IKEA assignment Essay Example | Topics and Well Written Essays - 1750 words

IKEA task - Essay Example The stores incorporate eateries and kid care. Electric trucks are accommodated individuals who need them. IKEA’s items are popular yet modest comparative with the market. The product offering is exceptionally broad. What's more, IKEA prints and disseminates a bigger number of lists every year than the world produces Bibles (Roth). The organization has wound up in a place of noticeable quality in view of the one of a kind system it has created since its origin as a little mail-request trader in Sweden in 1943. Its author, Ingvar Kamprad, was a man of vision who began building up this system from the earliest starting point. It took him just twelve years to build up his model. He put the last addresses it in 1965 when he opened a huge store in rural Stockholm that takes after today’s stores around the world. A lot of IKEA’s system is installed in what it calls the IKEA Concept. As indicated by the IKEA Web webpage, the IKEA Concept â€Å"is dependent on offering a wide scope of all around structured, utilitarian home outfitting items at costs so low that whatever number individuals as could be expected under the circumstances will have the option to bear the cost of them.† The website additionally recommends that IKEA’s target showcase is the working class, not the privileged that has consistently had the option to purchase stylish furnishings. The Web webpage additionally talks about the manner in which its items are structured, fabricated, and circulated. There is notice of how the items are gathered. As it were, this is an error on the grounds that most IKEA furniture items are sold dismantled which is one reason why they can be sold as economically as they may be. In spite of the fact that Kamprad at first purchased the furniture he sold, he before long changed his methodology by assembling the furniture himself. He structured his furniture to be practical but then simple and economical to assemble. The furniture was sold di smantled to save money on assembling costs. Also, it was shown in the store with point by point clarification passes to ease the requirement for salesman help, in this way eliminating the expense of work (Owens). A significant upper hand that IKEA has is its power over the channels of creation and circulation. It controls a system of 1800 providers in excess of 50 nations (Normann and Ramirez). Since promoting channels are so basic on advertise acknowledgment and generally speaking monetary execution, making a conventional arranging process for structuring and choosing channels is basic (Stern and El-Ansary: 222). Quite a bit of this control is illuminated in its set of principles that it calls â€Å"The IKEA Way on Purchasing Home Furnishing Products.† This code was propelled in 2000. It characterizes what providers can anticipate from IKEA and indicates what IKEA anticipates from its providers. It not just illuminates its desires regarding legitimate necessities, working co nditions, outside condition, and ranger service the executives, yet in addition puts a lot of accentuation on the dynamic counteraction of youngster work (IKEA Web website). Somewhat for cultural reasons and mostly on the grounds that it is downright acceptable business, IKEA has gotten ecologically mindful. For instance, for quite a long time the firm has attempted to limit the utilization of formaldehyde in its items. For a long time, IKEA has applied the German formaldehyde legitimate prerequisite for every one of its items in all business sectors. The Germans have the strictest standard on the planet. IKEA even applies this standard in nations where no restriction exists. As far as possible is with the end goal that even people who are excessively touchy to formaldehyde ought not encounter any issues

Investment Banks and Commercial Banks Are Analogous to Oil and Water: They Just Do Not Mix :: History Argumentative Persuasive Essays

Speculation Banks and Commercial Banks Are Analogous to Oil and Water: They Just Do Not Mix Because of in excess of 9,000 banks falling flat during the Great Depression long periods of 1930-1933, bank guideline was significantly fixed in the United States. The council felt the unscrupulous activities from the incorporation of business and speculation banking helped in these disappointments for three fundamental reasons: banks put their own benefits in dangerous protections, unsound credits were made to support the cost of protections of organizations whom the bank had put resources into, and the business banks premiums in the cost of protections enticed bank supervisors to constrain clients to buy unsafe protections that the bank was attempting to sell. Accordingly, President Roosevelt felt that the best solution for the circumstance was to pass the Banking Act of 1933, which built up two new arrangements to monetary guideline: store protection and the partition of business and speculation banking exercises. Areas 16, 20, 21, and 32 of the demonstration are alluded to as th e Glass-Steagall Act. These segments preclude store taking establishments from taking part in the giving, endorsing, selling, or dispersing of protections. Since the arrangements of the Glass-Steagall Act didn't have any significant bearing to outside banks working in the United States, they could take part in protection and protections exercises. This put the American banks off guard. Because of the weight on the council and the steady talks of upsetting the demonstration, it was at last canceled. On November 12, 1999, President Clinton marked the Gramm-Leach-Bliley Financial Services Modernization Act, which canceled the Glass-Steagall Act. This permitted protections firms and insurance agencies to buy banks and business banks to guarantee protection and protections. From this annulment, the monetary administrations industry has experienced a uniting period of business banks and speculation banks getting one. Be that as it may, this has not generally demonstrated useful for these organizations. My speculation is that the way of life conflict coming from the diverse hazard resilience levels between venture banks and business banks is the principle motivation behind why such mergers and acquisitions have not brought about the normal collaborations the budgetary markets were envisioning. Venture banks, ordinarily, have higher hazard resistance levels than do business banks. The chief explanation behind this is venture banks are not money related middle people as in they take stores and loan them out.

Marketing Plan for a New Fashion Brand for Women free essay sample

The assortment will contain easygoing, mixed drink and night dresses, coats, shirts, coats, skirts and so on. The business extraordinary to showcase its line as an option in contrast to existing apparel lines and separate itself by advertising systems, eliteness and high brand mindfulness. All the assortments will be produced in E. U. utilizing â€Å"made in Europe† segments. The Market Description The R. O. I. what's more, UK fashion industry is enormous, full grown, and profoundly divided. Garments sold in Ireland and United Kingdom are created both locally and in outside areas. The UK market can be separated into two levels: national brands and other. National brands are created by approximatelyâ 15 sizable organizations and as of now represent some 30% of allâ wholesale deals. The subsequent level, representing 70% of all attire circulated, includes little brands and store (or private-name) merchandise. Attire is sold at an assortment of retail outlets. In view of information from NPD Group, rebate stores, off-value retailers, and manufacturing plant outlets represented 30% ofâ 2009 clothing deals, while strength stores and retail establishments represented 22% and 18%, separately. We will compose a custom article test on Showcasing Plan for a New Fashion Brand for Women or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Another 17% were sold at significant chains, and regular postal mail/indexes represented 6%. The rest of the 7% of clothing deals happened through different methods for conveyance Market Segmentation The organization intends to target females between the ages ofâ 30 andâ up with a consolidated family salary of more than â‚ ¬60,000. Inside this gathering, there are noâ ethnical hindrances, and clients have assorted foundations. The brandâ customer is an adaptable lady who can fit into any condition and is happy to address a center market cost for quality attire. Client as of now shop in quality retail establishments and boutiques for mid to high esteem things that are utilized on uncommon and semi-unique events in a work and individual setting. Client is socially dynamic, eating out, voyaging and engaging at home notwithstanding going to business related capacities. The companys target bunch is viewed as having enough discretionary cashflow to spend on center market estimated quality dress. Competitionâ in ourâ market portions is normally determined by who is offering the best quality, most interestingâ design for less. The way to progress is the nature of the garments: how and where it was made and with what materials. The purchasing factors incorporate what is in for each season, and the connection of solace to style every lady is focusing on. A couple of the primary contenders are: L. K. Bennett Karen Millen Hobbs Reiss Marketing methodology and Implementation Theâ brand will use its mastery, item offer and showcasing procedure to build its client base while driving deals and benefit. The accompanying areas survey the different methodologies that will bolster this exertion. SWOT Analysis The accompanying SWOT examination catches the key qualities and shortcomings inside the organization, and portrays the chances and dangers confronting the brand. Qualities †¢ Strong associations with providers that offer credit courses of action, adaptability, and reaction to uncommon item necessities †¢ Distinctive mark style and USP †¢ Excellent and stable staff, offering customized client assistance †¢ Strong marketing and item introduction. †¢ Contact with awesome PR and Marketing organization †¢ Beautiful and clear site †¢ All the brand assortments are fabricated in E. U. utilizing â€Å"made in Europe† parts. Shortcomings †¢ Ownerâ is as yet climbing the business experience bend †¢ Cash stream †¢ Challenges of the regularity of the business †¢ Customer base not yet settled Openings †¢ Growing business sector with a critical level of our objective market still not realizing we exist. †¢ An inventive e-Bespoke application which will allowâ women to modify their preferred dress †¢ Strategic alliancesâ offering sourcesâ for referrals and joint advertising exercises to broaden our range. †¢ Growing sell in Luxurious merchandise segment †¢ Changes in configuration patterns can initiateâ wardrobe refreshing andâ generateâ sales †¢ Internet potential for offering items to different markets the world over. †¢ Potential to take on a selling specialist and PR organization †¢ Potential to expand into auxiliary items, for example, sacks, shoes, homeware and so on. Key coalitions or chance to band together with others with corresponding abilities Threats †¢ Continued value pressure because of rivalry or the debilitating business sector decreasing commitment edges †¢ New contender enters showcase †¢ Changes in import and fare laws that influence evaluating or gracefully sources †¢ Changes to trade rates or loan costs. Advertising Strategy The companys special arrangement is assorted and incorporates a scope of showcasing interchanges: †¢ Press discharges and pictures are given to design magazines and to the style bloggers around the globe. †¢ Website and online shop and friends blog †¢ Online e-Bespoke application †¢ Company agents will join in and take part in a few public expos London-Pure, Paris - Who’s next, Berlin-Bread and Butter) †¢ Print promoting like leaflets, business cards, inventories. †¢ Advertisements in magazines and on Fashion and way of life sites and web journals. †¢ The organization likewise plans to utilize different channels including Google Ads, and online networking like Facebook, Twitter and Pinterest. †¢ Dressing nearby famous people †¢ Organizing magnanimous gifts †¢ Host a private trunk shows †¢ Hiring PR organization and deals specialist Sales Strategy The business exceptional to showcase its line as an option in contrast to existing garments lines and separate itself by promoting procedures, restrictiveness and high brand mindfulness. There will be three dissemination channels of the brand: Online store with prepared to-wear assortment center around fare and neighborhood advertise, discount to the boutique proprietors around the globe and through an online e-Bespoke creative application which will allowâ women to tweak their preferred dress (fare and nearby core interest). Most by far of our salesâ (app. 70%)â will be produced by our online shop and a creative e-Bespoke application which permits clients to tweak their preferred thing with the couple of snaps of the mouse. The third channel of dissemination will put the assortments in the top of the line boutiques and retail chains. The organization deals objective is to produce rehash business and solid verbal publicizing dependent on extraordinary purchasing experience.

Assessment And Evaluation Methods Direct Vs Indirect Methods - 1100 Words

Assessment And Evaluation Methods: Direct Vs Indirect Methods (Research Paper Sample) Content: Assessment and Evaluation Methods Name Institution Date Assessment and Evaluation Methods Validity and Reliability According to Banta and Palomba (2014), Assessment and evaluations must be free of distortion and bias for them to be sound. Validity and reliability are two concepts that are crucial for measuring and defining bias and distortion. Validity refers to the precision of an assessment-whether or not it evaluates what it is expected to measure. A trial may not deliver a sound evaluation even if it is reliable. For instance, a shower scale that is constantly showing that you weigh 130 pounds. The consistency (reliability) of this scale is better, but it is not valid (not accurate) since your actual weight is 145 pounds (sounds like the scale was re-set in a weak period). Since parents, school districts, and teachers make resolutions concerning students derived from assessment (such as graduation, grades, and promotions), the validity deduced from the assessments is crucial-even more essential than reliability. Furthermore, an assessment is valid, it is nearly consistently reliable. Reliability refers to a range in which assessments are reliable. Just as one loves having cars (Cars that depart every moment one needs them), one strives in having reliable, consistent instruments for measuring student achievement. Another way of thinking of reliability is imagining a kitchen scale. If five pounds of potatoes are weighed in the morning, and the scale is consistent, the same scale should record five pounds for the potatoes an hour afterward (except if, of course, one peeled and prepared them). Also, mechanisms such as national regulated exams and classroom tests should be dependable-it should not be making any dissimilarity whether a student is taking the test one day or the following; in the morning or afternoon. Internal consistency of items is another evaluation of reliability. For instance, if a student is able of solving a math problem, one would assume that the student will also solve another math problem. Direct vs Indirect Methods It is crucial to understand the difference between direct and indirect assessment of student learning. Direct assessment of learner learning is measurable, solid, and inclines to be more convincing proof of precisely what learners have and have not learned. This is the case since one can look at the students’ performance to determine what they have learned. Indirect assessment methods tend to be constituted of proxy indications that students are presumably learning. A case of indirect assessment is a research asking learners to provide details of what they have learned. This is verification that learners are probably learning what they give an account of what they have learned but is not as convincing as a faculty associate literally looking at learner's performance. It is not unusual in learners' providing details to either inflate or underrate what they have literally learned. While it is simple to differentiate between what is the direct assessment of learner learning and w hat is indirect, some verification of learning is not so much clear. For instance, peer evaluation of learner's work. While learners are literally presenting in demonstrating what they have learned, a faculty associate may never view this work or have a chance to assess it. Direct methods This method of assessment is based on an evaluation of a learner's products or behaviors in which they are demonstrating how well they have grasped learning results. Direct assessment allows one to gather evidence of a learner's learning or attainment directly from students and the works that they present to you. Examples include portfolio evaluation, video and sound evaluation, and capstone course evaluation. Portfolio Evaluation This is an assessment form that students do together with their faculty members and is different from the typical classroom test. It contains the demonstrations of the students work and displays growth over time. Reflection is the keyword because, by reflection of a student's work, one can begin to identify his/her own strength and weaknesses (Suskie, 2009). Video and Sound Evaluation The faculty has used video and audio instruments as a sort of pre-test/post-test measure of learner's skills and knowledge. Disciplines such as music, art, communication, and theatre, might contemplate this resource as an evaluation tool. Capstone Course Evaluation Capstone courses combine concepts, knowledge, and skills incorporated with a whole progression of research in a program. This assessment technique is unique since the courses themselves become the tools for assessing learner’s teaching and learning. Using Indirect Assessment Method Ethnographic Research Selected learners serve as contributor-observers who gather information concerning a student and/or learning involvement through talks with colleague students, surveys, and reflection on their own surveys. Contributor-observers meet frequently with staff and/or faculty conducting the research to clear questions, share results, assess them, and plan next moves. Advantages * Providing a participant viewpoint or else unavailable. * Allowing longer-term enquiry, for instance, a semester as an object to one-moment interview. * Allowing in-depth research. * Providing an approach to elusive attitudes, values. * Is flexible, e.g., to a learner's life and also academic issues. * Can incorporate non-verbal info such as demeanor and body language. * Has potential for producing unexpected and surprising discoveries. * Has high chances of producing useful and actionable info. Disadvantages * Is...

Small Businesses Are Essential For The Growth Of Any Economy

Background: Small businesses are essential for the growth of any economy since they are considered as building blocks. They can be equated to stem cells in the human body that have the ability to self-generate and differentiate into various structural forms. Small businesses can be established to cut across industries, countries, and communities. One of the primary roles of small businesses is the creation of employment for large numbers of people in society. In the United States (US), small businesses are estimated to create jobs for approximately 64 percent of the population with most of them having less than 500 employees. In other countries like Australia, small businesses are classified as those having less than 20 employees.†¦show more content†¦Importantly, strategies play a significant role in the growth of small businesses. This is because they offer a company a direction and come up with the way through which the goals can be achieved. However, early research indicates that sm all businesses do not take into consideration the role played by strategy in ensuring that their growth is attained. Moreover, much of the existing literature emphasizes large businesses entities with no explicit theoretical frameworks explaining the management of small businesses. The results of the studies confirm the relevance of the subject and the need to conduct more research on this topic to develop the strategies that will offer small businesses guidance and direction on the various development strategies. Problem Statement: Business growth relies on the strategies that are applied in production and marketing of products. Managers should set goals and the timeframe within which the goals should be achieved. This can be done only if there is sufficient knowledge regarding the market. Therefore, it is important that adequate research on growth strategies for small businesses is carried out. Currently, there is limited knowledge about small businesses which can be justified by the small level of interest, inadequate economic data, and the assumption that small businesses do not use growth strategies. It is important to note that small businesses working withShow MoreRelatedWhat Does The Study of Regional Economy Teach Us?1436 Words   |  6 Pagesscience is a sub field of social sciences that analyzes approaches to urban, rural, or regional problems. It involves the study of spatial patters to analyze the economic factors of a region. The study of regional science is necessary to improve the economy in todays competitive global market. This study helps the government organizations to identify and make efficient use of public resources by implementing best practices to meet the expectations of the general public. 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The Differences Between Beowulf And Faustus - 1757 Words

There are two stories which one can analyze and put into comparison, that being the stories of the mighty Beowulf and that of the arrogant Doctor Faustus. In Beowulf a story is told from the view of a warrior becoming a hero and displaying amazing feats. While in Christopher Marlowe â€Å"Doctor Faustus†, he is recognized as an ambitious self- centered individual with an eager sensation to learn more knowledge of the Arts. He decided to takes his learning a step further and ultimately becomes his main wrongdoing for his entire life. By reviewing the text of both tales, there are a set of both similarities and differences able to be made between Beowulf and Faustus. In the story, â€Å"Beowulf†, he is faced with multiple monsters that have endangered the lives of nearby villages. Beowulf being the vigilant strong warrior is brave enough to face these monstrosities in combat. His extraordinary strength allows him to take on such feats and come out victorious as a champion . Beowulf is presented with a warrior like virtues that make him a preeminent figure in the perspective of the people of Hrothgar, because of his actions he’s seen with the traits of a noble warrior, which consist of bravery, generosity, and heroism. These trait are very popular and have shown to be unique when it comes to being a great leader. While in, Christopher Marlowe, â€Å"Doctor Faustus†, a significant difference that is shown between the two is that Doctor Faustus is not perceived as a warrior or a nefarious

Cognitive and Affective Characteristics of Gifted Children free essay sample

There are many cognitive and affective characteristics of intellectually gifted adolescents which differ from those of their non-gifted peers. These characteristics have the potential to assist academic and social development, or conversely may present social and academic difficulties for the adolescents. Two cognitive characteristics and two affective characteristics typically associated with gifted adolescents will be examined to explore the relationship between these characteristics and their effect on social and academic development. The two cognitive characteristics that will be examined is self-regulation, and their dislike of slow paced work. And the two affective characteristics is the possible exhibition of perfectionist tendencies, and their emotional intensity. The first cognitive characteristic is self-regulation. Self-regulation is a characteristic in which all students will generally have. It is comprised of metacognition, thinking about thinking, and motivation. It is the process of self-regulation employed by intellectually gifted adolescents which differ from those of their non-gifted peers. The metacognition component requires students to plan and self-check their academic performance. These students tended to plan strategies and checked their solution processes and answers while solving problems. The motivation aspect of self-regualtion involves self-efficacy and effort. Highly intrinsically motivated students expended greater effort for completing relevant tasks, and also tended to be self-efficacious. Hong Aqui, 2004) It has been asserted that gifted student’s use of cognitive and metacognitive strategies enhance perception of self-efficacy, which as a consequence provide the motivation for self-regulation. Confidence in their own abilities causes their efforts in the face of failure to increase exponentially until success us achieved. (Hong Aqui, 2004) Gifted students have the ability to apply more conscious control over their use of metacognitive processes, such as controlling the solution process. This characteristic translates to a positive influence onto gifted student’s academic development, since gifted students are more self-efficacious. This means that they are more aware of what their level of ability is, and can strive to the best of their ability. With this increase in self-efficacy, since the students know what they can do, expend greater amounts of effort in achieving the desired results. Such effort, although generally positive, may lead to negative perfectionist tendencies, which will be discussed later. Another aspect of self-regulation which can be seen to directly benefit academic development is planning and self-check. Planning may involve activities such as time management for successful balance between studying and leisure, planning the processes required to reach the desired solution when completing a task, or even planning how to disrupt a classroom in their bid to mask their giftedness. Gifted students will generally be more proficient with the planning processes than non-gifted peers, thus allowing them greater opportunities for academic success. (Hong Aqui, 2004) Research conducted by Hong Aqui appear to indicate that male gifted students have higher self-efficacy than their female counterparts, whereas the female gifted students have higher motivation for success. An explanation proposed is that â€Å"female adolescents [to] examine their work meticulously even when they attain high levels of achievement in school [†¦], male high achievers might believe that they can do well in school [†¦] without exerting much effort. † (Hong Aqui, 2004) The next cognitive characteristics to be discussed is gifted adolescent’s dislike of slow paced work. Intellectually gifted students have larger, more efficient memories, they have larger and more elaborately organised schemata, and as mentioned before, exert greater conscious control over metacognitive processes. All of this indicates that gifted students require less time to learn new material, master it, and to be able to effectively reproduce the material in original ways. (Robinson Clinkenbeard, 1998) In a typical classroom without a curriculum devised for gifted and talented students, the progress of the class will be perceived as being slow paced. The gifted students will have already mastered the current material, and in all likelihood, have already predicted correctly the next process, and may be planning on studying by themselves to escape the slow pace. There are various positive and negative aspects of this characteristic towards academic development. The major disadvantage of a slow paced classroom is that the gifted students may feel excessive levels of frustration at constantly being held back by the class. Unless this frustration is addressed, this can lead to underachievement, or constant disruption of the classroom environment. Teachers can address this frustration by providing more challenging work for the gifted students once they finished their assigned work, or possibly include challenging material for the whole class to complete, as research has indicated that even non-gifted students may find some aspects of the current curriculum to be mere revision. (Robinson Clinkenbeard, 1998) Another consequence of gifted students’ dislike of slow paced work is boredom. In a classroom where the students are not provided with challenging and engaging work, the gifted students may slowly develop underachievement tendencies, such as disengagement from the curriculum, or completing tasks at an adequate level, but well below their capability. Once again, material for students must be engaging and challenging to meet gifted students’ needs. The boredom in the classroom can lead to different types of disruptive behaviour, such as constantly being provocative, being a ‘class clown’, or even non-attendance. (Robinson Clinkenbeard, 1998) Despite the many negative consequences of the dislike of slow paced work, there are positive aspects, though not particularly for the gifted student’s benefit. When the gifted students have completed their set tasks, they may then proceed to provide assistance to their non-gifted peers. The gifted want the pace to increase, so by ‘tutoring’ their peers, can provide the assistance for more students to finish the work quicker, thus increasing overall pace. This generally helps the other students, but by teaching other students, their own understanding and mastery of the material also have the potential to increase. This practice however, can be perceived as discriminatory and unfair, in that the student is doing the teacher’s job. (Robinson Clinkenbeard, 1998) Another possible positive aspect is that in a slow paced classroom, gifted students have the opportunity to seek out knowledge from their own interests, and become autonomous learners. Once the gifted student has completed the required tasks, they can then maybe proceed with extra credit work, or do research and learn material not in the curriculum, but peaks their interests. For example, learning about bath houses and the ‘unseen’ history, when studying a unit on Ancient Rome. Becoming an autonomous learner is a desired outcome for academic development. (Robinson Clinkenbeard, 1998) Two affective characteristics of gifted adolescents is exhibition of perfectionist tendencies, and emotional intensity. Being a perfectionist means that a person wants everything they do to be the best physically possible. For gifted students, this may mean the drive or motivation to achieve standards the student knows they are capable of (self-efficacy), or negatively, may develop into a fear of failure, resulting in submission of work which is correct, but below the level of their true capacity. Lovecky, 1994) Gifted adolescents appear to have â€Å"logical imperatives related to their complex though patters [†¦]. The necessity for the world to be logical results in a need to argue extensively, correct errors, and strive for precision of thought. † (Lovecky, 1994) The result of this is that gifted students may find simple tasks to be complex, and complex tasks to be simple. An example to illustrate this point is asking a gifted student a simple question like ‘What can a computer do? ’. A non-gifted student may answer with ‘I can play games. , but for a gifted student, they may know so many possible answers to the question that they can’t settle for a simple answer. To combat such a situation, the student may either choose to answer in as many ways possible to be ‘perfect’, or ‘dumb down’ and give a simple correct answer in fear of failure to ‘correctly’ answer the question. (Lovecky, 1994) When a gifted student exhibit perfectionist tendencies, it can lead to social rejection. During adolescence when social acceptance and conformity is most important in their eyes, social rejection is the worst possible outcome. When a gifted student exhibit perfectionist tendencies, their peers may give them labels such as ‘geek’ or ‘nerd’. Such labels can act as barriers against social acceptance. The gifted student may, as a result, stop exhibiting such tendencies, and ‘dumb down’ to act average for social integration. The aim is to encourage the positive aspects of perfectionism. This can be achieved by setting long term tasks for the class to complete, with checks at regular intervals to monitor progress. This gives students the opportunity to strive for their best over an extended period of time, and encourages all students to expend greater effort in completing the task. (Lovecky, 1994) The last characteristic examined is the affective characteristic, emotional intensity. Gifted adolescents tend to experience emotional reactions at a deeper level than non-gifted peers, and have a heightened capacity to respond to intellectual or emotional stimulus, which sometimes causes them to appear immature. Theis translates over to a high capacity for empathy, and for them to experience the emotions of others. Emotional intensity suggests that gifted students are easily over-excited by regular stimuli, for example with humour. Gifted adolescents also have an unusually well developed sense of humour, so they may find something which others do not, overly funny. Also during events causing much grief, such as the death of a relative, they may feel sadness at a much deeper level, and may display such emotions with little conscious control. (Lovecky, 1994) Empathy is ordinarily referring to the projection of â€Å"oneself into another’s persona and determine what the other is feeling†. It can also mean the ability to transform their emotions into a physical entity, such as with writers or artists creating books and sculptures. (Lovecky, 1994) There are various effects this capacity for empathy can have on the social development of gifted students. Being highly emotionally sensitive during a time when they are still understanding and establishing their identity, this can cause some confusion. They may be experiencing sadness when world disasters occur, but not understand why it should affect them so, for example. The emotions of those close to them may also ‘bleed’ over and ‘infect’ them. For example, a parent may be under the effects of depression. Being emotionally sensitive may cause the gifted student to pick up on the symptoms, and begin exhibiting such symptoms themselves. (Lovecky, 1994) This can be positive in that gifted students can judge what others are feeling, and adjust certain behaviours to suit the situation. For example, a friend may be frustrated or sad over something. The gifted student may realise this, and try to remedy the situation. Another positive effect for their high capacity for empathy is that they have the ability to imagine themselves as part of their own creative products. They may also be able to project themselves into the process of problem solving. For example, with musical compositions, the best compositions will cause the listener to fully experience the motions intended by the composer, such as with Beethoven’s Moonlight Sonata. (Lovecky, 1994) As it can be seen, the cognitive and affective characteristics of gifted adolescents are interwoven with each other, and can’t really be considered on their own, as each characteristic have an effect on each other. Each characteristic can also be seen to have an effect both positively, and negatively on the academic and social development of gifted adolescents, as can be expected from the multidimensional characteristics of giftedness.