Victims of Bullying

Victims of Bullying Victims of Bullying Schools offer more than educational opportunities; they offer many opportunities for social interaction for youth. These social opportunities also offer many opportunities for children to become victims of bullying. In the last ten years, there has been a dramatic rise of research on bullying in the United States. This research has been spurred by continued extreme school violence where the perpetrators of the violence had been victims of bullying. Bullying encompasses a range of various aggressive behaviors, which are targeted at an identified victim (Espalage, 2002). It is differentiated from fighting because it involves an imbalance in strength such that the individual targeted has difficulty defending him or herself. Bullying has been a common obstacle of childhood for many generations (Olweus, 1995). Many people believe that bullying is a natural part of growing up that does not cause serious harm but help to toughen children up (Pianta Walsh, 1995). On the other hand, extensive research in this area has identified consequences for the victims of bulling (Olweus, 1995). There have been many high profile cases of victims of bullying who have retaliated by horrific school shootings (Kumpulamen, Rasanen, Puura, 2001). A number of recent studies have investigated the immediate and short-term effects of peer victimization (Espelage, 2002; Espelage Swearer, 2003; Nansel, Overpeck, Pilla, Ruan, Simons-Morton, Scheidt, 2001). Rejection from a peer group has been linked to adverse psychological and physical consequences (Kumpulamen et al., 2001). Victims have been noted to be at risk for increased levels of depression, anxiety, and psychosomatic symptoms (Nansel et al., 2001). School avoidance and feelings of isolation are common among victims. Furthermore, it has been reported that these victims of bullying are developing post-traumatic stress disorder (Kumpulamen et al., 2001). This reveals the detrimental impact that peer rejection may have on youth and the importance of more research on the long-term impact bullying has on victims. The media has portrayed â€Å"bullies† and â€Å"nerds or geeks† in numerous films, thus bringing awareness of childhood social hierarchies and the desire to be accepted as part of a group. The â€Å"nerds† are social outcast who are commonly victimized by their peers and often blamed for not being tough enough. Recent research and pop culture movies like â€Å"Mean Girls† have brought more attention to girls and their bullying behaviors. There is limited research on the prevalence and effects bullying has on girls (Brinson, 2005). Many bullies experience mental health difficulties. One study found that one-third of bullies have attention-deficit disorder, 12.5% were suffering from depression, and 12.5% had oppositional-conduct disorder (Kumpulamen et al., 2001). Bullies then in turn take out their frustrations on someone the see as weaker than them. These bullies are also seeking to impress their peers. The rejection felt by the victim can have a direct impact on their lives. Several authors suggest that youth who are continually victimized may be at risk for poorer psychological functioning as adults (Espelage, 2002; Nansel et al., 2001). There has not been much research in this particular area. Little is known about how these victims function as adults. Research suggest that adolescents do not simply grow out of emotional problems with age, which implies that youth who have poor social skills may continue to experience difficulty in their area of maintaining relationships as adults (Nansel et al., 2001). Espelage (2002) found that many victims of bullying continue to think about their experiences of being bullied and recall painful memories well into adulthood. Depression and suicidal ideation have been found to be common outcomes of being bullied for both boys and girls. Bullies themselves have been prone to depression (Espelage, 2002). Bullying behaviors has similarly been found to transfer from the classroom to the streets, male bullies having been found to be seventeen times more likely to be frequently violent outside of the classroom and female bullies over one hundred times more likely to be frequently violent on the streets (Brinson, 2005). Longitudinal research has found that bullying and aggressive behavior were identified as being characteristics of those students who later became involved in criminal behavior (Nansel et al., 2001). Statement of Problem There have been limited mixed-methods studies on the phenomenon of bullying (Espelage Swearer, 2003). There has been no research that has attempted to explore the long term effects of bullying on individuals who have experienced it. This study will use a mixed-methods approach to explore both the long term effects of bullying on individuals that were bullied in their youth. Statement of Purpose The purpose of this concurrent, mixed methods study is to explore and generate themes about the long term effects bullying, that occurred in childhood, has on men and women. The quantitative research questions will address the prevalence of bullying between male and female participants that they encountered at school when they were in their teens. Qualitative open-ended questions will be used to probe significant resilience factors by exploring aspects of the bullying experiences and how they impacted the person’s adult life. Theoretical Framework Several theories have sought to explain the existence of bullying behavior. Some developmental theorists perceive bullying as a child’s attempt to establish social dominance over other children. This dominance is established through developmentally appropriate actions; in the early years, when children lack complex social skills, they bully using physical means. As these overt acts are punished by disciplinarians, and as children develop a larger repertoire of verbal language, bullying becomes more verbal in nature. Finally, when children gain the skills to understand and participate in intricate social relationships, they begin to use these relationships as a more covert type of bullying in order to establish power and social dominance (Smith, 2001). Resilience theory is defines as a person’s ability to cope or adapt to stressful situations. In different environments, resilience can have different meanings. In a high crime neighborhood, resilience could mean just surviving unscathed from the violence. This is having the ability to overcome a challenging set of circumstances with success. Studies in resilience theory demonstrate that resilient individuals are those who grow and develop as a result of trauma. Rather than being stunted by life difficulties, they recover from the traumatic events with an increased sense of empathy, enhanced coping skills. (Pianta Walsh, 1998). Peer rejection theory provides an important context for socialization that fosters social skills that children learn and use through out their lives. Rejection theory is based on the premise that children that are rejected by their peers are not given the same opportunities to socialize and develop socialization skills. This further distances them from their peers (Cole Gillenssen, 1993). Life course perspective is an appropriate lens to use when reviewing bullying and the after effects it has on the victims of it. Research has shown that bullying can cause victims to have varying degrees of posttraumatic stress syndrome (Houbre et al., 2006). Elder (1998) researched the social pathways in the life course. This research revealed that individual’s lives are influenced by their ever-changing effects of their experiences. Research Questions/Null Hypothesis Research Question #1: How are men and women impacted by the bullying they encountered as youth? Null Hypothesis #1: There will be no statistical significant difference in how men and women are impacted by bullying that they encountered as youth as measured by the Revised Olweus Bully/Victim Questionnaire. Research Question #2: How did bullying as a youth affect men? Null Hypothesis #2: There will be no evidence that being bullied in their youth will have an impact on their adult lives as men. Research Question #3: How did bullying as a youth affect women? Null Hypothesis #3: There will be no evidence that being bullied in their youth will have an impact on their adult lives as women. Research Question #4: What are the implications in their current life that they feel resulted from the bullying they encountered as youth? Null Hypothesis #4: There will be no statistically significant evidence of implications in their current life that were a result from bullying that they encountered as youth. Research Question #5: How do they feel their bullying experiences impacts their ability to socialize with people now? Null Hypothesis #5: There will be no evidence that bullying experiences in their past will impact an adult’s ability to socialize with other people. Definition of Terms Bully/victims: individuals who both bully others and are victims of bullying (Espelage Swearer, 2003). Bullying: aggressive behavior that occurs repeatedly over time and includes both physical and emotional acts that are directed towards another individual with the intent to inflict harm or discomfort (Olweus, 1993). Bystander: individual who observes a bullying incident (Olweus, 1993). Emotional Scarring: the association of negative feelings with the recollection of painful memories of being bullied (Espelage, 2002). Peer: an individual belonging to the same groups based on age, grade, and status (Olweus, 1993). Victim of Bullying: an individual who is exposed repeatedly over time to aggressive behavior that is inflicted by his peers with the intent to cause harm or discomfort (Espelage, 2002; Olweus, 1993). Assumptions The assumptions made about the participants in this study are that they are of sound mind to participate in this study. The assumptions made that all of the participants will answer the web survey honestly. The assumptions made that all of the participants were bullied in their youth. Delimitations The research recognizes the following delimitations for the study: The sample size will be dependent of the amount of people who respond to the email of inquiry at this study. All respondents are mentally competent to answer the questions in the online survey. The participants have the potential to be spread out across the United States. Limitations Quantitative research looks for generalizability of the research findings to the larger population (Crestwell, 2005). Generalizability is not as important to qualitative research that is seeking to explore a phenomenon and the impact it has. If more men respond then women to this survey, then it would not be an equally distributed sample. Socio-economic status is not asked in this study.

Jensen Shoes Company Essay

Company management requires to know the opportunities for new markets and new products, necessitating the need to expand product lines in this process, Janes Karvitz, strategic production took up Lyndon in her team and now facing problem with his attitude at work and trying to motivate him to finish his assigned work About organization and employee designations: Jensen Shoes is an American company which is specializing in athletic and casual shoes for both adults and children The hierarchy of the employees is as follows: Sally Briggs-VP of marketing Chuck Taylor – Director of Strategic marketing (Strategic product managers) Jane Kravitz- casual wear ; Kyle-athletic shoes ; Robert – children shoes Lyndon –staff Patty Russell: HR professional Present situation of the company : About Lyndon and Jane Kravitz: †¢ Lyndon Twitchell ,a staff member in Jane’s team, and was given two strategic objectives (s.o.’s) to complete i.e Latino and African American market. †¢ In addition to it, he was assigned a third project on environmental issues at the same time. †¢ Lyndon has not been able to fulfil his strategic objectives under Chuck while he was in a management position. †¢ After been transferred to Jane’s team, he tried to take a week to fly to the west coast and attend a trade show. †¢ Twitchell and Jane came to an agreement that Twitchell would be responsible for only one strategic objective and they signed a contract to record the same. Problem identification and Contextual analysis: Pre-assumptions by Kravitz and their effect on her behaviour: The case reflected the fact that Janes took up Lyndon in her team and now facing problem with his attitude at work. Karvitz was already informed by Chuck that Lyndon is a guy who is difficult to handle in terms of work, This corresponds to the social information processing model , in which people adopt attitudes and behaviours in keeping with the cues provided by others with whom they come into contact. With this perceived information, she pre assumed that she can motivate and put him in to work, because she though Chuck is quick at deciding and so did not actually accepted the fact. The pre assumption brought changes in Janes behaviour and attitude towards Lyndon Brook. She, thinking that giving moral support can actually motivate Lyndon .Apart from this ,she personally experienced working with Lyndon and realized ,he has many great qualities of being professional, charming and the capability of solving problems . This extra care that Jane took, may be the reason Lyndon took advantage and planned a business . A pictorial SWOT analysis has been shown below: Strengths Value employees same as products Open door policy Weakness Improper task allocation Uncontrolled behaviour of employees Low product varieties Opportunities New markets New consumer preferences Threats Flattening sales of casual wear Competition from others in market Communication barriers: In case it was mentioned that, Lyndon was rude to his boss. When Kravitz called Lyndon to her cabin to have a formal talk, he left abruptly without even giving proper answer to Kravitz. Lyndon here did a selective screening. He did not bother what Kravitz is actually trying to communicate. He spoke just what he wanted to and left the cabin. Kravitz analysed this behaviour of Lyndon is due to the fact of career development desire, once he used to be in a position under Chuck. So, she promised Lyndon, that she will talk with the management to offer him a better position. This somehow created a little chance to talk to Lyndon. She even planned informal meets to make ease for Lyndon. Performance Management: feedback Lyndon performance was analysed by Chuck previously. And he remarked negative on his behaviour. Lyndon actually performed excellent in few of his projects assigned. He did not make out most of them good. Chuck may be focusing on only unfinished projects while evaluating Lyndon’s performance. Also being quick decision maker, he may not actually try to figure out the problem of Lyndon. This might be effected Lyndon in a negative way, that he was mistreated by his boss and remarked bad before all other colleagues. And thus is the reason for his resistance to the words and suggestions by Kravitz, feeling that he will anyways be not recognised for his work. Alternatives or possible solutions: The first alternative is to avoid pre assumptions. Kravitz would not have provided special treatment only to brook ,which he in turn realised it. He thought that he was treated separately distinguishing from other staff might be due to the negative image he has. So, it would have been much comfortable even to Lyndon, when considered equally with the remaining two people. This can bring him the feel of normalness while working. A part from this Kravitz should not follow projection methodology by expecting the same she feels at her work from her staff. The second alternative can be from the side of Lyndon. Lyndon should not have self-serving biasness. He is actually not accepting the internal faults but over estimating the external factors he was being influenced. This made him to deny the responsibility of finishing the so’s in time and even planning to a trip in unsuitable circumstances. RECOMMENDATIONS: The above alternatives can be viewed when Karvitz did not demonstrate fundamental attribution error. She can encourage Lyndon for his finished works and recognize him for the best results .She can give continuous reinforcement so that she can derive the desired behaviour quickly possible. Lyndon should also inculcate self-efficacy and try to help Karvitz in finishing the s.o.’s in time. He should avoid the negative thoughts of over burdening and extra works and be enthusiastic at finishing his job. The third recommendation in order to improve the situation is that the management must be realistic in allocating work to employees and Jane Kravitz must be bold enough not to accept a work if she found it very unrealistic and tough to finish. Too high self-esteem can prove to be counter-intuitive at times. While throwing birthday parties is fine, continuous reinforcement through extrinsic rewards and recognitions of the work been accomplished by employees can be more encouraging. Experimentation can be made using negative reinforcement, when positive reinforcement fails to work. The fear of losing job can increase the likelihood of desirable behaviour.

Career Research Paper

This Job Involves many skills. Since physical therapists are always working with people they must enjoy working with all different kinds of people. Touching others is also a large part of this job. They not only have to help a patient get better and help prevent injury. A therapist must have a good understanding of the human body and be able to show patients various exercises.There have been various types of therapy: heat and cold, hydrotherapy, electrotherapist, and massage and exercise according to Churchman. Heat and cold involves heating and cooling the Injury with various tools. Hydrotherapy Includes using hot water to help with various injuries. Electrotherapist Involves using electric shocks to relax the muscles. Massage and Exercise involves using acupressure and electrical stimulation. Today physical therapists make their own history through research. Rather than following everyone else they research to find what works best for them and their patients.The general duties of a physical therapist, according to Churchman, Include transporting patients, make-up of treatment tables, cleaning arioso machines, clerical work, talk with patients to become familiar with them and their injuries. They tend to work 40 hours a week and often-on Saturdays according to â€Å"Physical Therapists†. This article also states therapists tent to work one on one with patients and rarely work in groups since each injury is different they cannot be grouped together.The income off physical therapist ranges from $50,000 to $104,000 according to â€Å"Physical Therapists† and assistants tend to earn an average of $32,000 as stated in Churchman. The education needed for this Job once involved eating a physical education degree but has changed since them. However in 2001 all programs for physical therapy will be at the matters degree level and above. Students will need their undergraduate grades and volunteer experience in physical therapy. The undergraduate classes sh ould have a balanced combination of course that will teach you how to live and how to earn a living.Understand the development of humanity spiritual and social needs as well as physical needs. Therapists must think logically and be able to write and speak effectively. They must learn to have strong relationships with their patients. Tarring In high school they should start taking courses that will help them learn all of these skills. A few classes include biology, English, physics, first aid, and health. In college or university there are many programs to help physical therapists get the requirements they need.Physical Therapist Assistants require a two-year associate degree that gives students theoretical and practical knowledge. Physical therapists mostly work In the field with baccalaureate degrees but most students today earn a master's. Henderson also mentions that all students need some clinical experience while they are studying to et their various degrees. A few ways to get started it taking positions in large teaching hospitals in metropolitan areas to gain experience. The armed forces or the U. S. Public Health Service are also a good place to start.Hospitals or local practices are also available in most areas. Many new graduates tend to go to hospitals first. This Job really Interests me because I enjoy working with people and I always want to freshmen at San Marco's and was studying to become a Sports Medicine Trainer. I have always looked up to her and we have always had similar interests. I looked into Sports Medicine and found it quite interesting but I knew I would not be able to handle that much pressure. Later in my freshman year, my knees started to bother me while I was dancing so I went to an orthopedic surgeon to get a diagnosis.I noticed the physical therapist's office across the lobby but did not know anything about them. When I got home I began to research physical therapy and found it really interesting. I took anatomy and physiology in high school and fell in love with learning how the body moves. I am now in my third year at community college and I till have one more year before I plan on transferring to San Marco's Sinology program. From there I plan to get my master's, possibly Loam Linda, and my PhD from SST. Augustine in San Marco's or Loam Linda.San Marco's will help set up an internship at the new hospital in Tentacle and I am hoping to get a Job there while I finish up my education. Eventually I plan to open my own private practice, possibly specialize in a sport and work with athletes or work with the armed forces. Looking more into working for the armed forces, I could either enlist as an officer or work as a civilian. Enlisting as an officer would involve going through basic combat training, advanced individual training, and officer schooling.If I were to work as a civilian according to Henderson, many civilians hold two Jobs. Rather than only working for the military they tend to work at other pract ices or hospitals in the area. I feel I would also have to be very positive to help all the military men and women stay positive and keep working hard. Another issue with enlisting would be getting certified in each state. According to Henderson a therapist must be certified in the state before they are able to start practicing.

How to Use the Italian Verbs Sapere and Conoscere

In common English usage, the verb to know covers knowing in all its forms: to know a person; to know a trivial fact; to know about something in-depth; to be aware of to have a perception of something. It is not for lack of alternatives that this words footing is so broad in contemporary English: its simply that, for historical reasons, the Old English knowen and knouleche came to dominate over older Latin-rooted bedfellows such as cognitus or sapiens. In Italy, however, those Latin counterparts prevailed and came to define the world of knowledge in two main ways: conoscere, which gives rise in English to cognition, and sapere, from which come sage and sapient. And though conoscere and sapere share meanings and are also sometimes interchangeable, they took on different uses that are important to know. Lets get the two straight. Conoscere Conoscere means to have thought-out knowledge of something: to be acquainted with someone, a topic, or a matter. It also means to have experienced something and to be familiar with it personally, in a deeper manner than counterpart sapere. Followed by a direct object, conoscere is used with people, locales, and subjects. Conoscere: People Conoscere is used with people: Whether to have met someone once or to know someone well, you use conoscere, perhaps with a qualifier. Conosco Paolo molto bene. I know Paolo very well.Ho conosciuto Paolo una volta. I met Paolo once.Ci conosciamo di vista. We know each other only by sight.Conosci un buon avvocato, per favore? Do you know a good lawyer, please?Conosciamo una signora che ha tredici gatti. We know a woman who has 13 cats. Conoscere: Places Conoscere is used with places, be it cities, countries, or restaurants. Non conosciamo Bologna molto bene. We dont know Bologna very well.Ho sentito parlare del ristorante Il Gufo ma non lo conosco. I have heard of the restaurant Il Gufo, but I am not familiar with it.Quando ci abitavo, conoscevo molto bene New York. When I lived there, I knew New York very well.Conosco i vicoli di Roma come casa mia. I know the alleyways of Rome like my home. Conoscere: Experiences Conoscere is used with knowledge or understanding gained from living: Conosco il mondo come funziona. I know how the world works.Durante la guerra lItalia ha conosciuto la fame. During the war Italy experienced famine/got to know famine firsthand.A Parigi ho avuto modo di conoscere la vita da artista. In Paris I had the opportunity to experience the life of the artist. Conoscere: Subjects Conoscere indicates an active, deeper knowledge of subject matter, whether academic or not. Think of the term well versed: Di questo delitto conosciamo tutti i dettagli. We know all the details of this murder.Conosco i tuoi segreti. I know your secrets.Conosco bene i lavori di Petrarca. I know Petrarcas work well. Sapere Generally, sapere means to know more superficially and less experientially. It is used for factual knowledge: being informed of something, a situation or a single fact; being aware of something being so, existing, or happening. Sapere: Factual Knowledge For example: Sai che piove? Sà ¬, lo so. Do you know its raining? Yes, I am aware.Cosa fai stasera? Non lo so. What are you doing tonight? I dont know.Non so la risposta. I don’t know the answer.Signora, sa quando arriva il treno, per favore? Do you know when the train arrives?Sai in che anno à ¨ cominciata la guerra? Do you know in what year the war started?So la poesia a memoria. I know the poem by heart.Non so mai se sei felice o no. I never know if you are happy or not.So che vestiti voglio portare per il viaggio. I know what clothes I want to take on the trip.Non so cosa dirti. I dont know what to tell you.Sappi che ti amo. Know that I love you. Sapere: To Hear About or Find Out Sapere (and fellow risapere, which means to come to find out something secondhand) also means to hear about something, to learn something or be informed of something, often used in the passato prossimo. Abbiamo saputo tutti i pettegolezzi. We heard all the gossip.Come lo hai saputo? How did you find out? When you are learning of something or hearing of something, you use sapere followed by a secondary clause with di and che: to learn or know that something or to learn or know of something. In fact, sapere is often followed by che, di, come, perchà ©, dove, quando, and quanto. Ho saputo ieri sera che Paolo si à ¨ sposato. I heard last night that Paolo got married.Ho risaputo che ha parlato di me. I heard that she talked about me.Non sapevo che Gianna si fosse laureata. I didnt know/I hadnt learned that Gianna graduated.Ho saputo della morte di tuo padre. I heard about the death of your father.Non si à ¨ saputo pià ¹ niente di Marco. We never heard anything more about Marco. But you cannot use sapere for knowing a person! Sapere: Know-How The other very important meaning of sapere is to know how to do something: riding a bike, for example, or speaking a language. In those uses sapere is followed by the infinitive. Non so sciare ma so cantare! I don’t know how to ski but I can sing!Lucia sa parlare molto bene litaliano. Lucia knows how to speak Italian well.Mio nonno sa raccontare le storie come nessun altro. My grandfather knows how to tell stories better than anyone.Franco non sa fare niente. France doesnt know how to do anything. As know-how, sapere also functions as a noun—il sapere, an infinito sostantivato—and it means knowledge. Sapere leggere e scrivere à ¨ molto utile. Knowing how to read and write is very useful.Il suo sapere à ¨ infinito. His knowledge is infinite. Sapere Impersonal In terms of general knowledge and facts, sapere is often used impersonally to mean it is known to all or everyone knows. Si sa che sua sorella à ¨ cattiva. Everyone knows that her sister is mean.Si sapeva che andava cosà ¬. Everyone knew it would end like this.Non si sa che fine abbia fatto. It is not known what happened to him. The past participle saputo (and risaputo) is also used in those impersonal constructions: È saputo/risaputo da tutti che Franco ha molti debiti. Its a known fact that Franco has many debts. The term chissà  , which many of you surely have heard, comes from chi sa—literally, Who knows? and is used impersonally, like an adverb. Chissà   dovà ¨ andato! Who knows where he went!Chissà   cosa succederà  ! Who knows what will happen! Sapere: To Think or Opine Particularly in Tuscany and in Central Italy, sapere is used in the present tense to opine on something; its a mix of guess, impression, and speculation best translated in English with surmising—something definitely short of knowledge: Mi sa che oggi piove. I surmise its going to rain today.Mi sa che Luca ha unamante. I surmise that Luca has a lover.Mi sa che questo governo non dura a lungo. I surmise that this government is not going to last long. Sapere: To Taste Of This seems random, but sapere di also means to have the flavor or scent of something or to taste (or not) of something (and can be used with insipid people as well): Questo sugo sa di bruciato. This sauce tastes (of) burnt.Questo pesce sa di mare. This fish tastes like the sea.Questi vini sanno di aceto. These wines taste like vinegar.Questa torta non sa di niente. This cake doesnt taste like anything.Quel ragazzo non sa di niente. That boy is insipid. Fare Sapere and Fare Conoscere Both sapere and conoscere can be used with fare as a helping verb: fare sapere means to tell, inform, or let something be known, and fare conoscere is to introduce a person or a place to someone. La mamma mi ha fatto sapere che sei malato. Mom let me know you are sick.Fammi sapere se decidi di uscire. Let me know if you decide to go out.Cristina mi ha fatto conoscere suo padre. Cristina introduced me to/let me meet her father.Le ho fatto conoscere il mio paese. I introduced her to/showed her around my town. Gray Areas Are there gray areas between sapere and conoscere? Of course. And situations in which they are interchangeable, too. For example: Luca conosce/sa molto bene il suo mestiere. Luca knows his job well.Sai/conosci le regole del gioco. You know the rules of the game.Mio figlio sa/conosce già   lalfabeto. My son already knows the alphabet. And sometimes you can say the same thing using the two different verbs in different ways: So cosa à ¨ la solitudine. I know what solitude is.Conosco la solitudine. I know solitude. Or, So di avere sbagliato. I know that I was wrong.Conosco/riconosco che ho sbagliato. I recognize being wrong. By the way, the verb riconoscere—to re-know—means to recognize, both people and fact (and conoscere used to be used often in its place). La conosco/riconosco dal passo. I know her/recognize her from her step.Lo riconosco ma non so chi sia. I recognize him but I dont know who he is. Practice the Concepts Remember, generally conoscere is broader than sapere, and can even encompass it. Having difficulty choosing? If in English you are reaching for the superficial meaning of having knowledge of something, lead with sapere; if what you mean is being acquainted or familiar with a person or being well versed in something lead with conoscere. Here are some more examples: So che Luigi ha un fratello ma non lo conosco e non so come si chiama. I know that Luigi has a brother but I dont know him nor do I know his name.Conosco il significato del poema ma non so le parole. I am familiar with the meaning of the poem, but I dont know the words.So di Lucia ma non lho mai conosciuta. I have heard of Lucia but I do not know her.Conosco bene il padrone del ristorante ma non so dove abita. I know the owner of the restaurant very well, but I dont know where he lives.So parlare litaliano ma non conosco bene la grammatica. I know how to speak Italian but I am not well versed in the grammar.Sapete dove ci dobbiamo incontrare? Sà ¬, ma non conosciamo il posto. Do you know where we are supposed to meet? Yes, but we are not familiar with the place.Chi à ¨ quel ragazzo, lo sai? Lo conosci? Who is that guy, do you know? Do you know him?Luca conosce tutti e sa tutto. Luca knows everyone and knows everything.