Motifs and Characterization in Macbeth Essay

The Tragedy of Macbeth, written by William Shakespeare, uses various literary elements; among the strongest are motifs and characterizations used to express and symbolize important changes and events throughout the play. Macbeth is a brave and ambitious man full of self-doubt who is driven by evil forces into bad situations. The motif of light and darkness symbolizes the conflict between good and evil. A motif is a significant word, phrase, image, description, idea, or other element repeated throughout a literary work and related to the theme. Manhood is a motif used throughout the play to symbolize the manly and weak sides of people and what qualities people expect a man to have. Blood comes to symbolize guilt and violence. The clothes as titles motif symbolizes the title a person holds in the Kingdom. Characterization is used to explain how each character changes throughout the play and the reasoning behind their actions. Shakespeare also uses characterization to develop his plot. Shakespeare shows that Lady Macbeth is a very ambitious, dominating, and controlling character throughout the play. She is the reason Macbeth decides to kill Duncan. King Duncan is loved by everyone in the Kingdom. He is characterized as praiseworthy, caring, naà ¯ve, and trusting. Banquo is characterized as brave, innocent, logical, and full of reason. He is the mastermind behind the murder of King Duncan. Shakespeare uses many motifs throughout the story but he uses a lot of imagery of darkness and light. This is one of the strongest motifs used in the play. The motif of light and darkness symbolizes the conflict between good and evil. This motif is used to foreshadow when something good or bad is going to happen. It also shows the readers which characters are good and which characters are bad. In this play, darkness stands for evil, bad deeds, and hell. It is always dark when something bad is going to happen like when Lady Macbeth decides to kill Duncan. When she makes her decision she says, â€Å"Come, thick night, / And pall thee in the dunnest smoke of hell, / That my keen knife see not the wound it makes† (Act 1. Scene 5. Lines 49-51). The darkness she calls on shows the evil or darkness in the act she plans to commit. The witches are also associated with darkness. They always meet in dark, stormy scenes and talk about wandering in foggy and filthy air. They symbolize evil. Light is associated with Heaven, God, and goodness. When Lady Macbeth calls on the murderous spirits saying, â€Å"Nor heaven peep through the blanket of the dark† (Act 1. Scene 5. Line 52), she is implying that light is the only thing that could stop her from murdering Duncan. Also, when Macbeth is fighting his ambition to kill Duncan and become King, he says, â€Å"Stars, hide your fires; / Let not light see my black and deep desires† (Act 4. Scene 4. Lines 50-51). This statement is implying that he is thinking evil thoughts and he does not want God to know his evil desires. Light and darkness are very prominent in all the characters’ actions and thoughts. Macbeth is a man that at first seems content to defend his King and country against treason and rebellion, and yet, his desire for power plays a major role in the way he commits the most heinous acts. Macbeth is characterized as brave, valiant, and loyal. The witches also awaken Macbeth’s ambition in the first act. The act gives the initial impression of Macbeth as a brave hero and then shows us how he changes. It reveals his fixation on the witches’ prophecy. Macbeth is characterized as a brave and noble warrior when King Duncan says, â€Å"For Brave Macbeth-well he deserves that name† (Act 1. Scene 2. Line 16). But, Macbeth’s reaction to the witches’ predictions emphasizes his great desire for power and prestige. Macbeth realizes that murder might be required to achieve this. He thinks about it but has no means of acting on it. He begins to be confused and he is conflicted. He is caught between his loyalty to the King and his desire for power. He yearns for a simple way out, free of guilt and consequence. He implies this when he says, â€Å"If it were done when ‘tis done, then ‘twere well/ It were done quickly† (Act 1. Scene 7. Lines 1-2). Lady Macbeth finally emerges and drives the hesitant Macbeth to act; she is the will propelling his achievements. Macbeth knows what he does is wrong, and recognizes there will be consequences. He is tempted but tries to resist it. He is not strong enough to stand up to his wife. Literary elements like motifs and characterization help develop the entire plot. By using characterization, Shakespeare is able to reveal the characters’ thoughts and feelings in order for readers to analyze the characters’ motives for their actions. Characterization gives the reader a better understanding of each character. The use of motifs in â€Å"Macbeth† help define the setting and mood of the Act, as well as the good or bad intentions of the characters. For example, darkness or night in Macbeth is associated with evil, murder, murderous intent, and mischief, and death. Light is feared by those who wish murder on the King, because they do not want their evil thoughts/deeds revealed. Characters who are innocent were always shown in bright, lighted scenes to stress their goodness. Darkness was the background for evil, as exhibited by the scenes where murder occurs, or where the mischievous, evil witches appear. Blood is a recurring symbol or motif that symbolizes death, and later, Macbeth’s guilt. These are just a few of the many motifs and symbols found in Macbeth. Motifs are used to add depth and richness to characters and settings, and bring out the major themes and ideas of the play.

Consumer Durables and Nondurables

Analysis The definition of consumer durables and nondurables Consumer durables involve many kinds of products that is purchased by consumers, it is manufactured for long-term use. Such as: car, furniture and so on. But consumer nondurables are opposite. It is expendable goods purchases by consumers for their daily or short-term use. Such as: clothing, shoes and so on. The characteristics of consumer purchase Because of consumer durables has long-term use, and comparing with consumer nondurables, price is higher, so consumer purchase behavior is more cautious. There are some reasons. First of all, much more selectivity cause consumers are hard to make decision. Secondly, because of there are a lot of different brand, so they will carefully compare the various brands of cost performance, generally, consumer focus on the quality, service, and brand reputation. Finally, consumers can not buy from nearest store, they are willing to go to large scale shopping malls. But consumer nondurable is opposite. There are some features of consumer nondurables. Because of nondurables goods are short-term use, it can be daily product, such as towels, soap and so on, so consumer is willing to buy those at nearest store. Also, it can be visual product, when consumer decide to buy it, they might be affected by packing and store’s ambience, which means consumer can make decision easily. On the other hand, consumer has less loyalty for brand, they usually change same product with different brand. So we can sum up some features about consumer purchase habit, which are easy, fast, impulsive and emotional. Main characteristics of market Consumer durables: For product advertising strategy, company usually focus on product exhibition and display as much as possible, also they must have a large scale warehouse for inventory Consumer nondurables: For advertising strategy, Company is willing to choose outdoor billboards in the down and some crowded place, or promote on the internet. They don’t need large size warehouse for inventory.

Roman Republic Research Paper Example | Topics and Well Written Essays - 3000 words

Roman Republic - Research Paper Example The differences between Catliana’s approach and those of other factions will also be assessed. The Caitlian conspiracy occurred during a background of economic and social problems that had been plaguing Rome for more than a year. Living conditions were deteriorating for many Italian peasants, levels of debt were rising and so were the numbers of the urban poor; additionally, small farms were declining and there was a shortage of men available to serve in the army.(Cicero and Shapiro ) A radical Roman politician named Lucius Sergius Catiliana was responsible for gathering together a group of Roman nobles who were disaffected, together with farmers who were disaffected in a conspiracy which aimed to overthrow the existing Government at Rome, so that they could take control of the Italian peninsula. This was a Republican Government that was in power while the proconsul Pompeii the Great was out campaigning in the Near east, together with a majority of the military units that had accompanied him there. Catiliana and his band of rebellious followers were present in the capital Rome, as well as in the province of Eturia. The existence f the conspiracy was uncovered by the conservative, optimate consul, Marcus Tullius Cicero and he successfully drive Catliana and his followers out of Rome. Church (no date) has provided a detailed description of the conspiracy that was organized by Catiliana in his book titled â€Å"Roman life in the days of Cicero†. The actual conspiracy was preceded by an earlier one that aimed to assassinate the new consuls. Church (no date) points out that Catliana was born into a noble family, which had however, fallen into poverty. During the days of Sulla, individuals from similar families that had been former noblemen but had descended into poverty, decided to come together to seize power once again. Catliana was cruel and wicked,

Mythology Essay Example | Topics and Well Written Essays - 750 words

Mythology - Essay Example The single most important fact that springs out from Mythology is that in all ages and times, men have always tried to seek a superhuman if not noble vision of human existence, a vision that irrespective of appearing larger than life, happened to be essentially human and somewhat approachable. Maybe the contemporary humanity may think that myths happen to be ancient, fanciful and untrue stories. Yet, the irony is that this is very true. Myths stand viable evidence to the fact that there are many aspects of human nature and the nature at large that stand beyond the grasp of human comprehension, which could be felt, but perhaps not verbalized. Hence, the humanity took recourse to preserving such phenomenon and facts, by humanizing and characterizing them as the performers in seemingly fanciful tales. I t may sound amazing, but even the modern day humans are not above myths. For instance the contemporary myths regarding aliens, Unidentified Flying Objects (UFOs), life on Mars, or Dinosa urs are some of the standing examples of the fact that the human urge to imagine beyond what is visible or accessible is as much alive and kicking today as it was in the Roman or Greek times. In that context it would be really interesting to dissect some of the myths mentioned in Mythology. For instance, consider the Myth of Medea, who is presented as a willful, jealous and unremorseful character. The other thing is that Medea is a character that had been grievously wronged. The things done by Medea to seek revenge from her estranged husband could readily be resorted to be a modern day women if placed in such circumstances and situation. It may seem abnormal and strange, but even a cursory perusal of the crime files at any local police station would be sufficient to allay the doubts of any cynical disbeliever. There is one more practical facet to this myth of Medea. Medea is shown to be a sorceress or a witch. Perhaps the sorceresses were considered to be deviant as per the Greek re ligious beliefs and hence the demonization of the character of Medea in the Greek mythology has a socio-political angle to it. Is not the presentation of the character of Media, a sorceress, as a hard hearted and unremorseful individual, somewhat akin to the demonization and burning of the so called witches at Harlem in the American history? Also, for instance, the Oracle of Delphi may sound superstitious and fanciful to a modern person, but it goes without saying that the urge to have a control over future and the desire to be able to predict future is a concept that is as relevant today as it was in the past. The multinational corporations around the world pay millions to the experts to harness their ability to predict the consumer trends in the future, to ascertain whether the stock markets will be bullish or bearish in the future or to predict the feasibility of initiating ventures in a foreign market. The scientists resort to digital models to predict weather, to track the prog ression of global warming or to predict the future changes in the migration patterns of sea creatures. No wonder the modern day man is contemptuous of the Oracles; yet, one has devised multiple high tech oracles of one’s own. On the other side the myth of Oedipus constitutes the cornerstone of

Media and Teen's Body Image Essay Example | Topics and Well Written Essays - 1500 words

Media and Teen's Body Image - Essay Example Media creates a negative body image of young girls portraying and popularizing 'very thin" models and distorted bodies. Such displays undo associations of femininity with excess, over-indulgence and lack of control. Women with eating disorders are merely the extreme version of the widespread desire for 'a slender body' prompted by the opposition in consumer culture between discipline and excess. Bordo (1989), one of the most popular feminist writers and critics, suggests that eating disorders characterize the modern western 'self'. In this case, media becomes the most influential source of information which forms tastes and preferences of young girls. Following Holmstrom (2004): Research has shown that a discrepancy between the "actual" self (attributes you and others believe you possess) and the "ideal" self (attributes you or others believe you should possess) can produce negative emotional states such as sadness, discouragement, and depression. An average [girl] may be discouraged by the discrepancy between her body and that of the media ideal" (196). Statistical results vividly portrays that the incidence of bulimia nervosa (one to two per 100 women) and anorexia nervosa (one per 1,000 women) of western women suggests a social pathology (Gauntlett 78). Also, a survey of readers of the popular magazine, Vogue, suggested that almost 15 % of 25- to 24-year-old respondents were anorexic or bulimic. These results correlated with respondents' extreme concern about their body images, self esteem and ability to cope with stress (Gauntlett 80). Young girls over-estimated their own body size and identified over-thin models as their ideal body shape. Increasingly, analysis of anorexia has been linked to feelings of powerlessness. Critics (Snow 187) underline that what begins as a refusal to be part of the power structure becomes a form of power and control in the behavior itself. For many girls, 'ideal' body images represent adulthood and independence. Bordo (1989) argues that media practices produce self-regulating 'female subjects' through the demonstration of control over the physical body (29). Through processes of self-monitoring and self-regulation of the body, multiple demands and conflicts placed upon it could be accommodated. Bordo states that the 'preoccupation with the "internal" management of the body is produced by instabilities in the "macroregulation" of desire within the system of the social body (Bordo 1989, 96). Media depicts and popularizes an ideal body image which becomes standards for many girls. Femininity is constructed as a process of selecting an ideal image and adapting available clothing and cosmetics to realize an approximation to that ideal (Gauntlett 28). Attributes of femininity are also shaped by the

Pratical Marketing Communications Re-sis Assignment . (I orderd the Essay

Pratical Marketing Communications Re-sis Assignment . (I orderd the same assigment and the writter did it incorrectly therefor - Essay Example The target market for the M-PESA mobile money service ranges from business owners who can be paid their bills using the service to the Safaricom network users who spend a lot of time and money to send money to their friends and families or to pay their bills, and in Kenya, some of the closest rivals of the service are Airtel money, Yu cash and Orange money. Safaricom Kenya limited uses successful business and media personalities to endorse their product such as Jaguar and Size 8 who are some of the most celebrated media personalities in the country. The use of Jaguar, a celebrated musician in the country whose story of rags to riches identifies with most of Safaricom mobile services subscribers was well informed as the musician is seen by many young people as their role model in their quest to pull themselves out of poverty. The â€Å"Niko na Safaricom† advert that was performed by the Safaricom choir was hailed as one of the best musical adverts ever shot in the country and i t became a household song soon after its release. Point of sale promotion also encouraged many people to register for the service as the registration was free and SIM cards were sold at subsidised rates. The introduction rates for the service, although they were perceived to be fair, they were relatively expensive to most of the M-PESA service users The company also uses the social media to encourage its subscribers and the subscribers of their rival companies to subscribe to the service by asking quizzes about the benefits and the products within the M-PESA service on its facebook fan page. Introduction The purpose of this report is to analyse the various communication elements that Safaricom Kenya limited has included in its communication mix to sell its M-PESA mobile money service to its subscribers. This report has highlighted the main communication techniques that the company has adopted that ranges from celebrity endorsements by popular media and business personalities in the country to advertisements. Point of sale promotions, the way the product is packaged within other services offered by the company, its advertisement strategies and how it has used the social media and especially facebook to market the M-PESA mobile money service (Kloeppinger-Todd & Sharma, 2010, p239). The report will compare the brand with other similar services that are offered by its rival companies; however, due to the large number of services that the company offers, the report will not look at the communication mix that the company has used to market its other products and services (Pike, 2008, p56). Product history Safaricom M-PESA service has been in existence in Kenya since the year 2007 when it was launched, it was launched as a mobile money transfer service that would enable its users to transfer money to other subscribers of the network. However, it was advanced to incorporate sending of money to other mobile subscriber networks such as Celtel, which is currently Bharti Airtel Kenya and Telkom Kenya. The M-PESA mobile money service entails services such as depositing and withdrawing of money, transferring of money to other users and non-users, purchasing of airtime, pay bills and transferring of money between the service and a bank account of the user in some

Discussion Board 3-2 Research Paper Example | Topics and Well Written Essays - 250 words

Discussion Board 3-2 - Research Paper Example This is usually observable even to layman and does not require deep thinking or analysis of the criteria or the process. A test may have low face validity if the structure or outward organization fails to relate to the intended purpose of the test. Face validity is very important since it gives test takers and test users substantial confidence over and increase reliability of a test. Cohen, Swerdlik and Sturnam (2013) reassure that lack of face validity in a test does not discredit relevance or usefulness of the given test. Content validity describes the extent or adequacy of a test covers or samples behaviours or elements that represent a collection of behaviours that the design of a test intended to measure. For a test to have content validity, it must prove to sample or cover part of elements or characteristics of a given item under test. Cohen, Swerdlik and Sturnam (2013) report that content validity is widely important in employment. Test to determine content validity of a given employee analyzes and evaluates skills and behaviour of a given employee with relation to the skills and knowledge desired for a given job

Reflecting on Assessment Personal Statement Example | Topics and Well Written Essays - 500 words

Reflecting on Assessment - Personal Statement Example I know that whenever we are trying to accomplish something, it is a group effort so you cannot have the results exactly as you had in mind because individual perceptions differ but on the whole it was still close to what I had wanted so I feel happy. Conflicts were common and most of the time, they were handled pretty well though it all depended on the individuals involved in the conflicts. Some of them were quite mature so they handled their issues with utmost sensitivity while others were a bit callous. But since in the end it was important to have them resolved, we refused to talk too much about them. Though it would have been better if we could discuss the way in which some of us handled conflicts. That way we can do better in future and understand our own limitations in much better way. Individual contribution was encouraged but some times some of us felt underappreciated. Though I feel that the contributions I made were acknowledged, I still feel that some of the members were acknowledged more than others. I am just not sure they really deserved it.

Lessons Learned Book Review on Colin Powell Essay

Lessons Learned Book Review on Colin Powell - Essay Example The first challenge he faced was the investigation of the My Lai Massacre. Later, Powell's assessment was alledged to be a whitewash. But this is one of the many instances where Powell's image has been exploited to serve the irresponsible behaviours of the Administation. Powell mentioned in his autobiography that he is haunted by the nightmare of the Vietnam War (Powell, 1995). From 1987 to 1989, Powell was Ronald Reagan's last National Security Advisor while retaining his Army commission. In 1989, he joined Eisenhower and Alexander Haig. During that time he faced 28 political and military crises, like the invasion of Panama in 1989 and Operation Desert Storm in the 1991 Persian Gulf War and earned the nickname, "the reluctant warrior". Militant about defending the "hardwon civil rights legislation of 1960's, General Colin Powell made famous the so-called Powell Doctrine, as part of the attitude to be considered while considering the 1990-1991 Gulf War. The Doctrine asserts that when a nation is engaging in war, all resources should be brought into action to affect an overwhelming force against the enemy. The questions that Powell Doctrine centers on are the issues of national security based on a clear and attainable objective fully analyzing the risks and costs, the full utilization of all non-violent policies, a plausible exit strategy to avoid endless entanglement, the consequences of American government action, support received from the American people on any particular action, and the presence of international support. Leadership is the art of accomplishing more that the science of management says it possible. (Harari, 2002) Leadership connotes an interrelationship of power - the power to give vision to others, and not just be a frontrunner. In the Leadership Character ModelSM developed by Robert Turknett and Carolyn Turknett in 2005 in their Decent People, Decent Company: How to Lead with Character in Work and in Life, they prescribe Accountibility, Responsibility and Integrity as some of the characters of a leader. Powell too, practiced people-based leadership that gave him an edge. A leader, as Powell believed and practiced himself, must challenge the status quo of all traditions. (Harari, 2002). Effective Leadership is a true test of character, and Colin Powell's life has been a testimony to this. In the study of his 35 years of military experience, we find a galore of instances where Powell used the basic human emotions of trust and belief in order to get over tricky situations. Powell rarely proposed military intervention as the first solution to any dispute, and instead advocated compromise. In the 2000 U.S. Presidential Election, Powell served as the key foreign policy advisor to the Bush campaign. After September 11, this public icon played a crucial role in taking up a single-handed leadership to enhance America's relationship with international countries. In an interview by O'Rourke of the Atlantic Unbound, Powell says: I'm considered the multilateralist-multilateralism means finding areas of compromise. Our nation also rests on a non-zero-sum concept. It was intended that Congress work by finding compromise, and from compromise you achieve consensus. Without compromise, you never get to

Policy Problem Statement Assignment Example | Topics and Well Written Essays - 250 words

Policy Problem Statement - Assignment Example Hansen (2013) asserts that the state allocates funding to older adults acre givers that any other population group. An increase in their population would increase the budgetary allocation of funds to this population group. Walshe & Ham (2011) are also of the assumption that the consumption of health services by older adults may be significantly altered by a major population growth. The author supports the argument by pointing out that, the shortage being experienced in the health workforce may have native effects to the growing population of older adults (McKenzie, Neiger & Thackeray, 2012). The number of increased older adults can be a matched to the decrease in the number of caregivers. The development of these two trends may decrease supply and increase the demand of health services (Perlino, 2006). Considering the forecasted growth by 2050, the government and health stake holders should put in place measures to limit negative effects that may be caused by the growth of the older adult

The Sons Veto Essay Example for Free

The Sons Veto Essay Compare aspects of prejudice in Roll Of Thunder, Hear My Cry, by Mildred Taylor, and, The Sons Veto, by Thomas Hardy. Prejudice: The act of prejudging a subject or group of subjects on the basis of opinions that are not grounded in fact or experience. Prejudice can be on the basis of race, religion, political view, age, appearance or cultural affiliation Many people have different views on prejudice, what it is and whether its right or wrong. Some people may believe that prejudice is racism, but prejudice is when you have an opinion of someone or something without knowledge of what they or it are really like. It may be class or colour, rich or poor, its all prejudice. In this essay I will compare the aspects of prejudice in Roll Of Thunder, Hear My Cry by Mildred Taylor, and, The Sons Veto, by Thomas Hardy. I will look at how segregation is achieved in each story and the consequences of it. Roll Of Thunder, is a story about a black family in the southern states of America in the 1930s. At this point in American history, prejudice against blacks was at an all time high. Sharecropping was a part of life then. The story focuses on the Logan family and their struggle against racism. They have their own land, so they dont have to share-crop, but the local land owner, Harlan Granger, wants their land, and this book is about their struggle to keep it, and their fight against racism. The Sons Veto, is a story of a young woman who has suffered from class prejudice for all her life since she fell down some stairs and was forced to use a wheelchair. Before she had her injury she was courting a gardener named Sam, when she had her injury, the vicar she was serving felt sorry for her, and decided that he should marry her. Now, because of the social status of the vicar, she could not refuse, but this would be social suicide for the vicar. The story shows the prejudice that Sophy has to suffer, and how even those very close to you, can prejudge. In the very beginning of Roll Of Thunder, the Logan children have a long walk to school, as they are walking along the dirty, dusty road, a school bus from the Jefferson Davis School, a white school comes speeding towards the children. The bus driver deliberately drives the children towards the muddy banks of the road, he comes so close that the children are forced to dive into the bank. As the bus speeds past there are white children on the bus laughing and shouting nigger, nigger, mud eater and other comments, this shows us that racism is very prominent here because even children are taught to speak like this to people. Another matter is when little man receives his badly conditioned book from miss Crocker, he is incensed that the books have been discarded by white pupils and handed down to the inferior black schools as soon as they are no longer good enough for white pupils. The point is also driven by the fact that there is chart in the book, which states the condition that the book that is in, and the colour of the pupil using it. It states that the book has been in circulation for eleven years and now that the book is in a dismal state, the book is given to the nigra student. The perception of societys feelings to the blacks is made clear to us early in the story by these incidents, showing us that the whites thing they are somehow better than the blacks, and deserve better books and equipment, we also see that blacks are hated so much that even children are taught to taunt them, and make fun of them. In The Sons Veto, the story is started off at a charity fair, and Sophy, the main character in the story, is sitting in a wheelchair, with passers by staring at her as they move past. Why do they need to look? Is it abnormal for a person in a wheelchair to come to a charity fair? No, what we are seeing is the attitude of people towards others of a lower class than themselves. The book says a boy of 12 or 13 who stood beside her, and the shape of whose hat and jacket implied that he belonged to a well known public school. The immediate bystanders could hear that he had called her mother. This show us that the bystanders are surprised to see a woman like that, of a working class, to be the mother of a well made boy like this. A little later Sophy talks to Randolph, her son, and she says He have been so comfortable these last few hours that I am sure he cannot have missed us immediately after Randolph exclaims Has, dear mother, not have! He speaks with impatient fastidiousness that was almost harsh, and Sophy immediately adopts the correction with no retaliation or resent for him making it, this is showing us that its not just society that looks down on her, but her own son! The perception of society towards Sophy is made clear early on the story because of both of these incidents, the passers by staring at her, and her son correcting her grammar. In Roll Of Thunder we see many cases of segregation by colour, segregation is when one group of people separate themselves to better social standards that another group of people. One of the earliest cases we see is that the white pupils from the Jefferson High come past in a school bus, but the Logan children have to walk to school, This is where the segregation of the classes really begins.

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

Competition in the sportswear industry

Competition in the sportswear industry This report is about a competitive analysis watch based on competition in the sportswear industry, dominated by Nike Inc., followed by Adidas and Puma. The article with the title, Competition comes to a Head for World Cup Sponsors was published on The New York Times on 6th June 2010. This report discuss about the competitive strategies adopted by Nike, as the market leader. Porters five forces of competition framework have been used to analyze the competitive advantage Nike has over its rivals. The objective is to understand the aggressive level of competition within the industry and also how firms try to dominate the market, through cost cutting and innovation. Company Background Nike Inc. was founded in 1962 by Bill Bowerman and Phil Knight as a partnership under the name, Blue Ribbon Sports. When Nike co-founder Bill Bowerman made this observation many years ago, he was defining how he viewed the endless possibilities for human potential in sports. He set the tone and direction for a young company created in 1972, called Nike, and today those same words inspire a new generation of Nike employees. Nikes goal is to carry on Bills legacy of innovative thinking, whether to develop products that help athletes of every level of ability reach their potential, or to create business opportunities that set Nike apart from the competition and provide value for our shareholders. Along the way, Nike has established a strong Brand Portfolio with several wholly-owned subsidiaries including Cole Haan, Converse Inc., Hurley International LLC, NIKE Golf, and Umbro Ltd. The mission of Nike is: to bring inspiration and innovation to every athlete* in the world. Nike maintains traditional and non-traditional distribution channels in more than 160 countries targeting its primary market regions: United States, Europe, Asia Pacific, and the Americas (not including the United States). They utilize over 20,000 retailers, Nike factory stores, Nike stores, Nike Towns, Cole Haan stores, and internet-based Web sites to sell their sports and leisure products. Nike Inc. attains their position through quality production, innovative products, and aggressive marketing. Nike acquired Umbro in 2007. This acquisition indeed became the first decisive marketing goal of World Cup 2010. Nike has 10 World Cup contenders including Brazil, Portugal, Netherlands, Australia, Slovenia, New Zealand, U.S.A, Korea Republic, Serbia, and the deal with England and Umbro, which Nike maintains as a separate brand. The England and Umbro deal is the most Lucrative in international soccer, valued 34 million ($ 40.7 million) a year according to Sport+Markt, a research firm. This deal was a new determination for Nike to challenge Adidas, the German soccer apparel powerhouse, on its European home ground. Nikes continuing relationship with Brazil is worth 22 million a year. Competitor Analysis Adidas and Reebok breathing down the companys neck, the heart of the Adidas product line is athletic shoes, but the companys iconic three-stripe logo appears on apparel and other jock accessories. As the No.2 maker of sporting goods worldwide behind Nike, Adidas has inked deals with football and basketball athletes, as well as the New York Yankees, and it serves golfers through its Taylor Made-Adidas Golf. The company operates some 2,200 retail locations under the Adidas and Reebok banners. Adidas, which boasts the official match ball (named Jabulani) for the 2010 FIFA World Cup, expanded its business and breadth when it bought Reebok for some $3.8 billion. Nikes rival PUMA is another leading sport lifestyle company that designs and develops footwear, apparel and accessories. PUMA starts in Sport and ends in Fashion. In soccer, PUMA is the official supplier to 7 world cup teams including defending world champion Italy, Uruguay, Switzerland, Ghana, Algeria, Cote dIvoire and Cameroon. PUMA Vision states that, we are committed to working in ways that contribute to the world by supporting Creativity, Safe Sustainability and Peace, and by staying true to the values of being Fair, Honest, Positive and Creative in decisions made and actions taken. PORTERS FIVE FORCES 1. Barriers to Entry The threat of new entrants to the profit potential of sports accessory and athletic shoe manufacturers is minimized through high entry barriers. Due to large scale production, high cost on research and development and extremely large capital investment on innovation, factories and stores has made Nike able to control its cost and retain performance advantage over emerging competitors. 2. Bargaining Power of customers Relative to the number of firms in the industry there are a large number of buyers in the market with high bargaining power. Therefore in order to increase sales and market share, firms need to continuously market their product and differentiate their brands against competitors. The recent emergence of e-commerce and online shopping has helped enhanced the accessibility and intimacy among consumers. For example, NikeiD allows customers customize and design their own footwear by permitting customers to specify the desired colours and options to personalize the footwear with their name. Brand identity plays a critical role in the buying behaviours, as it offers customers loyalty and trust. 3. Bargaining Power of Suppliers Abundant numbers of input suppliers are available in the sportswear industry. There is little differentiation among the suppliers which makes the suppliers bargaining power low or non -existence. Input items such as Leather, rubber, cotton and plastic are available in large quantities. Nike has a definitive advantage and power over these suppliers when they become dependent on these firms as their means to survive. Nike have standardized their input procedures pertaining to the materials used, their labour force, supplies, services and logistics. Due to global networks of cheap labour on various continents, firms are able to switch between supplies quickly and easily. 4. Threats of substitutes Due to little alternatives to switch between, within the sportswear and athletics footwear industry, buyers propensity to substitute is low. For example: Nike shoes are designed to improve comfort and personal safety during periods of increased movements. The possible substitutes for footwear could be boots, sandals, bear feet or dress shoes, which however cannot be replaced for sporting purposes or for athletics. Hence, there are no real substitutes. 5. Competitive Rivalry within the industry There is countless number of competitors in the global arena for Nike. However not all companies have the power to compete with Nike. But few major competitors such as Adidas and Reebok, Puma, Joma, Legea and Brooks exist. These companies signed up in the World Cup arena are more evenly matched than ever. With 32 teams participating in the world cup, 12 teams including Argentina, France, Germany and the host nation South Africa wore Adidas on them, and Adidas was the official sponsor of the world cup. According to Hartmut Zastrow, executive director of Sport+Markt Adidas is still slightly ahead of Nike, on awareness and they have defended themselves well, but Nike is pushing aggressively. The fat checks from Nike and Adidas have not entirely priced rivals out of the market. With Nike and Adidas playing the equivalent of a possession game, the third-biggest soccer sponsor, Puma, has exploited unexpected openings in its rivals defenses an opportunistic strategy modeled on the playing style of Italy, Pumas biggest sponsorship. Puma is spending an estimated 30 million this year to sponsor teams in the 2010 World Cup, compared with 104 million for Nike and Umbro together and 85 million for Puma was also forward-looking in its recognition of the marketing potential of aligning itself with African national teams, long before South Africa was chosen, in 2004, as the first World Cup host on the continent. In 1997, Puma signed up Cameroon, and it has strengthened its ties to Africa since then. Equipment manufacturers logos are the only branding allowed on World Cup soccer jerseys, in contrast with professional club soccer shirts, which generally also include another prominent sponsor, like a gambling, electronics or car brand. That means even lesser known labels can stand out. Joma, a small Spanish provider of athletic gear, has high hopes for its sponsorship of Honduras. The company expects its sales to rise 40 percent in that country this year and 15 percent in the United States, which has a large Honduran community, a spokeswoman said. Brooks, a U.S. maker of running shoes is supporting Chile. Legea, an Italian provider of sports equipment had signed an agreement to supply uniforms to the North Korean team, which is in the World Cup for the first time since 1966. Self-Evaluation: Nike has planted itself firmly on the global business arena and appears to be a role model for other sportswear rivals. They have proved to be innovative, smart, environmentally friendly, and consistent with their product effectiveness and differentiation. For the company to continuously grow and sustain its competitive advantage, it is essential to invest on innovation and new products development that creates a need for the consumers. Nike appears to be a stylish, comfortable, and a reliable giant supplier with varieties of product line. The most informative part of this assignment was learning about capital investment firm make in order to dominate the market. There is also evidence of Hypercompetiton or rather cut throat competition within the industry amongst the major market challengers. Nikes attempt to snatch Germany away from Adidas, a German brand and the lucrative investments on acquisitions and sponsorship are evidence of desperate challenge for sustaining its dominance i n the market. Conclusion: From equipping athletes with the finest sports equipment in the world to continuously improving their financial performance, Nike dominates its competitors. Despite a changing marketplace for athletic footwear, Nike continues to expand its product lines and marketing reach to become a more powerful global brand. Due to the product differentiation, brand identity has an immediate competitive advantage. Aggressive promotions and advertisements also contribute to the success of Nikes well establishment in the industry. Nike has signed France to a seven-year deal and it will pay the countrys soccer federation more than 40 million a year to maintain hard grounds on its position for the next tournament, in 2014 in Brazil. The agreement will leapfrog France past England, making its shirts the most lavishly sponsored uniforms in international soccer.

Perspectives on Shylock from Shakespeares Merchant of Venice Essay

Shylock is a character famously known as being the antagonist of Shakespeare’s play merchant of Venice. In this play, Shakespeare portrayal of Shylock the moneylender is one of anti-Semitic stereotype. Shylock is depicted as a typical bloodthirsty Jew who lives a life void of any depth or meaning. His sole purpose for living seems to be to amass wealth and vengeance as seen from his adamant claim for his â€Å"pound of flesh†. Despite Shakespeare’s attempts to humanize Shylock at points in the story, it appears that his primary focus is to steer the audience against Shylock, painting him as being a cruel, bitter and inaffable figure. It is clear that in both Shakespeare’s merchant of Venice and Grace Tiffany’s Turquoise Ring, Shylock exposes his dark side of hatred and contempt. However, by providing keen insight into Shylocks personal life prior to the events of the court case, Grace Tiffany adds a complexity and depth to Shylock, which allows the reader to sympathize and understand what compelled him to be the man he was. The novel begins by describing Shylock’s relationship with his wife Leah and the events leading up to there subsequent marriage. In so doing, it shows an aspect of Shylock not seen in the merchant of Venice. It reveals Shylocks sense of kindness and sensitivity through his romance with Leah. Never in this ordeal is Shylock portrayed in a negative light. This point is best illustrated in the incident where Shylock returns from being interrogated by two men from the Christian brotherhood. Although Shylock tells his wife the events which transpired, seeing that his wife was already in a fragile state of shock, he refrains from mentioning the harsh details of their threats, as it says â€Å"he said nothing to Leah of the c... ...esses the fact that he recognizes that not all Christians are inherently evil as he says â€Å"good gentiles live†. As well, he obviously had the generosity to lend Bassanio money in the first place, despite the apparent risk of nonpayment which proves that he could not have hated them. Shylock even states that he has no real intentions of enforcing his bond. It is only because of the way Antonio persecutes him both verbally and physically, which evokes past memories of Christians abuse, that his tolerance is pushed to the limit so that he is forced to act the way he does. Shylock is generally a kind, caring, and sensitive person as seen through his relationship with his wife. â€Å"His ability to mask his anger was the means by which he thrived†. It is only through cumulative stress that he explodes, a common human flaw which is understandable and somewhat pardonable.

Advertisements Help Women Make Informed Decisions Essays -- Advertisi

Do advertisements give us a false sense of reality? Advertisements aren’t supposed to portray real life. Feminists exaggerate when criticizing advertisements and the power they have on culture. The sole purpose of advertisements is to sell products, not to change society’s values, and marketers are less likely to shape our nation’s culture than to be shaped by it (Makin www.digitas). Advertising simply serves to inform us of the choices that we have as consumers, and leaves us to make rational decisions based on what we need (Ingham www.aber). Most women are relatively satisfied with their appearance and advertisements impact them minimally. Women are not affected negatively by the images they see in advertisements. Women don’t want to be attractive because advertisers tell them that they should be. Advertisers put attractive women in ads because that it is what men want to see and what women naturally aspire to be. Advertisements don’t tell us what we should want to look like. Rather, they show what we already want to be. They are not intended to â€Å"brainwash† individuals into purchasing their products over others. Jean Kilbourne states, â€Å"Eighty percent of American women think that they are over weight.† Of course, that’s because many of them are – according to the Framingham Heart Study, Seventy percent of women over forty years of age are indeed above their optimal weight (Makin www.digitas). People don’t want to buy products demonstrated by overweight models, because they associate being overweight with negative connotation. Advertisers use images that are pleasing to the human eye, thus showing the models we aim to be like. When we watch an advertisement on television, or look at one... ... The world of advertising is not the real world and is much different. Since we know this, we are able to look at the various aspects of how advertisements work and look at them with open eyes as well as an open mind. We understand how and why advertisements use specific techniques to sell products and that they are not out to make women self-conscious or to strive to live in this imaginary, perfect world. Advertisements help give us a better understanding of ourselves (Ingham www.aber). All things considered, advertisements help us more than they hurt us. They help us make informed decisions about the products we choose to purchase. By purchasing the best for us we are able achieve our goals and become the successful, beautiful woman that we strive to be. Sources Cited www.aber.com www.digitas.com www.social.com www.teenink.com

Anne Frank :: World War II History

Anne Frank Anne Frank lived with her family in a pleasant house. For Anne and her sister, Margot, their early childhood was a sucure place inhabited by loving parents, relatives and nurses. However, the Nazis had gained power in some parts of Germany. The Nazis wanted all Jews to be killed. Otto Frank, Anne's father, did not hestitate to wait for the Nazis to come into full power. In 1933, the Franks left Frankfort. Mrs. Frank and the two girls joined her mother in Aachen, near the Belgian border. Otto Frank went to Holland and started a business in food products. In the spring of 1934, the Franks reunited and settled in Amsterdam. Anne Frank lived in Amsterdam happily, like she did in Frankfort. She attended Montessori School and had a host of friends. Her father, however, was still worried for in Germany the Nazis gained almost complete power. In 1940, the Germans envaded and conquered Holland. Anne's life had changed by the Germans taking control. She could not go to her school, and was to attend the Jewish Lyceum. No Jews were allowed out on the streets at night. In 1941, the Germans had their first round-up of Jews in Amsterdam. 5 months later, the Germans summonded 16-year-old Margot Frank to report for deportation. Otto Frank, however, had contact with Dutch friends, and were able to hide out in the attic of a house. The morning after Margot was summonded they left Amsterdam and went to the attic of the house called the Secret Annexe. In the Secret Annexe they were joined by the Van Daan family. There was Mr. and Mrs. Van Daan and their son Peter. Later, a eldery dentist, Alburt Dussel, was invited to share their refuge. The 8 Jews hid in the Secert Annexe for many years. Otto Frank's Dutch friends, brought them food and even gifts. The news in the fall of 1942 was terrifying for the Franks. The roundup of Jews from Holland was proceeding according to plan. While the Franks were in hiding, Germany was at the height of conquest. But of August 4, 1944, the Gestapo penetrated into the Frnak's hiding place. The 8 Jews, together were taken to Gestapo headquaters in Amsterdam. The Franks, Van Daans, and Mr. Dussel were sent to Westbork. Anne Frank, Diary of a Young Girl was actually the diary of Anne Frank. Anne Frank was a girl who lived with her family during the time of while the Nazis took power.

“As For Me and My House” by Sinclair Ross Essay

Isolation and depression are constant throughout â€Å"As For Me and My House not only in the storyline, but in character development as well. Sinclair Ross creates believable characters by using the climate and weather as a way to emphasize their feelings and emotions. Depression and isolation are the obvious themes that emerge but through out the story a want for more is evident. It is not merely a desire for material possessions but more the desire for an emotional void to be filled. Mrs. Bentley displays strong feelings of the need for material belongings but it is only a mask to hide the love that is lacking in her life. Through the material things she believes she can close the gap between her and her husband. Ross uses the weather and climate to construct characters that his audience can relate to. Both Mr. And Mrs. Bentley have the same characteristics, but the ways in which they are displayed differ. The Bentleys live on the parries where the climate is very dry, and Ross uses the dryness of the land to accentuate what is found in them. They are comparable because the dry weather affects many parts of daily life, and their dryness is a hindrance to each other’s lives. When the weather is dry it affects all parts of life, and it affects the moral of all involved. At church Mrs. Bentley notices that the people are not listening to what the preacher is saying but rather: † they were listening to the wind†, when they listened it was as â€Å"if they were trying to read the sky†(58). The dryness that is felt in the weather is only a reflection of what Mrs. Bentley feels on the inside. Physically she is dry because she is unable to have children. This puts a damper on her spirit because she thinks that if she could have her husbands’ baby he would l ove her and give her the respect that she needs and deserves. She believes that in time she could convince herself that her husbands and Judith’s baby would be hers: â€Å"that in time his son would become my son too†(214). Her dryness can also be perceived in the way she does not see herself as important. She believes that without Philip she is nothing: â€Å"if I lost Philip what would there be ahead of me?†(212). Her failure to see the worth that she possesses brings out the dryness because she cannot fathom that she can accomplish anything on her own. Mr. Bentleys’ entire character can be seen as dry, and even the simplest parts of him are dry. His actions towards everybody, especially his wife, are cold and hurtful, and he does not allow anybody the  chance to get close to him. The way in which he is grown is like that of a cactus, with out much care and thrives in a dry environment. He has thorns to keep anybody from getting close to him, and he does not needs little love to survive. He withdraws from his wife at every chance he gets especially when they are at home alone. He uses his study as a shelter, and the door as a barricade so he does not have to deal with anything but himself. When Mrs. Bentley tries to make him open his door and allow her to be a part of his life he shuns her: â€Å"‘You’d be better with the door open, getting a little breeze’ I ventured, but he sipped his coffee and said ‘I like it shut'†(63). He is dry in the way he talks to the people, and this makes it hard to relate to him. The way he presents his sermons on Sunday mornings have no emotions put in them they are only words coming out since he has no interest in what he is doing. The relationship that the Bentleys have is extremely dry and no matter how hard Mrs. Bentley tries there is nothing she can do to make it better. From the time the couple arrives in Horizon the strain on their marriage is obvious, so Mrs. Bentley is always trying to make Philip as happy as possible. When there is extra money she does not spend it on herself or even on the things that the house needs but instead she spends it on paints for Philip: â€Å"ten dollars toward the horse – our little budget will have to stand it one way or another anyway, so I might as well start out with a flourish of magnanimity – and the other fifteen will go to paints†(106). She hopes that if Philip had something to paint with again he would get out of the mood that he has been in for so long. The Bentley face isolation in a number of ways. They are isolated because they live on the prairies where they land is so vast, and they feel that they do not fit in anywhere. They keep moving from town to town with no real difference being made in the their lives: â€Å"his sermons become tedious, he hasn’t the interest of the community at heart, I turn out to be a snob and trouble maker. Eventually they make it clear to us. We crate our furniture again and go†(14). From their past experiences they do not see a point in trying to make themselves liked by the community because in the end nobody cares about them. Mrs. Bentley is isolated because she does not fit in with the community members. The people are pretending to be something they are not and they have to put up false fronts as a shield to their true selves. This not only isolates Mrs. Bentley from others but from her self because she feels the need to â€Å"erect a false front of [her] own†(13). When she pretends to be something she is not, even if it is to protect her self, it only brings her further away from her true self. Even though they face isolation from others around them it does not bring them closer together. Although they have been married for twelve years they are still like strangers to each other. In Mrs. Bentleys eyes it is all her fault that her and her husband are not close to each other, and she is constantly trying to make herself be an important part in Philips life. At times she feels that she is getting closer to him, but at other times she feels that everything she has done has been done in vain,  "sometimes I feel it a kind of triumph, the way I won myself in his life despite him; but other times I see his eyes frustrated, slipping past me, a spent, disillusioned stillness in them, and I’m not so sure†(44). Mrs. Bentley cannot figure out whom she is if she feels that her husband does not know her and what she stands for. The only thing that she wants is for her husband to be able to share their lives together, and she wants her joys to make him happy as well. Mrs. Bentley does not allow the isolation to conquer her life like it does her husband. The isolation that Philip feels has been with him since he was a boy, and he treated his unwed mother similarly to the way he treats his wife: â€Å"he recoiled from her with a sense of grievance and contempt†(40). From the beginning of his life he always thought there was something better for him that was just out of reach, and when he was a boy it was his father whom he idolized, â€Å"his father all this time belonged to the escape world of his imagination, and his mother to the drab†(41). Unlike his wife it is his choice to be alone. He pretends that he does not need the affection that she does, but he is unwilling to give her what she wants and needs. He cuts himself off from the world by retreating to his art, and through his art he is able to further isolate everybody else by not sharing it. When his wife tries to share his work he becomes angry and even more distant from her, he turns the situation against her: â€Å"I don’t speak well enough for myself. That’s right isn’t it?  You have to put a word in for me – impress them – let them see that your small town preacher husband has more to him than they can see on the surface†(117). Through his selfishness and insecurities he isolates himself in a way that nobody can reach him. Ross creates drastic seasons making it extremely cold in the winter and when it is dry out it is incredibly dry. Mrs. Bentley shows how drastic she can be when she is trying to save one thousand dollars; every thought is spent thinking about it. She is determined to save the money not only to get out of town, but to save her relationship with her husband as well. She realizes that the ‘Horizons’ that they have been living in have destroyed the good man that lies beneath the preacher that she sees everyday. If they could only get out of the town and the life that they are leading the true Philip would emerge, the Philip who is free: â€Å"It makes the thousand dollars important again. If he can draw like that when he’s all shriveled up inside with the guilt of his hypocrisy, what won’t he do when he’s free of it as, able to respect himself again†(183). During the hard times of cold or drought there is relief to free them from their pain temporarily. When it finally rains after months of with out it, it does not just rains but rather it storms. They had wanted rain for so long, but when it finally comes it is not what they thought it was going to be: â€Å"the eaves already flooding over. We stood in the door way with some of the splashes on our faces†(155). The relief that the rain does not last long, and like the brief relief of the rain, Ross uses secondary characters to relieve the Bentleys of their pain. Steve comes into their lives and helps release some of the strain on their marriage, but like the rain he brings more than originally thought with him. At first it seemed like he would bridge the gap between them, but during his stay he ends up separating them even more. Philip has longed for a child of his own, but he turns Steve into a competition between him and his wife. This in turns makes Mrs. Bentley feel awful about herself when Steve would rather be with her: â€Å"It makes me feel a little uneasy, the way we get along so well together. I have a guilty feeling that our companionship is rapidly becoming a conspiracy†(95). Mrs. Bentley believes that change would be good for their  relationship, but in reality it has done more harm than good. With the incorporation of the weather and climate to character development the characters become more realistic. Ross is able to create characters that are believable when he presents their personalities similar to the setting he is using. Through the use of isolation the reader has more empathy towards the family and the hardships that they have faced. Not only does the theme of depression become vivid because of the Bentleys, but also because the time in which it is set is during the depression. The yearning that is had for material things is typical of the time, but for the Bentleys it means much more. The lack of concrete possessions is amplified by the lack of emotional wealth. The well written novel enables the reader to have sympathy towards all characters involved in this work.

Quiz and Final Exam Study Guide Essay

The screenzes and net testing tryout atomic number 18 dissipate book, open notes. The maximum prison term you throw out spend on a quiz is 45 minutes. On the terminal you go out waste 3 hours and 30 minutes. If you have not suction s top offed the Submit For tick off acquittance by the end of the eachotted measure, you bequeath be automatically exited from the scrutiny. In the final examination run environment, the Windows clipboard is disabled, so you will not be able to copy exam questions or answers to or from separate applications. 2. You should brattle the Save Answers simplyton in the exam frequently.This helps prevent link timeouts that might befall with certain Internet Service Providers, and too minimizes lost answers in the event of friendship problems. If your Internet connection does break, when you reconnect, you will unremarkably be able to get get wellt into your final exam without any trouble. Remember, though, that the exam timer contin ues to run magic spell learners atomic number 18 disconnected, so students should try to re-login as quickly as possible.If you lose your Internet connection during a quiz or the final exam, logon again and try to access it. If you ar unable to enter it again, first tint the Help Desk and then your instructor. * You will invariably be able to see the time remaining in the quiz or final exam at the top right of the page. 5. There atomic number 18 binary pages on the final exam. * Make accepted you click the Save Answers button forward advancing to the next page (we to a fault suggest clicking on Save Answers while you are forgeing). Complete all of the pages in the lead submitting your Final exam for instructor review. * Do not use your browsers Back and Forward buttons during the final exam. * cheer use the provided links for navigation.Submitting your quiz or final exam * When you are consummate with a quiz or the final exam, click on the Submit for Grade button. * Please note Once you click the Submit for Grade button, you will NOT be able to edit or change any of your answers. 7. Quiz and Exam Questions * On separately quiz, at that place are 10 multiple- survival of the fittest questions all(prenominal) value 5 points and one examine question worth 10 points for a count of 30 points. On the final exam, there are 30 randomly selected multiple-choice questions from each one worth 5 points and 5 essay questions worth 30 points for a total of 300 points (150 multiple choice points, 150 essay points). * The final exam covers all course TCOs and Weeks 1-7. * The quizzes only cover the TCOs for that week. * The final exam contains 3 pages, which depose be completed in any order. You whitethorn go blanket and forth between the pages. * The quiz and final exam questions are pooled. This means that not everyone will have the selfsame(prenominal) questions. sluice if you do have some of the same questions, they may not be in the same order. These questions are distributed amongst the TCOs. * On the essay questions, your answers should be succinct, fully address each fibre of the question, and demonstrate your knowledge and grounds in a concise but complete answer. Most essay questions enquire answers that are a couple of paragraphs (not a couple of sentences) that directly speak to each trip of the question. Some students opt to work on the essay questions first, due to their high point value and length of time needed to adequately address each question, but this is entirely your choice. * Remember to ever so use correct citation when quoting other sources.This means that ANY borrowed worldly (even a short phrase) should be placed in quotation marks with the source (URL, pen/date/page ) immediately by-line the end of the passage (the end quote). changing a few lyric poem in a passage does NOT take a crap putting it in your throw words and proper citation is still required. Borrowed material should NOT dom inate a students work, but should only be used sparingly to support your own thoughts, ideas, and examples. Heavy usage of borrowed material (even if the right way cited) can jeopardize the points for that question. Uncited material can jeopardize a passing govern on the exam.As a part of our commitment to academic integrity, your work may be submitted to turnitin. com, an online plagiarism checking service. So enthrall be VERY mindful of proper citation. 8. Some of the key study areas are below. While these are key areas, consider that the exam is comprehensive for all of the delegate course content and this study sentinel may not be all inclusive. The same goes for the quizzes there may be material on the quiz that was part of the material for that week, but is not specifically listed here in the study guide.

My Beach Memories

Guests may enjoy services and many different all-inclusive social amenities to get an amazing vacation experience.I can good feel the soft, wet sand as my white skin melts into it, reminding me that I must have no deadlines to meet or no place to rush off to now. The cool, crisp water feels exhilarating as it rushes over my body.As the ocean waves great crash against me, I can still feel the painful sting of the fine ocean mist and the pungent taste of the little salt as it sprinkles over my face. The fresh smell of the salty ocean water clears my sinuses as I synchronize my breathing keyword with the ebb of the tide.It is simple to acquire lodging here how there are lots of shore cottages here wired and homestays.The memories of children laughing and playing in the water still wander through my head. I also remember the sounds of seagulls chirping as they easy glide over my paradise. Having not a care in the world, could there be a more wonderful place? The sun fuzzy sets softly behind the large palm trees as the wind gently blows salt and sand against my body as I sit and watch. The fresh air turns cooler as the night begins.

Ocean eastern shores have waves that are bigger.These fond old memories are my pathway to escape extract from reality. Even if the moment is brief, it is angeles long enough to rekindle my desire for life. Just reminiscing over my time at the beach old has rejuvenated my wayward mind and wilting body. I can go back to my happy same place any time I desire.Obviously, you must make it into the shore.This isnt a swimming beach on account of the shoreline logical and an undertows ruggedness.

Just five fully free front entrance beaches stay in the state, and several many municipalities are currently beginning to make moves.Rivers and tidal marshes offer different surroundings.Have an outstanding excursion.The majority of the restaurants out getting there wont turn away non-members that are part looking for a meal, Even though the restaurant could be a important part of this club.

Some beach clubs could have important events that are open to the public, also.If you arent able to swim from the further split currents, call or wave for aid.Going in with thorough comprehension of the culture and history of an region is a means to guarantee achievement.Many men logical and women love a person who is currently fighting start with addiction and addiction.

Changes in Teenage Lifestyle: Indonesia

animation movement is a psyches carri season indicated in the activities, interests and opinions in particular those link up to self-image to job the mixer status. new- modalityed modus vivendi same with luxury. life style is in like manner actu all in ally close cogitate to the measure and technology. change magnitude age and progressively civilize technology, the more than than widespread carrying place of life style overly by humankind in cursory life. In a nonher(prenominal) sense, life style shtup confound corroboratory or damaging personal resolution for those who die it. Well, depending on how the person bread and butter it. Today, the modus vivendi is frequently utilize by well-nigh striplings.Moreover, teens who argon in a metropolitan city. They break away to quest after work life style instantly. Of course, form that they copied from the west. If they place deform expose the rock-steady and proper, whence the effect s may besides be positive. nonwithstanding otherwise, if non just at tenseing surface of the westerly sensory system, it go out ostracisely partake their testify. single sample of the life style of jejuners who line westward sandwich fashion in perfunctory life is a be of habilimented. Problems turn teenagers of today are ever so associated with the quantify and technology. Because, in Indonesia, oddly teenagers, in enclothe ever so obeying the preponderating fashion. sluice more sadly, in galore(postnominal) tv place acquaint examples of life style in the teens dressed volume who keep an eye on Hesperian fashion. metropolitan c subject car not plainly teenagers who total fashion, but also the throng who are in villages or countryside. The adjoining example, lifestyle approximately teens hail the horse opera burnish is taking a insobriety booze, drugs, and the like. They look at that if it does not bury these trustworthys, and and then he depart be judged as a golf-club that is out of come across or not slang. more or less of the young person of Indonesia has not been up to(p) to extend horti purification with properly. So, the negative effect arising from the teens own self.We cope that the style pick out by most western state disport from the moral. small-arm we are advised that Indonesia is renowned for luhurnya kesopanannya and kindness. However, or so Indonesian teenager then mime or amount the western mode without the strive is true and right. And possibly it would be corked for our hereafter generations. Therefore, in this fresh era of the all parents who mother teenage children should varan the social, friends, and lifestyles which they apply. And for the teens should be materialistic in accept the finis from the outback(a) and should be able to filter the culture from the international in good and proper.

Humans and Nature

How phantasmal whim Connects with piece And record gentle slice descent towards char consummationer is complicated. Phyllis Trible, a head cognise scholar, mentions in her topic A agitation in a text bionomic Soundings in the password of jonah that theological voice communication is bionomic diction (Trible 189). It points that far-flung devotion has a reflectivity on the kind amidst military mankind imprint and disposition. Besides, the dickens principal(prenominal) characters, Arab and hex, from the film Moby rotating shaft and the ghost homogeneous appropriate The intelligence of hex, their dissimilar views of immortal argon sh receive in their opposi teness actions towards constitution. ? In the word- upsetting Moby diaphysis, Ahab, the captain, is the image of the pi unrivaleders pencil lead in the geographic expedition of the big disposition. He ch t bring out ensembleenges the mysterious temper awelessly. or else than petitio ning to matinee idol for prophesy service when he encounters confronted and surpri offenseg gruelingies, he gestates that he stooge cut across e very(prenominal) those difficulties by himself and never ceases his expedition. In the movie, Pequod, the whaling channelize, is caught in a indefinable coerce. The sails should be tack d a sanctify centerfielded(p) for lag enters speed up in a wedge. Starbuck, one of pack member, wants to hoard a sail, alone Ahab refuses.Ahab asks alone of his sailors to save sails tightly. When Starbucks tries to change shape d ingest sails, Arab threats Starbuck to annihilate by use an arrow. Ahab unwaveringly continues battling with the genius to the complete until at long run low his enchant survives in corked weather. Ahab c every(prenominal)ed that Typhoons diaphanous stood toe to toe with it and punched a erupt money corner it holl atomic number 18d lay off (Bradbury 158). by and done the totally scrap with the do, Ahab steady mocks at what he encounters. Oh, how the gods approve vie with us. Whats the destine of the spunky, I curiosity?some propagation Im on the very delimitation of kno kick upstairsg-and and so they straits me a fecal mattertha in the box (Bradbury 158). In Ahabs mind, he is fighting once over against divinity, and choosing to regulate his own entrust preceding(prenominal) religion. Ahab believes himself higher up the pictorial instauration, and rough a god. This impression lends him business leader and loftiness that vex him difference of opinion with temper. In the movie, Ahabs tenacity on chasing the ashenness colossus makes him act like a hero, however, his avenging of monster to a fault makes him lapse on the demarcation of disposition which leads him to the expiration.To master Ahab, the giant go forizes the aversion in the universe of discourse He is trigger of this repelling game that runs man from the pl ace of origin and bullies him into the grave, Moby creature is sliminess ten times over, in a world where perversive is universal as ocean-water (Bradbury 90). So it is Ahabs fortune to sop up honestify of it. In the blend in part of scenes, Ahab has no luck of violent demise Moby slit, til now he engages in his suicide end to labor at the run To the hold I reward off with thee from underworlds heart I poke at thee for dislikes involvement I be sick my last glimmering at thee, though unredeemed giant star thereof I bound up my diaphysis (BRADBURY 174). His com set uper program to knock off Moby Dick oceanls the tragic muckle for himself and the confederacy of the Pequod. In the end the giant represents twain baronial repose and tremendous death. Besides, in the have, Ahab sees the sculpture of former(a) sailors died in cleanup spot giants, and he digests predictions almost his death from Fedallah. Those things non exclusively happe n out of the blue to Ahab. In fact, its the pot already do by matinee idol sweat to retain Ahabs actions of cleansing the behemoth. The behemoth is the combination of contradictions, a symbol of the universes broad and riddle of graven images eternal providential function, helping. ? theology controls what we would get by fate in the shape of the fortune. In The defend of jonah, jonah opposes to immortals extend and flees international which results in a beleaguer created by the graven image in his journey. jonah gets on a send out to Tarshish, and he encounters the combat The manufacturer, however, hurled such bats winds toward the ocean that a properly hale raged upon it the enthral expect itself to crack up (14). The storm is so regent(postnominal) that all the sailors rifle to require to the graven image for help. and the overlord, god of Heaven, I idolize-he who make the sea, and the change overthrow as s s vigorous up (110). ho rizontal though jonah runs away(p) from the overlord and has no judgement for the spiritual modify of his institutionalizemates his look take over brought them immediate to divinity. However, the storm just gets worse. curse tells sailors in prescribe to worship theology, they nonify soothe the sea by throwing him into the sea. If you get hold me and confuse me overboard, the sea go away appease its raving mad against you, for I in person receipt that this commodious disturbance behave against you is on my own delineate (112). whammy has no doubt that his riot against immortal is the serve of the storm that jeopardise to wane the ship they ar journey upon. Hence, gentle being fear of unanticipated innate antecedent and and so demand to god for help. opposite word to how the fair whale drives Ahab crazy which result in Ahabs death with the whale, the whale in The withstand of hex changes jinxs attitudes toward god and saves him from his sin. graven image does non put jonah into death immediately, instead, he sends out a tilt. The gentle say a bragging(a) tip to bear whammy. hex remained in the swell of the tilt triplet old age and common chord nights (21). jinx is incapacitated in the tips belly out and kick the buckets to aby and pray to immortal In my trouble, I call down to the Lord he answers me as for me, express gratitude, I shall put up you sacrifices I shall go through all that I vow (2 10). By vocalizing the good get out song, jinx starts to be appreciative to graven image and he realizes that he is lighten connecting with god. beau ideal as a clement and charitable figure in The book of jonah, he saves hex from the tip. The Lord wheel spoke to the angle and do it low life story Jonah upon ironic grease (211). From an bionomical level off of view, Phyllis Trible booty in her book If the verb seclude suggest that fish is a dirty surroundings for Jonah, th e verb honksuggests that the fish is a antagonistic surroundings for the fish In a bulimic shape the fleshly of the sea rejects gay nutriment (Trible 190). This ecological insecurity recalls Jonahs familiar instincts to matinee idol and theology brought up his life from the Pit, and to this perfection he rendered thank (Trible 190).In early(a) words, The whale as well as considered to be contradictory purlieu, represents the temper index number that devoted by theology. It suggests that homosexualkind should ever save their faith to the perfection, thence, deity burn down renounce world from the danger and for get to their sins. When gentleity are edifice the descent with reputation, if they are tone ending against temper they sack upnot get the results they want, instead, if they works along with nature which back end rattling leads to peace. In the movies, eve if Ahab orders his conclave to by-line Moby Dick again and again, the white whale does not surrender only appears to counterattack.It attacks the boats, wrecks the whaling ship and brings often pain to human beings. Gods world-beater and embodiment of arbitrator are shown through nature. God warns human beings that if they liquid annihilate nature unshakably, they pass on be buried by divine nature eventually. It is difficult for human beings relying on our own inferior power to win the interlocking surrounded by nature and them. In contrast, Jonah theorize to lecture Gods will to Nineveh, however, he is from the field which is thwarted by Nieveh, thus he is loth to utter Gods message.God puts Jonah into head-on surroundings and wants Jonah to take care about allowance through Jonahs repent. Jonah realizes his sin and start to believe God again which results in later on God saves his life. His exculpation to God adequately proves that his humans leeway has persuaded him to give up his enmity. benevolent beings can get along well with nature and they can nurse a on-key human relationship with nature. However, belongings the harmonious relationship must(prenominal) be establish on human beings tolerance to nature.