Symbolism In Arthur Millers Death Of A Salesman - 1783 Words

Thomas Edison, an American inventor and businessman, says, There is no substitute for hard work. In other words, Thomas Edison believes individuals cannot cheat the process of success to get to the top, they must work for it. In the play, Death of a Salesman, the author, Arthur Miller, uses the narrative techniques of imagery, motifs, and symbolism to show how success and social acceptance can be deceptive for Willy Loman and his family. Willy Loman is a troubled, self-defrauding travelling salesman. He genuinely believes in the American Dream of easy success and prosperous wealth, but he cannot achieve it. Neither can his sons fulfill their dreams which Willy feels is a reflection on himself and his parenting skills and the values he†¦show more content†¦And banners over the ring and the basketball court: Loman Brothers. Again, the image is in the center around gaining public attention rather than on quality products or athletic achievement. Happy also lies to the glamorou s and attractive Miss Forsythe: Biff is quarterback with the New York Giants to get her attention. Other images that are significant in the play are the houses and gardens.The images of houses and gardens have considerable symbolic significance in the play. For Willy, they are not merely places to live or to sustain life: they stand for the legacy of beauty, abundance, and self-reliance that he wants to leave behind. Willy and Linda have almost paid off their twenty-five-year mortgage, and Willy is proud that there aint a crack to be found in the house after his years of painstaking repairs. Owning their home distinguishes the Lomans as permanent residents in a neighborhood of apartment renters. Willy hopes to leave the house to Biff one day so that his hard-earned mortgage payments and repairs will not go to waste on strangers. He also reminisces about the elm trees and the lilac, wisteria, peonies, and daffodils that grew nearby before the construction of the apartment buildings: Remember those two beautiful elm trees out there? These evoke notions of beauty and plentiful growth. More specifically, elm trees are to typify inner strength and intuition. Lilacs stand for innocence and self-assurance; wisteriaShow MoreRelatedSymbolism In Arthur Millers Death Of A Salesman717 Words   |  3 PagesArthur Miller’s â€Å"Death of a Salesman† takes place in New York City in the late 1940’s. This play chronicles the life of Willy Loman, who often reflects upon his life and the decisions he has made. Miller characterizes Willy as guilt-stricken by his decisions and driven for his children to achieve wealth and success through the use of symbolism, idioms, and similes. Miller uses symbolism to develop dimensions of Willy’s character. During one of his flashbacks, Willy remembers his affair with a womanRead MoreEssay on Symbolism in Arthur Millers Death of a Salesman1197 Words   |  5 PagesSymbolism in Arthur Millers Death of a Salesman Arthur Miller’s play, Death of a Salesman is wrought with symbolism from the opening scene. Many symbols illustrate the themes of success and failure. They include the apartment buildings, the rubber hose, Willy’s brother Ben, the tape recorder, and the seeds for the garden. These symbols represent Willy’s attempts to be successful and his impending failure. When Willy and Linda purchased their home in Brooklyn, itRead More Symbolism in Arthur Miller’s Death of a Salesman Essay967 Words   |  4 PagesSymbolism in Arthur Miller’s Death of a Salesman In his play, Death of a Salesman, Arthur Miller employs many symbols to illustrate the themes of success and failure.   They include the rubber hose, the tape recorder, and the seeds for the garden.   These symbols represent Willys final, desperate attempts to be successful and the failure he cannot escape.  Ã‚  Ã‚   The rubber hose represents both success and failure.   It is attached to the gas main in Willys house and provides him with the opportunityRead MoreArthur Miller Criticism913 Words   |  4 Pages Arthur Miller is a highly distinguished author. He is considered by many to be one of Americas greatest writers. As distinguished a writer he is, Miller deserves to be selected for a spot in the prestigious American Author Hall of Fame. His works meet the criteria for the American Authors Hall of Fame since they have themes important to society, are unique, and have universal appeal. Arthur Millers works meet the American Author Hall of Fames first criteria by dealing with themes highly importantRead MoreArthur Millers Death of a Salesman Essay904 Words   |  4 PagesArthur Millers Death of a Salesman Arthur Millers play, Death of a Salesman contains many themes of success and failure. They include the apartment buildings, the rubber hose, Willys brother Ben, the tape recorder, and the seeds for the garden. These symbols represent Willys attempts to be successful and his impending failure. In the start Willy and Linda moved to a home in Brooklyn, as it at the time seemedRead More Reality and Illusion in Arthur Miller’s Death of a Salesman Essay1088 Words   |  5 PagesReality and Illusion in Arthur Miller’s Death of a Salesman In Arthur Miller’s play, Death of a Salesman, a major theme and source of conflict is the Loman family’s inability to distinguish between reality and illusion.   This is particularly evident in the father, Willy Loman.   Willy has created a fantasy world of himself and his family.   In this world, he and his sons are men of greatness that â€Å"have what it takes† to make it in the business environment.   In reality, none of them can achieveRead MoreDeath Of A Salesman Literary Analysis768 Words   |  4 PagesFormal Essay 2: Drama Arthur Miller’s Death of a Salesman is based in post-World War II America where a man named Willy Loman has the hopes and dreams of becoming a well-esteemed, successful salesman. However, throughout the play, it becomes evident his pride and delusion interfere with this dream and having the model family. The playwright uses symbolism and several forms of irony throughout the play to deepen the plot and intensify the conflict, as well as further illustrate the characters. ThroughoutRead MoreWomen’s Treatment in Death of a Salesman1463 Words   |  6 PagesWomen’s treatment in Death of a Salesman December 11, 2012 Abstract In our today’s men and women hold equal rights, however, in times prior to the 1950’s the majority of people would agree men held favorable positions and were said to be superior over women. Unfortunately this behavior still exists in countries. Arthur Miller’s, Death of a Salesman probes into these issues and solidifies how the past plagued woman. Miller categorizes women into two buckets; housewives or whores. TheRead MoreEssay about Marxism and the Fall of Willy Loman in Death of a Salesman2986 Words   |  12 PagesUnited States endured internal battles in political ideologies between capitalists and Marxists, which is the focus of Arthur Miller’s play Death of a Salesman. According to Helge Normann Nilsen, author of â€Å"From Honors At Dawn to Death of a Salesman: Marxism and the Early Plays of Arthur Miller,† the Great Depression had a profound impact in forming the political identity of Arthur Miller: â€Å"The Great Depression created in him a lasting and traumatic impression of the devastating power of economicRead MoreDeath of a Salesman - Materialism Alienation1696 Words   |  7 PagesModern Tragedies deal with modern issues such as materialism, consumerism, procrastination and alienation. To what extent does Death of a Salesman show evidence of at least two of these issues, and how does Miller present them? Arthur Miller’s ‘Death of a Salesman’ is a modern tragedy; one that incorporates both the tragic genre presented in theatres for centuries as well as essences of the modern world we live in. Materialism is a modern phenomenon, something which possibly began due to the American

Playing Video Games Is Beneficial To Children - 1220 Words

Across the continents, people are turning to new technological developments for entertainment. Unlike the previous generations who were fascinated by television and radio, the current generations are much more advanced regarding their choices of technology, relying on their smart phones, tablets, and game consoles to help them pass their free time. Todays youngest generation in particular, enjoys playing video games. Although parents may be concerned about the amount of time their children are spending on these video games, they should realize the numerous benefits to playing video games that have been identified, including increased problem solving skills and better grades, various health benefits, decreased stress and increased social†¦show more content†¦Mental health improvements are also a strong possibility through the use of video games. Most specifically stress. Stress has become an epidemic in our society. Were always on the go and its hard to take a break. Vide o games can actually relive stress in a couple of ways. First of all they make you slow down and take a break to play. Hopefully, the gaming time will be enjoyable as well. Gaming also give people a chance to vent or blow off steam. A recent scientific study had this to say, â€Å"I’ve conducted many clinical studies in the area of recreational therapy in the past, but this was the first one seeking to determine the potential therapeutic value of video games. The results of this study are impressive and intriguing, given the extent of the effects of the games on subjects’ stress levels and overall mood. When coupled with the very high degree of confidence we have in those results based on the methodology and technologies used, I believe there is a wide range of therapeutic applications of casual games in mood-related disorders such as depression and in stress-related disorders including diabetes and cardiovascular disease (Russoniello 1).†That is interesting and promising information, because stress is one of the biggest causes of suicides and diseases. A non-invasive way to correct these problems, such as playing video games, sounds like an ideal solution. Media sources have beenShow MoreRelatedVideo Games And Its Effects On Young Children891 Words   |  4 PagesTech Savvy Children According to the Entertainment Software Rating Board in 2010, sixty percent of households play video games (Video Game Ind.). It is not surprising that in the technical age we live in, people are playing video games more than ever. Inevitably, this brings into question the violent nature of some popular video games and their potentially dangerous and harmful impact on young children. â€Å"Video game addiction is without a doubt, becoming this century’s most increasingly worrisomeRead MoreEssay Video Games Speech Outline728 Words   |  3 PagesPersuasive Speech Outline Matt King CMST 220 Video Game Speech 6-12-13 * Attention grabber/introduction - Slaying dragons, defending your planet from alien invasion, or bouncing on the heads of koopas and saving the same princess who gets caught every time? Sound Familiar? If you’re anything like me you have tried all of these. Of course not literally but I’m sure you have all played a video game that has let you do something crazy and exciting you couldn’t normally do. * Can I getRead MoreInformative Speech : Video Games And Violence1316 Words   |  6 PagesTopic: Video Games and Violence General Purpose: To Persuade Specific Purpose: My audiences will stop playing video games long enough not to cause people to exhibit aggressive behavior. Proposition: We should not play video games for long periods of time in order to avoid addiction and aggression Introduction: I. Attention Getter: * To start off how many of you guys play video games? (Video) Imagine you’re the person playing this video game. How do youRead MoreThe Negative Effects Of Video Games1523 Words   |  7 Pagescontinues to market to children and to create an increasing number of violent games. It appears that this billion dollar industry has a blatant disregard for the public’s wellbeing. Because of these claims of detrimental effects, anti-game laws have made their way to the Supreme Court. These proposals have been rejected repeatedly. This is not done just because of our right to freedom of speech. These court cases are won by the gaming industry because no link between violent video games and acts of violenceRead MoreBenefit Of Video Games Essay1204 Words   |  5 PagesVideo games have quickly become the new major source of entertainment for the youth and the upcoming adults of the world. The youth seem to be giving more of their free time to video games. However, they have always seemed to have a bad reputation with many people of all generations. People are starting to believe more and m ore that video games are nothing but trouble. They feel as if video games are a waste of time and the youth could be using the time they spend on video games on more productiveRead MoreDangers Of Video Games880 Words   |  4 Pagesmost children like to play video games. Sometimes, parents have seen their children the violence and aggression. Video Games helpful or dangerous. Video Games have developed dramatically. It has been a controversial discussion of whether video games are helpful or dangerous to a child. Indeed some are of the view that video games are dangerous because it has a negative impact on the health for children, and because they have filled with violent content. However, in my observation, some video gamesRead MoreEffects of Video Games on Children and Teenagers Essay1251 Words   |  6 PagesEffects of Video Games on Children and Teenagers In recent years, technology has developed very rapidly. This has led to many arguably both positive and negative changes in our everyday lives. One such change was the increased accessibility of personal computers and gaming consoles as well as the introduction of numerous video games. Due to their entertainment value, these games gained popularity among children and teenagers. Although many concerns have been voiced related to playing video games, especiallyRead MoreVideo Games Have A Negative Influence On Young People1600 Words   |  7 Pagessociety often depict video games to have a negative influence on young people. However, playing video games is more beneficial than people would think. Playing video games have many advantages, such as they help increase and develop cognitive functions, mental health, and more often than most they are educational. Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, 2007. This book looks at the educational level of what video games have to teach us. GeeRead MoreVideo Games, Which Have Been Around For Quite A While Now1106 Words   |  5 PagesVideo games, which have been around for quite a while now is usually perceived as an exciting thriller to most. The use of video games ranges from young children to older men and sometimes women. The video game industry has had a huge expansion in technology and gaming techniques in the recent years causing it to be more appealing to the public eye. Although video games normally have ratings for certain age groups, they are played by everybody no matter the age. There has been an increase in theRead MoreVideo Games Effects On Teenagers1716 Words   |  7 Pagesform, and video gaming is a huge part of our culture. You can ignore or embrace video games and imbue them with the best artistic quality. People are enthralled with video games in the same way as other people love the cinema or theatre† (Serkis, n .d.). Video games have shot onto the scene within the past 50 years. With technology advancing as fast as it has today, video games are becoming more and more realistic, as well as inherently more violent. The pressing question of today’s video games is, are

Ancient Egyptian Math Free Essays

In the ancient times, Egypt was a very large, complex nation. The ancient Egyptians did many things, but did they use Math? There are several evidences that the Egyptians, indeed used mathematics. Most of our knowledge of Egyptian math comes from two mathematical papyri: The Rhind Papyrus, and the Moscow Papyrus. We will write a custom essay sample on Ancient Egyptian Math or any similar topic only for you Order Now These documents contain many ancient Egyptian math problems. We also know the Egyptians used math just by looking at their architecture! The Great Pyramid at Giza is an incredible feat of engineering. This gives us one clear indication that the society had reached a high level of achievement. Another indicator is that early hieroglyphic numerals can be found on temples, stone monuments and vases. Beginning with the basics, here is how the Egyptians used math: Number System: The Egyptians had a base 10 system of hieroglyphs for numerals. This means that they had separate symbols for one unit, one ten, one hundred, one thousand, one ten thousand, one hundred thousand, and one million. For example, to make up the number 159, fifteen symbols are required:1 â€Å"hundred† symbol, 5 â€Å"ten† symbols, and 9 â€Å"unit† symbols. Over time the Egyptians came up with another form of numbers. These numbers were called â€Å"hieratic numerals†. These numerals were much more detailed, but more memorization was needed to remember all the symbols. The Hieratic Numerals included the numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9,10, 20, 30, 40, 50, 60, 70,80, 90, 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000 With this system, only a few symbols were needed to form large numbers. For example, the number 777 only uses 3 hieratic symbols, instead of 21 hieroglyphs. Adding and Subtracting: Adding and subtracting was a very simple process. All you would do was take the two numbers you were adding together and put the same symbols into the same group. For example, say that P stands for 1, and M stands for 10. All you need to do is add the numbers 15 and 27 together. PPPPP M = 15 PPPPPPP MM=27 To add those together we simply combine them. PPPPPPPPPPPP MMM= PP MMMM (42) The same process is used for subtraction. Multiplication: To multiply 2 numbers of any size, all you need to know is how to add. To multiply 2 numbers you would write them in a column form. Let’s multiply 36 and 21. We write the equation like this: 36 x 21 Below the two numbers each make 2 columns. The first column always begins with the number 1, and each number in that column doubles each time you write it. o your first column would look like this: 36 x 1 2 4 8 16 32 64 128 For the 2nd column, under the 21, begin with the number you are multiplying, and double that number each line. 21 21 42 84 168 336 672 1344 2688 In the end you should have two columns that look like this: 36 x 21 1 21 2 42 4 84 8 168 16 336 32 672 64 1344 128 2688 You then take numbers fr om the first column that will add up to 36: 32+4 = 36 Next plug in the corresponding numbers in the 2nd column to the equation that makes up the first number (in this example the number is 36). For example, the corresponding number to the number 2 is 42. The number across from the number 32 is 672, and the number across from the number 4 is 84. All I have to do is add those 2 numbers together: 672+84= 756 36Ãâ€"21=756 And there is your answer! Division is a reversal of the multiplication process: 300/25 1. 25 2. 50 4. 100 8. 200 16. 400 32. 800 64. 1600 200 + 100 = 300 Match the corresponding numbers: 8+4 = 12 The answer is 12. These multiplication, division, addition, and subtraction methods are all found on the Rhind and Moscow papyrus. What are these Papyri? They are ancient documents from around 2000 BC that have many advanced math formulas and problems on them. The Rhind Papyrus: The Rhind Papyrus is named after the British collector, Alexander Rhind, who found it in 1858. The Rhind Papyrus is located in the British Museum, and contains mathematics problems and solutions. There are 84 math problems including simple equations, geometric series simultaneous equations, determining, geometric series, and simple algebra found on the papyrus. The Moscow Papyrus: In the 19th century, an Egyptologist- Vladimir Golenishchev, found the apyrus and brought it to Russia. The Moscow papyrus contains only about 25 math problems. Of the 25 math problems, 7 of them are geometry. The papyrus is now located in the Museum of Fine Arts in Moscow The Ancient Egyptians obviously had a very good understanding of mathematics. They looked for patterns and found ways to add, subtract, multiply and divide. They came up with many formulas and tricks they helped their societies become more advanced. They have contributed much to our modern math world. So, the lesson to learn from this? Don’t underestimate math. Math is in everything! How to cite Ancient Egyptian Math, Papers

Film Analysis of Gallipoli Essay Example For Students

Film Analysis of Gallipoli Essay Feature Film Analysis Gallipoli (directed by Peter Weir)Gallipoli, as the title suggests, is a portrayal of the historical event in which thousands of Australian soldiers went off to fight for their country. Peter Weir, the director of Gallipoli has not simply presented the facts about the war, nor has he tried to relay the story of this time, instead he has attempted to convey the legend of Gallipoli through the Australian’s feelings towards the event using pre-existing myths to portray this tragedy of war. In this analysis the main method of approach to the study of the film will be focusing on the Australian cultural values and myths that are presented in Gallipoli and how they are conveyed through the use of film techniques and the elements involved. Overall through the study of the above it will be shown how Gallipoli works as a cultural text and how readers interpret these cultural meanings. Gallipoli starts off being presented in circular narrative, revolving around the two central characters Archy and Frank in their two separate environments. By commencing the film in this way, viewers are given the opportunity to see the differences in character both in their overall appearance as well as their values and beliefs. The difference in the appearance of the characters can be read at a connotative level of meaning Archy is the blonde hair, blue eyed, candid, innocent and naive â€Å"Noble bushman†. The clothes he wears are always light in colour (as is his complexion) symbolising his purity and innocence. Frank, on the other hand, is seen dressed in darker clothes, has dark hair and complexion, is cunning, worldly and a battler. We will write a custom essay on Film Analysis of Gallipoli specifically for you for only $16.38 $13.9/page Order now We see evidence of this opposition in the fact that Archy is still under parental and adult authority living in the outback, in contrast to Frank who is a city boy who does whatever he pleases. The first time that these characters meet, which is in a championship sprinting race, viewers are given clues as to the bond (’mateship’) that is going to be formed through the use of camera and editing. Sprinting down the track at opposite ends of the lane we see Frank (dressed in black) look over at Archy (in white) to check on the competition. From a subjective camera angle viewers then see Frank from Archy’s point of view and know that this is to show the determination to beat his opponent. The other use of camera techniques that demonstrate the relationship between the central characters is the move from a long shot of Frank and Archy at opposite ends of the screen to the final shot of the race in which the characters are together in the centre of the screen this mis e en scene showing the closeness of Frank and Archy is used frequently throughout the film and will be discussed again further in the analysis. Mateship as an Australian myth is quite dominant in the film, this occurring between all of the Australian soldiers and coming out even stronger in the bond between Archy and Frank. Weir has chosen to represent this mateship coming from the competitiveness of the Australian men. Archy and Frank are seen competing in their first scene together the big race and from then on there are many more competitions (especially running) between them, always showing Frank just that little bit slower than Archy. For example to the camel man in the desert, to the pyramids in Cairo and to the water at Gallipoli. This is very important in the understanding of the final scene, when although they are not competing they are both running with determination Archy to save his country, Frank to save his mate. In the scenes where we see Frank and Archy crossing the harsh Australian desert we see the myth of mateship being strengthened as they depend on each other for survival. It is the mise en scene in these shots that demonstrates this friendship. Long shots have been intentionally selected to show the desert setting and have also succeeded in placing the two characters on centre screen in very close proximity to each other showing the closeness of their friendship. It is also in this desert crossing scenes that we gain an insight into not only as to the values that the characters hold but also into the dominant Australian values that the film is conveying. â€Å"It’s not our bloody war it’s an English war†. This remark from Frank was met with â€Å"You’re a bloody coward† from Archy. It is these few comments passed between the two that demonstrate that whilst Australia may hold a contemptuous attitude towards the British (Frank’s values), it is Australia as a country that they should be fighting for. Archy represents the films values of Australian patriotism and loyalty through his attitude towards the war, however also demonstrates the naivet of a lot of the men going off to the war when he tells the camel man that he doesn’t actually know what the war is about. Overall in the characterisation of Frank and Archy, Weir has presented audiences with the stereotyped cultural myth males of Australia Frank as the ‘Ocker’ (larrakin traits) and Archy as the ‘noble bushman’. This is shown to viewers through all of the above presentation of values as well as the way that they speak and act (Frank acting on impulse and Archy thinking things through, persistent). .ufa95719fc9b1557e19f496076c39171b , .ufa95719fc9b1557e19f496076c39171b .postImageUrl , .ufa95719fc9b1557e19f496076c39171b .centered-text-area { min-height: 80px; position: relative; } .ufa95719fc9b1557e19f496076c39171b , .ufa95719fc9b1557e19f496076c39171b:hover , .ufa95719fc9b1557e19f496076c39171b:visited , .ufa95719fc9b1557e19f496076c39171b:active { border:0!important; } .ufa95719fc9b1557e19f496076c39171b .clearfix:after { content: ""; display: table; clear: both; } .ufa95719fc9b1557e19f496076c39171b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa95719fc9b1557e19f496076c39171b:active , .ufa95719fc9b1557e19f496076c39171b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa95719fc9b1557e19f496076c39171b .centered-text-area { width: 100%; position: relative ; } .ufa95719fc9b1557e19f496076c39171b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa95719fc9b1557e19f496076c39171b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa95719fc9b1557e19f496076c39171b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa95719fc9b1557e19f496076c39171b:hover .ctaButton { background-color: #34495E!important; } .ufa95719fc9b1557e19f496076c39171b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa95719fc9b1557e19f496076c39171b .ufa95719fc9b1557e19f496076c39171b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa95719fc9b1557e19f496076c39171b:after { content: ""; display: block; clear: both; } READ: Diabetes Mellitus EssayThe settings that are used are representative of many myths and values of the Australian heritage as well as being connotative of the action that takes place within them. Firstly, there are three settings and although they are all deserts, they all convey a different message. Starting off we (as viewers) are positioned in the Australian desert in which we feel at ease in because although it is harsh, it is familiar. This is presented through Archy as he runs across the baron land with no shoes on. He does get cut feet and de-hydrated but because of the use of subjective camera audiences see this through Archy and feel the same sense of determination and achievement that he does in accomplishing this. Australian values of the land include the myth (particularly for the noble bushman) that Australians are at ease with nature and therefore when reading this film, we know that although Archy and Frank may struggle at times in crossing the desert that they will survive that challenge because they are â€Å"Aussie battlers†. The Australian desert (the vastness showed by a panning shot) is contrasted rapidly in the scene when we see Archy and Frank arrive at Perth station. The high camera angle shows that Archy is unsure and intimidated by the new and busy surroundings of the city compared to the valued openness and isolation of the outback, the audio here of trains, voices and the bustle of the city help make the viewers understand the limitation that Archy feels. The next setting that Archy and Frank encounter is the Cairo desert. This presents no problem for the Australians as it is not nearly as harsh as the Australian desert. This ease is demonstrated by the friendly game of football between the soldiers and yet another race between Archy and Frank. However it is in this desert setting that we see more Australian cultural myths and values emanate as the Australian soldiers interact with the British and the native Egyptians. Myths of the Australian figure as being anti-authoritarian, anti-British and racist emerge in this setting. Riding along on some donkeys we see several of the Australian soldiers salute and ridicule the British Officers by mimicking them with false accents and pompous attitudes showing that they are there simply to fight for Australia and not for somebody else’s war. This is also shown through the Australians ignoring instructions from the British during training sessions, they show complete lack of respect for the British and even more contempt for authority. Their racist attitudes are demonstrated on many occasions when they shove the natives out of the way, criticise the women as being disgusting (yet still use them for sex), ruin their shops without apologising for mistakes and sneer at their customs, e.g. Frank laughs at the belief behind the pharaohs. These values and attitudes appear as cultural myths whether or not they are true and they are represented very strongly as part of Australian film and Weir expresses them clearly in this film. The last setting that is significant is that of the desert in Gallipoli. It is here that we realise the significance of the three deserts as each being a stage of Australia emerging more towards nationhood, Gallipoli being that final goal. It is in Gallipoli we see that there is a war taking place not just with the Turks but a private battle between Australia and Britain. The camera angles that are used are objective in that they follow the 180* rule and allow us (as viewers) to see the happenings from our own perspective, however because of our bond formed with Archy and Frank and our associating with Australian values created previously we tend to view from their point of view anyway. Everything that the camera shows us we look at from an Australian soldiers perspective because of the suture process in which we have already been â€Å"stitched† into a spectator position. Gallipoli desert is not seen as friendly and is depicted as the enemy e.g. when we see Frank stumbling on rocks and falling down cliffs. It is this desert that sees the death of Archy because of the desert restricting Frank to stop the soldiers from running (also showing once again that Frank was that one step slower than Archy.) The camera shots that we see of the Gallipoli desert are low angle (from the trenches) making the land seem larger, intimidating and superior to the Australian power. Also we get a shot/reverse/shot when the boats are approaching Gallipoli, allowing us to see the mess of war before us and appealing to our emotions before we then see Frank and Archy’s reactions to the sight (site) back in the boat. The oppositions that are presents in the film are critical in the way that we read elements of the film. The openness and isolation of Australia compared to the Cairo bazaar and the Gallipoli trenches makes readers aware not just of setting but the ugliness of the war itself sound of silence in the outback are contrasted with the haggling traders, snake charmers, donkeys, explosions and screams penetrating the not-Australia. Readers can identify with the time and place of the film and make comparisons between the oppositions. .ucc333b9565be2a931dc847dd0e9611bf , .ucc333b9565be2a931dc847dd0e9611bf .postImageUrl , .ucc333b9565be2a931dc847dd0e9611bf .centered-text-area { min-height: 80px; position: relative; } .ucc333b9565be2a931dc847dd0e9611bf , .ucc333b9565be2a931dc847dd0e9611bf:hover , .ucc333b9565be2a931dc847dd0e9611bf:visited , .ucc333b9565be2a931dc847dd0e9611bf:active { border:0!important; } .ucc333b9565be2a931dc847dd0e9611bf .clearfix:after { content: ""; display: table; clear: both; } .ucc333b9565be2a931dc847dd0e9611bf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucc333b9565be2a931dc847dd0e9611bf:active , .ucc333b9565be2a931dc847dd0e9611bf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucc333b9565be2a931dc847dd0e9611bf .centered-text-area { width: 100%; position: relative ; } .ucc333b9565be2a931dc847dd0e9611bf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucc333b9565be2a931dc847dd0e9611bf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucc333b9565be2a931dc847dd0e9611bf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucc333b9565be2a931dc847dd0e9611bf:hover .ctaButton { background-color: #34495E!important; } .ucc333b9565be2a931dc847dd0e9611bf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucc333b9565be2a931dc847dd0e9611bf .ucc333b9565be2a931dc847dd0e9611bf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucc333b9565be2a931dc847dd0e9611bf:after { content: ""; display: block; clear: both; } READ: Finding Hope EssayThe poor representation of the British in Gallipoli is not only conveyed through the bad attitude of the Australian soldiers but also through the use of camera positioning and lighting. When in Gallipoli there are several scenes in which the chief British officer is seen from a low camera angle this does make him appear superior, however the lighting on his features also makes him seem evil (shadowy) and once again is contrasted to the Australian seen in full light (honest, decent).The pulling focus in the scene in which Frank encounters the Chief English officer is close up and pulls Frank into focus to show his lack of trust and disregard for the man, when it returns to focus on the officer we know that he is being deceitful and we are not to trust him. Technical and symbolic codes are used extensively throughout this film to create both cultural and film meaning. In the war trenches at Gallipoli viewers are not only encouraged to identify with the reality of the setting by the use of camera angles and what is shown but also by what is heard and how it is shown. For example the explosions that are heard combined with the shaking of the camera makes it seem as though we are really there, enhancing the diegetic effect and allowing viewers to identify with the action. Extreme close ups are used more often at Gallipoli to build on the suspense and allowing viewers to read the tension and emotion surrounding the soldiers. Examples include hands preparing ammunition (this is the real thing), a final handshake (once again the value of mateship) and close ups of soldiers discussing the seriousness of war (showing fear and suspense). In a near final scene a close up of the soldiers placing their personal items in the trench and writing final letters (accompanied by silence) shows a mixture of their bravery and fear and the real drama of war. It is these final scenes (and especially the one in which Archy dies) that captures the Australian values of ANZAC’s and the ‘digger’ legend as being a true essence of Australian culture. The high camera angle that is used when the men are being sent over the top of the trenches and out on to the battle field as well as the panning shot that is used repetitively has been constructed to show the f utility of war. Weir is conveying one of the main messages of the film in the waste of young life and what an unnecessary event war really is. This message is also relayed when we see the Australian officer also re-thinking his values, he then turns and tells the camera (us) † All right men, it’s time to go.† He knows their efforts will be wasted and they will all be killed anyway, this speech simply adding to the theme of waste and also to the negative ending that is to follow. Symbolic codes that have been repeated all the way through the film come together in the final scenes as their true meaning is revealed. Archy’s motivational speech, the close up of running feet, the victory pose ending a race and the picture and sound of the whistle are all used in the final scene for the purpose of allowing readers to identify with character, the themes of the film and the Australian myths and values that the film represented. â€Å"What are your legs? Steel springs. What are they going to do? Hurl me down the track? How fast can you run? As fast as a leopard. How fast are you going to run? As fast as a leopard. Well go do it then.† This small speech recited by Archy before he is going to run is suicide dash at the end of the film serves to demonstrate the true meaning of why Archy went to war in the first place. Echoing his determination to win prior races and do his Uncle proud, in this determination Archy knows he will not win but is going to give his best shot to do his whole country proud the Australian value of patriotism and loyalty being conveyed. Gallipoli at this point presenting Archy to us as the embodiment of the Anzac myth, dying at the fault of the British. Repeated images of the whistle blowing to start a race and shots of running feet throughout the film are used again in the final scene and it is almost as though the other shots were a foreshadowing (or even a juxtaposing) for this event. The whistle and feet symbolising the journey that Archy encountered and summarising his will and determination to do Australia proud. As in other Australian films (Breaker Morant, Sunday too far Away) the ending is negative with the death of Archy, however the final technique of a freeze frame allows viewers to see him remain on his feet in a victory stance (the same one we see each time he runs through the ribbon at the end of a race) and never fall. This adding meaning to the fact that Archy knew he was going to die but still felt he had accomplished something by going to war.

The tragedy cannot exist in your analysis of Hamlet Essay Example For Students

The tragedy cannot exist in your analysis of Hamlet? Essay In the situation wherein God is dead, then, tragedy of an Aristotelian nature categorically cannot exist, whether in terms of strict form or in terms of audience reaction to the situation presented. Conversely, suppose that God is indeed clearly known: under such circumstances, Hamlet is highly likely to let God judge the fate of Claudius, even to forgive Claudius, thus revenge cannot be exacted, directly violating Freytags Pyramid in that there would be no rising action or climax, meaning that the situation does not become worse for the tragic hero, inhibiting mythos. We will write a custom essay on The tragedy cannot exist in your analysis of Hamlet? specifically for you for only $16.38 $13.9/page Order now Additionally, the lack of climax would mean the eradication of any feeling of catharsis, a crucial aspect of tragedy. It is the feeling of catharsis, according to Aristotle, which allows the audience to gauge emotions correctly, meaning that he thinks of tragedy as a calibrator of sorts. Fundamentally, the scale of the tragedy witnessed in the play would usually dwarf the problems in the lives of the audience, purging them, theoretically making them feel happier: this cathartic concept in particular central to the primary purpose of tragedy thus, the removal of the cathartic effect and of mimesis through verification of God has a hugely weakening effect on tragedy. However, speaking from a Marxist perspective (which is of course the perspective from which the quote in the title is derived), catharsis is not always desirable. Bertolt Brecht, another Marxist and a prominent dramatist, believed that his plays should be a representation of reality, but not reality itself: he did not want a perfect representation of human emotion, which Constantin Stanislavski endorsed, but instead proposed his own Verfremdungseffetkt or distancing effect theory, making scenes alien to the audience in order to discomfort them: he is scathing of Aristotles idea of catharsis in Poetics in his own theoretic work A Short Organum for the Theatre, saying that the cathartic effect left the audience unconcerned, even apathetic, that what the ancients, following Aristotle, demanded of tragedy is nothing higher or lower than it should entertain people9, rather than making them recognise social injustice and feel a sense of duty to society. Thus the removal of catharsis via the confirmation of Gods existence, while diminishing an Aristotelian aspect of tragedy, may well enhance Marxist tragedy. In the event that God is clearly known, perhaps Claudius does not kill King Hamlet at all, as the ultimate consequences of his actions would be laid bare before him, and the fear of damnation exceeds his greed, meaning the entire plot (mythos, which includes peripateia and nearly all aspects of tragedy) collapses. Even if Hamlet chooses to seek revenge, he would be seen as foolish by the audience (especially the typical Elizabethan audience, who were typically God-fearing and strongly Christian), as he knows that God will unquestionably punish him, and that God would have punished Claudius regardless of Hamlets own actions, again diminishing pathos and with it the overall tragic qualities of the play. However, perhaps tragedy may still exist in a less strict sense if God is dead or clearly known. If God was clearly known, and yet the killing of King Hamlet, who the audience have been told multiple times was a just and honest ruler (So excellent a king that was, to this, Hyperion to a satyr10), was allowed to continue, the (short-term, at least) success of evil over good could yet inspire pathos, a feeling of sympathy from the audience towards Hamlet (although this may be more the case for the more emotionally empathetic and less God-fearing modern audience rather than the more devoutly religious Elizabethan audience), as he must then question the morality of God, pondering whether God is necessarily omnibenevolent there would still be scope for uncertainty, even with the verified existence of God. .u6104d77681d377e56f607adee712301c , .u6104d77681d377e56f607adee712301c .postImageUrl , .u6104d77681d377e56f607adee712301c .centered-text-area { min-height: 80px; position: relative; } .u6104d77681d377e56f607adee712301c , .u6104d77681d377e56f607adee712301c:hover , .u6104d77681d377e56f607adee712301c:visited , .u6104d77681d377e56f607adee712301c:active { border:0!important; } .u6104d77681d377e56f607adee712301c .clearfix:after { content: ""; display: table; clear: both; } .u6104d77681d377e56f607adee712301c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6104d77681d377e56f607adee712301c:active , .u6104d77681d377e56f607adee712301c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6104d77681d377e56f607adee712301c .centered-text-area { width: 100%; position: relative ; } .u6104d77681d377e56f607adee712301c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6104d77681d377e56f607adee712301c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6104d77681d377e56f607adee712301c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6104d77681d377e56f607adee712301c:hover .ctaButton { background-color: #34495E!important; } .u6104d77681d377e56f607adee712301c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6104d77681d377e56f607adee712301c .u6104d77681d377e56f607adee712301c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6104d77681d377e56f607adee712301c:after { content: ""; display: block; clear: both; } READ: A Critical Analysis Of A Midsummer Nights Dream EssayIn Hamlet, uncertainty is the key to tragedy: it is uncertainty which lends Hamlet his fatal flaw, which results in the mistakes that lead him to his ineluctable death and the collapse of the Danish royal family. Also, ambiguity concerning the nature of the Ghost and its importance relative to God (should God exist) could also inspire procrastination within Hamlet: should he obey his father, his creator, or the ultimate creator? Furthermore, as mentioned above, the apparent declining importance of God in Hamlets motivation and reasoning as the play progresses is indicative of the fact that tragedy can still exist (and no t be hugely impacted at that) without God as a factor. It is therefore possible to achieve aspects of tragedy while categorically affirming or denying the existence of a God. Overall, though, the general ambiguity regarding God is vital in preserving true tragedy. Goldmanns quote may have been borne mainly out of his Marxist tendencies, but its message holds true for Hamlet. And while it has been established that certain facets of tragedy (pathos and hamartia) can remain in the face of hypothetical absolute truth, some components of tragedy are usually lost when God is dead or clearly known, as hope and faith, according to Marxism at least, fuels acceptance of social injustice and perpetuates suffering. BIBLIOGRAPHY Hamlet William Shakespeare Critique of Hegels Philosophy of Right Karl Marx Marxist Literary Theory Terry Eagleton Drew Milne Word Count 1615 1 Karl Marx, Critique of Hegels Philosophy of Right: (Cambridge University Press, 1970), p. 1 2 William Shakespeare, The Tragical History of Hamlet, Prince of Denmark, The Second Quarto 1604-5, (The Arden Shakespeare, 2006), p. 285 3 Shakespeare, Hamlet, p. 176 4 Shakespeare, Hamlet, p. 278 5 Shakespeare, Hamlet, p. 285 6 Marx, Critique of Hegels Philosophy of Right, p. 2 7 Marx, Critique of Hegels Philosophy of Right, p. 2 8 Shakespeare, Hamlet, p. 176 9 Bertolt Brecht, A Short Organum for the Theatre, in Marxist Literary Theory by Terry Eagleton Drew Milne, (Blackwell Publishers, 1999) p. 110 10 Shakespeare, Hamlet, p. 177.

Wait Listed Getting Creative Might Be the Answer

Wait Listed Getting Creative Might Be the Answer On April 15, 2010 the New York Times printed an Op-Ed entitled â€Å"The Wait List is the Hardest Part.†Ã‚   The editorial was written by Saffa Khan, a senior in high school who was waitlisted at four colleges. The content of the article was of course valuable, and 17-year-old Saffa gets points for making a Tom Petty reference.   But I’m not concerned with her content.   The thing that caught my attention is simply that a high school senior got published in the New York Times!   Saffa took huge initiative, worked hard to write a piece that would be of value, and put it out there to the world. If you were a college admissions committee, do you think you might take notice? This student stands out amongst all the others who just sit there, waiting, hoping, wondering.   She even stands out amongst the students who send additional essays, or letters about why X school is their first choice, or new letters of recommendation.   All those things might help you to get off the waitlist, but getting published in the New York Times takes the cake. Do you have something you can achieve that is truly out of the ordinary?   Can you get published in a national newspaper?   Win a poetry, science or chess contest or competition?   Self-publish a book?   Solve a problem that hasn’t been solved? If you’re serious about getting off the waitlist, my advice is to follow Saffa’s example – and stop waiting.

Manage Care Essay Example | Topics and Well Written Essays - 500 words

Manage Care - Essay Example Both organizations and individuals in the U.S. managed care system are faced with a challenging situation. First of all, the requirement for high quality care, doubled by the social responsibility to patients, is counterbalanced by an increasing pressure to lower costs and to remain afloat financially. For this reason, numerous health care providers are doomed to fail from a business perspective, being forced to close. More and more practitioners will perform as part of groups or systems, but the process of integration will not impose itself in the short term. Based on these considerations, it can be asserted that no standard model will emerge as dominant. The Institute of Medicine released few years ago a report that red-flagged the poor quality of health care in the US (Institute of Medicine 2001). A number of facts that contributed to this situation were identified, and special emphasis was put on the structure of the present health care payment system. Traditionally, doctors and medical institutions are paid regardless of the quality of the health care they provide, leading to no financial incentives or, in the case of certain clinical situations, even to disincentives for quality. These findings lead to an increasing demand to link payment to performance. The concept of pay-for-performance

BP oil company Knowledge management Assignment Example | Topics and Well Written Essays - 2000 words

BP oil company Knowledge management - Assignment Example This is then followed by a discussion on Knowledge management leadership provision and the research reveals that mid-level BP leadership together with excellence coordinators are responsible for tracking dialogue and knowledge exchange initiatives. The paper also contains an extensive assessment of learning cycle, and this illustrates that the learning sequence is prior to, during and subsequent to any experience and is supported by straightforward process tools. The paper recommends that it is crucial for BP to facilitate sharing of knowledge within its highest quality, in order not to sacrifice integrity of the company and the entire knowledge management system. The group needs to assign more individuals who will be responsible for reviewing, approving and enhancing quality of knowledge and learning cycle before it is shared to other personnel. However, the paper acknowledges that knowledge and learning scheme at BP has resulted in gains amounting to more than hundreds of billions of dollars mostly due to informal personnel networks, in addition to supplementary workplace practices. Introduction BP is among the world leading global oil and Gas Company and it offers its clients with energy for transportation, retail services plus petrochemicals products. The company makes annual sales and additional operating revenues amounting to $375,517 million as of last year. BP has over 83.400 employees spread in over 30 nations with retail sites totalling 21800 (BP Global, 2012). The company has two business segments, which are exploration, production/ refining and Marketing. However, a detached business referred to as, Alternative Energy deals with low-carbon businesses as well as future growth alternatives of oil and gas, such as solar, wind, hydrogen, and bio-fuels. The company business activities are structured into four key areas, comprising the upstream, the downstream, the chemicals, and the gas and power divisions. They all add up to around 150 self-directed bus iness units.   BP organizational structure has changed considerably to be more of an entrepreneurial emphasized business unit. Thus, the company board sets up the goals, come up with broader policy measures, and monitors the group CEO performance (Groot, 2009). However, the board does not manage the group businesses, but it delegates responsibility and executive authority to a single point, that of the CEO who is then responsible for refining and marketing affairs. The argument by BP is that a flat organization enables faster decisions making, and at the same time encourages entrepreneurial creativity from its employees along with ideas being managed better. Below the chief executive officer there is the group vice president along with the senior group vice president in charge of safety and operations, and below them there are regional vice presidents whereby individuals such as refinery managers report directly to them. Thus, every business unit contains a high level of independe nce. nevertheless they all share logic of interdependence, in addition to awareness that so as to fulfil their performance goals they will have to become skilled at both from and by each-other. The central corporate organization helps and supports individual business units, and as such individual performance contracts play a crucial role. This brings out commitment to a set of

Balanced Scorecard and Strategic Decision Making Essay

Balanced Scorecard and Strategic Decision Making - Essay Example It reflects the following core principles: (1) No single measure can provide a clear performance target or focus attention on all the critical areas of the business. (2) The Balanced Scorecard seeks to minimize the common problem of information overload on business leaders by limiting the number of measures used. (3) The approach is a way to clarify, simplify and then operationalize the Mission (Purpose/Values/ Behaviours/Strategy) at the top of the organization (Johnson and Kaplan 1987). The Balanced Scorecard is a measurement framework and concentrates attention on the four primary perspectives of corporate performance. Each perspective focuses on a particular question fundamental to the future prosperity of the overall business (Kaplan and Cooper 1997). Australian organizations have utilized different types of performance measurement covering financial, customer, internal and growth levels. From financial perspective, Australian organization use techniques to measure: profitability (Net Profit Margin and Return on Total Funds), Shareholder Income (Dividend Level and Dividend Cover), company's growth (Sales Trend (year on year growth)) and stability (Gearing (Debt: Equity) Ratio Interest Cover (times)). From customer perspective, it is possible to measure: Customer Care, quality, availability, brand values. From internal perspective, it is possible to measure Staff Retention and employees development, performance and communication. From growth perspective, it is possible to measure innovation and investment opportunities, creativity and company's performance (sales and profit) (Johnson and Kaplan 1987). For each of the Business Objectives the Strategic Key Performance Indicator (SKPI) represents the measurement tool. Related to each SKPI a stretching but achievable target level of performance should be set and clearly communicated to all relevant staff. To achieve this target, specific initiatives need to be identified, implemented and reviewed. The Balanced Scorecard therefore drives performance throughout the organisation. There is a direct line of integration between the Vision of the organization and the Strategy that is being pursued. It also provides the top level scoring' mechanism to ensure each aspect of the business is on-track' (Kaplan and Norton 1992). The financial ratios are applied to the business to examine current achievement and trends. They can also be applied to competitors to enable external benchmarks' of performance to be established. There are many potential ratios available but these comprise those that would be regarded as a core set' designed to provide an overall insight into the business and the challenges facing management. They reflect the typical approaches used by corporate management, business analysts and bankers (Lynch and Cross 1991). The analytical ratios can individually be helpful in the review of past performance, future projections or competitor comparison. In addition there are several vital linkages that should be recognized to further enhance understanding and insight. From an internal perspective the primary driver of performance and success is widely acknowledged to be the competence and commitment of the workforce at all levels. Employees are generally concerned with two aspects: It is these five aspects of Quality, Cost, Delivery, Safety and Morale (QCDSM)

Importance Of Teacher Student Interaction

Importance Of Teacher Student Interaction Teachers who have positive interaction with their students create classroom environments more helpful to learning and meet students developmental, emotional and educational needs. Teaching is a people profession that demands a large amount of time being dedicated to personal interaction. Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, Butterfield, 2003). There are many important factors including productive Teaching and learning. Positive teacher-student interaction can be defined by shared acceptance, understanding, affection, intimacy, trust, respect, care and cooperation (Krause, Bochner, Duchesne, 2006). The Teacher Student relationship depends on very large extent upon effort from both parties although the teacher plays a key role and in fact, the responsibility, to initiate positive interaction. The teacher who is practical in representation, recognition, understanding, intimacy, expectation, respect, care and cooperation towards his or her students not only works at initiating positive teacher-student relationships, but also increases the likelihood of building strong rela tionships that will endure over time (Barry King, 1993). Teacher-student interaction is important for many reasons. Teacher student interaction is highly influence a students skill to change to University, to do well at University, and to relate to peers (Pianta, 1999). Teachers who had positive and secure relationships with students reported that their students were less likely to stay away from school, appeared more independent, more supportive, and busy in learning (Birch Ladd, 1997; Klem Connell, 2004). Teacher-student Interaction has an impact on classroom management and affects learning and growth. According to developmental perspective, the establishment of a positive teacher-student relationship aids a students cognitive, social and emotional growth and enhances their mental well-being (Brazelton Greenspan, 2000). The teacher-student relationships impact productively on a students self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya Cole, 2001; Chickering, 1969; Chickering Reisser, 1993; Cokley, 2000; Terenzini Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur w ithin the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering Reisser, 1993; Lambert, Terinzini, Lattuca, 2007; Pascarella, 1980b; Pascarella Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the li terature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States. Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001). In responding to several implicit, unspoken, and nonverbal cues, students are more likely to interact with faculty members perceived to be sociable, intelligent, showing leadership, supportive, and objective (Babad, Avni-Babad, Rosenthal, 2003; Furnham Chamorro-Premuzic, 2005). Faculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members who are addressed by formal titles (McDowell Westman, 2005). Student-faculty interactions can be formal or informal, occurring either inside or outside instructional settings, with both playing an important role in determining students academic success (Jacobi, 1991). The most frequent type of contact that students have with faculty members typically include situations in which they are asking for information about a course or visiting after class (Kuh Hu, 2001). Faculty-student interactions could take on a more intense flavor in a tutorialstyle classroom, where a faculty member may meet with two students at a time for an hour, eventually interacting closely with about five such pairs of students per week (Smallwood, 2002). Such close, intense, interaction seems to enhance student learning and intellectual stimulation, with both students and faculty valuing the opportunity to know each other at an informal and personal level. Cox and Orehovec (2007) identified four major types of student-faculty interactions with the most important, functional interaction, referring to academic-related interactions outside the classroom. The other three types include personal interactions about some personal issues unrelated to academics, incidental contact maintained by occasional greetings, and finally disengagement, where there is minimal interaction with the faculty member inside the classroom and little or no interpersonal exchange. Even though faculty members may not always be aware of i t, their interactions can have a far-reaching influence on their students. Faculty member-student relations are a strong motivator and indicator of learning (Christensen Menzel, 1998). In particular, Decker, Dona, and Christenson (2007) note that the student-faculty member relationship is more important in predicting students social-emotional functioning than their academic performance. This implies that there is a support-seeking dimension in student-faculty member relationships that can be carefully nurtured to shape positive outcomes for students. Informal interactions with faculty members outside the classroom have been found to have an incremental effect on students motivation over and above the typical predictors of academic performance such as secondary school performance or academic aptitude (Pascarella Terinzini, 2005; Pascarella, Terenzini, Hibel, 1978). Informal discussions with faculty members about intellectual issues are associated with increases in students aspirations to achieve at a hi gher level than would be predicted by pre-enrollment characteristics. Initial interactions with faculty members are also very influential in increasing the value placed on high academic achievement and in compensating for the general student culture that does not typically value such achievement. Mentoring provided by faculty members as a sponsor, confidant, and protector seem to be relatively more important than even peer support, for students who are transitioning into college (Mann, 1992; Shore; 2003). Thus, faculty members seem to play an important role in the overall college experience for new and continuing students. Adolescents who model themselves after their teachers rather than their friends report higher levels of school adjustment (Ryan et al., 1994). Informal faculty-student contacts play a particularly crucial role during the first year in college because they allow students to integrate their academic and extracurricular experiences (Goodman Pascarella, 2006; Pascarell Terenzini, 1977; Pascarella Terenzini, 2005). Further, students reporting high and moderate levels of interactions with faculty members (relative to low interactions) rate their academic program as being more interesting, exciting, and enjoyable, as well as more relevant and necessary for their career. Finally, substantive student-faculty interactions have been found to have a positive impact on students vocational preparation and intellectual development (Kuh Hu, 2001).These findings suggest that student-facultyinteractions have a multidimensional influence on the cognitive and emotional needs of students, thus valida ting the importance of faculty members as role models. Some researchers have found that students who spoke more frequently with faculty outside class and received advice about their educational program reported significantly higher academic self-confidence (Plecha, 2002). This finding is congruent with Endo and Harpel (1982) and Astin (1999)s work showing that interacting frequently with faculty members is part of being academically engaged and students who are more involved do better in college. Similarly, Bjorkland, Parente, and Sathiyanathan (2002) note that students who are in more frequent contact with faculty members and receive more feedback on their performance show remarkable improvement in communicating in a group, competence in their specific field, awareness about their future occupation, and general problem-solving skills. Other reported benefits of such student-faculty relationships include greater satisfaction with academic life, lesser likelihood of dropping out, and feeling more intellectually driven (Hazler Carney, 1993). In support of Chickerings (1969) model, recent data suggest that students engaging in meaningful interactions with faculty members are more likely to have a sense of purpose and competence for succeeding in college (Martin, 2000). Further, students who perceive their faculty members to be caring and have positive informal interactions with them often report greater learning (Teven McCroskey, 1997) as well as satisfaction with college and enhanced intellectual and personal development (Lamport, 1993). When Pakistan was founded in 1947 as a result of the partition with India, the country had only one institution of higher education, the University of the Punjab. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the countrys socio-economic development. In the early 1970s, all of Pakistans educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. For the next decade, Pakistans entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree. In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the countrys sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards. Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions. The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up. According to HEC, there are total 128 recognized Universites in Pakistan, 70 are public and 58 are private. PRIVATE VS. PUBLIC HIGHER EDUCATION While the quality of Pakistans private universities varies widely, they all share some common traits. Most of them have adopted the American model of higher education, which features a four-year bachelors degree and system of credits. Supporters of private higher education believe that non-government institutions can deliver higher quality education and do it far more efficiently than the public sector. They point to the fact that private schools rarely suffer the closures and class suspensions their public counterparts do, and that students enrolled at these schools are more apt to complete their degree programs on time. They also believe that private universities will introduce international standards of competence and accountability.

Criminological Theories Essay -- Legal Issues, Crime

Many of the traditional criminological theories focused more on biological, psychological and sociological explanations of crime rather than on the cost and benefits of crime. More conservative approaches, including routine actives, lifestyle exposure and opportunity theories have clearly incorporated crime rate patterns as a fundamental part of analyzing the economics of crime. Crime statistics are important for the simple reason that they help put theories into a logical perspective. For example, a prospective home owner may want to look at crime rates in areas of potential occupancy. On a more complex level, it helps law enforcement and legislators create effective crime reduction programs. Furthermore, it also helps these agencies determine if crime prevention programs, that have been in effect, have been successful. There are many factors that influence the rates of crime including socio economic status, geographical location, culture and other lifestyle factors. More specifical ly, Messner and Blau (1987) used routine activities theory to test the relationship between the indicators of leisure activities and the rate of serious crimes. They discussed two types of leisure actives, the first being a household pastime, which primarily focused on television watching. The second type was a non-household leisure event which was consisted of attendance to sporting events, cinemas, and entertainment districts. The focus of this paper will be to study the effects that substantial amounts of leisure activities have on the offender and the victim. Leisure activities not only make a crime more opportunistic for offenders, it may also provide offenders with motivation to engage in criminal activity. On the other hand, it may also be argue... ... such as walking in well lit areas, abstaining from areas know as â€Å"hot spots†, and letting someone know your whereabouts, are suggested. Also, these individuals should be aware of the risks that come with certain types of activities. In conjunction to awareness, individuals should be involved in family leisure activities so that their idle hands do not become the devils workshop. Parents provide the primary foundation in the children’s socialization; if this process is not effective or neglected the result could be detrimental. It may lead children to transition into adulthood without the fundamental skills that prevent the development of a criminal disposition. Now that routine activities theory has created a clear understanding of the economics of crime, let’s focus our research on which parenting methods could prevent criminality or crime before if ever develops.

Marketing research report: using SPSS indentify case study Essay

The Questionnaire having 19 key questions to extract consumer’s perception about Auto Online website and the important factors which motivated for consumer to buy online. The research objective is try to identify the important factors motivating to buy online, for consumers and to take action plans further to improve consumer’s needs. The survey mainly concentrating on the following aspects; Consumer’s view on use of Internet, Awareness of Auto Online website, Security, Convenience while making a purchase etc. All these questions were asked on 1 to 5 Ratings scale, so the data collected on 19 factors is an ordinal. The labels taken as Strongly Disagree (1) to Strongly Agree (5) for all the variables: The most prominent way of analyzing these type of data in Descriptive Statistics is Frequency Tables and Cross Tabulations, also Top 2 Box scores for important factors; where Top 2 Box scores is the Percent of respondents for any particular question answered the Top 2 responses, i.e. Strongly Agree and Agree. It will be the best measure to interpret the respective attribute (In terms of Percentages). The important thing to be consider when interpreting the Ordinal Data is that it does not make any significance if we calculate the average forms like Mean or Median. Below are the Frequency Tables which are basically about how consumer thinks about Internet and Making purchase decisions etc. Marketing research report: using SPSS indentify case study 3 Executive Summary: Auto Online is a very â€Å"convenient† website and motivating respondent to buy products online. Most of the respondents aware about Auto Online through web surfing or any search engine. It will be very good if Auto Online website get innovative so that the overall experience with the site will be stronger than what know it is; since consumer is surfing the net as he is looking more information about Automobile products and he can reduce the strain with dealing car salesmen. Analysis and Interpretation: The following tables are the frequency tables for the questions, in what way the internet would be used by the respondent. Here the key questions for Auto Online are â€Å"I use the internet to research purchases I make†, â€Å"The Internet is a good tool to us when researching an automobile†, The Internet should not be used to purchase vehicles† and â€Å"Online dealership are just another way of getting you into the traditional dealership†. Where no single important factor got more than 50% of respondent saying whether â€Å"strongly agree† or â€Å"agree†. So on average a respondent is using internet to research automobile and of course it does not turning him to purchase online, they are thinking that they should not purchase automobiles on line. Since the Percent of respondents for â€Å"The Internet should not be used to purchase vehicles†Ã‚   got only 40% of Top2 Box Score. So on average not more than 40% of respondents turning their Internet use into online purchase for any automobile products. Following tables are the frequency tables on consumer’s perception about buying a new vehicle and don’t like to hassle with car salesmen.

Balancing Chemical Equations

Balancing chemical equations 1. Complete the following sentences, using the words or groups of words in the box below. You may use some words more than once. †¢ as small as possible |†¢ decrease |†¢ molecules |†¢ quantities | |†¢ balance |†¢ different |†¢ nature |†¢ rearranging | |†¢ bonds |†¢ equal |†¢ never |†¢ release of a gas | |†¢ characteristic properties |†¢ heat |†¢ new elements |†¢ rules | |†¢ check |†¢ increase |†¢ nuclear |†¢ signs | |†¢ chemical |†¢ law of conservation |†¢ nucleus |†¢ state | |†¢ chemical equation |of mass |†¢ physical |†¢ stoichiometry | |†¢ coefficient |†¢ mass of products |†¢ precipitate |†¢ subscript symbols | |†¢ colour |†¢ mass of reactants |†¢ products |†¢ transformed | |†¢ counting |†¢ molar mass |†¢ proportions |†¢ whole numbers | a)There are three types of changes in matter: ________________________ changes, chemical changes and ________________________ changes. b)A physical change occurs when the form or the ________________________ of a substance is changed. For example, when liquid water is cooled, it becomes ice.Whether water is in liquid form or in the form of ice, the ________________________ that form water remain the same. The ________________________ of water do not change. c)A ________________________ change alters the ________________________ of a substance. The very nature of the ________________________ is altered: they are no longer the same after the change. This transformation involves ________________________ the bonds between the atoms and forming new molecules. d)A ________________________ transformation involves changes that occur in the ________________________ of the atom. The transformation causes the atoms to split and form ________________________. ) Chemical changes occur when the ________________________ between reactants (initial substances) are broken to form new ________________________ (final substances), whose characteristic properties are ________________________. During this process, the quantities of reactants ________________________, and the quantities of products ________________________. f) We can recognize that a chemical change has taken place by certain ________________________: the ________________________, the emission or absorption of ________________________, the emission of light, a change in ________________________, and the formation of a ________________________. ) A chemical change, or chemical reaction, can be represented by a ________________________, which shows how the change took place. It is useful to identify the ________________________ of the substances (solid, liquid, gas or aqueous solution) with ________________________ in parentheses to the right of the substance. h) The scientist Antoine Laurent de Lavoisier made this famous statement that expla ins the________________________: â€Å"Nothing is lost; nothing is created; everthing is ________________________. † This means that the ________________________ before the chemical reaction is equal to the ________________________ after the reaction. ) To follow the law of conservation of mass, we must ________________________ chemical equations by ________________________ the number of atoms of each element on the reactants side and on the products side of the equation. The appropriate ________________________ must be placed in front of each substance so that the number of atoms on each side of the equation is ________________________. j) Certain ________________________ must be followed when balancing a chemical equation. The coefficients must be ________________________, and they must be ________________________. New substances must ________________________ be added, nor existing substances removed.Subscripts in chemical formulas must ________________________ be changed. Finally, we must ________________________ the equation by comparing the number of atoms of each element on either side. k) When a chemical equation is properly balanced, we can find the ________________________ of reactants needed for a reaction and predict the resulting quantities of products. ________________________ is the study of these proportions. It is essential to maintain the ________________________ of the substances throughout the reaction. We can use ________________________ to convert moles into grams. 2. What kind of change is described by each of the following examples? |a) a worn tire | | | |b) limewater that turns white | | | |c) a bracelet that tarnishes | | | |d) the fission of a uranium nucleus | | | |e) rusting iron | | | |f) mercury that expands in hot weather | | | |g) the fusion of the nuclei of several atoms | | | |h) food being transformed into energy | | | |i) salt dissolving in water | | | |j) radium emitting radiation | | 3.For each of the following exam ples, name at least one sign that a chemical change is occurring. a) A match burns. | | | b) A yellow substance appears when NaI is mixed with Pb(NO3)2. | | | c) Bubbles form when chalk is mixed with hydrochloric acid. | | | d) A bright light appears when a piece of magnesium is burned. | | 4. Write a chemical formula to represent the following situation. Aluminum oxide (AlO), commonly called alumina, is formed by the reaction between aluminum (Al) and oxygen (O2). Balance the equation. | | | | | | 5. Balance each of the following chemical equations by indicating the number of atoms in each molecule involved in the reaction. a) C(s)+ H2(g) + O2(g) ( CH3OH(g) | | | | | | | | | | | | | | | | | | | | | b)Al(s) + O2 (g) ( Al2O3(s) | | | | | | | | | | | | | | | | | | | | | c)C(s) + Cl2(g) + H2(g) ( CHCl3(g) | | | | | | | | | | | | | | | | | 6.The decomposition of 10 g of copper oxide is represented by the following equation: 2 CuO(s) ( 2 Cu(s) + O2(g) If you obtain 8 g of copper, what am ount of oxygen was released? Explain your answer. | | | | | | | | | | | | 7. Calculate the mass and the number of moles of silver produced if you make 10  mol of zinc react with sufficient silver nitrate. (The equation is not balanced. Zn(s) + AgNO3(aq) ( Ag(s) + Zn(NO3)2 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 8. What mass of glucose will be formed if you make 32  mol of hydrochloric acid react with sufficient carbon? (The equation is not balanced. ) HCl(l) + C(s) ( C10H16(aq) + Cl2(g) | | | | | | | | | | | | | | | | | | | | | | | | | 9. Given the reaction for the synthesis of ammonia: N2(g) + 3 H2(g) ( 2 NH3(g) How many moles of hydrogen are needed to produce 50  g of ammonia? | | | | | | | | | | | | | | | 10. Given the following equation: 2 Na(s) + 2 H2O(l) ( 2 NaOH(aq) + H2(g) How many moles of hydrogen will be produced by the complete reaction of 75  g of sodium? | | | | | | | | | | | | | | | | | ———â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ Support activities – Second Year of Secondary Cycle Two |EST | | student BOOK: Chapter 4, pages 108–113 | | Related Handout: Concept review 15 | ACTIVITY 15 EST EST EST EST EST ———————–  ©ERPI Reproduction and adaptation permitted solely for classroom use with Observatory. Observatory / Guide 11129-B

FDR

FDR Franklin D. Roosevelt's Speech to the US My fellow Americans, following the devastation of the first Great War, the world took many steps to prevent such a great tragedy form occurring again. The Treaty of Versailles ended the First World War and punished Germany, who as we all know, was to blame for World War I. The League of Nations and Kellog-Briand pact were formed to keep peace through out the world and ensure that disputes were settled without bloodshed.You may know that in Europe several powerful dictators have come into office since World War I. In an effort to expand their empire and gain power many of these leaders have violated the peace agreements. Our biggest European concerns at this time are Benito Mussolini of Italy, and Adolf Hitler of Germany. They have formed a powerful alliance, the Axis Powers, which are taking over countries including Ethiopia, Albania, Austria, Norway, Belgium, Holland, Denmark, and France.Mussolini (left) and Hitler sent their armies to N...Ja pan, also one of the Axis Powers, is invading China. These countries are considerably building up their armed forces, and in doing so, they are violating the agreement formed at the London Naval Conference in 1930.In this great year of 1941, the fighting situation has become even more precarious. Germany and Italy are continuing to gain more and more land. Rome, Greece, and Yugoslavia have fallen into the hands of Hitler and Mussolini. Germany is gaining much of Russia's territory, and Japan has invaded Indochina. Already, the United States of America has passed the Lend-lease act, giving war materials to countries fighting these evil powers. That has not been enough though, and now the time has come to decide if we want to join in the fight to stop the war.After a great many meetings, and discussions with congress, the...

New Directions and Challenges of Social Sciences Assignment

New Directions and Challenges of Social Sciences - Assignment Example The fact that it has been labeled soft science can affect the perceived value of the discipline as well as the amount of funding available to it (Bernstein, 1983). A perfect example is during the late 2000s recessions where social science disproportionately cut from funding compared to mathematics and natural science, which was never touched. Numerous proposals were made for the National Science Foundation to cease funding all social sciences since they make no impact to development. Secondly, social sciences progress is considered nonlinear because many new ideas have to lead to revolutions while others have had lengthy gestation periods and ultimately met a protracted resistance (Bernstein, 1983). Furthermore, other new ideas have attained overly rapid and faddish acceptance that is usually followed by a quick dismissal. Bernstein further asserts that an earlier generation of research in retail management documented a myriad of characteristics attached to scientific progress, but it was never followed by trans-disciplinary studies that tested and developed the general theories that cropped out. Additionally, social sciences such as retail management deal with people. As such, it becomes difficult in isolating all the variables that may influence the outcome of any social science research. In fact, controlling the variable may even alter the results thus it is hard to devise an experiment in any a soft science. The last two decades, the science of retail management has indeed gained relevance and developed the wealth of instruments. Of great importance are the techniques that are used in carrying out an objective research. In spite of using research as a tool for finding answers to business problems, there still one big challenge: explicit assumptions. Most of these tacit assumptions undermine research more so, in retail management (Collins, 2001). Â  

Money laundering Essay Example | Topics and Well Written Essays - 1250 words

Money laundering - Essay Example Furthermore, the ML does not have to involve physical exchange of money or currency. Modern concept therefore considers a transaction or formation of relationship to be a case of money laundering if it involves any form of property or benefit, tangible or intangible earned through criminal activity which includes tax evasion. ML does not necessarily require movement of criminal proceeds for being laundered. Thus, financial institutions especially banks can easily get involved in money laundering process when money earned in a legitimate activity and deposited into a bank account in another country by a person becomes a laundered money assumed as done with the connivance of the bank if he fails to declared the earnings in his tax return in the country in which it has been earned and the bank also fails to report it as s suspicious activity (Hopton 2009). The USA Office of the Comptroller of the Currency (OCC) has defined money laundering as â€Å"the criminal practice of filtering il l-gotten gains† or â€Å"dirty† currency through a sequence of dealings, so the currency is â€Å"cleaned† to appear as if earned by lawful conduct (McClean 2007). Criminals resort to money laundering to legitimise substantial portion of their ill-gotten wealth as otherwise they cannot put it to use. Moreover, they do not need the entire money for their ongoing criminal ventures. They are motivated to launder their tainted money in order to have respectful postitions in society by investing the money so earned in respectable avenues. The proceeds of crime were once said to channel through launderettes in the USA to enable the actual notes to be offered as lawful commercial income, thus earning the expression â€Å"Money Laundering† (McClean 2007). Money Laundering process It involves three stages as per the tradition. First, placement of funds of criminal origin in to the financial system through direct or indirect means. Second, resorting to layering by w hich receipt of criminal proceeds are blurred through creation of layers of financial transactions with the object of hiding the audit trail and providing anonymity. Third, after successful layering, integration process pumps the laundered money into the mainstream economy so as to make them appear as funds received during the course of business. These stages are subtle in that they more often overlap or take place simultaneously (Hopton 2009). The Financial Action Task Force (FATF) FATF is autonomous body representing various governments and entrusted with introduction of measures to ensure against ML and providing funds for terrorism using the global financial system. The recommendations of FATF are required to be implemented to counter money laundering and considered as the standard for anti-money laundering (AML) and counter-terrorist financing (CTF) (FATF 2010). Financial Industry Regulatory Authority (FINRA) FINRA is the autonomous regulatory body of the USA governing activiti es of securities firms in the United Sates. Anti-money laundering compliance program of FINRA requires each member to develop anti-money laundering program so designed as to monitor the member’s compliance with the requirements of the Bank Secrecy Act (31 USC) (FINRA n.d.). Suspicious Activity Report (SAR) Suspicious Activity Reporting is the requirement to be complied with by all financial institutions such as banks, credit unions, brokers or dealers in securities

Athletes and their Impacts on Endorsement of Sportswear Literature review

Athletes and their Impacts on Endorsement of Sportswear - Literature review Example Others include prominent businessmen and politicians. Apart from their careers and appearances in events, celebrities act as spokesmen for different brands in their promotion (Kambitsis et al. 2002, p. 160). This paper will analyze the effect of celebrity (athlete) endorsements in sportswear marketing on the consumer's perception of the product and overall purchasing decision. â€Å"A celebrity endorser is a person who is known by the public for his or her achievements in areas other than that of the product class he or she is endorsing† (Friedman & Friedman 1979, p. 63). This is one of the forms of celebrities that are use by companies in order to promote their products. The reason for use of celebrities is engrained in the influence that they command be it on a national or international stage. Sportsmen and women in particular have been utilized for promotion of a wide range of products most of which include sportswear and energy drinks. Athletes compared to ordinary people have a higher chance of commanding attention. Solomon (2002, p. 50) asserts that the perception that consumers get from brands being endorsed by celebrities is that they are interesting. This is also accompanied by a feeling of connection and positivity with the brands. There is a guarantee that the use of celebrities in promotional ventures will elicit a positive attitude towards the brands and in turn will affect the intentions to purchase. The main reason why people advertise is to persuade customers to buy their products. The whole purpose is pegged on the capability of the producers to alter the attitudes of the consumers. As persuasion is the pillar of this process, credibility in advertisements must be projected for the brand to receive the necessary attention. Athletes especially project trustworthiness, persuasiveness, expertise and objectiveness when used in advertisements (Till & Shimp 1998, p. 72). The customers are also attracted to the brands due to the attractiveness of the personality who is its spokesperson. The attractiveness is classified according to the person?s physical appearance, the relation that can be drawn with the consumer, likeability and the personality. Although the use of athletes is reliant on their skills, some of them are utilized because of their physical appearance that is not so much on the physical attractiveness but on the physique. Ohanian (1991, p. 52) asserts that the use of attractive celebrities as spokespeople is more effective than the use of others who are not as attractive. A halo effect is assumed where the excellence of a person in one direction is associated with excellence in another. An example is that the physical attractiveness of a person being related to coolness or happiness. There is an interaction between the brand and the spokesperson endorsing it. Friedman and Friedman (1979, p. 60) assert that â€Å"a famous relative to a ‘normal’ spokesperson is more effective for products high in psychological or social risk, involving such elements as good taste, self-image, and opinion of others.† There are numerous studies that have been done with the aim of examining the effectiveness that celebrities have as brand spokespeople. Martin (1996, p. 32) conducted such a study that there are those endorsements that performed exemplarily whereas others miserably failed. Michael Jordan’

Bible vs. Mythology Essay Example for Free

Bible vs. Mythology Essay There are many similarities and differences between Greek Mythology and The Bible. Whether it’s the creation of man and women, or the universe, stories have been told throughout time and some can be alike and others completely different. There are people that have gathered, translated and recorded all of these events for us now to learn about. Whether a person believes it is true or not is up to them but if a God is real how come the stories between these two different beliefs can be so similar. A strong similarity is the creation of man and the universe. However the Greek Myths and the Bible have many differences when it comes to how and why everything happened. A comparison between these two is the creation of the universe. In Genesis 1:1 it states that â€Å"the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters† (Genesis 1:2). Then throughout seven days, God created light, the sky, the sea, plants, stars, birds, animals that live in water, livestock, and finally mankind to rule over all the others. Everything starts off as a dark, empty void much like in the Greek Myths. In Mythology there was a lot of chaos to begin until Tethis the first mother mated with an endless river to create Gaia, Tartarus, and Eros. After that, Gaia (Mother Earth) mated with Ouranos (the sky) and created the Titans. The Greek God’s created all the living beings on Earth because they were bored and had nothing else to do. Unlike God it did not take seven days to create all. The Greek God’s would just think of something and it would happen. Prometheus was given the task to mold the animals from clay and Epimetheus gave them their unique abilities. In the Bible, whatever Adam called the animal was what it was named. With humans however, it took many tries for mankind to be created and with both the Bible and Mythology, there was a flood to wipe out everything. In the creation of men, both in the Bible and Myths, he was created from the earth. In the Bible man was formed from dust and God breathed life into him. When humans became so corrupted, God sent a flood to kill everything on earth. He spared Noah and his family along with seven pairs of every animal on Earth to repopulate once the flood had passed. There are two versions  from which men were created in Greek Mythology. Homer’s version is that man was molded from clay by Prometheus but was not given any special power because Epimetheus forgot about them. Hesiod’s version was that of a series of races: gold, silver, bronze, heroes, and iron. The time of the golden men was when Kronos ruled and everything was an easy, perfect paradise until they vanished. Silver was under Zeus’ rule when man had a short maturity and horrible old age. They were arrogant and disappeared under the earth. During the bronze era of man there was constant warfare until Zeus sends a flood to kill all of mankind. After that, the heroes followed, a time of mighty mortals who battled monsters and had a peaceful afterlife. Finally the era of the iron man, a balance towards fighting and attitude to the Gods. This time is also the time of the creation of women. Nowadays people don’t see women as evil but in the Bible and Myth’s women are defined as â€Å"beautiful and evil creatures† (Gods and Goddesses). The first woman, Eve, was created from the rib of Adam so women are the flesh and blood of man. Adam and Eve are the first humans in the Bible and at first all is serene and happy that is until Eve eats from the tree of knowledge of good and evil. The serpent tricks her into eating the fruit and Eve shares it with Adam. Because of this Eve is evil for sharing the knowledge to Adam and leveling with God. In Greek Mythology, Prometheus and Epimetheus warn their children Deucalion and Pyrrha about the impending flood. They build an ark on which they survive and reach Mount Parnassus. That is where they consult the goddess Themis on how to repopulate the Earth. Deucalion was told: â€Å"You and your wife are to veil your heads, and as you walk from my sanctuary, throw behind you the bones of your mother† (Waterfield, Robin). So Deucalion and Pyrrha threw behind them rocks, the bones of Gaia and the rocks that Pyrrha threw formed women and the rocks Deucalion threw formed men. Another version on the creation of women is the story of Pandora and her box. Prometheus as the God of mankind is always looking out for them. He tricks Zeus into choosing the worthless offering and gives humans the better portion. As punishment Zeus takes fire from humans but Prometheus steals it back. Outraged, Zeus asks Hephaestus to forge a woman. Athena and Aphrodite taught her womanly skills, grace, and allure. Hermes gave her a cunning mind and a thieving temperament. Pandora  was sent down to Earth with a box in which all the horrible things in the world were inside. Eventually her curiosity got the best of her and Pandora opened the box unleashing all the evils into the world. This is why women are seen as beautiful and evil. Although people might think that these two subjects seem totally unrelated. They have much more in common than thought possible. This is only scratching the surface of the enormity of the comparisons between these two subjects. The main idea may be the same of a lot of these but there are many different versions separating the Bible from Greek Mythology. Works Cited Gods and Goddesses. AE Television Networks The History Channel, 2001. DVD Waterfield, Robin, and Kathryn Waterfield. The Greek Myths: Stories of the Greek Gods and Heroes Vividly Retold. London: Quercus, 2011. Print. The Bible