Childhood Amnesia - Free Essay Example

Sample details Pages: 3 Words: 957 Downloads: 3 Date added: 2019/03/13 Category Sociology Essay Level High school Tags: Childhood Essay Did you like this example? Childhood Amnesia It is evident in humans around the world to lack the ability to recall childhood events such as the places they were and what emotions they felt. The first and most famous explanation comes by Sigmund Freud in 1953, who first offered an explanation to this phenomenon and introduced the term of Childhood Amnesia. In 1910, Freud referred to this phenomenon as the inability to recall episodic memories from the first two years of life and he credited repression of traumatic events as the cause to Childhood Amnesia. Don’t waste time! Our writers will create an original "Childhood Amnesia" essay for you Create order Many have investigated and questioned whether repression is the correct explanation to infantile amnesia, which is, another name for Childhood Amnesia however, this explanation by Freud had only raised more questions. Considering the number of several explanations about childhood amnesia there is surprisingly very little evidence supporting its existence. Most memory theories fall into two categories: neurological theory, which attributes the cause of Childhood Amnesia to the underdevelopment of brain structures in roles of the hippocampus (HPC) and the prefrontal cortex (PFC) which is essential in forming and retaining the episodic memories in the brain. It appears that an explanation for rapidly forgetting early-life events is due to cognitive development. As the brain matures it causes an inability in adults to recall memories from their early life because they were never formed, or the memories were once formed, but later they became unreachable due to the cerebral changes in order for language to develop. On the other hand, some psychological findings do support and weaken both theories and more importantly, we need to understand their causes. In 1967 Piaget investigated the Neurological theory where he suggested that at 18-24 months of age, language starts to develop in the brain structure where it is required to recall memories and it also starts to develop episodic memories which are very essential since Childhood Amnesia is the inability to form, retain and recall episodic memories. This theory implies that the cause of Childhood Amnesia is underdevelopment of the brain structures at 18-24 months of age then, a child would not be able to remember coming out of the womb or the first birthday party. Regardless, of the neurological theory Howe and Courage (1993) were able to find that children of two years of age could accurately recall events that took place in the first age of life. According to the neurological theory Childhood Amnesia is due to a delayed development of the structures required to form episodic memories, this theory is conflicting because we clearly see through other studies that children, who have not yet reached the indicated age have developed the ability to form, retain and recall episodic memories. Another study done by the Program in Neurosciences Mental Health, The Hospital for Sick Children in Toronto, Canada proposed the neurogenic hypothesis. The Neurogenic hypothesis focuses on the postnatal brain development of new neurons to the hippocampus. They stated that infants including humans, nonhuman primates, and rodents display in the hippocampal high levels of neurogenesis and the infants were not capable of forming long term lasting memories. In the same way, there was a decrease of new neuron levels to the hippocampus to have the ability to form stable long-term memory. They insinuated that neurogenesis levels negatively controls the ability to form long-term memories by replacing synaptic connections in preexisting hippocampal memory circuits. On the contrary, it has been discovered that there are several species with the ability to form long lasting memories increasing significantly when the neurogenesis decreases. Thirdly, Nelson Fivush investigated the theory of language development in 2004 by comparing two groups. The first group being the parents that discussed past memories with their children and the second group of parents that did not discuss past memories with their children. They discovered that the children that discussed their memories with the parents reported a superior number of memories than the children that did not. As a result, Nelson Fivush (2004) found that the memories that occurred before the ability to communicate verbally would develop at risk of being lost because the lack of communication prevents children from processing their memories. Anyhow, as per language developmental theory, the ability to recall episodic memories requires the development of language; nevertheless, we are able to confirm that animals do not have the ability to communicate with sounds in saying words, then, if they are not able to communicate with spoken words, they should not be able to form episodic memories at all. Psychologists suggest that episodic memory is a human phenomenon however, recently, was little evidence found that animals could recall a unique past experience and respond appropriately. Clayton, Dickinson Griffiths (1999) confirmed that birds have an episodic like components of memory, as they were able to locate and remember when and where they found a variety of food. Conclusion In conclusion, we witnessed a number of supportive evidences explaining all the theories however, they are conflicted by contradictory evidence. The first contradictory evidence suggested that children, who have not yet reached the indicated age have developed the ability to form, retain and recall episodic memories. Second, the neurogenic hypothesis contradictory evidence, discovered that there are several species with the ability to form long lasting memories increasing significantly when the neurogenesis decreases. Third, as per language developmental theory the contradictory evidence stated confirmed that animals cannot communicate with spoken words, but they were able to form episodic memories. It is clear that childhood amnesia is not being understood by looking at the biological or developmental theories. The researches lack culture, emotion, and repression that should be considered to better understand the cause of infantile amnesia. Even a more objective method such us the usage of a fMRI, could bring light to understanding this phenomenon.

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Comparing the Tragedies of Hamlet, Oedipus the King, and...

Comparing the Tragedies of Hamlet, Oedipus the King, and Death of a Salesman The tragedies Hamlet, Oedipus the King, and Death of a Salesman have strikingly different plots and characters; however, each play shares common elements in its resolution. The events in the plays’ closings derive from a tragic flaw possessed by the protagonist in each play. The downfall of each protagonist is caused by his inability to effectively cope with his tragic flaw. The various similarities in the closing of each play include elements of the plot, the reflection of other characters on the misfortune of the tragic hero, and expression of important themes through the dialogue of the characters. The protagonists of Hamlet, Oedipus the King,†¦show more content†¦However, Happy – Willy’s neglected son – decides to follow in Willy’s footsteps. Biff abandons Willy’s dreams so that he can avoid the same mistakes that beset his father. A common element between Oedipus the King and Death of a Salesman was disillusionment of the tragic hero. Oedipus was ignorant of his true identity and his false notions about his life were affirmed by his belief in his own infallibility. However, his realization of his identity at the end of the play was the cause of his downfall. Willy Loman was crippled by his expectations of prosperity and success. His tragic fall was partially caused by his understanding that his illusions of grandeur would not come to fruition. The closings of Hamlet, Oedipus the King, and Death of a Salesman provide insight into the thoughts of characters regarding the tragic hero and intimate major themes through the dialogue of the characters. In Oedipus the King, Creon reveals his apathy towards Oedipus by saying, â€Å"Command no more. Obey. Your rule is ended† (68). The Chorus declares that misfortune can occur to even the greatest of men and that no mortal can experience true happiness until death brings freedom from the troubles of life. The Greek belief that it is futile for one to attempt to escape his fate is expressed. In Hamlet, the death of Hamlet is honorable in comparison to the shameful exile of Oedipus. Horatio respects Hamlet’s request to tell his tragic story toShow MoreRelatedEssay Death of a Salesman, Tragic Hero. Willy Loman.1503 Words   |  7 PagesTo what extent can Willy Loman be considered a tragic hero according to Aristotle’s rules? Arthur Miller presents his play ‘Death of a Salesman’ in the ancient form of a tragedy. Aristotle has defined his idea of the ‘perfect’ tragedy in his text, ‘Poetics’ (350 BC).Here he suggests that the protagonist must fall from an elevated social standing as a result of a â€Å"fatal flaw† within the character; the fall from the main character creates resolution to the play which is seen as just; finally, AristotleRead MoreDeveloping Management Skills404131 Words   |  1617 PagesConflict 375 SKILL LEARNING 376 Interpersonal Conflict Management 376 Mixed Feelings About Conflict 376 Diagnosing the Type of Interpersonal Conflict 378 Conflict Focus 378 Conflict Source 380 Selecting the Appropriate Conflict Management Approach 383 Comparing Conflict Management and Negotiation Strategies 386 Selection Factors 386 Resolving Interpersonal Confrontations Using the Collaborative Approach A General Framework for Collaborative Problem Solving 391 The Four Phases of Collaborative Problem Solving

Chaucer1 Essay Example For Students

Chaucer1 Essay The introduction of the Black Night in the Book of the Duchess, provides an interesting redirection of focus regarding the narrators tale of suffering. Such focus turns towards the Black Night and his story as the narrator gains compassion beyond himself and probes into the pains of the knight. However, the dynamics between them are not founded in brotherly-like support; instead, the narrator, although actually inferior to the knight, ironically appears emotionally superior, acting more like a fatherly figure willing and able to resolve the knights conflicts, while concurrently offering the narrator insight into, as well as alleviation from, his own pains. Interestingly, in taking a psychological perspective, the narrator seems to have created another self in his dream in order to resolve his own love sickness. Although the narrator does not digest most of the knights complaint, he creates an illusion that he listens well to the Black Knights story and offers confirmation of this inc onsistency Ye han wel told me herebefore/ Hyt ys no nede to reherse it more (lines 1127-1128). Ironically, the narrator prompts the Black Knight to continue his story and offer more details But wolde ye tel me the manere/ To hire which was your firste speche (lines 1130-1131), yet the end of the story shocks the reader into the realization of the constant discrepancieswithin the narrators character and whether he is truly understanding the knights complaint. However, one can merely interpret the narrators incoherency as a social defect, or in the alternative, as a necessity, enabling him to probe himself and listen to his own tale of love and loss at a distance, while ensuring that no part of the grieving process is left un-addressed.Indeed, while it is acknowledged that almost any knight could fill the role of a heart-broken lover, it seems particularly relevant that the narrator specifically encounters the Black Knight. Perhaps it is to foster this idea of emotional likeness, as c lass does not differentiate for the purpose of love sickness, death or unfaithfulness. Certainly, little variation is noted between the stories of the knight and the narrator. Lines 710-13 are indicative of this self-revelation. The compassionate narrator feels the Black Knights pain whan I herde hym tel thys tale/ Hyt dyde myn herte so moche woo (lines 710,13), the same compassion he felt while reading Seys and Alcyone. However, in the next few lines (715-19) he becomes hypocritical as he advises the Black Knight to Have some pitee on your nature/ That formed yow to creature while the narrator himself is unable to fulfill this task. Thus, although emphasis is re-directed to the Black Knights complaint, the shift is essentially inclusive of the narrators tale, since he created the story as well as this other half of himself. Bibliography:

The Olympic Games Essays - Panhellenic Games, Multi-sport Events

The Olympic Games The Olympic Games are a tradition of athletic events that take place every four years. They are a custom that was started many years ago, but are currently taken for granted. People from all over the world tune their televisions and radios to watch and listen to the events, but never question their existence. When were the Olympic games started? What was the first event? How did it grow? Where were the first games held? Why did they start? Did they have any political, social, or religious meanings? The games started about 3,500 years ago in the country of Greece. The first games were not called the Olympic games but the Classical games. They were held every four years as they are today. They were different from today's games, in that they were held at four different city-states. At each city-state, the games were given different names. They were the Olympic Games, held at Olympia; the Pythian Games at Delphi; the Nemean Games at Nemea; and the Isthmian Games at Corinth. These games later spread to over 150 cities as far as Rome, Naples, Odessus, Antioch, and Alexandria. Olympia still has records of its champions over 776 BC to AD 217. The champions of Olympia came from about a dozen cities in Greece, but mainly from Sparta and Athens. The first Olympic Games only consisted of one event. The first event was a stade won by Coroebus of Elis. A stade was a foot race of about 210 yards. Later, horse racing was added next followed by a long-distance race, wrestling, and the pentathlon. The first games held in Olympia were in honor of Zeus. The games, like all the Greek games, was an intrinsic part of a religious festival. Religion was the basis of a tradition that has out lasted time. All the games held in Greece were in the honor of one of their acknowledged gods. The first Olympic Games lasted only one day, but with the addition of events, the games were extended to four days of events and the fifth day was dedicated to a religious closing. All the events were competed in the total nude. This was to glorify the gods. It was a symbol of the perfect and pure body being offered to the god. Religion was a major part of the Greek culture. Thus, when games were held in tribute to gods they were well attended. Evidence proves that the games were grand celebration throughout Greece. There was even a sacred truce, or ekecheiria, that guaranteed athletes, officials, and spectators safe passage to Olympia. The carrying of the torch was a very religious event. It consisted of runners racing through the city attempting to lay a burning torch at the feet of the altar of the designated god. The winner was held with high regards. Religious ceremonies often followed the race. Even though the Olympic Games were held for religious reasons, most that we do not know, the torch race was never practiced during the games. The awards given to the athletes were far from expensive, but they were very honorable. The winner received crown of olive branches intertwined that was placed on the victors head. They were no ordinary olive branches, though, they were cut from the sacred olive tree. No one knows for sure where the tree was located, but many assume it was located in the coliseum. The coliseum was also designed to worship the gods. It contained a huge altar of Zeus at one end looking over everything. On his sides were small altars of less significant gods and goddess. Located in the middle of the track were many more gods and goddess with even less importance. So even the architectural work of the games had religious meanings inscribed in them. Even though the Olympics were founded on religion, like everything else, it changed to a matter of fame and fortune. The awards for the winners were initially more honorable than monetary. This, however, changed over the years. An athlete ran for the pride of his city-state, and in return the city-state took care of its winners. The games were financed and officiated by one man, usually a very wealthy individual. When one of the athletes from his city-state won he rewarded them with great wealth and fame. Other winners became jealous of the monetary awards. In return for their services, they demanded a ransom from their city-states when they were victorious. Some

Gustar Conjugation in Spanish, Translation, and Examples

Gustar Conjugation in Spanish, Translation, and Examples The Spanish verb gustar can be translated as to like. This verb may be confusing for Spanish learners because gustar is considered a defective or impersonal verb, so it is often conjugated in the third person only. In addition, it requires a variation in the sentence structure. This article includes gustar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms, as well as examples, translations, and explanations of the peculiarities of the verb gustar. Using the Verb Gustar If youre a beginner at Spanish, chances are most of the sentences youve been using as examples follow roughly the same word order as we use in English, with the verb following the subject. But Spanish also frequently places the subject after the verb, and that is usually true with gustar. Here are some examples of gustar in action: Me gusta el coche. (I like the car.)Nos gustan los coches. (We like the cars.)Le gustan los coches. (You/he/she likes the cars.) As you can see, the sentences arent quite what you might expect. Instead of following the form person who likes verb the object liked, they follow the form indirect-object pronoun representing the person who likes verb the object liked (the indirect-object pronouns are me, te, le, nos, os, and les). In these sentences, the object liked is the subject in Spanish. Also, note that the subject of these sentences (the object that is liked) is always accompanied by the definite article (el, la, los, las). If this seems confusing, heres an approach that might help: Instead of thinking of gustar as meaning to like, it is both more accurate and makes more sense in this sentence structure to think of it as meaning to be pleasing. When we say, I like the car, the meaning is much the same as saying, the car is pleasing to me. In plural form, it becomes the cars are pleasing to me, with a plural verb. Note, then, the differences in the common and literal translations below: Me gusta el coche.  (I like the car. Literally, the car is pleasing to me.)Nos gustan los coches. (We like the cars. Literally, the cars are pleasing to us.)Le gustan las camionetas. (You /he/she likes the pickups. Literally, the pickups are pleasing to you/him/her.) When the pronoun le or les is used, as in the third example, the context might not always make clear who is the person doing the liking. In that case, you can add the prepositional phrase a the person liking, as shown below, at the beginning of the sentence (or less commonly at the end of the sentence). Note that the indirect-object pronoun cannot be omitted; the prepositional phrase clarifies the indirect-object pronoun rather than replacing it. A Carlos le gusta el coche. (Carlos likes the car.)A Marà ­a le gustan las camionetas. (Marà ­a likes the pickups.) ¿A ustedes les gusta el coche? (Do you like the car?) Conjugating Gustar Because gustar is nearly always used with subjects in the third person, it is often considered a defective verb. However, it can also be used with other subjects to talk about liking different people. Be careful though, because often the verb gustar, when used with people, denotes a romantic attraction. To talk about simply liking people, a more common expression uses the verb caer bien, as in Marà ­a me cae bien (I like Marà ­a). In the table below, you can see how gustar can be conjugated for each different subject using this romantic meaning. Yo gusto Yo le gusto a mi novio. My boyfriend likes me. / I am pleasing to my boyfriend. Tà º gustas Tà º le gustas a tu esposa. Your wife likes you. / You are pleasing to your wife. Usted/à ©l/ella gusta Ella le gusta a Carlos. Carlos likes her. / She is pleasing to Carlos. Nosotros gustamos Nosotros le gustamos a muchas personas. Many people like us. / We are pleasing to many people. Vosotros gustis Vosotros le gustis a Pedro. Pedro likes you. / You are pleasing to Pedro. Ustedes/ellos/ellas gustan Ellos le gustan a Marta. Marta likes them. / They are pleasing to Marta. Since gustar is frequently used to talk about things being pleasing to people, or people liking things, the tables below show the conjugations of the verb with the liked objects as the subject of the sentence. The verb takes the form of the third person singular if the person likes a singular noun or verb, and the third person plural if the person likes a plural noun. Gustar Present Indicative A mà ­ me gusta(n) Me gusta la comida china. I like Chinese food. A ti tegusta(n) Te gustan las frutas y verduras. You like fruits and vegetables. A usted/à ©l/ella legusta(n) Le gusta bailar salsa. She likes to dance salsa. A nosotros nosgusta(n) Nos gusta el arte moderno. We like modern art. A vosotros osgusta(n) Os gusta caminar por la ciudad. You like walking around the city. A ustedes/ellos/ellas lesgusta(n) Les gustan los colores vivos. They like bright colors. Preterite Indicative The preterite tense is used to talk about completed actions in the past. In the case of gustar, it would be used in the context of seeing or trying something for the first time and liking it, or having liked something only for a certain amount of time. A mà ­ me gustà ³/gustaron Me gustà ³ la comida china. I liked Chinese food. A ti tegustà ³/gustaron Te gustaron las frutas y verduras. You liked fruits and vegetables. A usted/à ©l/ella legustà ³/gustaron Le gustà ³ bailar salsa. She liked to dance salsa. A nosotros nosgustà ³/gustaron Nos gustà ³ el arte moderno. We liked modern art. A vosotros osgustà ³/gustaron Os gustà ³ caminar por la ciudad. You liked walking around the city. A ustedes/ellos/ellas lesgustà ³/gustaron Les gustaron los colores vivos. They liked bright colors. Imperfect Indicative The imperfect tense is used to talk about ongoing or repeated actions in the past. In the case of gustar, it would refer to someone who used to like something, but doesnt anymore. A mà ­ me gustaba(n) Me gustabala comida china. I used to like Chinese food. A ti tegustaba(n) Te gustabanlas frutas y verduras. You used to like fruits and vegetables. A usted/à ©l/ella legustaba(n) Le gustababailar salsa. She used to like to dance salsa. A nosotros nosgustaba(n) Nos gustabael arte moderno. We used to like modern art. A vosotros osgustaba(n) Os gustabacaminar por la ciudad. You used to likewalking around the city. A ustedes/ellos/ellas lesgustaba(n) Les gustaban los colores vivos. Theyused to like bright colors. Future Indicative A mà ­ me gustar(n) Me gustarla comida china. I will like Chinese food. A ti tegustar(n) Te gustarnlas frutas y verduras. You will like fruits and vegetables. A usted/à ©l/ella legustar(n) Le gustarbailar salsa. She will like to dance salsa. A nosotros nosgustar(n) Nos gustarel arte moderno. We will like modern art. A vosotros osgustar(n) Os gustarcaminar por la ciudad. You will likewalking around the city. A ustedes/ellos/ellas lesgustar(n) Les gustarn los colores vivos. Theywill like bright colors. Periphrastic  Future Indicative   A mà ­ me va(n) a gustar Me va a gustar la comida china. I am going to like Chinese food. A ti teva(n) a gustar Te van a gustarlas frutas y verduras. You aregoing to like fruits and vegetables. A usted/à ©l/ella leva(n) a gustar Le va a gustarbailar salsa. She isgoing to like to dance salsa. A nosotros nosva(n) a gustar Nos va a gustarel arte moderno. We aregoing to like modern art. A vosotros osva(n) a gustar Os va a gustarcaminar por la ciudad. You aregoing to likewalking around the city. A ustedes/ellos/ellas lesva(n) a gustar Les van a gustar los colores vivos. Theyaregoing to like bright colors. Present Progressive/Gerund Form The gerund or present participle can be used as an adverb, or to form progressive tenses like the present progressive. Present Progressive ofGustar est(n) gustando A ella le est gustando bailar salsa. She is liking dancing salsa. Past Participle The past participle can be used as an adjective or to form compound verb forms using the auxiliary verb haber, such as the present perfect. Present Perfect of Gustar ha(n) gustado A ella le ha gustado bailar salsa. She has liked dancing salsa. Conditional Indicative The conditional tense is used to talk about possibilities. A mà ­ me gustarà ­a(n) Me gustarà ­ala comida china, pero es muy salada. I would like Chinese food, but it is very salty. A ti tegustarà ­a(n) Te gustarà ­anlas frutas y verduras si fueras ms saludable. You would like fruits and vegetables if you were healthier. A usted/à ©l/ella legustarà ­a(n) Le gustarà ­abailar salsa si hubiera tomado clases. She would like to dance salsa if she had taken lessons. A nosotros nosgustarà ­a(n) Nos gustarà ­ael arte moderno, pero preferimos el arte clsico. We would like modern art, but we prefer classical art. A vosotros osgustarà ­a(n) Os gustarà ­acaminar por la ciudad si no fuera peligroso. You would likewalking around the city if it were not dangerous. A ustedes/ellos/ellas lesgustarà ­a(n) Les gustarà ­an los colores vivos, pero prefieren los colores claros. Theywould like bright colors, but they prefer light colors. Present Subjunctive Que a mà ­ me guste(n) El cocinero espera que me guste la comida china. The cook hopes I like Chinese food. Que a ti te guste(n) Tu madre espera que te gusten las frutas y verduras. Your mother hopes that you like fruits and vegetables. Que a usted/à ©l/ella le guste(n) Su novio espera que a ella le guste bailar salsa. Her boyfriend hopes that she like to dance salsa. Que a nosotros nos guste(n) El artista espera que nos guste el arte moderno. The artist hopes that we like modern art. Que a vosotros os guste(n) La doctora espera que nos guste caminar por la ciudad. The doctor hopes that we like walking around the city. Que a ustedes/ellos/ellas les guste(n) El diseà ±ador espera que a ellas les gusten los colores vivos. The designer hopes that they like bright colors. Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways: Option 1 Que a mà ­ me gustara(n) El cocinero esperaba que me gustara la comida china. The cook hoped I like Chinese food. Que a ti te gustara(n) Tu madre esperaba que te gustaran las frutas y verduras. Your mother hoped that you like fruits and vegetables. Que a usted/à ©l/ella le gustara(n) Su novio esperaba que a ella le gustara bailar salsa. Her boyfriend hoped that she like to dance salsa. Que a nosotros nos gustara(n) El artista esperaba que nos gustara el arte moderno. The artist hoped that we like modern art. Que a vosotros os gustara(n) La doctora esperaba que nos gustara caminar por la ciudad. The doctor hoped that we like walking around the city. Que a ustedes/ellos/ellas les gustara(n) El diseà ±ador esperaba que les gustaran los colores vivos. The designer hoped that they like bright colors. Option 2 Que a mà ­ me gustase(n) El cocinero esperaba que me gustase la comida china. The cook hoped I like Chinese food. Que a ti te gustase(n) Tu madre esperaba que te gustasen las frutas y verduras. Your mother hoped that you like fruits and vegetables. Que a usted/à ©l/ella le gustase(n) Su novio esperaba que a ella le gustase bailar salsa. Her boyfriend hoped that she like to dance salsa. Que a nosotros nos gustase(n) El artista esperaba que nos gustase el arte moderno. The artist hoped that we like modern art. Que a vosotros os gustase(n) La doctora esperaba que nos gustase caminar por la ciudad. The doctor hoped that we like walking around the city. Que a ustedes/ellos/ellas les gustase(n) El diseà ±ador esperaba que les gustasen los colores vivos. The designer hoped that they like bright colors. Gustar Imperative The imperative mood is used to give commands or orders. However, remember that gustar is a different verb, where the subject of the sentence is the object that pleases the person. Since you cant command a thing to please someone, the imperative forms of gustar are very rarely used. If you wanted to tell someone to like something, you would say it in a more indirect way using a structure with the subjunctive, such as Quiero que te gusten las frutas (I want you to like fruit) or Exijo que te guste bailar (I demand that you like to dance).

BRAND LOYALTY Essay Example | Topics and Well Written Essays - 500 words

BRAND LOYALTY - Essay Example lty has five advantages; 1-profit, 2-reduction of new customer aquistion costs, 3-word of mouth helps marketing, 4-customer willingness to pay higher prices, and 5-higher Brand Loyalty results in higher market shares. The importance of Brand Loyalty are the same as the advantages. Brand Loyalty reduces price sensitivity for the consumer. If a consumer trusts a Brand, they are willing to pay more for a product. Loyal consumers will also recommend Brands to other people saving marketing costs. Brand Loyalty increases profits, while providing competitive advantages toward successful brands. Brand Loyalty inspires trust in consumers, raises market shares, and increases profits for the company marketing the Brand. Brand Loyalty does not have a set measureablity. A few vairables to measure Brand Loyalty are brand preference and attitude toward the brand. Different Brand manufacturers use different measurements. The measurement of Brand Loyalty is important because managers must cope with the disloyalty among customers and predict Brand Loyalty. There are six strategic Branding decisions corporations must make; 1-Brand context, 2-Brand construction, 3-Brand confirmation, 4-Brand consistency, 5-Brand continuity, and 6-Brand conditioning. After establishing these six strategic Branding decisions, Long Term strategic advantages for building Brand Loyalty are 1-improvement on return of all investment made in the brand, 2-maximising Brand growth potential, and 3-protecting the brand against consumer â€Å"disloyalty† triggers. There are four â€Å"disloyalty† triggers; 1-peer recommendations to try different Brands, 2-new products, 3- perceived shift in price-value relationship of the Brand/competitive Brand, 4-strong competition advertising. Long term strategic disadvantages include a lack of understanding of what the Brand stands for, inadequate funding/research, and private label threats. Short Term Branding challenges are 1-senior managements short-term focus