Marketing ( Customer Relationship Management ) Assignment - 1

Marketing ( Customer Relationship Management ) - Assignment Example Top organizations such as Southwest Airlines realize the importance of concentrating on customers and staff members and this focus leads to the way success is measures and managed. He further states that the managers need to satisfy employees who will result in increase in satisfaction and loyalty of customers. The article further states that satisfaction of employees will lead to retention of employees which is the top priority of world leading organization. The article even states that if managers are able to satisfy customer needs, they will be able to retain customers and repeat purchases will arise. The leaders need to realize the importance of customer retention as customer retention will result in favorable referral activity which will result in growth of the organization and organization’s customer base. The article exhibits a diagram that depicts the service-profit chain, the diagram depicts that an organizations revenue increases due to loyal customers, loyalty is ca used and increased through customer satisfaction, satisfaction has a direct relation with the quality of goods and services and quality of goods and services are created by satisfied employees. Heskett, ï ¿ ½. L. (1994, April 1). Putting the Service-Profit Chain to Work - Harvard Business Review . Harvard Business Review Magazine, Blogs, Case studies, Articles, Books, Webinars . Retrieved November 11, 2012, from

Change at DuPont Research Paper Example | Topics and Well Written Essays - 250 words

Change at DuPont - Research Paper Example rooted in observation of the best at present, logically describing future ideals, decision making through collaboration, dialogue, and experimentation for proof. Sense making, on the other hand, utilizes meta-theoretical assumptions analytically to arrive at a workable theory. As a change manager, I would analyze the assumptions from sense making to arrive at a substantive theory that is both logical and effective. Further, I would put this theory to the test to appreciate its attributes from observation and experimentation. Finally, with all the facts, I would invoke a practitioner-driven system of arriving at an intervention that facilitates change. This would prove effective; especially when all the due steps are in place. At the wake of the closure of Orlon plant, I would first halt the process of stopping one project to aid the other. Such rush decisions hurt in the long run. Instead, I would introduce the existing management to new ideas that would aid in the healing process. In this way, the focus could shift from improving the effectiveness of the organization to the plant itself. Further, I would try ensuring that there is a definite mechanism of monitoring and developing the strengths of the plant, call on staff to appreciate the strengths and aid in their development. In addition, motivating the people would go a long way in improving their attitude, productivity and offloading the pressure that comes with

Rationale - Antigone Essay Example for Free

Rationale Antigone Essay For our scripted piece we used a scene from Antigone. Originally written by Greek author, Sophocles about 2500 years ago, it was re-written by a French author called Jean Anouilh around the time of WWII. Anouilh’s intensions differed from that of Sophocles due to the difference in time periods; in the later version, Antigone represents the French resistance against the Nazi occupation. As it was written during WWII it took a long time for the Nazis to allow it to go onstage because of what Antigone represented. The reason they let it be performed was down to the character Creon, the king of Thebes. In the scene between him and Antigone, the Nazis thought the dialogue represented a point of view that was for a dictatorial society. Antigone tells the story of a girl, whose brothers fought over the throne, both brothers met their end, introducing a theme of death due to rivalry and jealousy. Eteocles, the brother who had the throne at the time, was given a proper burial, whereas Polynices, who was seen as the enemy, was left outside and refused a burial. Everyone in the city of Thebes was told by the new king, Creon, that anyone who attempted to bury Polynices would be put to death, creating the theme of loyalty. Antigone is adamant that Polynices should be given a burial and takes matters into her own hands, she sneaks out of the palace in the middle of the night and covers Polynices’ body over with dirt. Polynices is then uncovered by the Guard. Antigone finds out and again, attempts to cover over Polynices. This time she is discovered by the Guard and is taken to Creon. As Antigone is the former king’s daughter, Creon is hesitant when punishing her, and offers a way out. But Antigone is not ashamed of what she has done and is determined to be punished for her crime. At the end of the play Antigone is put in cave by the Guard and left there to die. We chose this play as it contains many themes, such as love, pride, anger, and loyalty. Also I liked the history behind the play, the story that wasn’t included within the script. The life of Oedipus, Antigone’s father, the prophecy that he heard and how he married his mother and as a result had four children. I liked it because it was unusual, complex and difficult to fully understand. One moral I think Antigone portrays quite well is that you should always stand up for what you believe in and what you think is right. It shows this through Antigone’s character and the fact that she is so headstrong and certain of what she wants. Also an issue that is portrayed throughout the play is that love is a very strong emotion and can overcome many situations, this is shown by the relationships between Antigone and her sister Ismeme, Antigone and her nurse and Antigone and her fiance Haemon. My chosen scene included Antigone and Nurse, who was trying to find out where Antigone had been in the night. It was the opening scene of the play and was very powerful as it introduced the character of Antigone and the relationship she has with Nurse. I played Nurse and my partner, Frances, played Antigone. I chose to play Nurse because she tries many different ways to get Antigone to tell her where she has been. She tries to make Antigone feel guilty, by saying â€Å"You half kill yourself to bring them up, and they’re all the same. † She also gets angry with Antigone, this is evident when she says â€Å"do you know what I ought to do? I ought to give you a good spanking, just like when you were a little girl. † Another tactic she employs is that of trying to make Antigone feel sympathetic towards her by saying â€Å"What would your mother say if she were here now? You silly old fool, she’d say. So you couldn’t keep my little girl virtuous for me? † I knew that these tactics would enable me to change the tone of my voice throughout the performance and use a variety of space. By playing Nurse I intended to portray the relationship that Antigone and Nurse possessed. I also wanted to improve on my interaction as an actor and by playing this part it enabled me to build on what I was already capable of. When I first read the scene I imagined the two characters in a grand bedroom that had a very old fashioned interior, such as what one would expect to see in a stately home. A room that was quite cluttered with elaborate ornaments and decorative pieces. Obviously this would be hard to create on a small stage and also it would restrict the amount of space that was available for moving in. Devised-Behind the Face Our devised piece was based on many themes taken from Antigone, such as loyalty, cruelty and pride but the main theme was anger. I chose to base it upon anger because there are many different ways to portray it and there are lots of different ways of dealing with it. This gave me a wide range of options to choose from when devising the piece. I researched anger and it’s causes and came up with many different results, for instance: There are three different types of anger: Rage Rage is the expression of violent, uncontrolled anger. Rage is an outward expression of anger and can result in a visible, often destructive, explosion. Resentment Resentment is the feeling of anger directed towards a person or object which is suppressed and kept inside. It is a feeling which smoulders and feels uncomfortable, and can possibly create more physiological and psychological damage. Indignation Indignation is regarded as an appropriate, controlled, positive type of anger. When writing my devised piece I wanted to put across that you should let out your anger and stand up for what you think is right so I decided on a story line that contained a young girl (Harriett) who knew what she wanted but was too scared to stand up for herself. This resulted in her becoming angry internally, but she was unable to let go of her anger and express herself. So I created another character that only she could hear. This character was the internal anger that Harriett was feeling, and tried to make her see that she had to let go of her anger and stand up for herself rather than being pushed around by everyone else because she was an easy target. I chose to play an emotion instead of a person because I wanted to portray the differences between each aspect of the emotion. I wanted to create three sections on the stage so we weren’t just using a small part of it, however still allowing for use of most of the space available. I also wanted to create a strange atmosphere, one that makes the audience feel uncomfortable, so they could relate to Harriett’s feelings. I wanted the tempo to vary too, as I wanted Harriett’s character to be quiet and subdued, and the character that played her anger to be loud, intimidating and patronising. I also wanted the rhythms to alternate to make the piece more interesting for the audience.

Social interaction and how we rapidly forms impressions

Social interaction and how we rapidly forms impressions Human beings are social creatures. Our interaction with another is important as it provides us with a vast amount of information necessary to carry out daily activities. With the amount of information that is available to us at one time, the human mind has naturally developed shortcuts that allow us to function more efficiently in a social world. One function of human interaction is the ability to make rapid assessments about other people. We often form impressions about people within seconds of meeting them. Impressions of personality form quickly and easily. It is quite hard to forget our impression of a person once it has been formed in our minds. These impressions form automatically and instantly provide us with important information about others. Then, this information provides us with a foundation on which we make additionally judgments and effects future attitudes about an individual. This ability to form rapid impressions of people is neither bad nor good. According to Asch (1946), it is simply a precondition of social life. Concerning social psychologists in particular are questions regarding the manner in which our impressions of other people are established, and what are the principles that regulate the formation of these impressions. It has been found in social psychological research, that impressions of personality can be influenced by certain cognitive biases. An excellent example of a cognitive bias that influences our perception of personality of others is the halo effect. The halo effect is a cognitive bias that occurs when the perception of one trait of a person or object influences the perception of another trait or multiple traits. Thorndike (1920) was the first to support the theory of the halo effect using empirical research. Commanding officers were asked to use a rating scale to assess traits of their soldiers. The results of his study showed a high cross-correlation between positive and negative traits (Thorndike, 1920), which suggests that people do not think of others in mixed terms, but rather as generally good or bad across different categories of measurement. Primarily, the halo effect biases our perception with a tendency to focus mainly on the good. A classic example would be judging a good-looking person as more sociable or more intelligent. Another example would be perceiving an individuals personality differently based on information given about that person. This includes influencing expectations of another person through the use of interchangeable adjectives. An overwhelming amount of research supports the notion that describing a strangers personality using particular words can significantly affect the way that person is perceived by others (Asche, 1946; Mensh Wishner; 1947; Kelley, 1950; Biggs McAllaster; 1981; Widmeyer Loy, 1988). A strangers disposition can be perceived to match up to the personality traits previously stated, despite the actual nature of the person. Influential Social Psychological Research Over sixty years ago, Asch (1946) demonstrated that certain labels can affect the entire impression of a person. Asch read a list of adjectives which were supposed to describe a hypothetical person. His subjects who were all college students (mostly women) were then asked to characterize that person. Asch found that by simply using interchangeable adjectives representing central qualities, such as warm and cold, he could influence the descriptions given by subjects about the personality of a hypothetical person. However, it was also found that including words to describe peripheral qualities, including terms such as polite or blunt, did not have a significant effect on subjects perceptions of the personality of the hypothetical person. A number of the Asch experiments were replicated by Mensh and Wishner (1947) to determine if the results of Aschs experiment were population specific. In their study, they used subjects that were a mix of both male and female students. Furthermore, they took measures to make sure that subjects were graduate and undergraduate students, and they also selected subjects from different geographical locations. Despite Mensh and Wishners modifications to Aschs experiments, the findings in Aschs study were effectively confirmed and reinforced by Mensh and Wishner (1947). Aschs experimental work was also extended by Kelley (1950) who demonstrated that the warm/cold manipulation extends to actual people, as well. That is, Kelley found that this warm/cold manipulation effected subjects perception of a person with whom they had actually encountered, instead of just a hypothetical person whom they had never met. In Kelleys study, a man posing as guest lecturer was introduced to subjects in a neutral manner. Later, one of two notes about the stimulus person were randomly distributed to subjects. One note contained a description of him as being rather warm, while the other note described him as rather cold. Then, the guest lecturer proceeded to give a 20-min discussion to the subjects, while the verbal interaction that between the subjects and the stimulus person was recorded. The recording of the subjects interaction with the instructor was novel, because according to Kelley (1950), no previous studies reported had dealt with the importance of first impres sions for behavior (Kelley, 1950). After the discussion, subjects were asked to rate the personality of the stimulus person on 15 different scales that were predetermined. In addition to rating the stimulus person, subjects were also asked to write free descriptions of him, as well. It was by observing the interaction between the subjects and the stimulus person that Kelley found support for the autistic hostility hypothesis (Newcomb, 1947). The autistic hostility hypothesis states that when someone perceives another individual as cold, that person will limit his or her interactions with the cold person. It was observed by Kelley that students who were in the warm group engaged in discussions more freely and more frequently than those in the cold group (Kelley, 1950). Like Asch, Kelley found that subjects total impression of a person is significantly influenced by the attribution of a central quality such as warmth. Kelleys results showed that subjects who were given preinformation describing him as warm, gave him consistently better ratings on multiple personal attributes than did those who were given preinformation describing the stimulus person as cold. Furthermore, Kelly found that 56% of the warm subjects actively participated in the discussion, as opposed to only 32% of the cold subjects. These studies conducted by Kelley (1950) and Asch (1946) are important because they were both novel and influential. Their early studies stimulated a considerable amount of research concerning the perception of people, specifically a study by Widmeyer Loy (1988). They designed their study with the primary intent to determine whether or not Kelleys warm/cold effect could be replicated in a classroom setting 35 years later. More specifically, they examined the effects of warm/cold manipulation on first impressions of individuals and their teaching ability. In Widmeyer Loys study (1988), a man posing as a guest lecturer gave a neutral lecture to 140 male and 100 female college students. Before the lecture, as in Kelleys study, forms were randomly distributed to subjects describing the instructor. One half of the group received information describing him as rather cold, while the other group received information describing him as rather warm. To half of each of these groups, the stimulus person was said to teach physical education, while the other half of these groups were told that he taught social psychology classes. Following the stimulus persons 40-min lecture, subjects evaluated his personality and teaching ability though a Likert scale and through additional written comments. Results showed that subjects who were told the stimulus person was rather warm rated his personality and his teaching ability more positively than did subjects who were told he was rather cold. Additionally, it was found that the manipulations of both discipl inary status of the instructor and the sex of the subjects had no significant influence on subjects ratings of the stimulus persons teaching ability. Research done by Asch, Kelley, and others is strongly supported by the findings of a similar study conducted by Biggs McAllaster using warm/cold manipulation (1981). In this study, it was found that subjects who were told that a guest lecturer was warm tended to evaluate that person as more favorable than subjects who were led to believe he or she was cold. Additionally, the use of the neutral group (one that was told that the speaker was neither warm nor cold) also helped to reinforce the findings of Asch (Biggs McAllaster, 1981), which will be discussed in further depth along with some interesting novel occurrences within the experiment. Critical Review of Research The studies conducted by Asch, Mensh Wishner, Kelley, Biggs McAllaster, and Widmeyer Loy are similar in ways that link them together and give them the ability to use modifications in order to add to existing research. It is because of these modifications that they all contain important differences that extend the level of research to a new level. One important similarity is that they use all warm/cold modification to discover if subjects total impression of a person is influenced by the attribution of a central quality such as warmth or coldness. All studies found that this modification of adjectives did affect the way the stimulus person was perceived by subjects. Additionally, four out of the five studies use a male as a stimulus person. Interestingly, Biggs McAllister (1981) intentionally uses him or her when discussing the stimulus person. This raises an important question regarding the sex of the stimulus person. Would subjects rating across multiple characteristics such as personality and teaching ability differ if the stimulus person used was a female? It might be interesting to see how a female instructor might be rated by female subjects, and also by male subjects, as well. Another variation of this experiment might seek to investigate the length of the description of the instructor provided to the subjects. It might be interesting to examine whether a longer description would increase or decrease the differences between the cold ratings and the warm ratings. In a longer description, for example, the word warm or cold might be glossed over given the larger amount of information being provided or ultimately missed all together. It is possible, however, that people might accidently read only certain words that help them to form an impression of the stimulus person due to an overload of too much information. Varying the length of the description could be another possible modification of these experiments. It should also be noted that while the study conducted by Asch (1946) found that the use of interchangeable adjectives could influence the descriptions given by subjects about the personality of a hypothetical person, Kelley (1950) found that this warm/cold manipulation effected subjects perception of a person with whom they had actually encountered, instead of just a hypothetical person. Furthermore, as mentioned earlier, no previous studies reported had dealt with the importance of first impressions for behavior according to Kelley (1950). This made Kelleys recording of the subjects interaction with the instructor quite novel, as it had not been reported to have been done by a previous study. Widmeyer Loy (1988) sought to modify and extend Kelleys work in three specific ways which will be discussed below. Since Kelleys study only examined teaching performance indirectly by looking at whether the observers expectation of the instructor was favorable or not, Widmeyer Loy tried to determine whether warm/cold manipulation would affect subjects impression of the instructors teaching ability specifically. Secondly, according to Wilson (1968), an instructors perceived status has an influence on subjects perception of an instructor. For example, physical education is likely to be seen as being less academically prestigious than other disciplines that are more traditional (Seater Jacobson, 1976). These finding were of particular interest to Widmeyer Loy who wanted to determine whether the labels of physical education professor and social psychology professor would have different influences on subjects judgments on an instructors teaching performance, and on their central and peripheral personality traits, respectively. They found, however, that the disciplinary status of the instructor had no significant effect on subjects ratings of the stimulus person. Thirdly, based on evidence that suggests male and female college students assess college-level instructors differently (Lombardo Tocci, 1979), Widmeyer Loy were interested in the sex of the subjects. The subjects in Aschs study were mostly female college students, while Kelleys study included only male college students. Just as Biggs McAllister intentionally used gender-neutral terms when discussing the stimulus person, the sex of the subjects was also went unreported. Widmeyer Loy specifically made efforts to determine if male and female subjects were influenced differently by the preinformation given about the instructor, in regards to the warm/cold variable, by using a mixture of both male and female college students as subjects. It should be noted that Mensh Wishner (1947), seeking to extend on the original research of Asch, also used subjects that were a mix of both male and female students, but despite their modifications to Aschs experiments, the findings in Mensh Wishne r showed that subject sex had significant influence on subjects impression of the stimulus person. Despite the finding that the manipulations of disciplinary status and the sex of subjects has no significant effect on subject ratings (Widmeyer Loy, 1988), effects were found in regard to perceptions of personality and perceptions of teaching ability. In regard to the warm/cold manipulation, significant effects were reported. More specifically, subjects who were told that the stimulus person was warm, perceived him (with regard to personality) as less unpleasant, more sociable, less irritable, less ruthless, more humorous, less formal, and more human compared to subjects to were led to believe that has was a cold person (Widmeyer Loy, 1988). Additionally, in regard to perceptions of teaching ability, it was found that subjects who were told that the stimulus person was rather warm perceived him to be more intelligent, more interesting, more considerate of the class, and more knowledgeable of his material than subjects who were given information that the instructor was cold. These findings strongly support previous research in a number of ways. First, they confirm the hypothesis that the attribution of the central quality of warmth greatly influences the overall impression of subjects on the personality of the instructor. These results also lend support to Kelleys observation that the size of this effect seems to depend upon the closeness of relation between the specific dimension of any given rating scale and the central quality of warmth or coldness' (Kelley, 1950). In other words, it was asserted by Kelley that the warm/cold manipulation does not have an equal influence on all variables. In the studies conducted by Asch, Kelly, Biggs McAllastar, and Widmeyer Loy found that being sociable, humorous and considerate were positively related to warmth, while being proud ruthless and irritable were negatively related to warmth. It was also found that being proud, self-assured and dominant were not related to warmth at all. The discovery that the warm/cold manipulation affects the ratings of some characteristics more than others supports an assertion made by Kelley concerning the extent of the halos effects influence. Kelley states that, the effect cannot be explained altogether on the basis of a simple halo effect (Kelley, 1950). The pattern found by Widmeyer Loy with regard to the differential effects across 12 common scales is similar to the patterns found by both Asch Kelley. This pattern lends support to the explanation given by Kelley of how the effect is dependent on the closeness of the characteristic being rated to the quality of warmth (Kelley, 1950). Any discrepancies in the findings of Widmeyer Loy that do not parallel the patterns in the other studies, lend support to an idea asserted by Mensh Wishners (1947) that depending on the context, the strength of the effect of the warm/cold manipulation can vary. For example, formality was not related to warmth in Widmeyer Loy, while it was related in Kelleys investigation. Biggs McAllister (1981). Using warm/cold manipulation, subjects who were told that a guest lecturer was warm tended to evaluate that person as more favorable than subjects who were led to believe he or she was cold. Additionally, the use of the neutral group (one that was told that the speaker was neither warm nor cold) also helped to reinforce the findings of Asch (Biggs McAllister, 1981). More specifically, the warm/cold comparison made it possible for Biggs McAllister to replicate Kelleys experiment, while the addition of the neutral group allowed them to make sure that other words in the biography were not contributing to differences in the evaluations between the warm and cold groups, as Asch did in his study. Something else that should be taken into consideration is the lecture or discussion led by the stimulus person. In Asch and Mensh Wishners experiments the person described was merely hypothetical, so there was no lecture or discussion. In Biggs McAllisters (1981) study, the stimulus person used was real as opposed to hypothetical. This stimulus person gave a lecture as opposed to an interactive discussion, but not amount of time was reported regarding the length of the lecture given. In Kelleys experiment, the stimulus person led the class in a 20-min discussion and subject verbal interaction was recorded. In Widmeyer Loys experiment, however, the stimulus person gave a 40-min lecture to the subjects, and there was no reported subject interaction with the lecturer. Discussions can vary in formality and the comfort-level of the atmosphere can be influenced, while lectures do not tend to vary as much in these respects. It could be possible that one of these conditions could be easie r or harder for the stimulus to demonstrate intelligence and knowledge of the subject. Also, it may be the case that subject interaction with the instructor could provide a different foundation on which subjects base personality ratings and ratings regarding teaching ability. As previously mention, there were some interesting occurrences within the Biggs McAllaster (1981) experiment. There were two occurrences in particular that should be noted. First, some students realized later, after talking to each other, that some descriptions of the instructor contained the world warm, while others contained the word cold. What was interesting, though, was that one subject later told the instructor that the cold groups description of contained words such as vicious and unforgiving, as well as other negative thing that were not included in the description. It seems that in the perception of the instructors personality, the word cold became combined with extra negative characteristics. The second occurrence to be noted is that one individual from the class felt that she did not have sufficient information to rate the instructor. Her refusal to finish the questionnaire was turned into a positive point of discussion in this study because it demonstrated that her decis ion regarding the personality of the instructor did not have to be made based solely on the information that was provided. Conclusion Each of these studies replicates, modifies, and/or extends the original Asch study pertaining to warm/cold manipulation in a variety of ways. They all lend support to hypothesis that a subject who is told that another person, whether real or hypothetical, is warm will tend to evaluate the stimulus person more favorably than another person who is led to believe he or she is cold. These studies demonstrate how easily first impressions are formed despite limited or even invalid information. Additionally, the experiments can be used to discuss trait theories of personality perhaps and why it would be important to be careful when make predictions based on single traits. Furthermore, the error in cognition referred to as the halo effect can be pointed out since the evaluator is making generalizations about a person from a single personality trait. It is noteworthy that personality characteristics as well as teaching abilities can be influenced by the halo effect. By being perceived as a wa rm person, an instructor would be able to influence students rating of his or her personality as well as teaching abilities. When considering the role that students evaluations of their instructors play in regard to tenure and promotions, these findings have considerable implications within the educations system. Teachers who would like to get ahead, for example, should present themselves being warm. It is possible that students expectations of professors can be influenced by student ratings. These expectations can, in turn, have an influence on the attitude and behavior of the instructor. Thus, these studies have significant educational implications.

Daniel Defoes Robinson Crusoe and the Protestant Work Ethic Essay

Robinson Crusoe and the Protestant Work Ethic  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      The story of Robinson Crusoe is, in a very obvious sense, a morality story about a wayward but typical youth of no particular talent whose life turned out all right in the end because he discovered the importance of the values that really matter.   The values that he discovers are those associated with the Protestant Work Ethic, those virtues which arise out of the Puritan’s sense of the religious life as a total commitment to a calling, unremitting service in what generally appears as a very restricted but often challenging commitment.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The central concern of Robinson Crusoe’s experiences on the island is work.   The great majority of the text is taken up with describing his unceasing efforts at mundane tasks.   Robinson Crusoe is clearly eager to persuade his readers that he was never idle.   Many of his undertakings may have been futile (like his first big boat, which he could not move to the water), but they kept him busy.   We might wonder to what extent he needs to do all the things he describes for us, like, for example, making bread or living off the produce he creates through his own agriculture.   Is there no natural sustenance on the island which might be obtained with less labor?   What about fishing?   Wouldn’t that be easier?   He tries it and has success, but he doesn’t stay with it.   Why not?   Surely, given the topical nature of the island, he doesn’t have to labor so much?     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Questions like this miss the point.   Robinson Crusoe is a tribute to work, and the overwhelming message is: God has put us on this world to work.   That, in effect, means directing our energies to transform the world around us, to shape it to our will, t... ...ing it with a secret kind of pleasure (though mixed with my other afflicting thoughts), to think that this was all my own, that I was king and lord of all this country indefeasibly and had a right of possession; and if I could convey it, I might have it in inheritance, as completely as any lord of a manor in England.   (101) The language of this quotation is interesting.   He admits he takes pleasure in his accomplishment, but there’s a sense of guilt in the admission (he has to remind us that he also has afflictions).   And he frames his feelings of satisfaction entirely in legal terms (â€Å"indefeasibly,† â€Å"right of possession,† â€Å"convey†).   What stimulates his satisfaction is not the accomplishment or the beauty or the sense of his own proven skill, but the sense of legal ownership.   He has gone from a castaway to the equivalent of an aristocrat.   

Contrasting Settings in A Midsummer Nights Dream :: comparison compare contrast essays

Contrasting Settings in A Midsummer Night's Dream      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   William Shakespeare's play, â€Å"A Midsummer Night's Dream† offers a wonderful contrast in human mentality.   Shakespeare provides insight into man's conflict with the rational versus the emotional characteristics of our behavior through his settings. The rational, logical side is represented by Athens, with its flourishing government and society.   The wilder emotional side is represented by the fairy woods.   Here things do not make sense, and mystical magic takes the place of human logic.   Every impulse may be acted upon without a forethought to there outcome.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The city of Athens represents the epitome of civilized man.   Ruled by the laws of man and kept in check by society's own norms.   The human struggle to suppress its unrestrained and irrational tendencies, still being undertaken today, discourages the ‘civilized' man from making rash and foolish actions. Thus every action should have a sound and logical purpose, based on the social norms.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the play, Egeus, the father of Hermia, has thoughtfully chosen what he considers an acceptable mate to wed his daughter.   Egeus most likely based his decision on economic, political, and social factors in his choosing of Demetrius.   He is making a reasonable decision based on Hermia's future in their society.   Unfortunately Hermia is smitten by Lysander and vice versa.   Although her father may have made his decision with every good intension, keeping with the traditional customs of his day, and even perhaps taking into consideration such things as attractiveness, he failed to foresee the desires of his daughter. The young Lysander, who like most young men, cares little for the rules of society, is willing to break tradition and flee Athens to obtain Hermia. Therefore they must leave the rational Athens to enjoy their irrational love.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Theseus, the king of Athens, is the highest symbol of law and order in his kingdom.   After winning a war with another kingdom, he chooses to marry their queen, Hippolyta.   His decision may very well have been inspired by love, but the political ramifications of their marriage is a more plausible rationale. In fact Theseus' apparent love for Hippolyta seems almost as an added reward to an already beneficial partnership. Whether any attraction was there or not probably would not have made a difference.   As king, Theseus must place the kingdom before his own feelings.   It simply comes with the position.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In short Athens represents the desire to suppress feelings and impulses and to make decisions based on logic.   Thus it does not give the power of raw emotion the true respect it requires, for man is both emotional and rational.

Dorian Gray Passage Analysis

Dorian Gray Passage: Literary Analysis In this scene, Wilde creates a threatening atmosphere as he describes Dorian heading to the Opium House at night, a place that represents his sins. Dorian’s carriage â€Å"jerks† into a â€Å"dark† area, the sudden movement suggesting that the horse is instinctively nervous or scared. And the â€Å"low roofs and jagged chimney-stacks† that looked like â€Å"black masts† shrouded by a mist of â€Å"ghostly sails† paint a nightmarish image of hostility due to harsh words like jagged, and fear with mentions of ghosts; both add to the tension.In the next paragraph Wilde uses diction such as â€Å"hastily† and â€Å"quickly† to build the suspense with Dorian’s obvious discomfort in the situation and desire to get out of the open. Then, Wilde uses light imagery to illustrate a dark setting which would explain Dorian’s fear. The description that the night was lit by a â€Å"red glar e† and â€Å"lights [that] shook and splintered in the puddles† contributes to the uneasiness because red is often the color of evil and shaking lights can be associated with panic.Dorian’s anxiety heightens as he â€Å"hurried† and â€Å"[glanced] back now and then to see if he was being followed†. His actions suggest that he is paranoid and running from something, causing the environment around him to appear more threatening. And finally, Wilde’s description of â€Å"gaunt factories† completes the image of a foreboding neighborhood because even at night, factories are supposed to appear formidable, not desolate as if they couldn’t stand up to their surroundings.