cognitive linguistics - 3443 Words

The topic of seminar: The main trends of Cognitive Linguistics in works of foreign (American and European) scientists Problem task: What principles of cognitive linguistics did G. Lakoff pay much attention at ? Describe his idea. Describe the study of spatial relationships and types of movement in the conceptualization of language, the concept of imaginative schemes and types of schemes. Describe the study of body based consciousness and language of humans. The idea of the concept of embodiment. Make a classification of areas and approaches, allocated in cognitive linguistics by foreign authors. Present it as a flowchart (Ã' Ã'‚Ã'€Ã'Æ'Ð ºÃ'‚Ã'Æ'Ã'€Ð ½Ã °Ã'  Ã' Ã'…Ð µÃ ¼Ã °). Lecture 6.The main trends of Cognitive Linguistics in works of foreign scientists.†¦show more content†¦The Generalization Commitment has concrete consequences for studies of language. First, cognitive linguistic studies focus on what is common among aspects of language, seeking to re-use successful methods and explanations across these aspects. For instance, just as word meaning displays prototype effects – there are better and worse examples of referents of given words, related in particular ways – so various studies have applied the same principles to the organization of morphology (e.g., Taylor, 2003), syntax (e.g., Goldberg, 1995), and phonology (e.g., Jaeger Ohala, 1984). Generalizing successful explanations across domains of language isnt just a good scientific practice – it is also the way biology works; reusing existing structures for new purposes, both on evolutionary and developmental timescales. Second, cognitive linguistic approaches often take a vertical, rather than a horizontal strategy to the study of language. Language can be seen as composed of a set of distinct layers of organisation – the sound structure, the set of words composed by these sounds, the syntactic structures these words are constitutive of, and so on. If we array these layers one on top of the next as they unroll over time (like layers of a cake), then modular approaches are horizontal, in the sense that they take one layer and study it internally – just as a horizontal slice of cake. Vertical approaches get a richer view ofShow MoreRelatedMetaphor In Talk Essay910 Words   |  4 Pagesbones into small bits and ‘He caused my stomach to burst.† As Maalaj notes it is important to include cultural practices in any account of conceptual metaphors. 2.6.2. Metaphors in Linguistics and Literature (Paprottà © and Driven, 1985) that brings metaphor within the scope of applied Linguistics. If, as Cognitive linguists now hold, metaphor is not just a surface ornamentation of Language but a phenomenon of human thought processes, and then metaphor in real world language becomes an importantRead MoreThe Sapir Whorf s Hypothesis1793 Words   |  8 Pagesdemonstrate that this is at least partially—although not entirely—true, based on my own anecdotal experiences of being a bilingual speaker, and the linguistic evidence provided by Professors George Lakoff and Mark Johnson, combined with the studies of Luisa Maffi and Harold C. Conklin. Although the concept of the Sapir-Whorf hypothesis—or linguistic relativity, as it is sometimes known (Ahearn 1962: 66)—is one that has provoked incredible intrigue, it inevitably falls victim to Whorf’s distasteRead MoreChomsky s Theory Of Human Language1362 Words   |  6 PagesIn the 1960s, Empiricism and Behaviorism reigned, yet these views are now commonly mostly considered absurd due to Chomsky. Noam Chomsky, a prominent cognitive linguist and a great contributor to analytical philosophy, is in awe of the concept of human language. The properties of language enable humans to combine individual concepts together in indefinitely many ways, making the range of human thought virtually unlimited. Chomsky is fascinated that language enables humans to say virtually anythingRead MoreTechnology And Its Effects On Aphasia Patients1343 Words   |  6 PagesLanguage production may be very limited - cannot speak fluently b) Some may have more trouble with comprehension aspects - speak fluently but words used don t make sense - used incorrectly c) Because it is related to brain damage, there are other cognitive deficits that may be associated with aphasia, depending on the type of damage. 3. Every individual patient with chronic aphasia differs, which means treatment has to be flexible and adaptable to the patient. B. What is AAC? 1. Augmentative andRead MoreEssay about The Relationship Between Language and Worldview1369 Words   |  6 Pagesrelationship between cognitive development and linguistic developments (Blum 35). After studying different languages, the researcher found a connection between linguistic and cognitive values, with the former being regarded as important in promoting the latter. This means that there is need for linguistic development, and especially in the first stages of development for the cognitive behaviors to be observed. From this hypothesis, it is clear that a worldview is influenced by linguistic traits that areRead MoreEssay on Language Development in Hearing-impaired Children1734 Words   |  7 PagesThis had to be the hardest paper that I have written here at Ashford. I think a lot had to do with finding four articles that I could really relate to. Well, then again finding the articles that interested me the most in one of the following areas: cognitive development, language development, social development, or memory and the brain in children and infants. Most students would say that this is easy, however, my situation is not like most students. I have a 6 year old little girl, named Racine,Read MoreDifference Between Linguistic And Linguistic Studies1097 Words   |  5 PagesIn the following essay, I am going to present a comparison between two linguistic studies. Constructing another Language-Usage Based Linguistics in Second Language Acquisition by Eskildsen and Sources of Linguistic Knowledge in the second language acquisition of English articles by Ionin, Zubizarreta, and Maldonado are going to be contrasted regarding their theoretical frameworks, research questions and research designs together with the conclusions reached. Reading the two studies, certain conclusionsRead MoreLanguage, The, And The Glass Broke1716 Words   |  7 PagesWhen we conceive language as the product or instrument of an exclusively cognitive subject, then it is merely representational. The meaning of our words depends directly on their correspondence to things in the world, and we recognize no other meaning than the literal. Sentences like this is a chair, or Machu Picchu is two thousand meters above sea level, or the glass broke, all illustrate this use of language. They are clearly literal, they serve to communicate facts, and they can be verifiedRead MoreLanguage As A Form Of Control1744 Words   |  7 PagesLanguage as a Form of Control: The Use Psycholinguistics in Babel-17 The psychology of language has always been a complex and fluid study in which scientists investigate the cognitive processes that make it possible to generate a grammatical and meaningful sentence out of vocabulary and phonetic structures, as well as factors that let people acquire, produce, and comprehend language as an entirety. Samuel L. Delaney’s 1966 science fiction novel, Babel-17, explores a psycholinguistic approach toRead MoreAnnotated Bibliography On Human Language1116 Words   |  5 Pagesis surrounded around the cognitive development and the brain. The development of the brain is followed in the development of language. This is thought to be only after the human has been born. Chomsky had similar innovations in his study of linguistics; he replaced behaviorism of Skinner (1959) with modern cognitive base, which the introduced an innate type of universal grammar and a common program of principles called â€Å"minimalist programme† (679). Also modern linguis tics separates two languages:

Linguistics Classes, Verb and Noun Free Essays

â€Å"Discuss and contrast some of the main features of the classes VERB and NOUN in English and any other language. † In this essay I will make an attempt to discuss differences between two classes of lexemes, which are verb and noun. In order to conduct that analysis in a detailed manner I will refer to two languages, English and Polish (minor references to French will also help my studies). We will write a custom essay sample on Linguistics Classes, Verb and Noun or any similar topic only for you Order Now I will start from defining what one can refer to as class in linguistics. I will to refer to certain shadows of doubt that may be casted on that categorization. This will be followed by elaborating subtleties of what constitutes a verb providing examples and showing contrasts between two languages examined. With the help of studying materials I’ll manage to outline empirical criteria for how the concept of verb can be understood by a linguist. Then, I will implement similar methodology to clarify the concept of a noun class. Finally I will arrive at a conclusion that beyond any doubt those two categories are distinctly different and minor similarities emphasized by two drastically different languages simply make the case more interesting. A scholar is able to divide every language into two diverse, but mutually supplementing, categories. Grammar is a set of closed system that determines how items of the language interact with each other. Lexicon, on the other hand provides a glossary of lexemes. Lexeme is more than a word, as it refers to all possible variations of linguistic items used within language. Its relation to the meaning can sometimes proves difficult to define without implementing a variety of terms in the definition. To fully explain what a given lexeme means it has to be placed in a variety of contexts and supported with examples. An alternative to lexicon is called a thesaurus and it groups words accordingly to their semantic similarities. Lexicon can be further divided into classes of lexemes. Unlike grammar, these systems of lexical concepts are open, which means their content varies depending on the language. Before drawing the line between nouns and verbs I’d like to draw attention to possible blurs of that line. In English language words such as [walk] relate to both a noun and a verb. This is not exactly a homonym (lexeme that has the same form but varies in its meaning) as both words refer to the same activity. Interesting comparison with the Polish language is that it never uses verbs as noun but still has large variety of verb derived nouns such as zapalenie (inflammation) or skojarzenie (association). Despite that fact verb derived noun in Polish such as bieg (a run) is not its noun form of the verb – bieganie (running). It also contains a significantly smaller number of homonyms, most of which either differs in spelling (kot-kod) or has a foreign origin (pilot – tv remote and pilot – one that steers a plane) and is usually a noun. English uses multiple homonyms within different classes and semantic distances: pitch, division. As no universal differentiation can be drawn for classes of verb and noun they are most commonly identified by several categories of lexemes. Verb in every language refers to motion, rest, giving, affect, corporeal, attention and speaking. Some languages allow further distinction to nuclear and non-nuclear verbs. Nuclear verb of rest in Polish would be lezec (means to lay, applied to either an object or a person) and the non-nuclear item that can be defined only by a reference to the nuclear verb – zalegac (to lay somewhere for a long time/to stand in the way of everyday activities). English, on the other hand cannot provide a good example of such a lexical item. A scholar can also mark off verbs to be transitive or non-transitive. A transitive verb needs to be completed by an object of the action (We left John. ) while the intransitive is complete without any object to follow (We could not stand it so we left. ). In Polish transitive (przesuwac – to move an object) are entirely different words than intransitive verbs (skakac – to jump). Categories that will only refer to verbs class are modality and tense aspect. Both in Polish and English future past and present tenses occur, however in Polish perfect tenses are only implied by the context: Patrze na niego od godziny – I’ve been watching him for an hour. What’s also fascinating is that in past and future continuous tense Polish verbs suddenly have gender. Discussing modality it’s worth mentioning that in Polish imperative mode of a verb is always a different form any regular conjugation (which wouldn’t be the case in French). English modality is most likely to be contained within the context of the sentence. Comparing these languages from the perspective of verbs scholar should also bear in mind that while English has phrasal verbs (put it off) that are quite different from their lexeme of origin (put) Polish does not. I’d risk a statement that this function is associated with a complex system of prefixes (wlaczyc, wylaczyc – turn on, turn off). Following the applied logic one ought to explain the lexical class of noun with its typical references. Nouns describe parts of the human body and components of other things, fauna, flora, sun moon and stars, elements, and artefacts. They also stand for abstract terms such as emotions, colour or time. Latter one often leads to interesting observations when examined from a linguistic perspective. In Polish and French instead of asking for the time, one asks for the number of the hour. A noun could be derived from verbs or adjectives (swim, hatred) or underived (beauty, fish). Dixon stated that transitivity value of verbs is equally important to the gender of the noun. In English nouns don’t have gender, while in Polish and French even objects have gender. Distribution of gender qualities within these lexemes can be conditioned by the context of culture. It’s also often implied by vowel suffix in French and Polish (e in French and a in Polish). Nouns can take singular form or plural form when added a suffix (s in English and i in Polish). There are exceptions both grammatical (fish) and mass-nouns (mud). Some languages include use of a possessive suffix, however neither English nor Polish would be an example. Class of nouns also includes generic terms, which mean a word that can mean a variety of things depending on the implied intention. An example that is close to perfection is the noun â€Å"thing† which can stand for any other noun. It can as well be a feature of speech style. Curious detail is, when translated, the word thing in Polish can take two forms (cos/rzecz), both have a similar meaning but are used in different context and the latter one has a female gender. Less obvious example would be a Polish word wiersz, which can refer to a poem as well as to a single text line. According to scholars like Marantz certain lexical items can be used in a variety of syntactic structure and implementation of any lexicon, therefore classes such as nouns or verbs are entirely futille. I beg to differ as the summary of my analysis shows multiple differences and distinctive features of each class. Verbs and nouns are defined with a variety of different concepts. Every additional term that refers to categories within a class is like an additional dimension, which outline boundaries of semantic field necessary for understanding the concept. Therefore, provides a valuable methodology for linguistic studies. Blake Lezenski Word Count: 1235 Bibliography: R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication ——————————————– [ 1 ]. Dixon R. M. W. Dixon, 2012. Basic Linguistic Theory Volume 3: Further Grammatical Topics. Edition 1. Oxford University Press, USA, p. 290. [ 2 ]. Ibid 291. [ 3 ]. Ibid 291. [ 4 ]. Ibid 300. [ 5 ]. Ibid 293. [ 6 ]. Ibid 300. [ 7 ]. Ibid 305. [ 8 ]. Ibid 291. [ 9 ]. Ibid 302. [ 10 ]. Ibid 301. [ 11 ]. Erkelens, M. A. , 2009. Learning to categorize verbs and nouns: studies on Dutch. Ultrecht: Amsterdam Center for Language and Communication, p. 26. How to cite Linguistics Classes, Verb and Noun, Papers

Literature Values Essays (591 words) - Fiction, Literature

Literature Values The Value of Literature Literature can have many and different values on a person. It is all depending on the story and the value or moral issue the author wants, you, the reader to get out of it. The value literature had on me was actually hard to put into words. But to understand the value of literature you must know the definition of value and literature. Value has many meanings but there is two that relate. Worth in usefulness or importance to the possessor and a principle, standard, or quality considered worthwhile or desirable. Literature is a body of writings in prose or verse. Literature produces value because it is basically an analysis of an experience or situation. I got a different value out of each story. With Mark Twain's The Adventure of Huckleberry Finn it showed me that one does not have to be civilized or conform to the ideas of society to become cultured or mature. With Huck Finn he ran away from everything that was considered civilized. He had nothing and really did not want anything. But at the same time he experienced and matured living dangerously. This made me value Huck's adventure and take it as my own. Huck proves his maturity when he comments on how the king and duke dupe the villagers into believing that they are the dead man's brothers, and Huck says, I never see anything so disgusting.(Twain 163) Even though the king and duke commit an awful act on the villagers he still feels sorry for them when they get tarred. Huck comments, Human beings can be awful cruel to one another.(Twain 225) In William Faulkner's Barn Burning it told of a man named Abner Snopes who burned barns when upset or mad. This was his way of getting back at them. Barn Burning has two very evident struggles. Abner oppresses his family just as the upper class has oppressed him. Barn Burning to me is based on misdirected anger. Which is basically happening in these days. For example, a teenager and his parents have it out, he leaves, and now his anger is directed toward anything in his pathway. Barn Burning has a value in that it shows in life that people actually misdirect their anger. Such as in the school shootings and bomb threats that have occurred in the past couple of years. Just like Abner Snopes felt like an outsider to the upper class, so did the students who committed these violent acts. In The Swimmer, it made me value life and what it brings. Because if your not careful or you do not watch out it will past you up without notice. As with Everyday Use, one of the daughters did not value who she was or whom she was because she was going out looking for her history. Which she already had at her fingertips. Reading all of the literature this semester has broadened my outlook on life. It has made me realize that there are a lot of things that we as people in this society take for granted. Literature has made me value a lot of experiences and situations; I did not know about until I read all of the short stories by various authors with different styles and views of things. It is weird how the literature that has been written in the past still has an influence on what happenings in today's society. We can reiterate the same ideas, values, and morals into what is going on today. English Essays

The Kouroi Essays - Visual Arts, Sculpture, Kouroi, Kouros, Naxos

The Kouroi Essays - Visual Arts, Sculpture, Kouroi, Kouros, Naxos The Kouroi I. Introduction The pair of sculptures studied in this essay are more similar than their first appearances would suggest. The first sculpture, named Marble Statue of a Kouros , depicts a nude young man in marble, and it was made in Attica around 580 BCE. The other statue entitled Kouros , on the other hand, is a huge marble sculpture made by the abstract expressionist artist Isamu Noguchi in 1945. In this paper, both pieces will be analysed , then compared and contrasted against each other. Although the first impression of the pieces is that they are completely different, some of their surprising similarities will be discussed. II. Marble Statue of a Kouros This is an archaic scu lpture of a nude young man. According to the nameplate, it was created between 590-580 BCE in Attica, and it marked the grave of an aristocrat. It is made of white marble and life-sized, standing slightly taller than 6 feet. This piece is composed of a hea d, torso, and limbs, but otherwise, the sculpture is more representational than naturalistic. This statue reminiscent of linear early Egyptian art in several ways. First, the man is posed in a formulaic and somewhat unnatural pose. He is looking straight a head with his fists clenched at his side and his left leg slightly forward as if he were in the middle of a step. However, no other part of his body appears to be taking this step, so the figure feels quite stiff. Other than the left leg taking a step forw ard, the body is symmetrical over the y-axis of the figure. Finally, every individual shape feels stiff. Each part of the body has a soft curve, almost emulating the organic qualities of muscles, but anatomical details are inscribed as opposed to incorpora ted into the shape of the figure. The proportions are not quite accurate to a real man. For instance, the shoulders are very broad while the waist is quite narrow. In fact, the torso looks feminine due to its curvature, like a top-heavy hourglass. Anato mical details are etched on this shape to suggest the pectorals, abdominals, and obliques . There are also subtle indents for the clavicles and a marking for the navel. On the back, there are lines to mark the spine, shoulder blades, and buttocks. The bas ic shapes of the legs are the thighs and calves. The thighs are quite full, from both the front and side view. From the front, their fullest point is wider than the hips, and from the back, the thickest part of the thighs stick out as much as the buttocks. The calves are also quite full. Their widest point, from the front, is nearly as wide as the thighs; however, the calves taper off more drastically than the thighs. In addition, the front of the calves meet at an angle, so the front is not smooth. The cal ves look like plate armor. The detail that is etched on the legs is concentrated around the knees, both the knee caps and the back of the knee. The knee caps look like a pentagon with a thick wavy line on top, reminiscent of Egyptian representations of kne ecaps. The back of the knees shows slight markings of 2 tendons, but no "knee pit." The legs flow into the feet, but not in a natural way. The bones in the ankle do not jut out, for instance. The feet themse lves are round, concave blocks with toes and toen ails carved into them. The arms are composed of the upper arms and forearms. There are markings on the back of the arms for the elbows and wrist bones, and there is a slight indent in the front forearms to suggest muscles. The back of the lower arms meet at an angle like the calves. The hands are one of the least naturalistic parts of the figure; they are chunky and bold, like rounded cubes with the suggestion of fingers etched into them. The hands are not completely separated from the torso either. The l ast part of this sculpture is the head, and the most detail is concentrated here, perhaps to individualize

Biography of Spartacus, a Slave Who Led a Revolt

Biography of Spartacus, a Slave Who Led a Revolt Spartacus (approximately 100–71 BCE), was a gladiator from Thrace who led a major revolt against Rome. Little is known about this fighting slave from Thrace beyond his role in the spectacular revolt that became known as the Third Servile War (73–71 BCE). Sources agree, however, that Spartacus had once fought for Rome as a legionnaire and was enslaved and sold to become a gladiator. In 73 BCE, he and a group of fellow gladiators rioted and escaped. The 78 men who followed him swelled to an army of more than 70,000, which terrified the citizens of Rome as it plundered Italy from Rome to Thurii in present-day Calabria. Fast Facts: Spartacus Known For: Leading a slave revolt against the Roman governmentBorn: Exact date unknown but believed around 100 BCE in ThraceEducation: Gladiatorial school in Capua, north of NaplesDied: Believed in 71 BCE at Rhenium Early Life While little is known about Spartacuss early life, it is believed that he was born in Thrace (in the Balkans). It is likely that he actually served in the Roman Army, though it is unclear why he left. Spartacus, perhaps a captive of a Roman legion and perhaps a former auxiliary himself, was sold in 73 BCE into the service of Lentulus Batiates, a man who taught at a ludus for gladiators in Capua, 20 miles from Mount Vesuvius in Campania. Spartacus trained at the gladiatorial school in Capua. Spartacus the Gladiator In the same year that he was sold, Spartacus and two Gallic gladiators led a riot at the school. Of the 200 slaves at the ludus, 78 men escaped, using kitchen tools as weapons. In the streets, they found wagons of gladiatorial weapons and confiscated them. Now armed, they easily defeated the soldiers who tried stopping them. Stealing military-grade weapons, they set out south to Mount Vesuvius. Three Gallic slaves- Crixus, Oenomaus, and Castus- became, along with Spartacus, the leaders of the band. Seizing a defensive position in the mountains near Vesuvius, they attracted thousands of slaves from the countryside- 70,000 men, with another 50,000 women and children in tow. Early Success The slave rebellion happened at a moment when Romes legions were abroad. Her greatest generals, the consuls Lucius Licinius Lucullus and Marcus Aurelius Cotta, were attending to the subjugation of the Eastern kingdom of Bithynia, a recent addition to the republic. The raids carried out in the Campanian countryside by Spartacus men fell to local officials to mediate. These praetors, including Gaius Claudius Glaber and Publius Varinius, underestimated the training and ingenuity of the slave fighters. Glaber thought he could lay siege to the slave redoubt at Vesuvius, but the slaves dramatically rappelled down the mountainside with ropes fashioned from vines, outflanked Glabers force, and destroyed it. By the winter of 72 BCE, the successes of the slave army alarmed Rome to the degree that consular armies were raised to deal with the threat. Crassus Assumes Control Marcus Licinius Crassus was elected praetor and headed to Picenum to put an end to the Spartacan revolt with 10 legions, some 32,000 to 48,000 trained Roman fighters, plus auxiliary units. Crassus correctly assumed the slaves would head north to the Alps and positioned most of his men to block this escape. Meanwhile, he sent his lieutenant Mummius and two new legions south to pressure the slaves to move north. Mummius had been explicitly instructed not to fight a pitched battle. He had ideas of his own, however, and when he engaged the slaves in battle, he suffered defeat. Spartacus routed Mummius and his legions. They lost not only men and their arms, but later, when they returned to their commander, the survivors suffered the ultimate Roman military punishment- decimation, by order of Crassus. The men were divided into groups of 10 and then drew lots. The unlucky one in 10 was then killed. Meanwhile, Spartacus turned around and headed toward Sicily, planning to escape on pirate ships, not knowing that the pirates had already sailed away. At the Isthmus of Bruttium, Crassus built a wall to block Spartacus escape. When the slaves tried to break through, the Romans fought back and killed about 12,000 of the slaves. Death Spartacus learned that Crassus troops were to be reinforced by another Roman army under Pompey, brought back from Spain. In desperation, he and his slaves fled north, with Crassus at their heels. Spartacus escape route was blocked at Brundisium by a third Roman force recalled from Macedonia. There was nothing left for Spartacus to do but to try to beat Crassus army in battle. The Spartacans were quickly surrounded and butchered, although many men escaped into the mountains. Only 1,000 Romans died. Six thousand of the fleeing slaves were captured by Crassus troops and crucified along the Appian Way, from Capua to Rome. Spartacus body was not found. Because Pompey performed the mopping-up operations, he, and not Crassus, got credit for suppressing the rebellion. The Third Servile War would become a chapter in the struggle between these two great Romans. Both returned to Rome and refused to disband their armies; the two were elected consul in 70 BCE. Legacy Popular culture, including the 1960 film by Stanley Kubrick, has cast the revolt led by Spartacus in political tones as a rebuke to slavery in the Roman republic. There is no historical material to support this interpretation, nor is it known whether Spartacus intended for his force to escape Italy for freedom in their homelands, as Plutarch maintains. The historians Appian and Florian wrote that Spartacus intended to march on the capital itself. Despite the atrocities committed by Spartacus forces and the splintering of his host after disagreements among the leaders, the Third Servile War inspired revolutions successful and unsuccessful throughout history, including Toussaint Louvertures march for Haitian independence. Sources Britannica, The Editors of Encyclopaedia. â€Å"Spartacus.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 22 Mar. 2018. Britannica, The Editors of Encyclopaedia. â€Å"Third Servile War.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 7 Dec. 2017. â€Å"History - Spartacus.† BBC.

The Role of Retail Industry towards the Economic Advancement of the Essay - 1

The Role of Retail Industry towards the Economic Advancement of the Country - Essay Example The researcher states that very often, the extent to which individual companies can experience growth is very much dependent on the strategic management policies that are used to run these organizations. By strategic management policy, reference is being made to the use of key decision making processes that ensure that the companies come to terms with the selection of best strategies, policies, principles, and action plans that focus directly on their competitive growth. One such industry where the kind of strategic management used is very important in determining the extent of competitiveness is the retail industry. This is because as the days go by, there continue to be more and more new openings within the industry, calling for the need of individual organizations to strategize their ways out to becoming competitive. The selected industry for the study is the retail industry. This is the industry that is responsible for the sale of goods and services directly to the end user, who is the customer. This means that retailers do not go through such production processes as manufacturing and logistics but find a means of directly receiving out to the customer with finished products and services from manufacturers. Retailing has been a core part of the economic composition of the country for several years. This is because, since time immemorial, people have had the need to make purchases of products and services to meet their needs and wants. Very often though, the means of going directly to the manufacturer is not there due to such limitations as transportation and distribution channel. It is in such instances that retailers become very important to the ordinary consumer and the nation at large by meeting the consumer at the point of his or her need. One unique feature of the retail industry is that it is found in almost every corner of the country, and has very limited restrictions in the form of market penetration.

Different Aspects of Life of International Students Essay - 2

Different Aspects of Life of International Students - Essay Example There are a few numbers of students who do not suffer the cultural issues, while on the other hand there are many other people who have to face many hurdles just because of the lack of understanding with the host cultures (Luget 2014; Mason 2002). In addition to the cultural aspects, there are many other issues, which can create a problem for the settlement of the student in the international environment, which is not at all his homeland. In this paper, the topic of the research is the concerns of life of an international postgraduate student. By the end of the paper, we will be able to highlight major issues just because of the research based on an actual interview of a postgraduate student. There are many categories of the qualitative interviews as described by the research. The three most common types of such interviews are structured, semi-structured and unstructured interviews. The structured interviews more frequently fallout from incisive quantitative data and therefore the format of this research study would be on either semi-structured or unstructured interview, preferably semi-structured (Robert 2013; Saunders 2006). The unstructured interviews usually refer towards the collection of observational data while on the other hand, semi-structured interviews are the one and only reliable source for qualitative research. Semi-structured interviews are concerned about the around already constructed open-ended questions, or we can say free opinion-based questions. One question direct the interview session towards the next question. More questions could follow relating to the previous one, and the whole perspective could be brought into light (Robert 2013; Saunders 2006) . The most suitable type of interview for the study is semi-structured format just because of the nature of questions. As the topic is ‘Different aspects of a life of an international postgraduate student,’ it would always be a better idea to gain a deep insight about the perceptions and the actual difficulties, which a student may face in a foreign culture.