Global Trends Essay Example | Topics and Well Written Essays - 250 words

Global Trends - Essay Example Education is also another key thing. People from different cultures go to the same class, spend time in hostels together and learn in class the importance of appreciating and leaving with each other (Tracey, 1999). Entertainment industry has made people from different cultures to come together and produce music hence pulling their cultures together. Forces’ trying to prevent erosion of cultures include the development of archive centers. These will keep the tradition materials and information that remind people of their past cultures (Gary, 2005). The development of traditional clothing has stopped people from embracing foreign attire; maintaining and embracing eating culture has stopped international modified food from taking over the cultural mode of eating especially in Asian countries. Technology changes the culture of countries; it has provided tools that enable our capability to network through the internet communities like Facebook and MySpace. This communication promotes freedom of expression that is not guaranteed in some countries. For example, Facebook provide space for communication during Arabs spring. Technology has made people to migrate from rural homes to the towns especially in developed countries in search of better services and good infrastructure. It has also increased awareness on the value of goods to the consumer hence eliminating middle men who used to make huge profits (Henry, 2006). Global culture is developing since the image of borderless flow has been evoked. Right know people, money and goods are moving undistracted around the world hence forming a global society full of universal culture and universal business language. Global influences have enable me learn through online and be able to communicate with friends through social media at ant time. I have benefitted through knowing the prices of products in the market without going through the

SPA Management Business Plan Term Paper Example | Topics and Well Written Essays - 6000 words

SPA Management Business Plan - Term Paper Example Location and Floor Plan 24 5.5. Equipment 25 5.6. Inventory 25 5.7. Technology 26 5.8. Customer service 26 6. Personal Financial Statement 26 6.1. Personal Financial Statement 27 6.2. Start-up Expenses and Capitalisation 27 6.3. Financial Objectives 28 6.4. Balance sheet forecast 29 6.5. The profit and loss forecast 30 6.6. Expected cash flow 31 6.7. Break Even analysis 32 Reference 33 Bibliography 35 2. Executive Summary SoulConcord aims to be the premier spa salon in Los Angeles, California. The company is determined to offer a unique combination of offered services and products to offer the customers a luxury experience. The company would carry out intensive marketing and promotional activities to quickly gain market share. SoulConcord would provide customers with a relaxing, rejuvenating atmosphere where the products and services can satisfy all their mind and body requirements. The business would be set up with a management team including Myriam Maier, Yves-Jerome Ludwigs and Gi an Matteo Mannering. At the first year, the company may face certain difficulties. However, in the coming years, it is determined to make a huge success. 3. The Business 3.1. Business Description In the contemporary society, spa is turning out as part of day to day life. One can notice, spa is mushrooming at a faster rate even in the suburbs and thus the spa industry is growing at a healthy rate throughout the world. As the concept of spa is quite new, often people misunderstood it with other non-spa businesses like beauty salons, massage services offered in hotels and clinics. Therefore, the misconcept of people regarding spa can be minimised with help of a clear cut definition. Spa can be defined as â€Å"a business offering spa treatments based on authentic water-based therapies which are practices by qualified personnel in a professional and relaxing environment (Cohen & Bodeker, 2008, p.55). It is quite hard to find out origin of spa industry but as per the experts, use of min eral springs and thermal mud was part of the first civilization development on the Earth. With time, the concept of different forms of baths got attached with religious ceremonies, hygiene and beauty. Among the ancient spa baths, those of the Roman Empire were the most famous ones. These social baths were part of the culture and a mean of hygiene. In Roman culture, large hydrotherapy and garrisons were built near to hot springs. These places were used by the soldiers to heel their battle wounds. However, the prevailing spa industry has its origin in Europe during 18th – 19th century when people started using water therapy for rheumatic and respiration disorders. At that time spas were specifically made in mountain towns so that the visitors can enjoy spectacular views along with fresh air and water treatments. The modern spas are also based on hydrotherapy principles that use thermal pools, different types of massage and mud bath for therapeutic use (Williams, 2006, p.4-5). T he concept of therapeutic use of mineral water was well known to the Native American. The spa industry was commercialised in 1790 when Saratoga Hot Spring in Wyoming was opened for commercial use. Another major development in the spa industry was International Spa Association (ISPA) founded in 1991. The goal of this association is to develop networking among international professional spa associations, educate them, formulate policies & standards, provide required resources and build coalition throughout the world. Figure 1: Ten Elements of Spa

The themes in Hamlet Essay Example for Free

The themes in Hamlet Essay Hamlet by William Shakespeare is a revenge tragedy that illustrates a tragic heros struggle with two opposing forces: moral integrity, and the need to avenge his fathers murder. Hamlet the prince of Denmark discovers from his fathers ghost that his father has been murdered with malicious premeditation and this atrocious act was committed by none other than his uncle Claudius. Inevitably Hamlet is instigated to seek revenge, however is incapable of such action due to the need for certainty and other emotional, psychological, and ethical factors; thus he remains indecisive. Through Hamlets complex, divided, introspective character and with the help of such an intriguing plot Shakespeare exposes the themes of immorality, revenge, and death; which are evidently the most significant and recurring themes throughout the play. Immorality plays a significant role in the play. The plot commences with Claudius not only committing the immoral act of regicide but also repulsively seducing the queen into marriage; completely disrupting the natural order of Denmark. Therefore Claudius has deprived the prior king of life, of crown, of queen Such corruption leads to Denmark being represented as a physical body which has been made ill as the people come to believe that something is rotten in the state. (I, iv, 90) The appearance of the previous kings ghost confirms a sense of foreboding about the future of the country since the new king has forced himself onto the throne through corrupt means. All this corruption affects Hamlets view of the world as well, where he comes to believe that the world is merely possessed by things rank in gross in nature. ( I, ii, 136) Even before Hamlet encounters his fathers ghost who reveals the truth about the murder, Hamlet is searing with indignation over how his mother with most wicked speed, [did] post with such dexterity to incestuous sheets (I,ii,156 157) Thus Hamlet foreshadows that such dissolute deeds cannot come to good (I. ii. 158) However when the ghost does reveal the truth Hamlet is overwhelmed with disgust at the immorality and injustice of his own uncles and his mothers foul deeds. Inevitably the occurrences of such immoral acts have brought a burning need within Hamlet, a need to seek to revenge; which is another significant theme that recurs throughout the play. Indisputably, revenge is probably the most essential theme in the development of Hamlet. Revenge is a dreadful, decadent and a bloodthirsty emotion and is the driving force behind two of the main characters in the play- Hamlet and Laertes. However Shakespeares conduct of revenge within Hamlet differs completely to the quintessential style of revenge during his era. Shakespeares illustration of revenge delves more into the physiological and moral aspect of seeking revenge; where he portrays that revenge is not an action that usually comes innately because even overpowering emotion cannot bring about immediate action. Therefore Hamlet contemplates heavily and plans the revenge, but fails to put his ideas into action until the last scene. The first sign of revenge is evidently seen in the beginning where Hamlets fathers ghost urges him to revenge his foul and most unnatural murder. (I. v.25). However Hamlet was still not convinced by the ghost as he believes it may be the devil( II,ii) Therefore in order to catch Claudiuss conscience and prove the ghosts message, Hamlet has a play enacted in the scenario of his fathers murder. This shows Hamlets need for certainty and deep contemplation. Even after The kings outburst when he had the perfect opportunity to kill whilst he was praying, Hamlet failed to perform. Hamlet states Now he is praying a villain kills my father and for that, I, his sole son, do this same villain send to heaven( III,iii). It is evident that Hamlet is a man with too much reason (III.ii) and not enough action. One could argue that it is as if he develops excuses for not completing the deed, mainly because he is human and that the deed is immoral. Therefore he is incapable of performing such action immediately. This proves that every action; even revenge is affected by rational considerations, involving the need for truth or certainty as well as moral, physiological and emotional factors. Nevertheless it seems as though Hamlet disbelieves the notion of performing a deed in a purposeful and controlled way; because when Hamlet does take action; killing Polonius, he prefers to do it irresponsibly, blindly and viciously. It evidently shows his thirst for revenge as well as the obscurity and complexity of his character. Hamlets blind, irrational, and impulsive, manner of killing Polonius without being aware of his identitiy formulates the beginning of a vicious cycle of retribution; as Hamlet becomes a part of Denmarks squalor and misery. This irrepressible and unjustifiable murder instigated Laertess(Poloniuss son) quest to avenge his fathers death. Later on in act 5 Hamlet and Laertes have the opportunity to avenge their fathers in a gruesome duel. However this only leads to their downfall, revenges eventual outcome- death. Shakespeare utilizes the theme of death as a cleanser of corruption, as all the corrupt players are killed through unnatural means which ultimately restores the natural order of Denmark. As destined the characters receive the deaths they deserve. Thus the king dies in Hamlets hand as well as being poisoned like the queen, whereas Hamlet dies in a soldierly fashion being provided the respect a soldier deserves. Inevitably death is seen as the ultimate resolution for immoral injustice. Death is not only seen as a cleanser of corruption but according to Hamlet death carries various meaning involving freedom, inevitability and the fact that death renders life meaningless. It is evident that Hamlets obsession with death works in three stages: death as a means of escape or freedom, his circle of life theory and the physical decay of death which proves the futility of life. From the very beginning Hamlets seems to find the world weary, stale, flat and unprofitable. (I,ii,129-134) and would have ended his agony by committing suicide if the everlasting had not fixed his canon `gainst self-slaughter. ( I. ii. 129-134) Hamlet ponders over the means to handle his outrageous fortune(III,i, lines 58-70)and contemplates whether he should fight the slings and arrows (III,i lines 58-70) that life has thrown upon him or he should end the heart ache and a thousand natural shocks (III, i,lines 58-70) by killing himself. However he is afraid of the after life and chooses the nobler (III. i, 58-70) path to face the suffering of life in order to avoid the gruesome aftermath of death. According to Hamlet aftermath can also involve the grave where the person has to face worms and maggots feeding on him, evidently pointing out that death is a leveler which inevitably everyone is entitled for. Therefore he believes that life goes around in a circle because a man may fish with the worm that hath eat of a king, and eat of the fish that hath feed of that worm. (IV,iii, 30-32) Hamlet also believes that life is meaningless because after death all physical beauty is lost. So with Yoricks skull in hand he reminisces upon all the moments he spent with Yorick and what has become of him now. Likewise, regardless of how women emphasize on their beauty; as Hamlet states to this favor she must come. (V. i. 192-195) Evidently Shakespeare, through the voice of Hamlet proves that all the greed and lust for power eventually leads to nothing in the face of death. Shakespeares utilization of the significant intertwining themes of death, revenge and immorality, he is able to coherently elucidate how immoral injustice can never be restored and unless all the corrupt players are purged and a new king, in this case Fortinbras, is crowned. In addition Shakespeare also exposes that ultimately revenge is not the solution for internal peace but rather when committed it brings forth chaos and disorder within the society; forcing death to be the only resolution to cleanse the corruption and bring back peace and harmony to the state. In the process of the play these universal themes are dealt not in the conventional sense but in a reality based fashion which any human being can easily relate to, and this is what makes Hamlet such a tour de force.

Importance of Teacher Interaction with Learners

Importance of Teacher Interaction with Learners In order to facilitate learning activity in the classroom a teacher must have a clear knowledge of who learners are. In general, a learner is an individual who engage him/herself in the process of acquiring new knowledges and developing varieties of new skills. A learner can be found wherever a learning process takes place between two persons or among a group of people. In the context of schooling a learner is a child who can be a student of primary, middle or secondary school and their utmost and primary duty is to learn. In whatever age or stage the learner is at, there are some learning theories which classifies the types of learning patterns and thereby the learners. It is believed that learning has no age restrictions and it begins ever since the child starts to talk and recognize. However, the theories involve the social, psychological and creative contexts. What we consider as progressive education was first conceptualized by John Dewey in the late nineteenth century. According to him, the learning process proceeds mostly in a socio-cultural manner and provides a meaning and proper direction in developing instincts in the individual (Dewey, 1987). Albert Bandura also believes that learning occurs from socio-cultural observations (learning through observation which is also identified as observational learning) whereas scholars like Jean Lave and Etienne Wenger that learning and acquiring the knowledge from it happens at the same time when these are being practiced in communities (Lave and Wanger, 1979), and through inquiry (Garrison and Kanuka, 2004). Randy Garrison and Heather Kanuka, also had similar vision in actualization of knowledge. Paulo Freire considered learning not only occurring from the socio-cultural context but also individuals contribution towards it. A group of psychologists in the early twentieth century proposed a behavioral approach to describe the learning process (Stewart, 2013). Famous philosophers such as Ivan Pavlov and psychologist B.F. Skinner identified how habitual response or instincts are being learned by the animals using rewards or acts with certain behavior (Pavlov, 1971). Behavioral theory is connected to an outcome based approach when these are being applied in the classroom. This kind of learning in most of the cases are implemented in Preschools. In such environment, the classes are oriented in such a way to establish certain task and the curriculum is also designed to achieve the goal through behavioral instincts of the children. According to Jean Piaget learning starts from knowledge which is gathered by different kind of experiences from the surroundings. These set of experiences can only be managed by the skills present in leaners stage in development. These theories mostly focus a series of constructivism which is defined as cognitive constructivism. This theory consider that knowledge is actuated internally on a person rather than imposed and after that it is organized into schemata, or the set of structures of individuals understanding through which an individual develops his/her sense of the universe. As soon as the schemata internally forms, understanding occurs. David Kolb had discussed on figuring out the place of various kind of learning in his proposed empirical study of learning cycle (Kolb, 2014). He believes that learning initiates via experimental or feeling stage. This is a stage in which information is obtained from experience and then it is analyzed or decoded to extract further information. The information is then spread in the public or other discussed on interpersonal domain in case of its occurrence in social environment. During the watching stage, leaners step back from the experience and start to pull out meaning from it. For accessing embedded information, the effective domain plays a vital role. It also brings out the subconscious understanding of the information, or the thinking stage. At this stage, relevant information from though out from instincts or other sources can be entered the cognitive domain to justify the validity of the information. Afterwards, the information can be actuated into practical domain, which can be considered as the doing stage. Learners acquire different skills and strategies to obtain result from the valuable information.ÂÂ   This information processing system can be characterized by several cognitive approaches. It also pinches the way individual reacts to different type of ideas, information or experiences obtained from others. A cognitive style recognizes the way a person is focusing on certain parts (an analyst) or the entirety of the event (a holist) or if he is engaging others using words (a verbalist) or visual effects (a visualist) (Stewart, 2013). Each type of learning types also lends themselves towards various kinds of processing mediums. A verbalist, for example, tend to use his oral and written skills of communication to resolve a problem as an accommodator (Kolb, 2014). This also stimulates him to be an activist by the social environment (Honey and Mumford), through collecting and actuating socio-cultural knowledge as it is obtained via oral channel and social interactions as described b y the Kold Biglan model. There are also classifications in the learning style, for example, learning personalities (Dilts, 1995) which reflects the way the learners will to learn, and different sorts of intelligences (Gardner, 1995) which explain the way the learners will improvise and flourish. Such intelligence can be logical, kinesthetic, musical, spatial, verbal, intrapersonal, naturalist and interpersonal.ÂÂ   A learner does not always fall into a cognitive learning style, but reflect a combination of learning preferences to different degrees. References: Bandura, A., Walters, R. H. (1977). Social learning theory. Catania, A. C., Laties, V. G. (1999). PAVLOV AND SKINNER: TWO LIVES IN SCIENCE (AN INTRODUCTION TO BF SKINNERS SOME RESPONSES TO THE STIMULUS PAVLOV'). Journal of the Experimental Analysis of Behavior, 72(3), 455-461. Dewey, J. (2007). Experience and education. Simon and Schuster. Dilts, R., Epstein, T. (1995). Dynamic learning (Vol. 426). Cupertino, CA: Meta Publications. Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200. Garrison, D. R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Piaget, J. (2000). Piagets theory of cognitive development. Childhood cognitive development: The essential readings, 33-47. Sharp, D., Cole, M., Lave, C., Ginsburg, H. P., Brown, A. L., French, L. A. (1979). Education and cognitive development: The evidence from experimental research. Monographs of the society for research in child development, 1-112. Stewart, K. L., Felicetti, L. A. (1992). Learning styles of marketing majors. Educational Research Quarterly, 15(2), 15-23.

A Walk towards Conservation: Waste will Never be the Answer :: Essays Papers

A Walk towards Conservation: Waste will Never be the Answer It was a hot summer Sunday morning, a little less than twelve years ago, when my family walked (though my sisters and I did this begrudgingly) home from church. When we finally reached our house, not but a mere five blocks away, we each had one thought on our minds, breakfast. While one of us emptied the dishwasher, and another began to set the table, the other would help my mom prepare the eggs. And as this almost habitual process unraveled, a large aluminum bowl, not far from the stove, would begin to fill with the remains and peels of uncooked fruits and vegetables, egg shells, and coffee grinds. And so this was the one last culminating and thoughtless chore. One lucky daughter had the fortunate honor of delivering the remnants of that aluminum bowl to the large, beautiful, and unidentifiable mound of composting materials in the backyard. And through the practicing of such behaviors as the recycling of such waste, being trained not to hold open the refrigerator door in such a sloth-like manner, and learning to turn off the lights, I suppose I have always cared for the environment. At a very young age I learned to recognize that even egg shells can be used for cultivating gardens and that waste is bad. I have my Birkenstocks, and listen to activism laden music, and debate global environmental issues with my wonderfully (and I don’t say this sarcastically) conservative roommate. But do I honestly actually do anything for the environment? Not really, which is what prompted me to intentionally use higher education as an opportunity to seek information, on the so called â€Å"environmental problems,† that ominously hover over our society. First semester, freshman year, I took EGEE 102, Energy Conservation for Environmental Protection. Under the sincere guidance of Professor Sarma Pisupati, I learned about methods of conserving energy through the use of energy efficient devices and appliances in the home (ranging anywhere from efficient lighting to my favorite, geothermal heat pumps, a wondrous source of clean and free energy). I learned that the production of energy through means of burning coal and oil release such greenhouse gasses as carbon dioxide.

The Horrors of Animal Euthanasia Essay -- Euthanasia Physician Assiste

The Horrors of Animal Euthanasia   Ã‚  Ã‚   Due to the domestication of cats and dogs their populations have skyrocketed. This is due in part to the lack of pet owners acting in a  responsible manner. These responsibilities include the spaying and neutering of   pets. These numbers of homeless animals in communities have caused humane societies to euthanize too many animals. This, I feel is a violation to animal rights and is a cruel way for these animals to have to leave this world. I disagree with the activists who believe that the way to keep animal populations down is to euthanize these poor animals. Nothing good could come from the slaughtering of these animals. Fostering large numbers of animals in communities is an overwhelming task, but there are many solutions to this problem. The euthanizing of animals is wrong and all shelters should switch to a no-kill policy.   Ã‚  Ã‚   There are too many animals in the shelters. Animal control officers are forced to put these animals to sleep that could have made loving and affectionate pets. ( Open Your Hearts Mission, p.1 ). Last year at the Vanderburgh Humane Society 2022 unwanted cats and dogs were put to death. These animals were taken to the E-room in the back where   they were injected with a syringe of cool-blue liquid death. After a few seconds the animal fell limp and eventually its heart stopped. Employees at the humane society have the task of deciding which of these animals should be euthanized. This is not something they enjoy and take pride in doing. Usually after a few days the animals which have not been adopted will be euthanized. The ones that are sick or hurt are the first ones to go. The events that take place in the process of the euthanization of... ... http://www.npsc.nbs.gov/resource/othrdata/crp/crp.htm Executive Summary.   (1997).   Fish and Wildlife Service   Internet. http://www.fws.gov/~r9mbmo/issues/arcgoose/parti/execsum.html The Goose Crisis.   (1997).   The Goose Crisis   Internet. http:www.und.nodak.edu/org/ndwild/sgcrisis2.html Kantrud, Harold A., Rolf R. Koford, Douglas H. Johnson, and Michael D. Schwartz. (1993).   The Conservation Reserve Program  Ã‚   Internet.   http://www.npsc.nbs.gov/resource/othrdata/crp/crp.htm Mountain Lion.   (1997).   Kidsfarm   Internet.   http://www.kidsfarm.com/lions.htm Too Much of a Good Thing.   (1997).   Internet.   http://udwild.psych.und.nodak.edu/HTMLPages/goosecrisis.html Trophy Hunting of Mountain Lions: A History of Deception.   (1995).   California  Ã‚   Mountain Lion   Internet. http://www.sierraclulb.org/chapters/ca/mountain-lion/history.html

Scope Limitation

ScopeThe scope of the study refers to the parameters under which the study will be operating. The problem you seek to resolve will fit within certain parameters. Think of the scope as the domain of your research—what’s in the domain, and what is not. You need to make it as clear as possible what you will be studying and what factors are within the accepted range of your study. For example, if you are studying the ill effects of bullying on middle school children, the scope could include both face-to-face bullying and cyber-bullying in grades 6 through 8.LimitationsLimitations are matters and occurrences that arise in a study which are out of the researcher's control. They limit the extensity to which a study can go, and sometimes affect the end result and conclusions that can be drawn. Every study, no matter how well it is conducted and constructed, has limitations. This is one of the reasons why we do not use the words â€Å"prove† and â€Å"disprove† wit h respect to research findings. It is always possible that future research may cast doubt on the validity of any hypothesis or conclusion from a study. Your study might have access to only certain people in an organization, certain documents, and certain data. These are limitations. Subsequent studies may overcome these limitations.Limitations of Qualitative StudiesA limitation associated with qualitative study is related to validity and reliability. â€Å"Because qualitative research occurs in the natural setting it is extremely difficult to replicate studies† (Wiersma, 2000, p. 211). When you select certain methodologies and designs, for example phenomenology, they come with limitations over which you may have little control.Limitations of Case StudiesWe cannot make causal inferences from case studies, because we cannot rule out alternative explanations. It is always unclear about the generality of the findings of a case study. A case study involves the behavior of one pers on, group, or organization. The behavior of this one unit of analysis may or may not reflect the behavior of similar entities. Case studies may be suggestive of what may be found in similar organizations, but additional research would be needed to verify whether findings from one study would generalize elsewhere.Limitations of Correlational StudiesCorrelational research merely demonstrates that we can predict the behavior of one variable from the behavior of another variable. If a relationship exists then there is an association between variables. However, two variables can be associated without there being a causal relationship between the variables. If we find that X is associated with Y, it could mean that X caused Y, or Y caused X, or some â€Å"third† (confounding) variable caused both X and Y without there being any causal relationship between X and Y.Correlational research may also have limitations with respect to the generality of the findings. Perhaps the study invol ved a specific group of people, or that the relationship between the variables was only investigated under some situation or circumstance. Thus, it may be uncertain whether the correlational findings will generalize to other people or situations.Limitations of Randomized ExperimentsExperiments involving the random assignment of participants to conditions sometimes allow us to make causal conclusions if the variables that are manipulated are not confounded with other variables. Experiments gain rigor by controlling for influences outside of the variables of interest. However, there still may be limitations with respect to the generality of the findings.The experiment may have involved a specific group of people, certain situations, and only some of the possible conceptualizations of variables. Thus, we may not know whether the findings will generalize to other people, situations, or conceptualizations of the variables. Within  particular bounds, significant findings from an experim ental study may infer a general cause, but the presence of other unmeasured variables can limit that inference.Limitations of Survey InstrumentsSurveys that are distributed with time constraints were noted by Delva, Kirby, Knapper, and Birtwhistle (2002) as problematic in that people who struggle with real or perceived time constraints are less likely to respond to surveys because these possible respondents feel overworked – they just do not have the time to complete the survey. Surveys often also suffer the limitation of forcing respondents into particular response categories, thereby limiting the range of responses. Unlike an interview, where respondents can ask clarifying questions, respondents are usually limited to the text in the survey itself for direction about how to complete it and where to respond.DelimitationsThe delimitations of a study are those characteristics that arise from limitations in the scope of the study (defining the boundaries) and by the conscious e xclusionary and inclusionary decisions made during the development of the study plan. Unlike limitations, which flow from implicit characteristics of method and design, delimitations result from specific choices by the researcher. Among these are the choice of objectives and questions, variables of interest, the choice of theoretical perspectives that were adopted, the paradigm (qualitative/quantitative/mixed), the methodology, the theoretical framework and the choice of participants.The first delimiting step is the choice of problem, implying that there were other, related problems that could have been chosen but were rejected or screened off from view. To elucidate the delimitations of your study review each decision you had to make in putting together your study. In your purpose statement you declare what your study intends to accomplish. In the delimitations section you can repeat this declaration along with a pronouncement of what the study does not intend to cover. In the latt er case, your decisions for excluding certain pursuits are likely based on such  criteria as not directly relevant; too problematic because†¦; not feasible and the like. Make this reasoning as explicit as possible.