Ryanair marketing strategies Assignment Example | Topics and Well Written Essays - 3250 words

Ryanair marketing strategies - Assignment Example Worth noting is the fact that its low price strategy propelled the company to success for some years. However, towards the end of 2013 and part of 2014, the company experienced a decline in profits. The decline served as a warning for the company to develop better strategies so that it can survive in the industry. This paper will describe Ryanair’s low-cost strategy and highlight its recent marketing strategy, which has helped the company to rise from the decline. Ryanair is a company founded by three individuals named Christopher Ryan, Liam Lonergan, and Tony Ryan in 1985. Notably, the three of them began with a family aircraft that were determined to develop the company into a successful airline. Ryanair would soon develop to become a low-fare airline in Europe, providing customers with an opportunity to travel at cheaper rates. In 1990, the company undertook a venture of restructuring the company and focusing on the low-cost model. In 1995, the company became the greatest airline in Ireland overtaking its competitors in the country. In 1997, the company went public on the Dublin stock exchange. In 2000, the company advanced to introduce online booking for its customers. The company progressed to open up new roots and expansion of its business in the European airspace in 2004. However, in 2009, the company registered an annual loss of â‚ ¬ 169M. With such a loss, the company needed to strategize on how to get back on the right track (Dom inic OConnell 2014, p. 6). Notably, the company has five main bases Madrid, Bremen, London, Charleroi, and Marseilles. The current CEO of the company is Michael OLeary. The company’s core vision is to register evolution in line with the company’s maturity. The company’s mission is to ensure that it remains profitable and offers customers opportunities to travel at low-cost while maintaining high customer standards. Recently, the company’s vision is centred on registering

Evaluation of Differential Research Methods Essay Example for Free

Evaluation of Differential Research Methods Essay In this essay we will look at the positive and negative aspects of the group presentation of remit 1. We will also look into the different research methods we took on to gather relevant information that we needed. Then recommendations we want to include for improvement from our verbal feedback alongside with any constraining factors we, as a group encountered. The essay will then look into the use and analysis of theory that we used that assisted us in making our final campaign. Once our group was given the idea of the university application we began to group ideas together as to what will work most effectively. We chose to use the campaign idea of viral marketing. To do this we took on a semantic and semiotic approach, whereby used signified linguistics to identify what we wanted to communicate and how. Semantic is better defined as ‘the study of linguistic development by classifying and examining changes in meaning and form’ [Semantics 2, 1994] our campaign idea was developed around the concept of transferring different meanings, for example in our campaign we developed the idea from the message we wanted to transfer across, which was the ease of use of the application along with the ability to make the video viral. Taking a semantic approach can allow the user to interpret form and meaning for them, the implementation of the meaning is posed but is left entirely to the user to self-interpret. Our campaign did however briefly touch over on semantic advertising, as we aimed the campaign as an viral video aimed at the social networking side of things we implemented the thoughts of just how effective it can be to specific target audiences to advertise on particular mediums. Our campaign idea could of better utilised the semantic concepts by identifying key phrases or words and adapting those words to create alternate meanings. Many semantic campaigns today are internet based, with a high increase of internet cookie tracking data being used by companies to then forward on products to consumers with similar search data. We decided to stay away from this concept as it falls into the category of anonymity and as an academic foundation we felt it more reputable to remain known. Semiotics is better defined as ‘The study of signs and symbols and their use or interpretation’ [U, Eco, 1979] in our campaign we used many semiotic concepts and in fact it is arguably what our final idea was based around. In our storyboard campaign we decided to use the cartoon to real like to cartoon to real life effect which we used to indicate different scenarios, for example when the person first starts off he is a real life person standing with the application in his hand representing real life. The user then enters the University College Birmingham application whereby he is taken into another dimension and we see the use of different symbols and signs to recreate a fictional dimension. The use of this was to indicate exciting ways to being able to receive the information you need. In the cartoon storyboards the use of colours that we used were primary colours, which were used to indicate simplicity while portraying the ability to enjoy the application. It is also important to mention the signified and signifier model which we briefly used in the construction of our campaign, using key word associations it quickly gave us access to relevant wording which tied in with the possible campaign ideas. Finally to talk about the last concept that was used in the campaign we chose is rhetoric, better defined as ‘Language designed to have a persuasive or impressive effect on its audience’ [G,Tom Eves, A 1999] in our campaign we opted for the viral video, in hope that this would tap into our target market which were young students. In the campaign with the concepts we used by interacting on social networking sites we intending to create a persuasive advertising campaign that attempted to eliminate any preconceived ideas that university information was complicated and hard to get a hold of. The use of language we used in the campaign was simplistic while informative; we left no vital pieces of information out of the campaign while also making the thought of this information entertaining. The overall effect we intended to make on our target audience was to leave a lasting impressive imprint that the viral video we had created was informative, fun and appealing to our audience. In a highly competitive market it is essential for students to understand exactly what they seek and for it to be easily accessible, by creating the viral campaign with the use of social networking sites it allows the audience to access the information they need directly or through friends. To conclude, with the campaign we ran with and the concepts we took on board to get to the final decision we used a variety of different models, in particular the semiotic model whereby we used a variety of different colours, forms and meanings to portray different emotions to the user to engage them. We then took on board some semantic concepts by allowing the campaign to become a viral video and publishing this online it acted not only as a source of information but in turn an advertisement of the application and university. To recommend what could have changed with the campaign final idea or what could have been done instead to better our chances of the campaign idea being successful there would be a few recommendations. The implication further of semantic concepts could have been implemented in to the campaign idea of using social networking. The application draft idea picked up little criticism other than the presentation of the application and its data. If the project was to be undertaken again the use of rhetoric alongside semantic would be heavily prevalent to tap into the internet advertising market alongside the use of websites which creating platforms to share videos, blogs and articles.

Teaching Children Values And Human Rights Education Essay

Teaching Children Values And Human Rights Education Essay Human rights education is much more than a lesson in schools or a theme for a day; it is a process to equip people with the tools they need to live lives of security and dignity. In South Africa the protection and maintenance of human rights has become an important facet of society. In this regard, refer to the preamble of, as well as sections 1, 7 (1) and 7 (2) of the Constitution of South Africa. In addition, the Bill of Rights deals with all fundamental rights applicable in the relationship between the government and individuals or groups of people (and interests), as well as the rights applicable in the relationships between individual themselves, and between individuals and private organizations. The government is seen as the guardian of the state and the states interests, and therefore government must see to it that individual and group rights or interests are cared for. This has resulted in the theme of human rights playing an important role in society. According to the findings of, An evaluation of South Africas Primary School Nutrition Programme, (Coy: 1997)  [2]  there were many anecdotal accounts of improved school attendance and classroom performance as a result of this programme. This evaluation raised a number of concerns with its implementation. Despite its broad range of objectives, the implementation of South Africas Primary School Nutrition Programme was generally limited to being a school feeding programme. The feeding component of this programme encountered many logistical problems with the delivery of adequate and appropriate food, especially in the schools in need. As a result, the coverage of school feeding has been poor for significant periods of time in some parts of the country. In addition, the evaluation pointed to the fact that this programme was from the outset an ambitious but brave attempt to address a major problem of malnutrition through a logistically difficult and challenging programme. It was also implemented soon after the 1994 elections which was a difficult period during which the health system was being significantly transformed and restructured (SAJCH OCTOBER: 2009 VOL. 3 NO. 3). This paper will demonstrate the importance of a practical development plan to promote and improve a childs Constitutional right to basic nutrition. The South African Constitution, 1996, boldly protects the right of access to food as a self-standing right, Section 27 (1) (b) of the Bill of Rights states; Everyone has the rights to have access to sufficient food. This right is extended to everyone but the Constitution gives extra protection to children in Section 28 (1) (c) by providing that; Every child has a right to basic nutrition. The Government has an obligation to promote Human Rights in Education, especially in vulnerable populations. This was emphasized in the Constitutional Court case Governing Body of the Juma Musjid Primary School Others v Essay N.O. and Others  [3]  , Human rights education must not be limited to formal schooling. As educator feel that this basic right to nutrition is not being met in my school, because according to experiences I had in my school that is located in a previous disadvantaged community, I had to ask myself the question over and over; How can I as an educator teach learners in a classroom if their nutritional needs are not met? A poor state of nutrition amongst children in the class room, leads to malnutrition and have a negative effect on education and learning. This is why I chose to focus on this particular Human Right, the right to basic nutrition and is worthy of support and it is a worthy cause in my school. The Bill of Rights The interim Constitution of South Africa became effective from 27 April 1994, which brought about three main changes that form an integral part of the discipline of Constitutional law, namely: The end of 300 years of racial and gender discrimination (introducing effective exercise of the equality principle. The end of the application of the doctrine of parliamentary sovereignty (introducing the supremacy of the final Constitution of South Africa). The introduction of a federal structure which ended years of central and minority governance. Before the interim Constitution was introduced, there were three Constitutions to be found in the history of South Africa namely: The Union Constitution (1909). The Constitution of the Republic of South Africa (1963). The Tricameral Constitution of the Republic of South Africa (1983). These Constitutions were not supreme, and Parliament could, without much effort, amend the content of the Constitution. Even the common law could not escape, in that although the common law could be applied in order to protect some rights, Parliament had the authority to also amend or ignore the common law via legislation. State of emergencies, could also be put into action whenever Parliament so chose, which also had a negative effect on fundamental human rights. Consequently, the IC was formally accepted by the then serving Parliament. After the elections in 1994, the new Parliament and government of national unity was created, and South-Africa was, as from 27 April 1994, governed under the Interim Constitution. The aim was, among others, to regulate the process for the materialization of the final Constitution. There are provisions of the Constitution that emphasise the pride of place of the Bill of Rights in when trying to ascertain the meaning of constitutional provisions. What the provisions tell us is that we should always have in mind the principal objectives of the Constitution whenever we attempt to understand, interpret and apply the Constitution. The following provisions are prime examples: Society based on democratic values, social justice and fundamental freedoms (preamble) Values of human dignity, the achievement of equality and the advancement of human rights and freedoms (section 1(a)) Affirmation of democratic values of human dignity, equality and freedom (section 7(1)) Respect, protection, promotion and fulfilment of rights in the Bill of Rights When interpreting the Bill of Rights, a court must promote the values that underlie an open and democratic society based on human dignity, equality and freedom (section 39) The Bill of Rights applies directly in the following cases (Currie De Waal: 2007), Where a right guaranteed by the Bill of Rights has been violated; The violation is perpetrated by an individual or juristic person with a duty to respect, promote and/or fulfill right The enforcement of the right is sought on South African territory Indirect application of the Bill of Rights covers all those cases where the Bill of Rights has relevance, but one of more of the above elements is missing. Indirect application applies to the majority of cases in which the matter is already governed directly by common law, legislation, or customary law. The Constitution requires courts to develop common law, customary law in a way that promotes the spirit, purport, and objects of the Bill of Rights. Human Rights Human rights are highly inspirational and also highly practical, embodying the hopes and ideals of most human beings and also empowering all people to achieve them. Human rights in education share this inspirational and practical aspect (Currie De Waal, 2005). The need for human rights is of high importance, because it sets standards but also produces change. Chance is needed in our society and effective human rights in education can produce changes in values and attitude (Nieuwenhuis, 2007).   Human Rights awareness can produce changes in behaviour, empowerment for social justice and develop attitudes of solidarity across issues in schools and communities. Once people embrace human rights concepts, they begin to look for their realization in their own lives, examining their communities, families, and personal experience through a human rights lens. In many cases people find these values affirmed, but human rights in education can also lead to recognition of unrealized injustices and discriminations. This sensitization to human rights in everyday life underscores the importance of not only learning  about  human rights but also learning  for  human rights: people need to know how to bring human rights home, responding appropriately and effectively to violations in their own communities (Nieuwenhuis, 2007). Human rights have the following characteristics (Niewenhuis; 2005- 26): they are judicially enforceable; they are universal; they are not dependent on the recognition thereof; they place obligations on individuals and state authorities; and they set minimum standards for social and government practices. The right to human dignity (section 10 of the Constitution), has an uncertain and general nature. Though we can be certain of the pivotal importance of human dignity in the Constitution we can be less certain of the meaning of the concept. As is typical of its treatment of important abstractions in the Constitution, the Constitutional Court has not ventured a comprehensive definition of human dignity. Though a difficult concept to capture in precise terms, it is clear that the constitutional protection of dignity requires us to acknowledge the value and worth of all individuals as members of society. Human dignity is the source of a persons innate rights to freedom and to physical integrity, from which a number of other rights flow. Human dignity is not only a justiciable and enforceable right that must be respected and protected, it is also a value that informs the interpretation of possibly all other fundamental rights and that is of central significance in the limitations enquiry. Since the rights in the Bill of Rights stem from dignity and are more detailed elaborations of aspects of the concept, the core right to dignity has decisive application only relatively infrequently (Currie De Waal; 2007 273-275). The duty on educators My interpretation of Section 28 of the Constitution is, is that no one should be licensed to enter the teaching profession without a fundamental grounding in human rights. What a difference might be made in childrens lives if teachers consistently honored the childs right to express opinions and obtain information and promote a childs human dignity. Teachers do not work in isolation, however. To succeed, with this human rights project, is that it requires the endorsement and support of the whole staff at my school, including those who oversee continuing education, the School Governing Body, and the maintenance staff. Many people never attended school in South Africa, due to Apartheids abuse of human rights. Such people have no less right to know their rights and far greater need. Only by working in collaboration with these vulnerable groups, in this case learners, can human rights educators develop programs that accommodate their needs and situations. Complexities to overcome To promote values and human rights in your school and community, I chose a project to empower the school to start with a program to promote Human Rights. My project is to start a self-sustainable and reliable food supply, to meet the nutritional needs of the learners in my school. This project will demonstrate the skills to empower themselves for the realization of Human Rights. Securing resources and funding To get this project started, I wrote a letters of request and mailed it off to various stores and organisations close to my school. The reason I chose organisations and food markets close to the school, is to get the community involved in this project. I made sure my letters included all the information necessary for them to make the donation in the easiest way possible. I explain the nature of the event, inviting them to contact me if they had the need to visit the school. I visited the Chamber of Commerce in my communitys website and send an email off to each of these. I have got in touch with the local Newspaper and they agreed to do an article on human rights. The aim with this was to promote human rights awareness in the community. My aim was to ensure that my project will be on-going, to teach the children responsibility. To achieve my aim, I needed a cow, to supply daily milk. I needed egg laying chickens, to provide eggs. I needed feed for these animals and vegetable seeds and gardening tools. With the donations I received from the community and local business, I secured what I needed to launch the project. The project launch Firstly, the educators in my school agreed to participate and manage the project. This enabled them to learn of the values I tried to promote at the school. With the help of the other educators, we decided on a piece of school yard that will be practical to grow the vegetable garden. We decided on an old garage on the school grounds to keep the chickens and cow. Secondly, we worked out a responsibility schedule and divided the learners into groups, under guidance of each educator. The long term aim here is that the learners can learn to guide themselves in sustaining this project and take responsibility. To reach this aim, was educating the learners knowledge and understanding of the reason why this program will improve their lives. In the work groups we achieved this aim. A duties program that was set up helped guide the learners to care for the vegetable garden, feed the cow and chickens in the long term. This helped improved their involvement and promoted a sense of self-empowerment amongst them. How schools can be able schools care Through a project like this my school and hopefully community will be encouraged to identify and solve their own needs, in this case nutrition problems, and by this promoting human rights. The mobilisation of the school structures will therefore be a central part of this strategy. Growth monitoring and other initiatives that promote and protect this project will be actively supported, due to the visual chance that can be seen in my school. The active and sustained involvement of the learners is critical to the successful implementation of this project. It is unclear how the community would be mobilised and how this involvement would be sustained, due to the poverty and lack of resources in this community. Objectives The first objective is to get the project started, by leading by example and to get the school staff involved, to start with a sustainable program that demonstrates the need to care for others. The second focus is, to get the learners involved, to ensure that this program is sustainable and not a once-off event. A benefit of teaching the learners of this particular right is that it teaches the learners values and responsibility. This will achieve my overall object; to teach the learners in my school the value of Human Rights and what they can do to realize these rights and improve their own lives. My project aim was to provide a sustainable nutritional supply to the most vulnerable individuals in a previous disadvantaged community; mobilise all educators as well as learners to take responsibility for improving the nutritional status in their school and creating awareness of human rights through a needed development strategy, with nutrition surveillance as the primary management and monitoring tool of these values. The successful implementation of my project will be evaluated according to: The students will be able to define compassion and self-empowerment The Students demonstrate being a caring person There is a change in students grasp of society an responsibly The empowerment of poor people and previously disadvantaged households To avoid malnutrition in Children Creating a sustainable food supply Conclusion First, this project must be subject to full transparency. The nutrition development community often subscribes to a general respect for confidentiality as commonly practiced in development circles, in contrast to the full transparency that is a hallmark of the human rights approach. Since empowerment, as a principle of the human rights approach, is impossible without transparency in all school affairs, the community must insist on absolute transparency regarding the project. Second, the learners must have opportunities to claim their legal human rights related to the right to adequate food from the relevant duty holders. This can only be achieved, if they invest themselves in this project. By this they can help develop or strengthen their, by leading by example. In turn the community will be able to draw inspiration from this, to claim their other relevant rights.

An Analysis of Neutral Tones by Thomas Hardy Essay -- Neutral Tones Es

An Analysis of Neutral Tones by Thomas Hardy      Ã‚   "We stood by a pond that winter day," (1) This line indicates a still quietness, with lack of the movement of life. There is a vast difference in appearance and movement around a pond in winter and a pond in the midst of summer. This indicates no leaves, and no visible signs of life. The poet is painting a stark and lifeless scene. "And the sun was white, as though chidden of God,"(2) This is indicative of the modernist approach to light as being too harsh and not a positive factor. Chidden means scolded, rebuked, or even blamed. God is not looking favorably upon these people. "And a few leaves lay on the starving sod;"(3) Leaves fall from trees when they are dead, and the term 'starving' refers to the dying of the ground. "They had fallen from an Ash, and were gray,"(4) Ash trees are very beautiful hardwood trees, and this line indicates the passing of beauty, and ties in with the dying leaves mentioned in line three. This first stanza indicates that something once beautiful is dying. "Your eyes on me were as eyes that rove"(5) When lovers who are in love look upon one another, it is usually with a fixed gaze. That old love song, "I only have eyes for you" helps explain the poets anguish when he realizes his lover is no longer mesmerized while in his company. "Over tedious riddles of years ago;" (6) is indicative of some unresolved problems between the two people in this poem. "And some words played between us to and fro" (7) seems to indicate small talk and mindless chatter.    "On which lost the more by our love"(8) tells the reader that the poet is unhappy with the chatter and would rather be speaking of the unresolved problems betwee... ...a definite and recognizable pattern. This poem is certainly not a sonnet, either in subject matter, meaning, or format. The rhyme scheme for this poem is that of A B B A, C D D C, E F F E, G H H G.   There is enough continuity in this rhyme scheme to hold the poem together as a whole through the use of the pattern, however the changing of the actual rhyming words and the fact that, for instance, the A word is only repeated one time (as are all of the others) intensifies the poets feelings of loss over the change in his love's desires. Through the rhyming scheme, the poet is conveying the hopelessness of the two of them getting back together and repeating the beautiful love they once shared.    Works Cited Damrosch, David, et al., ed.   The Longman Anthology of British Literature: Vol. B.   Compact ed.   New York: Longman - Addison Wesley Longman, 2000. p. 2256

Geography Influenced Civilization

Sakija Wilkinson HST 140 WA/4 WA2 Geography Influenced Civilization Geography influenced civilization that arose in china, in so many ways. One way was the yellow river in which ancient china basically grew out of. All of the earliest civilizations arose on flood plains of major rivers because these lands provided the fertile land required to support their civilization. The yellow river was used to contribute to china’s civilization by also being as a highway to unify and control.There was also the warring states period which came about when the steppe cavalries became a serious threat to china in northern region, which ended when Qin Kingdom conquered the rest. During this period though, there were fights among seven major kingdoms that were independent and they were fighting to gain power and to become superior to all other in authority.Geography comes in with the help of the mountains and hills that contributed toward the sturdy walls that were built by the three northern s tates to keep raids from happening with the nomads and also to defend their villages. Lui, pp. 22-23, Unit 4 Module; Politics in State Power in Great River Valley Societies). The Land, soil and river provide resources for the farming and contributed toward the ranking and freedom of certain people. â€Å"Those who devoted themselves to the fundamental enterprise and through their farming and weaving contributed much grain and cloth would be freed from tax and corvee. † (Rielly, 2010, p. 129). Also farmers served as soldiers, and because of this the portion of agriculture provided the lifeblood of the state.Food was also produced and any of the farmer-soldiers that did not produce such food for everyone in the state this would lead to them playing less of a role inside the society. It is also bee allegedly stated that with the help of agricultural land, the Qin removed the grid paths, footpaths were opened up and boundaries were set. This also led to the thought of historians which thought that these changes that were made contributed to the sale of land and made it able to be done. Rielly 4/1). There are some differences among China and Mesopotamia and there were also some similarities when it came to the civilization and geography. As it is true that the early societies and states including Mesopotamia and China all arouse along large rivers, and they were also the earliest states to become established on the earth. Many people in both civilizations, China and Mesopotamia were farmers providing crops and food for others.Since they both were river civilizations they each had its own advantages of trade routes, transportation, food, and plenty of water for drinking and also for crops at one point. China was located in eastern Asia where mountains helps a lot of their civilization and was common. These mountains cause china to be protected due to the walls that were built, and also helped out with trade which provide an upper hand for china. As for Mesopo tamia its locations was in western Asia where the lands were flat and them not being able to have much protection.Mesopotamia was big in armies and military because of their flat open land which caused them to be more advanced in military defense than china. They also had similarities in problems which seem to be something like a global pattern when it came to war, rituals and oracles being gamblers means of power. Geography played much part in civilization of the passed also when it came to similarities and differences of certain regions, and it will continue to play a part in the future as well. (Armesto pp. 89-90. Unit 4 module; The Influence of Geography on the Development of Societies and States)

A Guide to Social Climbing

Have you ever noticed that every school has cliques and that each clique has its own rules that determine whether you are accepted or rejected? For many students the clichà ¯Ã‚ ¿Ã‚ ½ that they belong to will play a major role in who they are and what their schools days will be like. For this reason I believe it is of crucial importance that the younger generations of students are educated in the 3 tenets of coolness. By acquiring these skills, they will have a higher probability of growing up to become mature adults who suffer little or no emotional trauma, at the hassle of their peers. Depending on the category of school you attend and the area in which it is located, its social hierarchy may change. Nevertheless, typically the popular people are at the top, the losers at the bottom, and in between are several different classifications. Being conscious of where you belong is vital. It is easy to put yourself within a division, unless you understand complex nature of school cliques. The â€Å"losers† are at the bottom of the social ladder, forced to function outside of the cliquish system. No one truly wants to associate with them. The majority of students emotionally abuse the losers and use them as scapegoats. They're teased relentlessly and, as a result, are shy. Their shyness and quietness are a way of deflecting unwanted attention to themselves. But no matter how quiet they are, they often find themselves as the object of a cruel joke. Common characteristics here are quietness, low self esteem, â€Å"doormatish† behavior, unusual calmness, and homicidal impulses. Above the losers are Nerds. These teens average A's and maybe some B's. During lunch, in the corridors is where you'll find them. Usually them pretend to do school work but are actually playing computer games. And just in case a teacher walks by they utilize their ability to quickly change the computer screen from Space Invaders to an English Literature essay. If they are not, they find other things to occupy their time with that make the ‘preps' and ‘populars' laugh at them. If you have between thirty and forty friends, you are usually classified as a Prep, Preppy, or Lemming. Attending extra curricular activities such as basketball, student council, and debate team are in your record of achievements folder. This kind of student would probably do whatever it takes to maintain his or her reputation as supreme student; after all, it would go nicely in your certificate jammed record of achievements folder. So for your own selfish benefits you use your ability to pretend that you like someone, when in fact you hate them. For example, one minute you're sneering at the obese loser at the back of the classroom who always wears black and has the same pair of glasses as your grandmas. And then two minutes later you go back there and be buddy-buddy with him, while he does your math work for you. One thing to take note of is to not become an enemy. There is always the probability that this kid is secretly planning some mastermind scheme to arrive at school flying an Apache attack helicopter with twenty M-16 automatic rifles, which are to be used at his discretion for â€Å"peace settling purposes†. Therefore it would be wise to stay on their good side to make sure you are spared if this occurs. If you have fifty friends or more, you are at the top of the social ladder, in other words you are categorized as ‘popular'. These people are extremely unfriendly to anyone outside their highly exclusive clichà ¯Ã‚ ¿Ã‚ ½. If an outsider tries to communicate with them, they are ignored or receive a pair of rolling eyes for their efforts. A populars daily routine includes gossiping about others and backstabbing. Now that you understand the complex behaviors and characteristics in which school cliques function, your next step is to understand the 3 tenets of coolness. These are based on guidelines of how to become cool: 1. Getting Dressed This is the most crucial aspect of fitting in. Mainly because in this day and age countless numbers of people will determine if you are worthy enough to say, â€Å"Hi† to them depending on your choice of apparel, rather than attempting to get to know you. Therefore if you want to get accepted among a certain clique you must dress like them. But being accepted is not just limited to clothing. This goes for hairstyles, music, movies, and hobbies. I doubt any self respecting wanna-be, such as yourself would hang out in the mall with their friends, who all have their hair died blonde, while you are still brunette. Eventually you are going to feel like the outsider and this type of attitude will stop you from being who you really are, which is a clone of your friends. So dress like your friends, but try to add some originality to your wardrobe, as this will help to gain attention. This actually leads on to my next point. 2. Getting Attention. Not only must you have a sense of originality and confidence to be cool, but you must also stand out from the herd. Part of this can be achieved through your sense of style and the rest is through your attitude. So the first thing to have is a killer pick up line, something to use when you try to meet someone at the coffee house or the record store. Something so suave so sophisticated, so irresistible that it's frightening. Try, â€Å"The only thing your eyes haven't told me is your name†, or † I bet you $20 dollars you're going to turn me down†. Practice these lines while raising one eyebrow and smiling out of the corner of your mouth. You may look around, but always keep one eye on your potential date, so that they know you mean business. This may not be appropriate in hospitals, libraries, and churches, but go with your instincts; after all you are tiring to be cool. 3. The Fonz Speaking of cool, it is universally known that Fonzie is cool. Therefore you should aim at making references to Fonzie at least five times in a conversation. You know, utilize his moves like the two thumbs up and the famous, â€Å"Ehhhhhhh†. So now that you have the basic knowledge of achieving coolness you are guaranteed to be accepted among any cliques in your school. After reading this article I hope that you will pass the three tenets of coolness down from generation to generation, so that your children (or future children) and their children can be equipped with the knowledge and skills, which are vital for social school survival.