Service Encounters Essay Example | Topics and Well Written Essays - 2000 words - 1

Service Encounters - Essay Example ement of an organization is therefore charged with a responsibility of ensuring that they acquire and sustain a competitive advantage over the other competing organizations that provide similar services. To be able to achieve this, the management relies on their employees to provide the customers with the level of satisfaction that can make the customers develop good reputations for the organization (Connoley, n.d, p.5). In this regard, it will be the major role of the front-line officers in a service industry to ensure that there is a kind of rapport created between them and the customers at the first instant in order to retain the customers for a long time. One of the key issues to be addressed in the service industry is how the customers perceive the kind of service that they are given by the particular industry. This is primarily determined by the kind of ‘dyadic’ interaction that occurs between the customers and the service providers (Bitner et al, 1990, p2). The service encounter and subsequent relationship developed between the customers and the front office service providers make the management of the organizations value the employees as one of the most valuable assets in the organization. The diverse expectations of the participants in a service industry makes social encounters complicated in a number of ways. Firstly, the employees that are delivering the service need to derive some level of job satisfaction in the way they perform their duties. There is also a need to satisfy the needs of the customers in the industry. This makes these two actors become important participants in the service industry (Solomon et al, 1985, p). The quality of services provided by a given organization may be pointed out by the customers. The complaints that are given by the customers concerning the quality of the services offered by an organization can help the management of the organization establish the cause of a given problem in the delivery process (Tax & Brown,

Criminal Invesigations Essay Example for Free

Criminal Invesigations Essay The purpose of this research paper is to show the role, function, nature and responsibility of the criminal investigator. The Methods Used and the Interpretation of the Collection of Physical Evidence and Understanding of the Sources of Information will be explained within this paper. The Role, Function, Nature and Responsibility of the Criminal Investigator The criminal investigator has specific roles and function within their organization. The duty of a crime scene investigator is to try to assemble and bring together multiple events, information, and interpretations of a crime scene to make it one big picture. Based on physical evidence, testimonies of eyes witnesses, suspects, and the victim he will create scenery to figure out what has happened. He or she is creating a hypothesis in what happen before the crime scene occurred and after. All evidence found in all cases by the investigator has full understanding and knowledge of it in order to be an effective investigator (Physical Evidence). The mentality of an investigator has to have interest, observative, and have the ability to write down everything that is going on. While on a crime scene he or she will notice what is wrong in the crime scene. For instance, the investigator notices that everything in a home is taken out and thrown on the floor in which the investigator can tell the crime scene is a burglary. In the investigative world, not only each individual investigator learns from each case they take up but from each other. While learning from each other they have to be opened minded and have doubt in order not to interfere with the facts of the case. The job of a criminal investigator has high levels of critical thinking (Police). The Methods Used and the Interpretation of the Collection of Physical Evidence When the investigator is called onto a crime scene they have a lot of work to gather and process. The first initiative officer will turn the crime scene over to them. The investigator might be also in charge of giving out press information based on the crime scene. The first thing that they might observe is the possible of the scene being contaminated by the officers who arrived their initially. The crime scene must be organized, and controlled using the proper methods so that the suspect of the crime scene may be successfully captured (Police).. The investigator will meet with the lead detective and the first responding officer on scene. He or she will interview them the two people on information pertaining to the scene. The investigator will get an understanding on what happened, when it happened, and how the crime occurred. The information received, the investigator will combine his information with theirs and make a logical determination of what happen in the crime scene. The gathered information as if you were a judge to see if the facts and evidence will meet will support the conclusion of the scene (Police). The process of the crime scene investigation is when they receive a call to go to a crime scene. When you arrive at the scene, you will make a list of what is required for this particular crime. Every crime scene is different. As crime scene investigator, you will need to have enough police officers protecting the crime scene and yourself. The officer will have to make sure that no one who is not authorizes to enter the premises stays out. The responding officer or a designated person would be the recorder keeper of authorize personal who enter the crime scene. They would have to write down their name, ID number, date, time, and what department (Police). The crime scene investigator will start to take photographs from the outside. The will take pictures of the entire area. All angles will be necessary from across, behind, on top, and bottom of the crime scene. Pictures will be taken of the street names, numbers, the street itself, vehicles, and street light posts. The more pictures taken; the more evidence you have. Every picture taken should be accounted. A log will be helpful of keeping account of the pictures, what camera, lens and film being used. If video camera is used that is also should be logged into the log sheet. In addition, you may want to write down who had access to photos or video other than the crime scene investigator (Physical Evidence). Now, the crime scene investigator will take note on any damages or any property taken on the outside. All evidence will be taken into photography. Photography will be taken from all angles, close-up and from a distance. Any mark numbers and letters must be place in the one area and be able to fit in one photograph. Next, Diagrams will be made of the crime scene and where the evidence was found. Triangular, rectangular, and baseline diagrams will be made to show a rough measurement of where everything happened. The investigator is always to remember to record location, measurements, and the person who collected the information. The investigator will now move inside the premises of the crime area. The investigator has to make sure he has proper approval and if necessary a search warrant. When entering the premises, you may want to wear protective gear so that you will not contaminate the evidence. Protective gear may include gloves, head and shoe covers, jumpsuit, and a mask. When looking for evidence inside the area, avoid the place where you think the suspect has moved around. The investigator will have less cross contamination on the evidence. Area where the investigator will walk will be around the edges not of the middle of the scenery. They will take notice on the entry point and exit point of the suspect. They will make sure other detectives or investigators in the crime scene to walk in certain paths to not contaminate the crime scene (Police). The crime scene investigator will logically take photographs as he did outside into the interior of the crime scene. They will work either in the same direction or opposite direction in working the crime scene. The crime scene investigator will do the same procedures in all crime scenes. When taking photographs, the investigator will take photographs in a three dimensional way. Photographs will be taken of the floors, walls, and ceilings. Everything must be visible for evidence by taking photos of the four walls. One angle might not be enough to show the evidence needed. Multiple angles must be taken. With all the photos taken, the investigator will make a diagram of the crime scene. It is good to point out the major details of the crime scene such as furniture, entry and exit points, and the victim. Another way of recording evidence is through video camera. Taking video must be only of important video of the crime scene. It may be easier to take video in fifteen second intervals. The investigator will also take video from all angle of the crime scene. After they are done collecting evidence, they will go make another walk through to make sure no missing evidence pertaining to the crime scene. Collaboration with other crime scene investigators and detectives will be done to insure all evidence has been collected. Understanding of the Sources of Information In the line of an investigator, getting enough information is critical. Information can be from physical evidence, the crime scene, interviewing, and interrogations. Interview and interrogations are very different. Interviews are just to gather information of the crime. An interrogation is getting information based on the suspect being involved. An investigator need to know the difference so that the person being interviewed or interrogated will know if they in custody or being asked a few questions. Two key ways of getting information will be witnesses, and interviews (Berg). WitnessesA witness will help out a lot while investigating. When interviewing, there are ten basic steps. The steps are plan ahead, arrange for privacy, identify yourself properly, assemble case facts in advance, have an intentional direction, be timely, avoid interruptions, be a good listener, adjust language level, pace, and demeanor as necessary, and maintain rapport throughout the interview. There are many types of witness which may include willing witnesses, eyewitnesses, reluctant witnesses, silent or disinterested witnesses, unreliable witnesses, frightened witnesses, biased witness, hostile witnesses, timid witnesses and deceitful witnesses. An investigator may also deal with people of many different ages. The investigator will have to identify these witnesses, and if they are children, young adults, or mature adults. They will have different methods on the way they try to receive information and if the information is valid (Berg). Interviews At first, a rapport will be made by the investigator. A rapport is a relationship between the officer and the one being interview knowing theirs empathy. An interview may not exactly occur right after the crime due to the anxiety from the situation. Time is needed before interviewing. It has to be a respectful interview and listening very closely. There two ways to interview a person; cognitive and behavioral analysis. Cognitive interview is reconstructing the circumstances, reporting all information, recalling events in different orders, and changing perspectives. Behavioral analysis is just identifying the person body language to the truth (Berg). Conclusion In conclusion, criminal investigation is a long process of collecting information. They have the most important job. The process of collecting information is extensive. It is critical for them to collect all evidence so that the suspect may be apprehended and justice shall be served when in the court system. Information may be either through physical evidence, interviews, or witnesses (Berg). Works Cited Berg, Bruce L., John J. Horgan, and John J. Horgan. Criminal Investigation. New York, NY: Glencoe/McGraw-Hill, 1998. Print. Physical Evidence. Enotes.com. Enotes.com, n.d. Web. 19 Oct. 2012. http://www.enotes.com/physical-evidence-reference/physical-evidence. Police: Criminal Investigations Sources Of Information And Evidence In Criminal Investigations. Physical, Crime, Polygraph, and Witnesses. N.p., n.d. Web. 19 Oct. 2012. http://law.jrank.org/pages/1656/Police-Criminal-Investigations-Sources-information-evidence-in-criminal-investigations.html.

Effect of Social Isolation Depression on Cognitive Decline

Effect of Social Isolation Depression on Cognitive Decline There is a lot of literature investigating how lifestyle factors are associated with protecting cognitive decline in old age. The influence of lifestyle factors on cognitive ageing is of much interest as it is within an individual’s power to change their lifestyle given the knowledge of how it affects their cognition. By identifying what lifestyle factors are related to poorer cognitive function in older adults, individuals can take the necessary interventions to steer themselves on to the right path towards maintaining cognition throughout their lifespan and therefore ensure a better well-being and quality of life. Social factors include many aspects, such as social activities, social networks, social support, living situation and marital status (Hertzog et al., 2009). However this essay focuses on social isolation and loneliness. Depression is commonly included in studies with social isolation and loneliness and therefore is also considered. There is empirical evidence to su ggest that both social isolation/loneliness and depression are related to level of cognition in old age, and this association will be discussed. How social relationships are conceptualised is important as individuals may have a large social network and an active social lifestyle, but few close friends who they feel they can rely on. Considering there are many different ways of conceptualising social lifestyle, researchers need to ensure that their measurement does assess the factor it is supposed to. This is also true for measuring cognitive ability. Including specific domains instead of, or as well as, one general cognitive assessment is favoured in the literature as it allows researchers to examine whether the predictor variables have an influence on cognitive functioning as a whole, or if it only affects certain domains of cognition. DiNapoli et al. (2014) measured global cognition and four specific domains by assessing performance on 6 tasks. However, they warn readers to be cautious of the findings within the domains as some were based on one task and others were based on two, so there is a lack of consistency within the cognitive measurement. This study investigated the effect of social isolation on cognitive function in older adults. The researchers suggest that social isolation is combined of two dimensions: social disconnectedness and perceived isolation and so these were included in the study as secondary predictors. The Lubben Social Network scale-6 (LSNS-6) was used to measure the three social predictors. Social disconnectedness was measured by 2 items from the scale; perceived isolation was measured using 4, and social isolation was the score of all 6. They were all found to have significant effects on global cognitive performance and on the four domains. Perceived isolation was found to affect cognition almost twice as much as social disconnectedness did. This suggests that while having more social relationships is important for maintaining cognition, how we personally feel about our relationships is more important. However, Cronbach’s alpha was considered when determining internal consistency of the LSNS-6 and social disconnectedness was not suggested to be a reliable measurement. This may be because Cronbach’s alpha is affected by the number of items included and social disconnectedness was only measured by 2 items. Because of this, the researchers warn readers to treat the association of social disconnectedness and cognition with caution, although it is unlikely that the result was hugely affected by this as it is consistent with previous findings. This study is a good example of how social factors can be conceptualised in different ways. Social isolation is considered in this study as a combination of social disconnectedness and perceived isolation, whereas others consider social isolation and disconnectedness to be the same thing, and perceived isolation to be something separate. Cornwell Waite (2009) refer to social isolation/disconnectedness as a lack of interaction with others, infrequent participation in social activities and a small social network. Loneliness, on the other hand, refers to perceived isolation and perceived disconnectedness from others, meaning it is about the dissatisfaction with social relationships, intimacy or support, rather than the physical absence of them. It could therefore be argued that there was not a need to measure social isolation as a combination of disconnectedness and perceived isolation, and instead these two factors should have been measured more extensively as separate entities. Depression was included as a covariate. Although it significantly correlated with poorer cognitive performance it was not found to be significant in any of the main regression analyses and therefore was only briefly mentioned. The study included a very specific sample of Appalachian community-dwelling elders, presumably because of the â€Å"isolated† stereotype associated with Appalachia (Hsiung, 2015), although the study does not discuss this. The results therefore may not represent the overall elderly population. As well as ensuring adults were aged 70 or above and from West Virginia, they also had to have at least four natural teeth in order to participate but it is not explained why. Wilson et al. (2007) focused on the effect of loneliness on cognition in old age. As it was a longitudinal study, some participants were lost but a total of 823 older adults were included in the final analysis. Cognitive ability was measured at baseline and at each follow-up. However, there was a discrepancy in the study as some participants were followed-up five times and others only twice, meaning that those who were assessed more may have performed better due to having more familiarity with the tests. Loneliness was measured using a modified version of the de Jong-Gierveld Loneliness scale. The original scale was made up of two components: emotional loneliness and social loneliness. Emotional loneliness is considered the lack of a close intimate relationship such as a partner or a best friend and social loneliness is considered as the lack of a social network or group of friends (De Jong Gierveld Tillburg, 2006). However this study only measured emotional loneliness. Two other minor changes were made but it was still found to be a valid and reliable measurement. Social isolation was also measured using standard questions assessing network size and frequency of social activity. Loneliness was related to cognitive ability at baseline on each cognitive measure, and also to more decline over time in global cognition and in three of the five domains. The longitudinal design allowed researchers to not only observe the effect of loneliness at one point in time but also examine the inter action between loneliness and time and how they affect cognition together. Participants were all free of dementia at the beginning of the study but over the four years 76 participants developed signs of dementia that met the criteria for Alzheimer Disease (AD). It was found that lonely individuals were 2.1 times more likely to develop AD than those who were not lonely. Social network was not related to incidence of AD but perceived loneliness was which suggests that the quality of relationships is more important than the quantity for developing AD. Depressive symptoms were also assessed with a 10-item version of the Centre for Epidemiological Studies – Depression (CES-D) scale. 1 item asked about loneliness and was analysed separately from the remaining 9. This 1 question about loneliness showed a stronger relationship with development of AD than depression did when it was measured using the remaining 9 items. This suggests that loneliness affects cognition more than depression does. When loneliness was analysed with the risk of developing AD, but de pression was controlled for, there was a modest reduction in the association showing that loneliness is partly determined by depressive symptoms. However, when depression and AD were analysed controlling for loneliness, there was a much larger reduction of association, suggesting that loneliness may be an important aspect of the relation between AD and depression. The researchers explored the possibility of reverse causation, which means that loneliness is a consequence of cognition decline instead of it being a cause or contributing factor. They were able to do this as they carried out a post-mortem examination of the brain in the participants who passed away in order to quantify AD pathology and cerebral infarctions. These were not found to have an association with loneliness and therefore do not support the possibility of reverse causation. However this is a very complicated subject and more research is needed. The more likely explanation suggested is that loneliness has a negative effect on the neural systems underlying cognition which is why lonelier individuals experienced more cognitive decline. Luanaigh et al. (2011) also investigated the effect of loneliness, specifically on different domains, in elders free of dementia. A doctor and a researcher visited the participants’ homes to assess them. This could be viewed as a strength of the study as it meant participants would feel more comfortable in their own homes, especially since they have willingly agreed to this, compared to having to travel to an unfamiliar environment, which could also cause fatigue. The Mini Mental State Examination was included as a way of measuring global cognition which is a very brief cognitive test. A detailed psychometric test, much like those used to measure the several domains, would have been better. The measurement of loneliness contained only one question: â€Å"do you feel lonely?† Although there were four possible answers to this question, it could be argued that one item is not enough for adequate measurement. On the other hand, it could also be argued that asking the direct question if an individual feels lonely is an accurate and sufficient measure of loneliness. Those who answered ‘sometimes’ and ‘often’ were grouped together in the ‘lonely’ group, and those who answered ‘rarely’ and ‘never’ were grouped in the ‘not lonely’ group. This meant that the severity of loneliness was not considered. Overall, loneliness was found to be significantly associated with global cognition even when depression and social networks were controlled for. The two domains most strongly associated with loneliness were processing speed, which is consistent within the research, and delayed visual memory, which is a new finding and therefore requires more research. Just like the problems of conceptualising social isolation, there are also problems with conceptualising depression. There are many severities of depression, which Dillon et al. (2014) explores. 118 depressed older adults and 40 healthy controls were matched on age and education. One problem with this is that for every 12 depressed participants there are only 5 controls. There were four subtypes of depression: Major Depression Disorder; Dysthymia Disorder; Subsyndromal Depression Disorder; and Depression due to (mild Alzheimer) dementia. Those who had moderate-severe dementia were excluded from the study. Global cognitive performance was worse for the depressed group than the controls suggesting that depression is associated with poorer cognitive functioning in old age. All four sub-types showed impairments with memory, however this could be due to the fact that they were recruited from a memory clinic, meaning it is a biased sample as they all had memory complaints. Aside from memory, the subtypes all showed impairments with different domains. This illustrates the importance of measuring both global cognitive function and specific domains, and also of looking at different subtypes of depression instead of only depressive symptoms. Overall, the research shows that depression and social isolation/loneliness in old age are related to poorer cognitive functioning. It is suggested that how individuals perceive their social relationships is more important than number of relationships when it comes to cognition. Therefore interventions should focus on perceived support and loneliness. As the studies are of observational design, the direction of the relationship is unclear. It is not possible to say that depression or loneliness cause cognitive decline as they could in fact be consequences of the decline. The relationship between depression and loneliness is also complicated as one could influence the other. As mentioned in one study, a depression scale asked about loneliness and therefore researchers need to ensure their measurements are valid. Longitudinal studies are able to look at level of decline over time but cross-sectional studies are not, and therefore more longitudinal research would be useful to understand how the period and severity of depression and loneliness affect how cognition changes with time. Word count Title = 10 Essay = 2000 References Cornwell, E. Y. Waite, L. J. (2009). Social Disconnectedness, Perceived Isolation, and Health among Older Adults. Journal of Health and Social Behaviour, 50(1), 31-48. doi: 10.1177/002214650905000103 De Jong Gierveld, J. Van Tillburg, T. (2006). A 6-Item Scale for Overall, Emotional, and Social Loneliness: Confirmatory Tests of Survey Data. Research of Aging, 28(5), 582-598. doi: 10.1177/0164027506289723 Dillon, C., Tartaglini, M. F., Stefani, D., Salgado, D., Taragano, F. E., Allegit, R. F. (2014). Geriatric depression and its relation with cognitive impairment and dementia. Archives of Gerontology and Geriatrics, 59(2), 450-456. doi: 10.1016/j.archger.2014.04.006 DiNapoli, E. A., Wu, B., Scogin, F. (2014). Social Isolation and Cognitive Function in Appalachian Older Adults. Research on Aging, 36(2), 161-179. doi: 10.1177/0164027512470704 Hertzog, C., Kramer, A. F., Wilson, R. S., Lindenberger, U. (2009). Enrichment Effects on Adult Cognitive Development. Can the Functional Capacity of Older Adults Be Preserved and Enhanced? A Journal of the Association for Psychological Science, 9(1), 1-65. Hsiung, D. C. (2015). Two Worlds in the Tennessee Mountains: Exploring the Origins of Appalachian Stereotypes. Kentucky: The University Press of Kentucky. Luanaigh, C. O., Connell, H. O., Chin, A. V., Hamilton, F., Coen, R., Walsh, C., Walsh, J. B., Caokley, D., Cunningham, C., Lawlor, B. A. (2011). Loneliness and cognition in older people: The Dublin Healthy Ageing study. Aging and Mental Health, 16(3), 347-352. doi: 10.1080/13607863.2011.628977 Wilson, R. S., Krueger, K. R., Arnold, S. E., Schneider, J. A., Kelly, J. F., Barnes, L. L., Tang, Y., Bennett, D. A. (2007). Loneliness and Risk of Alzheimer Disease. Archives of General Psychiatry, 64(2), 234-240. doi: 10.1001/archpsyc.64.2.234 1

A New Way of Teaching Essay -- Education, teachers

There are three different stages in education. Primary Education starts in Preschool and goes all the way up to 6th grade. Teachers in the Elementary School teach students the basic subjects that will prepare them for the next stage. The second stage and probably the most important stage is Secondary Education that starts in 7th grade and goes all the way up to 12th grade. Throughout these grades students start to learn more advanced subjects, most of which they need so that they can get an idea of what they want to do for a future career after they graduate. As a Secondary Education teacher it is their job to prepare their students for the final stage in education which is Higher Education, if the student is planning on attending a college or university. They introduce them to many new subjects that can give them an idea of what they are interested in so that choosing a future career is easier. The most important part of being a high school teacher however is preparing their studen ts for adulthood. They have to get the students to realize that after high school they are the ones that have to decide their future. A high school teacher guides their students towards achieving their goals and motivates them to further their knowledge so that they can become successful in life. Ultimately the teacher must realize that once the student graduates it is his/her choice on what they want to do with their life. The only thing the teacher can hope for is that the student learned something from and uses it to become successful. Students that want to further their knowledge will enter the third and final stage of education which is Higher Education. In this stage the student attends either a college or university and chooses a specific care... ...w to learn different teaching styles so that class is not boring. By mixing the classroom up a little bit each time it can be a really successful class. Students should look up to their teachers because in the end they should realize that they are only trying to help them achieve their goals and help them prepare for what is to come in the future. I believe that the greatest gifts we can give our children are the same kind of values these teachers demonstrate. Then our children can also become unforgettable teachers, sharing values that will inspire happiness and faith for future generations (Brunkhorst 1). Education itself is important because without one, life is not going to be so easy once high school is over. In order to become successful you need to have an degree in any type of career that you enjoy that way you can prepare for a future you can be proud of.

Acknowledgement for training

Praise to God for I undergo my industrial training that begins on early. Technologies India pet Ltd (l), I finally successfully completed my Industrial training. I also would like to extend my thankfulness to the most precious persons In my life, my father and mother for all their moral support. Its a great pleasure to present this report of Industrial training in partial fulfillment of B. Tech Mechanical Engineering from Pundit Adenoidal Petroleum university. I am entrusted to undergo my industrial training at SF for 6 weeks before I can omelet my subject course in order to graduate.During the 6 weeks of working here I am exposed to many new things which are very valuable for me to learn and carry out with devotion when I face the real world of working in the future. Undergoing for industrial training has become one of the curricular that college student compulsory to attend especially for those who studied at PDP. The motive of this action Is to expose students and let them experie nce the environment of the real world of working before graduating. For that I am heartily thankful to DRP. H. B. Regained who Is Director of School of Technology at Pendant Adenoidal Petroleum university.I realize that learning theoretical is never the same when it comes to practice. There are a lot more to master than Just learning from book. Acknowledgement for training By avatar's persons in my life, my father and mother for all their moral support. Its a great Mechanical Engineering from Pundit Adenoidal Petroleum University. To attend especially for those who studied at PDP. The motive of this action is to is Director of School of Technology at Pundit Adenoidal Petroleum University. Completion of this training was not possible. I feel very happy to say my deeply.

The History of Gillette and Schick Razors

The History of Gillette and Schick Razors Men have been slaves to their facial hair  pretty much since they first walked upright. A couple of inventors have made the process of trimming it or getting rid of it entirely  easier over the years and their razors and shavers are still widely used today. Gillette  Razors Enter the Market Patent No. 775,134 was granted to King C. Gillette for a â€Å"safety razor† on November 15, 1904. Gillette was born in Fond du Lac, Wisconsin in 1855 and became a traveling salesman to support himself after his family’s home was destroyed in the Chicago Fire of 1871. His work led him to William Painter, the inventor of the disposable Crown Cork bottle cap. Painter told Gillette that a successful invention was one that was purchased over and over again by satisfied customers. Gillette took this advice to heart. After several years of considering and rejecting a number of possible inventions, Gillette suddenly had a brilliant idea while shaving one morning. An entirely new razor flashed in his mind- one with a safe, inexpensive and disposable blade. American men would no longer have to regularly send their razors out for sharpening. They could toss out their old blades and reapply new ones. Gillette’s invention would also fit neatly in the hand, minimizing cuts and nicks. It was a stroke of genius, but it took another six years for Gillette’s idea to come to  fruition. Technical experts told Gillette that it was impossible to produce steel that was hard enough, thin enough and inexpensive enough for the commercial development of a disposable razor blade. That was until MIT graduate William Nickerson agreed to try his hand at it in 1901, and two years later, he had succeeded. Production of the Gillette safety razor and blade began when the Gillette Safety Razor Company started their operations in South Boston. Over time, sales grew steadily. The U.S. government issued Gillette safety razors to the entire armed forces during World War I and over three million razors and 32 million blades were put into military hands. By the end of the war, an entire nation was converted to the Gillette  safety razor. In the 1970s, Gillette began sponsoring international sporting events  such as the Gillette Cricket Cup, the FIFA World Cup, and Formula One racing. Schick  Razors   It was an inventive U.S. Army Lieutenant Colonel named Jacob Schick who first conceived of the electric razor that initially bore his name. Colonel Schick patented the first such razor on November 1928 after deciding that a dry shave was the way to go. So the Magazine Repeating Razor Company was born. Schick subsequently sold his interest in the company to American Chain and Cable, which continued to sell the razor until 1945. In 1935, ACC introduced the Schick Injector Razor, an idea in which Schick held the patent.  The Eversharp Company ultimately bought the rights to the razor in 1946. The Magazine Repeating Razor Company would become the Schick Safety Razor Company and use the same razor concept to launch a similar product for women in 1947. Teflon-coated stainless steel blades were later introduced in 1963 for a smoother shave. As part of the arrangement, Eversharp slid its own name onto the product, sometimes in conjunction with the Schick logo.