Bus 642 Week1 - 1544 Words

Assignment 1 Ashford University Business Research Methods amp; Tools BUS 642 Dr. Raj Singh Assignment 1 What is business research? Why should there be any question about the definition of research? In business, managers need to respond to any issues that may arise in the business. While one may be prone to do this based on past experience, the wiser choice would be to use business research to gather the information to make decisions as business research will increase the likelihood that the solution would make a positive impact. According to Business Research Methods, the definition of business research is the structured questioning which provides information by which to guide wise decisions that maximize the impact of the†¦show more content†¦These may include surveys sent to both types of associates in order to determine motivational forces behind selling. While information is gathered, action is not instantaneous. However, the data may be used in the future. The idea is to find the thought patterns behind the action of an individual. A sales force manager needs to have information in order to decide whether to create a custom motivation program or purchase one offered by a consulting firm. What are the dilemmas the manager faces in selecting either of these alternatives? In order to make the decision on a motivation program, a manager must first use business research in order to determine the needs of the associates. While an in-house motivational program may appear to be more cost effective, this may not be the case if the program does not meet the end goal. Therefore, goals must be defined before the decision is made. A survey of motivational actions or education must be compiled to determine the needs of the staff. At this point, the manager must make the decision if the resources necessary are housed within the firm. Merely having a trainer may not be enough if the trainer does not have the education to teach the motivational course. As well, there must be room and allotment time within the firm. A benefit may be that the training can be staggered as to not totally shut down production; however, if a conference room needs to be rented this would no longer be as cost efficient. Similar

The Wife Of Bath And Queen Guinevere Analysis - 1128 Words

In the stories of The Wife of Bath and Queen Guinevere from the tale of King Arthur, both women of nobility and are strong characters. The Wife of Bath is a woman who likes to be known in the upper class and enjoys and parties. Queen Guinevere â€Å"is more passionate and caring,† she takes her royal status for granted. In the Middle Ages, these two women did not fit the idea of how women were to act or think towards their roles as women in that time period. The Wife of Bath character is a woman who had married five times. Of these five husbands she only loved one. On line 195 of the story she stated, â€Å"As three of them were good and two were bad. The three men who were good were rich and old.† She did not marry them for love. She was the†¦show more content†¦I don’t begrudge them their virginity; â€Å"(Lines 139 – 142) The many references to emotional physical interaction between men and women was how the Wife of Bath justifies her marriages. She did what she needed to do for survival and get what she wanted for herself. Queen Guinevere’s character was more about being royal and doing as she wanted. She was married to King Arthur. She was above all of the wrongs that she has done and shows no signs of sadness, even when she is sad (page 632). She has an affair with Sir Launcelot without King Arthur knowing about it. She causes conflicts among the knights and the King. Both men are so in love with Queen Guinevere. Sir Launcelot throughout the story does battle for Queen Guinevere, while showing King Arthur his loyalty. Queen Guinevere was desired among the knights. â€Å"Sir Meliagrance, loved passing well Queen Guinevere, and so had he done long and many years †¦ he had lain in await for to steal away the queen, but evermore he forbare for because of Sir Lancelot; for in no wise he would meddle with the queen as Sir Launcelot were in her company, outher else an he were near-hand her† (page 669). The knights liked her because she was beautiful and she did nice things for them. Guinevere makes a dinner for the knights. Guinevere is accused of killing Sir Patrise with a poison apple (page 633). She had no trouble having Sir Bors stand up for her

How does Pinter exploit the verbal and the visual in the Birthday Party Free Essays

The Birthday Party is a play in which the visual and the verbal are carefully put together to create certain effects in the spectators. Pinter exploits both the verbal and the visual to show the personalities of the characters as well as their relationships, often with much ambiguity as the visual and verbal do not always match. Indeed, the contrast between the visual and the verbal can at times be very disconcerting for the spectators, creating an atmosphere of uncertainty and secrecy. We will write a custom essay sample on How does Pinter exploit the verbal and the visual in the Birthday Party or any similar topic only for you Order Now Pinter also explores power, both verbal and visual, and how it is used to create fear and violence as well as the idea of secrecy. Obviously, the verbal and visual are very important for the characterisation, it is through what characters say and do that we are able to know more about them and the other characters. Petey is the first character that we see on stage, he is also probably the character that we doubt the least; for example, when he says that it is his chess night we are inclined to believe him. He is perhaps the only character, aside from Stanley, who is not taken in by Goldberg and McCann, which we see through his questioning their actions; â€Å"Where are you taking him?† He also is not seduced by Goldberg’s speeches the way Meg and Lulu are, all he says after Goldberg talks about his childhood is â€Å"Well, we all remember our childhood†. Petey’s blunt manner here shows that he is not really interested by the two newcomers, perhaps why he does not stay for the party. Petey is also quite blunt with his wife, Meg; he answers her questions but does not really elaborate what he is saying or take any interest in her, often just answering â€Å"yes† or â€Å"no†. The spectators get the impression that he would much rather be left alone, in fact the only things he seems to show any real interest in are the paper and his chess night, thus making it seem that he prefers the â€Å"outside† world to the community in the boarding house. Meg is almost the exact opposite to Petey. Unlike him, the boarding house community seems to be her world; the only time she leaves is to go shopping. She is also very proud of it, saying â€Å"this is a very good boarding house. It is. It’s on the list† to Petey. Meg seems to be quite simple, asking stupid questions and making obvious statements such as â€Å"But sometimes you go out in the morning and its dark†. She also seems to believe everything people tell her, for example, she believes that Stanley is a concert pianist despite this being very unlikely. She is a trusting character who latches on to others, perhaps because her own husband does not seem to care for her. She admires Goldberg and listens to what he says; it is he who suggests that she throw a party for Stanley’s birthday and she asks him what she should drink and whether she looks nice; she seems to want his approval. Sentence and Verbal Communication iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/sentence-and-verbal-communication/embed/#?secret=PHqae6xsAS" data-secret="PHqae6xsAS" width="500" height="282" title="#8220;Sentence and Verbal Communication#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe She also cares for Stanley, saying â€Å"he’s [her] Stanley now†, and despite the fact that he sometimes bullies her; she still cares about what he thinks, for example, on page 21 after he menaces her she says in a small voice â€Å"Didn’t you enjoy your breakfast Stan?† The audience gets the impression from what she says, and perhaps the nervous facial expressions we could imagine her to have at this moment, that she worries a lot about pleasing Stanley, an idea emphasised by her panic when she realises she has nothing to give him for breakfast on page 70. Overall, verbally and visually, Meg seems to be a simple and trusting character that cares a great deal about her guests and what they think. However, her last words, â€Å"Oh, it’s true I was. (Pause) I know I was.† perhaps show that she is not so trusting as she seems as the pause and repetition could mean that she is trying to convince herself that what she says is true while she knows that it is not. Meg’s uncertainty also appears at other points in the play where the stage directions say that she is uncertain or uneasy, such as on page 54. Perhaps this uncertainty is simple because she is not comfortable in social situations or maybe she thinks the others are making fun of her, for example, when Goldberg asks her to make a speech. The audience can get the impression that she chooses to believe the others because it is easier than confronting them, which could cause her whole world to fall apart. A lot of Meg and Petey’s characterisation is done through their relationship with each other. Indeed, Pinter exploits their dialogues to add humour to the play. The fast rhythm created by the short sentences shot back and forth can remind the audience of a tennis game while Meg’s constant questioning can make the audience laugh, for example on page 11: â€Å"Petey: Someone’s just had a baby Meg: Oh, they haven’t! Who? Petey: Some girl. Meg: Who, Petey, who? Petey: I don’t think you’d know her. Meg: What’s her name? Petey: Lady Mary Splatt. Meg: I don’t know her.† Their dialogue is full of pointless questions, obvious statements and vague words such as â€Å"nice† which is repeated 15 times throughout the dialogue. It seems obvious to the audience that they are speaking simply for the sake of it, to fill the gap created by silence, as Meg often asks a question after a lull in the conversation to try and keep it going. The way some of the dialogue is repeated in the third act also emphasises the routine of Meg and Petey’s lives as a married couple. Their actions also seem quite stereotypical, for example Petey, the husband, reads the paper while Meg, the wife, makes him breakfast, tidies the room, darns and goes shopping. Thus both the visual and verbal come together to show Meg and Petey as a comedic, stereotypical, old married couple. Lulu is a neighbour; she is the character who seems to care about visual appearance the most. The first time we see her in the play she starts putting on makeup and tells Stanley to take more care over his appearance. However, despite her saying that he looks â€Å"terrible† she still asks him to go for a walk with her. Thus showing that what she actually says is not always what she thinks as if she attaches so much importance to appearance she would not want to go out with him. Lulu is also attracted to Goldberg because of his verbal power, indeed she says â€Å"That was a wonderful speech† and â€Å"you’re a marvellous speaker† to him. Therefore we can assume that speech is important to Lulu. The audience only finds out what happened between Lulu and Goldberg the next morning, although we are made aware that they are attracted to each other at the party when they embrace, by what they say. However, neither character says exactly what happened; we have to guess through hints that are made. Whereas the night before the two were physically very close, Lulu sitting on Goldberg’s lap, in the morning Lulu keeps away from him, it says in the stage directions that she backs upstage left and retreats to the back door, thus creating a visual reminder of their separation. What is actually said is quite ambiguous; Lulu insists that Goldberg is the one at fault, comparing him to Eddie, her â€Å"first love†, saying â€Å"he wouldn’t come into my bedroom at night with a briefcase† and â€Å"you made use of me by cunning when my defences were down†. However, Goldberg replies â€Å"Who opened the briefcase, me or you?† and â€Å"Who took them down?†, thus implying that Lulu can only blame herself for what happened. Despite the seriousness of this scene and Lulu’s being obviously upset there is also humour when Lulu says â€Å"You taught me things a girl shouldn’t know before she’s been married at least three times!†. This adds some humour to the otherwise serious dialogue but makes Lulu lose her credibility. The ambiguity remains about whether Goldberg did use Lulu against her will as in previous scenes Lulu has acted in a quite experienced manner. Lulu does seem like a character who is quite sure of herself at other times; she doesn’t mind saying what she thinks, for example she criticises Stanley, saying â€Å"you’re a bit of a washout, aren’t you?† As well as this, at the end she leaves the house without giving in to McCann and confessing. Indeed, she actually says â€Å"I know what’s going on. I’ve got a pretty shrewd idea.† it’s not certain whether this is true but either way it shows that she does possess a certain amount of intelligence as she knows Goldberg won’t want people finding out what they did to Stanley. Overall, Lulu shows through what she says that she is an intelligent character but her relationship with Goldberg shows that she may act in a more experienced way than she is. Stanley is another character who shows a lot of pretence, the way he speaks and acts changes depending on the characters he is with. Throughout the entire play we wonder who he really is and what he is doing in the boarding house. In a way he plays many different roles in the play. With Meg he is a son, a boarding house guest or a angry lover, with Lulu he tries to be a â€Å"real† man, with McCann and Goldberg he tries to be strong but he soon breaks down. Indeed, it is hard to work out exactly who Stanley is without looking at each of his relationships with the other characters. When we first see Stanley, he is dressed in pyjamas and is unshaven; he could seem like a stereotypical lazy teenager, especially as he has slept in. Indeed, before we see him Meg and Petey talk about him and Meg continually calls him â€Å"the boy†. She also says that she’d rather have a boy when Petey tells her that a Lady Mary Splatt has had a baby girl. This could lead the audience to believe that Stanley is their son. When Meg goes to wake him up we do not see what happens, we simply hear laughter from Meg and shouts from Stanley, and it is not certain exactly what is happening. Perhaps Meg is tickling Stanley (something that she later threatens to do), perhaps she is taking his covers or perhaps she is doing something of a more sexual nature as when she returns she is panting and her hair is messed up. The first dialogue we see between Meg and Stanley involves Meg continuing to treat him like a child, saying he can’t have his second course until he’s finished his first. However, Stanley does not act like a child; he threatens to leave Meg, saying â€Å"I’ll have to go down to one of those smart hotels on the front†. Later on, Stanley morphs back into a child, teasing Meg when she tells him to say sorry first, replying â€Å"Sorry first† instead of sorry, while Meg says he deserves the strap before becoming flirtatious, speaking â€Å"coyly†. The speed in which Meg changes both verbally and visually from treating Stanley like a son to a lover is quite startling, one second she is ruffling his hair and the next she is sensually stroking his arm. However, one thing remains constant, and that is Stanley’s reaction to her touching him, every time he recoils or pushes her away. He also criticises her verbally, saying she isn’t a good wife and doesn’t know how to make tea. It is due to all this changing that the audience does not know for certain what their relationship is, we do get the impression though that they have had a sexual relationship is the past as Meg says â€Å"I’ve had some lovely afternoons in [your] room† and asks him to give her a kiss on page 36. It seems as though Stanley is ashamed of what happened though, which is why he treats her so badly. Stanley’s relationship with Lulu is quite different. He tries to talk to her, talking about the weather in a way which echoes Meg and Petey’s conversation. This makes it seem as though he has very little contact with anyone else as this is the only way he knows how to talk, an idea emphasised by Lulu asking him if he ever goes out. He also lies to her, saying he went swimming â€Å"all the way to the headland† that morning, which we know to be untrue, and asks her to go away with him but does not know where to. This dialogue shows that Stanley is socially inept as well as emphasising his lack of contact with the outside world. Stanley’s relationship with McCann is hard to ascertain, we can not even be sure whether they knew each other before coming to the boarding house. Although, at the beginning of the second act McCann asks Stanley if they’ve met before and Stanley replies that they haven’t, Stanley later goes on to say that he’s â€Å"got a feeling† they’ve met before. They both whistle the same song, making it seem as though they do have a link. Stanley tries to act verbally powerful with McCann, mimicking Goldberg; he talks about his past and business, a theme which Goldberg made a speech about in the first act. However, Stanley soon falters in his speech, pausing and ending with the words â€Å"Do you know what I mean?† which McCann answers with an abrupt â€Å"No†. This shows the audience that McCann is not really interested in Stanley’s words, and perhaps that he is not taken in by his lies. The power of speech does not seem to work we ll with McCann as he refuses to answer Stanley’s questions about why they are here, thus making Stanley seem quite weak, especially compared to the threatening and violent Stanley we saw with Meg in the first act. It seems that Stanley knew Goldberg, or at least of him, prior to his arrival at the boarding house as he seems afraid of him before he has even spoken to him: In act one when Meg tells him Goldberg’s name he does not reply, just stays sitting still, the audience could think that this is because he is afraid as if he didn’t recognise the name he would’ve perhaps said so when Meg asked him. He also asks McCann questions about him, although he does not say Goldberg’s name but simply refers to him as â€Å"he†. Goldberg however says that he â€Å"hasn’t had the pleasure† when Meg asks him if he’s met Stanley, this fits with McCann’s refusing to acknowledge that Stanley may have known him before: the two characters try to hide any links they may have with Stanley. Stanley also tries to make Goldberg leave, again showing his fear of him, either because he is from some kind of organisation that Stanley has run away from or beca use Stanley is simply afraid of â€Å"outsiders†. Thus, Stanley shows his fear through what he says, despite never stating that he is actually afraid. Stanley’s relationships with Goldberg and McCann revolve around secrecy and power. Indeed, the characters of McCann and Goldberg themselves seem to be defined by their power as well as their origins, which are shown verbally and visually McCann is a typical Irish name, and the two Christian names he is called by in the play, Dermot and Seamus, are also typically Irish. As well as this we could imagine that the character speaks with an Irish accent. There are also certain humorous things to do with McCann’s â€Å"irishness†. Firstly, when Stanley asks him where he is from he replies â€Å"Where do you think?†, this could seem funny to the audience as it is plainly obvious that McCann comes from Ireland. Secondly, McCann refuses to drink Scotch whisky, pouring himself Irish whisky instead. McCann is also characterised by his physical power. It is always he who carries out physical actions, such as breaking the glasses, bringing Stanley downstairs and fighting physically with him. McCann’s physical power is easy to see but this power also causes him to act like a servant as he has to carry the suitcases and the alcohol. This is a visual reminder of Goldberg’s superiority to him, which is shown verbally by both characters in the play as well. For example in the first act McCann asks Goldberg many questions and needs assurance from Goldberg, making it obvious that it is he who is in charge. Unlike McCann, Goldberg is a Jewish character. He does not seem to take so much pride in his roots as McCann as he never actually mentions that he is Jewish. However, Goldberg and Simon (Simey) are typical Jewish names and throughout the play we are reminded of his origins through the use of Jewish words such as â€Å"gefilte (fish)†. His religion is also used in a humorous way when McCann says â€Å"You’ve always been a true christian† and Goldberg replies â€Å"In a way†, this could make the audience smile as the fact that Goldberg is Jewish is very obvious. Goldberg seems to try hard to show that he is integrated in the English â€Å"way of life†. He uses many idiomatic expressions and also creates an image of a cosy family life in the past. Goldberg is characterised by his verbal power instead of physical power. Indeed, except at one point in the play, when he tries to strangle McCann, he seems to be completely physically incapable of action; he is almost always sitting down and cannot defend himself when Stanley kicks him in the stomach during the interrogation scene. Goldberg’s physical inability is contrasted with his verbal ability. Whenever Goldberg speaks in the first two acts, whether it is about Stanley, the past or something else, the other characters are in his thrall. They cannot help but listen to him, and the results of this depend on how he uses his power, for example he causes Stanley to break down by interrogating him and seduces Lulu through his speeches. Sometimes when he speaks he uses complicated words, making it hard for the other characters to understand him, such as when he â€Å"explains† to McCann what they are going to do he says â€Å"The main issue is a singular issue and quite distinct from your previous work. Certain elements, however, might well approximate in points of procedure to some of your other activities†. It is unlikely that this explanation has helped McCann to understand. This complicated sounding explanation, however, would probably make Goldberg seem even more important to both McCann and the audience. Goldberg also uses idiomatic expressions such as â€Å"You’re getting on her wick† or â€Å"I gave her a peck†; he also changes a vulgar expression into a more polite version: â€Å"You’re getting on my breasts†. These expressions are used quite often in his long speeches with the occupants of the boarding house and Lulu which makes it seem that Goldberg is trying to make his language suitable for these people, while still keeping his verbal power. Goldberg’s manipulation using language is particularly obvious when the lights all go out as he stops using long speeches to make people do what he wants and instead gives plain orders, such as â€Å"Everyone quiet! Help him find the torch.† He is also very capable at questioning characters , as shown by his violent interrogation of Stanley but also the efficient, softer interrogation of Meg on page 31. However, in the last act, Goldberg seems to lose his power: He keeps pausing and seems unsure of what he wants to say, this uncertainty climaxes with the lines: â€Å"Because I believe that the world†¦ (Vacant.)†¦.Because I believe that the world†¦ (Desperate.) †¦ BECAUSE I BELIEVE THAT THE WORLD†¦(Lost.)†¦.†. It is as though he has used up all his verbal power the night before and has none left. We also notice that Petey, unlike Lulu and Meg, talks back to Goldberg, telling him to do things, thus emphasising his loss of power. In order to get his power back, Goldberg orders McCann to blow in his mouth on page 79. This shows how despite being a powerful character, Goldberg relies on McCann to act for him and to keep him in power. Goldberg and McCann have used their verbal and visual powers not only to control Stanley but also to â€Å"break† him. By the end of the play he is incapable of speech and his appearance is completely changed. He â€Å"is dressed in a dark well-cut suit and white collar and â€Å"he is clean-shaven†. This change in Stanley’s visual appearance is a sign of his inner change. Another sign of this change is his lack of comprehensible verbal reactions to Goldberg and McCann’s goading him. Indeed, he simply makes noises such as â€Å"Uh-gug†¦uh-gug†¦eeehhh-gag†¦Caahh†¦Ã¢â‚¬  before visually showing his resignation by shuddering and dropping his head. Thus, the power struggles in this play, and perhaps also in real life, are shown through the verbal and the visual aspects of the play and its characters Violence and fear are two very important themes in the play that are linked to power. Pinter exhibits these themes through the verbal and the visual. Indeed, there is a sort of crescendo of violence and fear in the play involving dialogues, language and images. In the first act, the violence is kept minimal until the end, and the majority of this violence is directed from Stanley towards Meg. There are many exclamations and Stanley swears, saying â€Å"Not the bloody table†, he also â€Å"throws her arm away† when she goes to ruffle his hair. These small things soon become larger, with Stanley menacing Meg: â€Å"Tell me, Mrs Boles, when you address yourself to me, do you ever ask yourself exactly who you are talking to?† and scaring her by talking about a wheelbarrow. The last image from the act involves Stanley and Meg again, in the stage directions it says â€Å"beating [the drum] regularly, he begins to go round the table a second time. Halfway round the beat becomes erratic, uncontrolled, Meg expresses dismay. He arrives at her chair, banging the drum, his face and the drumbeat now savage and possessed.† The crescendo of the drumbeat could represent the crescendo of the violence in the play itself and this v iolent image also sets Stanley up to commit violence later on in the play. The second act opens with a menacing image; McCann tearing up strips of newspaper. We can imagine a violent tearing sound to accompany his actions. After this threatening image McCann and Stanley’s conversation soon turns violent, with Stanley grabbing hold of McCann’s arms and McCann speaking â€Å"savagely [and] hitting his arm†. Stanley is obviously afraid, asking McCann questions such as â€Å"Has he told you anything† in a â€Å"hissing† voice. Their dialogue ends when Goldberg enters with Petey however the violent and menacing atmosphere starts up again once Stanley is alone with Goldberg and McCann. The violence starts verbally, with many questions asked quickly and exclamations, with accusations such as â€Å"He’s killed his wife!† The violent dialogue soon becomes visual as shown by the stage directions, â€Å"[Stanley] looks up slowly and kicks Goldberg in the stomach, Goldberg falls. Stanley stands. McCann seizes a chair and lifts it above his head. Stanley seizes a chair and covers his head with it. McCann and Stanley circle.† This shows how the fight with words (the interrogation) has become a physical fight. It is obvious, however, that Stanley has lost the fight as he is incapable of speech, he can only grunt and make animal sounds. It is also McCann who has the last word, shouting, â€Å"The bastard sweat pig is sweating† before the scene calms down abruptly due to Meg’s arrival. The violence of the act is kept at bay for a while; however, there is a disconcerting image, which can remind us of the interrogation scene. This is when a toast is made to Stanley with the lights off and a torch shining into his face, just like a stereotypical interrogation scene. The violence of the act is continued in the game of blind man’s buff; this violence is visual and is only punctuated by the characters’ asking questions and their fearful exclamations. It involves Stanley, who is playing the â€Å"blind man†, first McCann breaks his glasses and Stanley treads on the drum, he then tries to strangle Meg when the lights all go out. The darkness of the stage creates more fear, both amongst the characters but also perhaps among the audience. The sounds that are heard; grunts, a drumbeat, whimpers and then a scream add to this fear and alarm. The act ends with Stanley seeming to try to rape an unconscious Lulu and then Stanley backing away against the wall while everyone else walks menacingly towards him. This is the climax of the violence and menace of the play and this image emphasises how Stanley has had a break down, while also showing his inner feelings: he hates Meg, so tries to kill her; he is attracted to Lulu but the only way he can show his â€Å"manliness† is to rape her. In the last act, there is a lot less violence than in the second. However, there are reminders of the violent second act in the broken drum and glasses. There is also a scene between Goldberg and McCann in which we see Goldberg act violently for the first time, instead of speaking violently: he yells murderously â€Å"Don’t call me that! NEVER CALL ME THAT† and seizes McCann by the throat†¦ McCann also yells at Lulu â€Å"savagely† to confess. The audience can notice that the violence perpetuated in this act seems to have less meaning than in the first and second. In the first, the violence helps to characterise Stanley and make us understand what he is capable of whereas in the second it is part of McCann and Goldberg’s â€Å"breaking† Stanley, but in the third act it seems to be more associated with the anger of the characters and have less of a real aim. The only violence that does have an aim is the violence that happened upstairs; this violence is mentioned by McCann and Goldberg without referring to it directly. We understand that McCann and Goldberg are actually afraid of what happened through what they say, for example McCann says on page 73 â€Å"I’m not going up there again†. This non visual violence that we are left to imagine seems worse than the violence we saw on stage because of our lack of knowledge of it. All of the visual violence in the play seems quite serious, however at times this is contrasted with humour in the characters’ speech. A good example of this is during the interrogation scene in which serious questions and accusations are interspersed with comic lines and expressions, such as McCann saying â€Å"Mother defiler† followed by Goldberg asking why Stanley picks his nose. Stanley himself joins in with this humour at times, saying â€Å"No hands† when Goldberg asks him how many fingers he uses to play the piano. The verbal humour placed alongside violence and seriousness can be quite disconcerting for the spectators and could cause them to take the violence a little less seriously. Much of the characters’ fear is caused by the violence of other characters, however, it is also caused by the unknown or secrecy which is shown through verbal communication, or lack of verbal communication, between characters. Stanley’s fear in the first act is the main example of this, when Meg mentions the two men that are coming Stanley shows fear, through his actions and his words. He repeats things such as â€Å"It’s a false alarm. It’s a false alarm† and paces the room, which indicates worry. Stanley is also afraid because he doesn’t know why the two men are there, something which is shown by his frantic questioning of McCann. McCann himself also worries about the unknown. We see him question Goldberg about what the job will involve and what he will have to do, his worry is shown particularly through Goldberg ‘s mentioning it. He tells him first to stop worrying and then to stop being so nervous. This shows that fear of the unknown is not simply limited to weaker characters such as Stanley but also physically strong ones; an idea which could also apply to real life. The audience itself never finds out who Goldberg and McCann are and why they are here. Indeed, much of what we know about Goldberg and is past is what he has decided to tell the other characters and we find it impossible to believe him. This is for several reasons: Firstly, he paints a picture of a good, family life which is hard to connect with his seduction of Lulu and his behaviour towards Stanley. Secondly, the way he describes his mother is almost identical to the way he describes his wife; the echoes in his description of them make it seem as though he is almost making them up. Lastly, we know Goldberg lies, for example he tells Petey that McCann is called Dermot and later on in the book he calls him Seamus, he also tells Petey that Stanley is alright. Lies seem to be quite important in this play, especially when talking about the past. Many of the characters lie to each other or at least say something which we could think was a lie. Stanley talks about being a concert pianist and his business, Goldberg talks about his family and Meg talks about hers, while Petey lies to Meg at the end about Stanley still being upstairs. Many of these lies do not seem to do any harm; in fact they seem to make the characters feel better about themselves as they become nostalgic and reflective. However, they add to the level of uncertainty which we find in the play and make it even harder for the audience to know what is going on. To conclude, Pinter takes advantage of both the verbal and the visual to emphasise certain things and explain them completely, such as the characters and their relationships, while also using them to show the themes of the play: Power, violence, fear and secrecy. He also uses it to relax the tension at times through humour but most of all it is used to create ambiguity. The audience can be sure of very few of the things that are said in this play which leads to many varied interpretations of the events and the characters. Perhaps this is what Pinter was hoping for. How to cite How does Pinter exploit the verbal and the visual in the Birthday Party, Papers

Research Methodologies Management of Knowledge

Question: Discuss about the Research Methodologies for Management of Knowledge. Answer: Introduction: Theory helps the researcher to understand the construct and paves the way to evaluate the construct. After deciding the way the construct can be operationalized the researcher decides the dependent and the independent variable. Observation is made based on the effect of the independent variables on the dependent variables. Theory helps a researcher to establish a connection between the hypothesis and the result. The researcher assumes a situation and then moves forward with the investigation. The theory talks about the concrete evidences and helps the researcher by paving the way to reach a proper outcome of the research work. The X theory states that when the employees are unmotivated and dislike working, then the management has to implement the authoritarian style of management (?ahin 2012). The Y-theory states that when the employees are happy and motivated, then the management implements participative style of management. Constructs can be defined as the trait or the characteristics that is evaluated in the research paper (Cohen, Manion and Morrison 2013). The researcher carries out various investigations to find out more about that trait or characteristics Theory helps the researcher to evaluate the construct in a research paper. Theories help talks about the concrete examples regarding topic. Once a researcher is evaluating a construct, the person can make use of the theory to evaluate the construct. The theory will help the researcher to understand whether the hypothesis taken in relation to the construct is supported or rejected. Three examples of management constructs are: Corporate social responsibility Organizational culture Financial performance Corporate social responsibility can be operationalized by making use of the sustainable practice within the organization (Gordon and Grant 2013). Another way of putting corporate social responsibility into operation is by helping that population of the society who cannot afford to make proper living for them. Organizational culture can be operationalized by increasing employee engagement. In addition to this, motivating the employees can also help in operationalizing organizational culture. Financial performance can be operationalized by introducing the act of reusing and recycling. Once the waste materials will be process and reused, it will help in enhancing the financial performance. On the other hand, proper marker research will also be helpful to operationalize financial performance. Hypothesis can be defined as the proposition or supposed statement that is made in the beginning of the research (Green, Camilli and Elmore 2012). The hypothesis is proposed when the researcher has little or no evidence and bases further investigation on that hypothesis to reach a proper conclusion. Roles of the hypothesis can be as follows: Hypothesis acts an enquiry and helps the researcher to understand the destination of the project. Hypothesis helps the researcher to separate irrelevant and relevant observation that are necessary in a situation. Hypothesis helps the researcher to select the facts that will be helpful for the research work. The researcher can refer to the hypothesis and then decide the facts that will be necessary to complete the research work. As the name suggests external validity is about external environment. It talks about generalization and measures effect of the research on population, ecological settings and the variables of the research (Schwarz and Sudman 2012). Internal validity can be described as the measure that evaluates whether the researcher has minutely followed the principle of cause and effect of a phenomenon (Newton 2012). Construct validity evaluates whether the researcher has live up to his or her claims (Wahyuni 2012). When a researcher has said that he or she would investigate a topic, then the result should be that topic and not other related topics. The above-mentioned validities are important for a research work as the society should know how the findings would be helpful. When a person is referring to the work, he or she should find the things that have been claimed in the research and not other topics. If a researcher is carrying out a research on depression, it should not about stress but only depression. A research should make the readers aware of every aspect of a topic. Hence, not only the effect but the cause is also important for the research paper. While collecting data for a research work, it is important to random sampling as the individuals should be considered equal and everybody will get a fair chance to put their views regarding any subject (Baker, Edwards and Doidge 2012). Moreover, random sampling helps in removing the systematic bias from the part of the researcher. the participants are not differentiated based in the race or ethnicity and are chosen without any biasness. Sample frame is the population from where the respondents for the research are chosen. Sample frame helps the researcher to decide the types of respondents required for random sampling. For example, to study about online shopping, the researcher will have to choose the sample frame like office areas or university. If the sample frame is of old age homes, then, the research would not be fruitful as the senior citizens living in old homes would not be well acquainted with online shopping. The 1200 pages will act as 1200 clusters. As there are 250 names on one page, hence the number of elements for the researcher will be 30000 elements. Random sampling can be done by selecting an alphabet to choose the samples. For example, in the first stage the names of the people will be arranges whose surnames starts with C. in the second stage, the names will be arranged on the ascending order by the number of letters present in the surname. Once the names will be arranged in the ascending order, the first 300 samples will be chosen for the interview. Many respondents might not pick up the phone or might not to take the survey. The researcher will have to continue the phone calls until 200 respondents give their response about the topic. References Baker, S.E., Edwards, R. and Doidge, M., 2012. How many qualitative interviews is enough?: Expert voices and early career reflections on sampling and cases in qualitative research. Cohen, L., Manion, L. and Morrison, K., 2013.Research methods in education. Routledge. Gordon, R. and Grant, D., 2013. Knowledge management or management of knowledge? Why people interested in knowledge management need to consider Foucault and the construct of power.Tamara: Journal for Critical Organization Inquiry,3(2). Green, J.L., Camilli, G. and Elmore, P.B., 2012.Handbook of complementary methods in education research. Routledge. Newton, P.E., 2012. Clarifying the consensus definition of validity.Measurement: Interdisciplinary Research Perspective,10(1-2), pp.1-29. ?ahin, F., 2012. The mediating effect of leadermember exchange on the relationship between Theory X and Y management styles and affective commitment: A multilevel analysis.Journal of Management Organization,18(02), pp.159-174. Schwarz, N. and Sudman, S. eds., 2012.Autobiographical memory and the validity of retrospective reports. Springer Science Business Media. Wahyuni, D., 2012. The research design maze: Understanding paradigms, cases, methods and methodologies.Journal of applied management accounting research,10(1), pp.69-80.

Similarities between Marketing Research and Design Approaches

Introduction The definition of design usually depends on the field that the definition applies. This is not very strange given the differences in opinion regarding the fundamental components of design. Design as a function applies to the fashion industry as well as to the manufacturing industry. This function is also vital in the software industry as well as architecture. This explains why it is almost impossible to find a single definition for use across different fields.Advertising We will write a custom essay sample on Similarities between Marketing Research and Design Approaches specifically for you for only $16.05 $11/page Learn More On the other hand, design thinking is becoming the uniting thread that ties all the design approaches found in different fields. This refers to the approach, rather than the specific methods that designers use to develop design options. This paper explores the implications of design thinking to businesses. The fundament al inquiry that this paper deals with is whether marketers can benefit from design thinking. To achieve this, the paper examines design approaches and methods in order demonstrate their relevance to business. Design Approaches and Methods Design thinking is the overall philosophy that guides designers regardless of their fields. The first element of design thinking is that it focuses on people. The goal of design is to provide solution to various problems that people face. This means that any item that comes from a designer’s desk must meet the functional requirements needed to meet consumer needs. However, the designer must also think about how people will interact with the product. This aspect is called â€Å"emotional design†. Engineers use ergonomics to ensure that final designs are pleasant and suitable to use, while software designers use concept like intuitive design to make software products easy to use. The second element that governs design thinking is messag e. This concept arises from the realization that people interact with products, not just as functional items, but also as extensions of themselves. In this sense, people want products that feel right. People interact with products as an intimate part of their lives. The products send out a message about them to the wider community. For instance, the clothes people wear determine how people look at them. Designers must ensure that whatever they design sends out the message that the customers want. Lawyers want suits that project power and self-confidence, while musicians want attires that demand attention and brand them as musicians.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third element of design thinking is achieving balance between the art of design, and the science of design. The art of design refers to the freedom of thought, and the evaluation of possibilities in relation to a specific design process. The science of design ensures that the design options meet the constraints of a design project. Design thinking requires setting aside considerable time to explore the possibilities, and then subjecting these possibilities to extensive analysis to determine whether it is possible to turn them into real products. Design thinking is a disciplined process that has multiple manifestations. On one hand, engineering designers use linear thinking and iterated processes to develop products, while fashion designers tend to be free spirited. The level of linear thinking associated with design depends on the constraints associated with a design project. In engineering, the level of constraints is higher. Successful production of a design depends on the availability of materials that can meet the design specifications, and the existence of manufacturing processes for production. In other fields such as fashion design and fine art, constraints are fewer. This means th at the designers in these fields have more liberty to pursue intuitive designs. Design thinking, regardless of the field, required designers to posses both intuitive design skills, and linear design skills because they complement each other. An engineering designer with intuitive skills will produce use friendly products. For instance, the design of a gamepad requires a high level of intuitive thinking as well as linear thinking to ensure that the pad is easy to handle, and is functional. Implications of Design Approaches to Organizations, Managers, and Entrepreneurs Managers and entrepreneurs can learn a number of lessons from design thinking. Essentially, managers and entrepreneurs solve problems on a daily basis. Some of the problems require novel solutions because of their uniqueness. Other problems need innovative solutions because of their impact on the business. Entrepreneurs handle these situations more often because they usually have to develop the processes required to est ablish their businesses. Organizations also deal with various challenges that require attention. Design thinking can help them to deal with these problems.Advertising We will write a custom essay sample on Similarities between Marketing Research and Design Approaches specifically for you for only $16.05 $11/page Learn More Organizations, managers, and entrepreneurs can benefit from design thinking by making people their primary focus. Organizations exist to solve problems. These problems affect people. In this sense, a people centered approach to the development of solutions can help an organization to arrive at better solutions. In the case of managers, most of the problems they deal with concern their subordinates, and their customers. The design thinking implications for managers is that all solutions they arrive at should take into account the fact that they are dealing with people. For instance, solving problems associated with lateness for work re quires managers to find out whether employees who report late have other challenges such as small children, or unpredictable traffic, before creating rules. Similarly, entrepreneurs should always bear in mind that while their primary objective is to make profit, they must meet all the people-needs in their businesses to guarantee long-term success. The element of message in design thinking is very applicable to organizations, managers, and entrepreneurs. Organizations must ensure that everything they do communicate a consistent message to all stakeholders. The reason for this is that if an organization does not communicate a consistent message, stakeholders lose faith in the purpose of the organization. On the other hand, managers must also ensure that all the efforts they put in the management of their employees communicate the correct message to the employees. The message the manager should communicate is not the sloppiness of employees, if the problem lateness. This can damage th e working environment. Any measures adopted to curb lateness should communicate the exact problem. In the case of entrepreneurs, the challenge is even greater because of the variety of stakeholders. The balance between the art of design and the science thereof is also very vital for organizations, managers, and entrepreneurs. With growth, organizations tend to drift towards rigid processes that result in bureaucratic tendencies. This often stifles innovation and slows down decision-making. In other words, too much reliance on linear thinking can results in a monolithic structure that is unresponsive to environmental stimuli. Organizations must allow a healthy coexistence of structured processes, and unstructured initiatives especially in segments that have high growth potential. For managers, the difference between the science and the art of design is the degree of reliance on proven theories and operating procedures checked against the need for flexibility in decision-making.Advert ising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The willingness to institute flextime policies to help curb lateness is a good example of this balance if some employees can have manageable schedules by either reporting later or earlier for work. Entrepreneurs on the other hand tend to be intuitive. Many of them will thrive on the art side of design, at the cost of the science side. There is need to institute systems necessary for running the business. For instance, entrepreneurs should have predictable financial systems that allow them to receive payments and pay suppliers with ease. Successful businesses are contingent on strong financial management. Shaping Personal Approach to Learning, Knowledge and Design The discussion presented above illustrates how design thinking can help to strengthen other areas of business. While the second section deals with the possibilities presented by design thinking to the running of the organizations, they equally apply to marketing. In short, marketing deals with people just like the design pr ocess. All marketing efforts must focus on the people who are likely to buy a product. This fact demonstrates the need to look at design as a possible source of learning for marketing students. In particular, every marketing student needs to learn about people. On the issue of message, the relationship between design and marketing is very close. Marketers are very keen on the message that they put across to potential clients. In fact, marketers frame the language that an organization uses to market its products. This is a very intimate connection with design thinking because message is also a fundamental part of design thinking. The implication for marketing student and learners is that it is beneficial to understand the message the designers of a product or process intended to communicate when they designed the product. This can help a marketer to market the product more effectively. It also means that marketing practitioners need to pay attention to designers because designers inf use messages into products that marketers send to consumers. Collaboration can only improve the efficiency of marketing. Design thinking abhors constraints and promotes possibilities. The use of design thinking relegates the evaluation of ideas based on constraints to a later stage. In current marketing practice, the development of marketing strategies starts with the consideration of constraints. Marketing managers start by looking at the marketing budget, and the size of the marketing team. The application of design thinking to marketing means that marketers should evaluate the actual marketing needs, and consider how best to meet these needs, before considering the constraints. The reality is that many companies have very strict budgets. Budgets are however justified by the results. If a higher marketing budget results in a more effective marketing campaign, then it is naà ¯ve to limit marketing efforts to constraints. Conclusion It is clear that marketers can benefit from desig n thinking. In fact, design thinking is a welcome dimension in the operations of organizations as well as the work of managers and entrepreneurs. The main benefits that marketers can get from design thinking include the opportunity to focus on opportunities rather than constraints. Secondly, design thinking can help to improve the process of developing a marketing message. The third benefit is that design thinking can help marketers to perpetuate people-centered marketing. Reference List Brown, T 2009, Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation, Harper Collins, New York, NY. Ferrell, OC Hartline, MD 2008, Marketing Strategy, Cengage Learning, New York, NY. Liedtka, J Ogilvie, T 2011, Designing for Growth: A Design Thinking Tool Kit for Managers, Columbia University Press, New York, NY. Martin, RL 2009, The Design of Business: Why Design Thinking Is the Next Competitive Advantage, Harvard Business Press, Boston, MA. Robert, GB 2007, Bring ing User Experience to Healthcare Improvement: The Concepts, Methods and Practices of Experience-based Design, Radcliffe Publishing, Oxon. Verganti, R 2009, Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating What Things Mean, Harvard Business Publishing, Boston, MA. This essay on Similarities between Marketing Research and Design Approaches was written and submitted by user Tomas Robinson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Comparison of Indian and Japanese cuisines Essays

Comparison of Indian and Japanese cuisines Essays Comparison of Indian and Japanese cuisines Essay Comparison of Indian and Japanese cuisines Essay Index Page no Content 5-12 Comparison and contrast of characteristics of both the cuisines 13-16 Discussion of influences on both the cuisines 17-18 Discussion the definition of multi-cultural work nature of food and drink 19-20 Food trends 2011 vs 2012 Overview Wasabi is a sushi bar serving only sushi in Phoenix Mall in Vlman Nagar, Pune. It serves authentic, traditional sushi. Wasabi is Just 6 months old. Initially, there was great response for sushi but now sales are dipping down. One of the main reason is acceptability of sushi in its authentic form since many of the guest comment cards nsist they would like to have sushi with Indian tough to it. Owners of this restaurant are thinking of rebranding the restaurant that would offer sushi with Indian taste to it. This concept aims at providing Indian and Japanese Fusion Cuisine keeping in line with latest food trends in the market. I am currently working as Chef-De-partie in Wasabi and report to the Executive Chef who is Japanese. The Executive Chef has given me the responsibility to research the commercial feasibility of the fusion sushi and I am to assist him with the same. Background of sushi: The original type of sushi, known today as nare-zushi was first developed in Southeast Asia before introduction to Japan. Sushi literally means sour-tasting. The oldest form of sushi in Japan, narezushi still very closely resembles this process, wherein fish is fermented via being wrapped in soured fermenting rice which results in a sour taste. In Japan, narezushi evolved into oshizushi and ultimately Edomae nigirizushi, which is what the world today, knows as sushi. (Asian artmall, 2006) Contemporary Japanese sushi has little resemblance to the traditional lacto- fermented rice dish. Originally, when the fermented fish was taken out of the rice, only the fish was consumed and the fermented rice was discarded. As sushi evolved, vinegar was started to be added to the mixture for better taste and preservation. The vinegar amplified the rices sourness and was known to increase its shelf life, allowing the fermentation process to be shortened and eventually abandoned. The contemporary version, internationally known as sushi, was created by Hanaya Yohei (1799-1858). (Asian artmall, 2006) Today sushi has become a delicacy in Japan and is considered one of the most prestigious food items to be served. The increasing popularity of sushi has resulted in various variations all round the world. With Indian style food in the backdrop, how sushi can be served to the Viman Nagars masses so that it appeals them forms the crust of the assignment. . 1 Compare and contrast the characteristics of Indian and Japanese cuisines Both the Indian and Japanese cuisines have come a long way in terms of their evolution from the conventional era to the contemporary period. How both these cuisines differentiate is being discussed based on the following parameters: Conventional menu structures Japanese cuisine: A typi cal Japanese meal basically has four components: rice, a soup, the main dish, and pickles. Rice is the staple component and lies at the core of Japanese food culture. Soup is usually sipped slowly throughout a meal. (Ghildiyal, 2010) Indian Cuisine: Whereas Indian meal compromises of roti (bread), a vegetable/meat preparation (dry preparation or gravvy), a rice preparation which is generally plain rice accompanied with a dal-based curry-like preparation. (Ghildiyal, 2010) Course structures The standard traditional Japanese meal, IchiJu-sansai meaning one soup, three ides consists of soup, rice, pickles and three dishes or accompaniments is meant to be eaten all together and served all at once. Therefore the diners wait till all the dishes are assembled at the table and then eat from their individual bowls of rice, adding soup, pickles and condiments to taste and alternating with morsels of accompaniments. (webmd, 2006) Indian Cuisine: However, in case of Indian meals, the vegetable preparation and roti (bread) are generally served first. After the diner is satisfied with this course he is then served rice along with the dal-based curry. The diner mixes the curry along with the rice and can eat it along with the vegetable preparation. webmd, 2006) Eating habits Japanese Cuisine: Up until maybe 50 years ago most people ate soup and rice three meal day and occasionally ate dried, salted or fermented dish The characteristic way of eating Japanese cuisine is to alternate between eating the rice, soup and side dishes. (Mcwilliams, 2012) A traditional meal is served with rice, vegetables and miso (fermented soy bean paste) soup and fruit is often eaten as desert. Many dishes come with soy sauce or wasabi (very hot mustard-like green horseradish). Many urban Japanese have adopted the American way of eating†a big breakfast, light lunch, and a big dinner. Miso soup and rice are a dietary base, often eaten for breakfast, lunch, and dinner. Breakfast (asa-gohan) generally consists of Juice, coffee, eggs and toast or rice. A typical breakfast consists of rice, miso soup, spinach and egg. Most people eat breakfast at home. Its hard to find a restaurant that serves breakfast. Many coffee ships have a set breakfast with a drink, toast, boiled egg and light food. On the weekends people eat pancakes or a traditional breakfast of miso oup, rice, egg, vegetable and fish. Lunch (hiru-gohan) is generally eaten by many people out due to work, grabbing a quick meal or snack such as a bowl of noodles, sandwiches, rice balls or even Chinese food. Dinner (ban-gohan) is generally an informal meal with meat or fish, rice and miso soup. Main dishes made at home, include thing things like curry rice, pork cutlets, meatloaf-like hamburgers, fried fish, stir fried chicken or pork dishes, and dishes made with tofu. Fancier dinners include some of the items listed below. Japanese often drink nothing with their meals; Miso soup often serves the purpose of a drink. Sometimes beer, wine, hot tea, cold tea, water or other drinks are served with their meals. An evening snack of fruit is commonly eaten. The accompaniments in Japanese food are generally pickled vegetables where vegetables are soaked in a mixture of vinegar and sugar. Indian The breakfast could be anything ranging from poorl (deep-fried fluffy Indian bread) and chole(chick- peas with tomato), idli ( a savory cake) and sambhar ( a lentil based dish) , poha (a rice preparation), paratha ( a flat Indian bread usually stuffed with different vegetables such as potatoes , spinach etc. nd many more. There is no restriction or generalization of what an individual could have in the breakfast in the morning. Most people however prefer a hot cup of tea or coffee in the morning. (Mcwilliams, 2012) The afternoon lunch is either home-packed (dabba) or is had in the canteens by the working class. The lunch includes the typical roti(bread), vegetable preparation, rice and dal-based curry with a swee t occasionally. Evening breakfast is generally lighter than the morning breakfast and is generally accompanied with a hot cup of tea or a coffee. The dinner is the same as afternoon unch including the typical roti(bread), vegetable preparation, rice and dal-based curry with a sweet occasionally. The accompaniments in Indian food generally include sliced onions, lemons, pickles (mango, lemon) and sometimes salads. Characteristics of food Japanese cuisine is mostly seafood-based and generally it doesnt have the thick spicy curries and gravies associated with Indian food. Though Japan accounts for only 2% of the worlds population, its people eat 10% of the worlds fish. The flipside of Japans fish craze means the Japanese eat less red meat. The Japanese diet includes huge amounts of rice. The main unique characteristic of rice which is grown in Japan is that it is more glutinous as compared to rice grown in India. When such type of rice is pounded it results in a sticky rice paste. This paste is shaped into cakes that can be grilled or perhaps wrapped in seaweed. Soups are also an integral part of Japanese cuisine and most of the soups are clear soups. They are also an integral part of Japanese breakfast. Red bell peppers, green beans, zucchini, eggplant, onions, burdock, tomatoes, green peppers, lettuce, carrots, spinach, bamboo shoots, beets, lotus root, turnips, daikon (or giant white radish), shiitake mushrooms, sweet otatoes, and seaweed (or sea vegetables), such as kombu, nor, and wakame all have a place in the Japanese diet. As many as four or five different varieties are served in a single meal and no one thinks it odd to have vegetable soup or a salad for breakfast. A typical Japanese dessert is an assortment of seasonal fruits, peeled, sliced, and arranged on a pretty plate. People do enjoy Western desserts like ice cream and cakes, but theyre usually offered in smaller portions and subtler flavors compared to the West. A cup of Japanese green tea is the perfect end to any meal. (Mcwilliams, 2012) Indian cuisine: The Indian cuisine is mostly spices-based which is intended to produce flavorful food consisting of whole or powdered chilli pepper (mirch), black mustard seed (sarso), cardamom (elaichi), cumin Oeera), turmeric (haldi), asafoetida (hing), ginger (a drak), coriander (dhania), and garlic (lehsun). One popular spice mix is garam masala, a powder that typically includes five or more dried spices, including cardamom, clove and cinnamon. Most of the food is vegetarian-based. Therefore a wide variety of vegetables are used in Indian preparations perhaps more than the Japanese cuisine. All Indian breads are flat. Most common is called Roti made with whole grain wheat flour. The diet of most of the people is based on the regional topography i. e people near the coastal region have seafood-based diet, people in North-India have more of a meat-based diet. Cooking methods To enjoy the fresh taste of seasonal products, Japanese cooking time for roasting and broiling is kept relatively short. (Kumakura, 2009) Indian cuisine: However, in Indian cooking, most of the curries involve the bhunao process, where any vegetable or meat is continually saut? ©ed and stir fried in onions, tomatoes, ginger, garlic, green chilies, and oil. Way of eating Japanese, traditionally, use chopsticks which are short, frequently tapered sticks used in pairs of equal length as eating utensils for noodles, rice and other preparations Also they dont use spoons to drink their soup but directly sip it from the bowls. Making sounds while sipping soup is not considered rude in their culture. On the contrary, it represents that one is enjoying the food served to him/her. (Kumakura, 2009) Indian cuisine: Indians generally prefer hands when having roti( bread) along with the vegetable preparation. Proper scooping technique involves making a boat-like shape with the oti, scooping up the curry without letting too much of the curry touch our fingers, and inserting the food into our mouth before anything spills out. Spoons could be used while consuming rice. List of condiments used A handful of Japanese condiments are available to personalise flavours. Wasabi is the pale green powdered root of the Japanese horseradish plant is used to garnish Sushi and add pungency (like Mustard or Mooli but with far more impact) to homemade dressings or sauces. Karashi is mustard, hotter than its western counterpart and used as a garnish or added to dressings and sauces. Shichimi or Ichimi Togarashi are Japanese chili powders used for sprinkling over noodles, miso soup, and stir-fried vegetables. Ichimi means one taste and consists of only Japanese chili pepper while Shichimi means seven tastes, and contains seven spices that include chilli, black sesame seeds, poppy seeds and hemp seeds among others. Sesame seeds, sesame oil, Gomashio (sesame salt), Furikake, Walnuts, Peanuts, red pepper, ginger, shiso (a flavourful herb), sansho (Sichuan peppercorn), citrus peel, Mitsuba (a fresh herb) and Monosodium Glutamate are other ingredients used in cooking or as table condiments. Kumakura, 2009) Indian cuisine: Spices are the very soul of Indian cuisine. They form the foundation of the cuisine that has existed for centuries. It is virtually impossible to cook any Indian dish without spices, even if they are only red chillies and salt. Bay leaves (teJ patta): An aromatic herb used for flavouring vegetables and meat. Black peppercorns (sabut kali mirch): A pungent aromatic condiment. Cardamoms (elaichi): One of the worlds most expensive spices, there are two varieties -the large, black-brown ones, which have a heavier favour and the small green ones which are aromatic and have a delicate lavour Carom seeds (aJwain): Also known as thymol or omum; used in pickles and vegetable dishes. Chilli and chilli powder: There are at least 20 known varieties of chilli powders. The range of chillies can be from white and yellow to saffron and red in colour While capsicums or peppers are mild and flavoured, Goan chillies are dark red in colour and not pungent. Green chillies are similar to fresh red chillies and their seeds are the most pungent. Red Kashmiri chillies are very mild and can be used for colouring and flavouring. Cinnamon (dalchini): Most Indian food is cooked with cassia bark, which is a good substitute for real cinnamon. However it does not have the delicate flavour of cinnamon as its flavour is much stronger. Ghildiyal, 2010) Cloves (bung): Cloves are the dried flower buds of an evergreen plant. The oil of cloves contains phenol, which is a good antiseptic and helps in preserving food. Coriander (dhaniya) seeds: Coriander seed powder is a very important spice in Indian food. Fresh coriander leaves are used for garnishing. Coriander has a strong, pungent smell b ut is almost indispensable to Indian cuisine. Cumin Oeera) seeds: Cumin seeds come in two varieties: white and black. The white variety is the more ommon one and is used as extensively as coriander seed powder while the black variety is more aromatic and peppery. Curry leaves (kadhi patta): These impart a subtle flavour when fried until they are crisp. They are popular in South Indian dishes. Fennel (moti saunf) seeds: Fennel seeds are a common ingredient for flavouring stocks, sauces, and curries. Used extensively as an ingredient in paan and as an effective digestive. Fenugreek seeds (methi dana): Fenugreek seeds are square, flat and yellowish-brown in colour Care must be taken in using the seeds as they are bitter and the quantity used must be controlled. Mace Oavitri): Mace is a part of the nutmeg. It is the shell of the nutmeg kernel. It has a flavour similar to nutmeg, but Is more delicate and is used in rice dishes. Mustard seeds (raJ):Tiny, dark, round seeds used for tempering in dais and pickles. Nutmeg Oaiphal): This is used to make fragrant garam masala. The kernel must be finely grated Just before use. Excessive use must be avoided as it can be poisonous. Onion seeds (kalonJi): Sprinkled over Indian breads and used in cooking vegetables. Pomegranate seeds (anar dana): Used in making savouries, and for giving a sour flavour. Poppy (khuskhus) seeds: White oppy seeds, roasted and ground, are used to provide a nutty flavour and to thicken gravies. Saffron (kesar): The worlds most expensive spice, saffron must be soaked in either warm milk or water and used at the end of cooking a dish. Tamarind (imli): The bitter-sweet, highly acidic pulp of the tamarind is used to flavour foods, and is a good source of iron, potassium and magnesium. Turmeric (haldi): Turmeric is a rhizome of the ginger family. (Ghildiyal, 2010) Portion control: Japanese portion sizes are small as compared to Indian cuisine. Indian cuisines: Indian portion sizes vary from region to region but are comparatively more as ompared to Japanese cuisines. The above differences can be summarized by the following table: Japanese Cuisine Indian Cuisine Conventional menu structure Four basic components: rice, a soup, the main dish, and pickles Four basic components: roti, vegetable/meat based preparation, rice, and dal-based curry Course structure All dishes are served once Roti and vegetable/ meat preparation first and then rice with dal-based curry Eating habits Food consumed during breakfast, lunch and dinner is different as compared to Indian cuisine. Also, accompaniments are different Food consumed during breakfast, unch and dinner is different as compared to Indian cuisine. Also, accompaniments are different Characteristics Sea-food based Inclusion of huge amounts of rice Soups integral part of meal Inclusion of wide variety of vegetables Extensive uses of spices Curry and gravy-based Inclusion of breads Diet varies from region to region unlike Japan Inclusion of wider variety of vegetables Cooking method Relatively shorter amount of time taken for roasting and boiling Bhunao process is used extensively Way of eating Chopsticks used as holding utensils, soups are sipped directly from bowl Hands are used directly to handle food while eating. Spoons used occasionally. Condiments used Wasabi, Karashi, shichimi, sesame seeds and oil, sansho, furikake etc Cinnamon, cardramom, bay-leaves, cumin, coriander, mace etc. Now let us look at some of the similarities between the two cuisines: Extensive used of vegetables Both the cuisines involve wide use of variety of vegetables. In the Japanese cuisine, these vegetables are generally soaked and pickled and served as accompaniments along with the main dishes. In the Indian cuisine, the vegetables are saut? ©ed or stir- fried to from thick curries or gravies or even dry preparations. Sharing of food Both the cuisines give utmost importance to the hospitality aspect of service. In both the cuisines, food is served in common bowls and shared amongst those sitting on the dining table. Cooking ideologies Even though both the cuisines use different cooking methods, the ideology behind them is more or less the same. The Japanese believe in retaining the original natural flavor of any ingredient and therefore prefer to eat food which is not cooked thoroughly. Whereas, the Indians believe in using spices to incorporate their flavor into their food to make the final produce more flavorful. Both the cuisines believe in aking use of freshest seasonal local produce. Presentation Both the cuisines believe in the concept of encouraging the diner to eat with their eyes by enjoying the beauty of their food. For example. The knife used to cut sashimi is a long knife beveled on one side. The sharpness of the edge and the slicing method involves pulling the knife on the fish, which does not damage the tissues, maintaining its umami (savouriness). Itamae (specialist chefs of Japanese cuisine) make the technique look easy, but it requires extensive training. Sushi is similar, maintaining the tissue fluid in the slices of fish, so its taste in combination ith the sushi rice can be appreciated. Similarly, lots of India chefs now-a-days are paying a lot of attention to the creative and presentation aspect of food which is served to the guests so that it looks more eye-appealing and the guests can enjoy it more. 1. 2 Discuss influences in world cuisine Japanese cuisine 1. Geographical conditions Sea-food based cuisine Japan is a long island about 3,500 km in length from north-east to southwest, situated in the Pacific Ocean to the east of the Eurasian bloc. The surrounding sea is a mixture of warm and cold streams, giving abundant varieties of fish. Beside the wide variety of fish that are available in the ocean, there are several types of fresh fish and edible planktons available locally in the rivers and lakes as well. Due to this large supply of fish, Japanese cuisine is sea-food based. (Kumakura, 2009) Inclusion of vegetables/ rice in cuisine The Japanese climate is characterized by warm monsoons, although the northern region is temperate and the southern islands subtropical. As a result, distinct changes over four seasons are experienced, which has been an important factor in Japanese cuisine. There are two rainy seasons in Japan. One is in June (Tsuyu: plum ain) and the other is in September (Akisame: autumn rain). The annual rainfall averages 2,000 mm, so fresh water is abundant. This water provides benefits to Japanese agriculture, allowing cultivation of rice, vegetables and fruit. (Kumakura, 2009) 2. Eating habits Portion control The Japanese food dishes are generally served in smaller portions. They believe eating in moderation helps keep an individual healthy. In Japan, food is served on separate small plates and bowls instead of on one big plate. Diners take turns having little tastes of everything. Japanese believe serving smaller portions is one of the best ecrets for eating healthfully and losing weight. Also, inclusion of nutritious foods like tofu, rice, vegetables and even fish which is believed to have anti-carcinogenic properties makes they believe that they follow a healthy diet. Also, the reason for this being that many Japanese like to enjoy different foods so that they can sample. Rice for example is a staple in the diet, and they eat a small bowl full and then go back for more if wanted. The portions themselves are smaller; however the choices to pick and eat from can be huge during a meal. (Kumakura, 2009) 3. Religion Majority of people in Japan follow Buddhism. Because of the respect for life, Buddhists may abstain from eating meat and fish. However, these foods are not strictly forbidden and many dishes do contain some meat and fish. Rice is the staple of the diet and eating in moderation is encouraged by this religion. (Mcwilliams, 2012) 4. Raw ingredients A primary characteristic of Japanese cuisine is the enjoyment of the raw taste of food, without using strongly flavored sauces. Japanese therefore keep the cooking time for roasting and broiling relatively short to enjoy the fresh taste of seasonal products and accompaniments are served in accordance to the main dish served. For ex. Shoyu (soy sauce) enhances the flavor of the raw fish. (Kumakura, 2009) 5. Lifestyle The country is geared towards an active lifestyle which centers around three key aspects: work, socializing and recreation. Most of the people walk for 3-5 kms daily and therefore there is a need for high-carbohydrate diet to keep them energetic and fresh. This is the reason why they consume simple-carbs based diet like rice, noodles, soya etc. Indian cuisine Spices based cuisine, inclusion of wide variety of vegetables Indian cuisine uses a wide variety of spices in its food preparations. The spices are used to flavor the food, aking each dish distinct and aromatic. Each spice by itself imparts a very unique flavor, but when used together with other spices, the combination and permutation of different spices change the individual characteristics. The extensive use of spices is because India has favorable climatic and soil conditions for growing spices and other semi-tropical herbs. Also, the fertile plains of a majority of rivers across India encourage agriculture in the early era and since then wide variety of vegetables are grown making it a national profession ever since. Therefore, the cuisine involves use f a wide variety of vegetables. No generalization of the cuisine Unlike the Japanese cuisine, the Indian cuisine cannot be generalized by any one characteristic. Since India is a huge nation which is divided into different regions, culturally different cuisines have evolved in their own way in such parts. The multi- cuisine structure involves the following cuisines: (Muller, 2002) Bengali Food Bengali cuisine is appreciated for its fabulous use of panchphoron, a term used to refer to the five essential spices, namely mustard, fenugreek seed, cumin seed, aniseed, and black cumin seed. The specialty of Bengali food lies in the perfect blend of sweet and spicy flavors. Gujarati Food The traditional Gujarati food is primarily vegetarian and has a high nutritional value. The typical Gujarati thali consists of varied kinds of lip smacking dishes. Gujarati cuisine has so much to offer and each dish has an absolutely different cooking style. Kashmiri Food Kashmiri food that we have today in the restaurants has evolved over the years. Highly influenced by the traditional food of the Kashmiri pundits, it has now taken some of the features of the cooking style adopted in Central Asia, Persia and Afghanistan. Mughlai Cuisine Mughlai cuisine is one of the most popular cuisines, whose origin can be traced back to the times of Mughal Empire. Mughlai cuisine consists of the dishes that were prepared in the kitchens of the royal Mughal Emperors. Indian cuisine is predominantly influenced by the cooking style practiced during the Mughal era. Punjabi Food The cuisine of Punjab has an enormous variety of mouth-watering vegetarian as well as non vegetarian dishes. The spice content ranges from minimal to pleasant to high. Punjabi food is usually relished by people of all communities. In Punjab, home ooking differs from the restaurant cooking style. Rajasthan Food The cuisine of Rajasthan is primarily vegetarian and offers a fabulous variety of mouthwatering dishes. The spice content is quite high in comparison to other Indian cuisines, but the food is absolutely scrumptious. Rajasthans use ghee for cooking most of the dishes. Rajasthani food is well known for its spicy curries and delicious sweets. South Indian Cuisine The cuisine of South India is known for its light, low calorie appetizing dishes. The traditional food of South India is mainly rice based. The cuisine is famous for its onderful mixing of rice and lentils to prepare yummy lip smacking dosas, vadas, idlis and uttapams. (Bali, 2010) 2. Religion In spite of the cultural differences across India, majority of people follow Hinduism and Jainism. Both these religions strictly forbid consumption of any form of meat and therefore most of them are vegetarians. Cow is considered sacred and therefore beef is not consumed by these people. Avoidance of alcohol is observed by such people to avoid any possible loss of self-control Fasting may also be done at various times of the year during various celestial events and other special days. (Mcwilliams, 2012) However, in the last few years, people have broken free from their bondage of religious restrictions and started consuming meat. The most common meat eaten in India is chicken because cattle-rearing has become easy and has huge potential from the commercial aspect. 3. Cooking methods As stated earlier, the main aim of Indian cuisine is to make the food flavorful and aromatic by incorporating the flavor of different spices and condiments in their preparations. As a result of this, bhunao process is used which includes saut? ©ing and stir-frying vegetables/ meat for a long period of time until the desired level of aroma and flavor is obtained.

Human resources development Coursework Example | Topics and Well Written Essays - 1000 words

Human resources development - Coursework Example (Blume, 2012). Theorist workers are the perfectionists who permanently select reasons and theories previously creating a conclusion. They are authoritarian to systematic and judiciousness of any mission or objective to be completed. Their judgments are not from their capability or earlier learning. They create exploration and founded on their coherent results on the recent situation, they derive to a decision. Pragmatists are applied in natural surroundings and effort to take any chance that derives. They affection to earnings tasks and create result by increasing self-confidence over learning and practice. They are prepared to takings new duty and construct up expertise for that reason. The learners are capable to get used to rapidly in varying circumstances, challenging atmosphere and jobs. The position firm has produced for the staffs and administrators requirement these kinds of learners to be capable to suitable themselves and progress giving to the necessities. (Grugulis, 2007). Reflectors usually don’t takings creativities, exploration for chances. They take a pew back, gather information, investigation, think about it systematically and then create a reasonable conclusion. These people usually don’t take part energetically in conversation only pay attention to others to create own ideas. Reflective learners are slow in increasing and judging a condition because they devote a lot of energy in examining the data, theory and the result. As they create own opinions afterward a long and detailed analysis, the probabilities of deviation and difficulties in their conclusions are small. They are effective in result making, but not effective. The learning curve is the constant development method which is grown complete capability. To take effectiveness and accomplishment slowly to a new task situation learning curve is very important to

California Dream Essay Example | Topics and Well Written Essays - 1250 words

California Dream - Essay Example The history of the notion traces its roots in late 19th century, when California was considered to be the golden state of America, as it literally had huge golden resources, which led to the California Gold Rash of 1848-1855 (Brands 103).Hence, bunches of immigrants flew to California, hoping to gain easy wealth and live happily ever after. Since then the name of California became closely related to the image of smooth happy life with wealth and prosperity. California Dream initially meant the life that Americans strived to achieve, because they believed that moving to California would mean constant luck and prosperity. One of the important reasons why California was considered to be a heaven on earth is because California is a state rich for resources, pleasant climate, and multiple job opportunities. In some time the original term was slightly changed and transformed in people’s minds. As far as California was rapidly growing, multiple industries have appeared in the state. They include film production of Hollywood, the Silicon Valley with its enormous technological development, California wine industry etc. The brand new industries created new job places and vast career opportunities. The image of California that used to be engaged with golden resources turned into the image of California as a state of the most ambitious and wealthy industries possible. Hence, California has preserved its image of America’s golden state, as it is still a pleasant region for many people who believe that living in California makes people more successful and happier. Although people are not coming to California looking for placer gold mines, working in such industries as filmmaking and Silicon Valley’s progressive technological area for most people means a constant resource of pleasure, glory, and money. This is the reason why the concept of California dream has become so popular in American mass culture, as

A Clinical Trails Research Paper Example | Topics and Well Written Essays - 500 words

A Clinical Trails - Research Paper Example Research specialists enroll volunteers or patients into pilot studies to conduct specified tests depending on the product type and development stage (Yang, 2010). Clinical trials vary in intensity. They can be performed in a single country or multiple countries. They are expensive to carry out. The burden of payment gets usually bestowed on the sponsor of the research. Sponsors may include government agency or health organizations (Yang, 2010). The objectives of clinical trial are to test how well medicine will work on patients. For every clinical trial, there exists a guideline of how to carry out the trial (Yang, 2010). The plan discusses what is to be done, how it will be done, and the importance of all aspect in the study. This includes the importance the general study. There are rules guiding on how to choose the participants in the study. The main factor in choosing the participants is volunteering when a person has sufficient knowledge (Pocock, 2004). They volunteer’s health status will be determined by the study since some may need healthy individuals and others may need individuals with certain diseases (Pocock, 2004). In other instances, gender is used to determine a viable volunteer. There are independent committees set to determine the procedures and monitor the whole exercise. These committees are made up of physicians, statisticians, and members of the community. The committee emphasizes the need to educate all the subjects liable to tests so that they can know the effects of every aspect of the trials (Pocock, 2004). In so doing, the subjects will be well aware of the risks involved such that volunteering shall be out of free will. Since the tests are conducted to human subjects, they are eligible to many legal aspects (Pocock, 2004). They are carried out in four phases. Because the life of an individual may be at risk during the trials, the law provides strict guidelines that facilitate a safe environment

Four Main Forms Of Deviance Criminology Essay

Four Main Forms Of Deviance Criminology Essay There are four main forms of deviance, those are societal deviance this is an act which most of society would agree is not classed as part of normal behaviour. Drug abuse could be considered as societal deviance, most of society believes that it is not normal and encourages criminal behaviour. Drug users become outcasts and are considered to be deviants. Concealed deviance is that which no one sees, something which a person can keep hidden away it is still considered not part of societies set of norms. A man, who likes to dress up in womens clothes, could be considered a concealed deviant as they do this in the privacy of their own homes. This however, is considered to be not normal behaviour of the wider society and he would be considered deviant. In Arab countries such as Dubai and Yemen it is socially unacceptable, due to the religious culture of these countries for women to be seen without wearing the traditional hijab, however in western society any women wearing one is seen as being deviant as it is not part of western culture. This would be considered situational deviance, where it is only considered deviance in the culture you are in at that time and may not be considered deviant by every society. There is also collective or public deviance, this is deviance shared by a group of people which does not conform to that which is considered social norms, however follow a set of norms they have created within their own subculture. Gang culture could be described as deviant as most would say that the values of the gangs would not conform to the values of normal society. This is considered anti-social behaviour and in 2003 the government considered this a problem they created the Anti-Social Behaviour Act 2003 (legistlation.gov.uk). Crime is considered to be the act of breaking the law of the society you are in however, a crime can often be considered deviant by some societies. An example of this is speeding, some may consider speeding to be deviant however the police and social institutions consider this to be a crime. Although we have a set of laws and social norms in this country these may not be considered either crime or deviance in other cultures. With the introduction of the Firearms Act 1968 it became illegal for anyone in the United Kingdom to freely carry a weapon on their persons and all weapons had to be locked away (legistlation.gov.uk) however in some states of America people can still carry firearms in their everyday life. Troyer and Markles (1983) study of smoking in the USA illustrated how attitudes to smoking and cigarettes changed over time, and in fact ended with smoking being bans being introduced in the 1990s. During the late 19th century smoking was considered deviant behavior by many as it was associated with low social status and immigrants. Women who smoked were thought to be particularly deviant as it was also associated with prostitution. These attitudes began to change after World War 1, and smoking began to increase however by the end of the 1940s smoking was considered a socially acceptable with people of all classes now choosing to smoke. With the advance of science came the downfall of the cigarette and by the 1960s evidence towards smoking ruining health began to surface. This led to the ban of cigarette related advertising in 1970 and the eventual ban on smoking in public (Troyer Markle, 1983 as cited in Moore et al, 2006). Some believe that the need to commit crime comes from biological construction that certain types of people have hormonal or brain differences which causes them to become deviant from society and makes them more inclined to commit crimes. Cesare Lombroso one of the first criminologists did studies of criminals and believed that you could tell what crime a person committed just by how they looked, that physical abnormalities in a person made them more likely to commit crimes. This theory has now been discredited but some do still believe that there are some biological factors contributing to why people commit crime. Over time and as social attitudes change so do the norms and values of those societies these can often lead to acts which were once considered crimes or deviant to become norms. Until 1969 homosexuality was considered a crime and anyone caught would be brought before a judge and punished. In 1967 it became legal for men over the age of 21 to have consensual sex in private. This age was then lowered in 1994 and 2001. (Haralambos Holborn, 1980). It is now considered a norm to see couples of the same sex. Crimes change with time and culture and what is considered a crime in one society may not be in another, it is believed by most that crime is a social construction made up by norms and values of each society and culture. As each society evolves with time so does its set of Norms. Can we ultimately say that we gain our knowledge of what is right or wrong comes from the society we live in and the values that are set upon us as not everyone brought up in the same society falls into criminal or deviant behavior. References Anon.(2012) Firearms Act 1986(online). Available from: http://www.legislation.gov.uk/ukpga/1968/27/contents (accessed: 18th October 2012) Anon. (2012) Anti-Social Behaviour Act 2003 (Online). Available from: http://www.legislation.gov.uk/ukpga/2003/38/contents (accessed: 18th October 2012) Moore S et al. (2006) Sociology A2 for OCR. 2nd Ed. London: Collins Haralambos, M and Holborn, M. (2004) Sociology, Themes and Perspectives. 6th Ed. HarperCollins: London Troyer, R.J and Markle, G.E (1983) Cigarettes: The battle over smoking. New Brunswick, NJ: Rutgers University Press. Cited in Moore et al. (2006) Sociology A2 for OCR 2nd Ed. London: Collins Type: Outline: Strengths: Weaknesses: Police Statistics These are the official statistics that are used by the government, they based on what is reported to the police and also can tell which crimes have been resolved They can be used to show what types of crime are most prevalent in which areas. Police statistics can be useful in showing how many crimes get reported and what sort of crime is being reported. Not all crimes get reported so often the statistics cannot be 100% reliable Not all crimes can be categorised a crime and what one force might consider one type of crime another might not for example, distinguishing between burglary and theft. Often these statistics can be manipulated to show better results Doesnt take into account the dark figure of crime. Victimisation Surveys These studies, the main being The British Crime Survey, were introduced by the government to try and uncover the dark figure of crime. They choose a section of people at random and ask them to talk about crimes which they may not have reported and crimes which have been reported within the last year which they have been victim of. They are now considered part of the official statistics used by the government They account crimes which may have not been reported to the police They can help to uncover the dark figure of crime It goes deeper than the police statistics They rely on people remembering if or what crimes were committed against them They rely on people telling the truth about crimes committed Still assumes that everyone defines what is or isnt a crime the same way Self-Report Studies These studies are not part of the national crime statistics used by the government. They are questionnaires which rely on people admitting to crimes which they commit. Can be used to compare against official states to high light differences Can highlight crimes that are not generally report Again relies on peoples memory It relies on people telling the truth about the crimes they committed. May only concentrate on only a limited range of groups.

Comparing the Oedipus of Sophocles and Senaca :: comparison compare contrast essays

Comparing the Oedipus of Sophocles and Senaca         The myth of Oedipus is one of a man brought down by forces aligning against him. Over the years, different playwrights have interpreted his character in various fashions. In Sophocles’ Oedipus the King, Oedipus is a man who is blind to the path on which his questions take him and exemplifies the typical tyrannical leader in ancient times; in Senaca’s Oedipus, it is the fear of his questions that give Oedipus a greater depth of character, a depth he must overcome if he is to survive his ordeal. Sophocles creates a character of extreme wrath and ferocity to deal with the source of the blight on the city. He curses out the killer of King Laius, the killer who has brought the blight. "Upon the murderer I invoke this curse – whether he is one man and all unknown or one of many – may he wear out if life in misery and doom! If with my knowledge he lives at my hearth I pray that I myself feel my curse. On you I lay my charge to fulfill all of this for me, for the God, and for this land of our destroyed and blighted, by the God forsaken (Soph. O.T. 245-254)." When it is suggested that Oedipus himself could be the source of the plague, his anger emerges in full force. "(Truth has strength,) but not for you (Teiresias); it has no strength for you because you are blind in mind and ears as well as in your eyes (Soph. O.T. 370-371)." The Oedipus of Senaca’s play is not nearly so rash. He seems to dread what will come from his exploration into the death of Laius, even though the condition of his city is just as terrible as that of Sophocles’. "I shudder, wondering which way fate will steer. My shaky mood could waver either way. When joys and griefs so close together lie, the mind is doubtful. How much should one see? How much is best to know? I’m dubious (Sen. Oed. 204-208)." This Oedipus even has thoughts that the plague might have something to do with him, that his rule might be the pollution that has descended upon the city (Sen. Oed. 40). It is this anxiety that Seneca wishes to bring out in his play, one of the emotion s that are the downfall of man.

Writing Assignment

Thomas Friedman's perspectives on the topic of Mooch and their ability to deliver writing instruction online. The second option is to write an essay in which you take the role of Karen Head and respond to Thomas Friedman and David Brooks on the topic of Mooch and their ability to deliver writing instruction online. The third option is to write a comparison-contrast essay on Neil Postman and Thomas Friedman's viewpoints on the topic of Mooch and their ability to deliver writing instruction online.The fourth option is to write n essay in which you take the role of Neil Postman and respond to Thomas Friedman and David Brooks on the topic of Mooch and their ability to deliver writing instruction online. The fifth option is to write an essay in which you take the role of Kate Keeper and respond to Thomas Friedman and David Brooks on the topic of online writing instruction in general and on whether Mooch are able to deliver writing instruction online. The sixth option is to write a compari son-contrast essay on the ideas of parenting of Amy Chug and of Hanna Rosin.This option does not involve analyzing Mooch or online education at all. It might be a nice option if you do not prefer to write on the topic of Mooch or online education. Please consult http:info. Mums. Decorticating/WRITING_SASS/ wall _WRITING _ SASS_options-?HTML for more details, including the essays and articles you should write about. Grading Rubric: Introduction and thesis: Topic is introduced in an engaging way and essay has a clear and effective thesis statement. (1 0 points) Body content: Essay supports the thesis statement with strong, well-reasoned support. (30 points) Writing Assignment Elena Crossovers paper is on ethnic and gender differences, she enforces that â€Å"SIAM-Kim and his peers (Jenny, Meaning, and Jack) occupy a central focus of the narrative† (5), in line with the development that children in Choky's novel are most audacious in terms of defying racial confines. Cherokee provides insight to these impassible borders when she discusses â€Å"Choosy characters [who] repeatedly try and fail (often with violent uniqueness) to subvert them† (9), using multiple examples of the children characters in the novel.The scenes created by Ways Choc and discussed in Crossovers paper are appreciated for making clear the effort of children to push racial boundaries and limitations seemingly forbidden by their elders. She does this by dissecting the motives of each character, beginning with the tried â€Å"attempts by Chinatown elders to constrain Meaning she appears capable Of subverting boundaries.Though relegated to the home as a nanny for Seeks (the y oungest Chin brother), Meaning strategically escapes this limitation, crossing not just gender but also ethnic borders† (1 0), opening the doors for other girls in the novel, such as Jenny. Cherokee agrees that â€Å"Choc depicts Jenny flirting with the idea of border crossing throughout her youth, stepping briefly across lines and testing limits† (10-11), something elders would not do in All That Matters.