Career Exploration Essays - Marketing, Business, Product Marketing

Career Exploration Essays - Marketing, Business, Product Marketing Career Exploration Career Exploration BCOM/275 April 14, 2015 Quinton Murphy Career Path After setting my career goals in 1.1 of the Careers Exploration worksheet, I was not surprise to see my results. Before I decided to major in business I had originally major in marketing. My career path in the past had been in the marketing field and I knew that I wanted to stay close to that field as possible, but later changed my mind and decided against marketing but to broaden my path to business with emphasis on project management. My primary career goal came back as a Marketing Coordinator/Assistant. I was shocked. I changed my major to business, but my career goals suggest marketing. I dont see myself going back into this direction; because, I have set other goals for myself to eventually oversee multi-million dollar Government contract projects as a project manger. In the other possible career goals, project manger ranked 6th, with Market Analysis and Marketing Specialist ranking 2nd and 3rd while rank 4th and 5th were General Manager and Production Manager. It is really disappointing to see Marketing careers rank in the top three than that of any type of management career. But, maybe I can incorporate both marketing and project management together to suffice a better career fit for myself.

The Marco Polo Bridge Incident

The Marco Polo Bridge Incident The Marco Polo Bridge Incident of July 7 - 9, 1937 marks the start of the Second Sino-Japanese War, which also represents the beginning of World War II in Asia.   What was the incident, and how did it spark nearly a decade of fighting between two of Asias great powers?   Background: Relations between China and Japan were chilly, to say the least, even prior to the Marco Polo Bridge Incident.   The Empire of Japan had annexed Korea, formerly a Chinese tributary state, in 1910, and had invaded and occupied Manchuria following the Mukden Incident in 1931.   Japan had spent the five years leading up to the Marco Polo Bridge Incident gradually seizing ever-larger sections of northern and eastern China, encircling Beijing.   Chinas de facto government, the Kuomintang led by Chiang Kai-shek, was based further south in Nanjing, but Beijing was still a strategically pivotal city. The key to Beijing was the Marco Polo Bridge, named of course for the Italian trader Marco Polo who visited Yuan China in the 13th century and described an earlier iteration of the bridge.   The modern bridge, near the town of Wanping, was the only road and rail link between Beijing and the Kuomintangs stronghold in Nanjing.   The Japanese Imperial Army had been trying to pressure China to withdraw from the area around the bridge, without success. The Incident: In the early summer of 1937, Japan began to carry out military training exercises near the bridge.   They always warned the local inhabitants, to prevent panic, but on July 7, 1937, the Japanese commenced training without prior notice to the Chinese.   The local Chinese garrison at Wanping, believing that they were under attack, fired a few scattered shots, and the Japanese returned fire.   In the confusion, a Japanese private went missing, and his commanding officer demanded that the Chinese allow the Japanese troops to enter and search the town for him. The Chinese refused.   The Chinese army offered to conduct the search, which the Japanese commander agreed to, but some Japanese infantry troops tried to push their way in to the town regardless.   Chinese troops garrisoned in town fired on the Japanese and drove them away. With events spiraling out of control, both sides called for reinforcements.   Shortly before 5 am on July 8, the Chinese allowed two Japanese investigators in to Wanping to search for the missing soldier.   Nonetheless, the Imperial Army opened fire with four mountain guns at 5:00, and Japanese tanks rolled down the Marco Polo Bridge shortly thereafter.   One hundred Chinese defenders fought to hold the bridge; only four of them survived.   The Japanese overran the bridge, but Chinese reinforcements retook it the following morning, July 9. Meanwhile, in Beijing, the two sides negotiated a settlement of the incident.   The terms were that China would apologize for the incident, responsible officers on both sides would be punished, Chinese troops in the area would be replaced by the civilian Peace Preservation Corps, and the Chinese Nationalist government would better control communist elements in the area.   In return, Japan would withdraw from the immediate area of Wanping and the Marco Polo Bridge.   Representatives of China and Japan signed this accord on July 11 at 11:00 am. The national governments of both countries saw the skirmish as an insignificant local incident, and it should have ended with the settlement agreement.   However, the Japanese Cabinet held a press conference to announce the settlement, in which it also announced the mobilization of three new army divisions, and harshly warned the Chinese government in Nanjing not to interfere with the local solution to the Marco Polo Bridge Incident.   This incendiary cabinet statement caused Chiang Kaisheks government to react by sending four divisions of additional troops to the area.   Soon, both sides were violating the truce agreement.   The Japanese shelled Wanping on July 20, and by the end of July the Imperial Army had surrounded Tianjin and Beijing.   Even though neither side likely had planned to go into an all-out war, tensions were incredibly high.   When a Japanese naval officer was assassinated in Shanghai on August 9, 1937, the Second Sino-Japanese War broke out in earnest.   It would transition in to the Second World War, ending only with Japans surrender on September 2, 1945.

Adolescene and Identity Formation Essay Example | Topics and Well Written Essays - 750 words

Adolescene and Identity Formation - Essay Example Instead, they cited the development sophisticated cognitive abilities and social-cultural factors as the major contributors of an adolescent’s development of a self-identity (Karpov, 2005 p. 219-221). This discussion focuses on the impact of social-cultural factors by studying an adolescent’s interactions with their parents and peers. Jean Piaget advanced his cognitive development theory in an attempt to describe the systematic unfolding of the thinking processes from infancy to adolescence. He theorized that adolescents developed formal operational thinking, which predisposed them to reason in a logical, rational manner. Larson & Richards (1994) inferred that adolescents’ advanced cognitive abilities enable them to detect latent information within different contexts resulting in frequent re-evaluation of the various facets of their lives (Karpov, 2005 p.223). Concurring with the above presumption, Harter (1999) proposed that adolescents experience discrepancies with regard to their ideal self and their current perception of self (Karpov, 2005 p.223). Consequentially, advanced cognitive abilities account for heightened stress levels and rampant mood fluctuations in adolescence, which in- turn affects an adolescent’s interactions with their parents. An infant’s first interaction with the social environment occurs via the parents. Throughout childhood, parents remain the key agent of socialization imparting societal expectations and cultural traditions, beliefs and values on their children. Pre-adolescent children adhere to their parent’s teachings, as they lack the cognitive ability to question their parents or decipher latent meaning. However, adolescents are very inquisitive questioning their parents’ input especially if the information creates a state of incongruence within them. Psychologist Jean S. Phinney

Alfred The Great Research Paper Example | Topics and Well Written Essays - 750 words

Alfred The Great - Research Paper Example King Alfred the Great is said to have quoted â€Å"I desired to live worthily as long as I lived, and to leave after my life, to the men who should come after me, the memory of me in good works." Alfred the Great is best remembered by many historians for his military feats. His victories against the Danes prove his capabilities as a great warrior. He is credited with having built the first royal navy to combat the Danes. Alfred adopted the Danish strategy of building fortified bases. The Danes were defeated by the army of Alfred in May 878 in the Battle of Edington. When Alfred finally managed to defeat the Danes, instead of avenging the attacks, exhibited true statesmanship. He entertained the defeated Danish monarch and signed the Treaty of Wedmore, whereby he accepted the Danish occupation of East Anglia. Wessex was secured for Alfred and this resulted in lasting peace. According to the peace treaty, Guthorn was baptized into the Christian faith and is troops from Wessex. Alfred Recognize the Danish control of East Anglia and a few parts of Mercia. In another treaty signed in 886 called the â€Å"Danelaw† the partition of England was formalized. After this, Alfred began fortifying his kingdom with forts to secure it from invasions. To augment his defenses, Alfred constructed a fleet of ships and thereby came to be famously called the â€Å"Father of the English Navy.† (Britannia) The life of King Alfred is a life of â€Å"quiet virtue and unobtrusive success.† (Alfred the Great: The Truth Teller, Maker of England, 848-899 by Beatrice Adelaide Lees). He does not arouse strong feelings of passion that inspire poetry. Instead he is remembered as a friend of the poor, an ally of the clergy and a scholar king. Being a scholar himself, he is known to have translated many Latin books into the tongue of the Anglo Saxons. One of Alfred’s contemporary works that was left unfinished was a Latin account by Asser, a Welshman who was Alfred’s

Joan Of Arc Essay -- Biography Biographies Joan of Arc Essays

A French saint and a heroine in the Hundred Years' war was Joan of Arc. This farm girl helped save the French from English command and was often called the Maid Orleans and the Maid of France. Her inspiration led the French to many victories. Joan Of Arc (In French Jeanne d'Arc) was born around 1412, in the village of Domremy, France. She was a peasant girl who, like many girls of that time, could not read or write. Her father, Jacques, was a wealthy tenant farmer and her mother, Isabelle Romee, taught her how to sow, spin, and cook which she was proud of. She also spent much of her time praying to and serving God. She lived like most children did at that time, until when she was about thirteen. According to Wagenknecht: "The Vision first came when she was first thirteen...." 1 The vision was Saint Michael who said she should be a good girl and go to church. When more and more Visions had come it started coming clearer to her and when she saw Saint Catherine and Saint Margaret her duty was clear, she was the chosen one to crown Charles the VII. 2 Since France had been fighting with England in what was called the Hundred Years' War, much of Northern France was captured by the English, including Reims where the coronation for kings had been held for over centuries before him. Since Reims was captured, Charles the VII, who had not yet been crowned; was still called the Dauphin. When Joan had these visions of Saint Catherine and Saint Margaret, she told her family and friends. When she told her father, he would not let her go. After when these Visions told her that England and Burgundy, England's ally, were going to capture Orleans, one of France's last strong forces, she knew she had to react. She needed to go to the governor of Vaucouleurs, an agent of the Dauphin, and convince him to give her an army to escort her to the Dauphin. She first needed an escort to come with her to see the governor so she asked her cousin, Durand Laxart. He, at first, was skeptical about it, but then he soon came to Joan's side. When she told the governor, Robert de Baudricourt, he said she was a fool and she should go home. But after some time of waiting, Baudri-court let her go, under his protection, to the Dauphin with male clothing, a sword, 3 a safe conduct pass, and a small escort. They departed February 23. They safel... ...tried as a witch under an ecclesiastical court. She was handed over to Pierre Cauchon, bishop of Beauvais, on January 3rd, 1431. The sittings had begun on February 21 and continued over a period of months. She was held in chains, harassed by countless questions, and threatened with torture over this period of months; Saint Catherine and Saint Margaret still gave her advice through all this. On May 24, 1431, Joan was taken to the cemetery where she she was to been burned at the stake unless she recanted, which she did. This is not really to clear to historians why she did that, but many believe that she did not understand what the recant meant. Wagenknecht stated that "Her own view, after she was herself again, or perhaps one should say her report and interpretation of the view of her Voices in that matter, was that she had imperiled her soul to save her life: 'It was the fear of the fire which made me say what I did." 7 After her recanting she was sentenced from death to life of imprisonment. Of her being treated so softly, the English were furious. Joan had thought she was going 10 to be sent free but instead Cauchon sentenced her to perpetual imprisonment.

Literary Essay †Julius Caesar Essay

As humans, none of us are entirely good or entirely evil. It is the same with the characters in the play Julius Caesar by William Shakespeare. While many are portrayed as good or evil, none really are. This can be more easily explained through the characters Brutus, Marc Antony and Julius Caesar. From the very first mention of Brutus the audience is told that he is the most honorable man in Rome. This would persuade us to believe that he is a good character. From the beginning this is true, but not too far into the play, after some coaxing by Cassius, Brutus’ more evil side is revealed. He contributes to the plot of killing Caesar and says in Act II scene 1 line 10 â€Å"It must be by his death†¦Ã¢â‚¬  This alone is totally the opposite of what an honorable man would do. Nevertheless, he tries to redeem himself by adding in Act II scene 1 line 11-12 â€Å"I know no personal cause to spurn at him, but for the general.† So we are led to believe that â€Å"sacrificing† Caesar is and honorable thing being done for the Roman people not just a well organized murder. This is one example of how no one is entirely good. Next is Caesar’s right hand man, Marc Antony. He loved Caesar very much and was deeply saddened when Caesar was murdered. After this event, he persuades Brutus to let him speak at Caesar’s funeral as a friend. Act III scene 1 line 227-230 â€Å"And am moreover suitor that I may produce his body to the market place; and in the pulpit, as becomes a friend, speak in the order of his funeral† The real reason why Antony wanted to speak at the funeral was to let the people know that Brutus murdered Caesar for no good reason. He expresses his success in Act III scene 2 line 270-271 â€Å"Belike they has some notice of the people, how I had moved them.† Marc Antony never forgives Brutus and the other conspirators for murdering Caesar and even goes to war with them because of it. Antony fighting for his friend’s death shows that he is good. But he tricks the others which show’s some bad in him. The last case is a little different than the others. This last example exactly isn’t of complete good or evil. It just shows how no one is perfect. Caesar was to be the ruler of the Roman Empire. Everyone thought that he was the best person for the job. He was thought of as a god. Gods are perfect  and Caesar was far from it. In Act I scene 2 lines 111 Cassius tells Brutus stories of how weak Caesar is. â€Å"Caesar cried ‘help me, Cassius, or I sink.'† He continues by adding in lines 127-128 â€Å"Alas it cried, ‘give me some drink, Titinius,’ as a sick girl.† This shows how Caesar was not like any god even though that is what the people believed. The whole point of this essay was to show how even in plays that it is impossible to have someone who is entirely good or evil. It’s just too unrealistic. As humans, we all possess good and bad characteristics. They may not be balanced but there isn’t anyone who is totally good or evil.

The Effects Of Video Games On Children - 1654 Words

On average, children under eighteen play about seven hours of video games every day. Two of the three top-selling video games in 2007 were Halo and Grand Theft Auto. These are both games whose descriptions include the words â€Å"blood,† â€Å"gore,† and â€Å"violence.† The violence in these games and the actions that the players take part in may be a harmful influence to the children and teenagers who play them. While playing video games, the players do not even realize that their emotions are flaring and that they are taking their character too seriously. Instead of keeping the character in the virtual reality, they are bringing the character’s traits to real life. When children are younger, they learn from what they see and hear. It might not seem like a big deal but they are learning certain characteristics from these games, especially violent ones, which can shape who they will become in the future. Parents need to be more cautious of the games they let their kids play and how the children spend their time. To the player, seven hours might not seem like a lot, but sitting in a dark room every day playing video games for that period of time has the potential to be dangerous to the player, mentally and physically. The amount of time children spend playing video games every day needs to decrease, especially the amount of time they are playing games in the violent video game category. Instead, parents should introduce children to games that are not rated â€Å"Mature† and that are more familyShow MoreRelatedThe Effects Of Video Games On Children Essay1279 Words   |  6 PagesIntroduction Video games have always been a controversial type of entertainment, that may come from how relatively new video games are compared to other mediums of entertainment[1]. 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