A Freudian Reading of Hawthornes Young Goodman Brown Essay -- Young G

A Freudian Reading of Young Goodman Brown      Ã‚  Ã‚  Ã‚   Incredibly, Nathaniel Hawthorne, wrote about concepts that Freud clinically proved later on. Much like Freud, Hawthorne analyzes in his tale Young Goodman Brown the same premises for which Freud is the epitome. Thus, one encounters the issues of the opposite effect that social restraint has on society, despite its purpose, as well as the unconsciousness versus consciousness in this text, together with their crucial parts - the id, superego and ego, and the issues of the libido.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Freud concluded that many of people's desires and memories are repressed because of the powerful social taboos attached to certain sexual impulses. In cases of extreme repression, the worst outcome happens. Goodman's desire becomes obsession (Hawthorne 144). Hence, disgusted by and despising social restrain due to the Puritan taboos about natural impulses, comes Hawthorne's premise (much like Freud's) that social restraint makes people rebel against their natural instincts later in life. Therefore, different individuals choose the wrong path in life or live restless in imbalance for the rest of their lives with uncertainty. Analogous and pertaining to the previous premise, Goodman Brown's superego overpowers his id, and as a result he manages to resist the diabolical side of life, yet he still lives the rest of his life in a psychological unrest and confusion. Perhaps by restating the ultimate consequence of the tyrannous superego dominati ng the id, the author tries to make sure once again that the reader comprehends the seriousness of (which underlines) the ultimate negative effect social restrain has on an individual.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Goodman Brown's journey to the diabolical forest sy... ... Apseloff, Stanford and Apseloff, Marilyn. "'Young Goodman Brown': The Goodman." American Notes and Queries, 20 (1982): 7-8. Connoly, Thomas E. American Literature, XXVIII, 370-75. Easterley, Joan Elizabeth. "Lachrymal imagery in Hawtorne's 'Young Goodman Brown'." Studies in Short Fiction, Summer91, Vol.28 Issue 3, p339, 5p. Ellis, Robert. "Young Goodman Brown." Master Plots II. Ed. Frank Magill. 5 vols. New York: Salem Press, 1986. 5: 2737-40. Fogle, Richard, H. Hawthorn's Fiction: The Light and the Dark. Oklahoma. University of Oklahoma Press, 1964. Hawthorne, Nathaniel. "Young Goodman Brown" An Introduction to Reading and Writing. Ed. Alison Reeves. New Jersey: Prentice Hall, 1995. Shear, Walter. "Cultural fate and social freedom in three American short stories." Studies in Short Fiction, fall 92, Vol. 29 Issue 4, p543, 7p.      

what is a man :: essays research papers

Title of essay: â€Å"What is a man?†: an investigation of this question by Levi and Buchner. Works compared: If This Is a Man and Woyzeck. Introduction In the introduction to my essay, I will mention that Primo says a man is someone who kills, creates or suffers injustice, and that it is not the model of thinking man to wait for his neighbour to die in order to take his piece of bread. I.  Ã‚  Ã‚  Ã‚  Ã‚  It is man who kills Examples will include the passage from If This Is a Man in which a prisoner is killed in front of all the other prisoners in the camp because he took part in a revolt (this occurs in Chapter 16, page 155). Another passage that will be used is when Primo arrives at the camp for the first time and all the women, children, and old men are â€Å"swallowed up by the night† (this occurs in Chapter 1). Another example will be that of the killing of Marie by Woyzeck in scene XXII. II.  Ã‚  Ã‚  Ã‚  Ã‚  It is man who creates injustice Examples will include the passage from If This Is a Man in which we find out that there is a dripping tap in the bedrooms of the camp, but that the water is undrinkable (this occurs in Chapter 2). Another example that is found in Chapter 2 is that there is two inches of cold water on the floor in the shower room, so the prisoners can’t sit down. I will also mention that the shoes of the prisoners where mixed up on arrival, and that the German soldiers weren’t kind enough to keep the shoes in pairs. This is terrible for the prisoners, as Primo says himself, because â€Å"death begins with the shoes†. Also, the Germans banned the prisoners from carrying straw under their clothes to protect themselves from the cold. Examples from Woyzeck will include the fact that the doctor makes use of Woyzeck by making him eat only peas, knowing that he (Woyzeck) has no other choice since he is desperate for money. III.  Ã‚  Ã‚  Ã‚  Ã‚  It is man who suffers injustice This part of my essay may be welded with the previous part so as not to have to repeat examples again. I will simply analyse how man copes with the injustice that is inflicted upon him. IV.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"To wait for his neighbour to die in order to take his piece of bread is [†¦] further from the model of thinking man then the most primitive pigmy [†¦]†.

Metaphors in the Mechanical Engineering Field :: Language Linguistics

Metaphors in the Mechanical Engineering Field The Mechanical Engineering field involves multiple disciplines. The language from the disciplines converges into a complex dialect of sayings and metaphors. Metaphors are used in the field as â€Å"a figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison† [1]. The Mechanical Engineering field entails different working environments and types of employment. The metaphors CAD jockey, cube farm, and worth his salt encapsulate different aspects of a Mechanical Engineer. In everyday life common metaphors like tie the knot, pass the buck, and pushing the envelope are used. Pushing the envelope means, â€Å"to approach or exceed known performance boundaries† [2]. The origin is from â€Å"US Air Force test pilot program of the late 1940’s.† The envelope refers to an aircraft’s performance and is difficult to comprehend. It is not clear why the envelope is related to an aircraft’s performance. This comparison is confusing and can mislead people in understanding the concept of the metaphor. The concept of pass the buck is â€Å"pass off responsibility to someone else.† In some card games a marker called buck is used. The marker is used to signify the dealer and the person responsible to deal the cards. Players take turns as the dealer by passing the marker. People familiar with the name of the marker will understand the meaning of this metaphor. The metaphor tie the knot has been used since ancient times to represent the act of marriage. During antiquity, in many parts of the world only, a priest or patriarch knotted together the garments of the bride and groom to symbolize a permanent union [3]. This metaphor has been used for years and is known around the world. It is hard to understand the meaning from the word usage. The meaning of a CAD jockey is a person that uses computer-aided design tools. The origin is around the 1990’s when computer-aided design tools became available to the general public. The metaphor is appropriate for a person that uses computer-aided design tools. Someone not familiar with the acronym CAD will be confused by this metaphor. The metaphor cube farm is â€Å"an office filled with cubicles† [4]. This metaphor began in the 1970’s when cubicles sprang up in the office landscape. The phrase usually has negative connotations about the working environment, which are that the environment is stressful and noisy.

Resilience in Children Essay

Resilience is how a child can cope with the good and the bad things in their life and the ability to succeed and prosper even after facing set and hardships and is based on self-esteem. The more resilience a child is the better they are able to cope with real life situations in their life right up to adult hood and have a more positive attitude. In a paper by Action for Children, it states that resilience concerns the ability to ‘bounce back’. It involves doing well against the odds, coping, and recovering (Rutter, 1985; Stein, 2005). Masten et al (1990) define resilience as â€Å"the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances†. As a concept it appears to be cross-culturally recognised (Hunter, 2001). Masten et al (1990) have identified three kinds of resilience among groups of children. These are: †¢ Children who do not succumb to adversities, despite their high-risk status, for example babies of low birth-weight. †¢ Children who develop coping strategies in situations of chronic stress, for example the children of drug-using or alcoholic parents. †¢ Children who have suffered extreme trauma, for example through disasters, sudden loss of a close relative, or abuse, and who have recovered and prospered. Resilient children, therefore, are those who resist adversity, manage to cope with uncertainly and are able to recover successfully from trauma (Newman, 2004). Some of the processes that are thought to play a part in promoting resilience include managed exposure to risk, since this can provide an opportunity for coping mechanisms to be acquired; opportunities to exert agency and develop a sense of mastery; strong relationships with supportive parents or cares, or external mentors and other social networks; positive school experiences and extra-curricular activities; and capacity to ‘reframe’ adversities  (Newman, 2004). I ensure that in my setting the staff are given the skills necessary and the knowledge to promote resilience in the children we care for. Assertiveness is a healthy way of communicating. It’s the ability to speak up for ourselves in a way that is honest and respectful. We promote this in my setting as a child who demonstrates assertiveness will be more likely to ask for help only when they need it. e.g. if a child asked for help doing a jig-saw they know what exactly they want when asking for help. They are also more likely to get on with the task once the initial difficulty has been overcome and they have been successful and will learn from that. Healthy self-esteem is like a child’s armour against the challenges of the world. Kids who know their strengths and weaknesses and feel good about themselves seem to have an easier time handling conflicts and resisting negative pressures. If a child is self confident within themselves and doesn’t show fear when trying new things e.g. climbing up the steps of a slide. However, the staff need to be aware of risk and the child’s capabilities and be sure that they are not hampering the child’s confidence by perhaps refusing to allow them to take a risk due to age etc. Self-awareness and the ability to socialise and behave appropriately in different situations and is confident about themselves usually reveals a healthy well-being and resilience. Children with low self-esteem may not want to try new things and may speak negatively about themselves: â€Å"I’m stupid,† They may have a low tolerance for frustration, giving up easily or waiting for somebody else to take over. They tend to be overly critical of and easily disappointed in themselves. One example of an approach we use in my setting to help build resilience is based on the Attachment theory. John Bowlby emphasises the importance of early relationships and quality of care for laying the foundations for healthy relationships and self-esteem in adulthood. Interventions based around attachment theory help to develop parental awareness and sensitivity to their child. Sensitive, available and consistent child care practices  protect children by establishing positive expectations about future relationships and a positive view of self, which influence adaptive coping in later years (Sroufe et al, 1990). My setting provides this through a key-worker system, ensuring on-going and effective communication and working in partnership with the parents. Daniel and Wassell (2002). They describe resilience in terms of intrinsic and extrinsic factors. The intrinsic factors are seen as three building blocks that are necessary for resilience: †¢ A secure base – the child feels a sense of belonging and security †¢ Good self-esteem – an internal sense of worth and competence †¢ A sense of self-efficacy – a sense of mastery and control, along with an accurate understanding of personal strengths and limitations. The extrinsic factors are described as: †¢ At least one secure attachment relationship †¢ Access to wider supports such as extended family and friends †¢ Positive nursery, school and or community experiences This framework provides a useful basis for informing assessment of children, and planning and implementing interventions to promote resilience. In my setting I give the children lots of praise and encouragement throughout the day to encourage their confidence and self esteem. If I praise the children they feel good and happy about themselves, hence building their self esteem. I would give the children small challenges that I know that they can succeed in to help build their confidence and self esteem e.g. jigsaw puzzle then I would give them tasks that they will need a little help to complete the task but I will sit down beside them and help and encourage them to complete it. Once completed, the children feel very proud of themselves. Praise gives children confidence and self esteem and having good confidence and self esteem shows a child has good resilience. I would support and reassure a child when they feel scared e.g. starting in my room for their first time away from their parents. Would reassure then by  cuddling them, telling them its okay, distracting them with toys they enjoy playing with at home. If a child makes a bond and trusts the adults in the room they will feel more confident and comfortable. I let the children take risks as this teaches them their boundaries in what they can do and what they cant do. I also let the children play independently by letting them pick what they want to play with to build their interest and their own self-identity. If the children knows what they like and are interested in they will be very confident with themselves. During circle time is a great opportunity for helping children learn new ways of how to protect themselves. On activity we do is to get the children to make faces of happy or sad and ask them in circle time to pick a face and ask why or just discuss when they would be happy or sad and what they can do to change this. This also helps develop awareness of emotions and empathy for others. Helping children protect themselves from child abuse is easier when you begin teaching protection techniques at an early age. It is important to build effective forms of communication with the children by developing relationships and building trust. This circle time activity helps the children to feel comfortable about talking about feelings and emotions. This helps build trust between me and the child and a feeling of comfort in knowing I, or the staff are approachable if something is worrying them I am currently in the process of liaising with the NSPCC about the validity of using imaginative/role play as a forum for exploring what to do in certain situations – example – Run, Yell and tell or the Underwear Rule. I also think the Play Safe is a good simple approach for the older children in my setting, â€Å"Playing with friends is fun, but its no fun if you get hurt. I follow the Play Safe rules to make sure you have a good time†. This is good I think because there are set out specific rules and some of the older children enjoy understanding rules and realising right from wrong. This is a useful tool as it helps children protect themselves in the instance another child hitting or hurting them. They know to tell a member of staff  so that they can help deal with the situation. Teaching a child deal with conflict is vital in promoting resilience and independence. The NSPCC’s Underwear Rule scan support and assist staff to explain to children that where you wear your pants is a private place and no one should ask to see or touch that place. It also explains about good touch and bad touch; good touch is a cuddle or hug which make a child feel safe or comfortable; bad touch is something that feels unsafe or uneasy. Circle time is a good venue to also look at the issue of good secrets and bad secrets. (If an adult tells you a secret which makes you feel scared and anxious then this is a bad secret that you shouldn’t keep but if it is a good secret that you get excited about then its ok to keep the secret). I think it is so important for us to teach the children in the setting that they can trust us and tell us anything they feel scared or anxious about and that we can help them deal with this situation. Parents are fully supportive of this and participate by continuing this at home which supports any learning and confirms this for the child. Sources: NSPCC website. Bernardo’s. Action for Children.

BF Skinner and Motivation

Motivation is a term used in psychology to mean the cause of behavior that is persistently directed toward a goal. A simple reflex action, such as jerking one’s hand away from a hot stove, is not said to be motivated in the psychological sense. Motivation is usually made up of a combination of motives, which may also be called drives, incentives, or interests. Drives usually activate an individual to satisfy a physiological need, such as for food, sleep, or relief from pain.Incentives and interests are usually said to stimulate action that satisfies emotional and mental needs or desires. Motivation is often based on acquired social values. Such values may motivate a person to seek a college education or to win the approval of others. Another person, with different social values, might reject higher education for the immediate goal of a job in order to buy a car and expensive clothes. Adequate motivation is one of the important conditions for efficient learning. In general, the stronger the motivation, the more effectively the student will learn.Motivation research is the study of consumer’s reasons for buying or not buying certain items or services, and for preferring to do business with one firm rather than with another. Such research is a special interest to advertising agencies. Great emphasis is placed on discovering the consumer’s hidden, or unconscious, motives. To discover these motives, researchers use special tests and interviews that must be conducted and interpreted by psychologists. For example, in projective tests individuals are asked to respond to things such as words, sentences, and pictures.The responses are studied for the purpose of discovering various attitudes and opinions, called images. These images might depend on factors such as social class, occupation, age, and sex of the respondents, and can serve as a guide in creating advertisements. It might be found, for example, that a product is more likely to sell if its a dvertisement makes a person feel that his social status will improve if he buys the product. Not all psychologists accept the same theory of motivation or agree on the best way to conduct motivation research.However, conclusions reached by psychologists can serve as a source of ideas for advertising agencies. Thesis Statement: This study summarizes the field of motivation and BF Skinners theoretical views and discuss his impact on the motivation field. II. Background B. F. Skinner was the foremost behavioral psychologist in the United States. Behavioral psychology, as distinguished from the earlier, mentalistic school which focused on the mind of man, is concerned with predicting and controlling the behavior of organisms, man included.Skinner’s main work has been based in the principles operant (observable) conditioning, whereby the organism’s behavioral responses in a situation are reinforced or discouraged according to a system of rewards and punishments. Skinnerâ₠¬â„¢s experiments have shown that, through such conditioning, animal behavior can be controlled and predicted to a far greater than was ever thought possible (Smith & Sarason 18). Burrhus Frederick Skinner was born in March 20, 1904 in Susquehanna, Pa.After graduating from Hamilton College he spent a year trying to write fiction and poetry but soon came to the conclusion that his talents law elsewhere (although he did eventually write a novel, Walden Two (1948), in which he describes a utopian community based on operant conditioning). He then went to Harvard University where he obtained a Ph. D. in psychology. An important influence there was the biologist W. J. Crozier, introduced him to animal experimentation. After teaching for several years at Minnesota and Indiana universities he joined the Harvard faculty in 1948.Skinner’s most important is the Behavior of Organisms (1938), in which he presents the basic principles of operant conditioning. These might best be understood in the context of typical experiment of Skinner’s. A rat is the context at 80 to 90 percent of its normal weight and punt into a device now known as a Skinner box. This device provides a stark environment that restricts what can happen to the rat to those events the experimenter can control or observe. The box contains an opening, through which food may be presented, and a lever.The rat presses the lever a number of times to obtain pellets of food. The rat‘s bar-press is called an operant. It does not matter how the rat presses the bar—with its paw, its tail, or its nose—the operant is the same because the consequences are the same, the eventual production of food (Smith & Sarason 18). By means of scheduling the reinforcement—the reward of food—for various numbers of bar-presses or at various time intervals, remarkably stable patters of bar-pressing may be observed. Skinner has extended to education his idea that behavior can be controlled b est in restricted environments.Teaching machines developed by him and his students immediately label correct or incorrect students’ answers to questions programmed into the machines. Thus, the students are given prompt reinforcement for the required response. According to Skinner, operant conditioning may be used to control one’s own behavior as well as he behavior of others. Only by arranging conditions so that one’s behavior is reinforced can self-control and smoking clinic made use of operant conditioning. Skinner’s ideas have also been used in behavior therapy. He believes that undesirable behavior exists, at least in part, because it is reinforced.For example, a parent may reinforce a child’s tantrums by paying more attention to the child. Through therapy, undesirable behavior may be changed by removing the reinforcement for it and reinforcing instead some other, preferable response. III. Discussion A. Skinner and Radical Behaviourism By the e nd of the first decade of the twentieth century, Freud’s method of introspection had dominated American psychology. It has become the norm and a traditional method. However, a new set of theory had developed out from dissatisfaction of the introspection method.They were convinced that the introspective method has insurmountable limitations for revealing the nature of man. They were certain that consciousness could not be accurately studied at all and decided to discard it entirely from their scientific work. Some had even denied the existence of consciousness merely because one person cannot observe it in another. Instead, they turned to man’s overt behaviour, which they studied through objective methods (Smith & Sarason 18). Their study delved into the environmental causes and how these elicit a response from an individual.This approach had come to be known as behaviourism, which also formed the basis for experimental research in the field of psychology (â€Å"The Be haviourist Approach†). A leading contemporary figure of behaviourism is B. F. Skinner of Harvard University. Skinner does not deny that mental events, images, and feelings occur within us (B. F. Skinner. â€Å"Are Theories of Learning Necessary? †), although he maintains that these are themselves behaviours rather then causes (R. Smith, I. Sarason, and B. Sarason. â€Å"The Behavioural Perspective: Humans as Reactors†).Theirs was a psychology based on stimulus-response connections, which they believed were established through a process much like the â€Å"association of ideas† first suggested by Aristotle and developed by the British philosophers of the seventeenth, eighteenth, and nineteenth centuries. The basic concept of the behaviourists was that behaviour grows more complex through this process of forming new connections between stimuli and responses originally unrelated. Thus, in viewing man’s behaviour as made up of discrete, independent stim ulus-response units, behaviourism was atomistic in its approach.It proposes that much of our behaviour is dependent upon immediate consequences. A person learns certain behaviours as he reacts (responds) to a stimulus in the environment (see Are Theories of Learning Necessary? †). When such responses are positively reinforced, it is prone to be adapted. Through the process of shaping in Skinner’s operant conditioning (a significant contribution to the school of behaviourism), it could even allow for the eventual emergence of responses not yet in the person’s existing behavioural storehouse.Skinner likens the process of behaviour shaping to the way clay is moulded by the sculptor to assume its final form. A considerable contrast to Freud’s psychoanalytic approach then of behaviourism is the latter’s argument that the proper subject matter of psychology was observable, or overt, behaviour, not unobservable inner consciousness. Whereas psychoanalysis b elieves that behaviour is caused by the unconscious, in contrast, behaviourists see human beings as a product of their learning histories. Behaviourists argue that it is erroneous to believe that human behaviour is caused by inner factors.Skinner says that this diverts the attention from the real causes of behaviour, which reside in the outer world. If human beings are to be changed, indeed saved, Skinner maintains, we must manipulate the environment that determines behaviour through its pattern of rewards and punishments (see The Behaviourist Approach†). Skinner believes that large-scale control over human behaviour is possible today but that the chief barrier to social engineering is an outmoded conception of people as free agents. Since Freud and Skinner’s basis for behaviour contrasts significantly, so does its approach to modification.Skinner and his colleagues staunchly recommend that behaviour can be controlled completely by manipulating their environment, and no t through Freud’s internal introspection. IV. Conclusion In conclusion, B. F Skinner basic assumption is based on the belief that all behaviors, â€Å"normal or deviant† are governed by the same learning principles. Behaviorism originated with John B. Watson around 1913 and was carried on later by such well-known psychologists as Clark Hull and B. F. Skinner. Watson argued that it is impossible to study in scientific way phenomena that can be known only through subjective reports.If psychology was to be a science, he said, psychologists would have to concentrate on objective analysis of observable behavior, such as movements and speech; they would have to stop attempting the study of such as mental phenomena as consciousness and thought, except insofar as these phenomena were reveled in behavior. It was not that Watson had no interest in so-called mental phenomena. In fact, during the early days of behaviorism, he formulated a theory that explained thinking as subvocal ization — as movements of the vocal chords that were so light as to produce no sound.This theory, if it had been correct, would have allowed behaviorists to study thinking by analyzing the movements of the vocal cords. It was soon pointed out, however, that some thinking occurs so rapidly that the subvocalized sounds would have to be made at frequencies well beyond the physical capacity of the vocal cords, and so the effort to treat thinking as subvocalization has largely been abandoned. Reference: 1. The Behaviourist Approach†. http://www. ryerson. ca/~glassman/behavior. html 2. Skinner, B. F.â€Å"Are Theories of Learning Necessary? † http://psychclassics. yorku. ca/Skinner/Theories/ 3. Smith R, Sarason I, and Sarason B. â€Å"The Behavioural Perspective: Humans as Reactors†. Psychology, The Frontiers of Behavior. 1986. p. 18 OUTLINE I. Introduction A. What is motivation? Motivation is a term used in psychology to mean the cause of behavior that is persi stently directed toward a goal. A simple reflex action, such as jerking one’s hand away from a hot stove, is not said to be motivated in the psychological sense.Motivation is usually made up of a combination of motives, which may also be called drives, incentives, or interests. Thesis Statement: This study summarizes the field of motivation and BF Skinners theoretical views and discuss his impact on the motivation field. II. Background A. Who Bf Skinner is B. F. Skinner was the foremost behavioral psychologist in the United States. Behavioral psychology, as distinguished from the earlier, mentalistic school which focused on the mind of man, is concerned with predicting and controlling the behavior of organisms, man included.III. Discussion A. Skinner and Radical Behaviourism By the end of the first decade of the twentieth century, Freud’s method of introspection had dominated American psychology. It has become the norm and a traditional method. However, a new set of th eory had developed out from dissatisfaction of the introspection method. IV. Conclusion In conclusion, B. F Skinner basic assumption is based on the belief that all behaviors, â€Å"normal or deviant† are governed by the same learning principles.

I Spy Literary Analysis

Prehal Patel ENG 1302 Ms. Mach February 20, 2013 Literary Analysis â€Å"I Spy† by Graham Greene is a short story published in 1930 that takes place within a tobacco shop in England during World War 1. The story is regarding a young boy, Charlie Stowe, who has never before smoked a cigarette and therefore he decides to sneak into his father’s  tobacco shop  to steal a pack of cigarettes. Charlie hides in the shop when he sees his father comes back along with two men. He watches his father and the two men as they converse about confidential work. Charlie goes back to bed when his father and the two men leave the house.In the story, Greene uses various literary devices such as character, imagery, and setting to represent many ideas. There are two main characters in the short story. The first main character is Charlie Stowe, a twelve year old boy who is teased by his classmates at school because he has never smoked a cigarette. That is why one night he sneaks downstair s to his father's tobacco shop to get hold of a cigarette. He knows it is not the right thing to do, but he decides to do it anyways to try to lessen his schoolmates' ridicule though all through the story he has an imperious fear of being caught.However, the consequences of being caught trying to steal cigarettes are less than the consequences of not smoking at all for Charlie. The second main character of the story is Charlie's father; he is described to be an ‘unreal wraith,' not liked by his son. As the story continues, it becomes obvious that Mr. Stowe has been taken into custody for being a spy, and is being brought to the shop to grab his coat before he is led, seemingly, to trial and execution.It is apparent, however, from Charlie's recollections of his father revitalizing himself with proverbs and muttering to himself, that he actually may not have wanted to have the treacherous occupation that he did. Both of their society’s morals have been detached, Charlie's by his schoolmates and Mr. Stowe, assumingly, by German spies coercing him to join their defenses. They both know they are doing wrong and, though they present their dread in their own way, they are scared nevertheless about what might happen if they don't do their individual tasks.The imagery illustrated in the story presents the central idea of fear. Throughout the narrative, light is represented as the danger of being caught. The candle in his mother's room, the spotlights sweeping the windows of the shop, and the policeman's flashlight all provide threats to Charlie's mission of stealing a cigarette. And each time the light shines Charlie shies away from the light in fear. Also, the character of the shop itself lends to deception and fear. The phrase â€Å"smoke-filled room† usually stirs feelings of surreptitious secrets and deals, and this room is no different.The anxiety is almost as perceptible as the smoke in this room of faint transactions. Imagery shows pillars of morality and fortitude through the two agents accompanying Mr. Stowe. They both had their identical suits, mackintoshes, bowlers, and these government agents, presumably from the British MI-5, represent those who do not have to make decisions for them and have their policy of morality laid before them. The setting of the story notably gives the story a secretive and dark aspect. Story takes place in Great Britain in the early twentieth century.Britain at this time in history was coming off with the jingoism policy, implying that there is a vast amount of dedicated patriots living in the area. Charlie's mother happens to be one of them. Therefore she has nothing but good to say about the queen, and nothing but bad to say about the Germans. Charlie's father also validates the patriotism, saying that as soon as the neighbors find out he is a spy for Germany, they will break down his tobacco shop. The story takes place in a town off the coast, so there are spotlights are frequently swe eping across the sea searching for German boats.The story also takes place in the middle of the night, which is known to be the darkest hour off the day. This creates a mysterious and fearful feel to the story. In conclusion, â€Å"I Spy† is a story about ones morals and fear of standing up for them. The main idea and themes lie within the character, imagery, and setting of the story. The theme comes across as dramatic events stimulate personal morals and children often inherit their parents’ traits for better or worse. In order to present these ideas Greene utilizes various literary devices throughout the story to give the narrative depth.

Integrated Marketing Communication Essay

Integrated Marketing Communication (IMC) is a term used to describe the communication tools which help channel the messages intended by the marketers through various tools and with the usage of comprehensive plans and schemes that incorporate the objectives of a marketing campaigns. (Belch GE, Belch MA, 2008). IMC is a discipline which seeks to develop the marketing strategies which help promote a good or a service in the desired way which marketers want and works to ensure that the methods used to do so are in lined with the customs and traditions of the place where marketing and promotion of a certain product is being done. (Kitchen P & Pelsmacke PD 2004). IMC, tactically is a way of putting together the functions of marketing into one single form and using the marketing techniques and methods to achieve the desired level of response from the target customers. IMC involves combination of strategies which are used to communicate the messages of marketers with the use of various sources and methods. IMC strategies start from designing the product, analyzing the target market, conducting researches, budgeting and planning, overcoming the technological and cultural barriers and hence communicating the product to prospects. IMC operates in macro and micro environments which mean the outer and inner spheres of an organisation and the immediate context of communication in an organisation respectively. The example of macro environment in IMC is the use of consumer magazines. These magazines provide a way of fine communication amongst the people and the organisations. To consumers, magazines are a source of boredom alleviation and a hind sight to know about the product which the organisation wants to sell. They perform the function of awareness for the consumers and help the organisation understand the changing demands of the customers. (Kitchen P & Pelsmacke PD 2004) Magazines being easy to use, mobile and flexible to read are the vast effecting medium of communication used by the organisations. Some famous magazines like Readers Digest, New York Times display the example of widely read and used magazines. The Tools of Integrated Marketing Communication: There are seven basic tools employed by IMC to perform the function of communication. In order to understand them, understanding communication is more important. Communication can be defined as a process in which a sender and receiver involve in the activity of sending and receiving a ‘message’ through a certain ‘channel’. Feedback is the result of communication process which a receiver sends to a sender. (Schultz DE, Tannenbaum SI, Lauterborn RF, 1993). The marketing communication mix includes Advertisements, Sale Promotion, Personal Selling (PR), Sponsorship, Packaging and Direct Marketing (DM). These tools together perform the functions of IMC that is to communicate the desired message of marketers to the target audience who are the prospective and potential buyers of the product which is being sold. (Schultz D, Schultz H 2004) These are the six basic communication methods which are used in IMC to communicate to the target audience and help in selling the product to them. (Belch GE, Belch MA, 2008). Drivers of Integrated Marketing Communication: IMC is a discipline which is only a decade old. The old 4Ps of marketing mix, that are, product, price, place, promotion have all been combined into one P, i. . , Promotion. Its promotion of the product which needs the basic communication processes and for which organisations incur huge expenses with one single target. (Pickton D, Broderick A, 2005). They need their product to be known and they want it be sold. Previously, marketing the product was the function of marketing department of an organisation only. (Cornelissen, P. J. & Lock, R. A. 2000). Organisations used to contact agencies to have their product promoted amongst the masses and to let the customers be aware of their existence in the market. (Schultz, D.  E. 1996). PR that existed in those days too, but marketers and organisations over looked the fact that they can amalgamate both the functions and enhance further tools to achieve better results in the field of marketing communications. Globalization has made competition severe and tough. Organisations now bring offers for the customer which can not only satisfy their prospect customers but also delight them. In this endeavour, the organisations work hard to make sure that their product is communicated properly and the customers are aware of their presence. Schultz DE, Tannenbaum SI, Lauterborn RF, 1993). Introducing promotional schemes and introducing personal selling with the help of attractive packaging and designs, products speak volumes about themselves, and expertise in PR, Sponsors, Personal selling and glamorous yet classy adverts in print, electronic mediums have paved way for marketers to enhance their marketing campaigns and their marketing plans. All of this is possible only when the concept of completion is hatched. (Percy L, 2008) Barriers to Integrated Marketing Communication:  Even though IMC has opened avenues for organisations to conduct businesses world wide, there are few barriers which have to be encountered while using IMC methods. The most important issue is high costs. Advertisements and sponsorships land down heavy on organisations. Advertisements are expensive, and have to be made with careful vigilance to ensure that the adverts communicate the desired message properly. Sponsorship is costly for the organisations and it has to be done for few activities and has to be done very carefully. Hence budgeting is one of the prime barriers as it comes to allotting a considerable chunk of finances to marketing communications. (Pickton D, Broderick A, 2005). Organisational structure is one barrier too. Some organisations are rigid in their structures and they tend to stay the same. (Pickton D, Broderick A, 2005). IMC tackles with the integration of all the departments together to work in a cohesive and coordinated environment. If organisations do not want to change their structure, IMC will be futile to implement and they won’t enjoy the benefits of it. Schultz D, Schultz H 2004) Some internal and external factors also tend to hamper the activities of IMC. Culture can be one of them. It is very important for the organisation and the agency to know what promotional scheme they are using and whether it is in alignment with the culture existing in a country. Wrong wordings or inappropriate signs can disrupt the image of the organisation and people of the country can sue the company too. Such precautions have to be taken in account and can become a barrier to IMC. (Smith PR, Taylor J, 2004) Integrated Marketing Communications and the Academic Acceptance: IMC has emerged as a discipline in the last decade. The new subject has come to be of great importance for the marketers and organisational managers who want to take full benefit of Integrated Marketing Communications. (Schultz DE & Kitchen P 1998, p 7-19). The in coherent and uncoordinated departments of the organisations can now assimilate together to produce synergies and can work together to have their product sold in the market. (Percy L, 2008) IMC promotes focus of customer on the product. With the use of various methods and careful planning like the use of AIDA model, FCB Grid marketers can ensure that customers have their complete focus on the product they are trying to sell. After all, marketing is all about communication. (Percy L, 2008) (Cornelissen, P. J. & Lock, R. A. 2000, p 7-15). In academic arena, IMC has created a benchmark for the people as this new discipline has created avenues for further enhancements in marketing techniques. (Schultz DE, Tannenbaum SI, Lauterborn RF, 1993). Even though few marketers believe that IMC is no different from normal marketing activities and it is more or less same, but the question is: ‘Is IMC no different from Marketing? ’ (O’Brien EM & Hart SJ 1999, p 77-89) The questions needs to be addressed, and the answer to it is that Marketing is different from IMC. Marketing differs from IMC because: †¢ Marketing deals with only one aspect of promotion, just as a ‘P’ of the marketing mix. It does not co ordinate promotion as a part of communication process. Promotional techniques are limited to personal selling and sales promotions. (Schultz D, Schultz H 2004) IMC takes cultural differences while designing the marketing campaign in order to avoid. It also helps reduce the incoherency in organization by creating cross functional teams in organization so that the employees in the organization work hand in hand towards the product communication and creating synergy and increasing customer focus. (Percy L, 2008) Considering these factors, we can assumed and said that IMC must be accepted a separate discipline and it has its own importance which can be seen in today’s world where marketing process has been ignited with raging competition. (Schultz D, Schultz H 2004)