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Since 1950 WOM has been a topic of concern for consumer behaviour researchers (Arndt 1967b). Research has proven that personal conversations and information exchange between people affect consumer behaviour (Wang et al. 2014). One of the main features of WOM is the independence of the source of information—the source does not have any commercial interest in sharing of WOM (Anderson 1998; Arndt 1967b; Harrison-Walker 2001). That is why consumers consider WOM more credible and reliable than information generated by firms (Herr et al. 1991; Lopez and Sicilia 2014; Miquel-Romero and Adame-Sánchez 2013; Wu and Wang 2011). Researchers believe that WOM affects consumers’ decisions more than marketcreated sources of information such as advertising, newspapers, and sales staff (Buttle 1998; Day 1971; Godes and Mayzlin 2004; Herr et al. 1991). Additionally, compared with traditional mass media communication, WOM has a greater impact on consumers because of clarification and feedback opportunities (Murray 1991).

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Although any stereotypic presentation of social groups can create and reinforce stereotypes (Greenberg, Mastro, & Brand, 2002), presenting a group as violent and as appropriate targets of justified violence may be especially damaging to beliefs about that group. With repeated exposure such depictions may increase violent attitudes, perceptions, and expectations as well as anger and aggressive actions toward the depicted group. Such easily accessible, well-rehearsed knowledge structures may facilitate the expression of aggression. The implications of this development are significant. Anderson and Carnagey (2004) state that “a person who repeatedly ‘learns' through experience or through cultural teachings that a particular type of person is a ‘threat’ can automatically perceive almost any action by a member of that group as dangerous,” which can “easily lead to a ‘shoot first, ask questions later' mentality” (p. 173). In short, repeated exposure to portrayals of certain groups as terrorists systematically “teach” a person that members of those groups are a threat. Automatic use of these knowledge structures may influence aggressive perceptions and attitudes (e.g., Arabs are terrorists/violent), related emotions (e.g., anger and fear), and behaviors (e.g., aggressive actions) toward members of these groups.

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Although any stereotypic presentation of social groups can create and reinforce stereotypes (Greenberg, Mastro, & Brand, 2002), presenting a group as violent and as appropriate targets of justified violence may be especially damaging to beliefs about that group. With repeated exposure such depictions may increase violent attitudes, perceptions, and expectations as well as anger and aggressive actions toward the depicted group. Such easily accessible, well-rehearsed knowledge structures may facilitate the expression of aggression. The implications of this development are significant. Anderson and Carnagey (2004) state that “a person who repeatedly ‘learns' through experience or through cultural teachings that a particular type of person is a ‘threat’ can automatically perceive almost any action by a member of that group as dangerous,” which can “easily lead to a ‘shoot first, ask questions later' mentality” (p. 173). In short, repeated exposure to portrayals of certain groups as terrorists systematically “teach” a person that members of those groups are a threat. Automatic use of these knowledge structures may influence aggressive perceptions and attitudes (e.g., Arabs are terrorists/violent), related emotions (e.g., anger and fear), and behaviors (e.g., aggressive actions) toward members of these groups.

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From a mental health perspective, religion and spiritual- ity may be involved in how individuals and groups make decisions, solve problems, and cope with life experiences; all of these activities incorporate spiritual themes and subsequently can correspond to overall improved men- tal health (Thurston, 1999; Pargament et al., 1988). In addition, spirituality may be an asset or a coping strategy for dealing with negative life events, as well as with psychological concerns (Koenig, 2010; Pargament et al., 1988); for example, Hayman et al. (2007) reported that spirituality helped buffer the negative effect of stress on self-esteem. There are also indicators that spiritu- ality may relate to how an individual deals with or is affected by depression (Srinivasan, Cohen, & Parikh, 2003; Westgate, 1996) and anxiety (Graham, Furr, Flowers, & Burke, 2001).

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A common trait in middle-eastern business and development projects is that nothing less than the best and the largest, biggest and highest is aimed for. This is true for buildings (Burj al Dubai) and hotels (Burj al Arab) as well as airlines and airports. Accordingly, Emirates Airline is, like SIA, following a product differentiation strategy aiming at the top end of the market. EK's young fleet has superior in-flight entertainment systems, meals and amenities, and airport facilities are of similarly high quality. Emirates invests some $300 million per year into brand building through advertising in foreign destinations and in significant sports sponsorships. For example, it spent $150 million in naming rights for football club Arsenal's London stadium (Donnelly, 2003).

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The ability to set goals, work through them and accomplish beneficial tasks are indicators of personal mastery. The mastery over such events can influence the actions or functioning of individuals in other well-being areas (Bandura 1989; Abidin 1992; Rodgers 1993). While self-efficacy is easier to define and encompasses many personal mastery aspects of an individual, the construct of agency poses challenges because it is mostly action-oriented.

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Check two of your sources and see how they included other sources.
Copy one example of the use of sources in your actual sources, then show us how they explained their sources.
In other words, show us if your writers have followed the S.E.E method.

Check this example from one of my sources.
The American university, in providing such concentration, has stood  out with increasing prominence during the twentieth century. Other national systems have been largely "one tier" [6, pp. 49-53]. With general education completed at the secondary level, as in European systems, students enter higher education to specialize.