Creative Writing Example

Creative Writing Example Creative Writing on Problem Definition: Sally’s sister Sharon who lives out of the country was visiting her for a week. Since Sally lives in a small one bedroom apartment, her sister would spend the night in the same room and bed with sally. When Sharon woke up the next day, she had bumps and welts all over her neck and arms and felt a little ill which she attributed to jet lag. That night, Sharon could not sleep as she felt sensations on her face, arms and neck. Upon turning the lights on, she saw small reddish brown insects on both her arms. They looked thin, like crinkly paper with their bodies covered in short golden hairs. Some were bloated and dark red, looking like blood drops while others were flat like a piece of paper. There were some insects on the bed and while others crawled on her sister’s body. There were small eggs in crevices in the bed and clusters of colorless tiny bugs and large reddish brown bugs in many areas of the bed frame. Funny though was the fact that Sally did not have any of the bites marks on her body. When the two sisters went to the local chemist to discuss the problem, the chemist told them that he suspected that they were bedbugs. Upon inquiring regarding the characteristics of the insects, he confirmed that they were bedbugs, and he had a cure for them. He explained to them that bedbugs can be found in many places including fancy hotels, college dorms, laboratories, hospital airports and the home. They are now more common than they were before because of globalization. With people and goods travelling in greater numbers and more widely, the bugs move from place to another. Sharon wondered why they only bit her and not her sister. The pharmacist explained that there are different reactions to bed bug bites. Sally does not react to their bites while Sharon does, and that is why there are swellings and welts on her hands and face. Stink Bug Before he could prescribe any pesticide, the chemist explained to the sisters about another bug referred to as a stink bug. The stink bug is a small bug with a stick, which does not bite people but offends them by its smell. Stink bugs creep into nearly every room and smell a little like a skunk when crushed. Some people say that they stink like sweaty feet. Although they do not bite nor carry health risks, they stink terribly and cause discomforts in a home. They love to surf from one room to another and move around because they jump into suitcases and clothes. They can, therefore, be found virtually everywhere including hotel rooms, airports and homes. They have the capacity to lay about eggs at each laying round. They are a nuisance both in and outdoors and remain outdoors on warm days and indoors during the wintery periods. They sometimes re-appear in the warmer, sunny periods during winter but disappear to emerge again in springs. Stink bugs excrete from their thorax glands liquid that smells offensive. In case of an attack by predators, stink bags produce this liquid which puts off the threat from their lives. In small groups, they cause little harm to plants, but in larger numbers, they cause significant loss. Recently the bugs have proliferated Middle Atlantic states and damaged vegetables and fruits. They leave large holes in crops in places like New Jersey, Maryland, and Pennsylvania.

Casca and the Assassination of Julius Caesar

Casca and the Assassination of Julius Caesar Publius Servilius Casca Longus, Roman tribune in 43 B.C., is the name of the assassin who first struck Julius Caesar on the Ides of March, in 44 B.C. The symbol to strike came when Lucius Tilius Cimber grabbed Caesars toga and pulled it from his neck. A nervous Casca then stabbed the dictator, but only managed to graze him around the neck or shoulder. Publius Servilius Casca Longus, as well as his brother who was also a Casca, were among the conspirators who killed themselves in 42 B.C. This honorably Roman manner of death came after the Battle at Philippi, in which the forces of the assassins (known as the Republicans) lost to those of Mark Antony and Octavian (Augustus Caesar). Here are some passages from ancient historians that describe the role Casca played in the assassination of Caesar and inspired Shakespeares version of the event. Suetonius 82 As he took his seat, the conspirators gathered about him as if to pay their respects, and straightway Tillius Cimber, who had assumed the lead, came nearer as though to ask something; and when Caesar with a gesture put him off to another time, Cimber caught his toga by both shoulders; then as Caesar cried, Why, this is violence! one of the Cascas stabbed him from one side just below the throat. 2 Caesar caught Cascas arm and ran it through with his stylus, but as he tried to leap to his feet, he was stopped by another wound. Plutarch   66.6 But when, after taking his seat, Caesar continued to repulse their petitions, and, as they pressed upon him with greater importunity, began to show anger towards one and another of them, Tullius seized his toga with both hands and pulled it down from his neck. This was the signal for the assault. 7 It was Casca who gave him the first blow with his dagger, in the neck, not a mortal wound, nor even a deep one, for which he was too much confused, as was natural at the beginning of a deed of great daring; so that Caesar turned about, grasped the knife, and held it fast. At almost the same instant both cried out, the smitten man in Latin: Accursed Casca, what does thou? and the smiter, in Greek, to his brother: Brother, help! Although in Plutarchs version, Casca is fluent in Greek and reverts to it in a time of stress, Casca, well known from his appearance in Shakespeares Julius Caesar, says (in Act I. Scene 2) but, for mine own part, it was Greek to me. The context is that Casca is describing a speech the orator Cicero had delivered. Nicolaus of Damascus First Servilius Casca stabbed him on the left shoulder a little above the collar bone, at which he had aimed but missed through nervousness. Caesar sprang up to defend himself against him, and Casca called to his brother, speaking in Greek in his excitement. The latter obeyed him and drove his sword into Caesars side.

Small business and risks Research Paper Example | Topics and Well Written Essays - 2500 words

Small business and risks - Research Paper Example Like all other businesses, these entities are faced with a unique set of situations and circumstances. As such, such entities have to come up with unique and distinct solutions to their problems, issues and matters. North Boulder Cafà © is a small cafà © in the Boulder Colorado. The cafà © prepares hearty and delicious breakfasts and lunch and offers authentic homemade Mexican food. North Boulder Cafà © is known for providing old-fashioned comfort and its menu is traditional and well situated for the discerning customer in the region. The menu includes a specialized range of coffees, burgers and Mexican dishes that are prepared by qualified chefs with an in-depth level of experience. North Boulder Cafà © is a family owned entity that competes with the major giants in the breakfast and coffee industry including Starbucks and others. North Boulder Cafà © is classified as a small business. Due to that, it has major capital structure needs and other marketing concerns. This puts the business in a major risk. However, the firm managed to thrive through difficult times and periods. This includes the credit crunch and other circumstances and it seem to be doing fairly well. It controls a very strict niche and this niche remains faithful to the firm. The sales approach includes the use of local marketing channels and media. However, the threats posed by larger entities in the industry are serious. This puts the firm in a major risk of folding up. In spite of this, it is apparent that with the careful research into the business environment, identification of real risks and formulation of solutions, North Boulder Cafà © is likely to survive and beat all the competition it faces. The research will involve an empirical study of the elements and aspects of the business environment of North Boulder Cafà © to ascertain risks and

Consumer research Essay Example | Topics and Well Written Essays - 2000 words

Consumer research - Essay Example The researcher has found that body knowledge regarding â€Å"Confusion in Marketing† or consumer confusion regarding marketing practices has been developed in the past 30 years or more. At this point, it would be rational to think that researchers from various background and time periods have conducted research on various aspects of the topic in last 30 years. In such background, the researcher has selected two academic articles addressing two different dimensions of the topic â€Å"Confusion in Marketing† and in the next section, the essay will identify, label, compare, analyze and reflect upon methodological choices in the two academic articles in terms of design of the research, data collection method, sampling and data collection, ethical aspects of the research, criteriology issues, problems or complications regarding the research etc. Articles in Discussion In the last 20 years, the world has become more globalized; consumerism has reached its pick, technological integration has revolutionized the concept of marketing promotion, evolution of interactive social media marketing took place and many other divergent occurrences happened. Same argument holds true for the research works of academic scholars regarding the topic â€Å"Confusion in Marketing†. ... In case of Balabanis & Craven’s (1997) academic article titled as â€Å"Consumer Confusion from Own Brand Lookalikes: An Exploratory Investigation†, the research objective was to understand how lookalikes from other brands or products having similar packaging, design and graphics as of leading brands creating confusion among customers. In case of Srivastava’s (2011) academic article titled as â€Å"Understanding brand identity confusion†, research objective was â€Å"to unveil the consumer perception about Cinthol (Indian bathing soap brand) and to understand the importance of brand identity of a product and the factors influencing it† (Srivastava, 2011, p. 340). To define consumer confusion regarding lookalike, Balabanis & Craven (1997) identified five different factors may that may invoke brand confusion among customers. However, previous researchers such as Foxman, Muehling & Berger (1990) and Foxman, Berger & Cote (1992) also identified similar kind of factors that may create confusion among customers regarding marketing practices of different marketers. Namely, five factors that can invoke marketing confusion are reason behind purchase, physical state of customers, physical environs or geographical position of the purchase, previous brand experience and temporal environment or time constraints. The academic article of Balabanis & Craven (1997) also considered the cognitive biasness model of Zaichkowsky (1985) and lack of consumer knowledge Sirdeshmukh & Unnava (1992) while understanding the source of consumer confusion regarding lookalikes. As research findings, academic article of Balabanis & Craven (1997) found that consumer confusion to lookalikes were only limited

Innate Ability on Universal Grammar Essay Example for Free

Innate Ability on Universal Grammar Essay Language is a very important aspect of the lives of the people. Because of language and the interaction of people, communication transpires and it enables everyone to connect with everyone else. It is with the use of language that simple whims and requests to more difficult conversations and negotiations which concern the nation’s affairs or economic and business transactions can be granted. Moreover, language reflects the history and culture of a certain nation—it can mirror the characteristics and attitudes of a person. However, no matter how helpful land useful language is, there are instances when language causes disputes and misunderstandings as there are over a hundred of languages of different nations which lead to confusion on meaning. In addition, even if the same people share the same language, miscommunication can still arise due to the fact that there are confusing meanings and different interpretations that vary from person to person. However, there is something very integral in language in which, no matter what country a person belongs to, he or she is still able to practice. No matter what language it is, there should always be a form or order of words which enables the receiver of the message at the other end to comprehend the message. This is the semantic aspect of language which encompasses and is integral to all languages. Even if there is a tremendous difference in the languages of each country, semantics ties them all together and is greatly connected to the one which this paper is actually going to explore—grammar. The Concept of the Universal Grammar Grammar is defined by many different people and according to different contexts. Students and younger kids may have the opinion that it is something so complex, tedious, and monotonous. On the other hand, academic people, scholars, and linguists may have an opinion that it is something so enthralling and exciting. Though different in their perceptions, one thing remains the same: It is imperative for a person to fully use it with accuracy and appropriateness as to ensure that effective communication is made. While grammar and linguistics is indeed complex, this paper will only focus on one aspect of these subjects which connects not only grammar and linguistics but also includes the fields of psychology, neurology, and history: the concept of Universal Grammar. There have been many speculations about the theory of universal grammar (UG) and its existence in the first place. There have been a couple of people of people who rebuked Chomsky’s theory of universal grammar and that â€Å"UG is a theory which provides constraints on linguistic representation† (White 1). According to the Merriam-Webster Online, however, Universal Grammar is defined as: â€Å"the study of general principles believed to underlie the grammatical phenomena of all languages ; also such principles viewed as part of an innate human capacity for learning a language. † The first definition is actually more appropriate with regard to the introduction of this essay, but the latter is more apt with regard to the genuine focus of the paper—the capability or ability of humans on language-learning and the amazing naturalness of it that it actually seems innate in everyone. It is with the person of Noam Chomsky to whom the theory of universal grammar can be traced. Chomsky is the famous linguist who theorized the concept of universal grammar which actually leads to a whole other dimension on languages and linguistics: UG is a theory of knowledge, not behavior; its concern is with the internal structure of the human mind. UG theory holds that the speaker knows a set of principles that apply to all languages Each principle of language that is proposed is a substantive claim about the mind of the speaker and the nature of acquisition. the importance of UG is its attempt to integrate grammar, mind, and acquisition at every moment. (Cook qtd. in Herman 17-18) If, according to Chomsky, universal grammar already exists, then why do people need to further study it anymore and why is it that many people are finding difficulty with stringing sentences together to enable them to produce grammatically flawless and perfect language? Perhaps, one should look at the point of the whole theory and the evidences that underlie it. It is imperative to note that according to the theory, universal grammar simply means that it holds the belief that there is an â€Å"internal structure† within the confines of â€Å"the human mind,† and because of this structure which is so innate in a person, he or she is able to recognize and produce sentences or a language which has an obvious structure. Language Acquisition and the Feral Children However, a counter argument can be made stating that people only learn such grammar because of the language produced around them. After all, what can be seen, heard, or done by adults are most often emulated by younger children, as what Albert Bandura’s experiment on Booboo Dolls show. As such, this can be also applicable to language acquisition of the younger children. Stephen Krashen, another linguist, even formulated that effective second language acquisition can be fully realized if it follows the same natural pattern of first language acquisition wherein it enables the learner to converse in a natural environment and with the native speakers. In simple terms, the logical way in explaining this universal grammar that a person or (in the most often cases) a child innately has supposedly is through the learning acquisition he or she has made through his or her surroundings. However, Timothy Mason has different ideas. Citing Chomsky and other situations in the history of psycholinguistics, he concluded that there are people, most specifically children, who are able to form language with little or absolutely no interaction at all with other people. There are famous accounts of wild children who are called the feral children—they are what Mason calls as â€Å"tragic figures, offering glimpses of what might have been, of fully human intelligence that somehow does not enable them to live a social life. † There are numerous personalities who became famous for being one of the feral children; one of them is Genie. In a gist, Genie is a thirteen-year old young girl who has been locked up by his father from the outside world with absolutely no interaction with people who may have caused her to acquire a language whatsoever. The surprising thing is Genie does exhibit language acquisition even if it is in a very minimal way. Other personalities who have undergone the same history can be plenty, ranging from the â€Å"Victor, the wild boy of Aveyron† to Genie’s case in 1970 (Mason). How did these children then learn their very own primitive language if they are unable to interact in a normal environment? Thus, the theory of universal grammar may indeed hold some truth in it. The Neurological Connection of the Brain and Language Another basis of the universal grammar is the neurological explanation behind the theory. According to Mason, there are certain evidences that the â€Å"language functions† of a person seem to be located in a â€Å"localized [area] in the brain. † These areas are proven to be affecting the language functions of the brain. The studies of brain illnesses and diseases have proven this as what appears in Norman Geshwind’s essay: †¦the most fruitful has been the study if language disorders, followed by postmortem analysis of the brain, in patients who have suffered brain damage. From these studies has emerged a model of how the language areas of the brain are interconnected and what each area does. Thus, ever since a person is born, his or her brain is already working to acquire and learn the language that a person needs to produce. Conclusion In conclusion, although there are still speculations about the authenticity of the universal grammar and even if it is still a theory, there should be no reason to rule out the possibility that it may indeed be true. Perhaps, in the near future, someone may be able to fully find out the truth and prove that there is indeed a universal grammar existing within the confines of each person. Works Cited Geshwind, Norman. â€Å"Language and the Brain. † First Language Acquisition: The Essential Readings. Ed. Barbara Lust and Claire Foley. Oxford, United Kingdom: Wiley-Blackwell, 2004. 109–122. Herman, David. Universal Grammar and Narrative Form. Durham, NC: Duke University Press, 1995. Mason, Timothy. â€Å"Lecture 3: The Evidence from Acquisition in Extreme Conditions, Didactics 3: Chomsky the Evidence II†. Didactics of English. 2002. Universite of Versailles St. Quentin. 11 May 2009.

Eulogy for Grandmother :: Eulogies Eulogy

Eulogy for Grandmother With the little things. It's the little things that make up a year, and the years which make up a life. It's the little things that make up the memories. And I have an abundance of those. Sitting on the green couch listening to stories. Stories from her childhood, from the war years and beyond. Stories of playing with mice in the attic of the house -- her refuge as none of her siblings would go up there, stories of being tied up and gagged with a pickle in the mouth and shoved behind a cupboard by an exasperated older brother. Stories of shooting peas at the women in her father's factory. Of being found awake too early by her father one Christmas morning and being punished by having the presents taken away. Only she cried so much she was allowed to keep the doll. Of having some painful ailment and being carried kicking and screaming into the ocean by Sally because "Salt water will cure it." Of playing on a raft and having it sink. Everyone got off except May. They stood on the bank and watched it sink with May stubbornly repeating "I'm not going to swim". Grandma always laughed so much telling that story! Stories of the war. Protecting the patients from bombs by putting them under the stairs. But the mothers and newborn babies went under their beds. Of bringing corn back after a visit back home and carrying the two pieces round the wards so every soldier could have a bite. Of working with blind children. Of going out into streets full of rubble. ("Were you scared, Grandma?" "No. I was always too busy looking after others to be scared.") Of meeting an Australian soldier during a dance in England. Of getting married. I was fascinated by those stories. She told them so well. Over and over. She never seemed to get tired of me asking. Christmas time. Luke, Grandma and I, then later Chloà « and Laura. Lying in front of the fire writing letters to Santa and "posting" them up the chimney then racing outside to see the charred remains carried away by the breeze. Snooping around trying to find the Christmas stockings she made out of old orange bags. Pouring boiling water over almonds then "shooting" them out of their skins. They used to go all over the kitchen! Eulogy for Grandmother :: Eulogies Eulogy Eulogy for Grandmother With the little things. It's the little things that make up a year, and the years which make up a life. It's the little things that make up the memories. And I have an abundance of those. Sitting on the green couch listening to stories. Stories from her childhood, from the war years and beyond. Stories of playing with mice in the attic of the house -- her refuge as none of her siblings would go up there, stories of being tied up and gagged with a pickle in the mouth and shoved behind a cupboard by an exasperated older brother. Stories of shooting peas at the women in her father's factory. Of being found awake too early by her father one Christmas morning and being punished by having the presents taken away. Only she cried so much she was allowed to keep the doll. Of having some painful ailment and being carried kicking and screaming into the ocean by Sally because "Salt water will cure it." Of playing on a raft and having it sink. Everyone got off except May. They stood on the bank and watched it sink with May stubbornly repeating "I'm not going to swim". Grandma always laughed so much telling that story! Stories of the war. Protecting the patients from bombs by putting them under the stairs. But the mothers and newborn babies went under their beds. Of bringing corn back after a visit back home and carrying the two pieces round the wards so every soldier could have a bite. Of working with blind children. Of going out into streets full of rubble. ("Were you scared, Grandma?" "No. I was always too busy looking after others to be scared.") Of meeting an Australian soldier during a dance in England. Of getting married. I was fascinated by those stories. She told them so well. Over and over. She never seemed to get tired of me asking. Christmas time. Luke, Grandma and I, then later Chloà « and Laura. Lying in front of the fire writing letters to Santa and "posting" them up the chimney then racing outside to see the charred remains carried away by the breeze. Snooping around trying to find the Christmas stockings she made out of old orange bags. Pouring boiling water over almonds then "shooting" them out of their skins. They used to go all over the kitchen!

How Four Rookie Ceos Handled the Great Recession?

How Four Rookie CEOs Handled the Great Recession? 1. Use the chapter material to decide what different kinds of management challenges these four CEOs faced as they took control of managing their different companies. One of the challenges that they faced was the recession. The CEOs had to demonstrate their best conceptual skills because starting during a recession means they had to make drastic changes before the company went under. The new CEOs had to restructure the company to lower operating cost. Another challenge was managing a diverse workforce.How do you train a workforce that spoke different languages and have different work practices and worked overseas? 2. In what kinds of ways did these managers respond to these challenges- for example, in their approaches to planning, leading, organizing and controlling? Donahoe had a strategy to change the customer’s website and introducing BillMeLater. He led the employees and investors to this vision which paid off. The stocks be gan to rise again. Mr. Kenney of T Rowe Price made a plan to reduce costs.He took charge and cut back on hiring, advertising and IT. Diane took the recession by the hand and used it to her advantage. Her company had an edge over the leading competitors which at the time would struggle. She revamped the company website and pushed the products overseas. 3. Search the web. How are these managers and their companies currently performing? EBay’s John Donahoe was interviewed by James Stewart of NY Times saying â€Å"Our multiyear effort is paying off,† he said. Profit more than doubled and revenue jumped 23 percent. EBay is revitalized. We believe the best is yet to come. † In a stock market struggling with recession fears and the European debt crisis, eBay stock this week hit a six-year high. † He says that the introduction of the EBay mobile app and the purchase of PayPal has been a great innovation. T. Rowe Price’s James Kennedy said in his recent inter view for the Baltimore Business Journal, that T. Rowe’s earnings were up in the second quarter. â€Å"Investors are concerned about the Greece crisis because it will affect the rest of Europe.Here in the U. S. , he said investors are being rattled by a number of factors — unemployment, a sluggish housing market and uncertainty over whether the Affordable Care Act will drive health care costs higher, and by how much. † Diane Irvine of Blue Nile has resigned. Blue Nile didn’t give a reason why. Peter Swinburn of Molson Brewing Co. , recently made a $3. 54 billion dollar deal for the Eastern European beer brewer Starbev. The deal is expected to add to its earnings quickly, starting in the first full year of joint operations.Molson is banking on that growth, with the company paying for the transaction almost entirely through debt. Under the terms of the acquisition, Molson will pay $3 billion in cash and debt and an additional $667 million in convertible debt that will be paid to CVC. References De La Merced , M. (2012, April 03). In starbev deal, molson bets big on growth . The New York Times. Retrieved from http://dealbook. nytimes. com/2012/04/03/in-starbev-deal-molson-bets-big-on-growth/ Haber, G. (2012). T. owe price ceo on the global economy, baltimore grand prix . Retrieved from http://www. bizjournals. com/baltimore/news/2012/07/25/t-rowe-price-ceo-on-the-global. html? page=all Martinez, A. (2012, NOV 08). Blue nile ceo resigns abruptly; 3q profit falls . . Retrieved from http://seattletimes. com/html/businesstechnology/2016718784_bluenile 09. html Stewart, J. (2012, July 27). Nytimes. com. Retrieved from http://www. nytimes. com/2012/07/28/business/ebays-turnaround-defies-convention-for-internet-companies. html? pagewanted=all

Portfolio Management and Its Influences on Project Management Essay

In a project based organization, project management is directly controlled by strategic portfolio managers and a portfolio management department. This type of organization focuses on project development, progress and successful completion in relation to the strategic goals determined by top management. Multiple project proposals are constantly evaluated in terms of value, alignment to corporate strategies, and availability of resources to complete a project. In order for a project to proceed, portfolio managers must decide if a project is worthwhile and if it contributes to the goals of corporate strategies, and make the more difficult decision of which projects are more valuable to the organization in terms of achieving strategic goals (H. Kerzner, 2009). A large part of this process involves balancing short term projects with long term projects, assessing risk factors, and resource allocation. If a project is approved, then a project manager is assigned to oversee the project. The project manager has little influence on the resources and financing assigned to the project; that is determined by the portfolio manager and sponsor. The project manager is given a finite level of resources for a project and is expected to complete the project utilizing the allotted resources in an efficient manner. The portfolio manager assigns a project and the resources for the project to a project manager, and it is the responsibility of the project manager to complete the project without incurring the need to use added resources or financing. The project manager also is responsible for ongoing status reports of the progress to the portfolio manager and along with details regarding the efficient use of resources. If a project changes in scope or value, the portfolio manager has the authority to update resource availability to the project manager to fulfill the new requirements. Reference Kerzner, H. (2009). Project Management: A systems approach to planning, scheduling, and controlling (10th edition). John Wiley and Sons, Hoboken NJ.

Finding Forester Movie

Finding Forester Movie According to Erikson, healthy growth of the personality depends upon the successful resolution of eight stages in ego development throughout the lifespan (Frick, 1991). Each stage unfolds a biologically predetermined sequence in the interaction with social forces and the requirements of the culture, and each represents a critical period of transition in the healthy development of the ego and evolution of the personality.Advertising We will write a custom research paper sample on Finding Forester Movie specifically for you for only $16.05 $11/page Learn More As one follows this epigenetic principle of maturation, the healthy resolution of a given stage of development depends in a large measure upon the strength of the foundation established in the earlier stages. Each stage becomes a crucial building block in the developmental process and ego functioning (Frick, 1991). Essentially, Erikson formulated eight major stages of development, each one posing a unique task and simultaneously presenting the individual with a crisis that he must fight against. As employed by Erikson, a crisis is not a threat of a catastrophe, but a turning point, a crucial period of increased vulnerability and heightened potential. According to Erikson, there are eight basic stages of development. The first one is trust versus mistrust. This is the first stage of human life. During this stage, children decide themselves whether trust or mistrust other people depending on their own early life experiences. Autonomy versus shame and doubt is the second stage. During this period, children begin to walk, crawl, climb and explore the surrounding world. A new conflict confronts them. When parents are patient and cooperative, the children gain a sense of independence, and if the child is not encouraged, he or she develops a sense of shame and doubt. Initiative versus guilt is another stage. During this time, the repertoire of motor and mental abilities that children can m aster expands greatly. Parents who give their children freedom in running, sliding, bike riding, skating and roughhousing allow them to develop initiative. Parents who curtail their childrens freedom or even forbid to undertake such activities make their kids feel a sense of guilt. Industry vs. inferiority is the next stage which indicates that children should be given an opportunity to exercise their abilities at a tender age because without some of them, they will not able to grow and develop. Now, let us take a closer look at the stage identity versus role confusion.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More As children grow, they try to gain an understanding of who they are and how they should come to that understanding. If this is not achieved, then they become confused and are not able to gain a sense of control in their lives. This stage is followed by the next one ca lled generativity versus stagnation. During this stage, Erikson states that one seeks to reach out to other people’s concerns which are beyond a person. Generativity entails selflessness while stagnation is a condition in which individuals are preoccupied with their material possessions or physical well being. Lastly, the stage of integrity versus despair comes. It is a common feature of the old age. At this stage, one takes stock of their years. Some people despair while the others are grateful for their lives. Personality development as illustrated by Erikson is clearly captured in a motion picture titled Finding Forrester. This is a movie which is based on a story about a New York High school student by the name of Rob Brown who is stared by Jamal Wallace (Gines, 2009). This is a teenager who is intelligent and talented. This teen finds himself with an acclaimed writer William Forester who develops a friendship with him after the teen sneaked into his office on a dare (Fri ck, 1991). Jamal is a young man who left his neighborhood school after being recruited by New York Prep for Prep, a New York City program for the students who are gifted and talented. Jamal is a student who excels in mathematics and science. He is also a gifted basketball player. This movie brings to the fore the realities of black teenagers who hide their love of books, their dreams, and their brilliance in order to fit in with their peers (Gines, 2009). A major lesson the movie addresses is that of the reciprocal relationship between the teacher and the student (Mckinnon, 2005). Too frequently, teachers forget that the word teacher and its definition would not exist if there were no students. In other words, teachers need students as much as students need teachers. Jamal Wallace entered the home of a recluse writer on a dare taken from his friends. However, he ran in fear, leaving his book bag, when Forrester appeared (Mckinnon, 2005). At that point, Jamal’s life changed ir revocably. Forrester, a famous writer, whose first and the only published novel made the same impact as Ralph Ellison’s Invisible Man, finds Jamal’s notebooks in the boys bag and examines his work.Advertising We will write a custom research paper sample on Finding Forester Movie specifically for you for only $16.05 $11/page Learn More Though Jamal leaves his book bag in Forrester’s home, Forrester critiques the notebooks and throws the book bag out the window with such comments as ‘constipated thinking’. Jamal is not amused. He realizes that he met someone who can help him to develop his writing skills, a person who is a true writer and an inquisitive mind. That is why, he runs towards Forrester rather than away from him. Once Jamal enters Forrester’s apartment, Forrester’s life as a teacher is also irrevocably changed. While Jamal is fascinated with the walls of, perhaps, the first editions of the books that he has read, Forrester tests the intellectual, emotional and ambitious parameters of the young black male in whose works he has seen the signs of greatness. One of Jamal’s first lessons is that he learns how to write with his heart and revise later with his mind. At his new school, Jamal has two obvious foes,: a young basketball peer and a literature teacher. The first one does not like Jamal because the young man of obvious parentage does not want Jamal to identify with him. The literature teacher, Robert Crawford, does not also like the boy because he is a failure as a writer, lacking the genius reflected in Jamal’s work (Mckinnon, 2005). Uniquely gifted, Jamal is as skillful at playing basketball as he is at writing and remembering lines from different books of various authors he has read. The young light skinned basketball player, who is described by a young woman who befriends Jamal as someone who craves the limelight, reminds the still unstudied phenomenon of a s ingle black professor teaching in a predominantly White department or university (Mckinnon, 2005). The word adolescent comes from the Latin word meaning â€Å"growing up† or â€Å"coming to maturity†. In one way or the other, virtually, all the students of adolescence regard its ultimate challenge as the establishment of psychological and social identity (Cassel Bernstein, 2007).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In facing this challenge, the adolescents struggle against decisions about who and what they are as men, women, romantic partners, workers and members of families, ethnic groups, organizations and other cultural institutions. Adolescence is considered to be just the beginning of a period lasting throughout adulthood during which each person must resolve four crises. The first one deals with identity, which means to learn to choose values, vocations, beliefs, family, lifestyle, and gender roles. The second crisis touches intimacy, which is achieving closeness with a romantic partner. The third one is called generativity that is having children and/or finding meaningful work or the other productive activity. The last crisis is considered to be integrity, which means to be able to look back on life with satisfaction. Although various psychological theories assume that most adolescents actually succeed to establish their psychosocial identities, today’s behavioral scientists reco gnize that few of them achieve nothing and are left alone without their place in the world. Accordingly, many teenagers are no longer expected to make all their vocational, marital, and life style choices by the time they are 20. Of those who go to college, many graduate with a degree, but have little or no certainty about what to do with or about it and whether they have chosen the right career. Identity confusion including indecisiveness about what to do with one’s life can lead to many problems ranging from infrequent changes of romantic partners and job hopping to criminal behavior. Some of the choices teenagers make about how to spend their time can increase the likelihood of becoming involved in criminal activity. This is especially true for those who enter adolescence burdened by the childhood risk factors for criminal behavior. They include poverty, weak conscience, poor moral values, contacts with criminal or drug abusing family members; low self esteem; school failu re, poor social skills, parental abuse and/or neglect, bad conduct and/or attention deficit disorders, and early alcohol and drug abuse. The more risk factors children experience, the greater the likelihood that they will engage in antisocial behavior and criminal acts as the adolescents and young adults. These risk factors can provide pathways to crime (Cassel Bernstein, 2007). At this period, the character is going through a stage of identity vs. role confusion. Jamal comes from a background which is defined by lack of direction and despair. The future is bleak for most of his peers, and seemingly, he trudges down that lane. However, he has a special talent and academic ability that gives him advantage over his fellow colleagues. Initially, Jamal does not seem to focus on his academics and possible future. However, his interaction with an author who spots his gift enables him to discover his potential and set his direction in life. At this stage, the most important thing for a pe rson like Jamal is to ensure that he has a role model who will guide him through the waves of life and enable him to excel in his area. From a counseling perspective, Jamal further needs career guidance so that he can be able to know which future career path will suit the skills and abilities which he bears best. In addition, owing to the fact that this stage is largely characterized by peer influence, Jamal needs some intra and interpersonal skills to enable him to deal with the prevailing circumstances so that he can be able to withstand the challenges of peer influence. Essentially, there is a need to ensure that he has the ability to be assertive and set realistic and achievable goals. What is identity? When does it form? What aspects of identity change over time? What features of identity remain the same over time? Can identity be ever lost? If so, can it be regained? How do early life experiences affect one’s later sense of identity? What roles do one’s family, f riends, schools, places of work, houses of worship, and cultural values play in the development of identity? These questions confirm one thing that identity is a complex entity that is to be defined accurately (Moshman, 2005). The need to define individual identity and show how identity leads one to find or not to find meaningful connections within a larger cultural milieu is common to all the pursuits. Identity formation involves the emergence of a new, intra psychic structure. This new structure is more than the sum of previous childhood identifications rather than it is a configuration that now enables the holder to mediate rather than be mediated by these earlier identifications of childhood. Essentially, one might conclude that identity is present when other people’s opinions become something to reflect upon, rather than to live by. There are several theories which have been fronted with regard to the development of identity. Key among these theories is Marcia’s t heory of identity formation. Marcia’s approach is the concept of identity commitments. Mature identity, in his view, is a matter of having strong, self conscious, and self chosen commitments in matters such as a vocation, sexuality, religion, and political ideology. Marcia suggested that individuals entering adolescence typically fall in one of the two categories. The identity diffused individual has no strong commitments and is not seeking any. Such individuals are satisfied to live day by day and simply see where life takes them. The foreclosed individual, by contrast, does have clear commitments. Those commitments have been internalized from parents and other agents of culture; they are not self chosen, in that no alternatives have been seriously considered. It is possible for an individual in either of these identities to move into the other. As adolescence proceeds, a diffused individual may accept the ideas of those he is close to with regard to matters of vocation, se xuality, religion, and politics. If these commitments become sufficiently strong, without being purposely chosen from a set of genuine alternatives, the individual now has a foreclosed identity. Alternatively, a foreclosed individual may become increasingly dubious of his or her comments, yet have little or no interest in replacing these commitments with others. Such a decrease in concern with identity commitments would constitute a transition to identity diffusion. It is possible, however, for an individual who is either foreclosed or identity diffused to move into an identity crisis, which Marcia referred to as a state of moratorium. For the foreclosed individual, this consists of questioning the specific commitments one has learned, seriously considering alternative possibilities and seeking to construct new commitments of one’s own. For the diffused individual, although there are no current commitments to be displaced, the transition to moratorium also involves an active effort to consider possibilities and form central commitments. Regardless of how one gets there, moratorium is a state where one has no current identity commitments, but seeks to make such commitments. Unlike identity diffusion and foreclosure, which may continue indefinitely, moratorium is a relatively unstable state. The individual is likely to resolve his or her own crisis in one or two ways. The positive outcome is to make commitments, thus leading to a state known as identity achieved. The negative outcome is to give up the search for identity, thus becoming identity diffused. It is important to note that once one genuinely considers alternatives, foreclosing is no longer a possible status. One either makes commitments and becomes identity achieved or fails to do it and becomes identity diffused. Based on Marcia’s analysis, Jamal is a teenager who is going through the motions of life as he tries to identify who he is and what he is capable of doing. This is based on a ba ckground which is characterized by uncertainty. At some point, he seems to be struggling with what life has to offer. Though he faces stiff competition, he is not dissuaded from pursuing his goal of playing basketball and writing. This is based on the fact that he has been exposed to a person who enables to create an image of who the boy wants to be in future. Before Jamal bumps into Forrester’s life, he was not sure of what he wanted to become. This is characterized by the fact that he leaves his books behind upon being bumped into by Forrester. Furthermore, he decides to get involved in groups which do not seem to add any value to his life. It is worth noting that at this age, Jamal shows the frustrations and emotions of being a normal New York black teenager. As he struggles against negative perceptions in his school, he trudges on until he makes room for himself. This is a trait of a person who has moved from a state of lack of self understanding to a state when he is abl e to forgo some pleasures based on the fact that he understands what he is doing. In addition to this, Jamal’s character also impresses Forrester and makes him change his attitude towards being black. References Cassel, E., Bernstein, D. A. (2007). Criminal behavior. New York: Routledge. Frick, W. B. (1991). Personality theories: journeys into self : an experiential workbook. London: Teachers College Press. Gines, A. (2009). Developmental Psychology. Florentino: Rex Bookstore, Inc. Mckinnon, J. A. (2005). Black studies as human studies: critical essays and interviews. New York: SUNY Press. Moshman, D. (2005). Adolescent psychological development: rationality, morality, and identity. New York: Routledge.

Conjugation Tables for the Italian Verb Giocare

Conjugation Tables for the Italian Verb 'Giocare' Giocare is a versatile Italian verb meaning to play, matter, come into play, gamble, deceive, or even trick. It is a regular  first-conjugation Italian verb.  Giocare  is either a transitive verb (meaning it takes a  direct object) or intransitive verb (meaning it does not take a  direct object) and is conjugated with the  auxiliary verb  avere. First-Conjugation Verbs Before conjugating  giocare, its important to understand what first-conjugation Italian verbs are and how they are conjugated. Verbs with infinitives ending in –are are called first-conjugation, or –are, verbs. The present tense of a regular –are verb is formed by dropping the infinitive ending –are and adding the appropriate endings to the resulting stem. There is a different ending for each person. There are two types of first-conjugation verbs: with verbs like giocare ending in –care (as well as similar verbs like  cercare,  to try  and  caricare,  to charge) and –gare (such as  litigare, to fight, and  legare, to bond), you add an h immediately after the root with declinations startining with e or i to  maintain the hard c or hard g sound. The Auxiliary Verb Avere In Italian, an auxiliary verb- either  avere  (which is paired with giocare) or  essere- is used whenever forming  compound tenses. The auxiliary (or helping) verb, in combination with another, gives a particular meaning to the conjugated verb form. For example, compound tenses such as the  passato prossimo  are formed with the present indicative of the auxiliary verb  avere  or  essere  and the  participio  passato, â€Å" past participle. Conjugating Giocare The tables provide conjugations for tenses and moods of the verb giocare.  Where available, links provide an opportunity to find further information about the meaning and use of the mood or tense. Indicative/Indicativo Presente io gioco tu giochi lui, lei, Lei gioca noi giochiamo voi giocate loro, Loro giocano Imperfetto io giocavo tu giocavi lui, lei, Lei giocava noi giocavamo voi giocavate loro, Loro giocavano Passato Remoto io giocai tu giocasti lui, lei, Lei gioc noi giocammo voi giocaste loro, Loro giocarono Futuro Semplice io giocher tu giocherai lui, lei, Lei giocher noi giocheremo voi giocherete loro, Loro giocheranno Passato Prossimo io ho giocato tu hai giocato lui, lei, Lei ha giocato noi abbiamo giocato voi avete giocato loro, Loro hanno giocato Trapassato Prossimo io avevo giocato tu avevi giocato lui, lei, Lei aveva giocato noi avevamo giocato voi avevate giocato loro, Loro avevano giocato Trapassato Remoto io ebbi giocato tu avesti giocato lui, lei, Lei ebbe giocato noi avemmo giocato voi aveste giocato loro, Loro ebbero giocato Future Anteriore io avr giocato tu avrai giocato lui, lei, Lei avr giocato noi avremo giocato voi avrete giocato loro, Loro avranno giocato Subjunctive/Congiuntivo Presente io giochi tu giochi lui, lei, Lei giochi noi giochiamo voi giochiate loro, Loro giochino Imperfetto io giocassi tu giocassi lui, lei, Lei giocasse noi giocassimo voi giocaste loro, Loro giocassero Passato io abbia giocato tu abbia giocato lui, lei, Lei abbia giocato noi abbiamo giocato voi abbiate giocato loro, Loro abbiano giocato Trapassato io avessi giocato tu avessi giocato lui, lei, Lei avesse giocato noi avessimo giocato voi aveste giocato loro, Loro avessero giocato Conditional/Condizionale Presente io giocherei tu giocheresti lui, lei, Lei giocherebbe noi giocheremmo voi giochereste loro, Loro giocherebbero Passato io avrei giocato tu avresti giocato lui, lei, Lei avrebbe giocato noi avremmo giocato voi avreste giocato loro, Loro avrebbero giocato Imperative/Imperativo Presente gioca giochi giochiamo giocate giochino Infinitive/Infinito Presente giocare Passato avere giocato Participle/Participio Presente giocante Passato giocato Gerund/Gerundio Presente giocando Passato avendo giocato

International Marketing Paper Essay Example | Topics and Well Written Essays - 2000 words

International Marketing Paper - Essay Example This assignment aims at understating the varied demographic issues faced by a tube gel manufacturing and distributing organisation while entering the markets of Mexico, Chile, Argentina and Brazil. Thus, in order to cope up with the demographic challenges such as preferences, demands and tastes of the targeted customers, the team members had to undergo vivid researches and evaluate and analyse the scenario persisting within the economies which are likely to create a substantial impact over the penetration strategies adopted by the company. Moreover, the team members had to undertake extensive hard work in order to identify the accurate demand present in these target markets. Brand Equity Brand equity is a concept which is commonly utilised in a marketing organisation in order to describe the value of a particular brand or product. It is described as the additional worth which is endowed to the products and/or services offered (Kotler et al, 2006). Brand value is also referred as bran d equity which helps in identifying the emotions and feelings of a consumer which is widely considered to reflect in his/her buying behaviours. Moreover, brand equity is entirely dependent on both brand identity and brand associations (Wood, n.d). Brand identity is the process which helps in offering a particular direction and connotation to an existing brand. In addition, brand identity is an exclusive set of brand associations that a strategist aims to create or preserve. Thus, brand identity amplifies the status of the brand, which is highly essential to sustain in long run in order to preserve its corporate image. Similarly, brand association is the attributes of a particular brand which are deeply present in the minds of the customers (McLoughlin & Aaker, 2010). Thus, both the above described factors i.e. brand identity and association are responsible in augmenting the brand equity of a particular product/service of an organisation. Brand equity also helps in improving the rela tionship among the customers thereby reducing the switching cost of the buyers by enhancing its reputation (Onkvisit & Shaw, 2008). Hence, it can be avowed that brand equity is a significant intangible facet that helps in enhancing both psychological and fiscal worth of a firm. This means that with the help of renowned brand equity, an organisation can attract more customers which might help to augment the profitability. Relation of Brand identity and Brand equity Source: (Wood, n.d.) Product Standardisation Product standardisation is a technique which is mainly utilised in order to diminish cost and to enhance the quality of a particular product or brand. The method of product standardisation is implemented by varied organisations in order to increase the rate of production thereby streamlining the distribution system as well. Moreover, it also helps in declining the cost of raw materials which emphasises on product branding. Thus, it can be described as a strategy which is utilise d in order to standardise the varied components of the products/services offered