Arctic Power Essays - Hygiene, Home, Cleaning, British Brands, Tide

Arctic Power The Canadian laundry detergent market is mature, very competitive and dominated by three major consumer packaged goods companies, one of which is Colgate-Palmolive Canada (CPC). Arctic Power is CPC's top-of-the-line offering in its laundry detergent line. Arctic Power is specially formulated for washing in cold water. The detergent has risen in market share from 4% in 1981 to 6.5% in 1986, and the Senior Product Manager has established a goal of reaching 12% market share by 1996. Problem Definition Linda Barton and Gary Parsons face two problems. First, they must determine whether to continue developing the brand in their already strong regional markets of Quebec, the Maritimes and British Colombia, or go national with marketing efforts. Second, they must decide whether to use a single positioning strategy (as was successfully implemented in Quebec) or continue to use a dual positioning strategy. The dual strategy consisted of highlighting Arctic Power as a superior detergent in areas with strong sales, and focusing on encouraging Canadians to use cold water washing in areas with relatively weak sales. Analysis When it comes to laundry detergents, Canadians primarily think of one name, Tide. Procter and Gamble's Tide detergent has captured over one-third of the market and is twenty percentage points ahead of its closest competitor in market share. While Tide and Arctic Power are equivalent brands in terms of cleaning power, Tide outsold Arctic Power by a 5 to 1 ratio in 1986. The market share for Tide has remained level (at approximately 34%) during the same time that Arctic Power has enjoyed a market share increase from 4% to 6.5%. Due to Tide's dominance in the detergent market, it will play an important role in any major change in Arctic Power's strategy. Costs and profit structures for leading detergent brands were similar. A break-even analysis for the market (see Appendix A) indicates that a detergent must capture approximately 8% - 8.5% of the market in order to break even nationally. Detergents with small portions of market share have experienced diminishing sales (see Appendix B). Of the twelve offerings (or group of offerings) that held 10% or less of the market share, only two experienced sales growth from 1983 to 1986 - Wisk and Arctic Power. To keep its market share, Wisk spent disproportionately high amounts of money on advertising (see Appendix B). In such a competitive market with a high break-even threshold and increasing prices for materials, it is reasonable to believe that the offerings with lower market shares will continue to decline. This decline will provide opportunity for Arctic Power (although CPC's economy detergent offering, called ABC, has consumed much of the market share that was lost by the smaller competitors). Arctic Power holds a strong share of the market in three regions: Quebec (17.5%), Maritimes (6.3%) and British Columbia (5.5%). These three regions comprise 44% of the total volume of detergent sales for the country. Other regional market sizes are displayed in Appendix C. For Arctic Power to capture 12% of market share, it must look beyond these three regions (see Appendix C). Thirty-nine percent of the Canadian market is held in Ontario. Arctic Power's penetration into this large region is a meager 0.8%. For Arctic Power to reach its goal of 12% market share, Ontario must be considered a major part of the strategy. Ontario has the highest return on media expenditure of any region (see Appendix D). Ontario is also changing the way that it washes clothes. The proportion of households in Ontario that use cold water washing has increased from 14% in 1981 to 17% in 1986. Hence, a marketing strategy that will provide further penetration into Ontario is quite desirable. Arctic Power's positioning strategy has been twofold. First, Arctic Power has been positioned in eastern Canada as a superior laundry detergent, especially formulated for cold water washing. In the western market, Arctic Power has attempted to develop the cold water market. In either case, Arctic Power's position is connected to cold water. The good news is that regular cold water washing has increased nationally from 20% in 1981 to 29% in 1986. Another 25% of consumers could be described as occasional users of cold water for washing. Hence, 54% of Canadians wash in cold water. When people were asked about the benefits of washing in cold water, the results were astounding. The eight most common answers could be easily divided into two categories - those that were money saving in nature (saves energy, cheaper, saves hot water, saves electricity) and those that related to the quality of

Sharon Pollocks Walsh Essays - Free Essays, Term Papers

Sharon Pollock's Walsh Essays - Free Essays, Term Papers Sharon Pollock's Walsh Progress is the elimination of the savage. These words of General Terry, a character in Sharon Pollock's Walsh, demonstrates how he and his fellow white men feel towards Native Indians. The indians see Canada as their homeland, but the Canadian government will not let them stay and will do anything in their power to make them leave to the United States. They are cheated against, lied to, and betrayed by their government, because of their ethnic background. Especially Sitting Bull, the head of the Sioux nation, who is being accused for the death of General Custer. Walsh, Sitting Bull, and General Terry contribute to this theme of prejudice towards the Sioux by the government and Walsh's struggle to keep his responsibility as an individual and his high principles. Major Walsh of the North West Mounted Police who attempts to prevent Sitting Bull and the Sioux from being sent back from Canada to the United States, apparently to stand trial for the death of General Custer and his men at the battle of Little Big Horn. Walsh has sympathy for Sitting Bull and the Sioux. He feels, as a member of the force he should do everything in his power to help them: An able and brilliant people have been crushed, held down, moved from place to place, cheated and lied to.....and now , they hold here in Canada, the remnants of a proud race, and they ask for some sort of justice....which is what I thought I swore on oath to serve! Walsh has a responsibility for Sitting Bull and the Sioux as a friend to help them in their struggle for justice and respect but Walsh was forced against his better judgment, to sacrifice his own high principles by his fellow police men and friends. The government, which Walsh represents lies and makes excuses to the Sioux of why the should be going to the United States. Walsh is a man who knows that there is a nobility to his struggle, but he surrenders responsibility as an individual. Walsh is a well-meaning but ultimately ineffectual white man whose potentially tragic status is undermined by his decision to go back on his promise of his responsibility to Sitting Bull and the Sioux. His moral dilemma is at a disaster when he agrees to his governments demands and sends Sitting Bull and the Sioux to his certain death in the United States. His mentality has totally been altered and he almost feels no sympathy for them anymore: And I can give you nothing! God knows, I've done my damnedest and nothing's changed. Do you hear that? Nothing's changed! Cross the line if you're so hungry, but don't, for Christ's sake, come begging food from me! Now Walsh is just like the rest of the men, careless and heartless. He has hardly no feelings towards Sitting Bull and the Sioux and he is trying to send Sitting Bull and the Sioux to the United States, thinking that they're going to get food and shelter. Sitting Bull, the head of the Sioux nation, and the Sioux are not blind to see what's really going on. They know the Canadian government is prejudice against them and that they don't want them on their land or in their country. They know the government is lying to them so they can go to the United States to be in an even worse situation then they are in, in Canada. Sitting Bull and the Sioux are being betrayed by their own government. Sitting Bull says that to Walsh: When I was a boy, the Sioux owned the world. The sun rose and set on our land. We sent 10,000 men to battle. Where are those warriors now? Who seen them? Where are our lands? Who owns them? Tell me...what law have I broken? Is it wrong for me to love my own? Is it wicked of me because my skin is red? Because I am a Sioux, because I was born where my fathers lived, because I would die for my people and my country? ....This white man would forgive me....and while he speaks to me of forgiveness, what do his people say in secret? 'Seize their guns and horses! Drive them

Japanese and centralization Essay Example | Topics and Well Written Essays - 250 words

Japanese and centralization - Essay Example However, in tandem with an understanding that centralization establishes and upholds a natural order, the piece also indicates that the â€Å"unsettled† minds of the people and the doubt that they have for the future is likely to create a significant hardship for any that would attempt to establish a further level of centralization or control over the territories. Likewise, the second document, entitled â€Å"The Capital, Taxes, and the Army†, written in 646 AD also compounds the importance and need for centralization. In such a way, the author focuses on the need to maintain a national army and the importance of subservience and loyalty that this army will have to the emperor. Yet, rather than focusing on how this could be established, the article returns to the competing interests of tribal warlords and those that might wish to have a disproportionately large say in the affairs of the newly created state. The undertone of the entire article is one that leaves the reader with little question that these types of individuals cannot be won over to the cause and must ultimately be coerced by force to engage in the process of centralization. Similarly, the third document, entitled â€Å"The Corruption of Local Officials†, focuses, not surprisingly, on the high levels of corruption being a stumbling block to further levels of centralization. With these local officials withholding money and tribute for themselves, the degree and extent to which a central emperor can raise taxes and have sway over a given region was obviously

HUMAN COMPUTER INTERACION Essay Example | Topics and Well Written Essays - 1000 words - 1

HUMAN COMPUTER INTERACION - Essay Example The variety of guests, with respect to their level of experience with technology, provided exposure to multiple genres of viewpoints and angles with which human computer interaction can be analyzed. The low tech guests provided the information regarding the expectations of users with technology and the common issues that are faced due to overestimation of the skills of the end users. The high tech guests provided valuable feedback regarding the technological methods with which human computer interaction can be enhanced and how user interaction with machines is influenced by different factors and circumstances. The liberty to inquire questions proved to be an effective method of letting the students clear out their confusions and concerns about the topic. The interactive session with the guests gave the students the opportunity to enhance their knowledge and set a broader perspective in their minds regarding the relation of human computer interaction with the environment of the users. Another mode of teaching that proved to help me understand the concepts were the presentation sessions of the students. I believe that an individual can understand any concept from his fellow students as effectively as any of his teacher since the young mind explains the content in the easiest manner. All students have more or less the same level of knowledge for a topic; therefore, they highlight the factors that prove to be easier for the other students to comprehend. It was a pleasure to attend the presentation sessions of my fellow students and learn about the different methods with which they approached the topic. My ‘Aha moment’ in this course was the freedom to choose any topic (within the context of technology) to write the responses and develop presentations. Research and exploration are the most effective modes to make the students understand the content and to enable them to think in a broader perspective. The

A study of traffic noise affecting residential building along Essay

A study of traffic noise affecting residential building along expressways - Essay Example (Wiberg, Mardh, 2008). Hong Kong can be considered as one of the densest cities in the world facing traffic noises issues especially with the growth in the economy leading to the demand for housing and transportation. Different people react differently to the level of noise. However, at certain level, noise starts affecting everyone in the form of irritating and frustrating people (Environmental Protection Department (2006). Noises can also affect the daily activities of life like watching television, talking over the telephone and doing household chores. Just like any other metropolitan city; Hong Kong also faces noise issues and more than 1 million people have been affected by it in last few years. (Amundsen, Klaeboe, 2005) Excess traffic noises can be considered as the major reason behind the noise pollution that is mainly because of the poor planning leading to cramped development of residential properties alongside the highways (Crawshaw, 2008) Moreover, the growth and developme nt in 80s and 90s marked serious noise pollutions along with a rise in residential properties and constructions. ... With land paucity, constructors are forced to look for lands that are outside the city and next to expressways. However, living alongside the expressways has its own disadvantages in the form of being exposed to high level of traffic sounds at wee hours along with getting affected by heavy vehicles sounds. The government cannot stop the movement of vehicles on expressways and therefore is bound to look for other options that can help residents to bear with the increasing traffic sound on expressways (Wiberg, Mardh, 2008) The government can improve the quality of roads along but the numbers of cars, lorries and trucks increase during nights that affect the sleep pattern of people considering the sound created by moving vehicles. The concept of low noise road surfacing can be considered as an option to mitigate the level of noise pollution but the concept requires time and research to be implemented and more importantly it requires huge investment considering the number of highways in Hong Kong. As per the information collected from the website of HKSAR Government, it was found that a number of flyovers and expressways cut though the main district of the city and people living beside such flyovers and expressways have been greatly affected by the traffic noise in last few years. The government stated that because of the previously built flyovers and expressways and currently developed urban areas, there have been some serious concerns over the quality of life among residents. Despite the introduction of planning standards and the Environmental Impact Assessment, there cannot be done anything that will reduce the level of traffic noises instantly (HKSAR Government (2012) 2.0 BACKGROUND TO THE

Main Concerns In Internet Banking Information Technology Essay

Main Concerns In Internet Banking Information Technology Essay The Internet banking is changing the banking industry and is having the major effects on banking relationships. Even the Morgan Stanley Dean Witter Internet research emphasised that Web is more important for retail financial services than for many other industries. Internet banking involves use of Internet for delivery of banking products services. It falls into four main categories, from Level 1 minimum functionality sites that offer only access to deposit account data to Level 4 sites highly sophisticated offerings enabling integrated sales of additional products and access to other financial services- such as investment and insurance. In other words a successful Internet banking solution offers  · Exceptional rates on Savings, CDs, and IRAs  · Checking with no monthly fee, free bill payment and rebates on ATM surcharges  · Credit cards with low rates  · Easy online applications for all accounts, including personal loans and mortgages  · 24 hour account access  · Quality customer service with personal attention DRIVERS OF CHANGE Advantages previously held by large financial institutions have shrunk considerably. The Internet has leveled the playing field and afforded open access to customers in the global marketplace. Internet banking is a cost-effective delivery channel for financial institutions. Consumers are embracing the many benefits of Internet banking. Access to ones accounts at anytime and from any location via the World Wide Web is a convenience unknown a short time ago. Thus, a banks Internet presence transforms from brouchreware status to Internet banking status once the bank goes through a technology integration effort to enable the customer to access information about his or her specific account relationship. The six primary drivers of Internet banking includes, in order of primacy are:  · Improve customer access  · Facilitate the offering of more services  · Increase customer loyalty  · Attract new customers  · Provide services offered by competitors  · Reduce customer attrition INDIAN BANKS ON WEB The banking industry in India is facing unprecedented competition from non-traditional banking institutions, which now offer banking and financial services over the Internet. The deregulation of the banking industry coupled with the emergence of new technologies, are enabling new competitors to enter the financial services market quickly and efficiently. Indian banks are going for the retail banking in a big way. However, much is still to be achieved. This study which was conducted by students of IIML shows some interesting facts:  · Throughout the country, the Internet Banking is in the nascent stage of development (only 50 banks are offering varied kind of Internet banking services).  · In general, these Internet sites offer only the most basic services. 55% are so called entry level sites, offering little more than company information and basic marketing materials. Only 8% offer advanced transactions such as online funds transfer, transactions cash management services.  · Foreign Private banks are much advanced in terms of the number of sites their level of development. EMERGING CHALLENGES Information technology analyst firm, the Meta Group, recently reported that financial institutions who dont offer home banking by the year 2000 will become marginalized. By the year of 2002, a large sophisticated and highly competitive Internet Banking Market will develop which will be driven by  · Demand side pressure due to increasing access to low cost electronic services.  · Emergence of open standards for banking functionality.  · Growing customer awareness and need of transparency.  · Global players in the fray  · Close integration of bank services with web based E-commerce or even disintermediation of services through direct electronic payments (E- Cash).  · More convenient international transactions due to the fact that the Internet along with general deregulation trends, eliminate geographic boundaries.  · Move from one stop shopping to Banking Portfolio i.e. unbundled product purchases. Certainly some existing brick and mortar banks will go out of business. But thats because they fail to respond to the challenge of the Internet. The Internet and its underlying technologies will change and transform not just banking, but all aspects of finance and commerce. It represents much more than a new distribution opportunity. It will enable nimble players to leverage their brick and mortar presence to improve customer satisfaction and gain share. It will force lethargic players who are struck with legacy cost basis, out of business-since they are unable to bring to play in the new context. MAIN CONCERNS IN INTERNET BANKING In a survey conducted by the Online Banking Association, member institutions rated security as the most important issue of online banking. There is a dual requirement to protect customers privacy and protect against fraud. Banking Securely: Online Banking via the World Wide Web provides an overview of Internet commerce and how one company handles secure banking for its financial institution clients and their customers. Some basic information on the transmission of confidential data is presented in Security and Encryption on the Web. PC Magazine Online also offers a primer: How Encryption Works. A multi-layered security architecture comprising firewalls, filtering routers, encryption and digital certification ensures that your account information is protected from unauthorised access:  · Firewalls and filtering routers ensure that only the legitimate Internet users are allowed to access the system.  · Encryption techniques used by the bank (including the sophisticated public key encryption) would ensure that privacy of data flowing between the browser and the Infinity system is protected.  · Digital certification procedures provide the assurance that the data you receive is from the Infinity system. Concluding Part Claus Nehmzow, a Principal in the Information Technology Group in London at Booz Allen Hamilton, writes of some compelling research findings and offers his projections for European banks in The Internet Will Shake Backings Medieval Foundations. He believes the low transaction cost will make banking on the Net irresistible, but also that this will require institutions to carefully consider and plan customer relations programs.  · It is believed that everything will be determined by content and context, and where execution will be key. From a customer and service provider perspective, this is where the world is moving-it is going to be real-time, on-line, personalisation for both marketing and the service experience. If existing banks dont want to disappear, it is this challenge of Integration that they need to embrace in order to win and survive. The more things change, the less they change. In the months and years-ahead are going to be how Service Providers integrate and market their offerings across different channels. The strategic and executional battles of the future are going to be fought for Channel Integration. What does Channel Integration means? It means that an institution presents an identical face to the customer-be it in the branch, on the web, at an ATM or for that matter, through a sales representative or a broker. An identical face, an identical message. Or better still, messages that re inforce each other. If a sales representative tries to sell you a housing loan, you get e-mail a day later reminding you about the loan. Thats called Integrated Sales, which results in incremental economic activity and improved efficiencies of communications. Channel Integration across the phone web can clearly lead to a gain of several percentage points of GDP. The beauty of this approach is that one channel does not displace another. They feed on each other to create incremental value for the customer, as well as the institution. The incremental value comes from two distinct sources. Firstly, you reduce inefficiencies. You dont send people junk mail because you know that they are not likely to buy a particular product or service today. That results in net saving for the economy. Secondly, you persuade people at the right time (the right time from the customers perspective, not from the service providers perspective) to opt for a tailor made offering. This too increases value. Actu ally, this has to do with the Internet itself, and more to with the underlying technologies of the Internet which allow incremental efficiency, and empowers the customer to make more enlightened and timely choices.  · Lastly the product range is another issue which becomes important. It will take a technological revolution to make available advanced banking products on the net and given the rate at which the technology is developing we can expect this to happen in near future. STRATEGIES TO BE ADOPTED BY INDIAN BANKS Internet banking would drive us into an age of creative destruction due to non-physical exchange, complete transparency giving rise to perfectly electronic market place and customer supremacy. The question to be asked right now is What the Indian Banks should do Whatever is the strategy chosen and options adopted, certain key parameters would determine the banks success on web: 1. For long term success, a bank may follow:  · Adopting a webs mindset  · Catching on the first movers advantage  · Recognising the core competencies  · Ability to deal multiplicity with simplicity  · Senior Management initiative to transform the organisation from inward to outward looking  · Aligning roles and value propositions with the customer segments  · Redesigning optimal channel portfolio  · Acquiring new capabilities through strategic alliances. 2. The above can be implemented in four steps:  · Familiarising the customer to new environment by demo version of software on banks web site. This should contain tour through the features which are to be included. It will enable users to give suggestions for improvements, which can be incorporated in later versions wherever feasible.  · Second phase provides services such as account information and balances, statement of account, transaction tracking, mail box, check book issue, stop payment, financial and customised information.  · The third phase may include additional services such as fund transfers, DD issue, standing instructions, opening fixed deposits, intimation of loss of ATM cards.  · The last step should include advanced corporate banking services like third party payments, utility bill payments, establishment of L/Cs, Cash Management Services etc. Enhanced plan for the customers in future can include requests for demand drafts and pay orders and many more to bring in the ultimate in banking convenience. All the above strategies will help banks in translating their traditional business model into an Internet one, falling into three main categories  · One stop shop  · Virtual one-stop-shop  · Best of breed supplier.

Operations Of Congress :: essays research papers

The operations of congress have been influenced by a number of factors. These including a committee system, political parties, public opinion and the media, and interest groups and lobbying. Each section takes a part in congress. By getting them in involved with each part or even running them. A committee is one or more people appointed or elected to consider or, report on, or take action on a particular matter. Because of the advantages of a division of labor, legislative committees of various kinds have assumed much of the work of legislatures in many nations. Standing committees are appointed in both houses of the U.S. Congress at the beginning of every session to deal with bills in the different specific classes. Important congressional committees include those on ways and means; appropriations; interstate commerce; and military, naval, and foreign affairs. As in the U.S. government, these committees are quite powerful because of their ability to delay legislation. A party political is an organization which aim is to gain control of the government usually through the election of its candidates to public office. Political parties take many forms, but their main functions are similar: to supply personnel for government positions; to organize these personnel around the formation; and to serve in a mediating role between individuals and their government. Political parties are as old as organized political systems. Political parties have been organized for various reasons: to support a particular political figure, to advance a particular policy or a general ideological stand, to aid politically certain groups or sections of society, or merely to combine for short-term political advantage. The public opinion and the media have activities and policies used to create public interest in a person, idea, product, institution, or business establishment. By its nature, public relations, is devoted to serving particular interests by presenting them to the public in the most favorable light. Thus, the goal of the public relations consultant is to create, through the organization of news and advertising. An advantageous image for his/her client, be it a business corporation, cultural institution, or private or public individual; towards this end the making of favorable public opinion many researchers show techniques and communications media are used. Although many of the same methods are employed, public relations differs from propaganda, which is generally government supported, international in scope, and political in nature. The earliest form of public relations and still the most widely practiced is publicity. Lobbying is the practice and profession of influencing governmental decisions, carried out by agents who present the concerns of special interests to legislators and administrators. Operations Of Congress :: essays research papers The operations of congress have been influenced by a number of factors. These including a committee system, political parties, public opinion and the media, and interest groups and lobbying. Each section takes a part in congress. By getting them in involved with each part or even running them. A committee is one or more people appointed or elected to consider or, report on, or take action on a particular matter. Because of the advantages of a division of labor, legislative committees of various kinds have assumed much of the work of legislatures in many nations. Standing committees are appointed in both houses of the U.S. Congress at the beginning of every session to deal with bills in the different specific classes. Important congressional committees include those on ways and means; appropriations; interstate commerce; and military, naval, and foreign affairs. As in the U.S. government, these committees are quite powerful because of their ability to delay legislation. A party political is an organization which aim is to gain control of the government usually through the election of its candidates to public office. Political parties take many forms, but their main functions are similar: to supply personnel for government positions; to organize these personnel around the formation; and to serve in a mediating role between individuals and their government. Political parties are as old as organized political systems. Political parties have been organized for various reasons: to support a particular political figure, to advance a particular policy or a general ideological stand, to aid politically certain groups or sections of society, or merely to combine for short-term political advantage. The public opinion and the media have activities and policies used to create public interest in a person, idea, product, institution, or business establishment. By its nature, public relations, is devoted to serving particular interests by presenting them to the public in the most favorable light. Thus, the goal of the public relations consultant is to create, through the organization of news and advertising. An advantageous image for his/her client, be it a business corporation, cultural institution, or private or public individual; towards this end the making of favorable public opinion many researchers show techniques and communications media are used. Although many of the same methods are employed, public relations differs from propaganda, which is generally government supported, international in scope, and political in nature. The earliest form of public relations and still the most widely practiced is publicity. Lobbying is the practice and profession of influencing governmental decisions, carried out by agents who present the concerns of special interests to legislators and administrators.

Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).

How does Shakespeare present love through Romeo and Juliet and a selection of his sonnets Essays

How does Shakespeare present love through Romeo and Juliet and a selection of his sonnets Essays How does Shakespeare present love through Romeo and Juliet and a selection of his sonnets Paper How does Shakespeare present love through Romeo and Juliet and a selection of his sonnets Paper Essay Topic: Romeo and Juliet Shakespeare presents love as a polarizing force through both Romeo and Juliet and a selection of his sonnets. Unrequited and courtly, it evokes feelings of great anguish yet when reciprocated and true, brings great joy, albeit in fleeting moments. Spiritual love can evolve into a pure entity, transcending physical attraction and even death – also allowing the protagonists of the play to transcend the bitter feud of their families. Shakespeare first presents the idea of unrequited love in Romeo and Juliet as being afflictive and filled with despair – Romeo is a typical Petrarchan, courtly lover in Act 1 Scene 1; his feelings of love have not been reciprocated by Rosaline, and this causes him to dwell on his emotional torment. Romeo shuts himself in his room and ‘makes himself an artificial night’, he isolates himself in complete darkness to represent his state of deep depression and suffering. He uses the exaggerated cliches of typical Petrarchan poetry to illustrate his suffering, for example â€Å"Feather of lead, bright smoke, cold fire, sick health†. Here, the lightness of the feather could represent the lightness one feels during love, contrasting with the heaviness of lead, to represent how unrequited love causes a heavy heart. Romeo uses these oxymorons to blend the joys of love with the emotional anguish of unrequited love and also to demonstrate his mixed emotions felt for Rosaline. These descriptions additionally show us that most of his understanding of love has been taken from the typical courtly/ Petrarchan love they are filled with the feelings of great torment usually accompanied with this type of love. Courtly love is an idealized, infatuated form of love in which a courtier devotes himself to an unattainable woman (usually married). Romeo’s use of traditional Petrarchan cliches portray him as a young, inexperienced lover who is more fixated on the concept of love depicted in Petrarchan poetry, rather than actually being in love. The Elizabethan audience Romeo and Juliet would have been performed to would have been very aware of the idea of courtly/ Petrarchan love in poetry, as they were heavily exposed to the poetry of Sir Thomas Wyatt and Sir Philip Sidney. Unrequited love that causes torment and great suffering is similarly explored in Sonnet 28. In the poem, the speaker personifies day and night as forces that, though usually are at odds with one another, work together to â€Å"oppress† him. They â€Å"shake hands† – usually the oppression brought by the toils of day would be â€Å"eas’d by night†, in that the speaker could rest but he complains that this is not the case as he is plagued by thoughts of how far away he remains from his love. The speaker hopes the ‘oppression’ of day and night may be stopped with flattery. â€Å"Thou art bright and dost him grace when clouds do blot the heaven† – the speaker’s object of affection is ‘bright’; when it is cloudy his beloved takes the place of the sun so day can be just as beautiful. He also flatters the night with ‘when sparkling stars twire not, though gild’st the even’ – again ‘thou’ refers to the beloved of the speaker (the fair youth), who shines to make the night beautiful when the stars ‘twire not’. Because of the misery felt by the speaker in Sonnet 28 during both day and night, he can be linked to Romeo in Act 1 Scene 1, who similarly suffers the torment of his unrequited love during both day and night. Romeo suffers from ‘still-waking sleep’ and we learn from Benvolio and Lord Montague that he walks the streets of Verona â€Å"an hour before the woshipp’d sun peer’d forth from the golden window of the east†, â€Å"with tears augmenting the morning’s dew†. Thus, like the speaker in Sonnet 28, Romeo finds no rest or relief from his suffering at night. The use of the opposites of day and night in Sonnet 28 also links to the oxymorons used by Romeo in Act 1 Scene 1; the contrasts used by the speaker and Romeo again highlight their mixed emotions and distressed state of mind. The love between Romeo and Juliet is presented as being spiritual and sacred, highly contrasting with Romeo’s past infatuation for Rosaline. Romeo and Juliet’s entire first conversation is an intertwined fourteen line sonnet in which they develop a complicated religious metaphor. The sonnet is typically associated with the theme of love; it is clear that the pair are falling in love but also the rigid, ‘flawless’ form of a sonnet suggests their shared love will be perfect. The fact that Romeo and Juliet share the sonnet is significant, as their love is shared, contrasting with unrequited love Romeo had for Rosaline at the beginning of the play, and also contradicting the love described in typical Petrarchan sonnets. Shakespeare also presents the love between Romeo and Juliet as spiritual and sacred, through the use of the extended metaphor in the shared sonnet. However before the shared sonnet, Romeo notices her from a distance and describes her using light images which suggest the physical attraction felt for her, for example ‘she doth teach the torches to burn bright! ’ Rosaline was always associated with dark imagery, but throughout the play Juliet is always portrayed in light, white images, suggesting her purity but also the fact that she shall bring Romeo out of his darkness of courtly love and teach him to love profoundly. These contrasts of light and dark imagery are further explored when he compares Juliet to a rich jewel in an Ethiopes ear† upon seeing her from across the ballroom. ‘Rich jewel’ obviously signifies that she is precious and he imagines Juliet shining out against darkness. Darkness is an important aspect of their love, as they can only be together when the day is over. Romeo’s contrasts of Juliet against dark images could signify that her beauty contrasts with and stands out against the darkness of the night they meet in. During the sonnet, Romeo compares Juliet to a ‘holy shrine’ and his lips to ‘two blushing pilgrims’; the use of ‘holy shrine’ illustrates that Romeo’s love for Juliet is elevated, but also the religious metaphor and the purity of the sonnet shows that their love is sacred. The religious overtones associate their love with purity and sacredness, transcending the physical attraction experienced when they first meet. The fact that the sonnet so naturally fits into the dialogue of the scene highlights the compatibility of the two– they speak in shared verse, complementing each other to create a fixed meter and rhyme scheme. There may also be a darker purpose to Shakespeare’s use of the sonnet form here. It echoes the opening sonnet, reminding the audience that Romeo and Juliet are ‘star cross’d lovers’ and doomed to a tragic fate. Shakespeare also explores a true, pure love in Sonnet 116. Shakespeare infuses marital language to demonstrate a true love; traditional marriage vows are echoed in the word ‘impediment’ and in his choice to describe true love as a ‘marriage’ of true minds. Although there is some ambiguity in whether the sonnet is describing a platonic or romantic love, the use of the word ‘alter’ could also suggest a wedding altar – again infusing marital language, suggesting that the love implied is romantic. The quote ‘the marriage of true minds’ itself, suggests the joining together of two compatible intellects, associating with the compatibility of Romeo and Juliet where their shared sonnet seems to fit their dialogue naturally. Spiritual love is also explored in Sonnet 116, presented through Shakespeare’s choice to use the word ‘minds’ rather than a physical image (such as bodies), implying that the love described supersedes physical attraction to a spiritual level. By describing love using ‘star’, it implies that it is celestial; further illustrating that the love presented is spiritual. The power of love and its ability to transcend even death is also explored in both Sonnet 116 and Romeo and Juliet. Some words of the sonnet are repeated, for example ‘alter’ and ‘alteration, and ‘remover’ and ‘remove’; these specific words again highlight that true love is spiritual as beauty may fade but this true love does not. However, these words also suggest that love is unchanging and eternal. The repetition emphasises that love has a sense of constancy (it is everlasting), which links to the end of Romeo and Juliet, where Romeo say’s â€Å"Thus with a kiss I die† and Juliet mirrors with â€Å"I will kiss thy lips; Haply, some poison yet doth hang on them†. Their love is perpetual their love which birthed with a kiss now ends with one. Love outlasting death in both Sonnet 116 and Romeo and Juliet again presents love as being eternal and everlasting. For example, in Romeo and Juliet in Act 5 Scene 3, Romeo says â€Å"Shall I believe that unsubstantial death is amorous†; he asks this bitterly, believing that Juliet is so beautiful that death has preserved her to be deaths own lover, suggesting that Juliet – along with her love for Romeo – lives on after death. The audience is aware that Romeo is seeing the physical signs of Juliets recovery from drug-induced sleep – it is ironic that his attraction to her even in death encourages him to press onward with his own suicide, just as she is about to awaken. Throughout this scene, death becomes an act of love for Romeo, as he thinks that suicide will allow him to be reunited with Juliet. Shakespeare also demonstrates the true love having the ability to transcend death in Sonnet 116 through ‘but bears it out to the edge of doom’, with ‘doom’ referring to doomsday. Here, love can stand the width of time and does not change appearance or position, thus suggesting everlasting love can overcome even death. Shakespeare uses language associated with extremes to show the power of love, confirming love as a positive force that triumphs over the prospect of doom. As Romeo and Juliet are the only two characters in the entirety of the play that can dismiss their families’ feud, it implies the power of their love. Love is also shown to empower Juliet as her language and actions are quite forward and mature. While love seems to bring out Romeo’s rash nature and resulting naivety, Juliet (in contrast) appears mature for her years. She encourages him to make the first move when she says ‘Saints do not move; though grant for prayer’ meaning that saints (usually as they are represented by statues) do not move, but she could also be referencing the other meaning of the word ‘move’ (to start something) suggesting her reluctance to make the first move, but also hinting that his ‘prayer’ is likely to be granted, encouraging him to kiss her. This is surprising for the era as in Shakespeare’s day women were subservient to men; the man would always be dominant in the relationship. Juliet’s forwardness demonstrates how she defies common convention and her maturity as a lover, but also how her love for Romeo empowers her. Shakespeare demonstrates how the themes of love and hate are inextricably linked in his presentation of how Romeo and Juliet seem to never be able to escape the feud between their families. At the very beginning of the play, we see a fight between servants of the Montagues and the Capulets in the streets of Verona, revealing how the conflict between the two families has infiltrated every layer of society; from the servants to the lords. Romeo and Juliet are the only two characters that can dismiss the feud, highlighting the fact that their shared love is unchanging and true. For example, in Act 2 Scene 2, Juliet says â€Å"That which we call a rose by any other name would smell as sweet; so Romeo would, were he not Romeo call’d†; she tells Romeo that a name is a meaningless convention and refuses to believe that Romeo is defined by his name, therefore implying that the two can love each other without fear of the social repercussions. However, earlier on in the play, Tybalt says â€Å"talk of peace? I hate the word, as I hate hell, all Montagues, and thee. † This again shows the bitterness of the hate between the Montagues and the Capulets; he suggests the two families will never achieve peace. However the feuding between the Montagues and the Capulets, both families belonging to aristocracy, was not seen as something uncommon by the Elizabethan audience. The upper classes were notorious for fighting each other in order to increase their economic and social influence. Clashes of supporters of two households in the streets of the city were often seen during Elizabeth’s reign – the authorites obviously did not approve and Prince Escalus’ appearance and speech in the first scene was common to Shakespeares audience. The themes of love and hate being linked is further presented throughout Romeo and Juliet, where scenes of love between the ‘star-cross’d lovers’ are often followed by scenes of hate and violence. For example in Act 2 Scene 4 (the scene before the marriage of Romeo and Juliet) Tybalt, Juliet’s cousin, challenges Romeo to fight a duel with him; no other characters but the lovers can dismiss the feud, also illustrating that their love is true and sincere. Shakespeare also presents strong themes of erotic love and lust in both Romeo and Juliet and Sonnet 128 as being more associated with infatuation than true, romantic love. We see that in Romeo and Juliet, many characters perceive love in terms of sexual conquest rather than affection. For example, Juliet’s nurse’s seems to associate marriage with sexual intercourse and having children and this is shown when she quotes her husband â€Å"thou wilt fall backwards when thou com’st to age† after Juliet had fallen over when she was younger. This suggests that she sees sex as the main aspect of marriage. This is further highlighted in the quote â€Å"women grow by men†, referring to Juliet’s potential coupling with Paris and the way she will increase her social status in marrying him. Alternatively, the nurse may be suggesting the literal consequences of sex – pregnancy – linking to her previous ideas about sex and child bearing being the predominant factor in marriage, rather than love. Similar ideas are evident in the attitude of Mercutio, where he advises Romeo to sexually conquer other women to move on from Rosaline, shown in the quote â€Å"prick love for pricking†. Here, the image of a rose is used ironically; the image is traditionally affiliated with romantic love, highlighting Mercutio’s crudeness and the way in which he objectifies women. His views may derive from the fact that the women of Shakespeare’s day had very little ascendency and were viewed as beneath men in social hierarchy; they were considered property and often viewed as objects for men to sexually possess. Ideas about erotic love are also explored in Sonnet 128, where Shakespeare describes the act of the ‘dark lady’ playing a virginal using many sexual innuendoes, implying his lust for her. ‘I envy those jacks that nimble leap, to kiss the tender inward of thy hand’ expresses his desire to physically possess his mistress, ‘the dark lady’; he is jealous that the keys get to touch his lady’s fingers, emphasizing his longing to be intimate with her. With thy sweet fingers when thou gently swayst’ demonstrates the soft way in which his mistress plays the virginal; the speaker is jealous of his mistress touching the instrument rather than him and fantasizes about kissing the woman in the same tender, controlling manner that she uses when playing. The speaker’s desire to be physically intimate with his mistress is also highlighted in the quote ‘At the woods boldness by thee blushing stand! referencing how he ‘blushes’ at the key’s braveness in jumping up and touching the ‘dark lady’s’ hands. Alternatively, the ‘wood’s boldness could connote a man’s erection – thus illustrating the speaker’s sexual lust towards her. The image of a man’s erection is further suggested in the next line ‘To be so tickled, they would change their state’, however this line may also be referring to the speaker’s lips, which if were to be ‘tickled’ like those keys are, would gladly be transformed into wood and change places with the keys. The use of imagery to represent the male genitalia can further be linked back to Mercutio when he taunts Romeo about Rosaline in the quote â€Å"Now will he sit under a medlar tree, and wish his mistress were that kind of fruit as maids call medlars†. A medlar is a small, round fruit with an apricot-like cleft that opens up when ripe and ready to eat; Mercutio equates this with the female genitalia, which remain closed until said lady is ready to ‘open up’, further highlighting his crudeness and how he reduces love to sex. Mercutio says that Romeo wants to be around ‘medlars’ and that he wishes Rosaline was like a medlar (ripe and ready to ‘open up’), demonstrating his ideas about love, in relation to them being purely sexual. Mercutio furthers the sexual imagery with open et caetera (in Shakespearian English this refers to the ‘open’ female genitalia), and â€Å"poperin pear†, referring to the male genitalia, but also possibly sounding like â€Å"pop her in†; Mercutio wants Romeo to engage in sexual relations with Rosaline. Structurally, this passage of speech highlights Romeo’s maturity and the difference in his perceptions of love, in comparison to Mercutio’s objectification of women. It features in Act 2 Scene 1, directly in between the scene in which Romeo and Juliet meet and fall in love and the famous balcony scene, Act 2 Scene 2, in which their love is further developed. Mercutio’s use of crude language again emphasizes how lust in Romeo and Juliet is presented as being a form of infatuation, in comparison to a true, spiritual love.

A Dolls House Study and Discussion Topics

'A Doll's House' Study and Discussion Topics A Dolls House is an 1879 play by Norwegian writer Henrik Ibsen, which tells the story of a discontented wife and mother. It was highly controversial at the time of its release, as it raised questions and criticism about the societal expectations of marriage, especially the subservient role women were expected to play. Nora Helmer is desperate to keep her husband Torvald from discovering that she forged loan documents, and thinks if she is revealed, he will sacrifice his honor for hers. She even contemplates killing herself to spare him this indignity. Noras being threatened by Nils Krogstad, who knows her secret and wants to reveal it if Nora doesnt help him. Hes about to be fired by Torvald, and wants Nora to intervene. Her attempts are unsuccessful, however. She asks Kristine, a long-lost love of Krogstads, to help her, but Kristine decides Torvald should know the truth, for the good of the Helmers marriage. When the truth comes out, Torvald disappoints Nora with his self-centered reaction. Its at this point Nora realizes she has never truly discovered who she is but has lived her life as a plaything for the use of first her father, and now her husband.  At the end of the play, Nora Helmer leaves her husband and children in order to be herself, which she is unable to do as part of the family unit. The play is based on a true story, of Laura Kieler, a friend of Ibsens who went through many of the same things Nora did. Kielers story had a less happy ending; Her husband divorced her and had her committed to an asylum. Discussion Topics What is important about the title? Who is the doll Ibsen refers to?Who is the more significant female character in terms of plot development, Nora or Kristine? Explain your answer.Do you think Kristines decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora? Does this act ultimately hurt or benefit Nora?How does Henrik Ibsen reveal character in A Dolls House? Is Nora a sympathetic character? Did your opinion of Nora change from the beginning of the play to its conclusion?Does the play end the way you expected? Do you think this was a happy ending?A Dolls House is generally considered a feminist work. Do you agree with this characterization? Why or why not?How essential is the setting, both in terms of time period and location? Could the play have taken place anywhere else? Would the final outcome have had the same impact if A Dolls House had been set in the present day? Why or why not?Knowing that the plot is based on a series of events that happen ed to a female friend of Ibsens, did it bother you that he used Laura Kielers story without it benefiting her? Which actress would you cast as Nora if you were to stage a production of A Dolls House? Who would play Torvald? Why is the choice of actor important to the role? Explain your choices.

Abortion Essay Example | Topics and Well Written Essays - 1500 words - 2

Abortion - Essay Example In the United States of America much of the legislation relating to Abortion has been set by judicial activism i.e. in the form of court rulings. While the effort of the congress to resolve the conflict on a legal foundation is welcome, it would be prudent to question if they alone can settle so cavernous and sensitive an issue. To see how wide ranging the conflict is, simply consider the fact that the Pro-Life and Pro-Choice activists prefer different terminology in their arguments. Thus, ‘Pro-Choice’ is interpreted to mean ‘Anti- Life’ and Pro-lifers consider the terms ‘fetus’ and ‘embryo’ dehumanizing; while in the opposing camp, referring to the fetus as an ‘unborn child’ is thought to be too emotional (Wikipedia). The laws relating to abortion in this nation is derived from the Supreme Court ruling on the famous Roe Vs Wade trial. That this ruling is not accepted by all is established by the fact that there are many US states that have passed various ‘Trigger Laws’ which would come into action if and when the Roe Vs Wade ruling is overturned (Reuters). Feminists today regard anti abortionist campaign as a direct infringement on their reproductive freedom (Willis). If the human fetus is declared as a human being from the moment of conception, then it implies that all abortions irrespective of the context would amount to murder and hence would be illegal in the eyes of the law. This is a very strong moral argument and is the starting point for all debates on abortion and has attained the centre stage in most forums (Willis). Various methods of logical deduction have been used to reach from here to the final step. Thomson has conjectured a number of situations and in each has considered the ethical question of whether the life of a fetus is more important than the life of its mother. In each case that he has hypothesized, he has

The Israelis Essay Example | Topics and Well Written Essays - 500 words

The Israelis - Essay Example The contradiction in Israel is, the ordinary Jewish citizens are a preferred lot over their Arab compatriots. Along with the rigid religious establishment, a thriving lesbian and gay community exists. In this book, Donna Rosenthal, has taken pains to interview a heterogeneous section of the people-- Jewish, Arab, men and women, secular and religious, with their fears and hopes, enthusiasm and disillusionment, willing acceptance of challenges and also expressing defiance†¦how Israel makes efforts to transform itself into an ultra-modern state, to stand shoulder to shoulder and challenge the world powers, to tell—not we also count—but better take us into account! Nation building from the scratch is not an ordinary process. Striking a balance between the orthodox and ultra-modern of the same religious group is all the more difficult. Interaction between the two has to happen often. Rosenthal writes about the strange meetings thus: â€Å"An electrical engineer with a long ponytail is eating pasta with a bearded orthodox man in a knit kippa. At the salad bar, two women programmers chat in Russian.†(p.126) Immodestly dressed women in Jerusalem streets are abused by the orthodox. Rosenthal writes, â€Å"Some men wear their short, others dangle them below their ears. Signs in their haredi neighborhood warn women to dress modestly, not to expose much skin. Blouses cover them from collarbone to wrists.†(p.174) In the matter of worship the male-female division is enforced strictly. â€Å"In haredi and orthodox synagogues, men and women sit apart so they will not be distracted from prayers. In haredi synagogues, women sit in balconies o r behind curtains.†(p.182) In the same city, you have modern entrepreneurs engaged in research for high-tech industrial products. Children of Bedouin families and Israeli Arab—both have problems in establishing their identities in a Jewish