Love Conquers All :: essays research papers

Virgil stated, â€Å"Love overcomes all things, let us also give up to love†. A great many people have encountered the mind-boggling sentiment of affection, in this way understanding at long last, nothing will hinder its. Hawthorne’s The Scarlet Letter, Fitzgerald’s The Great Gatsby, Yzierska’s Bread Givers, and Hurston’s Their Eyes were Watching God, and residence life show that affection really overcomes all impediments. In The Scarlet Letter, love vanquishes the weights of society, while in The Great Gatsby, love defeats the trial of time. In Bread Givers, love triumphs over significant contrasts brought about by a wide age hole and in Their Eyes were Watching God, love overwhelms the powers of nature and infection.      In The Scarlet Letter, Hester’s love for Mr. Dimmesdale defeats society’s weight and shields her from implicating him as her sweetheart. At the point when the individuals require her to â€Å"‘Speak; and give your kid a father!’† (Hawthorne, 74) she despite everything won't give the name of the dad of her kid. â€Å"‘I won't speak!’ addressed Hester, turning pale as death†¦Ã¢â‚¬ËœAnd my youngster must look for a superb dad; she will never know a natural one!’† (Hawthorne, 74). The intensity of Hester’s love invigorates her the to limit herself in any event, when the group begs her to support her kid, if not herself. In any event, when Dimmesdale, her darling, begs her to talk the name of her sweetheart, she doesn't. â€Å"‘If thou feelest it to be for thy soul’s peace†¦I charge thee to stand up the name of thy individual heathen and individual sufferer!’† (Hawthorne , 73). Hester’s love for Mr. Dimmesdale is amazing to the point that even his interests can't influence her in her assurance. Hester’s love was powerful to such an extent that it persevered over all impediments.      In The Great Gatsby, Gatsby’s love for Daisy permits him to conquer time, to discover her and resume a relationship after school and five years away in the military. Since Gatsby cherishes Daisy so emphatically, and accepts that she adores him too, â€Å"He needed nothing less of Daisy than that she ought to go to Tom and state: ‘I never cherished you.’†¦after she was free, they were to return to Louisville and be hitched from her home - similarly as though it were five years ago†¦Ã¢â‚¬  (Fitzgerald, 116). Gatsby needs to â€Å"‘fix everything simply the manner in which it was before† (Fitzgerald, 117). Gatsby adores Daisy so much that time makes no difference to him: he feels that their relationship has continued right where it had left off five years prior.

Night World Spellbinder Chapter 3 Free Essays

string(48) she discovered Dani sitting on the means out front. one for, lost, a goner. Blaise had picked him, and it was just a matter of how she was going to play him. A motorcade of names walked through Thea’s mind. We will compose a custom article test on Night World : Spellbinder Chapter 3 or on the other hand any comparable point just for you Request Now Randy Marik. Jake Batista. Kristoffer Milton. Troy Sullivan. Daniel Xiong. What's more, presently: Brie Ross. Be that as it may, Eric was talking, sounding vivified. â€Å"Your cousin? Is it accurate to say that she is that other new young lady? Thea?† â€Å"Yes. Presently â€Å" â€Å"Look, do you know where she is? I truly need to converse with her.† The dim look plummeted once more, and Eric gazed into the separation. â€Å"She’s just†¦ I’ve never met anyone like her†¦.† Blaise let go of the journal and gazed. From her concealing spot, Thea gazed, as well. It had never occurred. This person didn’t even appear to see Blaise. That was abnormal enough. Yet, by the Blue Monkey-headed Goddess of Inquisitiveness, what Thea truly needed to know was the reason she herself felt so diminished by it. A ringer rang. Blaise was all the while remaining there confounded. Eric stuffed the scratch pad in his rucksack. â€Å"Could you simply let her realize I got some information about her?† â€Å"She doesn’t care on the off chance that you got some information about her!† Blaise snapped, voice not, at this point sugary. â€Å"She said unequivocally that she never needed to see you again. What's more, I’d look out on the off chance that I were you. Since she has a temper.† The final word was articulated in rising tones. Eric looked marginally frightened and despondent. Thea saw his throat move as he gulped. At that point, without bidding farewell to Blaise, he turned and exited the furthest side of the passageway. Well by the Red Crow-headed Thunderbolt Goddess. Blaise turned around and followed up the hall in Thea’s heading. Thea didn’t even attempt to cover up. â€Å"So you saw all that. Well I trust you’re happy,† Blaise said waspishly. Thea wasn’t. She was befuddled. Unusually upset and frightened, in light of the fact that the Cup of Death was all the while coasting before her eyes. â€Å"I surmise we should both simply disregard him/’ she said. â€Å"Are you joking? I’m going to have him,† Blaise said. â€Å"He’s mine. Unless,† she included, eyes sparkling, â€Å"you’ve as of now marked a claim.† Thea fumbled, stunned. â€Å"I†¦ well no†¦Ã¢â‚¬  â€Å"Then he’s mine. I like a challenge.† Blaise ran a hand through her hair, cluttering the dark waves. â€Å"Isn’t it pleasant that Gran has such a significant number of adoration charms in the shop,† she pondered. â€Å"Blaise†¦Ã¢â‚¬  Thea made some hard memories gathering her considerations. â€Å"Don’t you recall what Gran said? On the off chance that there’s any more trouble†¦Ã¢â‚¬  â€Å"There isn’t going to be any difficulty for us,† Blaise stated, her voice level and positive. â€Å"Only for him.† Thea strolled to her next class feeling strangely vacant. Disregard it, she thought. There’s nothing you can do. She didn’t see numerous Night People en route to class. A small child, most likely a green bean, who resembled a shapeshifter; an educator who had the chasing light of the lamia-the conceived vampires-in his eyes. No made vampires, no werewolves. No different witches. Obviously, she couldn’t be sure. All the individuals of the Night World were experts of mystery, of mixing in, of passing concealed. They must be. It was what permitted them to make due in our current reality where there were such a large number of more humans†¦ and where people wanted to execute anything extraordinary. Be that as it may, when she was sitting on the planet writing study hall, Thea saw a young lady in the following line. The young lady was little boned and beautiful, with thick eyelashes and hair as dark and delicate as ash. She had a heart-molded face-and dimples. Be that as it may, what grabbed Thea’s attention was the girl’s hand, which was playing with a pin on the girl’s blue-and-white-striped vest. A pin looking like a dark blossom. A dahlia. Thea promptly went to a clear page in her journal. While the instructor read a section from the story Rashomon, Thea started drawing a dark dahlia, following it again and again until it was huge enough for the young lady to see particularly. At the point when she raised her head, she saw the young lady was taking a gander at her. The girl’s lashes cleared down as she took a gander at the drawing, at that point up once more. She grinned at Thea and gestured somewhat. Thea grinned and gestured back. After class, with no compelling reason to talk about it, Thea followed the young lady to the front of the school. The young lady glanced around to ensure nobody was in earshot, at that point went to Thea with something like surrendered thoughtfulness. â€Å"Circle Midnight?† she said. Thea shook her head. â€Å"Circle Twilight. Aren’t you?† The girl’s face lit up with timid enjoyment. Her eyes were dull and smooth. â€Å"Yes!† she said and hurried on, â€Å"But there are just two a greater amount of us-two seniors, I mean-and they’re both Circle Midnight, and I was hesitant to hope!† She pushed out her hand, dimpling. â€Å"I’m Dani Abforth.† Thea felt her heart help. The girl’s chuckling was irresistible. â€Å"Thea Harman. Unity.† It was the deep rooted welcome of the witches, the image of their agreement, their unity. â€Å"Unity,† Dani mumbled. At that point her eyes enlarged. â€Å"Harman? You’re a Hearth-Woman? A little girl of Hellewise? Really?† Thea snickered. â€Å"We’re all little girls of Hellewise.† â€Å"Yes, yet you comprehend what I mean. You’re an immediate descendent. I’m honored.† â€Å"Well, I’m regarded, as well. Abforth is ‘All-bringing-forth,’ isn’t it? That’s an entirely great line itself.† Dani was all the while looking awed, so Thea said rapidly, â€Å"My cousin’s here, too-Blaise Harman. We’re both new-however you should be, as well. I’ve never observed you around Vegas before.† â€Å"We moved in a month ago, without a moment to spare to begin school,† Dani said. Her forehead puckered. â€Å"But it you’re new, what do you mean you haven’t seen me around?† Thea murmured. â€Å"Well, it’s sort of complicated†¦.† A chime rang. Both she and Dani took a gander at the school working in dissatisfaction, at that point at one another. â€Å"Meet me here at lunch?† Dani inquired. Thea gestured, asked what direction her French class was, and afterward took off toward the opposite side of the structure. She endured her next two classes attempting to really tune in to the instructors. She didn’t comprehend what else to do. She needed to think to keep the picture of dark spotted green eyes insane. At lunch, she discovered Dani sitting on the means out front. You read Night World : Spellbinder Chapter 3 in classification Paper models Thea settled close to her and opened a jug of Evian water and a chocolate yogurt she’d purchased at the café. â€Å"You would clarify how you know Vegas,† Dani said. She talked delicately on the grounds that there were kids wherever in the front patio, spread in the sun with paper sacks. Thea looked at a column of sago palms and felt herself murmuring once more. â€Å"Blaise and I-our moms passed on when we were conceived. They were twin sisters. And afterward both our fathers kicked the bucket. So we grew up kind of moving around from comparative with relative. We as a rule go through the summers with Grandma Harman, and we live with another person during the school year. In any case, these last couple of years†¦ well, we’ve been in five secondary schools since we were sophomores.† â€Å"Five?† â€Å"Five. I think five. Isis knows, it could be six.† â€Å"But why?† â€Å"We continue getting expelled,† Thea said compactly. â€Å"But-â€Å" â€Å"It’s Blaise’s fault,† Thea said. She was distraught at Blaise. â€Å"She gets things done to young men. Human young men. What's more, by one way or another it generally winds up getting us kicked out of school. The two of us, on the grounds that I’m in every case too dumb to even think about telling them she’s the one responsible.† â€Å"Not idiotic, I wager. Loyal,† Dani said energetically, and put her hand on Thea’s. Thea crushed it, breathing easy in light of the compassion. â€Å"Anyway, this year we were in New Hampshire living with our Uncle Galen-and Blaise did it once more. To the commander of the football crew. His name was Randy Marik†¦.† At the point when Thea halted, Dani stated, â€Å"What happened to him?† â€Å"He torched the school for her.† Dani made a sound somewhere between a grunt and a snicker. At that point she fixed her face rapidly. â€Å"Sorry, not amusing. For her?† Thea inclined toward the fashioned iron step railing. â€Å"That’s what Blaise likes,† she said depressingly. â€Å"Having control over folks, meddling with their psyches. Getting them to do things they could never customarily do. To demonstrate their adoration, you know. However, the thing is, she’s forever discontent until they’re totally destroyed†¦.† She shook her head. â€Å"You ought to have seen Randy toward the end. He’d lost his psyche. I don’t think he’ll ever get it back.† Dani wasn’t grinning any longer. â€Å"Power like that†¦ she seems like Aphrodite,† she said delicately. Also, that’s right, Thea thought. Aphrodite, the Greek goddess of adoration who could transform enthusiasm into a weapon that pushed the entire world to the edge of total collapse. â€Å"Remind me at some point to mention to you what she’s done to the next folks she’s played. As it were. Randy was lucky†¦.† Thea slowly inhaled. â€Å"So, at any rate, we got dispatched back here to Grandma Harman on the grounds that there weren’t some other family members ready to take us. They assumed if Gran couldn’t fix us up, no one could.† â€Å"But that must be wonderful,â?

How to Cope With Social Anxiety at the Gym

How to Cope With Social Anxiety at the Gym Social Anxiety Disorder Coping Print How to Cope With Social Anxiety at the Gym By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Steven Gans, MD on January 26, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 14, 2020 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Dave and Les Jacobs/Getty images Gym anxiety is common when you first start working out somewhere new. If youre a student, you might also be afraid of gym class at school. On the other hand, for those with social anxiety disorder (SAD), fear about going to the gym or attending gym class can be so severe that it interferes with just getting through the day.?? Imagine the thought of an upcoming gym session or physical education class leaving you so distraught that your stomach is in knots or you experience a panic attack.?? For some people who suffer from SAD, working out in public or going to a gym class could trigger their symptoms. Social Anxiety Triggers at the Gym Many aspects of a typical gym or physical education class are intimidating enough for the average person, let alone for someone who experiences social anxiety. These could include: changing in front of peoplefeeling intimidated by people who are in better shapenot knowing how to use equipmentfeeling like people are staring at youtrouble attending group classesanxiety about sweating or other side effects of working outworrying about making small talkanxiety about using a public restroom Coping With Social Anxiety  at the Gym Methods of coping with social anxiety at the gym fall into five broad categories: managing negative thoughts, building confidence, gradual exposure, getting help,  and choosing alternatives. 1. Manage Thoughts Therapy for social anxiety disorder involves managing the negative thought processes that keep your anxiety going.?? Use this method of replacing anxious thoughts with realistic thoughts to help cope in the following ways. Anxious Thoughts Everyone is staring at me. They must think Im fat and out of shape. I feel so anxious, I cant get through this workout. What am I doing here? I dont belong here, I cant do this. Realistic Thoughts Everyone is focused on themselves and their own workout. They dont care much about what I am doing or look like. I need to focus and I can get through this. Keep counting the reps (check the distance or time) and do my best. I made  a goal to get in better shape. I am working toward that goal. I belong here just as much as everyone else. 2. Build  Confidence Build your confidence about going to the gym in these four easy ways: Keep going. The more often you go to the gym, the easier it will get each time.Research the gym equipment ahead of time so you feel less intimidated and are familiar with the purpose of each one. Or, go with a friend who already knows how to use it.Realize that the more you exercise, not only will you become more physically fit and active, your confidence will grow as well.Buy gym clothes that make you feel confident,  that you like wearing, and that make exercise easier to do. 3. Gradual Exposure Numerous studies have shown the effectiveness that exercise can have on alleviating anxiety.?? When you are first getting used to a new gym, be kind to yourself. Gradually expose yourself to new situations so that anxiety can subside and eventually your confidence will grow. Consider going at off-peak times at first, to avoid big crowds.Wear headphones and listen to music or audiobooks at first, to help manage your anxiety.Make a hierarchy of things to accomplish from small to big, and remove all expectations beyond the current stage you are at on this list. Sample Goals to Meet at the Gym Your list might look different depending on what you find the most anxiety-provoking:Go to the gym and walk around a bit.Exercise on one machine for 10 minutes and then leave.Say hi or make small talk with one other member of the gym.Take a group class such as Zumba or yoga. 4. Get Help If you are still struggling to find your place, go to the gym with someone who already knows their way around, or sign up for sessions with a personal trainer to get a proper orientation.   The 7 Best Online Anxiety Support Groups 5. Choose Alternatives If you find that working out at the gym just doesnt suit you, think of other activities that you can do such as working out at home, walking/running, or swimming. Anxiety About Gym Class Anxiety at the gym is not limited to adults. Many children and teenagers also suffer from social anxiety at the thought of taking part in physical education class.?? Some of the triggers of this anxiety might include being self-conscious about your weight/changes in your bodyworrying about making a mistake while playing on a teamgetting picked last during team selectionsbeing bullied by other studentslacking confidence in your physical ability If youve been diagnosed with SAD, have your parent arrange a meeting with the phys ed teacher, guidance counselor, principal, and/or school psychologist. In this meeting, you can talk about alternatives such as one-on-one exercise programs or credit for exercise done in your home or at places outside the school. As a parent, you can help by practicing sports with your child that you know they  will be doing soon in phys ed class. Also, talk to your teen about how it is okayâ€"and even therapeuticâ€"to laugh at yourself, and that trying is more important than being the best at a sport.?? Help your child/teen find physical activities that he/she truly enjoys to build confidence and a love for exercise. Benefits of Exercise for Anxiety With all the anxiety it causes, you may wonder if the gym or phys ed class is even worth it. A 2014 systematic review showed that exercise (both aerobic and non-aerobic) was effective as an adjunctive treatment for anxiety disorders but less effective than antidepressant treatment. Added benefits were shown for people with SAD who combined exercise with group cognitive-behavioral therapy.?? However, a 2013 meta-analysis could not find support for the use of aerobic exercise as an effective treatment for anxiety disorders compared to control conditions.?? It seems that exercise may be best used in addition to regular treatment for social anxiety disorder, and not necessarily a replacement  for therapy or medication. But when added to these traditional treatments, there may be some added benefit. Things to Start Doing If You Have Social Anxiety Disorder A Word From Verywell Have you been diagnosed and received treatment for social anxiety disorder? If not, and if your symptoms of social anxiety are severe, make an appointment with your doctor for further assessment and treatment. If you (or your child/teen) is diagnosed with SAD, you will have access to treatment options and may be better able to understand your limitations when it comes to the gym or phys ed class. That is not to say that you cant participate, but that it might take you a lot longer to feel comfortable. If this step seems too difficult, you could also start by reading self-help books on the topic to learn more about different therapies that are available, and eventually build your way up to receiving outside help. Social Anxiety Disorder: Diagnosis and Self Help

My First And Second Quarters Of Dual Enrollment English At...

Over the first and second quarters of Dual Enrollment English at Brooke Point High School, I have grown immensely as a writer. I learned a great deal about how to write a paper, as well as, about myself. In the beginning of this course, I felt as if my assignments were going to overwhelm me; I also felt apathetic about completing them. This led me to create my own personal agenda as to how I would complete my assignments. My plan was to overcome my weaknesses and enhance my strengths within the construction my essays, depth of paragraphs and overall assignments. One weakness I noticed in my writing was that it was difficult for me to start my introduction paragraphs. Each time I was given a new topic to write, I found myself pondering how I was going to begin it. Previously, I had completed essays where it was easier and more efficient for me to complete all my other paragraphs, such as the body and conclusion, and then head back to the top to write my introduction. Personally, I fee l that the introduction paragraph should hook the reader to the rest of the writing. Hence, I feel as if there is more pressure on how the introduction paragraph is written because you do not want to bore the reader. In addition to introductory paragraphs, I also struggled with coming up with topics to write about. I love that sometimes teachers and professors gave me a free range of topics to correspond to. It helps with the creative aspect of my writing. In spite of that, when I

The Aeneid by Virgil - 1507 Words

The perception of morality is very subjective and relates heavily to what the society of the period defines as good or bad. In the Aenied, Vergil creates two characters with morally opposite values; Aenias and Dido. Aenias can be interpreted as the embodiment of what Vergil believes is right, while Dido is the embodiment of what Vergil believes to be bad. The contrast of Dido’s and Aeneas’ behavior represents the fact that Vergil’s moral values are heavily influenced by the moral values which the romans upheld, as we can see in the character Aeneas which shows many values that was heavily emphasized by the policy that Augustus enforced during Vergil’s time, and the character Dido which shows the opposite values that was deemed â€Å"good† during that period. One of the values that was enforced during Vergil’s time by Augustus was patriotism, which in the Aeniad’s context is prioritizing between personal satisfaction, or the greater good. In book 4 of the Aeneid, the character Aenias and Dido represents the two opposing values, in which Aenias represents the greater good, while Dido represents the personal satisfaction. For example, Dido was willing to sacrifice her honor and the respect of her people for Aenias. â€Å"I sacrificed my virtue, and the good name I once had, the one hope of undying fame.† Dido’s actions are an extreme example of how a person can sacrifice everything, even though she was the queen and had many moral obligations to her people. Such values are condemned byShow MoreRelatedThe Aeneid Of Virgil And Virgil1512 Words   |  7 PagesIn The Aeneid of Virgil, Virgil places great importance on family relationships and respect for one’s ancestors. Aeneas is shown to have great respect for his father which can be seen even after his father’s death. Homer, in The Odyssey, has the lack of a real relationship between Odysseus and Telemachus due to the fact that Odysseus has not been in a majority of Telemachus’ life. On the surface, The Odyssey and The Aeneid of Virgil and their father-son relationships may appear different but theyRead MoreThe Aeneid By Virgil Aeneid1689 Words   |  7 PagesVirgil’s Aeneid was written in a time of political and social transition in Rome, which influenced the epic poem in a political way. Aeneid was written only a couple years after the civil war where a lot of people had started to lose faith in the greatness of Rome. Virgil’s intensely political poem concentrates on the theme of Rome’s greatness and particularly with the reign of the new emperor Augustus Caesar as the re-founder of glorious Rome. Throughout the poem Virgil used prophecies to makeRead MoreThe Aeneid by Virgil636 Words   |  2 PagesThe Aeneid, written by Virgil, was written in Rome between 30 and 19 B.C. Virgil wrote many of his writings during the time of Octavian, the estranged nephew to Caeser. During the beginning of the times of Octavian and the time of these writings Rome was in a state of civil war, which later turned into the most peaceful place in the world. Many people were torn from their homes and new boundaries were created. It is important to know the culture and gender roles of the people, the person in powerRead More The Aeneid by Virgil Essay2075 Words   |  9 PagesThe Aeneid by Virgil In Virgil’s famous text The Aeneid he writes about the history of the coming of Rome and the journey of its Trojan founder, Aeneas, from the wreckage of his old home at Troy. While this text is extremely supportive of the greatness of the Roman Empire, it also has a distinctly private second voice that talks about loss. We also find that in Confessions by Saint Augustine the author at times addresses God very personally, and at other times does not refer toRead MoreThe Aeneid By Virgil. Johan Sunesson1701 Words   |  7 PagesThe Aeneid by Virgil Johan Sunesson The Aeneid, written around 20 BC is widely considered to be virgil’s greatest work. The Aeneid is a epic poem, following the adventures of the great Aeneas, as well as the central role he played in the founding of the Roman State. The character of Aeneas had been a known legend long before the Aeneid was composed, having been a character in the Iliad. Virgil took the myth of Aeneas and tied him together with the founding of the Roman State. Aeneas is bothRead MoreThe Characters Of Virgil And Homers The Aeneid973 Words   |  4 Pagesbefore them. Virgil, a Roman poet alive during BCE, is considered Rome’s greatest poet. In one of his famous works, The Aeneid, Virgil showcases patriotism in his work. In The Aeneid, Virgil makes a comparison between the Romans and their predecessors of similar cultures, the Greeks. He uses parallels to Homer to make an argument for his point. Overall, the characters of Aeneas and Odysseus are representations of their separate cultures and through the comparison of them as heroes, Virgil attempts toRead MoreThe Aeneid By Virgil Vs. Aeneas Essay1506 Words   |  7 PagesIn The Aeneid by Virgil, the main character Aeneas is born of Venus; he is the pious, loyal hero of Rome from Troy. The idea of a hero in Virgil’s epic poem was built upon a dual pillar structure of piety and loyalty. The ideal version of piety is exemplified in Aeneas, who often sacrifices his own loyalties t o appease the gods. The other pillar that the book stands upon is loyalty to friends, family, the gods, and the future. These two pillars often clash and Aeneas must choose one over the otherRead MoreAnalysis Of Virgil s The Aeneid 996 Words   |  4 Pagesillustrates the concept of pietas in Virgil’s epic, The Aeneid in several different ways. Pietas is one’s own devotion to public duty or virtue and is only attainable through personal suffering and loss. The center of Aeneas’ pietas is his duty, to find Rome, which goes onto become a great empire. He has a few different things that motivate him; one of these things are that Rome is to be passed down to his son, another is his devotion to the gods. Though Virgil is very duty bound he may get thrown off his tracksRead MoreAnalysis Of Virgil s The Aeneid1791 Words   |  8 Pagestopic all through Virgil s The Aeneid. It assumes a critical part as a key character attribute for the people that we experience. In the event that one takes the hero Aeneas aside and breaks down his tireless adherence to his own fate, alongside his unending sympathy toward the welfare of his Trojan individuals, one could captivate the thought that his devotion and obligation anticipate the idea of obligation to the Republic and submission to Caesar that may have won in Virgil s Roman culture.Read MoreThe Aeneid By Virgil, The Oresteia, And Sappho By Sappho1283 Words   |  6 Pagesthat controls our actions and behaviors. Rationality helps control our emotions and prevents them from getting too out of hand. There are three texts from seminar that demonstrate this idea of emotional power: The Aeneid by Virgil, The Oresteia by Aeschylus, and Sappho by Sappho. In The Aeneid, the text discusses Aeneas’ journey to Italy and the many encounters he had. It was in this text that the females displayed emotional power. The Oresteia is a play about murder, revenge, and justice within the

History of Physical Education Free Essays

Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. We will write a custom essay sample on History of Physical Education or any similar topic only for you Order Now And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs. How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men’s Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encouraged to focus on intramural sports particularly track, field and football. But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECE In Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled. The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge. The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protection and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc. These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored. The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore. From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clinics and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†. The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished. The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in the productive procedure and their mutual acceptance in the social group. Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings. This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies. In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. How to cite History of Physical Education, Essay examples History of Physical Education Free Essays Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. We will write a custom essay sample on History of Physical Education or any similar topic only for you Order Now And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs. How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men’s Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encouraged to focus on intramural sports particularly track, field and football. But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECE In Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled. The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge. The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protection and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc. These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored. The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore. From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clinics and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†. The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished. The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in the productive procedure and their mutual acceptance in the social group. Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings. This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies. In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. How to cite History of Physical Education, Papers History of Physical Education Free Essays string(45) " western civilization began with the Greeks\." PREFACE To provide a meaningful background of physical education and sport in modern society it is helpful to have a clear understanding of its role in the past and how it emerged. The purpose of this assignment is to outline the history of physical education since time immemorial. The text begins with the beginning of the humankind engaging in physical activities, showing the history of physical education and sport being a rich tapestry of people, places, events and social forces from early civilization to the present time through transitional periods. We will write a custom essay sample on History of Physical Education or any similar topic only for you Order Now INTRODUCTION The ground of education as a whole is going through remarkable challenges to serve the needs of the individual and the society, and this trend is reflected in physical education also. The history of physical education goes back to the earliest times, if we think of it in the simple terms of fitness and has existed since human society in one form or other. Since early history, even before the dawn of civilization and culture, physical exercise has been a very important aspect of human existence and it was not so long ago that it was called† physical culture† or â€Å"physical training†. THE PALEOLITHIC PERIOD Primitive humans began life in the â€Å"Stone Age. † What can they be called? Paleolithic people, Stone agers, primitive humans or cave men. They were hunters and gatherers. They hunted wild game and fished; they gathered veggies, berries and nuts. Primitive humans depended entirely on nature for food. Primitive men moved according to their satisfaction, needs and necessity. They needed to be fit to be able to go through their journey to hunt for food and water. Being nomads and hunters, they were people who had to be persistently hunting and gathering food for survival. Their trips regularly lasted for one-to-two days for food or water and were meant for regular physical activity to be produced. When they successfully hunted, they would travel many miles and miles to celebrate with family and friends. Physical activities were not organized by them. The necessity for survival which is the protection against hostile environment and wild beasts, and sometimes the engagement in murder to insure their protection, motivated these men to keep themselves physically ? t and strong enough compared to stronger forces of nature. In those days there were no machines to help people in their work. That is why they had to depend exclusively upon their physical powers and physical skill. They considered their body to be their prize possession, so their primary concern was to maintain and protect their body. The order of the day was the survival of the most fit. Their sociable nature was inborn and drew only by mating and propagation that gave them the desire to dance and play, which were not being organized. Men lived in such a state for thousands of years. There was neither any organization nor system. Most of their acts were learnt by the young generations by the competence of imitation rather than instruction. This lifestyle created many physical activities and a high level fitness which defined human life. THE NEOLITHIC TRANSITION Neolithic people lived during the â€Å"New Stone Age†, from 9000 to 8000 B. C. This was the transitional period in which pre- historic societies began to control their surroundings and form civilization. The two most significant developments were the domestication of animals and farming. Their society was different from Paleolithic culture because they lived in established communities, domesticated animals and cultivated crops. As they improved their society they developed skills like spinning, weaving and building. They also made tombs and religious items. Men and women gave up hunting gathering as the only sources of living and learnt to produce their own food. Agriculture and the raise of cattle were discovered and increased to a productive economy. Many villages were built generally located next to rivers. Then came the creation of the plow, so the difficult tasks being done by the animals and other agricultural development brought the beginning of a less active lifestyle. Social organization became more complex in the first villages, and then towns. Different kind of chiefs appeared and gave rise to a political system. There was class system whereby society was divided into rich and poor. A specialization of work took place. Apart from peasants and cattle farmers, new economical activities such as craftsmanship (fabric, pottery) were born. This era in history symbolizes the beginning of a more sedentary lifestyle, as man began to lessen some hardships of life while simultaneously decreasing daily physical activity. ANCIENT CIVILIZATIONS (2500-250 B. C. ) (i) China In China, the participation of regular physical activity was encouraged by the philosophical teachings. There were no such words in the Chinese vocabulary entirely corresponding to the Western terms of â€Å"sport† and â€Å"physical education†. Such physical exercises as wrestling, swordplay, archery, charioteering and horse-racing were all incorporated in the military training and therefore came under the general term of â€Å"wuyi,† or â€Å"martial arts. † Kung Fu gymnastics was developed to keep the body in good and working condition. It consisted of various stances and movements, patterned by separate foot works and imitations of different kind of animals’ fighting styles. (ii) India India has a long recorded history of civilization but physical activity was not encouraged because of the religious teachings over there. The teachings of Buddha restricted most of the sports and games practiced by other early civilizations. However, an exercise programs known as â€Å"yoga†, same as the Chinese Cong Fu gymnastics, was developed and some other physical activities as well. According to the Hindu priests, Yoga signifies the development of body, mind, and spirit. The Ancient Indian philosophers recognized the health benefits of Yoga, which consisted of the proper functioning of organs and the whole well-being. There have been many physical activities but were never treated as a part of general education, they were mostly an entry to military career. ANCIENT GREECE: THE HEART OF PHYSICAL EDUCATION SPORT (2500-200 B. C. ) The western civilization began with the Greeks. You read "History of Physical Education" in category "Essay examples" They were the first one to provide a methodical and philosophical attitude toward education, physical education and sport. It is believed that no other civilization has held fitness in such appreciation as the ancient Greece had. The admiration for beauty of the body and importance of health and fitness throughout society is one that is beyond compare in history. For the Greeks, the development of the body was equivalently as important as development of the mind. They believed that the physical well-being was crucial for the mental well –being. During that period, the Greek states were frequently at war with each other. The Fighting abilities were very much associated with physical fitness levels, therefore making it very important for the people to maintain high level of fitness. Athens and Sparta were the two most famous city-states and dominant force of the Greek civilization. Sparta was already militaristic by 700 B. C. Spartans were derisive of intellectualism. They were generally suspicious and conventional. All that mattered to the Spartans was being a warrior. Athens was the more democratic of the two city-states. Both city-states served the people and their needs although they were very different. Being a potential warrior was all that mattered to the Spartans. Athens was the more democratic of the two city-states. SPARTA The Spartan system was much more autocratic. Male children were taken at the age of seven to learn the basic military skills while living in barracks. Little emphasis was placed on the arts, sciences, philosophy and literature. Physical activities such as gymnastics, running, jumping, boxing, wrestling and pankration (a brutal combination of  boxing and wrestling) were provided to produce powerful warriors. When the children reached the age of fourteen, they were taught group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty. Girls did not live in public military  barracks like the boys, but they participated in discuss, gymnastics, horse riding,  javelin, swimming, running, and wrestling at separate training grounds. The objective for women’s physical education was to enable them to produce healthy and strong potential warriors. At the age of thirty, the men could then marry women who were fit and healthy so that they could make strong babies, therefore future warriors. ATHENS For the Athenian -The motto for education was â€Å"a sound mind in a sound body† (mens sana in corpore sano) Athens was quite different compared to the Sparta. The Athenian culture was a very much more freethinking and democratic society specially noted for its art, literature, philosophy as well as its political system. There were citizens, foreign settlers and slaves but only the citizens were provided with educational opportunities. When compared to Sparta, education was very different in Athens. Women had no physical education compared to Sparta. They put much more emphasis toward intellectual quest. Their objective was similar to Sparta that is preparing male warriors. Athenian education was a balance between music (including poetry) and gymnastics which enveloped a range of physical activities. Physical education was provided to the students with a series of graded activities at the Palestra, which consisted of an indoor facility for gymnastics, and to an outdoor space for boxing, discus, javelin, running, jumping, pankration, pentathlon and wrestling. Many of these athletic events were part of the four great sport and religious festivals which consisted of the Olympic, Isthmian, Pythian and Nemean Games. These games started as simple athletic contests dedicated to Greek gods, but the Olympic Games, in particular, over 1000 years, became increasingly complex encompassing events for boys and men in running over different distances, pentathlon, wrestling, races in armour, chariot races, and pankration. As of education more broadly, the clear objectives of physical education in Athens were to educate the mind and the body and to produce a well integrated person. ROMANS The political ambition of Rome incorporated physical education into a national program for the preparation of military. Therefore, similar to the Greeks, sports, games and physical recreation were meant to prepare boys and young men for military service. Physical education for the Romans was about athletics, which was entertainment above all. All Roman citizens between the ages of 17 and 60 had to be fit for the military service, so it was very important for all the citizens to maintain good physical condition and be prepared. Military training consisted of activities such as running, marching, jumping, and discus and javelin throwing. The fitness levels of the general Roman population declined as individuals became attracted to wealth and entertainment. People were forced to fight to the death, and oftentimes fed to lions. Women were not as marginalized in Rome as they were in Greek city-states. Some sporting events were organized for young women such as swimming, dancing, and light exercise was common, especially among the privileged classes. THE DARK (476-1000) AND MIDDLE AGES (900-1400) The Middle Ages saw the fall of the Roman Empire which was conquered by Barbarians from Northern Europe, whereby the lavish lifestyles of the Romans had resulted in the complete decay of the society’s fitness level. There was the rise of Christianity, and the Christian’s influence brought about a denial of physical activity for anything other than manual labor. They viewed physical play as immoral, so they halted the Olympic Games in 394. The barbarians from Northern Europe were similar to the primitive humans. Their way of life consisted of hunting and gathering food, so physical activity and fitness were fundamentals for survival. Thus, despite the downfall of the Roman Empire, fitness experienced a revival during the Dark and Middle ages because survival during these challenging times required it. THE RENAISSANCE (1400-1600) During the Renaissance, a renewed appreciation for human life evolved creating an environment which was ready for the widespread development of physical education; revival of ancient Greek ideals throughout Europe. There were many people which included the religious leader;Martin Luther, the philosopher; John Locke, physical educators; Vittorino da Feltra, John Comenius, and Richard Mulcaster carried on that high fitness levels improved intellectual learning. But in the 1600s people believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700S There was a big change in physical education during the 1700’s which can be mostly accredited to three people: Jean Jacques Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the people and he also concluded play as being educational and stressed the importance of physical education to the development of a strong body. In the mid 1700s, Johan Simon became the first physical education teacher and stressed on the fact that physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical effort. Guts Muths developed a series of gymnastic apparatuses and believed that very important social skills are developed through physical education. These people of that time and the things they did began to pave the road to where we are today. In 19th-century, the first indoor gymnasium was built in Germany and some countries such as Europe, Sweden and Germany developed systems of gymnastics that were adopted internationally. A gymnasium was also build in Finland where exercise was for the first time seen as a way to achieve physical treatment. In connection to exercise, students started to study anatomy and physiology. Denmark was among the first countries to require physical education in schools. By the 1820s, some American schools offered gymnasium and physical education. The physical education included the development and care of the body, and training in hygiene, callisthenic exercises, gymnastics, and the performance and management of athletic games. CONCLUSION Physical education has a cultural heritage and background which started at the dawn of civilization. Primitive human being had to be very active and physically to survive. Farming began in its primitive form and made people have more physical activity from only working in the fields. People fitness levels changed here and the also began seeing a more sedentary lifestyle. Ancient Greek culture depended upon preparing its young men for war. Training for battle was not an option, but a prerequisite. Ancient physical education programs concentrated exclusively on activities that trained soldiers. The significance of physical education no longer concentrates solely on training soldiers for battle and ancient athletes for victories but for the wholesome development of a person. It began in ancient Greece and made its way around the world. REFERENCES S. E. Smith. (). What was the Neolithic Period?. Available: http://www. isegeek. com/what-was-the-neolithic-period. htm. Last accessed: 30th Oct 2012. Charles A. Bucher. (1983). Historical foundations of physical education and sport. In: Nancy K. Roberson Foundations of physical education and sport. US: The C. V. Mosby Company. P133-155. http://www. cals. ncsu. edu/agexed/aee501/rousseau. html http://prezi. com/ieokiwmde3ni /history-of-physical-education/ Howel et al. 1994. History Of Sport And Physical Education. In: Foundations of Physical Education,pp. 17-117 A. Bruce Frederick. (). Gymnastics. Available: http://www. britannica. com/EBchecked/topic/250277/gymnastics#ref700589. Last accessed: 01st nov 2012. How to cite History of Physical Education, Essay examples

Oz Supermarket Innovation

Question: Discuss about the Oz Supermarket Innovation. Answer: Introduction This paper answers two key questions about retail store operations including how innovation s used by an organization for business operations and what measures can be taken for improvements in customer service and business operations in a retail store. The paper takes the case of Oz Supermarket that sells stocks household, stationery and non-perishable items and has innovated its operations with the use of wave cards for its customers who need not stand in the queue to pay for their purchases thereby bring them convenience of shopping. This paper explores if there could be more ways for improving business operations of the organization and recommends certain ideas for improvement of existing system as well as implementation of new systems for customer service and operations improvement. Business Operation Oz Supermarket is a retail chain that stocks household, stationery and non-perishable items in its stores. The company has innovated its delivery system by making it automatic for consumers such that they do not have to stand in the queues. Customers of today are busy in their lives and need faster services. They do not like wait in a queue but like to avoid the same. Thus, the use of PayWave can be very useful for the company as it allows the customer to not wait in the queue but only take the items for purchase and leave the store by waving the card such that it automatically makes the payment from the account balance against the cart items taken. The company has implemented PayWave technology which allows store visitors to just fill in their carts and move out of store without having to pay at the counters. PayWave technology is a contact less payment system in which a plastic card with filled in balance can be used at a store such that a customer only has to wave the card to get the purchase of items completed. The cart used for shopping by the customer would be connected with a prepaid card that the customer would be provided such that as soon as an item is added to the cart, the bill is charged to the customer. This amount getting deducted from their membership cards as soon as they go out of the store waving their cards. Trolleys contain RFID readers that enable this facility. If a new customer does not have an account with PayWave technology, a temporary cash deposit facility is available such that the retail store immediately issues a card that can be used by the customer for shopping. An alarm ring gets buzzed if the deposited amount is unable to pay for the items chosen. Besides the cart facility, there are also additional services provided by the company such as shopping summary at stations to view cart items and timed store car park which allows parking at low rate during non-peak periods and at a higher rate in peak hours(Reinartz, Dellaert, Krafft, Kumar, Varadarajan, 2011). Add ition of a cart that itself takes care of the billing and payment; the shopping experience can be very convenient for the shopper as well as fast. Recommendations Various other retail models of big organizations including Amazon, Carrefour, and more can be explored to identify various kinds of retail store innovations that are done in these stores such that the chosen organization can make use of their best practices for the innovation. Some recommendation can thus be used for making improvements in the current self-retail system of Oz Supermarket such as: Zero Moment of truth (ZMOT) is a concept launched by Google that can be used for capitalizing on the conversations between the brand and its consumers in the path to purchase such as conversations with sales person, review from customers, and direct interaction with the seller(Nielsen , 2013). This technological enhancement would allow the company to track the behavior of buyer throughout its journey with the retail store such that the customer needs, preferences, and challenges can be understood better which would help the company come up with plans to attract these buyers and serve them better. The retail store can make use of multiple channels and formats to reach out to customers rather than completely dependent on old brick and mortar model. For this, the company can allow customers to place orders online and come to pick the pre-ordered items from the store. Today, a lot of customers like to make purchases online the company can miss out on them if they did not have any online purchase facility. Thus, an option for online purchase can actually be very useful both for customer for convenience and for company for increasing store sales. The store can come up with a mobile application that can be used by the customers for surfing past purchase lists, record their purchase histories, recipes and so on. The mobile application can also be used as a guiding tool making a customer in the store through the process of picking, deciding quantities, and the schedule for delivery as per their chosen list of items. When a customer is provided with assistance from the use of mobile phone, it can make the shopping experience of the customer better and more enjoyable thereby increasing his or her satisfaction with the shopping at the store. With the enhanced shopping experience, there are higher chances of customer making purchases and becoming loyal with the retail store. Improve Customer Service There can be several ways in which customer service can be improved at Oz super market in addition to adopting the procedures already mentioned earlier such as: Establishing a communication strategy and implementing effective solutions: In a retail market, keeping operational costs under control can be a big challenge as it requires the business to have process efficiency and employee productivity intact. Communication plays a significant role in driving these as it would help store managers and employees stay focused on their work and collaborate effectively. Thus, installation of two-way business radios covering the entire store is recommended such that information like slow moving requests, out of stock situations, and customer complaints can be timely communicated to concerned people in the store so that any problems that are likely to occur can either be sorted out or tackled well. Retail Markdown Optimization: retails face competitive pressures as well as have to deal with the frequent changes happening in the consumer preferences. The aim of the organization would remain to maximize their margins while they sell off the merchandize. If Retail Markdown Optimization is used for the OZ hyper store, it can help the company take right pricing and inventory decisions considering the constraints of the business. With this innovation, the company would be able o take decisions on what items would need price manipulation or what amount of merchandize to be stocked in which seasons. The store would be able to save from the mistakes in markdown such as too low price offering causing margins to suffer, too high pricing to lose revenues because of reducing demand or leading to an inventory that is leftover. Sales forecasts are already done in the company butut may not exactly make any predictions about the impacts of retail promotions as these forecasts are incapable to t aking the complete product life cycle into account. However, with optimal markdown decisions, the full product life cycle impacts can be judged and the full value of the merchandize can be realized(Marx Erasmus, 2006). There are software applications available such as ones by oracle and SAS that can help do this helping retail companies to take decisions on inventory management and merchandize clearance for improving the product lifecycle pricing and promotion impacts(Oracle, 2015). This optimization incorporates demand variations as per demography or geography, identification of most profitable locations for inventory keeping, and creation of most profitable markdown events. There are already examples of big retail organizations using these software for forecasting and inventory or cost optimization that have resulted into an increase in gross margin and in sell-through after first markdown itself. Markdown optimization can help an organization in many ways such as to take more effective pricing decisions, improve store performance, achieve financial targets, and maximize profits. This can be an alternative for Oz store to incorporate so as to improve their operations and give the best deals to cu stomers while at the same ensuring right benefit to the retailer(Dydacomp, 2014). Besides the technology, the super store can also use other methods for improving their customer service such as: Customer oriented culture: the super store can instil a culture in the organization which is oriented towards customer service and this would include realignment of management as well as the employees of the organization. To enable this from the start, staffing and selection process, structure formations, and customer satisfaction measurement processes can all be worked upon with focus on customer(Salmon, 2013). Total Customer Experience: Instead of providing only basic and some add on services, the retail store can focus on giving customer a wholesome experience starting from the entry in the store to exit. One of the strategies that company is already using is use of wave cards so that customers do not have to spend time in queues waiting to pay for their purchase. However, there can be additional experiential benefits that can be provided to the customers to let them enjoy shopping such as appropriate lighting, smooth music, easy navigation layout, and so on that can enhance the customer satisfaction(CSSP, 2007). Improving Business Operations Business operations of Oz Supermarket can be improved in different ways such as: Data Analytics: POS data can be analyzed to come up with merchandizing and promotion variations or customizations to suit the tasks of specific customer segments based on demographics of psychographics. In-store Experience video recordings can be analyzed using intelligence tools to understand what brings loyalty in customers and that insight can be used for refining and improving store loyalty programs(IBM, 2010). Automated inventory management: Automated inventory management may be installed at Oz for managing end to end process so as to improve the accuracy and efficiency of inventory management. The automation in the inventory management can include tagging accuracy checks, printing activities, sales floor or backroom layout designs, and pricing management. This can help streamline all the processes involved in inventory management starting from receiving of stocks from suppliers, put-away that involves coding and tagging of items, picking, packing, shipping, error free pricing management including pricing at item level and at shelf level, replenishment of inventory, and item tracking using codes for visibility. Benefits of inventory management can be increase in productivity because of elimination of most manual work, reduction on costs because of reduced human resource requirement, reduction in errors, increase in sales, increase in customer satisfaction, and protection of profitability o f the retail store with prevention of lost sales and assurance of adequate pricing(Motorola Solutions, Inc., 2013). Conclusions The paper explored the case of Oz Super market that had installed wave cards for its customer to market their shopping experience easer by allowing them to take carts, take item and pay before leaving only with a wave of a plastic card making them avoid the standing in the queue. The paper explored if there could be more ways other than this innovation that can be used for improving business operations and customer service of the retail store. Some solutions were recommended such as customer conversation capitalizing using zero moment of truth, use of multiple channels, development of mobile application, data analytics, automated inventory management, establishing effective communication strategies, retail markdown optimization, development of a customer oriented culture, and creation of a total customer experience. All these strategies can be useful for improving customer satisfaction through improvement in customer service levels and enhancing business productivity with improvement s in its operations. Thus, these methods are recommended to be implemented for the Oz super store to get them both operational and sales benefits in the long run. References CSSP. (2007). Customer Satisfaction: Improving Quality And Access To Services And Supports In Vulnerable Neighborhoods. Center for Study of Social Policy. Dydacomp. (2014). Drive Your Retail Sales Growth With Operational Efficiencies eBook. Dydacomp. IBM. (2010). Increasing Sales, Improving Efficiency, Working Smarter in Retail. IBM. Marx, N. J., Erasmus, A. C. (2006). An evaluation of the customer service in supermarkets in Pretoria East, Tshwane Metropolis, South Africa. Journal of Family Ecology and Consumer Sciences, 55-67. Motorola. (2009). Improve Customer Service with Instant Communication. Motorola. Motorola Solutions, Inc. (2013). 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