Google in China Essay Example for Free

Google in China Essay Google is the fastest growing Internet search engine company. Google’s mission is â€Å"to organize the world’s information and make it universally accessible and useful.†(International Business: Competing in the Global marketplace, pg 148-149) They have a mantra of â€Å"Don’t be Evil.† Google started this mantra to be the main message to show consumers they would not compromise the integrity of its search results. This case reviews the situation under which Google was required to censor its content and chose to launch its new search engine site. The case explains the role of the Chinese government and its regulations in the Internet market which had a negative effect on Googles operations in China. In 2000, Google started a Chinese language service. This service was operated from the United States. Chinese authorities blocked the site in 2002 because China censors information to their citizens. This block surprised Google’s managers. This was a challenge the managers did not plan on. If they done their research of the Chinese Government and culture prior to launching the Chinese language service, they would have known the block would be inevitable and they could have tailored their service to the Chinese regulations, culture, and laws. Google knew China was an advantageous business and they would need to adapt their service in order for it to be acceptable and profitable. Google also had to move the Chinese operations to China. Operating from the United States caused slow connection speed and hinder their operation and growth. This was a good move because it enabled Google to employee Chinese citizens who would be able to help understand and adapt to the Chinese laws, regulations, and censorship demands. Google managers made a mistake by not researching their target market. However, they acted quickly in learning and correcting this mistake. Google still offered Chinese citizens a better search engine, but it was not without censorship. The Google search engine offers more results than its competitors, Yahoo, Microsoft’s MSN, and China’s own company, Baidu. Google states Chinese consumers will â€Å"get more information on their site, though not quite all of it.† (International Business: Competing in the Global marketplace, pg 148-149) In 2006, Google had 30 percent share of China’s internet search engines. Baidu had 40 percent. This left another 30 percent split between Yahoo and Microsoft’s MSN search engines. These percentages are good, especially when one considers Yahoo and Microsoft had entered the Chinese search engine market prior to Google. Baidu has several advantages over Google that are mostly associated with it being a Chinese based company, the search engine has â€Å"competence in pinpointing queries in the Chinese language† (Yin Yulin, 2010, p. 4). Government relations with China are precarious for businesses effectiveness. Google did not have a clear understanding of what they would be involved in. China has become more supported and self-assured due to its increasing economic significance. They are more reluctant to be pressed by Western governments or companies into changing its long term regulations and censorship. Because of this aspect, China does not yet comprehend global strategies and the importance of global public relations. This causes them to be more rigid in their international business dealings. All-in-all, Google has been able to grow successfully in the Chinese search engine market and maintain the number two spot (behind Baidu) in China despite their lack of early research on the Chinese culture, governmental regulations, and laws. References International Business. Competing in the Global Marketplace, Seventh Edition, Chapter 3: Differences in Culture ISBN: 9780073381343 Author: Charles W. L. Hill copyright  © 2009 McGraw-Hill, a business unit of the McGraw-Hill Companies, Inc.

Many Types of Wrestling :: essays research papers

Wrestling Thesis statement: Free style, Professional, Greko Roman, and Collegiant wrestling have very different rules and styles. I. Free style wrestling A. Rules B. Style II. Professional wrestling A. Rules B. Style III. Greko Roman wrestling A. Rules B. Style IV. Collegiant wrestling A. Rules B. Style Wrestling is broken into four different types based on rules and style; Free style, Professional, Greko Roman, and Collegiant. Free style is usually started after school is let out for the summer. The rules of Free style wrestling are pretty simple. Both wrestlers start in the standing position for all three rounds. Each round is two minutes long, and the person with the most points at the end of the third round wins. Free style wrestling is done on a mat, approximately two inches thick and is half the size of a basketball court. The out of bounds area on the mat is marked by a circle; so no one gets hurt by being thrown off the mat. There are several ways to score points, takedowns, throws, and pins. Takedowns are when one wrestler has the other wrestler under control on the mat, all four extremities are touching the mat. In Free style, after a takedown both wrestlers start back at the standing position. Takedowns are worth one point, because using the legs is not favorable in Free style. Throws are exactly what is sounds like, one wrestler throws the other one. Two to four points can be awarded depending on the height of the throw. The higher the more points. After a throw both wrestlers start back at the standing position. A pin in Free style is when one wrestlers shoulder blades roll on the mat. You do not have to hold a wrestler down for a count of three to get a pin in Free style. Free style is basically practice for the Collegiant wrestling season.   Ã‚  Ã‚  Ã‚  Ã‚  Professional wrestling is done in a boxing ring, the rules are vague, but the sport is very entertaining. They can hit each other with chairs, body slam from the top ropes, and even throw each other out of the ring! I think the only rule they have is no biting. Professional wrestling is done for the entertainment of others.   Ã‚  Ã‚  Ã‚  Ã‚  Greko Roman wrestling also has three rounds and is played on a mat. The real difference in Greko Roman is that you can not use the legs at all. To score points in this type of wrestling you must throw your opponent. The higher you throw your opponent the more points you receive. You can win if you throw

Maze Learning

MAZE LEARNING 1 MAZE LEARNING Ana Iqbal Mirajkar Bahria University BS-04 MAZE LEARNING 2 Abstract This experiment was conducted to uncover the underlying principles of transfer of training in maze learning. The aim was to see if transfer of training facilitated maze learning. It was assumed that practice of one maze would assist the chances of transfer in another and that participants who had prior knowledge of mazes would perform better. A sample of 56 students was chosen conveniently from Bahria University.All participants performed the same experiment on maze A and B, which is they traced a maze twice with the experimenter’s help, had a break of ten seconds and then had five minutes to find the goal. The results were analyzed using percentages. The findings of the results indicated that practice of one maze assists transfer of training on the other and that participants with prior knowledge had more successful trials than the ones who did not. Thus, both hypotheses were pro ved. Key words: maze, learning, memory, cognitive mapping MAZE LEARNING Learning is a relatively permanent change in behavior brought about by experience (Feldman, 2009).Peter Gray, a psychologist, defines learning as any process through which experience at 3 one time can alter an individual's behavior at a future time. Hence learning can be anything that brings about a change in one’s behaviour, or another definition common to all theories of psychology would describe simply a stimulus that generates a response(S-? R) (Herbert Terrace). Learning has been an important area of research in psychology; psychologists have done extensive research on how human beings acquire learning and what factors facilitate learning.One such experiment is done by Ivan Pavlov where he introduced the concept of classical conditioning and concluded that learning occurs gradually through pairing and association (Pavlov). Whereas a gestalt psychologist by the name of Wolfgang Kohler concluded that n ew behaviour is learned due to insight. According to Frederic Vestor there are four types of learning. The first being auditive learning which is learning by using the auditory channels that is using the ear to listen and mouth to speak. Second is visual learning that is learning using the eyes.Haptic learning is the third type of learning which occurs by touching and feeling and the fourth type is learning through the intellect. Training is the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies. Areas that use training extensively are job training such as worker endowment and physical training for sports. Transfer of training was originally defined as the extent to which learning of a response in one task or situation influences the response in another task or situation (Adams, 1987).While Thorndike and Woodworth (1901) predicted that transfer would occur as long as the aims, method, and approaches used for the learning task were similar to the transfer task. They found support for the generalization of responses when there was similarity in the stimuli and responses in the learning and transfer environment. Types of transfer of training are positive which means previous training facilitates new training such as learning to add numbers in math courses helps when one learns multiplication.Negative transfer occurs when previous training hinders new training, whereas zero transfer is when previous trainings have no effect on new ones. Wolfgang Kohler would say that learning occurs through sudden insight while Thorndike would contradict by saying that it happens gradually over a long period of time. Generally it is noted that learning is both intentional and unintentional and has no specific time requirements. That is MAZE LEARNING one can learn in a day or can take months. Whereas training is usually intentional and there are certain time bound aries for training.Furthermore, learning focuses on achieving permanent 4 changes in behaviour while training focuses on the acquisition of new skills and knowledge with training interventions being event driven. Memory refers to the processes that are used to acquire, store, retain and later retrieve information (Kendra Cherry). The process of forming a memory is composed of three components encoding, storage and retrieval. In order for pieces of information to make sense the brain encodes all the information to form memories and stores it.A memory, when brought into consciousness is known as retrieved memory. Memories can be of three types; sensory memory that is collected from the first hand experiences and is very brief. Short term memory is what is in the conscious awareness, whereas long term memory is what is not in the conscious awareness and might have to be retrieved, according to Freud short term memory would be the conscious and long term memory the unconscious. Ebbingha us, who was a pioneer of the experimental study of memory, did extensive research on memory, memory formation and memory decay.Through his experiments he devised the forgetting curve of memory which revealed a relationship between forgetting and time. He suggested that information, initially, is often lost very quickly after it is learned but after a certain point the amount of forgetting levels off. This indicates that information stored in long-term memory is surprisingly stable. (Hermann Ebbinghaus) Labyrinth is a term in Greek Mythology, which basically denotes a maze in which the Minotaur was confined (The Free Dictionary).The most ancient of labyrinths are Cretan labyrinths that are surrounded by an aura of mysticism and skepticism, this was the elaborate structure designed to hold Minotaur. Next are the Egyptian Labyrinth and the Leminian Labyrinth which are more densely routed and complex than the Cretan Labyrinth. Although the true origins of the mazes and labyrinths probab ly go back to Neolithic times, the earliest mazes were actually parts of architectural monuments built in Egypt and on Crete about 4000 years ago (Christopher Berg).Edward Chase Tolman, a pioneer in the areas of learning and motivation, claimed that everything important in psychology can be investigated in essence through the continued experimental and theoretical analysis of the determinants of rat behavior at a choice-point in a maze. A maze is defined by Webster as a confusing, intricate network of MAZE LEARNING 5 winding pathways; specifically with one or more blind alleys. Furthermore, one could perceive a maze as a complex structure with a series of interconnecting pathways that eventually has to be solved by pursuing a goal.The term is also used to refer to a graphical puzzle that replicates the maze on a two dimensional medium (S. E. Smith). Mazes, in psychology, have contributed greatly to understanding complex human behavior. Moreover, maze studies have helped uncover asto unding principles about learning that can be applied to many species, including humans. The fact that researchers have even used mazes to figure out if men and women are different in the way they perceive suggests the important role mazes have played throughout. In this context a study was carried out by B.Jones that looked at trial and error learning in humans using a virtual maze and at looked at the gender differences where the participants were tested using the Online Psychology Laboratory Maze. Another study which attempted to uncover if multiple trials allow a researcher to determine how ability can develop and change over trials and that the importance of task components fluctuates during the stages of learning (O'Neill, 1978). The findings gave the impression that repeated trail can help the participant develop the knowledge of the maze and make fewer errors.Yet one more research finding on mazes indicated that no matter how well the maze is learned, the subject will never a ble to dispense with sensory guidance and that there is throughout this type of functioning a close cooperation between sensory and motor adjustments (Ailene Morris). There are two main categories of mazes which are then further subdivided into various types. A Unicursal maze is without branches, it has no dead ends and there is one path that leads to the end whereas, a multicursal maze is one with branches and dead ends. Among the various types of mazes are Blind Alleys are mazes that have a branch that is a dead end.Simply-connected mazes have pathways that never re-connect with one another, so every path leads to additional paths, a fork, or to a dead end and there is only one solution to a simply-connected maze. A multiplyconnected maze contains one or more passages that loop back into other passages, rather than leading to dead ends. A more complex form of the multiply-connected maze is the braid maze. A weave maze has pathways that go under and over each other and can be in mu ltiple dimensions, while a logic maze must be navigated by adhering to logical rules in addition to following its passages such as symbols or following colour schemes.A Plainair maze, however, is a maze on something other than a flat surface. For example, a maze painted on the outside of a cube or sphere. MAZE LEARNING A principle that is derived from the extensive study of mazes is known as cognitive mapping; 6 making a mental picture of one's physical or spatial environment (APA). A cognitive map allows one to construct and accumulate spatially defined images whose function is to enhance recall and learning of information. This type of spatial thinking can also be used in non-spatial tasks. Chaining is a behaviour technique that involves breaking a task down into smaller components.The simplest or first task in the process is taught first, and then after this has been learned, the next task can be taught. This continues until the entire sequence is successfully chained together (K endra Cherry). Maze learning is an example of a successive chaining, when animal runs down a maze it chains the route through the subsequent goals and dead ends all in all the entire stimuli present in the environment gives the animal clues and make his cognitive map (Terrace). The aim of this study is to see if transfer of training facilitates performance.It is assumed that the practice of one maze will facilitate the chances of transfer of training on the second maze and that participants having knowledge of practical will have more successful trials than participants who do not have any prior knowledge. Method Participants: There were two groups of participants that participated in the study. Group 1 composed of 28 people who had no prior knowledge of maze leaning. While Group 2 composed of 29 participants who had prior knowledge of maze learning. The total sample was that of 56 students who were chosen conveniently from Bahria University.The design of the experiment was independ ent measures design. Materials: Match box, scissor, glue, mazes A, stop watch and a blindfold. Two mazes were extracted from the internet and the participants of group 2 constructed the entire maze using match sticks to cover all the branches and boundaries of the maze. It was later discovered that both mazes were multicursal and simply connected. Procedure: The experiment was conducted in the experimental lab, with controlled conditions. In the first phase of the experiment participants from group 1, who had no prior knowledge of maze learning, were tested.The experimenter blindfolded the participant and traced their finger, twice, along maze A (in some cases a thin object such as a pen or pencil was used). During the whole procedure it was tediously made sure that the participant did not see the mazes. Following MAZE LEARNING 7 this the participant was given a ten second break and then told to complete the maze again with no help from the experimenter this time. After given five m inutes to complete this maze, the participant was told to stop and the blindfold was undone for two minutes.The same procedure was then followed for maze B that is tracing twice with the experimenter’s help, a break and then five minutes for the trial for maze B. Throughout the experimenter observed the errors made and the progress of the participant. In the second phase of the experiment the participants from group 2, who had prior knowledge of maze learning, were tested following the exact same procedure that is tracing twice maze A and then later maze B with an experimenter’s help, a break of ten seconds, then five minutes for the trial for maze A and later maze B.Results Table I Showing results of Maze A of Group 1 Participants 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Successive Trials 1 3 3 2 4 0 1 1 4 2 5 0 1 4 Errors 0 4 7 3 0 0 3 0 0 1 0 5 14 0 MAZE LEARNING 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 4 5 2 1 1 0 0 2 0 1 0 4 0 3 10 4 2 4 0 3 10 8 20 20 7 10 8 8 Total 5 2 146 Table II Showing results of Maze B of Group 1 Participants 1 2 3 4 5 6 7 8 9 Successful Traits 5 2 3 1 0 0 0 0 3 Errors 10 0 4 4 0 3 5 2 0 MAZE LEARNING 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2 5 0 8 4 3 2 2 5 2 0 0 0 2 2 2 0 3 2 1 4 13 0 15 0 9 0 20 0 11 3 2 2 25 1 3 2 9 Total 58 148 Table III Showing results of Maze A of Group 2 Participants 1 2 3 4 Successful Trials 5 0 3 3 Errors 1 2 3 3 MAZE LEARNING 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 2 3 1 1 7 7 3 4 3 5 4 3 4 3 1 1 4 1 2 2 2 3 2 0 0 8 4 2 3 1 12 4 1 0 2 2 7 4 5 4 1 1 14 0 1 1 5 0 10 Total 79 91 MAZE LEARNING Table IV Showing results of Maze B of Group 2 Participants 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Successful Traits 5 0 0 6 4 8 10 1 10 11 7 5 3 7 7 2 8 5 1 4 4 2 1 3 2 4 Errors 0 4 0 4 0 0 0 3 0 1 5 7 0 3 0 0 3 3 0 2 0 2 1 0 5 0 1 MAZE LEARNING 27 28 0 5 3 0 12 Total 125 46 Calculations:- = 41. 7% = 58. 2% = 35. 03% = 64. 96% MAZE LEARNI NG Graph I Showing results of comparison between Maze A and Maze B 13 Comparison between both the mazes 42% Maze A Maze B 58% Graph II Showing results of comparison between Group 1 and Group 2 (c and d) Comparison between both the groups 35% Group 1 65% Group 2 MAZE LEARNING Discussion It was proved that practice of one maze facilitates the transfer of training on the second maze 14 hich meant that most of the participants performed well on maze B as compared to maze A. An interesting research by Edward Tolman on rats and mazes showed that once the rats knew where there goal in the maze was, they could find their way through the maze. Thus, Tolman’s and this research show that people form a cognitive map of the spatial layout of the situation rather than just leaning to make a series of responses. However, one single most undermining factor that could cause this is the carry over effects the participants might have carried over from maze A.Furthermore, there might been quite a many extraneous variables present in the environment that the experimenter failed to control; hence, they became confounding variables. These include noise distractions, the close seating arrangement of the participants and experimenter bias. It was further noted that even though both mazes were multicursal participants found maze B relatively easier and more straight forward than maze A, pointing more towards the fact that practicing on one maze improved their performance.Likewise, the participants who had prior knowledge of mazes performed better than the participants who did not. This meant that hypothesis 2 was also proved. David Ausubel a pioneer in educational psychology who emphasized on prior learning said â€Å"If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. The results of this research highlight the importance of prior learning. Nevertheless, the participants of group 2 were also the ones who constructed the maze, which meant that they possibly brought forward transfer effects. Moreover, the participants in group two were in a more comfortable setting than the participants in group one who were not in their comfort zone. Besides, there were four students who were not from the psychology department and might have been anxious because of the new and unfamiliar place and setting.In addition to this some participants used a pencil, pen or a sharp object to complete the maze instead of their fingers, which meant less tactile experience and learning and might be a contributing factor as to why group 1 performed poorly. MAZE LEARNING References: American Psychological Association. (2013). Dictionary. com Unabridged. Retrieved from http://dictionary. reference. com/browse/cognitive map Ausubel, D. (1968). Educational implications of concept mapping. Joseph D. Novak & D. Bob Gowin (2002 ). Learning how to learn (pp. 40). UK, Cambridge University Press. Berg, C. 2011). The History of Mazes and Labyrinths. Amazing Art. N/A. Retrieved from http://amazeingart. com/maze-faqs/ancient-mazes. html Cherry, K. (N/A). An Overview of Memory. Memory. N/A. Retrieved from http://psychology. about. com/od/cognitivepsychology/a/memory. htm Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology. Classics in the History of Psychology. N/A. Retrieved from http://psy. ed. asu. edu/~classics/Ebbinghaus/index. htm 15 Eddie, W. L. & Danny, C. K. (2001). A review of transfer of training studies in the past decade. Personnel Review, Vol. 0 No. 1, 102-118. Retrieved from http://www. owlnet. rice. edu/~ajv2/courses/12a_psyc630001/Cheng%20&%20Ho%20(2001)%20 PR. pdf Feldman, R. S. (2009). Psychological Approaches to Learning, 177. Retrieved from http://www. studymode. com/essays/Psychological-Approaches-To-Learning-730466. html Jones, B. (2011). Gender Difference-Mazes, 09. Re trieved from http://www. studymode. com/essays/Gender-Difference-Mazes-774551. html Morris, A. (1994). A Descriptive Study of Maze Learning, 67-69. Retrieved from http://digital. library. okstate. edu/oas/oas_pdf/v25/p67_69. df Terrace, H. (2010). The Comparative Psychology of Serially Organized Behavior. Comparitive Cognition and Behaviour Reviews, Vol. 5, 23-58. Retrieved from http://psyc. queensu. ca/ccbr/Vol5/Terrace. pdf MAZE LEARNING Tolman, E. C. (1953). Edward Tolman and cognitive maps. Douglas Mook (2004), Classic experiments in psychology (pp. 139-142). Westport, Greenwood Press. Vestor, F. (1998). Die Deutsche Schule, 93(2), 186-198. Retrieved from http://www. oecd. org/edu/ceri/34926352. pdf 16 MAZE LEARNING 17 Appendix A: Maze A & B MAZE LEARNING Appendix A 18 MAZE LEARNING 19

Book Report on the Blind Side Essay

The Blind side The Blind Side directed by John Lee Hancock was a visual text about a teenage boy named Michael. Based on a true story Michael, nicknamed Big Mike has grown up in a poor and broken family and goes to a public school where no one really cares about him. Growing up this way has left Big Mike emotionally deprived and lonely. Thanks to his Friend’s dad Michael gets the opportunity to go to a private school on a scholarship. Suddenly he has teachers that care about him and while his life seems to be slowly improving, Big Mike still uses other people’s washing machines in the Laundromat, does not sleep at home and stays at the gym at school because it was warm. The biggest turning point in this movie was when Leigh Anne Touhy sees Big Mike on the side of the road and lets Big Mike have a place to stay. Leigh is a woman that gets what she wants and it is clear from the moment she meets Mike that she would care for him. From this point Big Mike and Leigh build a strong relation ship, he ends up moving in with them and becomes a part of the family. Michael is a big man and one of the reasons he was accepted into the school was because he had the perfect build to play American football and by the end of the movie Big Mike was one of the top players and went on to have a career in it. My favorite character throughout the book was definitely Big Mike, I love how complex of a character the director made him. Appearance wise, Big Mike looked big and tough, he was the type of boy that you would walk the opposite direction when you see him on the street, but when you see him in the movie you discover how kind hearted he is. A classic example of this is when Big Mike is first playing football and he doesn’t tackle anyone because he doesn’t want to hurt anyone. He reminds me of a giant teddy bear that wouldn’t hurt anyone. But then as well as his kind heart if you dig deeper you can see the inner strength he possesses. From a very young age Michael is forced to look after himself and to get through it the way he did could only be done with utter strength. When most people are left with no one they give up but I admire Big Mike so much for turning to himself and doing all he could to make his life work. Not only is this but his loyalty unbreakable. To get Big Mike to tackle at the practice Leigh said to him to pretend that these guys were going to hurt her and his family and that’s when he finally tackled with aggression. You could see then and there that Big Mike would take on anyone that tried to hurt his family and those he cared about. To me it Big Mike is, for lack of a better expression, a total cutie. My favorite part of the movie is when Leigh asks Big Mike if he would like to be part of their family and Big Mike looks at her dead seriously and replies ‘I thought I already was.’ Throughout the whole movie it was this character that constantly impressed and engaged me and the fact that it was based on a true story just adds to this. One of the main ideas in the visual text The Blind Side is courage. Leigh Touhy shows courage when she takes Mike Oher from off the streets and gives him a roof over his head and someone to lean on. This showed courage in the best of ways and it couldn’t off been done to anyone else. Although Leigh’s family did not agree with having Mike there in the first place, then soon got to like the guy and really enjoyed having him there as another brother or son. It also took real courage for Leigh and Michael to legally adopt Big Mike as a child, get his driver license and help him get into the best school available for Mike to go to on a football scholarship. Leigh also had courage for going to her own friends and telling them about Mike. A conversation held with her friends is. Friend: â€Å"You’re changing that boy’s life† Leigh: â€Å"No He’s changing mine†. I thought that Leigh had courage to say this to her friends as Mike is not her own son yet she is taking care of him as he is the only child in the family. A quote from the film The Blind Side to represent Courage is â€Å"that’s why courage is tricky. Should you always do what others tell you to do? Sometimes you might not even know why you’re doing something. I mean, any fool can have courage†. This is saying that courage is important but it’s hard. You should do what you want to do and not what others tell you to do,  but the main point is that anyone can have courage; weather their big, small, tall or short. The text that I immediately thought of was The Dead Poets society and in particular Neil. The reason for this is in my mind I started to immediately compare the difference between Neil and Michael. As I previously stated Big Mike had to deal with the loneliness in his life and the way he did this was by turning to himself for support. I think the reason that Neil committed suicide was loneliness, by this I don’t mean that he had no friends, as it was obvious from the start he did, but that he felt like he had no support from those that mattered. If his dad had shown a slight interest in his acting career then Neil would have been satisfied but because his dad seemed not to care Neil felt like he had no one to turn to and no options. This is the difference that I see between Neil and Michael, inner strength. While Michael appeared soft throughout the visual text, to carry on living especially in certain points in his life took incredible inner strength and as much as I liked Ne il’s character I don’t think he possessed the same strength. Neil is kind of the polar opposite, on the outside he appeared to be strong and content with life but on the inside the way his father was acting slowly killed him inside. Both of these characters had parents that weren’t at all good at their job but it was the difference between the two personalities that ended with one dead and the other a professional football player.

Critical Description of J.S. Bachs Prelude no. 12 essays

Critical Description of J.S. Bach's Prelude no. 12 essays This piece is taken from Book 2 of J.S. Bachs Forty-Eight Preludes and Fugues (also known as The Well-Tempered Clavier). A prelude could take almost any form, the only conditions being that it should be in the same key as the fugue and form a suitable preparation of the listeners ear and mind for what is to follow, although Bachs preludes were usually a clearly defined musical personality, of which the fugues were logical developments and projections. Prelude no XII is in F minor. Pieces in a minor key are often less cheerful and perhaps darker than those in a major key, and while this prelude is not at all gloomy or dismal, it is somehow quite reflective. The listener does not simply a receive a happy four-minute ditty that is forgotten the moment after the recording finishes (as could be said for some classical pieces that I have heard); it is much more thought-provoking than that. The prelude, and indeed the entire work from which it originates, was designed for a keyboard soloist and from the recording I can well imagine the soloist, even Bach himself playing with great feeling and emotion. This is typically what the audience likes to hear from solo performances, unlike huge orchestras where an individuals efforts can be drowned out by a mass of horns and strings. That is probably why the piece is best suited to the piano rather than any other instrument, such as a violin. Often when I hear violins I expect them to be part of a larger string section, or at least supported by a section. I imagine, perhaps somewhat ignorantly that violins are great for playing fast and furiously, or slowly and serenely, but not for the mid-tempo, middle ground. The piano, however, can achieve this. The performer is instructed to play this piece allegretto espressivo. The listener wants to be able to envisage the pianist playing from the heart, and I think that this performer achieves that. ...

Writing for Your Audience

Writing for Your Audience Writing for Your Audience Writing for Your Audience By Erin Im an editor and moderator at Toasted Cheese, a literary magazine and writing community. Recently, one of our members posted a question that I thought was worth addressing here. Hed turned in a college paper, and his professor told him he needed to create more distance from the reader. It all comes down, I think, to keeping your intended audience in mind. In my college writing class, I teach my students to adjust their style according to the assignment. In a personal narrative, for example, an informal tone is welcome. In a research paper, however, that same informal tone can work against the writer. Here are a few general tips: Reserve first person for informal writing like personal narratives, blogs, editorials and columns, and of course, fiction. Avoid addressing the reader (you) and speaking for the reader (we/us), except in informal writing. Both practices run the risk of alienating the reader. Avoid contractions and slang. Ive actually had students who have used curse words and colloquial expressions (bros before hos) in papers theyve turned in to me! Unless it serves a clear purpose, its not going to impress anyone. Be specific, and dont include unsubstantiated claims in formal papers. Research papers need evidence and quotations to back up the authors thesis. Before you begin any piece of writing, ask yourself three questions: What is my purpose? (What do I hope to accomplish with this piece?) Who is my audience? (Who am I writing this for?) And finally, what is the appropriate tone for the writing Im doing? (Formal? Informal? Humorous? Serious?) If you can answer those questions, youll be well on your way to writing appropriately for your audience. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:50 Slang Terms for Money75 Synonyms for â€Å"Talk†Types of Plots

Marketing Research Essay Example | Topics and Well Written Essays - 3000 words

Marketing Research - Essay Example With all of the important steps the research is designed and done accordingly to fetch the ultimate outcome. Introduction: Market forecasting is an important factor to be analyzed by the marketing team of the organization. For any decision the marketing research is very important. Starting from the customer satisfaction to the new product development and new branding strategies; the marketing research is important in all the aspects of marketing. This paper has different chapters dedicated to the thorough study of the marketing research. The importance of the marketing research in the decision making process, the different methodologies and data collection techniques are discussed thoroughly in this particular paper. The aim of this study is to understand the importance of the marketing research in the field of marketing decision making processes and forecasting. The Importance of the marketing research: The marketing research is the specific marketing function which is conducted to get the ultimate support for taking the marketing decisions (Wrenn, Stevens and Loudon, 2006). According to the American Marketing Association the marketing is defined as â€Å"the function which links the consumers, customer, and public to the marketer through information† (Wrenn, Stevens and Loudon, 2006). The marketing research is possible with the specified data, and it is done for some specific reason. It is a very expensive marketing affair. However, the best marketing research does not promise to produce the best marketing decision always. The marketing research specifies the important information to be needed to analyze the situation within and outside the organization. Without the marketing research no product development is possible. The proper marketing research tells the organization what are required to meet the expectations from the market. This is an essential function within the marketing department to simplify the future decision towards the development. Mark eting research is the ultimate option to understand the internal strength of the organizations and also the expected performance from the external environment. This is the quantitative analysis which would fetch the ultimate solutions to the specified problems. The mathematical and the statistical approaches help the marketing research to have the measurable characteristics. Role of marketing research in decision making: One of the main role of the marketing research is to simplify the decision making process in an efficient way. However, the complete marketing research plays two major role in the whole marketing system, and they are; 1. They are the part of the marketing intelligence feedback function, and 2. It provides the ultimate quantitative data to the decision makers to take decision accordingly towards future advancement. The segmentation research and the new product research are the most lucrative field in the marketing for the opportunist marketing managers (McDaniel and Gates, 1998). From customer satisfaction to the brand extension, every step is taken carefully with the suitable marketing research programs by most of the organizations. Satisfying customers is the main motive of most of the organizations in the recent business environment. And, to work according to