external and internal. Examining the external data all music will get the data elements with the use of a combined approach of compiled and response data in order to identify the source of information. To be more specific through compiled data All music will collect from

An Icon in the Window - An original biography on Bill Gates :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  What does it take to become a cultural icon? Through the perspective of the world today, just a few of the basics might be fame, power, IQ, and enough motivation to utilize it all. But did we forget something? Perhaps. How about all of that, and also enough money and power gobble up any and every company that may stand in your way? This is especially true if you happen to be the CEO of an $18-million company called Microsoft, and even more so if you bare the name â€Å"Bill Gates† on your VISA card.   Ã‚  Ã‚  Ã‚  Ã‚   Mr. Gates began his life in Seattle, Washington. He was born on the 28th of October in 1955. Being the middle child in his family, he found himself often working by his lonesome due to his differing interests from his siblings. As a boy, he was sent to Lakeside School; an all-boys prep school. Seemingly though, not even 40 years ago was the world safe from his genius, being that the school’s mini-computer was Bill’s primary source of amusement. It was at Lakeside that he first learned how to ‘hack’ code and write programs. In fact, his first program was not anywhere close the eloquent interfaces of Word 97, Encarta, or Windows. No fancy-shamncy monitor. Not even a keyboard or mouse. It was a tic-tac-toe game where he and other classmates would flip switches and wait for minutes to get the computer’s output. Nonetheless, everyone must begin somewhere, and it was here that it all started.   Ã‚  Ã‚  Ã‚  Ã‚  In his later school years, Gates met Paul Allen, and the two co-founded what would eventually become Microsoft. The dynamic duo’s first commercially-based job was to write up a program to manage payroll services. This first job worked out so well, that Gates and Allen later formed a pint-sized company called â€Å"Traf-O-Data† which studied traffic patterns for small towns around Seattle. Microsoft was slowly taking it’s first baby steps into the technology business.   Ã‚  Ã‚  Ã‚  Ã‚  Gates was 19 when he graduated from high school and went on to Harvard. There he kept working with Paul Allen night and day in their dorm room to create one of the first micro-processors that would run the latest in computer technology: software. The computer was known as the MITs Altair, and was the first computer to be accompanied by the BASIC computer programming language, as well as Intel’s 8088 8 KHz processor.

Existentialist Perception Of The Human Condition: With Special Referenc

Existentialist Perception Of The Human Condition: With Special Reference To Sartre ABSTRACT: Existentialism lays stress on the existence of humans; Sartre believed that human existence is the result of chance or accident. There is no meaning or purpose of our lives other than what our freedom creates, therefore, we must rely on our own resources. Sartre thought that existence manifests itself in the choice of actions, anxiety and freedom of the will. In this way the responsibility of building one's future is in one's hands, but the future is uncertain and so one has no escape from anxiety and despair. We are always under the shadow of anxiety; higher responsibility leads to higher anxiety. The pursuit of being leads to an awareness of nothingness, nothingness to an awareness of freedom, freedom to bad faith and bad faith to the being of consciousness which provides the condition for its own possibility. Concluding his thought, Sartre says that existentialism is not pessimism. He says that existentialism does not aim at plunging us into despair: its final goal is to prepare us through anguish, abandonment and despair for a genuine life, and it is basically concerned with the human condition as a complete form of choice. The fundamental issue, therefore, is an authentic meaning of life. Existentialism is a contemporary trend in the sphere of Philosophy. It lays stress on the existence of man. Existentialism was a protest against the traditional notions of man. It purports to form a 'just' concept of man, rejecting underestimation or overestimation of Man's personality. The Chief tenate of existentialism is "Existence precedes essence". It thinks that the existence of the individual is the highest truth. To it existence is m... ...tialism does not ignore the human society and that in taking a decision it decides on behalf of the whole mankind. Existentialism does not aim at plunging man into despair : its final goal is to prepare man through anguish, abandonment and despair for a genuine life, it is basically concerned with the human condition as a complete form of choice. The fundamental issue, therefore, is authentic meaning of life. Notes (1) Sartre, J.P., Existentialism and Human (Methuen, London, 1948). (2) Walter Odajnyle, Marxism and Existentialism (Garden City, New York, Double day and Comp, Inc, 1965). (3) Heidegger, Martin, Being and Time (Harper Row Publisher, 1962), 68. (4) Sartre, Jean Paul, Being and Nothingness (Methuen and Company Ltd., London, 1969), 471. (5) Sartre, J.P., Nausea (Penguin Modern Classics, 1966), 238 (6) Ibid , 159-160. (7) Ibid, 25.

CDA Competence Goals Essay

I. To establish and maintain a safe, healthy learning environment. 1. Safe: Candidate provides a safe environment to prevent and reduce injuries. 2. Healthy: Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness. 3. Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning. II. To advance physical and intellectual competence. 4.  Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies promote the physical development (fine motor and gross motor) of children. 5. Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate to the development levels of each child. 6. Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings. 7. Creative: Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space and ideas in individual ways and to express their creative abilities. III. To support social and emotional development and to provide positive guidance. 8. Self: Candidate provides a warm, positive, supportive relationship with each child, and helps each child learn about and take pride in his or her individual and cultural identity. 9. Social: Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among children and adults. 10. Guidance: Candidate provides a supportive environment and uses effective strategies to help all children learn and practice appropriate and acceptable behaviors as individuals and as a group, and effectively provides support for children with persistent challenging behaviors. IV. To establish positive and productive relationships with families. 11. Families: Candidate establishes a positive, cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family. V. To ensure a well-run, purposeful program responsive to participant needs. 12. Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker. VI. To maintain a commitment to professionalism. 13. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

Essay Composition

Writing an essay requires an orderly and careful process, however, the pre-writing process is as important as the writing process. This paper will outline the process that has been used in writing the essay on raising the minimum legal driving age. In the pre-writing process, I had a list of topics that I had interest in and narrowed down my choices of topics. (The chosen flow of topics has been highlighted).Once the topic on minimum driving age was taken, a preliminary topic sentence was created. The topic sentence is: The regulation of the minimum driving age should be changed. Following this topic, the following questions have been formulated:?  Ã‚  Ã‚  Ã‚  Ã‚   What are the issues on the current minimum driving age  Ã‚  Ã‚  Ã‚  Ã‚   What are the relationships between the minimum driving age and motor-vehicular accidents  Ã‚  Ã‚  Ã‚  Ã‚   Would changing the minimum driving age increase road safety?I took statistics, books and periodicals to increase knowledge on the topic an d be able to answer the questions that have been presented above. I took into consideration certain criteria that would help me choose the best sources possible. The criteria that were used were the following:?  Ã‚  Ã‚  Ã‚  Ã‚   Reliability of the author- Knowledge on the topic (educational background, etc.)?  Ã‚  Ã‚  Ã‚  Ã‚   Recency of the source (date of publication)For example:  Ã¢â‚¬Å"†¦Those common factors emerged when USA TODAY examined all the deadly crashes involving 16-to-19-year-old drivers in 2003. About 3,500 teenagers died in teen-driven vehicles in the USA that year — a death toll that tops that of any disease or injury for teens. The South proved to be the deadliest region.[1]† After reading and rereading my sources, the specific topic that came was about raising the minimum driving age. This topic was chosen since this is an outstanding issue in the state of Massachusetts. Using the sources that I have gathered, I took down the pros and cons of raising the minimum driving age. I wrote the arguments and counter arguments in tabular form so as to look at which arguments were strong.Pros –  Lessen driving accidents,  Teenager's brain can fully developCons   Ã¢â‚¬â€œÃ‚  Might increase illegal drivers My decision on a stand was based on these arguments as well as the reliability of the given sources. The final thesis statement now stands: The minimum legal driving age should be raised. After which an outline was created in order to serve as a guide for writing the paper. From the sources taken in the previous part of the research process as well as personal experiences, my position was determined: The legal age for driving should be raised from its current age to a higher age level. The reason for choosing such was based on facts and statistics. The facts were based on medical research, as well as experiences in the field of psychology.BibliographyCrossman, D;R. Sixteen is too young to drive : taking control when your teen's behind-  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the-wheel. Scotia, NY : Footnote Pub. 2002.Landsberger, J. Writing Position Papers. The Study Guides and Strategies (02 June, 2006). 20 February 2007. O' Donnell,J. â€Å"Deadly teen auto crashes show a patt ern.† USA TODAY, (1 March 2005).McAleese, D. â€Å"Rethink of legal driving age urged by church moderator. â€Å"Financial Times Ltd.† (09 October, 2006). 20 Feb., 2006. ;http://solutions.cengage.com/gale/apps/,M. Teenage Roadhogs. New York : Alpha Reference. 1997.Schnell, D. Characteristics of Adolescence. Minneapolis: Minn.,Burgess Pub.Co.1946.

Canadian Politics Essay

Some historical theorists say that the dissimilarities between America and Canada are established in the Revolution of America, a subject that dominated most studies in the history of Canadian. With the creation of the US, the core founders of the US supported republicanism, refusing the Westminster structure of parliamentary democracy. Republicanism that inspired Americans pressured independence, an aversion to corruption, and innovation, counterbalanced by an apparent need for loyalty to public duty. Many Americans in planning a unique American path, freighted, and therefore refusing, a sturdy nation, which is central government. This paper looks into the different ways to which the Canadian political structures differs with those of the US. America and Canada are both governed under constitutions; Canada’s constitution is partly conventional and partly written, and that of the US fully codified. The ultimate interpreter of the constitutions of both countries is their own supreme courts. Nevertheless, the High Court of the US has a more stretched history of constitutional implementation than the High Court of Canada. Canada’s Constitution contains of Acts of both the legislature of the UK and the National Assembly of Canada, but because of the Canada’s federalism, several Acts of regional parliaments like the lawmaking Assembly of Ontario. The Constitution was altered in 1982, at which the Canadian Charter of Rights, Freedoms and amending formulas were included. The other one basic concept on these differences is the dissimilarity between the US congressional system and the Canadian parliamentary system. More differences occur from the legal/political perception of division of powers and the authority of the head of state. The President of the US is the head of government and head of state, while Canada’s Prime Minister is not head state but only head of government (Charlton, 1998). Another distinction is the Governor General and his or her cabinet ministers- also playing roles as legislators, represent the combination of power in Canada’s system, with the part of the monarch. Ministers of the crown are normally directly elected by their respective electorates known as ridings who advise the monarch or the Vice Governor General on how to practice his Crown authority and as Members of the legislature in the Canadian House of Commons. Even though neither the Governor general nor monarchs are lawfully required to select his or her cabinet Members from the House. This indicates those in charge of executive duties also contribute as legislators in the policy discussions and lawmaking process features of their duties as Members of National Assembly. By contrast, the US president has no official duty as a legislator, but only implementing and enforcing laws passed by Congress. The President of the US contributes in only informal, occasional, gatherings with Senators and Representatives. Only formally, addresses once in a year in the two term of his Presidency the gathered houses of the Congress, the Cabinet, and the Justices of the High Court of the US (James, 2004). The checks and balances in Canada are very opposite from those in the US, it can be debated that within Canada that the Prime Minister has additional authority than the US President. Canada’s executive and legislative branch draw from each other, the viceroy hardly uses their powers without the consent of the Prime Minister. This only occurs from situations brought on by constitutional crisis. To ensure the firmness of government, the Governor must always select for his Prime Minister a member who has the biggest group of followers in the Canadian Common House. The Prime Minister must resign or order the General to call for an emergency election or be forced out by the governor general if a big number of the house vote against the government on serious matters of the country. The Prime Minister of a marginalized government is in a much dangerous situation than any United States president, which his presidency term is secured by the law. Often times of cohabitation are also there in the US known as divided government. Happens when different group than the White house directs congress. The President has incomplete control over the members of the House and must regularly make deals for there support. This leads to a stalemate that greatly slows down the law-making process (Charlton, 1998). It is known that the lack of individual identity which characterizes the resulting efficacy of the combined policy activity of the individuals participating in, and influencing the progression of, the US separation-of-powers system in contrast to the personal identity that characterizes the resulting efficacy of the aggregate policy activity of individuals participating in, and influencing the progression of, the Canadian fusion-of-powers system that truly makes this distinction meaningful. An example (putting federalism aside, arguendo) would be the one political actor in Canada responsible for motivating national defense policy decisions for Canada, the Minister of National Defense, contrasted with three(the Secretary of Defense, and the two chairs of the Senate Committee on Armed Services and House Committee on Armed Services) sometimes adverse political actors responsible for the direction of national defense policy Centralization of power in Canada has some benefits and legal responsibility when matched with the United State system. A good line of authority/power showing to whom the government is accountable for any particular duty Unlike the U. S. (James, 2004). There is also the issue of political parties whereby the Canadian House of Commons has seats for four political parties while US has only two political parties in Congress. Both Canada and the US use first post system to elect their representatives. This type of a system can sometimes exaggerate regional interests and disparities, e. g. Dixiecrats and Quebec of the southern. The meltdown of progressive Conservation party and the rise Quebecois party changed the political field in Canada. At the past only two parties dominated federal politics like the US, these parties were the Progressive Conservatives and the liberals, the Liberal held power for most of the 20th century until they were known as Canada’s natural governing party. Different from the US, Canadian third parties have always been able to get Members of parliament elected into the National Assembly since 1921, at times succeeding one of the two main parties as Her Majesty’s Loyal Opposition or forming casual coalition governments (Paul, 1992), In my opinion there are great differences regarding the way political cultures in Canada and the US. This is clearly shown on how the different political institutions in both countries are being managed and the structure through which these institutions are developed. Therefore, it would be appropriate for one to say that the Canadian political culture is not and has never been Americanized even though there are some aspects of similarity in other government structures References Charlton, Barker (1998). Crosscurrents: Contemporary Political Issues Edition 5. ITP Nelson, Michigan Collins, Richard. (1991). Culture, communication and national identity: The case of Canadian television. Toronto: University of Toronto Press. James Bickerton, Alain Gagnon (2004). Canadian politics. Broadview Press, New York John C. Pierce, Nicholas P,(2000). Political culture and public policy in Canada and the United States: only a border apart? Edwin Mellen Press, Michigan Paul Attallah (1992), Richard Collins and the Debate on Culture and Polity, Canadian Journal of Communication, Vol 17, No 2 Nelson Wiseman (2001) Pathways to Canadian Political Culture consensus, Retrieved on 14th March 2009 from www. ubcpress. ca/books/pdf/chapters/2007/insearchofcanadianpoliticalculture. pdf

The Legacy of the Canadian Residential School System

We all have an identity in this world. When we were born as human beings, we were all given an identity based on our gender, ethnicity, and the society we were born in. This identity is further strengthened by our experience throughout the journey to adulthood, creating a bond and belongingness to one’s own culture. When a language is eventually learned during childhood, it becomes one of the major factors in determining our identity. Cultural customs are also integrated into our minds as we grow up.As we approach adulthood, our basic cultural identity is shaped; we maintain our cultural identity as we enter the local society, as it is the label that sticks with us for the rest of our lives. Along the way, we have the freedom to choose which of the religions to believe in, but our choices will most likely be affected by our identities as well. The First Nations people in Canada are suffering from a loss of language, religion, and identity due to the horrible past they had suff ered in the past century.In the 1880s, the residential school system was established by the government of Canada (Miller 2011). From then on, First Nations children were forced to attend these Catholic schools instituted based on European standards and regulations. Injustice went on for almost another century, in which many First Nation cultures were diminished and obliterated. Steven Harper may have apologized to the First Nations for the rest of the Canadians, but the damage is already done (Dorrell 2009). The Residential School System extinguished the hopes of Canadian First Nations in maintaining their own cultures.In this article we will use St. Mary’s, a residential school located in Mission, BC, as a case study to investigate the severity of the impact the RSS had on First Nations cultures. Language is the mean of communication of a society and a significant factor in cultural and social development. It is also the distinct identifier of a specific culture. By analyzin g the complex systems of the languages of different cultures, sociolinguists can relate the languages’ properties to aspects of the culture.Language is also tightly intertwined with the culture of a civilization: the Chinese and Japanese consider calligraphy—the act of writing in an unique but artistic way with ink brushes—a major art along with music, painting, and the chess game of Go; the Medieval Romans were inefficient and limited in their mathematics due to their numeral system until the Arabic system was introduced. In short, languages can be considered as the backbone of a culture. It is also the backbone that the First Nations began to lose as soon as the Residential School System was initiated.In residential schools, any languages other than English were forbidden; the violators of this rule were severely punished. In Terry Glavin’s Amongst God’s Own, one of his interviewee Meredith Hourie (2002: 61) commented that the nuns at St. Maryâ⠂¬â„¢s referred to the native tongues as â€Å"devil’s language†; in their eyes, speaking another language in a Catholic residential school is blasphemous. Benjamin Paul Millar (Glavin 2002: 66) felt that he was beginning to improve in his native language until he was discouraged by slaps in the face and on the backside for breaking the rules; now he could only recall a few words of his native tongue.Genevieve Douglas (Glavin 2002: 62) admitted that she cannot understand her own native language due to the policies at St. Mary’s; students were not allowed to answer to questions unless they can fully interpret what was asked and know how to respond in English, hence the students had to focus their limit in language acquisition on English. Children who were new to the residential schools (such as St. Mary’s) were not familiar with these rules. They felt alienated and were desperate to fit in.As a result, these new First Nations students had to resocializeâ⠂¬â€or â€Å"Westernize†Ã¢â‚¬â€themselves in order to survive. While these cases might seem trivial at first glance, consider this: there were 80 residential schools scattered across Canada at its peak, with over 11000 students being taught (Kirmayer, Simpson, and Cargo 2003). The magnitude is immense, and numerous dialects of the native tongues were lost. It is also worth noting that the majority of students who enrolled in St. Mary’s had Western first names and last names instead of native ones.Under these circumstances, a child would feel even more out of place when comparing one’s own name to the elders’ more native names. They might believe that they were not welcomed in their society and opt to blend into the Western society instead. For instance, a Scotland-born Chinese child would likely to grow up to be more attached to the Scottish culture if his last name was chosen by his parents to be McGregor instead of Lee. Traditions are also identifiers for the cultures they belong to. Each culture has their unique customs, beliefs, and mythologies.For example, the Gods with the most power in terms of mythologies are mostly male due to the fact that almost all cultures are male-dominant. In ancient Greek mythology, Zeus was regarded as the ruler of Mount Olympus and said to be the â€Å"Father of Gods and Men† by Hesiod, reflecting the differences in the status of genders in ancient Greece. In Chinese mythology the Gods were told and categorized as emperors, royal families, and government officials, ultimately referring to the hereditary monarchy political system that the dynasties of China followed for millennia.While First Nations traditions may not be as well known as the bigger cultures in other parts of the world, they have their unique and intriguing perspective in the world they live in. Their view on how all things ranging from animals to inanimate objects have spirit and soul is echoed by Plato’s world-soul idea. However, their inspirations cannot be further explored in the future since these First Nations beliefs are facing extinction. These traditional practices such as Shamanisms were discouraged, as they were viewed as witchcraft in the eyes of Catholicism.Due to the nature of residential schools, children could hardly see their family during their time as a student. Wayne Florence (Glavin 2002: 68) was severely injured by one of the nuns at St. Mary’s, and even then he could not gain the privilege to meet with his family, or even talk to them through the phone for that matter. This separation leads to the inability to learn of and be familiar to their customs. Not only were the children prohibited from learning of their own cultural religion and heritage, they were led and forced to believe that there is only one â€Å"correct† religion—Roman Catholicism.According to Catholic rules, all other religions are false and are blasphemous. First Nations students lear ned that they were not born with freedom, but with sins to be cleansed of; this idea induced fear in them and contempt in their traditions. Aside from a loss of culture, it was estimated by scholars that as many as half of the children died during their involvement in the residential schools, either from abuse or committing suicide (Robertson 2003). We are living in the generation of globalization. In Canada, it is not uncommon for one to have multiple cultural backgrounds.We can notice numerous people of Chinese descent who do not know a single word of Mandarin nor Cantonese; Scandinavians who do not feel the urge to assimilate into another culture’s customs, and even Indian-Canadian comedians who became successful amongst the public by showing observational humor with regards to racial dissimilarities. These people of the general public—whose voices can be heard through the media—are of a majority; whether they are currently living in their affiliated society they were born in or have their homes on the other side of the globe, they feel that they are a member of their culture.No matter which part of the world it is, dates with cultural significance like Christmas, the Lunar New Year, and the Ramadan are celebrated and practiced annually. The same cannot apply to the First Nations in Canada after the residential school system tragedies. Imagine that no one can understand your first language and cultural customs—while communication with others will still be possible through other means like secondary and body language, you can hardly feel the familiarity and ease in comparison to talking freely in your own first language. If a tree falls in a forest and no one is around to hear it, does it make a sound?If you know a language but no one else can comprehend it, does it still exist? If no one in the world other than you knew the family gathering tradition on Thanksgiving, would this day still mean anything at all? While these question s may seem hypothetical to us, the First Nations in Canada are facing these issues today. Writings and symbolic arts in dying tribes may never see their original meaning comprehendible ever again. Canada may consider First Nation reserves and universities as national treasures, but the fact is that cultural maintenance in these smaller tribes is not encouraged and our treasure is continuously decreasing in depth.All cultures in the world are established by the contributions of their people over time; they are the condensation of knowledge, customs, heritage, and language. Each culture is unique in its own way, and should be preserved with the most effort. However, not only did settlers and colonizers took over the First Nations’ lands by force, they also nearly wiped out their culture with a weapon in the form of the Residential School System. These residential schools, such as St.Mary’s, denied the students of their chance to inherit their respective culture, and even took away some of their lives as a byproduct in resocialization. As a result, First Nations languages and traditions were lost; some First Nation survivor might even be the last remaining member of his or her tribe. These are losses that we simply cannot put ourselves into their perspective. I sincerely hope that the government of Canada will not only compensate, but also try their best to maintain the enduring First Nations cultures someday; an apology is simply not enough.