Thursday, October 31, 2019
Consumer-Firm Relationship and Bonding Essay Example | Topics and Well Written Essays - 500 words
Consumer-Firm Relationship and Bonding - Essay Example Some claim that behaviors people adopt, simplify the buying experience, reduce risks and maintain a psychological level of comfort. Others describe it as attracting, maintaining and enhancing customer relationships. These relationships go through hierarchical chain of events and development phases including exchanges, transactions through which customers receive psychological benefits. The relationships are earned through transactions. Relationship marketing sets out to establish, maintain, develop and commercialize so that objectives of both the customer and the marketer is met. This is done by mutual exchange and promise fulfillment. Relationship marketing can be viewed as relationships, interactions and networks connecting customers to customers, suppliers to customers, suppliers to suppliers as well as competitors. It includes employing tactical elements like customer contact, customer database management and customer-oriented service. Strategic elements re-characterize the business as a service business and view the organization as a process instead of a function. The dissertation considers all relationships as having life cycles and questions whether relationship marketing is the development of a new marketing paradigm.
Tuesday, October 29, 2019
Breakfast Club Analysis Essay Example for Free
Breakfast Club Analysis Essay The well-known song â€Å"Don’t You Forget about Me†plays at the end of the movie The Breakfast Club, signaling not only the end of the famous movie, but also the end of the transitory group that had developed in the earlier scenes. Although movie was released over twenty years ago, high school students today can still use the labels that are examined in the movie to identify themselves in the cruel world they call high school. With the final lines â€Å"you see us as you want to see usIn the simplest terms, in the most convenient definitions,†the point of the movie finally becomes apparent; stereotypes are not accurate representations of teenagers, but instead they accurately represent who teenagers think they are. There is no doubt that students all come with labels; it is inevitable. But whether a student is a brain, a jock or a princess, they are all greatly impacted by the stereotypes and boundaries that are a part of each of their social groups. To teenagers, being a part of a social group is huge, as portrayed in The Breakfast Club. As soon as the movie starts, viewers can decipher the cliques that each student is in. When the students are being dropped off, viewers assume which cliques each student is in by their appearances, how they respond to their parents, and how they react to coming to school on a Saturday. The most important identification of each student’s clique is seen by where they sit in the library. Much like the school cafeteria today, the students sat where they felt comfortable. In this case, it was away from everyone else in the room, with the exception of Andrew and Claire who were already in similar social groups and had similar friends. Bender eventually approaches the topic of the students’ separate cliques by asking Andrew, â€Å"Do you think Id speak for you? I dont even know your language.†The students, while all in similar situations have trouble effectively communicating because they do not really know each other. This proves how drastically different teenagers are from those not included in their immediate friend group. Humans in general, especially teenagers, are greatly influenced by their peers and the activities that their peers participate in. This means that they are also largely impacted by the stereotypes that are associated with their cliques and social groups. Stereotypes change who teenagers think they are based upon what others are saying about them. Being forced into a role can completely change who a person is or how someone acts. For example, Andrew felt genuinely bad about taping together Larry Lester’s butt cheeks, but he was influenced by his friends and by the expectations that he thought his father had for him. These expectations can drastically impact how teenagers treat one another. At the end of the movie, the boundaries outlined earlier in the film are semi-broken. Although, Claire tells Bender that she hates her friends, she remains friends with them because she does not feel like she would belong in another clique. The boundaries that are formed from the very beginning, such as the language each teenager uses or the lunches that they have, are finally broken when Allison takes the varsity letter off of Andrew’s jacket and when Claire gives Bender her earring. Although neither of these actions is huge, and none of the students will leave their prior friend group, they are beginning to break the boundaries that separated them in the first place. And though the breakfast club may never speak to each other again, they have developed a greater sense of understanding for each other and the cliques that they are all in. While Brian, Allison, Bender, Claire, and Andy may never talk to each other again, they may reconsider how they treat someone in a different social group than them or how they perceive someone who is different than them. The cliques are still going to exist, yet the students will be able to see others for who they really are, not for who others think they should be. Whether a student is impacted directly by their friends and peers, or by the boundaries that tie them to a specific group, the fact that there mindset is shifted by these pressures is unavoidable.
Saturday, October 26, 2019
Online Shop Web Design
Online Shop Web Design Shop Online Web Application system, allows the customer to shop online for their required items, and also represents an associated window for the orders selected by the customer. Each Customer will be having their desired page when they login or signup into the Shop Online Web Application. The Customer can select the required items into the cart without logging into their account. But the purchase of the items in the cart has to be done using their registered account in the System using either credit or debit card, they can also cancel the payment or return the items purchased only after a detailed specification of the reason for it. The Logged In customers will be having a wish-list function so that they can put the items they wanted to buy in the wish-list and can buy later. There is one more function price checker, which intimates the customer regarding the item selected by them whenever there is a cut-off in the price of that item, but only for a few selected items. There is also a desired page for the history of items bought by the customers. The customer can maintain their account and address details. The customer also can reset their password if forgotten by getting a link to reset password to their concerned web mail. Requirements for the system are we will be using Ruby On Rails for the development, and for the web design HTML, Javascript and CSS. The Backend is managed by MySQL. The Database for the System consists of shop online development database which consist of tables for categories, products, product images, users. The Columns for the categories are id, title, weight, products_counter, created_at, updated_at, ancestry. The Columns for products are id, category_id, titile, status, amount, uuid, msrp, price, description, created_at, updated_at, lprice. The Columns for the product images are id, product_id, weight, image_file_name, image_content_type, image_file_sizee, image_updated_at, created_at, updated_at. The Columns for the users are id, email, crypted_password, created_at, updated_at,activation_state, activation_token, activation_token_expires_at, remember_me_token, remember_me_token_expires_at, reset_password_token, reset_password_token_expires_at, reset_password_email_sent_at. Entity Relationship Diagram: FIG. 1 (Relationship between the tables) In ruby on rails the web application code is divided into model, view, controller. Model represents the database access, View represents the html pages before and after access of the database, and controller represents the action to be done once the we get a request from the Web Application. Model Code: (Category) class Category < ApplicationRecord  validates :title, presence: { message: Empty name! }  validates :title, uniqueness: { message: Repeated name! }  has_ancestry orphan_strategy: :destroy  has_many :products, dependent: :destroy  before_validation :correct_ancestry  def self.grouped_data    self.roots.order(weight desc).inject([]) do |result, parent|      row = []      row { where(status: Status::On) }  module Status    On = on    Off = off  end  private  def set_default_attrs    self.uuid = RandomCode.generate_product_uuid  end end (product image): class ProductImage < ApplicationRecord  belongs_to :product  has_attached_file :image, styles: {      small: 60^x60,      middle: 200^x200,      big: 960x  }  validates_attachment_content_type :image, content_type: /Aimage/.*Z/  validates_attachment_size :image, in: 0..5.megabytes end (User): class User < ApplicationRecord  authenticates_with_sorcery!  attr_accessor :password, :password_confirmation  validates_presence_of :email, message: Email cannot be empty!  validates_format_of :email,message: Email format mistake!,                      with: /w+([-+.]w+)*@w+([-.]w+)*.w+([-.]w+)*/,                           if: proc { |user| !user.email.blank? }  validates :email, uniqueness: true  validates_presence_of :password, message: Password cannot be empty!,                        if: :need_validate_password  validates_presence_of :password_confirmation, message: Password confirm cannot be empty!,                        if: :need_validate_password  validates_confirmation_of :password,message: Password not right ,                            if: :need_validate_password  validates_length_of :password, message: Password at least 6 digits, minimum: 6,                      if: :need_validate_password  def username    self.email.split(@).first  end  private  def need_validate_password     self.new_record? || (!self.password.nil?||!self.password_confirmation.nil?)  end end Controller Code: (Category) class CategoriesController < ApplicationController  def show    @categories = Category.grouped_data    @category = Category.find(params[:id])    @products = @category.products.onshelf.page(params[:page] || 1).per_page(params[:per_page] || 12)                    .order(id desc).includes(:main_product_image)  end end (Product): class ProductsController < ApplicationController  def show    @categories = Category.grouped_data    @product = Product.find(params[:id])  end end (Session): class SessionsController < ApplicationController  def new  end  def create    if user= login(params[:email],params[:password])#loginsorcery      flash[:notice]=You have logged in!      redirect_to root_path    else      flash[:notice]=Emails or Password mistake      redirect_to new_session_path    end  end  def destroy    logout    flash[:notice]=You already logged out!    redirect_to root_path  end end (User): class UsersController < ApplicationController  def new    @user = User.new  end  def create    @user= User.new(params.require(:user).permit(:email,:password,:password_confirmation))    if @user.save      flash[:notice] = sign up successfully! Please log in      redirect_to new_session_path    else      render action: :new    end  end end (Welcome): class WelcomeController < ApplicationController  def index    @categories = Category.grouped_data    @products = Product.onshelf.page(params[:page] || 1).per_page(params[:per_page] || 12)                    .order(id desc).includes(:main_product_image)  end end
Friday, October 25, 2019
Pessimism in Thomas Hardy’s The Darkling Thrush Essay -- Darkling Thru
Pessimism in Thomas Hardy’s The Darkling Thrush Thomas Hardy’s writings are often imbued with pessimism, and his poem â€Å"The Darkling Thrush†is not an exception. Through the bleakness of the landscape, the narrator’s musings on the century’s finale, and the narrator’s reaction to the songbird, â€Å"The Darkling Thrush†reveals Hardy’s preoccupation with time, change, and remorse. Written in four octaves, â€Å"A Darkling Thrush†opens with a view of a desolate winter landscape. With â€Å"spectre-grey†frost covering everything in sight (line 2), all joyful colours and sounds are smothered with an intangible film of bleakness. This gloominess is not to be dispersed, for the imagery of â€Å"Winter’s dregs†suggests that there exists a residue of the year’s melancholy (3). The burden of the word â€Å"dregs†creates a caesura, and the heaviness of the poem is reinforced with alternating lines of iambic tetrameters and iambic trimeters. The tangled bine-stems that scored the sky (5) and â€Å"the land’s sharp features†(9) move the miasmal pessimism to a more sharply defined pain that is intensified with the alliteration in â€Å"his crypt the cloudy canopy†(11). The â€Å"bleak twigs overhead†(18) cast a sharp image of bars stretching across the sky, embracing the gloominess in Hardy†™s world. Reflecting the narrator’s sense of perceptions, the dreary landscape mirrors the narrator’s depression and projects his emotions into solid images. An occasional poem, â€Å"A Darkling Thrush†depicts the setting of one century and the birth of another through the narrator’s eyes. Leaning perhaps wearily on the coppice gate, the narrator observes how even the people that haunt the land like soulless wanderers (7) return to their homes where brightly shine their fires, a ... ...llest cause for hope. The thrush’s exuberance seeps into the narrator’s life for a brief moment, revealing to him a life lived to the fullest, yet the narrator remains unconvinced and melancholy. Submerging â€Å"The Darkling Thrush†in a dreary landscape devoid of life and colour, Thomas Hardy is able to weave pessimism into his work, providing a core of bleak emotions for his narrator, who sees no hope for the empty society he lives in. Even when he catches a glimpse of cheerfulness from an old thrush, the narrator declares his personal plight excluded from the possible causes of joy. With all signs of hope criticized as being absurd, Thomas Hardy’s â€Å"The Darkling Thrush†conveys a purely pessimistic view. Work Cited Hardy, Thomas, â€Å"The Darkling Thrush.†1900. The Norton Anthology of English Literature. 7th ed. 2 vols. New York: Norton, 2000. 2: 1935-1936.
Wednesday, October 23, 2019
A Movie Review
This film has a compelling story that has various characters that come from different races and background whose lives are intertwined with each other and set in the city of Los Angeles.It shows the racial disrespect and contempt in the city as well as the drug culture. It is a contemporary film that characterizes a group of racially diverse individuals where one will see whites, blacks, Asians and Hispanics. Each character is portrayed in different racial discrimination situations as an offender at one point in the story and a victim in another.A movie so full of strong racist language and intense confrontations where everyone seems angry and scared of being blatantly discriminated because of their color, yet at the same time each has their own narrow-mindedness that moves them to do the same.The utterances of uncouth words were seemingly done recklessly, inconsiderately or deliberately which somehow leads to violence and crimes. Anyone, in whichever part of the world, who will watch this movie, can somehow relate to at least one character wherein one shares the same fears, hopes and at times feels impelled to retaliate when pushed to a corner.In one scene, the character named Ria, the Latina detective, had a vehicular mishap with an Asian woman (who mispronounced the word brake as blake) whom she told sarcastically, â€Å"†¦you don’t see my blake lights. See, I stop when I see a long line of cars stopped in front of me. Maybe you see over the steering wheel, you’ll blake too†. That coming from Ria’s mouth who was also racially discriminated by his own black boyfriend.Several movie reviews has rated this movie with four stars or more. These movie reviews influence the in some ways help in the success or the failure of a particular movie. It aids the moviegoers decide whether it is worthy of our time and money to watch or not. There are reviews that are either made objectively and subjectively.According to Am ber Deggans, who writes for the reel reviews, watching the film is like watching a documentary. The rawness of the emotions of the characters touches us deeply.The portrayal of the abusive and racist cop named Officer John Ryan impels us to hate him for his attitude towards the black community yet seeing him comforting his sick father is so contradictory which just shows us that there is always a good side to people. Film makers usually do their utmost to reach the audience and impart to them that there is a need to stop the anger among us but not many were successful in doing this except for this movie.The characterization of each role was ultimately conveyed to the audience. The performance of the actors was exceptionally done resulting for the film’s message to be thoroughly communicated. Scenes were sometimes so poignant that it becomes hard for the viewer not to be moved especially if at some point in our lives, we may have encountered a relatively similar if not the exact situation as shown in the movie. Roger Ebert, who is a Pulitzer Prize-winning American film critic and screen writer rated this movie with four stars. As conclusion to his review, Ebert mentioned, â€Å"I don't expect â€Å"Crash†to work any miracles, but I believe anyone seeing it is likely to be moved to have a little more sympathy for people not like themselves. The movie contains hurt, coldness and cruelty, but is it without hope? Not at all.†Some scenes from this movie give us surprisingly unexpected but realistic glimpses of certain inequities that real people also come across. For a movie that didn’t have ample budget for its production, parts of the movie were quite represented realistically and naturally. Crash strongly depicts a reality that none of us can refute and forces us to face the truth, that each of us carry our own prejudice regardless of which race we belong to. The social impact of this movie would hopefully lead to a realiza tion of a racist-free community.WORKS CITEDCrash. Dir. Paul Haggis. Perfs. Sandra Bullock, Don Cheadle, Matt Dillon, Jennifer Esposito,Brendan Fraser, Thandie Newton, Terence Howard, Ryan Philippe. DVD. Lions Gate Production. 2005.Deggans, Amber. â€Å"MovieReview†. Frank’s Reel Reviews. 2005.4 December 2007.
Tuesday, October 22, 2019
The Importance of Morphemic Analysis in English Learning Essays
The Importance of Morphemic Analysis in English Learning Essays The Importance of Morphemic Analysis in English Learning Paper The Importance of Morphemic Analysis in English Learning Paper Morpheme From Wikipedia, the free encyclopedia Jump to: navigation, search In linguistics, a morpheme is the smallest component of a word, or other linguistic unit, that has semantic meaning. The term is used as part of the branch of linguistics known as morphology (linguistics). A morpheme is composed by phoneme(s) (the smallest linguistically distinctive units of sound) in spoken language, and by grapheme(s) (the smallest units of written language) in written language. The concept of word and morpheme are different: a morpheme may or may not stand alone. One or several morphemes compose a word. A morpheme is free if it can stand alone (ex: lie, cake), or bound if it is used exclusively alongside a free morpheme (ex: im in impossible). Its actual phonetic representation is the morph, with the different morphs (in-, im-) representing the same morpheme being grouped as its allomorphs. English example: The word unbreakable has three morphemes: un-, a bound morpheme; break, a free morpheme; and -able, a bound morpheme. un- is also a prefix, -able is a suffix. Both un- and -able are affixes. The morpheme plural-s has the morph -s, /s/, in cats (/k? ts/), but -es, /? z/, in dishes (/d z/), and even the voiced -s, /z/, in dogs (/d z/). -s. These are allomorphs. Whether or not a word is divided on all available morphemes is debatable. Some morphologists decompose the words completely as it was formed etymologically while others only decompose what there is evidence to decompose in the modern use of the word. The word governmental has either three morphemes: govern, a free morpheme: ment, a bound morpheme; and -al, a bound morpheme. Or, depending on the syntactic framework, it has two morphemes: government and -al. The word predict has either two morphemes: pre- a bound morpheme, and dict a bound morpheme, or one morpheme: predict a free morpheme. tense, number, aspect, and so on, without deriving a new word or a word in a new grammatical category (as in the dog morpheme if written with the plural marker morpheme -s becomes dogs). They carry grammatical information. Allomorphs are variants of a morpheme, e. g. , the plural marker in English is sometimes realized as /-z/, /-s/ or /-? z/ Other variants Null morpheme Root morpheme Word stem Morphological analysis In natural language processing for Japanese, Chinese and other languages, morphological analysis is a process of segmenting a given sentence into a row of morphemes. It is closely related to Part-of-speech tagging, but word segmentation is required for these languages because word boundaries are not indicated by blank spaces. Famous Japanese morphological analysers include Juman, ChaSen and Mecab. Changing definitions of Morpheme In gennerative grammar the definition of a morpheme depends heavily on whether syntactic trees have morphemes as leafs or features as leafs. Direct surface to syntax mapping LFG – leafs are words Direct syntax to semantics mapping Leafs in syntactic trees spell out morphemes: Distributed morphology – leafs are morphemes o Branches in syntactic trees spell out morphemes:Radical Minimalism and Nanosyntax -leafs are nano morpho-syntactic features Given the definition of morpheme as the smallest meaningful unit Nanosyntax aims to account for idioms where it is often an entire syntactic tree which contributes the smallest meaningful unit. An example idiom is Dont let the cat out of the bag where the idiom is composed of let the cat out of the bag and that might be considered a semantic morpheme, which is composed of many syntactic morphemes. Other cases where the smallest meaningfull unit is larger than a word include some collocations such as in view of and business intelligence where the words together have a specific meaning. The definition of morphemes also play a significant role in the interfaces of generative grammar in the following theoretical constructs; Event semantics The idea that each productive morpheme must have a compositional semantic meaning (a denotation), and if the meaning is there, there must be a morpheme (null or overt). Spell-out The interface where syntactic/semantic structures are spelled-out using words or morphemes with phonological content. This can also be thought of as lexical insertion into the syntactics See also Personal tools Log in / create account Namespaces Article Discussion Variants Views Read View source View history Actions Search [pic] [pic][pic] Navigation Main page Contents Featured content Current events Random article Donate to Wikipedia Interaction Help About Wikipedia Community portal Recent changes Contact Wikipedia Toolbox What links here Related changes Upload file Special pages Permanent link Cite this page Print/export Create a book Download as PDF Printable version Languages Afrikaans Brezhoneg Catala Cesky Cymraeg Dansk Deutsch Eesti Espanol Esperanto Francais Frysk Gaeilge Galego Hornjoserbsce Hrvatski Ido Bahasa Indonesia Interlingua Islenska Italiano Kiswahili Kurdi Limburgs Magyar Nederlands ? Norsk (bokmal)? ? Norsk (nynorsk)? Novial Plattduutsch Polski Portugues Romana Runa Simi Scots Simple English Slovencina / Slovenscina Suomi Svenska Tagalog Turkce Veneto Walon This page was last modified on 31 May 2011 at 04:45. Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of Use for details. Wikipedia ® is a registered trademark of the Wikimedia Foundation, Inc. a non-profit organization. Contact us Privacy policy About Wikipedia Disclaimers [pic] [pic] |We empower you to use this information in making sound instructional decisions to improve reading outcomes. | | | Essentials for Reading Success [pic] |Components of Reading | |Reading research over the last 20 years has identified the critical skills that students must acquire very early in reading | |development to ensure that they can read at grade level by third grade. These skills are in the areas of phonemic awareness,| |phonics, fluency in reading text, vocabulary, and reading comprehension. The development of these skills is critical to | |getting off to a good start in reading, and we can begin to assess them as early as kindergarten. Students who lag behind in| |the development of these skills in early elementary school are in danger of not being able to read at grade level by third | |grade. |Types of Assessment | |Assessment is the process of collecting data for the purposes of specifying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. |Layers of Instruction | |Assessment is the process of collecting data for the purposes of speci fying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. | Elements of Effective Instruction [pic] High quality reading instruction incorporates the five components of reading delivered through a coherent instructional design. Research has repeatedly demonstrated the importance of initial instruction that includes the five critical components of reading: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. To be most effective, the five critical components need to be taught explicitly within classrooms that are strongly positive and engaging, use writing activities to support literacy, and provide students with many opportunities to read interesting text and complete authentic reading and writing assignments. Teachers typically follow a core reading curriculum to guide instruction in whole and small group settings. Small group instruction should be individualized to reflect the instructional needs of the students. Individual student needs are determined by formal screening and progress monitoring assessments, classroom assessments, and teacher observations. The goal is to use information from multiple sources to group students in a way that makes instruction in critical reading skills most efficient. For more information on the content and sequence for delivery of these please see Components of Reading. How to Differentiate Instruction [pic] What is Differentiated Instruction? Differentiated Instruction is matching instruction to meet the needs of individual learners. The teacher forms small, flexible teacher–led instructional groups based on student data and observations. The teacher groups students with similar instructional needs, limiting the size of the group based on the intensity of instruction needed. The focus and format of reading skills instruction varies with the skill level of the students. How often and how long the teacher meets with each small group varies depending on student needs. Students who are more at risk will need to meet more frequently and for longer periods. This small group targeted skill instruction supplements and reinforces high quality and consistent initial reading instruction. When is Differentiated Instruction Implemented? Differentiated Instruction is implemented during the 90+ minute reading block. Whole group instruction is provided using the core reading curriculum as a guide, and is usually followed by small group reading centers to develop reading skills both cooperatively and independently. During the reading center time, the classroom teacher meets with small groups to provide systematic and explicit instruction in identified reading skill areas. How is Differentiated Instruction Implemented in the Classroom? Differentiated Instruction is implemented in the teacher-led group. The teacher forms small, flexible groups based on student data and observations. Students and classes vary from one another in many important ways. For that reason, there is no one correct way to place students into small groups for instruction. The suggested number of students per group is 1-4 for struggling readers (intensive and strategic) and 5-8 for those students on grade level for reading. The smaller group size is needed for struggling readers because it allows the teacher more opportunity to individualize reading instruction. The classroom is then organized based on how frequently the teacher needs to meet with each group per week (e. g. , group meets daily, group meets 3 times per week) and the number of minutes per day (e. g. , 10 minutes, 20 minutes, 30 minutes).
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