Mansfields Bliss :: essays research papers

Katherine Mansfield thoughtfully named her story Bliss, to ask the question, â€Å"What is bliss?† Webster’s dictionary defines bliss as, â€Å"complete happiness†. In Bliss, the main character, Bertha, feels she is blissful. She has the perfect family, the perfect life, and a party that night. However, that perfect life is a faà §ade, which the reader along with Bertha at times learns. After arranging the fruit for the evening party, Bertha like a child at Christmas runs upstairs to the nursery to see her baby, Little B. The scene goes, â€Å"she looked up when see saw her mother and began to jump.† (Mansfield 2) The Nanny quickly takes control of the baby and in facial expressions showing her displeasure of being interrupted. When the Nanny tells of the dog’s ear that B touched, she does not voice her objections to the Nanny’s judgment of letting B touch the dog’s ear. Bertha also has to beg Nanny, like a child rather, than an employer, to finish feeding her child. Showing that Bertha’s bliss with her baby is not true, â€Å"because the nanny has constant control over her care.† (Sonja Cerne, para. 1). Bertha’s bliss with her husband also is fake. He is having an affair with her â€Å"a find of Bertha’s called Pearl Fulton.† (Mansfield 3). According to Megan Nussbaum, â€Å"Subconsciously Bertha knows that her husband must be messing around with someone. He's always coming in late and doesn't mind her ‘coldness’ in bed.† However she has no idea that it is her fascinating friend, after all Harry, Bertha’s husband, constantly criticizes Miss Fulton, â€Å"[he] voted her dullish, and `cold like all blond women, with a touch, perhaps, of anemia of the brain.† (Mansfield 3). Later in the story, Harry and Miss Fulton almost arrive one after another, â€Å"like they rode to the house together and then came in separately.† (Kate Campbell, para. 1). At the end,† Harry almost pushing his wife [Bertha] over when Miss Fulton is ready to leave†¦and then he pulled Miss Fulton towards him and his lips said, ‘I adore yo u. Mansfields Bliss :: essays research papers Katherine Mansfield thoughtfully named her story Bliss, to ask the question, â€Å"What is bliss?† Webster’s dictionary defines bliss as, â€Å"complete happiness†. In Bliss, the main character, Bertha, feels she is blissful. She has the perfect family, the perfect life, and a party that night. However, that perfect life is a faà §ade, which the reader along with Bertha at times learns. After arranging the fruit for the evening party, Bertha like a child at Christmas runs upstairs to the nursery to see her baby, Little B. The scene goes, â€Å"she looked up when see saw her mother and began to jump.† (Mansfield 2) The Nanny quickly takes control of the baby and in facial expressions showing her displeasure of being interrupted. When the Nanny tells of the dog’s ear that B touched, she does not voice her objections to the Nanny’s judgment of letting B touch the dog’s ear. Bertha also has to beg Nanny, like a child rather, than an employer, to finish feeding her child. Showing that Bertha’s bliss with her baby is not true, â€Å"because the nanny has constant control over her care.† (Sonja Cerne, para. 1). Bertha’s bliss with her husband also is fake. He is having an affair with her â€Å"a find of Bertha’s called Pearl Fulton.† (Mansfield 3). According to Megan Nussbaum, â€Å"Subconsciously Bertha knows that her husband must be messing around with someone. He's always coming in late and doesn't mind her ‘coldness’ in bed.† However she has no idea that it is her fascinating friend, after all Harry, Bertha’s husband, constantly criticizes Miss Fulton, â€Å"[he] voted her dullish, and `cold like all blond women, with a touch, perhaps, of anemia of the brain.† (Mansfield 3). Later in the story, Harry and Miss Fulton almost arrive one after another, â€Å"like they rode to the house together and then came in separately.† (Kate Campbell, para. 1). At the end,† Harry almost pushing his wife [Bertha] over when Miss Fulton is ready to leave†¦and then he pulled Miss Fulton towards him and his lips said, ‘I adore yo u.

What is a thesis statement

In regards to a thesis proposal, it is an outline of a research study you do in your thesis or dissertation. To put it simply, a thesis proposal is a road map. It provides a reader with a vision of your future work. Your thesis proposal needs to be carefully planned and properly structured. The better you are at explaining what you are going to research and why the topic you have chosen is relevant, the more rewarding the result will be. Choosing a topic is the hardest part not only in thesis proposal writing, but also in academic writing in general. You should identify the problem you are dealing with in your thesis proposal, as well as state the questions you are going to address in your thesis. You are also supposed to describe all the resources and materials you need in order to conduct a research study for your thesis or dissertation. The successful approval of your thesis proposal means you will be able to continue the work on your thesis. Therefore, the importance of writing a n impressive proposal should not be underestimated. The five most vital points of a well-written thesis proposal include: Outlining; Knowing the structure; Planning the writing process; Writing a thesis proposal; Proofreading a thesis proposal. The first step is to provide a clear and detailed outline. In this part, you are required to present all materials you have already gathered. You need to prove you understand how the process of research works. You also need to demonstrate that you are able to find all relevant sources in regards to the subject you have chosen to research. The next step is structuring your thesis proposal. The common parts of every thesis proposal are as follows: an abstract, an introduction, significant prior research if any, a thesis/project statement, approach, potential outcomes, limitations, and proposed dissertation chapters.

High School Essay Essay

I spent the first two year of high school at Westland High in Columbus Ohio. Those years were somewhat average and most of the time I felt board, even though I was on the track team. One of the more unusual things that occurred was that a classmate, who I had talked with many times and who sat by me in a few classes murdered his parents! I spent the rest if high school at Grove City High School, after moving there in my junior year. My senior year was a little less exciting (which I didn’t mind). The co-op program that I was involved with allowed me to work outside of my high school for credit. During my freshman year I was approached by a track coach. His name was Mr. Lamb. I couldn’t help but remember his name by the way a lamb sounded. Mr. Lamb had noticed while I was running for exercise that I took long strides and moved pretty fast, so he asked me if I would like to join the track team. I had never been involved in sports or asked to join a team in my life, so I jumped at the opportunity. One thing my coach liked about me was that I didn’t require a lot of practice running. I could, as the Nike commercial says, â€Å"Just do it† and I did. I won numerous first place awards place and was even interviewed by the local newspaper for having the most wins with the least amount of running time. During my sophomore year things certainly got a lot more exciting. A classmate that I had contact with and had sat next to me in class also lived a block away from my house decided to sneak up behind his mother and shoot her in the back of the head while she stood in the kitchen. Then he dragged his mother’s body to the garage and hid to wait for his dad to come home and then he put a bullet right through his father’s eye! I remember watching TV after school when the program was interrupted by a news bulletin. The newscaster had said a 17 year old student from Columbus, Ohio had murdered his parents. I was horrified to hear the name of my classmate Brad Porter when they gave details about the suspect. Returning to school the next day was a bit eerie, because there sat Brad’s empty desk right next to mine. I was shocked and scared. I remember being afraid to walk around my block and seeing Brad hiding in his garage. Things were quieter my junior year, but I did have some big adjustments to make. Because of a family situation, I was forced to move to Grove City, Ohio and live with my mother. When I transitioned to Grove City High, I had to say goodbye to all my friends, classmates and teachers and start all over again socially. This was difficult for me because I quickly get comfortable in a situation and almost think it’s never going to change. Then, when change does occur, I have to reshape my thinking to fit the new change. The move to Grove Citywas awkward at first; The students were generally better off, so more of them had cars. It seemed like everyone drove or owned a car but this didn’t bother me much – I thought to myself â€Å"Heck, I use to be on the track team! What do I need a silly car for? † The rich kids looked down on everyone that happened to be out of style with them. The school itself was bigger too, about twice the size of Westland. It had two levels but no elevators, just steps that I had to climb every morning to get to all of my classes. Finally I made it to my senior year and things were looking bright this last year of high school. Grove City offered a co-op program that allowed students to work outside of the high school and still earn credits toward graduation. I was the first to sign up. The next day I had my schedule to report to McDonalds and to work five hours every day then was done by 2pm, then that I had all the time in the world to do nothing which is the favorite thing for any teenager suffering from â€Å"senioritis†. The softer schedule and time away from school was a welcome relief from the rigorous track schedule my freshman year, and a way to start forgetting the horrible drama from the next. All in all High School hadn’t been so bad. I had done well in my freshman year on the track team. My sophomore year had some drama. My junior year brought a move and my Senior year brought relief. Almost everyone has fond memories of high school, and even though my time was probably more traumatic than most, I’m no exception. The experiences from those four years exposed me to â€Å"real life† in a very harsh way, but the coping skills I developed and the growing up that I did prepared me well to face what lie ahead, I wouldn’t change a thing.

European History Essay Paper †Past Question Plans Essay

This is an ‘explain’ type question – so it’s asking you to do just that, but also a little more. Merely describing the measures Ferdinand and Isabella took to cope with various problems will get some marks, but more marks will be gained if you weigh up the outcomes of these policies, and register how successful they were. For example, you may say in the essay that Ferdinand and Isabella faced economic problems, and you may go on to explain what policy(ies) they introduced to solve the problem. This would be ‘explaining’ how they ‘dealt’ with the problem, but you can go further and say how well they dealt with it compared to other issues, etc. Also, refer to historians and what they said about how they dealt with problems. Always link back to the question. So – you must: a) Show what the problems were b) What measures they took to deal with them c) How successful these measures were, evaluating against other issues, historiographical interpretations, short-term/long-term instances. The essay: PARA 1 – WHAT WERE THE PROBLEMS: i) Civil War in Aragon – decline of Barcelona, civil disorder, social unrest. ii) Lack of Grandee support for Isabella. iii) Lack of Town support for Isabella. iv) Foreign menaces. v) Religious issues – Jews, Muslims, Reconquista. PARA 2 – HOW THEY DEALT WITH THEM: i) Civil War in Aragon: well, King John of Aragon was very much in favour of a marriage alliance of Ferdinand with Isabella. John saw this as a way of engineering territorial security in area like Catalonia, keeping the French at bay. He also saw the possibility of better economic ties that would help halt the decline of Barcelona and peasant unrest. Thus, Chroniclers depicted Ferdinand – King in January 1479 – as the founder of a new Age, a ‘Messiah’. The real problems in Aragon, however, like that of town control over financial policy, were not even attempted to be sorted out until after 1479 when Ferdinand had been King for a few years. However, between 1469 and 1479, we can see the ideal behind John’s plan to marry Ferdinand and Isabella, as it was meant to give Ferdinand a better chance to reviving Aragon’s fortunes – something, in the long-term, which slowly starts to happen, for example with the emergence of town consulados, etc. ii) Lack of Grandee support for Isabella: Isabella had some Grandee support – but she needed more in order to win her succession. The succession crisis was the biggest issue, and within that, the lack of Grandee support – an important problem that needed to be addressed. So, she had to make deals to get support. She needed their support as Grandees had land, money, power and men – they could make or break a monarch. So, she bought them off: Cardinal Mendoza was promised a Chancellorship, his brother was created Duke of Infantado; Enriquez was made Admiral of Castile; Velasco made Constable of Castile. Isabella said – support me and I’ll reward you, and this is how she changed the potentially dangerous situation of only a minority of Nobles supporting her, to a majority in favour of her. iii) Lack of town support: Most towns were in revolt; many ‘bandos’ fought for their own control of the towns and cities, depriving Ferdinand and Isabella of an important power base. Isabella used a variety of techniques to overcome the problem, demonstrating her political aptitude and ability to work out different answers to varying situations. Thus, Burgos was promised Royal protection from liberty-threatening nobles after Burgos’s citizens highlighted this as a major hindrance in their supporting of Isabella. Toledo was offered extensive privileges if they submitted; Seville was threatened with financial and commercial penalties if Isabella’s right as Queen was refused there. Rodrigo declared in favour of Isabella ————————————————————————————————————————- How important was religion in influencing the policies of Ferdinand and Isabella? The only way to avoid narrative is to structure an essay properly and to focus on explaining and arguing, rather than telling the story. It takes a certain amount of courage to accept, but a shorter, focused, analytical answer is much better than a long, narrative one! If you can, use short, snappy quotations to support your analysis, rather than long factual descriptions. Clearly you understand that religion was important and since this is the factor given in the essay title, you need to deal with this in the greatest depth. A brief introduction stressing the piety of Ferdinand and (especially) Isabella (eg ref â€Å"the Catholic monarchs†, the fact that their tomb in Granada Cathedral records only their â€Å"achievements† in religion) should be an followed by an explanation of how the conquest of Granada, the establishment of religious uniformity, the reform of the Spanish Church and even the sponsorship of Columbus were motivated by religious aims. In the context of this essay, the policy of religious uniformity requires particular attention, as the implementation of this policy was politically difficult (eg opposition to the Inquisition, especially in the Aragonese kingdoms and the revolt of the Alpujarras) and economically damaging (eg the loss of the wealth and commercial skills of the Jewish community especially in Barcelona and the disruption to trade and agriculture in Granada after the expulsion of the Moors). It therefore shows the importance of religion in the formation and implementation of policy, given that Ferdinand & Isabella were willing to accept the consequent political and economic difficulties. However, to give your essay balance you will need also to explain that these â€Å"religious† policies had other aims too, given the pressing need to restore and strengthen royal authority (particularly in Castile, after the anarchy of Henry IV’s reign and the civil war). In particular, the conquest of Granada and the sponsorship of Columbus were motivated by economic aims, while the conquest and reform of the Church also had broader political aims (eg the conquest united the nobility behind the new regime and gave it a safe outlet for its aggressive instincts, while ecclesiastical reform went some way to establishing royal authority over the Spanish Church). You should conclude that this complex of motives – religious, political and economic – was inevitable, given the personality of the Catholic monarchs and the context of their reign. I hope all this helps you with your studies. Good luck! ————————————————————————————————————————- How United was Spain by 1516? The main thing with any essay is to be clear in your mind about what you are going to say. Yes, there are different interpretations but the only point of view your exam marker is really interested in is yours! So you must decide right from the beginning what you think the answer is and structure your essay accordingly. If you have time, you can include some discussion of the other views/possibilities in your conclusion! In the case of this essay, there are a number of possible answers: ie Ferdinand & Isabella united Spain more or less completely; they didn’t unite it at all; or they united it in some ways but not others. Common sense will tell you that the last approach is probably the best one! Having decided what your argument is going to be, you can say so in your introduction (ie Ferdinand & Isabella imposed religious uniformity on Spain and created a dynastic union: however measure designed to bring about closer economic ties were half-hearted at best and they never united Spain politically) and structure the rest of the essay accordingly. Start off by explaining those areas where unity was achieved, in particular the implementation of policies designed to bring about religious uniformity (conquest of Granada, expulsion of Jews and Moors, Inquisition) and the dynastic union resulting from the marriage of Ferdinand & Isabella that also enabled the Catholic Kings to pursue common military and foreign policy aims. However, you should be aware that all of this only went so far. For example, the supposedly â€Å"Spanish† conquest of Granada actually resulted in the expansion of the crown of Castile, while toleration of Moorish practices actually continued in Aragon (especially Valencia). Perhaps most telling was the fact that after Isabella’s death, Ferdinand re-married in order to prevent (unsuccessfully) Charles of Burgundy from inheriting Aragon as well as Castile. In other words, Ferdinand did not want the dynastic union created by himself and Isabella to last if it meant that their joint heir would be a Habsburg prince. Consider the economy next: â€Å"unity† is suggested by the equalisation of currencies (often referred to as the introduction of a common currency) and the introduction of a rudimentary postal service. However, internal customs barriers and regulations protecting the privileged status of â€Å"native† merchants in towns like Barcelona, Valencia and Seville remained. Finally, explain that Ferdinand & Isabella certainly didn’t unite Spain in any political sense. Indeed, they probably had no intention of ever doing so (for example they never called themselves the King and Queen of Spain!). The component kingdoms all had their own rights and privileges that made it almost impossible to rule as a single political unit . Indeed, given the potential strength of the crown in Castile (and the weakness of royal authority in Aragon) Ferdinand & Isabella wisely concentrated on restoring the authority of the crown there, leaving Aragon more or less to its own devices. Apart from the Inquisition, there were no common political, administrative, legal or military institutions and the rights of the Aragonese kingdoms, Navarre and the Basque Provinces were fully respected (apart from the imposition of the Inquisition). Conclude this section of your essay by referring to events after Isabella’s death, when Ferdinand was seen as a â€Å"foreign† ruler with no rights in Castile and was consequently excluded from the government of the country. It was only the death of Archduke Philip and the madness of Joanna that forced the Castilian administration under Cisneros to turn (very reluctantly!) to Ferdinand for assistance. As noted above, your conclusion might include discussion of other interpretations/points of view but it is better if you end up reinforcing your own argument! If you can, find a snappy quotation that supports your point of view to end with! I hope this hopes you with your studies. Good luck!

Effective Advertising Essay

Advertising is considerably one of the vital strategies needed for a product or service to be known within a certain community. The scope of advertising has been highly controversial in the aspect of marketing nevertheless a towering issue in the political aspect as sought in elections and other forms of the like. Synthesis on effective advertising has been defined in accordance to the different models and theories presented in the literary aspect, which, of course has been collaborated with the context of practice. In the field of economics, it has been stressed that advertising consistently plays a vital role in shaping a proficient and efficient society beneficial on the glory it serves. As soon as printed symbols were invented the advertising man made use of them to give publicity to his merchandise (Sokotch, 2006). In recent times, advertisements are embossed on walls and tombs, in black and white on parchment and other paper entities, and are produced in publishing houses. Though these diverse forms of advertising were engaged, diminutive are considered and regard are not as effective as expected. Posters, painted signs, street-car placards, booklets, calendars, almanacs, handbills, magazine and newspaper advertising have now become forms of advertising so well established that we look upon them as a necessity, and are overwhelmed to find out that majority are up to date novelty (Tellis, 2003). However, it runs in the stream of cognitive, affective and behavioral pitches before one may thoroughly state that one’s mean of advertising is effective. Critical analysis on advertising in the contemporary society The verity of advertising in point of fact is focused in one set of audience alone. Take for example, for advertising in the market arena, the audience are the consumers; in the political arena, politicians advertise their platforms and propagandas in the light of the voters; while for research and other educational gains, it is in the hands of their respondents that they are able to complete their study—without these ‘audience’ it would be hard to comprehend why â€Å"advertisers† are so eager to let their â€Å"advertisement† out in the open with the milieu of persuasion and of encouragement over what they wish to imply (Michelet, 2006). Textbooks and other published materials would often lead to the fundamental concept of â€Å"Ivan Pavlov’s conditioning experiment† or that which has been used by Anne Sullivan, remarkably, the notion is coherent with the idea on advertising. The consumers represent Helen Keller and the advertiser is the teacher in the person of Anne Sullivan—motivation and persuasion, per se. Marx’s theory of commodity fetishism  There have been several deliberations on how advertising shall be crucially taken into basis of analysis. Apparently, critics has often addressed that media analysis collaborated with the arena of political, economical and socio-cultural context must not serve as grounds in identifying the ability of advertising and mass communications in empowering a contemporary capitalist society. Further, Marx’s theory of commodity fetishism connotes the perception—which by hand is used by fashion advertisers—that assessment of an effective advertisement falls on the utilization of a â€Å"model or person,† a product, a setting and text; hence it has also been cited that these forms of â€Å"advertising† is magnificently effective and never fails to capture the consumer-public (Karlsson, 2007). Conceivably, the Marxian theory all boils down to the fact that capitalism is legitimate since that it endows with the public with what they â€Å"want† and gradually fulfills their present needs, use, values and other sort of the like—corresponding to the ethics on exchange value, use value, surplus value, commodity fetishism and fickle-feeding. Strong’s AIDA Model The AIDA model is a behavioral approach which contains a purpose to uplift the verity of making an advertisement awareness-able, interest stimulating, and desire action-triggering dynamic in consumers. It is also considered as one of the most persuasive and highly efficient methods in advertising hence suggesting that for a certain advertisement to be effective, it has to be something that captivates attention leading to convincing the consumers that the product or service or whatever is advertised as interesting. Further, it must also have the ability to make the consumers crave for the product in the sense that they shall â€Å"desire† on it and finally for them to get attached with it and hopefully get a feedback that the advertising is effective. In a larger view with this model, it is important that the information being sent to the consumers is believable and memorable that even in the busy schedule of the consumers, or in the million of ideas processed by the mind each day, one’s advertisement is sought (Karlsson, 2007). Defining Advertising Goals for Measured Advertising Results Theory This model presented by Russell Colley is popularly known as DAGMAR, of course, for the benefit of the masses, and a technique in memory building as well. Consequently, this communication strategy is known for its ability to send information without the utilization of excessive text or message. Its focal point falls on the level of understanding stating what the consumer must believe on an organization and at the same time to measure the efficiency of an advertising campaign (Bok, 2002). Further, it expresses the fact that there are four levels of understanding in advertisement and that the methods used in all commercial communications must come across that very objective. Hunching the four levels of understanding advertising the following are presented by the proponent: awareness of the existence of the organization advertising the brand, grasp on what the product is or is capable of, a rational suspicion or sagacity of conviction in buying the product and like the aforementioned methods, persuasion to act in availing the product advertised and have it stuck on their list (Karlsson, 2007). Lavidge and Steiner’s Heirarchy–of-effects model Published in the same time-frame as that of DAGMAR, this model raises the connotation that consumers possess a non-fickle personality hence consumers are skeptical in being convinced—not interested at all stake would be the fitting definition. Unlike the other theories, which stresses that all factors be cited in equal proportion, this model follows a liner path and insists that these factors are to be taken in a step-by-step basis (Karlsson, 2007). Awareness, knowledge, fondness, preference, conviction and purchase—the mentioned steps shape up this models apprehension. Moreover, the insistent point of this model expresses that consumers are wise enough not to be easily convinced, not unless they are holistically provided with the necessary details that they need inline with the kind of social standing that they have. French postmodernist theory of Jean Baudrillard: Theory of sign value Jean Baudrillard on the other hand, believed on the prowess of signs and symbols constituted by objects for that matter. Having a consumer society, the proponent’s theory dwells on the idea of implosion of aesthetics manifesting that advertising lies on aesthetic techniques and the promotion of consumption as a way of life. Baudrillard’s â€Å"sign value† analysis assess the consumer’s grave need for seeking various products and the actual gratifications that these products derive onto as well as with the social function that it offers. Lurking deep on the â€Å"social perspective† the proponent stresses that signs of sociality are great basis in building up the right method to advertise and capture their pockets to hail such (Harms and Kellner, 1990). Commentary Critical analysis on the models presented would wrap up the idea that advertising is a broad state of field. Perceivably, there are models which are similar in concept—consumers are after products, only that they seek for the best—however, there also appears the skeptical viewpoints that insists the un-fickleness of consumers and there is nothing advertisers can do but to wait for them to visit one’s shop dependent on their innate characteristic. In the light, due to the complexity of the marketing landscape and the advent of globalization, these theories may be evaluated as up-to-date or no longer effective a way or another. But then the perception on â€Å"basics† and fundamental perspectives will always contradict with that nuance. The behavior of the consumers has already transformed through time, with this, it may be taken to assumption that the â€Å"pessimistic† side of the story may be eradicated in pleas. The more â€Å"open† the society, the easier advertising influences them—the higher the chance to be marked as â€Å"effective. † Consumer vs. business in effective advertising In relation to business and consumers as two major factors in marketing, the predicament of the matter is clearly seen in the areas of communication efficiency, product quality and audience analysis. Take for example, the target groups must be taken consideration—kids, teens, adults, couples—all these must be known before a product shall be advertised. Aside from that, culture is also a factor, what to be advertised must be taken into deliberation first considering the fact that the context of the advertisement may not be acceptable in the kind of culture where the product is introduced. In the case of technological product advertising, the following threats may be assessed: as categorized, opportunities and threats, which is basically a portrayal of external change is the scale fall on the line of â€Å"five forces of threat,† namely, (1) threat of new entrants (rising companies of the same service rendered as well as with other rising broadcasting companies which will offer ‘greater’ service than theirs), (2) competitive rivalry (competition in sales, in fame and in the service satisfaction), (3) threat of substitution (other broadcasting/media corporations such as films, 3D theater, home-video conferencing, piracy and other sorts of the like), (4) power of buyers (upon knowing the fact that the society always change their â€Å"taste† primarily in the streamline of the kinds of shows which is â€Å"famous† in the immediate time and the advent of technological advancements such as 3D and other competition in broadcasting) and (5) p ower of suppliers (the fact that such is competition, resources is most likely to halt leading to scarcity from manufacturers of entities and commodities needed for broadcasting). All which serve as the grounds for the success or the failure of the company or the industry and if fortunate, then it will be easier to get the general objective (Mooij, 2005). Advertising in the commerce landscape  Progress in the subject matter is made in the abstract; one scholar shows a compelling talent for innovation, and others amend and improve on his work, all without close reference to the economic context. In the last one hundred years the great corporate enterprise, the trade union, depression and war, increasing and increasingly dispersed affluence, the changing nature of money and the new and enhanced role of the central bank, the declining role of agriculture with the counterpart urbanization and growth of urban poverty, the rise of the welfare state, the newly assumed responsibility of the government for overall economic performance, the emergence of socialist states, have all dramatically altered, even revolutionized, economic life. As the subject matter of economics has changed, so necessarily has the subject. Advertising comes in a handy realization that the more complex the economy gets, the larger the need for business tycoons to broaden their understanding with the flow of the society in patronizing their basic needs. The competition floating in the commercial room also serves as a challenge that each advertisement of their product must be sent with critical analysis and with a pinch of â€Å"freshness† capable enough to outstand the other entities which steams up the battle. The scope of marketing must not only fall under the circumstance of financial basis itself, but rather on the deeper application premises of the activity. An illustration of such would surface in a company’s ability to perform social responsibilities and being able to consistently adjust on the intrinsic and extrinsic demands of the society, as well as with keeping track on the challenges laid on the inevitable table of change (Michelet, 2006). It must be kept in mind that advertising is the only gateway to get their products’ path to the consumers. With the competition rising, consumers are wise enough to know what they want and which is best. Assessment on the components of effective advertising in McDonalds An example of effective advertising is practiced by McDonalds; the power of commercial speech is exercised. Even when backed by the resources and visibility of a McDonalds Corporation, the power of commercial speech campaigns is limited. Neither particular advertisements nor broader advertising campaigns are always effective, even when they have been well researched and well financed: the majority of prospective new brands that are test marketed are not marketed nationally. The battle of the marketplace has many casualties. Even when advertising affects behavior, the effect may be temporary (Michelet, 2006). And when the effects are more enduring, they may amount only to switches among rival brands by established users, rather than new consumers for any of the rival brands. Some advertising—consider the various recent plans and pricing claims of the leading long distance telephone carriers—is widely disliked. As a result, many ads are simply drowned out, unnoticed or unremembered in the ongoing daily proliferation of commercial speech. This does not mean, however, that commercial speech, or commercial advertising more narrowly, does not have important long-term effects, intended or unintended, on American culture and decision making. Commercial advertising is in some sense a ‘zero sum’ game, with one product’s gain being another’s loss. The proliferation of ads, however, does not lead simply to a process of mutual conflict, let alone mutual annihilation (Harms and Kellner, 1990). Conclusions and further remarks Moreover, given the fact that the main subject and prospects for the purpose of venturing into business are the masses, it most likely true that customer satisfaction is a pious must. In simple logic, selling does not only denote giving consumers the idea that a product/service offered on the market/industry, but rather dwelling on the array of perception that consumers are after ‘fame’ of the company as well as the ‘trend’ which is seemingly floating up in the limelight and the ‘generation status’ per se’ – more like, â€Å"in-line-with-amazing-quality† (Easey, 2001). The above mentioned threats then takes place, the world of business is a vortex of intrinsic and extrinsic challenges which requires critical analysis on what consumers need and logical wit to determine the flexibility of the product and service. That is the main purpose of the survey and other forms of observation in the society are needed to achieve managerial goals and jive along with the â€Å"change of taste† and speculations of the masses (Mooij, 2005). What utterly demoralizes business tycoons and practitioners hangs back on the exactness of the cost and the revenue generated by investments which are indefinite to be defined, for the reason that the scheme and the flow of the advertising differ dependently upon the ‘season’ or under the discretion of the contemporary society. It would seem quite hard to distinguish which of the sites are assumed to be the most significant or rather the one which is offering the best service for the majority (Beckwith, 2003). Since that, those who are apt to surf actually depend on what they wish to find. In addition to that, each layer of the society hold different jobs or activity with diverse enthusiasm, it is evident that it is possible to shift sites which then give the argument abstain on conviction with regard to the matter (Seelye, 2005). The aforementioned threats must not serve as intimidating factors in the world of business, hence a challenge towards the attainment of organizational goals through the use of effective advertising. In conclusion, effective advertising depends on for demonstration of the method, traditional or modern as long as the advertiser knows the perfect mixture of the factors needed in advertising, what is sold on the market will be a sure hit. In collaboration with the political or academic concept, a politician does not get votes not unless he or she knows what words are to be uttered in specific groups and what technique of persuasion is to be utilized in that certain point of time. Effective advertising does not only require skill, timing is a vital one.

Sociology Within 1984 by Orwell

Madeline LaRossa October 24, 2012 C07789454 Potential Outcomes of Progress: Orwell’s 1984 1) Summary of the Book 1984 is an eye-opening novel written by George Orwell. Orwell wrote the novel in 1949 to outline how he projected society would be in 1984 if progress continued upon its current track. Orwell published the book as a warning that society must be careful about progress for progress’s sake, or conditions could end up similar to the way society is in his work 1984. The novel is divided into three chapters, or books, each with multiple subunits, and these sections tell the story in chronological order.The book ends with an appendix on the principles of newspeak, the new language of Oceania. The novel follows Winston Smith’s experiences in London in 1984. Smith is a low-ranking member of â€Å"the Party,† the all-controlling ruling entity of their county Oceania. The Party (represented by Big Brother) has telescreens (two-way microphones and cameras) and spies everywhere with the purpose of finding and snuffing out anyone who is not fully and unquestioningly devoted to the Party.The citizens of Oceania are not allowed to own their own property, are not allowed any privacy (even in their thoughts), are not encouraged to have sexual desires, are forced to live under strict rations in constant wartimes, and are forced to alter their memories and records as The Party sees fit. The book focuses on Smith’s secret disobedience of the Party; he thinks he joins an underground resistance movement However, he is eventually captured and tortured into honest belief of everything that the Party and Big Brother claim and represent. 2) Summary of the ChaptersThe beginning of the first chapter takes place in April of 1984 and introduces the reader to the book’s protagonist, Winston Smith. Smith is coming home to his dilapidated apartment building (ironically called â€Å"Victory Mansions†) and reflects both on his troublesom e varicose ulcer and on the large posters plastered everywhere, all advertising the same blown-up face and stating â€Å"Big Brother is Watching You. † The reader learns that although Smith is a low-ranking member of the Party, he is still under their oppressive control. Smith enters his apartment and sits in the alcove in his oom hidden from the telescreen; he proceeds to commit â€Å"thoughtcrime† by writing his true feelings against the Party in his secret diary. In the second and third parts of the chapter, Winston reflects on how there are spies everywhere searching for thoughtcrime and how a parent’s own child will turn him in. Winston thinks about his childhood and how the Party has falsified historical records as they saw fit, even though Winston is not allowed to acknowledge or even be having these thoughts. Winston also reflects on a man named O’Brien, with whom he works and whom he suspects may also secretly question the Party as he does.In the middle of the first chapter, Smith goes to his job at the Party, where he falsifies old records in order to account for the Party constantly switching war enemies and eliminating questioning citizens. While at work, Winston hears an announcement from The Party stating that they are increasing rations, when Winston really knows that they are decreasing them. Winston observes how everyone believes this unquestioningly, but then wonders if he has given himself away when he realizes that a dark-haired woman has been watching him.When he goes home, Smith writes in his diary about how he would love to have a steamy sexual affair because the Party discourages sex for any means other than reproduction. In the close of the first chapter, Smith writes in his diary about how any hope for rebellion lies in the â€Å"proles,† the lowest class in Oceania, and a rumored secretive resistance group called â€Å"The Brotherhood. † Smith considers how bad the conditions are that everyon e lives in, but then realizes that no one has any previous better conditions to compare it to, thanks to the Party altering all historical records.He writes about how he once had concrete evidence that the Party was lying about the past, and he repeats his suspicion that O’Brien shares his sentiments towards the Party. Winston eventually walks into the proles’ district and sneaks into a forbidden shop to buy a paperweight, a relic from the past. As he is leaving the store, he realizes that the same dark-haired girl is watching him and believes that she is a spy for the thought police, and that he has surely been found out and will be eliminated. The second chapter starts with the dark-haired girl slipping Smith a note at work saying that she loves him.The two eventually make secret plans to meet far out in the country, and Smith learns that her name is Julia. The two eventually do meet and have sex hidden out in the countryside, simply for the purpose of pleasure and d efying the Party. Julia and Smith then return to their respective homes, thinking themselves undiscovered. Smith then rents a room above the shop where he previously bought the paperweight. Julia and Smith meet in the room whenever possible to have sex and share in the contraband food and drink they are able to obtain.As the citizens prepare for a large political movement supporting Oceania in its ever-going war, O’Brien makes contact with Smith and arranges a secret meeting between the two, confirming Smith’s suspicions about O’Brien’s disloyalty to the Party. Winston and Julia continue to meet in the room above the shop, and eventually, the two go together to meet O’Brien at his home. O’Brien turns off his telescreen (as he can do this since he is an upper-Party member) and enlists Smith and Julia in The Brotherhood’s secret efforts to overthrow the Party.O’Brien tells them that he will arrange to have The Brotherhood’ s book of missions and truths delivered to Smith, and then bids them on their way. Smith does acquire the book, and the chapter ends with Smith and Julia reading it in their rented room. The book uncovers all of the Party’s lies and lectures on the Party’s ever-increased desire for complete control over all. The next morning, Julia and Smith realize that they have been found out by the Party’s thought police; the two are cornered in their room and restrained into custody. The last chapter opens with Smith locked up in the Ministry of Love, one of the Party’s three departments.Smith is originally still hopeful for the Brotherhood, but he then sees O’Brien there working for the Party; Smith realizes that O’Brien has actually been an undercover member of the Party’s thought police the whole time, and that the Brotherhood has never actually existed. O’Brien begins to torture Smith, trying to impress The Party’s ideals and pr inciples into Smith. Smith initially resists, but after weeks of torture, he yields on all aspects of the Party and its teachings except for one: Smith still refuses to betray his feelings for Julia.Smith is transferred to more comfortable quarters in the department and is content for a while, until he accidentally reveals his prevailing love for Julia. O’Brien brings Smith to the infamous â€Å"Room 101,† where everyone is tortured with his or her worst fear. There, Smith is threatened with rats that will slowly eat him, so he finally renounces his love for Julia. At the very end of the last chapter, the story leaps to when Smith has been released back into society. Smith now honestly believes in everything that the Party does and represents and he respects them whole-heartedly.He runs into Julia by chance, but they both are now different people and go their separate ways. Smith eventually has a fleeting memory of his childhood but quickly dismisses it as a false memo ry, congratulating himself on his victory over himself and his unquestioning love for Big Brother. An appendix follows the last chapter of the book, explaining some of the vocabulary and grammatical structures of Oceania’s official language, New-speak. 3) Relation Between the Book and Class Materials Orwell’s 1984 holds great relevance to the topics we have recently covered in class.First of all, 1984 references, on several occasions, then tendency for people to get drawn into mass sentiments, doing things without knowing why they are doing them. In class, we referred to this as â€Å"collective behavior,† and defined it as â€Å"behavior that doesn’t involve that deliberate interpretation—instead we just get swept up and act as others are acting† (Weinstein, 2012). As an example, we discussed how people get swept up at a basketball game and react favorably simply because everyone around them is doing so, without specifically thinking about or analyzing it.We talked about how this can also lead to â€Å"circular reaction,† when a person reacts off of the person next to them, and then the person next to them reacts based on the original person, and so on, leading to amplification of the original reaction. 1984 touches on this concept several times. Early in the novel, the character Smith reflects on something called â€Å"the Two Minutes Hate,† in which everyone gathers once a day and simply hates and yells out against Oceania’s wartime enemy.Smith realizes that the mass hysteria of everyone around him can even change his own sentiments momentarily, as Orwell writes, â€Å"At those moments his secret loathing of Big Brother changed into adoration, and Big Brother seemed to tower up, like a rock against the hordes of Asia. . . † (Orwell 15). Later on in the book, Smith talks about how the uneducated Proles get swept up into moments of blind patriotism without really knowing or understanding wh at they are rooting for.Smith notices that â€Å"The poles, normally apathetic about the war, were being lashed into one of their periodical frenzies of patriotism† and realizes that the upper Party encourages this behavior in many slick ways, including propaganda and mind control (Orwell 149). Orwell yet again wants us to understand the dangers of this behavior as he writes â€Å"Times beyond number, at Party rallies and spontaneous demonstrations, she [Julia] had shouted at the top of her voice for the execution of people whose names she had never heard and in whose supposed crimes she had not the faintest belief† (Orwell 152).Orwell impresses upon the reader the importance of fighting this mindless behavior since this mindlessness can be very dangerous. We discussed in lecture how historically, people have often gotten swept up into mindless bureaucracy, doing things simply because everyone else is or because it is what they are used to doing or are told to do. We t alked about how dangerous this could be— it can allow a bureaucracy to gain much more power than it ever should be able to, since its citizens do not question the things that the government does and implements, as occurs in 1984.Secondly, the attributes of progress and the ways technology influences it play a large role both in 1984 and in our class discussions. Early on in the work, 1984 overlaps some of the topics we have covered in class as Orwell references some of the various ways that â€Å"progress† is exhibited in a society; Orwell writes, â€Å"The Party claimed, for example, that today forty per cent of adult proles were literate; before the Revolution, it was said, the number had only been fifteen per cent.The Party claimed that the infant mortality rate was now only a hundred and sixty per thousand, whereas before the Revolution it had been three hundred. . . † (Orwell 74). Just as Orwell uses factors such as literacy rates and infant mortality rates to measure progress in society, we also learned in class that these can be important indicators of how a society is changing, as well as death rates and other statistics. Similar to how we learned in class that progress just for progress’s sake must be discouraged as it can lead to detrimental results, Orwell is warning against this very occurrence all through 1984.More specifically, Orwell warns against the dangers of excessive technological advancements: â€Å"Science and technology were developing at a prodigious speed, and it seemed natural to assume that they would go on developing. This failed to happen. . . partly because scientific and technical progress depend on the empirical habit of thought. . . As a whole the world is more primitive today than it was fifty years ago† (Orwell 189).Orwell later warns that technology can indeed ruin our private lives by allowing us to be constantly watched and submitted to endless propaganda. The character Smith reflects upo n this when he says â€Å"Every citizen, or at least every citizen important enough to be worth watching, could be kept for twenty-four hours a day under the eyes of the police and in the sound of official propaganda. . . The possibility of enforcing not only complete obedience to the will of the State, but complete uniformity of opinion on all subjects, now existed for the first time† (Orwell 206).We discussed this very possibility in class when we talked about how citizens of today’s society are created technology that is smarter than us, and about how dangerous this could be towards the safety of our society in the case of a technological revolt. Professor Weinstein also pointed out how excessive technology can make it even easier for government can control us and gain power excessively; he pointed out that the government could be watching us right now through the webcams on our laptops and listening to us through our phones.Additionally, both our class lectures and 1984 reference aspects of a class system and a hierarchal society. First of all, when we discussed in class the characteristics of a bureaucracy, we talked about the concept of ascribed versus achieved statuses. We learned that in the family setting, a status is ascribed—a person is born into their position. However, in a bureaucracy such as that present in 1984, a status is instead something that must be worked for and earned—it is an achieved status. 1984 touches on this in the secret Brotherhood’s book, as the book lectures â€Å"In principle, membership in these three groups is not hereditary.The child of Inner Party parents is in theory not born into the Inner Party. Admission to either branch of the Party is by examination, taken at the age of sixteen† (Orwell 208). In lecture, we learned that since statuses are achieved in a bureaucracy instead of ascribed, the power of the status is held by the position itself, not the person that holds the posit ion. In other words, we learned that in a bureaucracy, a person is simply filling a role that could be filled by anyone; if a person dies or no longer wishes to hold their position, it can quickly be filled by another person.People, or a policeman, for example, only hold power because of their uniform and job, not because of who they are on a personal, individual level. 1984 also teaches this concept; at one point, Julia is expressing how happy she is to finally escape her generic job position in the Party and instead simply be an individual woman as she exclaims, â€Å"In this room I’m going to be a woman, not a Party comrade† (Orwell 142). 4) Relation Between the Book and a Personal Experience 1984 and its teachings hold close relation to a personal experience I recently had.Last week, I had a huge assignment that I was trying to do for one of my classes. I settled in to start working on the paper, but then my phone rang. I picked up because it was my mother, and I e nded up involved in a thirty minute conversation. I eventually hung up with my mother and returned to the paper, but soon after, I heard someone start talking to me from my computer! I soon realized that I had accidentally left my video messaging on on my computer, behind the screen on which I was writing the paper, and one of my friends had seen that I was online and started video chatting me.Since she had started the conversation, I was then obligated to hold a conversation with her in order to not be rude. All the while, I was distracted from working on my assignment. Once we finished talking and I turned off my chat program, I was tempted to check my email before I got back to my paper, but I realized that if I did, I may indeed never get to my paper. This showed me that technology certainly can be dangerous towards progress, not only on a large societal scale, but also as far as the simple task of writing my paper.All of the means of technology that my friends were using to con tact me were simply invading my privacy while I was trying to concentrate and have a private evening to do an assignment. Reading 1984 only supported and increased my awareness of how distracting technology can be, and how dangerous and detrimental it can actually be in the grand scheme of progress. 5) Critique of the Novel 1984 has many positive aspects. I really enjoyed how Orwell used a fictional situation to teach readers and warn them against dangerous conditions rather than simply lecturing the readers about what they should and should not be doing.I liked this because even though a lecture-style presentation of material teaches important concepts, I feel that putting these concepts into a theoretical story helps the reader to remember the concepts and understand how they can be practically applied in real life. Although the ending is sad for the reader (as it extinguishes all hope that anyone could hold out against the Party’s mind control and excessive practices), I l iked it because I thought it was important to drive Orwell’s teachings home.I felt that this ending was necessary because through the way things ended, Orwell showed that if society continued as it was in 1949, conditions would eventually get so bad that even the smartest individuals would not be able to undermine and revolt against the political entity, and there would be no hope. I feel that this was necessary because it shows just how important it was that people altered the path down which society was headed. I am hard-pressed to find anything that I dislike about Orwell’s work.At some points during the first half of the book, I wondered if Orwell’s long and detailed description of the conditions and unspoken rules of Oceania was really necessary, but as I read farther in the book, I realized that all of the descriptions were indeed necessary so that the reader would fully understand and grasp all of the terrors that were in store if society’s current track was not derailed. All in all, I really enjoyed this book, and it helped me to further understand many concepts that we discussed in lecture.When it was published in 1949, 1984 was, and remains as such now, an eye-opening warning of the way our lives will change if we ever allow our society and government to run away with itself by striving for progress simply for progress’s sake. Citations Orwell, George. 1984. New York: Penguin Group, 1949. Weinstein, Jay. Class Lecture. The Components of Change. University of Miami, Miami, Florida. 9 October 2012. Weinstein, Jay. Class Lecture. The Engines of Change. University of Miami, Miami, Florida. 16 October 2012.

The behavior of a nonverbal student with autism Essay

The behavior of a nonverbal student with autism - Essay Example According to 2013 Adequate Yearly Progress (AYP), the Lamar Elementary School met 14 of 17 AYP criteria. In 2013, the school also earned API of 940, and the 2012-13 API Growth was -9. Sam is enrolled in an instructed classroom in which routine and visual structure are provided. A new program called SUCCESS is applied in the classroom, and the classroom is divided into four areas: 1:1, I.W.S., Group Area, and Small Group. In 1:1 area, an Intensive Behavior Interventionists (IBI) works with the students on their individual behavior goals. The students at the Independent Work Station (I.W.S.) are assigned tasks that they already know how to do. Moreover, the goal is for the student to come to the station, sit down, go through the tasks, and do so all independently and without needing reminders to stay on task. At Group Area, the teacher does whole group activity at the table where the purpose is mostly acquiring social skills, such as learning to sit in a group, waiting for their turn, and staying attended to the task. The teacher works with his students to cover Early Literacy Skills Building, Math curriculum, Handwriting without Tears, and the students’ IEP academic goals. Eight students are grouped for instructions based on behaviors and how the adults can best manage the students as well as their station. The overall classroom management has been more so based on behaviors of the individual students. In addition to their behavior support plans, the teacher uses token boards to reinforce desired/correct behaviors.