Romantic :: essays research papers

When you hear the term "Romanticism", wouldn’t you think of something that has to do with romance? That is what I thought when I first heard the word, but I was foolishly mistaken. Romanticism dealt with placing central importance upon the emotions and upon the individual. This time period only lasted about thirty years but greatly changed the and influenced the country in which we live in today. In the following composition, I will discuss the ideas of Romanticism and three famous writers of this time and their distinct subjects.The United States condensed as a nation during the major cultural change distinguished by the shift from classicism to Romanticism. This change had an impact on every aspect of culture including arts, philosophy, education and science.Before all this even happened, an earlier belief known as "Classicism" was around. This unhealthy culture put reason as their dominating characteristic of nature and were also bound by strict unchang ing laws by the government. Now, who would want to live under this dull inexpressible culture? Well, the early Puritans were part of this "Age of Reason" and many a good man came out of this era. Anyway, it was time for change. People wanted to start believing in themselves more and having a greater sense or nationalism. This is where Romanticism came in and replaced classicism. It was the beginning of a new era and initiated a whole new way of thinking. Romanticism basically dealt with three attitudes: Nature, the past, and the inner world of human nature. Although the early Romantic writers varied widely in the forms that they chose, these certain subjects were characteristics or Romantic attitudes.The writer who mainly told about nature was William Cullen Bryant. He became the first national spokesperson for a new religion of nature in which nature serves as a source of moral and spiritual lessons.One of his famous poems, "To a Waterfowl", tells of the journey of a waterfowl during migration and relates that to the path in which we as humans take in our lives. He also incorporates some religious attitudes in his works as well and you can see this at the end of "To a Waterfowl" when he tells you that "God will lead your steps aright" Washington Irving was a fine example of telling about the past. He wrote many a folk tales.In the short story "The Devil and Tom Walker" he Americanizes the devil and gives him qualities that are carried on with him for generations.

Appalachian Culture and Health Awareness Essay

According to Kruger et al. (2012), the Appalachian region, consisting of 13 states along the east coast border, is a high risk area for cardiac, pulmonary, and cancer conditions related to smoking and coal mining. This rural population has ultimately higher rates of heart disease, stroke, COPD, asthma, lung cancer, and diabetes. Substantially higher rates of smoking, as well as the relevance of coal mining, are two major contributors to the increased risk of morbidity and mortality amongst this large population (Kruger et al., 2012). Insufficient education, poor behavior choices, and lack of adequate health care are major contributors to the overall unhealthy lifestyles of these individuals. Unfortunately, this begins at a young age. According to Short, Oza-Frank, and Conrey (2012), there are major differences regarding preconception health awareness amongst Appalachian women as compared to non-Appalachian women. Appalachian women have higher rates of smoking, diabetes, and obesity than do non-Appalachian women. These women have poorer rates of prenatal care and higher rates of birthing and congenital complications, such as pulmonary hypertension, insufficient lung development, and cardiac abnormalities. Often due to lack of insurance, these mothers often lack appropriate health care and health awareness, thus increasing their child’s risk of further cardiac and pulmonary conditions down the road. Unfortunately, these babies grow up in an environment that, as a population, has inadequate health care, low income, and poor health. This detrimental sequence of events is what has maintained the subpar health status of the Appalachian population (Short et al., 2012). As these children grow into their teens, poor behavioral choices further substantiate detrimental risk factors. A study by Pettigrew, Miller-Day, Krieger, and Hecht (2012), conducted research study of primary and secondary health prevention in Appalachian adolescents. According to this study, this population has higher rates of smoking, drinking, and drug use as compared to non-Appalachian adolescents. These risky behaviors are so prevalent because of lifestyles these children have grown to know; these behaviors are considered normal in many homes. As do their parents, many of these children lack insurance and health care (Pettigrew et al., 2012). Obesity and diabetes is also substantially high in the Appalachian population as compared to the rest of the nation as shown in a study by Wenrich, Brown, Wilson, and Lengerich (2012). The authors pinpoint Appalachia as a low-income group of individuals who receive poor nutrition, thus further contributing to the preexisting risk factors of cardiovascular disease. Poor health, along with behavioral risk factors, have ultimately led to detrimental health status. Yes, we love the STEELers, but steel mills and coal mining has only contributed to these health risks. The Appalachian culture is at risk for obvious reasons. Unfortunately, these risk factors will not decline quickly. Primary prevention and health awareness programs would make a huge impact on this population. Low income is a struggle that will not be overcome easily. However, primary prevention and health awareness are often available at low cost and are highly efficient measures of decreasing risk factors by focusing on healthy lifestyles. Smoking cessation would obviously be of major importance, but compliance would be of great struggle (Kruger et al., 2012). References Kruger, T., Howell, B., Haney, A., Davis, R., Fields, N., & Schoenberg, N. (2012). Perceptions of smoking cessation programs in rural Appalachia. American Journal of Health Behavior, 36(3), 373-84. Pettigrew, J., Miller-Day, M., Krieger, J., & Hecht, M. (2012). The rural content of illicit substance offers: a study of Appalachian rural adolescents. Journal of Adolescent Research, 27(4), 523-50. Short, V., Oza-Frank, R., & Conrey, E. (2012). Preconception Health Indicators: A comparison between non-Appalachian and Appalachian women. Maternal & Child Health Journal, 16(1), 238-49. Wenrich, T., Brown, J., Wilson, R., & Lengerich, E. (2012). Impact of a community-based intervention on serving and intake of vegetables among low-income, rural Appalachian families. Journal of Nutrition Education & Behavior, 44(1), 36-45.

Hyperkalemia or High Potassium

Hyperkalemia or High Potassium Hyperkalemia breaks down to mean  hyper-  high;  kalium, potassium;  -emia, in the blood or high potassium in the blood. Potassium in the bloodstream is the K ion, not potassium metal, so this illness is one type of electrolyte imbalance. The normal concentration of the potassium ion in blood is 3.5 to 5.3 mmol or milliequivalents  per  liter  (mEq/L). Concentrations of 5.5 mmol and higher describe hyperkalemia. The opposite condition, low blood potassium levels, is termed hypokalemia. Mild hyperkalemia typically isnt identified except through a blood test, but extreme hyperkalemia is a medical emergency that can result in death, usually from heart arrhythmia. Hyperkalemia Symptoms The symptoms of elevated potassium are not specific to the condition. Mainly the effects are on the circulatory and nervous system. They include: weaknessmalaiseheart palpitationshyperventilation Causes of Hyperkalemia Hyperkalemia results when too much potassium is taken into the body, when cells massively release potassium into the bloodstream, or when the kidneys cant properly excrete potassium. There are numerous causes of hyperkalemia, including: kidney diseasediabetes (leading to nephropathy)medications that affect urination (NSAIDS, diuretics, antibiotics, etc.)diseases associated with a mineralocorticoid deficiencymassive blood transfusionany major tissue damage, whether it be from injury (burns, serious wounds) or medical treatment (notably chemotherapy)excessive dietary intake of potassium-rich foods (e.g., salt substitute, bananas)intentional hyperkalemia as the last step of lethal injection, to disrupt and stop the heart Not that its highly unusual for a person with ordinary kidney function to overdose on potassium from foods. Excess potassium resolves itself if the kidneys are able to process an overload. If the kidneys are damaged, hyperkalemia becomes an ongoing concern. Preventing Hyperkalemia In some cases, its possible to prevent potassium buildup by limiting dietary intake of potassium-rich foods, taking diuretics, or ending a medication that causes a problem. Hyperkalemia Treatment Treatment depends on the cause and severity of hyperkalemia. In a medical emergency, the goal is to shift the potassium ion from the bloodstream into cells. Injecting insulin or salbutamol temporarily lowers serum potassium levels.

9 Strategies to Handle Difficult Behaviors in Children

9 Strategies to Handle Difficult Behaviors in Children The first step in dealing  with inappropriate behavior is to show patience. This often means taking a cooling period before saying or doing something one might regret. This also might involve having the child or student sit in a time out, or remain alone until their teacher can deal with the inappropriate behavior. Be Democratic Children need choice. When teachers are ready to give a consequence, they should allow for some choice. The choice could have to do with the actual consequence, the time when the consequence will occur, or input as to what follow up should and will occur. When teachers allow for choice, the outcomes are usually favorable, and the child becomes more responsible. Understand the Purpose or Function Teachers have to consider why the child or student is misbehaving. There is always a purpose or a function. The purpose could include getting attention, power, and control, revenge, or feelings of failure. Its important to understand the purpose to support it readily. For instance, knowing a child is frustrated and feeling like a failure will require a change of programming to ensure that he or she is set up to experience success. Those seeking attention need to receive attention. Teachers can catch them doing something good and recognize it. Avoid Power Struggles In a power struggle, nobody wins. Even if a teacher feels like they have won, they havent, because the chance of reoccurrence is great. Avoiding power struggles comes down to exhibiting patience. When teachers show patience, they are modeling good behavior. Teachers want to model good behavior even when they are dealing with inappropriate student behaviors. A teachers behavior most often influences a childs behavior. For example, if teachers are hostile or aggressive when dealing with various behaviors, children will be too. Do the Opposite of What Is Expected When a child or student misbehaves, they often anticipate the teachers response. Teachers can do the unexpected when this happens. For instance, when teachers see children playing with matches or playing in an area that is outside of the boundaries, they expect teachers to say Stop, or Get back inside the boundaries now. However, teachers can try saying something like, You kids look too smart to be playing there. This type of communication will surprise children and students and works frequently. Find Something Positive For students or children who regularly misbehave, it can be challenging to find something positive to say. Teachers need to work at this because the more positive attention students receive, the less apt they are to look for attention negatively. Teachers can go out of their way to find something positive to say to their chronic misbehaving students. These children often lack belief in their ability and teachers need to help them see that they are capable. Dont Be Bossy or Reflect Bad Modeling Bossiness usually ends up with students seeking revenge. Teachers can ask themselves if they like being bossed around, in consideration, as children do not enjoy it either. If teachers employ the strategies suggested, they will find that they wont need to be bossy. Teachers should always express a strong desire and interest to have a good relationship with the student or child. Support a Sense of Belonging When students or children dont feel they belong, they often act out inappropriately to justify their feeling of being outside of the circle. In this scenario, teachers can ensure the student has a strong sense of belonging by praising the childs efforts to get along or work with others. Teachers can also praise attempts to follow the rules and adhere to routines. Teachers may also find success in using we when describing the behavior they want, such as, We always try to be kind to our friends.   Pursue Interactions That Go Up, Down, Then up Again When teachers are about to reprimand or punish a child, teachers can bring them up first by saying something like, Lately youve done so well. Ive been so impressed with your behavior. Why, today, did you need to be involved with a hands-on? This is a way for teachers to deal with the issue head-on. Then, teachers can end on a note like, I know it wont happen again because youve been so good up until this moment. I have great faith in you. Teachers may use different approaches but should always remember to bring them up, take them down, and bring them up again. Strive to Create a Positive Learning Environment Research shows that the most important factor in student behavior and performance is the teacher and student relationship. Students want teachers that: Respect themCare about themListen to themDont yell or shoutHave a sense of humorAre in a good moodLet students give their opinions and their side or opinion Ultimately, good communication and respect between teachers and students are effective in maintaining a positive learning environment.

Prendre Conjugation in French, Translation, and Examples

Prendre Conjugation in French, Translation, and Examples The French verb prendre,  which commonly means to take,  is a frequently used and very flexible  irregular French -re verb. The good news is that  prendre can help you learn similar verbs. In this article you can find the different meanings and the most frequently used prendre conjugations: the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund of prendre. There are other verb tenses for prendre, but they are not used as frequently. For example, the passà © simple and imperfect subjunctive are formal and most often found in writing. Prendre Is the Model for an Irregular -re Verb Subgroup There are patterns for irregular French  -re verbs, and  prendre  is in one of those groups. In fact, all verbs ending in the root word  -prendre  are conjugated the same way. These verbs drop the d in all three plural forms and take a double n in the third person plural.   This means that after you learn the conjugations for  prendre, you can apply what you learned to conjugate these other verbs: Apprendre   to learnComprendre  Ã‚  to understandEntreprendre  Ã‚  to undertakeMà ©prendre  Ã‚  to mistakeReprendre  Ã‚  to retake, take againSurprendre  Ã‚  to surprise The Many Meanings of Prendre The verb  prendre  usually means to take, both literally and figuratively. Il ma pris par le bras.  Ã‚  He took me by the arm.Tu peux prendre le livre.  Ã‚  You can take the book.Je vais prendre une photo.  Ã‚  Im going to take a picture.Prenez votre temps. Take your time. Prendre  is such a flexible verb that it can change meanings based on the context. The following is a list of some of the uses of prendre, although there are many more. Prendre  can mean to come over or to strike: La colà ¨re ma pris.   I was overcome with anger.Quest-ce qui te prend  ?  (informal)   Whats come over you? Whats the matter with you? Prendre may also mean to catch in instances such as: Je lai pris tricher.   I caught him cheating. There are times when prendre  will take on the meaning of to take in, to dupe, or to fool: On ne my prendra plus !   They wont fool me again! You may also use prendre when you want to say to handle or to deal with: Il y a plusieurs moyens de prendre le problà ¨me.   There are several ways to deal with the problem. One of your options for saying to set is a form of  prendre: Le ciment na pas encore pris. The cement hasnt set yet.   When you want to say to do well, to catch on, or to be successful you can also turn to  prendre: Ce livre va prendre.   This book is going to be a great success. Sometimes, prendre  can even mean to catch or to start: Jespà ¨re que le bois va prendre.   I hope the wood catches on fire. Finally, prendre  can also mean to pick up or to fetch, especially when used with another verb: Passe me prendre midi.   Come pick me up at noon.Peux-tu me prendre demain  ? Can you pick me up tomorrow? Using Se Prendre The  pronominal  se prendre  has several meanings as well. To consider oneself:  Il se prend pour un expert.   He thinks hes an expert.To get caught, trapped:  Ma manche sest prise dans la porte.   My sleeve got caught in the door. You may also use  sen prendre , which means  to blame, to challenge, or to attack: Tu ne peux ten prendre qu toi-mà ªme.   You only have yourself to blame.Il sen est pris son chien.   He took it out on his dog. Similarly, the construction  sy prendre   means to do something about it: Il faut sy prendre.   We have to do something about it. We have to take care of it. Expressions With Prendre There are many  idiomatic expressions  using the French verb  prendre.  Among the most common are these which you can use to practice your  prendre  conjugations. Prendre sa retraite   to retirePrendre une dà ©cision   to make a decisionPrendre  un pot  (informal) to have a drinkQuest-ce qui ta pris  ?   Whats gotten into you?Être pris   to be tied up, busy Present Indicative Je prends Je prends le petit dà ©jeuner 7 heures du matin. I have breakfast at 7 in the morning. Tu prends Tu prends le train pour aller travailler. You take the train to go to work. Il/Elle/On prend Elle prend un verre de vin la fin de la journà ©e. She has a glass of wine at the end of the day. Nous prenons Nous prenons beaucoup de photos pendant le voyage. We take many photos during the trip. Vous prenez Vous prenez le livre de la bibliothà ¨que. You take the book from the library. Ils/Elles prennent Ils prennent des notes en classe. They take notes in class. Present Progressive Indicative The present progressive in French is formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (prendre). Je suis en train de prendre Je suis en train de prendre le petit dà ©jeuner 7 heures du matin. I am having breakfast at 7 in the morning. Tu es en train de prendre Tu es en train de prendre le train pour aller travailler. You are taking the train to go to work. Il/Elle/On est en train de prendre Elle est en train de prendre un verre de vin la fin de la journà ©e. She is having a glass of wine at the end of the day. Nous sommes en train de prendre Nous sommes en train de prendre beaucoup de photos pendant le voyage. We are taking many photos during the trip. Vous à ªtes en train de prendre Vous à ªtes en train de prendre le livre de la bibliothà ¨que. You are taking the book from the library. Ils/Elles sont en train de prendre Ils sont en train de prendre des notes en classe. They are taking notes in class. Compound Past Indicative The  passà © composà ©Ã‚  is translated to English as the simple past. It is formed using the auxiliary verb  avoir  and the past participle  pris.  For example, we took is  nous avons pris. Je ai pris J'ai pris le petit dà ©jeuner 7 heures du matin. I had breakfast at 7 in the morning. Tu as pris Tu as pris le train pour aller travailler. You took the train to go to work. Il/Elle/On a pris Elle a pris un verre de vin la fin de la journà ©e. She had a glass of wine at the end of the day. Nous avons pris Nous avons pris beaucoup de photos pendant le voyage. We took many photos during the trip. Vous avez pris Vous avez pris le livre de la bibliothà ¨que. You took the book from the library. Ils/Elles ont pris Ils ont pris des notes en classe. They took notes in class. Imperfect Indicative The imperfect tense is used to talk about ongoing events or repeated actions in the past. It can be translated to English as was taking or used to take. Je prenais Je prenais le petit dà ©jeuner 7 heures du matin. I used to eat breakfast at 7 in the morning. Tu prenais Tu prenais le train pour aller travailler. You used to take the train to go to work. Il/Elle/On prenait Elle prenait un verre de vin la fin de la journà ©e. She used to have a glass of wine at the end of the day. Nous prenions Nous prenions beaucoup de photos pendant le voyage. We used to take many photos during the trip. Vous preniez Vous preniez le livre de la bibliothà ¨que. You used to take the book from the library. Ils/Elles prenaient Ils prenaient des notes en classe. They used to take notes in class. Simple Future Indicative Je prendrai Je prendrai le petit dà ©jeuner 7 heures du matin. I will eat breakfast at 7 in the morning. Tu prendras Tu prendras le train pour aller travailler. You will take the train to go to work. Il/Elle/On prendra Elle prendra un verre de vin la fin de la journà ©e. She will have a glass of wine at the end of the day. Nous prendrons Nous prendrons beaucoup de photos pendant le voyage. We will take many photos during the trip. Vous prendrez Vous prendrez le livre de la bibliothà ¨que. You will take the book from the library. Ils/Elles prendront Ils prendront des notes en classe. They will take notes in class. Near Future Indicative The near future is translated to English as going to verb. In French it is formed with the present tense conjugation of the verb aller (to go) the infinitive (prendre). Je vais prendre Je vais prendre le petit dà ©jeuner 7 heures du matin. I am going to eat breakfast at 7 in the morning. Tu vas prendre Tu vas prendre le train pour aller travailler. You are going to take the train to go to work. Il/Elle/On va prendre Elle va prendre un verre de vin la fin de la journà ©e. She is going to have a glass of wine at the end of the day. Nous allons prendre Nous allons prendre beaucoup de photos pendant le voyage. We are going to take many photos during the trip. Vous allez prendre Vous allez prendre le livre de la bibliothà ¨que. You are going to take the book from the library. Ils/Elles vont prendre Ils vont prendre des notes en classe. They are going to take notes in class. Conditional The conditional is used to talk about hypothetical or possible events. It can be used to form if clauses or to express a polite request. Je prendrais Je prendrais le petit dà ©jeuner 7 heures du matin si j'avais le temps. I would eat breakfast at 7 in the morning if I had the time. Tu prendrais Tu prendrais le train pour aller travailler si c'à ©tait moins coà »teux. You would take the train to go to work if it were less expensive. Il/Elle/On prendrait Elle prendrait un verre de vin la fin de la journà ©e si elle n'à ©tait trop fatiguà ©e. She would have a glass of wine at the end of the day if she were not too tired. Nous prendrions Nous prendrions beaucoup de photos pendant le voyage si nous avions une bonne camà ©ra. We would take many photos during the trip if we had a good camera. Vous prendriez Vous prendriez le livre de la bibliothà ¨que si vous le vouliez. You would take the book from the library if you wanted it. Ils/Elles prendraient Ils prendraient des notes en classe s'ils pouvaient. They would take notes in class if they could. Present Subjunctive You will use the subjunctive whenever the action of taking is uncertain. Que je prenne Marie propose que je prenne le petit dà ©jeuner 7 heures du matin. Marie proposes that I eat breakfast at 7 in the morning. Que tu prennes Jacques suggà ¨re que tu prennes le train pour aller travailler. Jacques suggests that you take the train to go to work. Qu'il/elle/on prenne Anne conseille qu'elle prenne un verre de vin la fin de la journà ©e. Anne advises that shehave a glass of wine at the end of the day. Que nous prenions Notre mà ¨re exige que nous prenions beaucoup de photos pendant le voyage. Our mother demands that we take many photos during the trip. Que vous preniez Laurent prà ©fà ¨re que vous preniez le livre de la bibliothà ¨que. Laurent prefers that you take the book from the library. Qu'ils/elles prennent Le professeur souhaite qu'ils prennent des notes en classe. The professor wishes that they take notes in class. Imperative When using  prendre  in the  imperative  to express a command, you do not need to state the subject pronoun. For instance, use  prends  rather than  tu prends. To form the negative commands, simply place ne...pas around the positive command. Positive commands Tu prends ! Prends le train pour aller travailler ! Take the train to go to work! Nous prenons! Prenons beaucoup de photos pendant le voyage ! Let's take many photos during the trip! Vous preniez! Preniez le livre de la bibliothà ¨que ! Take the book from the library! Negative commands Tu ne prends pas ! Ne prends pas le train pour aller travailler ! Don't take the train to go to work! Nous ne prenons pas! Ne prenons pas beaucoup de photos pendant le voyage ! Let's not take many photos during the trip! Vous ne preniez pas! Ne preniez pas le livre de la bibliothà ¨que ! Don't take the book from the library! Present Participle/Gerund The  present participle  in French has several different uses. One of them is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPrendre prenant Je t'ai vu en prenant mon petit dà ©jeuner. I saw you while I was eating my breakfast.

Religion and Family in France Research Proposal Example | Topics and Well Written Essays - 500 words

Religion and Family in France - Research Proposal Example The religious background of France has been prominent throughout the Europe and the world and it is a nation which has contributed the world some of the fundamental principles of secularism and religion including the ‘freedom of religion’. A profound analysis of the family structure in France confirms that several social, religious and cultural elements as well as movements have influenced the progress of its culture. The traditional family structure of the French culture, an extended family structure, continued for a long time due, mainly, to the values of the Catholic Church and the rural communities. The French Revolution created a potent space for questioning the customs, laws, emotions, power relations, and gender assumptions that informed family life and it radically redefined the family, its internal dynamics, and its relationship to the state. There has been a vital shift from the traditional family structure to the modern family structure in the French society a nd culture.

Marketing module 1 Case Study Essay Example | Topics and Well Written Essays - 1000 words

Marketing module 1 Case Study - Essay Example This paper will be directed towards describing the target markets and market positioning strategies of two companies having products and services that are similar and belong to the same industry classification. In this respect I have chosen to compare and contrast Wal-Mart and K-Mart, two of America’s most well-known discount stores and indeed Fortune 500 companies worthy of global recognition. Interestingly both of these companies have been in operation for more than 40 years and have seen a lot of ups and downs in the corporate landscape. The Wal-Mart chain is the brainchild of Sam Walton who worked at J.C Penney’s before opening up his own store in Arkansas in 1962. Due to his outstanding success, the company quickly expanded to 24 stores across the state before going public in 1969. Today it owns and operates over 8500 stores in 15 countries under the Wal-Mart logo as well as other names (Frank, 2006). On the other hand, K-Mart was formed back in 1899 by Sebastian S . Kresge, who as a travelling salesman met and was inspired by Frank Woolworth, owner of the original discount store concept business that bears his name. K-Mart has also been reconstituted and changed its logo after coming out of bankruptcy proceedings in 2002. The company is slowly reconsolidating its position in the USA and worldwide. Big Kmart, K-wash, K-Cafe and Kmart Supercenter stores are concepts similar to Wal-Mart’s Sam’s Club, Walmart market, Marketside, Express and other initiatives. Comparison of Target Markets and Positioning Strategies Coming to the concept of target markets and market positioning strategies, we see that Wal-Mart had previously adopted a one-size fits all approach and sought to attract all groups of customers by offering slightly lower prices and volume discounts. This is also reflected by its slogan for 19 years which ran as: ‘Always lower prices, always’. But lately the company has evolved a new business strategy that acti vely practices market segmentation. Its segmented groups may be stated as African-Americans, Hispanics, affluent empty nesters, rural residents and suburbanites (Walmart website, 2011). Based upon current research, the company’s biggest three customer group segments are Brand Aspirationals, value-price shoppers and price-sensitive affluents. Meanwhile the company has also reconstituted its logo and slogan which reads: ’Saving people money so that they can live better lives.’ As compared to this, K-Mart’s has not yet done the customer segmentation approach. It is still busy reconsolidating and experimenting with changes after the 2005 purchase of Sears. Its businesses in Australia and New Zealand operate under entirely separate management. While the names of some stores have been retained, others have been sold to the Wesfarmers group (K-Mart website, 2011). Creating a New Target Market and Consumer Perceptions Creating a new target market may be easy or d ifficult, depending on the nature of the product or service, the ease of introducing a new product line that does something a little different or is offered to complement something that the existing products are already offering. I would imagine that K-Mart and Wal-Mart would do well to offer a line of exclusive and specialty products as cars or business suits that are made by the world’