Chapter 12 summary ( managing change and innovation ) Essay

Part 12 rundown ( overseeing change and development ) - Essay Example This is the absolute first stage in the change procedure. It requires arrangement of the entire association in availability for change. The requirement for change should be worthy to al partners with the goal that they all vibe that the present status of the association should be separated and changed. There will clearly be a ton of vulnerability made during the unfreezing time frame as better approaches for actualizing things are established. Nonetheless, individuals will before long start to trust in the new changes and adjust to them and the authoritative culture will start to change. This grasping of the better approaches for working implies that the start will be prepared to refreeze. The association needs to have strength in its authoritative structure and its sets of responsibilities. ays that help the new bearing. Poor Communication is one reason for protection from change in an association. The updates on change whether through casual or formal structure inside the association may once in a while be scattered in a slanted way so that there is miscommunication. This can make genuine obstruction change. Personal responsibility among workers who may feel that their advantages are under danger and needing to secure their own advantages over those of the association in general may likewise be another wellspring of opposition. Absence of Trust is hindering in an association since it implies that choices won't be acknowledged at face an incentive as having been made out of sincere trust and will most likely face resistance.Peopple are additionally impervious to acing new abilities as they feel out of profundity and awkward particularly in the region of new innovation. Association partners might be progressively disposed to acknowledge change if the organization’s culture coordinates and is in accordance with the expressed vision, strategic objectives of the association. The most ideal approach to accomplish authoritative change is by having a typical vision for change. There ought to

Ecosystem lesson plan

Understudies will be acquainted with two new and various environments and the entirety of the components that are found inside the biological systems. As a classification, students will manufacture a Venn Diagram setting the recognizable contrasts between the two environments each piece great as any similitudes. Exercise OBJECTIVE: Students will larn how the universe contains various biological systems that have comparable and various components. Understudies will other than be presented to how workss and vitalize creatures depend on each other so as to appropriately outline. Last, students will identify the exceptional rivalry some energize creatures and workss face in specific biological systems. Understudies will larn this stuff using synergistic course. In the first place, the understudies will tune in, reason, and callback prior, during, and after the two books are perused. At that point, students will unite to make a recorded as a hard copy coordinator in the signifier of a Venn Diagram to uncover their discoveries. A developmental examination will be directed by straightforward perception while the Venn Diagram is built. I will do mental note of loaning understudies and assurance that all students have gotten an opportunity to loan to the outline or to the discussion. Materials: Tropical Rain Forests ( True Books-Ecosystems ) by Darlene R. Stille, Mountains ( True Books-Ecosystems ) by Larry Brimner, blackboard or whiteboard. Idea: Ecosystems, enliven being and works connections Jargon: environment, framework, network, populace, home ground, supplement link, producers, buyers, decomposers, supplement connection, supplement web ( FlashcardExchange, 2010 ) Inspiration/INTRODUCTION TO THE LESSON: Today ‘s thought process is perusing two books. Understudies will hold only finished a desert terrarium the twenty-four hours prior and are go oning a hebdomad of cheer with environments by tuning in to the instructor read two vivid and clear books!STRATEGIES/ACTIVITIES/PROCEDURES:Measure 1. Understudies ‘ going to is gathered.Measure 2: Students assemble in a general seating nation or remain calm at their desks.Measure 3: The teacher illuminates the understudies that they will listen cautiously to 2 books about biological systems. Each book contains similitudes and contrasts and their occupation is to listen cautiously or take notes so as to happen fascinating realities! Following, I present today ‘s subject: examination biological systems and all it ‘s dwellers.Measure 4: Uncover the primary book: Tropical Rain Forests. I recognize the entirety of the print builds so start perusing page one. I permit students to ask re quests and do notes after each page.Measure 5: Have a short treatment about the tropical downpour backwoods biological system. Understudies make notes about what their individual classmates have noticed.Measure 6: Uncover the second book: Mountains. Distinguish the entirety of the print develops and get down perusing page one. Understudies get the opportunity and are urged to ask requests and do notes after each page.Measure 7: Have a short treatment about the mountain biological system. Understudies make notes about what their individual classmates have noticed.Measure 8: I draw a Venn Diagram on the board and name the 3 regions. I ask the understudies what a Venn Diagram is.Measure 9: Students take twists raising their authorities and going to the board to put explicit similitudes and contrasts sing the biological systems into the Venn Diagram.Measure 10: Students other than watch the works and fleshly connections and note them in the diagram.Measure 11: Appraisal is taking topogr aphic point.Measure 12: I verbally survey the Venn Diagram took into consideration support.Closing: â€Å" Can you call some workss and vivify creatures that live in the tropical downpour timberland that could ne'er rearward in the mountains? For what reason is that so? † Students trade answers with their work area life partner, go to an agreement and a couple of segment their reaction with the class. â€Å" How is rivalry for supplement diverse between these two biological systems? † Students think and react. â€Å" Yesterday we made a desert planetarium to demo us what populating in that biological system would resemble. Today we have encountered two new biological systems: the mountains and the tropical downpour woodland. Tomorrow you will all perceive how dark the effects of an oil slick can be on sure environments and it ‘s inhabitants. Keep in head the entirety of the various biological systems we have secured each piece great as what they share for all in tents and purpose! † Modifications: All understudies have opportunities to ask requests each piece great as talk about with a life partner. This should empower students that have a troublesome clasp hold oning the builds to pass more clasp on the particular nation they are mistaken for. These understudies can talk one on one with their life partner and will ideally infer a superior worry of biological systems. Second, 3 visuals are used in this practicing should make rehash all through the movement. I should hold a general idea of which understudies will get the drape this point before the exercise starts. In any case, this unconventional exercise is a full class-intuitive exercise. These students will non have modifications since it is basic that they tune in to the guided perusing and participate in making the Venn Diagram.BeginningsBrimner, Larry. ( 2000 ) . Mountains ( True Books ) . Nutmeg state: Children ‘s Press.FlashcardExchange. ( 2001-2010 ) . fourth Grade Ecosystem Vocabulary. Recovered from hypertext move convention:/www.flashcardexchange.com/cheat sheets/list/260902Stille, Darlene. ( 2000 ) .Tropical Rain Forests ( True Books ) . Nutmeg state: Children ‘s Press.Webb, Dr. Tim. ( 2007 ) . Educational plan Standards-TN Department of Education. Recovered from hypertext move convention:/www.state.tn.us/instruction/ci/sci/index.shtml

The Response of the Catholic Church to Nazi Anti-Semitism Term Paper

The Response of the Catholic Church to Nazi Anti-Semitism - Term Paper Example The Catholic Church offered no organized and far reaching protection from against Semitism, albeit numerous people either dissented or acted covertly to spare the lives of Jews. One may have trusted that, with the appearance of the merciless enemy of Semitism of the Nazi system, the conventional enemy of Jewish custom in the Catholic Church would have been thrown away for anxiety and worry for the aggrieved. In any case, a few students of history have portrayed enemy of Semitism as a strategy territory in which National Socialism and the Catholic Church had extensive shared belief. For the most part, the reaction of the Church was inaction. At the most significant level, the Pope neglected to give open judgments of the barbarities being submitted over the mainland, of which he was made mindful. Nonetheless, it ought to be noticed that, in spite of the disappointment of the Church as an organizing organization to dissent, numerous Catholic people fought effectively and regularly courageously, and that secretly, even the Pope attempted to spare a few Jews from the concentration camps. While the across the board hesitance to act may have been mostly roused by a Christian convention of hostile to Semitism, the dread of backlashes against European Catholics was likewise a solid factor. When all is said in done terms, when Hitler had been set up as Chancellor and had united his hang on the German government, the Catholic Church as an establishment looked for a comprehension with the new system, regardless of a significant number of its less exquisite arrangements. In March 1933, over the span of a meeting of clerics at Fulda, the Catholic Church in Germany relinquished its beforehand threatening position towards the National Socialist development, expressing that ‘there was motivation to be confident’ that past ‘prohibitions and alerts may never again be necessary’ (Bracher, 479). Simultaneously, exchanges started for a concordat between the Church in Rome and the Nazi organization in Berlin.â

Perfect SAT Score! How 00. How many scored a perfect 1600? Only around several hundred. When we spoke to the College Board, they confirmed: A top score on the SAT is achieved by only a fraction of a percent of test takers.”

Not scared off yet? Good! Let those numbers inspire you. Because guess what? Someone has to score in the top 5%. And why cant you be one of the perfect SAT scorers? Were not saying its easy. That perfect SAT score of 1600 definitely takes some serious legwork, as well as some serious strategy. But weve done our research, talked with some of our highest-scoring students, and found perfect scorers from around the country. So if you thought it was impossible to get that perfect SAT score, think again! Here are some students who did just that†¦and are here to tell you how. What Does It Take to Get a Perfect SAT Score? To get a perfect SAT score of 1600, youll need good prep materials, persistence, an understanding of the format, and more. Chances are, if you know somebody with a perfect SAT score, they didnt just breeze through the test without ever having seen the official exam before. (If they say they did, take it with a big pinch of salt.) How do we know this? Weve talked with students who have gotten those scores†¦and every. Single. One. Prepared. Not just some of them. Every single one. But these students with perfect SAT scores didnt just sit down and stare at that big blue College Board book for 50 hours. As we discussed their study habits with them, we noticed that a few big trends emerged. Use good materials. Over and over again, students told us that learning about the test was super important to their success. They looked at practice tests and practice questions. They analyzed those. They took them apart to understand how they worked. If youre not using test-like materials, thats not only a waste of time, but its also damaging to your score. Lousy materials just teach you what their writers think the SAT is aboutnot what the SAT is actually about. So be choosy in your materials: get testimonials, statistics, previews. Whatever you do, make sure that those materials mirror what youll see on test day. (The College Board, the test-maker, has some great practice tests you can use for both practice and comparison.) Know why you want that high score. Did you visit a competitive college and fall in love with it? Did your parents dress you in onesies with YALE on them? Do you want to prove something to yourself? Theres no bad reason to aim for a high scorebut the more specific our high scorers were, the easier they found it was to get through the hard times and stay persistent with their drive for a perfect SAT score. Consistency matters. When it comes to SAT prep, 20 hours arent 20 hours, and 50 hours arent 50 hours. In other words, not all study time is created equal. 20 hours over the four days before the test will actually end up being a lot less useful than spending five hours a week for four weeks preparing (and even less useful than doing it over 10 weeks!). You will come across times when you dont want to study. You will get frustrated. You may even want to throw in the towel. This happens to so many high-scoring students. What separates those test-takers from the ones who might have gotten a perfect SAT score but didnt is that they kept going. Motivation? Key. Learn the test, not just the material on it. No matter how people talk about it, the SAT is not and never has been an IQ test. It is a test that can be prepared for. It is a test that can be learned. You can be an absolute, bona fide genius, but if you walk into the exam room without ever having seen the test beforeand more than that, without having studied its format, question types, and quirksyoure not getting a 1600. Its that simple. Think strategicallybut dont overthink. The SAT is tricky, yes. But what weve heard from some students who got a perfect SAT score is that its important not to overthink the testbecause its not, at the end of the day, a trick! Even if youve studied extensively for the test, you might find that you start second-guessing yourself and justifying wrong answer choices. Again, the SAT is tricky, but you shouldnt need to write a paragraph to explain why the correct answer choice was right. Dont forget about your schoolwork. Not only are grades and your curriculum going to be the main factors determining your college admissions (test scores are actually the second biggest factor), but youll also learn things that will help you ace the SAT. This is especially true if youre currently taking any math at the Trig/Algebra II level or below, but its true for English students at every level. Never, ever, ever, give up. While the students we talked to had varied schedules, varied goals, and varied eating habits (yep, we were thorough), they all emphasized the importance of persistence. So if youre getting down on the test? As one of the test-takers said, Just keep on trucking. Oh, and also? Every one of the students ate breakfast. Its a good habit, were just saying! Perfect 1600: Perfect SAT Scorers Hari Hari from Colorado got a perfect 1600 on the SATand a perfect 36 on the ACT. He took an in-person prep course, and going into the exam wasnt even sure about his score. â€Å"I actually never got a perfect score during SAT practice,† Sowrirajan told the South Metro Villager. â€Å"At one point I was missing over 10 questions on the reading section.† And yet he chalks his impeccable scores to those very tests: â€Å"In the end, there’s no substitute for doing the actual practice tests. Andrew Andrew from Washington scored a perfect 1600 as well. After a 1550 the previous year, Andrew decided to go back and try to score even higher. He took in-person classes at a tutoring center. Andrews secrets? Positive thinking, learning about question types and test-taking skills, and not second-guessing himself unless he had a good reason to, as he told the Herald Net. As he told that publication, At first it seems very daunting, but once you get into it you notice patterns for what type of questions come up and what kind of answers are usually not the right answers. Kyle Kyle from Wisconsin kept his explanation for his perfect score simple: I just went in and did my best, he told the Milwaukee Journal-Sentinel. Kyle had taken the PSAT previously, but still took some practice tests before the SAT. Sunny Sunny from Nevada is another double-barreled top scorer: 1600 on the SAT and 36 on the ACT. Just like Hari, above, who studied intensely, Sunny told the Las Vegas Review-Journal that she studied for four to five hours a week, took more than 25 practice tests, and had a private tutor. She took the ACT twice to get that perfect score. The Review-Journal speculates that her perfect ACT score may have taken some of the pressure off of Sunny to get a perfect SAT scorewhich she then did. Her advice? â€Å"The most important thing is doing it because you want to do it. Not because anyone forces you to do it.† 1500+ SAT Scorers Ben Ben from California scored 1550: a perfect 800 in SAT Math and 750 in Reading/Writing. Ben prepped with Magoosh and Princeton Review, spending 20-25 hours over the course of a month practicing. He powered up for test day with extra protein: toast, a scrambled egg, turkey sausage, and assorted fruit (our mouths are watering!). Ben has a lot of great advice for students: Think of the test as a puzzle, which will make it more enjoyable to solve the questions. He adds, Having a totem [or] item that makes you comfortable with you is quite helpful, because it makes the test environment less stressful. It has to be legal for the test though. I have a signature good luck bucket hat that I wear on tests to make myself more comfortable. Srikhar Srikhar from Louisiana is another 1550 scorer: a perfect 800 on SAT Math and 750 on Reading/Writing (he also got a perfect score on the ACT!). He found that the eight official College Board practice tests were helpful in his preparationand he wasnt stingy with his prep, either! Srikhar put in 200 hours over 9-10 weeks getting ready for the two exams. After he had his breakfast of a seasoned potato and eggs on test day, it definitely paid off! Srikhar advises looking into scholarships for high test scores (and/or asking your family for rewards if you achieve your goal score). The recognition that comes with a perfect score was also a key motivator: For me, this was one major driving factor during my practice period, pushing me through each day of repetitive practice. This adds more weight to the reward of achieving your goal score, keeping you even more motivated to continue working hard. 190: 770 Reading/Writing and 720 Math (her ACT scores were also awesome!). Lizzie only prepped for about 20 hours for each test in the month-two months before her exam. The key? She was selective in her materials: she used Magoosh and free practice tests she could find online. (If you do this, make sure theyre official!) She was accepted at six competitive schools and will be attending Notre Dame. On test day, Lizzie stuck with her usual breakfast, which is pretty elegant, if we do say soan English muffin and tea. Lizzies words of motivation are pretty wise: Whatever you put in beforehand is worth it. The worst feeling in the world is knowing that you could’ve done more. Make the most of the chances you have to do your very best, and buckle down and do it. Testing certainly isn’t everything, but it does deserve your best efforts. You can do it!! Perfect 800 SAT Math Scorers Ishaan Ishaan from Michigan scored a perfect 800 on SAT Math and came close with his Reading/Writing at 730. Unlike a lot of students, Ishaan got this amazing score on his first try! He found Khan Academys free SAT prep helpful, spending about 60 hours in the six weeks before his test working with it. On test day, he powered up with some protein, eating oatmeal and a boiled egg. Ishanns words of motivation for future test-takers is to analyze the test so much that it becomes easy. Karen Karen from Puerto Rico is another test-taker with an astounding 800 on SAT Math, 680 Reading/Writing. She took the exam three times and, as is true for many students, saw her scores climb steadily each time! Thats not to say she didnt put in the work, though: Karen prepped for around 50 hours, using Khan Academy and putting in a good word for Magooshs detailed video explanations of problems. She took her final SAT after prepping with Magoosh and saw her score go up by 100 points, plus ended up getting into four very competitive colleges. Were not saying theres any causation here, but Karen also had the most unique breakfast of the students we spoke to: Costco frozen dumplings and a banana. So if youre superstitious, better stock up now! Karen advises students: Be consistent. Do a little practice everyday, even if just 30 minutes. Learn why you got each of the problems wrong to not commit the same mistake again, dont just skip it and move on. Take notes on why you got it wrong and what to do next timequality over quantity.

Movie Analysis The 70s - 1314 Words

Throughout the 70s, Williams developed his standup act, first in San Francisco, and later in Los Angeles. In 1977, â€Å"Laugh-In† was revival on NBC for a comedy show and a year later, â€Å"Happy Days† was a hit. The show became â€Å"Mork an Mindy†, with Pam Dawber as the female foil for Robin Williams’s Mork form Ork. The character played by Robin was a alien named Mork partly because he came from the plant Ork that air on ABC in the same year.†¨ Of course, the arrangement quickly took off to end up TV group of onlookers most loved until its end in 1982, even headed Robin to seize an Emmy assignment in the class of Outstanding Lead Actor in a Comedy Series while won a Golden Globe Award for that of Best TV Actor - Musical/Comedy by 1979. Unmistakably picked up unbelievable open become aware of in result, the achievement beyond any doubt brought him to Hollywood s reflection and inside a brief time, the interesting man in this way ended up arriv ing his first film part in Popeye (1980) equal by an occur in turn in The World According to Garp (1982). Later on, seen all the more on extra large screen characteristic for the following few years, it was not until he joined the cast of Great Morning, Vietnam (1987) that the performing artist at last could hold on a far reaching note he credit of. Not just the film scored gigantic achievement both basically and economically, it likewise gather him best heading on-screen character assignment at the Golden Globe Awards and AcademyShow MoreRelatedEconomic And Social Decay Of Detroit1660 Words   |  7 Pagesfemale award winners for both before 70’s as well as after 70’s. 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Why Did The Vietnam War Start - 1064 Words

What actually happened vietnam? How did the Vietnam war start? What happen before Vietnam war? Was Vietnam a stabilize country before Vietnam war? And how did we rebuild?. All these question I’ve been wondering about my own country. Did you know that Vietnam actually had a More than 30 year of war ? Vietnam was like a warzone with an environment that smell like blood, gunpowder. It all started out as the France making Vietnam one of their colony. Than Japan come in trying to compete Vietnam over France. Than Vietnam split in half, and Vietnam war start. Vietnam fought so hard against France than japan than the US to maintain their independence. It was all lead by a communist leader, Ho Chi Minh. It started in 1848. After 1848, France was making a Vietnam a colony which making a huge difference in social life of Vietnam, giving them some benefits and many negatives. one of the more noticeable of which was education. 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This text also used propaganda from this time period, such as â€Å"Onward and Upward† a cartoon of Johnson’s hopes for a Great Society were constantly dragged down by the grim demands of the Vietnam War. (Page 935). Another propaganda drawing is â€Å"Who lost Vietnam†(page 963), which is addressing who is to blame for losing the Vietnam War. 2. Does the textbook

Business Law Contractual System Business

Question: Discuss about the Business Law for Contractual System Business. Answer: Introduction: In the legal system of Australia, there are two main sources that govern the contractual system for conducting business or any other contractual actions. One of the sources is common or case law, which is trialed and decided in the superior courts. Other source of the Australian legal system is legislation, which is regulated by Parliament. In case of sources of common law, the decisions are undertaken by the federal courts or family courts, high courts or supreme courts of the territory. The common laws are used in accordance with the English law undertaken by many countries and regions in conflict to the equity and systems of civil law (Quinlan et al. 2015). On the contrary, Statute law enacted by the parliaments under the legislation of commonwealth like, Competition Act, Consumer Act and Corporations Act. Under this source, the authority of regulating relevant laws is delegated on the subordinate bodies that are local or at the university level. Australian Parliament contains main elements to regulate the several commonwealth legislations that include lower house, upper house and representative at federal level (Santaella-Tenorio et al. 2016). For instance, the Australian law governs the fair-trading for the benefit of business organizations and consumers in consideration with the competition law. It provides protection to the consumers with respect to the rights and obligations considering the business regulations. On the contrary, consumer law offers protection in terms of unfair contracts between the parties by imposing penalties and interest for safety of products and consumer rights. Accordingly, it can be said that the Australian legal system regulates the formation of business with respect to generating the trading license, production process, consumer protection and other government requirements. Both the sources of the Australian legal system provide protection on consumers and business organization in terms of GST for trading of products (Quinlan et al. 2015). Reference List Quinlan, M., Fitzpatrick, S.J., Matthews, L.R., Ngo, M. and Bohle, P., 2015. Administering the cost of death: Organisational perspectives on workers' compensation and common law claims following traumatic death at work in Australia.International journal of law and psychiatry,38, pp.8-17. Santaella-Tenorio, J., Cerd, M., Villaveces, A. and Galea, S., 2016. What do we know about the association between firearm legislation and firearm-related injuries?Epidemiologic reviews,38(1), pp.140-157.

Jimi Hendrix Why He Desrves World Recognition free essay sample

During his career, he revolutionized the sound of rock, and changed it greatly. Hendrix was a major influence in music and with his beliefs. Jim Hendrix was a positive influence on the world, and his music and views continue to inspire many people. Jim Hendrix was born in Seattle, Washington on November 27, 1942. Throughout his childhood, his family dealt with financial problems, and he was sometimes put in the care of friends and family.By the time he was nine, his parents had divorced, and as occasionally sent to live In Vancouver, British Columbia with his grandmother. Around the age of fifteen is when he started to pursue his love of music. His first acoustic guitar was given to him for five dollars, and he immediately began to learn to play by listening to records, and through tips from other players. In 1959, his father bought him his first electric guitar. Hendrix main influences were Elvis Presley, blues music, such as the Muddy Waters and B. We will write a custom essay sample on Jimi Hendrix: Why He Desrves World Recognition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B. King.Another big Influence came from the western movie Johnny Guitar because the main character Is a hero that isnt carry a gun, but only a guitar. Jim Hendrix has had an obvious contribution to society in music. But many people dont know that he also contributed by Joining the army. He was assigned to the 1st Airborne Division and was stationed in Kentucky. Unfortunately, after a year, he was discharged because during his twenty-sixth parachute Jump, he broke his ankle. Secondly, and more importantly, his greatest contribution was his advances In music.He furthered the range of the electric guitar, establishing It as a unique source, ether than amplified guitar, and blended many styles of his voice and his guitar style. Along with other bands during his time, he furthered the development of hard rock, heavy metal, and blues. Hendrix contributions to music can not be overstated, and without a doubt, they still impact many people, more specifically, musicians. Although he was unable to read music, and he was self-taught, he was a music genius. He pioneered the use of effects, Like way-way, phasing, and fuzz tone, which have become part of rock music. His precision and speed with his guitar, have influenced people to try to aspire to lay half as good as him. All of his contributions have lasted almost thirty years because Jim Hendrix was a major force in music then, and was so powerful, that they have all continued to influence and inspire people. There are really only two areas of the world that Hendrix has Influenced, and that Is Europe, Japan, and the United States. He Minimally had success In Europe, and throughout his career he made fans such as Eric Clayton, members of The Beetles and The Who.In the United States, his fame came later, although he was already internationally known. Many people have been affected by Hendrix music, and have been influenced to pursue careers, and have become great fans of his. Jim Hendrix has influenced artists in the funk genre of music like The Sisley Brothers and Prince. Also, his Influence In music extends to rap music, and to artists such as Wesley Jean Hendrix, simply in the fact that everyone can relate to music, and he made it easy for everyone to listen and enjoy it. Hendrix made rock music different and unique.In conclusion, Jim Hendrix has revolutionized the sound of rock music, and mirrored new advances in the music as well. He has influenced people that like completely different types of music other than rock. Not only that, but he made the music because of his love for it and wanted it to be perfect for everyone. He succeeded greatly with that, and even with his untimely and tragic death, to this day, people continue to love his music. Jim Hendrix played the music so that everyone could relate to it, and because of that he is known as one of the greatest and most influential guitarists and music artists of all time.

Exploring the Role of A Biblical Figure In The Canterbury Tales

Exploring the Role of A Biblical Figure In The Canterbury Tales Free Online Research Papers In Chaucer’s works, but especially in the Canterbury Tales there is a large use of biblical Exempla, texts, figures, and many quotations. All these features have the power to give to the topics a great emphasis through creating a halo of solemnity, thus a great relevance in the general point of view of the work. In addition, they can give also, a great persuasive value to the thesis the taletellers express in the story even if they are not religiously acceptable . The role of biblical proof-texts and figures is very important in a work as Chaucer’s one, with a religious theme. The pilgrimage to the ‘hooly blisful martir’ , Saint Thomas Becket, is the reason to purify their souls, at least in appearance. Every pilgrim occupies a specific level in the society and very often, they are in disagreement with their ideas expressed in the tales . The Scripture represents a very precious source with the right examples for their explanations. In the medieval age, the Bible was the greatest authoritative source because it represented the voice of God, thus trustable. What I am going to focus on, in this essay, is: which direct sources have influenced Chaucer in the organisation of the religious material and in what tales we can find relevant biblical references, the connections with the medieval age methods of teaching the Scripture and what kind of secondary sources have influenced Chaucer’s creation of the tellers figures. In addition, the relevant point I am going to analyse is what are the biblical figures and situations used by Chaucer and the utility in the tale-telling process, and in conclusion the impa ct the religious figures and texts create on the fictional audience of the work and on the real one. The art of preaching was the commonest medium to divulgate the religious knowledge, which involves rhetorical rules, consideration of the audience’s background and quotations from the Bible . In fact, the sermons had to explain and teach the Christian belief to people who had only a superficial knowledge about it. Actually, the sermons had to be expressed orally in front of the audience and the preacher had to demonstrate some very good speech capacities and to be able to shift and to solve, in some ways, the contradictions a biblical text could present . The persuasive devices were created using, not only some rhetorical patterns, but also quotations, references and exempla from the Bible. The technique of the preacher used the biblical figures, texts and situations to support his moral theories. The sacred texts are used as justifications and clarifying examples. The art of preaching involves not only the personal faith and feelings, but also even some fixed rules and a grea t care in the exposition . The Canterbury Tales present many connections with the medieval ars praedicandi. The sermons were an immediate way of communicating the Christian knowledge, especially if we consider the reality of common people. The possibilities for common people were so restricted and it is clear that the common lay people had to resort to the sermons. In the Canterbury Tales, the pilgrims are common people and they show to have the kind of knowledge acquired only by the sermons. Actually, they use the patterns of the medieval preaching, involving the biblical proof-texts and figures. Obviously, the level of culture was not so elevated and sometimes Chaucer’s characters use partial or oblique quotations and allusions . When the taleteller tells the tale, sometimes he/she has to find some supporting and clarifying examples that lead the audience towards an understanding process. Furthermore, Chaucer prefers to set the situations in the reality and to do so, he makes the pilgrims use many co lloquialisms such as, ‘whan God first maked man’ . The sermons were so important and popular for lay people and these kinds of colloquialisms make the reader understand how frequent they were and how popular . The biblical colloquialisms Chaucer introduces lead us towards the existence, in the medieval age, of a religious imagery that everyone could understand. Through these patterns, the narrations of the Canterbury Tales appear easy and powerfully contextualised for the late medieval audience, in that case for the fictional audience of the pilgrims. The taleteller represents, in the entire point of view of the work who has got the authority. During the narration, the reader faces different topics that could be religious or not. The taleteller uses what was the truest authority in that age: The Bible . The tales are about invented situations but reflect the reality of the tellers . Sometimes the tellers are not great examples of virtue and could be object of criticism, the figure of the pardoner or the wife of Bath. To avoid this opportunity, Chaucer introduces in his work many biblical allusions and quotations. The role of the biblical texts and figures in the Canterbury Tales is to be the justification for what the teller is saying . The Bible cannot be criticised and the Chaucerian characters it to give to their narration a halo of solemnity. Again, when the situation is objectively unacceptable and immoral the use of biblical allusions can make the audience change its mind. The wife of Bath, for instance, proclaims something unacceptable, but the biblical references surprise the audience, as we can note from the reaction of the friar . If we consider that the religious person resorted to the Bible in order to clarify, explain, support how the human conduct should be, we can assume that the role of the biblical texts and figures is the one of supporting, without any chance of criticism, one thesis . Chaucer recognised the great principal authority of the sacred texts because he approved the catholic theory that the interpretation of the Bible should be under the strict control of the church . In the second place, we should consider that the use of biblical texts in the Canterbury Tales is not only of supporting but also persuasive. If we analyse in a detailed way some tales such as The Wife of Bath’s and The Pardoner’s, we could realise that the authoritative teller is trying to persuade his/her audience. The behaviours of the two characters are not so positive but their tales and prologues impregnated with religious references are not susceptible of any critical comment. In the Canterbury Tales there are many biblical allusions and quotations, which underline how important the Bible was, and how it could help in a persuasive process . Chaucer in the Pardoner’s Tale, for instance, adopts several biblical references, which allow the teller to achieve a great level of authority. The pardoner citing â€Å"radix malorum est cupiditas† shows his wisdom and enforces the moral aim of his tale. At the beginning of the tale, he cites a long list of biblical situations and characters . His moral aim is to admonish the lecherous behaviours especially of the drunks. He finds a lot of supporting references citing characters such as: Lot, Herod, and specifying that the Holy Scripture highlight what kind of reactions and sins they committed while they were drunk . Obviously one figure as the Chaucerian pardoner, clearly corrupted, has to find some authoritative foundations to his ideas, in order to not to be susceptible to any criticism. The tale kee ps going on with a second list of biblical justifications for his admonishments. He cites Adam and his wife corrupted , the apostle Paul who denounces the gluttony pointing it as the greatest reason of damnation . The pardoner at one point of his introduction of the tale exhorts clearly to read the Scripture and he says that it offers such great examples of how not gluttonous people made the best actions. He also gives some examples through the figure of Attila and Lamuel, to clarify his position . He concludes his moral preamble with the citation of the Old Testament in order to condemn the people who do not show the proper respect to God . The entire tale is impregnated with biblical references and, through this device, Chaucer gives, some kind of authority to one figure is not worthy at all. His inner aims are different from what he foretells, but in this way the audience can agree with him and he cannot receive any disapproval. In the Wife of Bath’s Prologue , Chaucer using the same pattern adopts biblical references to support the wife’s thesis that there is not a prescript number of husbands. From the first two lines of the prologue, she addresses to the great authority and explains that it is the only one true justification . She keeps going on with her prologue explaining that the marriage is only a cage . Furthermore, she introduces the fact that Jesus did not go more than once to weddings in Cana, to support her theory . It is easy to find some connections with the medieval preaching in these cases. The taletellers know their theories and find proper justifications to perorate their causes. Again, she keeps on saying that it is not a sin to get married twice, three, six or eight times and cites Salomon who had more than a wife . She admires Salomon and adds that, a propos, she had her five husbands and she affirms that would be ready even for others . During the first part of the prologu e she lists some other examples such as, Abraham and Jacobs’ situations , they had not only one wife and she wonders why religious people should restrict if god did not establish a precise number. In the second part of the prologue Chaucer uses biblical references, and not only, to support the misogynist thoughts of Jankyn, her fifth husband . Chaucer gives to Jankyn the power of the authority, to show that he is cultured. Apart from that, Chaucer highlights that, with biblical justifications, no disagreement may appear. The wife, at that point, does not know how to critic his position and has not an appropriated reaction . He mentions Sampson , betrayed by his wife while he was sleeping. Again, Eva who has ruined all the human beings with her sin . It is obvious and clear how much emphasis the peroration of Jankyn’s acquires with the biblical references. This is another example about how much linked were the medieval preaching and the medieval literature. Besides, it results clear how the biblical authority may be used for both good theories and bad ones. The Bible offers good exempla and the taleteller has only to get the best ones to support his thesis. One of the best examples, in the Canterbury Tales, about the use of biblical references to support the teller’s theory is the Prioress’s Tale and Prologue . At the beginning of the prologue, the prioress begins her introduction to her tale with direct reference to the psalm eight, which is in honour of the Virgin Mary . The audience can understand from this what will be the topic of the tale. The centre of the story is the holy figure of the Virgin and her fellows; she is the mother of God . The biblical references in the case of the Prioress’ Tale are to highlight her spiritual and sentimental involvement. In fact, the virgin is a great figure; she is the symbol of the purity, the chastity, and all the divine grace. Chaucer uses the reference from the Exodus to underline that she recognises the Virgin Mary as ‘bussh unbrent’ and her heart guards the infinite power of the Holy Spirit. After that, we can underline the quotation from the New Testament , the first letter to the Corinthians . There is to say that, this last quotation gives a very strong idea of the Marian devotion of the prioress. These allusions draw the prioress’ position and lead the audience towards a sympathetic attitude with her thought floss. The tendency of the entire tale is towards a celebration of the sanctity of the mother of Jesus and all her fellows. The prioress is sentimentally involved in that topic and faces it with proper exempla and supporting sources. Especially in the last part of the tale, she mentions an important extract from the Apocalypse that enforces how dramatic is the death of the young child, faithful to the Virgin. The passage says that who have lived his life in chastity will follow the holy Lamb always singing a new hymn to him forever. Apart from the dramatic death, this quotation from the New Testament, takes again the perseverance of the child in learning the hymn and his tender age. These citations in the entire conte xt of the story make the tale very dramatic and sad. The taleteller in this case uses the great authority to specify that only pure people can enter in heaven and the simple examples from the Bible reveal, furthermore, to be effective and appropriated. In conclusion, all the examples from the Canterbury Tales I have chosen, demonstrate how tightened were the relations between the medieval preaching and the medieval literature. Medieval preaching used exempla from the Bible to support the moral theories of the preachers, to interest, to involve and to lead the audience towards the preacher’s conclusions. Apart as proof texts and supporting texts, they are sources to make the discourse easier for the audience, to give the speaker a high level of authority and no chances for the audience to criticise the tales. Generally, in the sermons, the biblical Exempla functions as proves to what the preacher is saying. In the cases I have analysed, the functionality of the biblical texts and figures is the same but focusing on them might clarify how these patterns are susceptible to different interpretations. Chaucer, for instance, shifts the power of the authority from one character to another in order to indicate the most relevant posi tion, in the case of The Wife of Bath’s Tale; the authority is shifted from the wife to her husband. Chaucer gives more power to Jankyn to highlight what is the hot point of the tale at that stage, what causes someone other’s reactions. In the case of the pardoner, the biblical patterns have the functionality to support the fake moral aims of the character. He lives in a very different way from what he tells us , but he occupies a specific place in the society and he has to keep it, with fake sermons if necessary. The role of the biblical texts, in this case, is to cover the negative conduct of the pardoner. In the case of the prioress, the biblical texts are used as supporting sources, but mostly to highlight her sentimental involvement. It is more than obvious at this point that the authority is only one but subject to many interpretations and many final aims such as to justify, hiding, to support. The contextualisation of the work in the medieval age is important to understand the reason of these patterns. The relations between the biblical references and the teller or the telling in general show that, in the Canterbury Tales, it is only a matter of convenience. The teller would be better to find some authoritative and true foundations to his/her thesis to not allow to the audience to disagree with the ideas, with the feelings. The m atter, in general, is to make sentimentally involved the audience. Bibliography: Benson, L., (1988), The Riverside Chaucer, Oxford, Oxford university press. Besserman, L., (1998), Chaucer’s Biblical Poetics, USA, University of Oklahoma press. Brewer, D., (1998), A New Introduction to Chaucer, London, Longman. Brother Anthony of Taize, (2005), Chaucer and Religion, Sogang University, Seoul, available at Ellis, S., (1998), the Canterbury Tales, Essex, Longman. Volk-Birke, S., (1991), Chaucer and medieval Preaching, Tubingen, Germany, Gunter Narr Verlag Tubingen. -Brown P., (2002), A Companion to Chaucer, second edition. Oxford. Blackwell publishing. -Boitani, P., Mann, J., (2005), The Cambridge Companion to Chaucer, Cambridge, Cambridge university press, second edition Research Papers on Exploring the Role of A Biblical Figure In The Canterbury TalesCanaanite Influence on the Early Israelite ReligionBook Review on The Autobiography of Malcolm XComparison: Letter from Birmingham and CritoRelationship between Media Coverage and Social andAnalysis Of A Cosmetics AdvertisementStandardized TestingHip-Hop is ArtMind TravelEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of Self

The Trends in Auto Industry Assignment Example | Topics and Well Written Essays - 3500 words

The Trends in Auto Industry - Assignment Example The total number of cars and commercial vehicles produced in Japan in 2006 was 11,484,233. The same number was 1,508,358 for Russia, 11,263,986 for USA, 5,819,614 for Germany,   7,188,708 for China and 2,572,292 for Canada (â€Å"OICA >> Production Statistics†).The year 2008 will see a rise in the demand for eco-friendly cars especially in the USA which is the leading pollution causing the nation of the world. The infrastructure for supporting hydrogen car is being developed. Car companies like Toyota and Honda are aiming the hybrid markets. Honda has decided to lease more cars to individuals to get feedback for the future. In the year 1916 in Munich, Germany. In 1928 BMW acquired Eisenach vehicle factory and launched its first motorcar. The first car was an Austin Seven built under license(â€Å"Welcome to BMW Company Facts†). BMW is also the world’s largest manufacturer of luxury cars. The brands owned by BMW are BMW, MINI and Rolls-Royce. The BMW sales of un its in 2006 were 1,179,317 for BMW, 186,674 for MINI and 847 for Rolls-Royce. Its biggest buyers are European Union with 37% and the United States with a 22.8% share (â€Å"Welcome to BMW Company Facts†).

Motivating and Supporting Collaboration in Open Innovation Term Paper

Motivating and Supporting Collaboration in Open Innovation - Term Paper Example Retrospectively speaking, the authors say that the new product development has always been a closed loop work. It was initiated and completed by a few chosen people inside the company; but now, the loop has been broken due to this stiff competition in the market. The companies now involve the end users into the new product development. Nonetheless, single customer’s unique needs are not of much use to the company due to economic viability. The company needs to understand large customer product combinations. Hence, the company needs to motivate a collective creativity towards novelty. Past studies have shown that collaboration paves way for better creativity and efficiency in an organization. All the great ideas of the past have been found by individuals who shared their work with others for elaboration.     The consumers’ opinion towards the new product is considered vital in this era; hence, the development of the open-intelligence portals. These portals act as int ermediaries between the different market players – paving way for collective response to innovation. It is now believed that the investment in the OI systems is wastage without the understanding of the motivational factors. The company needs to understand these motivational factors in order to attract the users to the OI portals for their input.Based on their research work, the authors state that one of the most important motivating factors for active participation at online communities is the level of effect that participation has on the surrounding environment.

Blood Brothers Essay Example for Free

Blood Brothers Essay â€Å"Blood Brothers† is a play about two twins who are separated at birth, they do not only have different parents but have a whole different lifestyle. Eddie lives in a world of luxury and has opportunities to go to university and eventually owning his own business which is more than Mickey could have ever dreamed of. On the other hand Mickey is brought up in a working class family with no qualifications whatsoever, as soon as Mickey thinks he has finally settled down with a job he then finds himself fired and starts turning to crime. Towards the end of the play the differences between Eddie and Mickey begin to show as friction is caused between them. They begin to turn against each other and Linda is stuck in the middle as she has feelings for both Eddie and Mickey, this is when the question is raised asking whether Linda and Eddie have been having an affair. This is then what sends Mickey off the rails and ends up being the cause of the Johnstone twin’s death as Mickey shot Eddie in a rage of anger over Linda. Tension is caused at the end of the play when Mrs Johnstone tells Mickey and Eddie that they are brothers as the audience already knew this they just wanted to know when and how this would be revealed to the twins. Willy Russell wrote Blood Brothers to show how life was in Liverpool in 1980s and how being in a different class separated people. He also refers to the recession and how so many people lost their jobs and the only way for them to earn a living was to turn to crime like Mickey did as he needed money to support Linda and his child, Sammy did not help the situation as he was the one who had persuaded Mickey to earn money in that way. The end of the story is revealed to the audience by the narrator at the very beginning of the play. This builds up tension because people know what is going to happen so they are waiting to find out how it happened and what led up to that scene. Another thing that adds tension to the play is how the narrator keeps on referring back to the devil â€Å"the devils got your number, y’know he’s gonna find y’. Y’know he’s right behind y.† Towards the end of the play the narrator says how close the devil is getting, the devil being the devil inside Mickey when he shoots Eddie down. Mrs Johnstone sings a song about the price that she has to pay â€Å"Living on the never, never, constant as the changing weather never sure who’s at the door or the price I’ll have to pay† This song says that Mrs Johnstone has a price to pay, this could mean that she has to give up her baby in return for the money that Mrs Lyons gave her but the audience know that the price that she will have to pay is the guilt that she will suffer and that both her twins die. The constant weather indicates her life has been up and down like it’s raining when she is sad and sunny when she is happy and that everything changes as fast as the weather. Secondly when she says that she is â€Å"living on the never, never, Constant as the changing weather never sure who’s at the door† this could refer to the people who came to knock on her door to take away her possessions and that living on the never, never could mean that she knows that nothing that she has will stay with her forever. Another thing that indicates this is that when she says â€Å"It’s alright lad we’re used to it we were in the middle id our tea one night when they came for that table.† This means that she has had her belonging possessed before and because of this she doesn’t really mind when it happens again because it has happened so many times before. Willy Russell has made the audience sympathize with Mrs Johnstone because she has been through a lot in her life. At the beginning of the play she tells us how she got to be in that position in that moment in time. Mrs Johnstone describes her marriage and says â€Å"that I was six weeks overdue† which makes the audience feel sorry for her. It also describes the place of marriage which was at the registry office. â€Å"We got married at the registry and had a do†. This suggests to us the audience that the wedding was nothing too fancy, not too expensive and that the marriage was sudden and unexpected. She got married because she was expecting a baby, in difficult, circumstances to get married in. Soon after the wedding Mrs Johnstone wanted to go out and enjoy herself like she had done before but her husband wouldn’t take her anywhere because he became very conscious of her appearance and felt embarrassed to be seen with her. This is evident due to the fact that sh e gained weight and now perceived herself to be â€Å"twice the size of Marilyn Monroe†. The audience feels sympathetic towards her because she has seven children and low self esteem. This is shown by the fact that she describes herself to look like she is forty two instead of twenty five. This shows the physical strain that Mrs. Johnston has gone through. I understand why she gave her baby away to Mrs Lyons because Mrs Lyons emotionally manipulated Mrs Johnston in this terrible time she is going through. Mrs Lyons attempts to make Mrs Johnstone think positively by saying that â€Å"if he’s with me you’ll still be able to see him each day as you come to work† Mrs Lyons presents Mrs Johnstone with the idea that her son would have a much better life with herself â€Å"if he grew up here as our son†¦ he could have everything†. However this is why she may have done this for the benefit of the baby because she felt that Mrs Lyons could provide for him much better than she ever could and she just wanted him to have a better life. The purpose of the narrator is to explain some of the key action on stage. The narrator also involves the audience by asking them directly, to judge what they see. He reveals that the brothers die at the very start of the play and from then on he constantly reminds the audience of the twin’s fate. He presents the themes of fate, destiny and superstition throughout the play, but at the end he asks the audience to consider if it was social class rather than fate that caused the tragedy. In the play the narrator constantly reminds Mrs Johnstone and Mrs Lyons about the devil â€Å"Y’know the devils got your number, y’know he’s gonna find y’, y’know he’s right behind y’, he’s starin through your windows and he’s creeping down the hall.† This makes the audience realise that when the narrator refers to the devil he means the devil that is going to cause the death of the twins at the end of the play this makes the audience anxious as to when this is all going to happen. In this play Mickey, Eddie, Linda, and Sammy play all sorts of games, I think that the games that they play influence them when they are older for example they play with pretend guns and Sammy says â€Å"It only fires caps. I’m gonna get a real gun soon, I’m gonna get an air gun† This later becomes true as Sammy does get a real gun which is then used to kill someone; both Mickey and Sammy were arrested for this. The arrest is also relevant as the children used to play cops and robbers. â€Å"Come on Eddie, you can have a shot at our target in the park.†This is relevant because Mickey and Eddie practised shooting and in the end Mickey shoots Eddie so the shooting practise came in handy. I think the strongest child was Linda because she stuck up for Mickey no matter what; she stuck up for him when he was getting told of by the teachers and she was able to have the courage to lie to a police officer. Superstition is a big theme in the play and Mrs Johnstone is shown to be superstitious right at the beginning of the play. â€Å"New shoes on the table. Take them off†.The new shoes on the table could result in the birth of the twins. â€Å"Plural, Mrs Johnstone, mouths to feed, you’re expecting twins.† The narrator uses superstition during the play to imply the loss of money or precious things. â€Å"An’ a spider’s been killed.† A main part in the play is when Mrs Lyons uses Mrs Johnston’s superstitions to stop her from telling Eddie and Mickey that they actually brothers â€Å"They say that if either twin learns that he once was a pair, they shall both immediately die.† As Mrs Johnstone is very superstitious she believed every word Mrs Lyons says to her. This superstition later becomes true, as at the end of the play the only reason why the gun got fired was because Mrs Johnstone told the boys that they were actually brothers as she thought that it would stop Mickey from shooing Eddie but in the end although it may have been an accident Mickey still fired the gun either over anger or rage over Linda or pure shock to find out that he was a twin. The narrator finishes his speech with the idea of superstitions and whether they are the cause of the traumatic story line and ending. â€Å"And do we blame superstition for what came to pass.† The first sign of tension is when he kids grow up and Sammy causes trouble on the bus as he gets a knife out and starts threatening the conductor to give the bag with all of the fair money in just because he wouldn’t give Sammy a ticket â€Å"Fuck off, now move, you move! Give me the bag† This creates tension because nobody has ever seen that side of Sammy before and even Mickey gets scared and tries to stop him from getting into to deeper trouble â€Å"Sammy, Sammy!† The repetition means that Mickey is really worried and wants to get Sammy’s attention. When both Sammy and Mickey are both fired tension is created when Sammy asks Mickey to help him out with a job, Sammy then produces a gun and says they will go and hold someone up for some money. Mickey is reluctant at first, but wants to be able to buy Linda something nice, and agrees to stand guard. The audience want Mickey to be able to say no to Sammy because they know that it probably won’t end well, because they know that Mickey wants to be able to provide for Linda and his child but he won’t be able to do that behind bars. Meanwhile all this is happening at exactly the same time Edward meets up with Linda, proclaiming his love for her. She explains she has always loved him in a way, but she is now married to Mickey, and very much in love. Willy Russell shows them talking at the same time so the audience can compare what both Linda and Mickey are saying, Mickey gave into temptation and was willing to help Sammy with a job for money whilst Linda had Eddie declaring his love for her but Linda was strong enough to say no because she couldn’t do that to Mickey. At the beginning of the play Mickey and Eddie had a very strong friendship and cared and looked out for each other, when one was sad the other asked why and wanted to help â€Å"Mickey what’s wrong?† Eddie saw that Mickey was upset so he wanted to know if there was anything he could do to help. â€Å"I Thought we were blood brothers† this shows that they were once very close and being blood brothers meant that they always stuck together. As the play went on and the kids grew up into adults the relationship between Mickey and Eddie had changed. Before they were best friends, which had then changed into a university kid and an unemployed man who had nothing to say to each other. When Eddie announced that he had everything he had ever wanted and offered to give Mickey money, Mickey’s jealousy got the better of him â€Å"You, you’re a dickhead†. This indicates that Mickey is angry at Eddie because he has everything including all the money in the world whilst Mickey had no job, no money and hated the thought that his old best friend had everything he didn’t have. Right at the start of the play everyone saw how close Mickey and Linda were but when Mickey was in jail it not only changed him, but it changed his mental health as he became attached to drugs and became insane and mad. â€Å"He said about, about me nerves, an how I get depresses an, I need to take these cos they make me better.† But when Mickey did use these drugs it might have made him feel better but it put a strain on his and Linda’s relationship as they argued all the time which then resulted to Linda turning to Eddie for comfort and supposedly romance. Willy Russell uses ellipses to show pauses or that t he character is being hesitant in sentences to create tension and also to make the reader hang on to the speakers words and waiting for the next instalment. In the final moments of the feel tense as Mickey is running round the town with a gun searching for Eddie and everyone is wondering if he actually will shoot his brother or if he will just threaten him. The confrontation between Eddie and Mickey is very dramatic as Mickey is shouting out the odds and Eddie is denying everything. Then the police come in demanding that Mickey puts down the gun down then when he starts to realise what he is doing he begins to lower the gun, then when Mrs Johnstone comes and announces that they are twin brothers â€Å"Mickey don’t shoot Eddie, he’s your brother, I couldn’t afford to keep both of you. His mother couldn’t have kids so I agreed to give one of you away.† Mickey despairs that he was not the one given away, because then he could have had the life given to Eddie. Mickey, distraught, gestures carelessly with the gun towards Eddie. This sad story ends when the police misinterpret this action and gun Mickey down as he accidentally shoots Eddie, killing him. I think Blood Brothers the musical is a fantastic play, I especially love the way that each song has a meaning and the emotions of the characters in the lyrics. But I thought the end was good as you would have never thought that Mickey would kill Eddie. How the play was set for the narrator to have told the end of the story and the beginning of the play created more and more tension as the play went. I liked the fact that Willy Russell was influenced by Liverpool in 1983, only some of the characters had a Liverpool accent these were Mickey, Sammy, Linda, and Mrs Johnstone these were all the people in lower class and the ones who didn’t have an accent were Eddie, Mrs Lyons and Mr Lyons as they were very well spoken and in upper class. I learnt how social class can get in the way of you want to be friends with because their parents might not approve of you. I think the play might still have a relevance for a modern day audience as some people still rely on their class to get things, for example if Mrs Lyons wasn’t in upper class then Mrs Johnstone would have been able to stand up to her because she wouldn’t have thought that she was so high up. This can make modern day audiences change their mind and know that the times have changed so they can be friends with whoever they want to be. Another thing that the audience would see is how Mrs Lyons gave Mrs Johnstone money for her baby and that still happens today, so they can see that if someone does give their baby away to someone for money then it might not always end in happiness.

The Two Willy Lomans in Arthur Millers Death of a Salesman Essay

The Two Willy Lomans in Arthur Miller's Death of a Salesman    There are two Willy Lomans in The Death of a Salesman. There is the present broken, exhausted man in his sixties, soon to end his life. And there is the more confident, vigorous Willy of some fifteen years before, who appears in the flashbacks. One actor portrays both, readily shifting from one representation to the other. To some extent, of course, the personality remains constant. The younger Willy, although given to boastful blustering, does admit misgivings to Linda and loneliness to Biff. And the shattered older man, in turn, occasionally reverts to his former manner of jaunty optimism. Yet the changes are great and significant. The earlier Willy could never have been the idol of his teen-aged sons had he behaved in the perverse, distracted fashion of his older self. Willy's agitation during his last days stems from a twofold sense of failure. He has not been able to launch successfully in the world his beloved son Biff, and he no longer can meet the demands of his own selling job. Although not altogether ignoring Linda and Happy, he is primarily concerned about the once magnificent young football star who at thirty-four drifts from one temporary ranch job to the next. Willy cannot "walk away" from Biff'sproblem, as Bernard suggests, nor can he accept Linda's view that "life is a casting off." Being over sixty, Willy is doubtless tiring physically. The sample cases are heavy. The seven-hundred-mile drives are arduous. And many business contacts, developed over the years, are vanishing as the men of his era die or retire. Yet the worry over Biff has obviously accelerated his collapse. Actually, Willy's attitude toward Biff is complex. On the one hand, t... ...ledge. But Happy is still determined to "beat this racket"and come out "number one man." On the day of the big game, Charley ruefully asks Willy when he is going to grow up. In some ways Willy never does. His boyish enthusiasm is, of course, part of his appeal. But his persistent refusal to face facts squarely drives him at last to a violent death. Ironically, his suicide, to him the ultimate in magnificent gestures, merely leaves Linda woefully bereft and Biff more than ever sure that "he had the wrong dreams. All, all wrong." Works Cited Eisinger, Chester E. "Focus on Arthur Miller's 'Death of a Salesman': The Wrong Dreams," in American Dreams, American Nightmares, (1970 rpt In clc. Detroit: Gale Research. 1976 vol. 6:331 Gordon, Lois "Death of a Salesman": An Appreciation, in the Forties: 1969) rpt in clc. Detroit: Gale Research. 1983 vol. 26:323   

Mongo Beti’s Narrative in ‘The Poor Christ of Bomba’ Essay

Postcolonialism is a term that ranges from artistic actions, political theories, cultural theories, and social ideologies which have created a new genre of African writers in the mid to late twentieth century that theorize this term. The fallout, drawbacks, and social emergences that have come out of colonialism appear to have taken the definition of postcolonialism up to a certain point because according to some theorists of postcolonialism, the definition still remains subjective. At this point, what remains is still the level of understanding toward the colonized and remaining questions as to the motives of the colonizers to colonize. Postcolonialism relegates the colonizers intent to just personal financial gains over the colonized, whereas the colonized and its following generations still are dealing with the results of such humiliations and dominations impacted by colonialism. Perhaps to understand some of the effects of postcolonialism a reader should have a textual analysis of colonialism itself. In the book, The Poor Christ of Bomba, the author, Mongo Beti uses narration to tell a story that takes the reader inside the mind of a fourteen year old who finds himself in a situation beyond his control. The characterization of the narrate personify an age that draws the line between innocence and awareness. The condition as it were in the book takes a satirical approach on how the circumstances under colonialism rule may have been. Betis clever play on words, situations, and storylines open up the mind of the reader to take in some of the implications attribute to colonialism that make the term postcolonialism so arbitrary (Chrisman 8-11). Postcolonialism is referred to what actually happens after colonialism, its predecessor. The area controlled by is territorial occupier gains its independence and appropriates its own establishment. Politically it may appear that this area is now completely independent; however, the question remains if postcolonialism is completely underway. That issue in trying to define postcolonialism for theorists is answering that particular question. They claim colonialism occupies not just a geographical area but a geographical unconsciousness of the mind of the colonized. Even though the area is now free of its colonizers, is it really free of its conscious self? When language, culture, religion, and education has been altered to evoke a new one for years upon new generations of people, can those people find  their way to their ancestral state? So, if postcolonialism represents a medium of after colonialization, then it must also include the affects of displacement has occurred and perhaps this is why postcolonialism is so inflexible to define to one particular presumption because there are varied implications such as social, economic, political, and religious cultural aspects have to be taken into account before a linear definition is implemented into postcolonialism (305-311). Post-colonialism also refers to a set of theories in philosophy and literature which tackle with the inherited 19th century British and French colonial rule. As a literary theory, postcolonialism consists with literature created in countries that were once colonies of other countries and in fact, for some, this may still be the case. This faction has produced many theorists that have upstaged the term and its meaning to other nonsingular forms according to Aijaz Ahmad, who by feels a grand perplexity of the definition in literature and feels that the point of what is postcolonialism is being subverted. He feels that as long as the word does not remain as is and that if independent states the use political strategies of colonizers, there will also be inequalities among people and governments which will be referred to as non-white. This globalization sphere of postcolonialism will historical harness the fundamental effect of constructing this globalized transhistorcity of colonialism is to evacuate the very meaning of the word and dispense that meaning so widely that we can no longer speak if determinate histories of determinate structures such as that of the postcolonial state (31). Before postcolonialism is understood at some level, colonialism itself has to be defined. Mongo Beti uses his book, The Poor Christ of Bomba, to tell a fictional tale of colonialism. He uses wit, satire, irony, and parodies to bring forth some revelations about this subject matter of colonialism. Beti uses biographical narration. It resembles autobiographical narration which takes the reader through a historical account using a diary-like dialogue of the main protagonists life with other members of society such as the colonizers and the villagers who live alongside of the road of Bomba. Denis is the young boy whose mental imagery where this invasion takes place is  ultimately the readers tour guide of what colonialism may have like. Mongo Beti (1932-2001) was a Cameroon writer who was a theorists, novelist, essayist, and publisher. He is noted for being a prominent African writer who has been known to use satirical approaches to criticize and emphasize the effects of colonialism through his fictional novels. The importance of his characters in his novels, for example, The Poor Christ of Bomba, gives visional insight though the narrative of how the hierarchal order of the colonizer adhered to its position and then how the colonized submission presumably took place. Beti uses satire as a literary device to draw consciousness of a subject whose remnants have tried to define its effects known as postcolonialism. African Literature revolves around narration whether it is oral or written. Oral literature in Africa is considered enormously colorful, rich, and varied. Oral literature is closely association with rhythmus and music. Audiences are invited to participate; however through narration audience participation is different. Narration is seen as two kinds of art: performance art and informative. It is rich with folktales, myths, legends, and proverbs. Through narration present generations find a connection with ancestral past. Although earliest accounts of Africa literature are religious texts written in indigenous languages, most recently the major theme of African literature is the clash between traditional cultures and modernization which is written in a multitude of languages reflected by cross-cultures and colonization (Abiola 3). North Africa is dominated by Arabic language and its northern counties are considered Arab countries such as Egypt, Morocco, and Algeria for example. East Africas language is Swahili and dates back to 1652. By the mid-19th century, Latin script became more popular. During the 20th century Africa literatures in European languages resulted because of colonialism. Cameroon literature of the 1990s is considered a reflection of its economic state. What Mongo Beti did by writing a book like The Poor Christ of Bomba, certainly made him ahead of his time. Much the literature is centered on the political status the country is in. Although tradition oral literatures are  there for social and religious purposes, written literatures excel in trying to bring political change to the awareness of its people (Krieger 20). Mongo Betis first hand account of colonialism combined with his traditional milieu with oral literature and creative writing abilities helped him bring a story whose narration posses the elements to place the reader in the middle of situation such as colonialism where for a moment the colonizer and the colonized have nowhere to go but live the life placed on them and leaves the future unanswered for the colonized. It is this wavering end which sets the subjective meaning and tone for the definition of postcolonialism to be so broad and unpredictable. Perhaps one reason why the definition is random is because the effects of colonialism to people are different and cohesive at the same time. As the colonizers in the book bring their culture and religion to villagers in Africa, the people are affected differently and yet very similar at the same time; therefore, postcolonialism more than likely parallels the onset of this circumstance. Beti uses satire as a literary device to tell his story in his book. Perchance his book may have not been published had he taken a more disconcerting approach to the text. Satire became very popular during the early modern England in the mid-seventeenth century. It usually was used by anonymous authors who mocked the monarch, commonwealth, and then the Oliver Cromwell. By the 19th century it was used to mock social classes and Victorian values. Satire is known to use harsh or light humor to draw attention to a situation or a plight to try to bring attention to it, correct it, or change it. Beti uses strong satirical elements for his narrative to perhaps illustrate a problem such as colonialism to the forefront of his readers mind. He then mixes in tradition narration like oral literature to set the tone for his story using biographical narration to tell the story of colonialism. Biographical narration is a story relating key facts or events with a person’s life. It relates a sequence of events and communicates the significance of the events to the audience. There are certain scenes and incidents in precise places which are used to describe location of events. Sensory details are vital in describing the sights, sounds, and smells of a scene. Detailed actions, movements, gestures, and  feelings of the characters are used to express usage of interior monologue to depict the characters feeling. Beti uses a biographical description in the life of the characterization of Denis. It is through his naà ¯ve eyes that the reader is exposed to the French imperialists domination of Bomba. It is through this lens that the reader sees what the main protagonist, Reverend Father Drumont, is like. The main characters in this book share a parallel to what is perhaps the link that embellishes the dramatis personae that details the account of who are the people represented in colonialism as a whole, for example, the colonizers and the colonized (Gikandi 61-70). The colonizer presents the dominant hierarchical state. This is characterized as a system of power. The elements which comprise this system are first the French government. The French government felt compelled perhaps to take a different approach then the English to colonize Africa. They embedded their culture, language, and religion so fervently as a result today many Africa areas speak French as their first language and have remained Christian. Those perhaps resemble the colonizer are the Vicar, M. Vidal, Reverend Father Drumont and to some extend the instrument used or weapon of choice was the Catholic Church to influence the people of Bomba. The Colonized are everyone else and possibly in the end, the reader. The Sixta women, Catherine, the narrator, Zacharia, and the men of Bomba play the roles of the colonized. Although their positions and situations emerge differently in the narrative, they are still under the colonizers rule. Their positions are different which exemplify the fact of how diverse historical factors come into play when defining the after affects of colonialism. Each character embraces the colonizer and being colonized in a dissimilar way; therefore, the outcome of colonialism will create disparity for each type of person, such as, male, female, child, and/or new regime. This may be part of the problem in defining postcolonialism. Every person is affected uniquely and individually because each person is a separate embodiment of one another. Beti emphasis this predicament in each of his characters colonized or not, the condition is different yet the same. All play roles to feed and fuel colonialism. The Poor Christ of Bomba is about the Frenchs Christian mission to colonize African society in order to profit and assert dominion over sovereign territories. In order for the French to carry out this mission of authority they had to try to come with gifts of humanity, tolerance, and Christianity. The French engrossed their colonies with their language, their way of life, and culture politics. Words were changed from native tongues to French words. The impact was to make African people more like the French. The French failed to see the way Africans lived and survived. The French saw them as barbaric without religion or culture. The Africans did as they were told for very different reasons and as a result, they were weakened by this dominating force. Father Drumont is first seen as a compassionate and caring individual who symbolizes the good in a superior-like nation. He message of Christ to help save pagan people bring a message of hope to women in polygamist families and child who appear to be interested in his message. The men are not interested in hearing about Christ but are interested in what the mission may bring to help build their economic state and infrastructures for the betterment of the regions. What happens is the African system the Africans was known is destroyed and Father Drumont realizes his failure to completely change the people. This book represents the disagreement between Christian and pagan power. This is symbolic of the disparagement between both the French and the Africans. Part of the novels creation relies heavily in the fact that the characters will finally have a better understanding of who they are at the end of the novel and how colonialism affects both sides of the aisle. While religion plays an important role, the mission is factual a camouflage to hide the genuine reason why the French are there. The use of Christianity which even fools some of the colonizers themselves such as Father Drumont is essentially Betis archetype to use irony as a reflection of which religion and politics go hand in hand. The missionary is the representation is the epitome of irony Beti illustrates in the book. The mission is used as an excuse to continue the spreading of Christ but in reality it is the  spreading French propaganda which tries and keeps the people suppressed so they wont be punished for their sins. The narrator, Denis, is a young fourteen year old boy. He represents the reader. The reader knows possibly nothing of what colonization is or implies. As the reader continues to read the story with the narrators thoughts and dialogue with others, he starts comprehending how easily the Africans were fooled by the French. Denis, in his still naà ¯ve state is excited about the mission he will embark with Reverend Father Drumont. Denis assumes the mission is not just a spiritual quest but one of material supremacy. He is easily lured as so many Africans were. All the older characters voice their inner thoughts and Denis, because he still is very immature and makes fun of the situations at hand. Denis is excited about the mission and the material things it will bring. The French are too but obtain grander things from it. He comments, And we need so many things—an organ for the new church, a tractor for ploughing our fields, a generator for electric light, a motor-car, and so forth (Beti 9). The mission appears to a source for financial possibilities rather than the spreading of love of Christ. In an ironical twist this is the very start when Denis starts receiving mixing messages about Father Drumont and the Christianity he represents. Certainly Denis feels the church makes money through its members, but eventually finds out that whatever may seen convenient for the Father is convenient for the church without regard of its members and to those where the mission visits them. This inconsistency is a continual motif in the book. While Denis is influenced heavily by Father Drumont and his antics, Denis reveals a sense of maturity and knowledge in the end of the book; however, this knowledge doesnt reveal wisdom, only a sense of trying to remove himself from the problem of colonialism much like the reader may what to do so. The character of Catherine can symbolize what Africa should be like. She is free and beautiful unlike the Sixta women, she does what she wants. Although  she is under colonial rule, she is able to infiltrate the colonizers temporary rule and still live by her own standards. She maintains Africas historical past. She is mysterious, magical, and lures any man she wants. Denis falls under her spell just like the reader may also fall for her because Africa, even though not actually sexual, is sensualized in the form of Catherine. The emphasis placed on her character by Beti also represents the hope Africa will survive colonialism and find a free self and identity after the invaders leave; however, just as everyone involved Catherine has a major issue within her of her own identity emulated perhaps in Africas because they were so easily taken in. Identity is seen as who and what you are. For Africa, who were ill prepared to fight against the Frenchs intentions and lacked the unification to gather strength among themselves, they identified themselves collectively but not enough to oppose the French (Wolfreys 95-97). Zacharia is the cook. He is the consciousness of the colonizer even though he is in a colonized position. Beti uses this character to function as the checks and balances between the narrators inexperienced views over Father Drumonts true character. Zacharia goes on the mission along with the narrator and the Father. As a mediator of sorts and the most level headed one of the characters in the story, educates the Father and the narrator, Denis, as the journey gets underway about African culture. He seems zany, corky, and irresponsible. Beti uses this character perhaps to be the voice of the author who finally deposes and exposes Father and the system which he represents and fights so hard to maintain as a symbol of truth. Zacharia understands Africas former self and goes on this journey to find out what the whites know that they dont. In a way, he also represents those men in the town who seem interested in Christ but really want to make money and do business alongside their oppressor, the French. He is the spokesmen for the African standpoint in the book. He understands that modern society is plagued by the importance of money, so he too wants to know more about it. In a serious, sarcastic, satirical, and ironical way, Zacharia is the only character who can bring truths of African ways to light for the reader, the narrator, and the Father. Zacharia is really the only person the Father  listens to beside the system which in turn will also compromise his life as part of the damage caused by colonialism because it will displace the Father after the journey is over. The Father will then have no place to go. What follows the Father throughout the story is Zacharias advice and knowledge about the people of Africa and the system by which propels that Father to do what he thinks he is there in Africa to do. At one pivotal point in the book that changes things around for the Father is when Zacharia tells the Father that the first notion of God didnt come from him. To much surprise, the Father questions the motives of the roadside construction to M. Vidal and is told by Vidal that his intensions are to use the people into forced labor. This is when the Father has his first realization about his mission that serves capitalistic motives over Christianity (133-34). M. Vidal is the epitome of the colonizer. He is self-serving without a conscience and without a humane bone in his body much like the system he represents. He is the closest to the colonizer as possible. He wants to insure the people have completely submitted to the teachings of the church so they can do what the real purpose of the mission is. It is there to conquer hearts and minds as a consequent, they can work for the church and by doing so they have enslaved themselves to the very system who served them the illusion of Christianity. The Sixta women are an example of this kind of manifested slavery granted by the Fathers teachings. The women are used for hard labor and then free sex. When it is discovered most of them have venereal disease that are seen as dirty; however, under French rule, the Father is guilty of not protecting them and placing them in a vulnerable position. This chaotic outcome is a grander scope of the missions failure under the Fathers rule. The Sixta women are submissive, turned into whore-like behavior, and are worked harder than any other kind of people under Raphaels command placed and over sought by the Father. They are forced to confess their sexual misconduct but before are beaten with a cane. The Sixta women endure punishments brought on by the Father, the supposed incontrollable sexual urges of the men, and the system that needs them to work which in many ways mirror the victimization of  colonialism, the Sixta women are women are more easily taken advantage of since they are femal e. The Sixta women represent what the colonizer may see as Africas people: uncivilized, promiscuous, and in need of a good spanking like misbehaved children. The Sixta women, like Africa, took a beating that was physically, physiologically, psychologically, and sociological by its colonizers. This is why it is so hard to try to define a word like postcolonialism. Parts of a major problem are the people being colonized sometimes didnt support each other much like the men who had sex with the Sixta women. The ones who would get blamed where the women, in as sense the men let their own people get beaten for their won mistakes. Instead of controlling their own urges they only added to this image of sexual savagery the colonizer already theorized that they were. The Father, the main protagonist in the novel, Reverend Father Drumont, is the life force of the colonizer. The Father is a major part of the structure and working function of the colonizer. In retrospect, he is the colonizer because he is a major player who successful to a certain degree in colonizing the people of Africa. He brings the word of Christianity to keep the people in line. The people, like the Sixta women, are forced to work for the church and change their lifestyles to fit in. By encompassing this transition because of religion, the people in fact serve the French; therefore; the people through no fault of their own serve the colonizer because they are serving the church through the guiding hand of Father Drumont. Father Drumont is not as harden as Vidal but he is part of the cancer that feeds the people of Africa. Beti makes Father Drumont see the error of his ways through the advice of Zacharia. By making Father Drumont see this turnover, Beti is saying that all those who helped the system work are capable of realizing why it will fail. The reason it will fail is because humanity is not perfect and truth will emerge no matter what scheme tries to suppress it (Young 5-7). At the end of the book the reader realizes the next step is uncharted and open. Beti lays the groundwork to feel a sense of what colonization can do to people. He also leaves the question of postcolonialism up to the narrator who for some reason is clueless. It is important for Beti to end the book  this way because the purpose for the book itself has been carefully and wittingly established. Postcolonialism is considered the after affects of colonialism. Beti introduces a glimpse of who the people were who lived though the ravishment of colonialism in the town of Bomba. The book should also be noted for other insights and credited for a wondrous storytelling plights. Through the biographical narration, Beti defines the troublesome situations the characters of Bomba find themselves as those colonized may have experienced. He sets the tone and pace the underlying reason the French arrived with ulterior motives to help the people of Africa. The multiplicity of the characters and their situations mirror the multiplicity of defining postcolonialism. Where the people go from is up to the reader. Other authors suggest two things: revolt against the oppressor or work with them (Memmi 136-141). The dilemma is that it is not that simple because while reading the book by Beti what is ventured in the mission is the complexity of colonialism to begin with. Beti tries to put a face on several varied situations through distinct characters. Perhaps Beti named his book The Poor Christ of Bomba, because one particular meaning for Bomba means a wild, rich dance that culminates between the rhythm and the dancer. The colonizers instrument of choice to dominate the Africans was religion. The allocation of Catholicism which happened to be a less than a desirable concept to the regions alongside Bomba in the story helped serve the people of Bomba a less than desirable dance embodied the notion of Jesus and rhythmic quest of the French. Conceivably the metaphor for the title is that the combination of the Frenchs intentions with the African people just didnt sound good musically, contiguity, or even symbolically. Works Cited Abiola, Irele F. The Origins of a Species: African literature. Black Issues Book Review(January 1, 2001). Ahmad, Aijaz. Postcolonialism: Whats in a Name? Late Imperial Cultural. Eds. RomanLa Coupa. E. Ann Kaplan, Michael Sprinkler. New York: Verso. 1995. Beti, Mongo. The Poor Christ of Bomba. Illinois: Waveland Press, Inc. Reissued 2005. Chrisman, Laura and Patrick Williams Editors. Colonial Discourse and Post-ColonialTheory: A Reader. New York: Columbia University Press. 1994. Gikandi, Simon. Reading the African Novel: Studies in African Literature. NewHampshire: Heinemann Publishing. 1987. Krieger, Milton and Joseph Takougang. African State and Society in the 1990s:Cameroon’s Political Crossroads. Boulder, Colorado: Westview Press. 1998. Memmi, Albert. The Colonizer and the Colonized. Boston: Beacon Press. ExpandedEdition 1991. Wolfreys, Julian. Critical Keywords in Literary and Cultural Theory. New York:Palgrave. 2004Young, Robert. Postcolonialsim: A Very Short Introduction. New York: OxfordUniversity Press. 2003