5 Magic Marketing Words to Keep Customers Engaged - EssaySupply.com

5 Magic Marketing Words to Keep Customers Engaged 5 Magic Marketing Words to Keep Customers Engaged Magic marketing words are powerful words and phrases that you can use in your advertisements and content   to catch customer's attention, evoke emotional responses, and get customers primed to answer your call to action. When you add these magical words and phrases to your content, you can significantly increase the likelihood that your audience will convert, and the likelihood that they will share your content with others. There are hundreds of power words and phrases that you can use to make your content more engaging, however we have decided to focus on just a few that we feel are particularly powerful for content marketing efforts. Check out our 5 magic marketing words and phrases, then let us know what you think. Insider Information People love secrets, and they love to feel like they are part of an exclusive group. The promise of insider information appeals to both of these desires. If you are looking to collect email addresses, this is a great phrase to employ in a blog post. For example, you can invite readers to provide their email addresses in order to sign up to access 'insider information'. In return for their email address, you provide them with access to an email subscription list where they will receive content that other users do not. Offer Expires in 7 Days This is a phrase that creates a sense of urgency. The reader knows that they will miss out if they don't act quickly. Adding an expiration date to an offer often results in an increased number of people answering the call to action. Scammed Nobody wants to get ripped off. The very idea of it makes them angry. When you evoke that feeling, you get the reader's attention. They are ready to learn how your pricing, products, and services are a better deal than the other guy's. If your argument is convincing enough, they will want to learn more about what you have to offer. Just be sure that your delivery remains powerful throughout the rest of your post. Double Your Savings This is another great phrase to put into use if you want to get customers to convert. The idea of saving money is a perfect motivator for getting people to take a certain action. If you've already used a coupon or other discount to drive a customer to your landing page, why not sweeten the deal with an additional savings offer in return for them performing a simple task. This could be providing a referral email address, or agreeing to complete a short survey. Sensuous It's true. Sex sells. Anything that evokes thoughts or feelings of lust, sensuality, and physical attraction is a useful marketing tool. Believe it or not, words like this boost customer engagement even if you are offering products or services that have little or no direct connection to sensuality. Marketers have used sex appeal to promote everything from cosmetics, to website hosting, to food.

BlackHawk Down essays

BlackHawk Down essays Columbia Pictures starring Josh Harnett, Ewan McGregor, Tom Sizemore, William Fichtner, Eric Bana, Ron Eldard, and Sam Shepard released Black Hawk Down in 2001. It was directed and produced by Ridley Scott and Jerry Bruckheimer. Mark Bowden wrote the story, and Ken Nolan wrote the screenplay. The film is about an elite group of American Rangers and Delta Force soldiers who were sent to Somalia in 1993 to capture a violent warlord whose corrupt regime had lead to the starvation of hundreds of thousands of Somalis. The movie could have told the stories of hundreds of soldiers that were there but it focused on only a few. The main characters in this movie were, Staff Sergeant Matt Eversmann, played by Josh Hartnett, Sergeant 1st Class Norm Hoot Gibson, played by Eric Bana, Company Clerk John Gohn Grimes, played by Ewan McGregor, Lt. Colonel Danny McKnight, played by Tome Sizemore, Sergeant 1st Class Jeff Sanderson, played by William Fichtner, Major General William Garrison, played by Sam Shepard, and Chief Warrant Officer Mike Durant, played by Ron Eldard. Black Hawk Down accurately depicts the battle that the American troops had to face to help the people of Somalia. The Army Rangers and the Delta Force are known today as elite fighting forces in the U.S. Armed Forces. In the film the soldiers continued to fight even though they were out numbered and had a lot of wounded and dead soldiers. The men of Delta Force and the Army Rangers always stood by each other and said, it is about the man next to you. The Delta Force and Army Rangers are very strong forces. They hold themselves at a higher level then other units in the armed forces. The Rangers Creed is used to symbolize the heart and effort of each soldier. The Rangers Creed is, Recognizing that I volunteered as a Ranger, fully knowing the hazards of my chosen profession, I will always endeavor to uphold the prestige, honor, and high esprit de ...

ASSIGNMENT SEVEN 2 Coursework Example | Topics and Well Written Essays - 250 words

ASSIGNMENT SEVEN 2 - Coursework Example This 1819 financial fear was instigated by a non-operational Bank of the States, a severe reduction in the prices of cotton, the impoverishment of several factories because of the foreign rivalry, and the obligation by congress of payment of money circulation for purchases of land (Brinkley 99). Nationalism in America was a reflection of the Post-World War Two. Nationalism was mainly expressed through increased nationwide satisfaction, the importance on national subjects, growth in national power and opportunity of the national state, and an increased sense of identity in America. Nationalism was mainly contributed by increase in patriotism, increase in political affiliations, economic factors, and cultural factors (Wilentz 54). Wilentz stated that Jackson’s symbolism and policies contributed the two political systems in America (56). His symbolism has two major meanings, one, the two political systems and secondly the time of ethos. Jackson achieved his promise of increasing the inspiration of the community in the state without passionate disagreement over his approaches. His policies entailed stopping the national bank, expanding income, and eliminating Indians from the

Central City Museum Essay Example | Topics and Well Written Essays - 250 words - 1

Central City Museum - Essay Example As the reporter highlights "I would create a forum that encompasses all of them and categorically convince them that the purpose and direction that the museum should take is to benefit both the school and the community. I would inform them that the approach is cost effective and cut across because it takes care of the interest of nearly every one of them. To implement this mission, I would contact the major museums in the region with the aim of creating travelling exhibition. Furthermore, I would sensitize and encourage students and the community to display their cultures during the cultural exhibitions that will be organized by the museum. Lastly, I would create a section that is accessible to both the students and the community that only deals with the current events. The main concept of affirmative action and equal employment opportunity today is to eliminate any form of discrimination at the place of work by embracing diversity. In addition, it is a requirement for every business organization to implement a formal affirmative action plan as directed by executive order 11246 that is found in the 1973 Rehabilitation Act. Â  At my place of work, both interpersonal and organizational are sources of barrier towards timely communication. They include ‘emotional noise’ caused by attitude, poor or even outdated communication equipment that is sometimes used to relay information, stereotyping others based on their cultural backgrounds."

The Functions of Article 267 of the Treaty on the Functioning of the Essay

The Functions of Article 267 of the Treaty on the Functioning of the European Union - Essay Example he ECJ. Article 267 of TFEU provides that when there is a question concerning the interpretation and application of EU law: When such a question is raised before any court or tribunal of a Member State, that court may, if it considers that a decision on the question is necessary to enable it to give judgment, require the Court of Justice to give a ruling thereon. 6 It therefore follows that the word â€Å"may† as it appears in Article 267 of the TFEU does not impose upon national courts a compulsory duty to refer a question of EU law to the ECJ for determination.7 The obligation to refer a preliminary question of EU law to the ECJ is only mandatory when the matter is before the court of final appeal and no further national remedies are available to the litigants.8 With lower national courts relieved of the compulsory obligation to refer a question of EU law to the ECJ when the interpretation and application of EU law is in doubt can be counterproductive to the goal of achievin g consistency in the interpretation and application of EU law when a national court comes to the decision that not to refer a question to the ECJ for interpretation. Nyikos explains how the discretion to submit a preliminary reference to the EU on a point of EU law can compromise integration of national legal systems with the EU’s legal system and consistency in the interpretation and application of EU laws. According to Nyikos, the decision to refer a preliminary question of EU law depends on a number of variables that are difficult to predict. To begin with, the decision to submit a preliminary question of EU law largely depends on the national courts’ â€Å"acceptance† of intervention by the ECJ.9 A court’s decision to refer a preliminary question of EU law also depends on the â€Å"national judicial procedure†, the â€Å"complexity of the issue† and â€Å"individual court experience.†10 The ECJ however, has established a significa nt safeguard against the risk of inconsistency in the application and interpretation of Community law in cases where the national court is of the opinion that a particular EU law is not valid. In such a case, a referral is mandatory regardless of whether the court seized of the matter is a court of first or last instance. This is because it would be entirely inconsistent with the supremacy of EU law and the goals of consistency among EU states for a national court to render an EU law invalid and another state to uphold the same EU law.11 Ideally, perfect and seamless integration of national legal systems with the EU legal system and consistency of EU law within and among the Member States should be accomplished by Article 267

Theoretical Framework Of Internet Addiction Psychology Essay

Theoretical Framework Of Internet Addiction Psychology Essay The theoretical framework that this study used to discuss about internet addiction will be Uses and Gratifications theory. UG theory founded by Elihu Katz in 1959, when Herzog examined the reasons people use the radio to listen to quiz programme (Herzog, 1942), and soap operas (Herzog, 1944) (as cited in Katz, 1959). According to Katz (1959), the outcomes of media usage depend on why and how they decided to use the media. Therefore, there are two main components that discuss in UG theory which are media that choose to be engaged and gratification that get from the media (Ruggiero, 2000). By explaining about the UG theory, mainly this theory works operationally through the social and the psychological needs for individuals generating motives and expectation of mass media(Katz, 1959), and how individuals use media to satisfy their needs and to achieve their goals (as cited in Patrick, 2010). Newhagen and Rafaeli (1996) mentioned that UG theory is suitable for the internet because internet has something suitable for everyone, be it information-seeking, inter-personal communication, entertainment, or escapism. It just likes chameleon-like character (as cited in Patrick, 2010). According to Katz, Blumler, and Gurevitch (1974) UG theory is commonly used to: (1) Explain how the psychological and social needs of people give rise to their expectation and motivations to choose and to use the mass media that will best meet their needs and expectations, (2) Explain how people use the media to meet their specific needs, (3) Understand the motives for their dependency on a particular media, and (4) Identify the consequences that resulted from the needs, motives, and dependency on a particular media (as cited in Patrick, 2010). (see Figure 1) Figure 2.jpgFigure 1: Uses and Gratification Framework (Katz, Blumler, Gurevitch, 1974 as cited in Patrick, 2010) According to Wimmer and Dominick (1994), in between 1950 to 1960, many researches began identifying social and psychological factors that resulted in different patterns of media consumption and gratification. For instance, individuals mental ability and relationships with parents and peers influences the nature of childrens television (Schramm, Lyle Parker, 1961 as cited in Patrick, 2010). In 1970, UG studies focused on audience motivation, which at the same time also proposed by McQuail, Blumler, and Brown mentioned that media serve four important functions at the level of the individual, which are (1) Emotional release through escapism and diversion from routine or problems, (2) Social utility through companionship, (3) Value reinforcement or personal identity through reality exploration, and (4) Self enrichment through information surveillance. Hence, the factors and motivations which discussed just now will be modify and apply to this study. (see Figure 2) chart 1.jpg Figure 2: Conceptual modified of Uses and Gratification model Figure 2 shows the conceptual modified of UG theory which apply to this study. In this study, the social factor stand for peer influence, and this peer influence affect both audience motivation that get from internet and also the consequences. For instance, if a person being influenced by the peer to using the internet (usage), the person will get the value reinforcement (audience motivation) by the peer as a sign to follow the peer and not being deviant to the peer group, then with the long hours in internet will addict to internet (consequences). There is another example by using this theory model. Example like if now the social factors change to unpleasant peer relationship or problematic peer relationship, it will also affect the outcome of this theory. If a person facing an unsuccessful peer relationship in the real communication, the person will go into internet to seek for another social utility from internet (audience motivation) and also shown as escapism from problem (audience motivation) that the person facing currently. With the fully focus and gratification that the person get from internet, he or she might refuse to get out from the internet and at the end lead the person to internet addiction (consequences). Factors and causes of Internet Addiction According to Chou, Condron, and Belland (2005), there are few studies found that there is a relationship between internet addiction and users social-psychological or personality variables, such as sensation seeking, pleasure experiences, use-and-gratification, loneliness, and depression. Besides that, there are also few significant factors which associated with the internet addiction such as, drinking behaviour, dissatisfaction with family, and experiences of stressful event (Lam, Peng, Mai, Jing, 2009). There are two similarities in these two studies, both mentioned that internet addiction is due to the stressful event or depression that one encounter, and dissatisfaction with their social relationship (which are social loneliness and family relationship). In Lam et al s (2009) study, found that internet addiction is a behavioural manifestation of internal stress and stress is a known risk factor of addiction. Besides that, Esen and GÃ ¼ndoÄÅ ¸du (2010) stated that internet addiction might be an escape for adolescents when they cannot cope with the problems of life and one of the main problems is not be able to handle the pressure from peer. So, when adolescent feel stress due to some problem, they cannot cope with it, they will chose to escape from the real world to get into the imaginary world of internet. On the other hand, Young (1996) found that there is 53% of internet addicts have experiencing important relationship problems, those might included family problem, friendship problem and soon. As a consequence, individual who experiences this kind of problem will feel hesitated to communicate with people in the real world to avoid the communication anxiety. Young (1997) had mentioned that internet provides dynamic social support group to the individual experiencing insufficient interpersonal relationships in real life, thus, person can take the emotional risks in the imaginary world than the real world (as cited in Esen GÃ ¼ndoÄÅ ¸du, 2010). At the same time, Lin, Lin and Wu (2009), pointed out that parental monitoring is an inhibitor in adolescents internet addiction. Especially for parents, they should manage to supervise and guide their children in using computer and internet, and also control the amount of unsupervised time they spend alone (Lin, Lin, Wu, 2009). Besides that, KÄÂ ±ran-Esen (2007) also mentioned in their study that parents and teacher support were significant predictors of internet addiction (as cited in Esen GÃ ¼ndoÄÅ ¸du, 2010). Parents should always encourage their children to talk to them rather than talk to the computer, teacher also play an important role in educate students the correct to using internet and support them when they facing any problem, such as family problem or peer problem in school. Moreover, Milani et al (2009) reported that with the advancement of new technologies, different online social support system start appears (as cited in Torres, 2010). People start sharing and communicate among one and another within the internet world and start seeking social support from internet, and this might lead them to the internet addiction. This is because, according to Torres (2010), online social support can enhance internet use. Moreover, the easy access to unlimited online information and little censorship also contribute to the problem of internet addiction (Patrick, 2010). Social Group According to Thomas (2011), adolescent normally do not make decision in a vacuum, rather they are highly influenced by the environment around them, especially within the social context (such as parent and peer). Eijnden, Spijkerman, Vermulst, Rooij, and Engels (2009) had reported that, parents are important and influential agents, and their parenting practices may promote or prevent the development of internet-related problems. Besides that, as cited in Eijnden, Spijkerman, Vermulst, Rooij, and Engels (2009), Liu and Kuo (2007) mentioned about the quality of the parents-child relationship was negatively associated with the level of internet addiction among students. Moreover, in the same research pointed out that parent-adolescent conflict and lower satisfaction with family functioning we positively related to adolescent internet addiction ( Yen et al, 2007, Ko et al Yen et al, 2007 as cited in Eijnden, Spijkerman, Vermulst, Rooij Engels, 2009). In year 2001, one of the Thomas studies stated that parent and peers actually influence adolescents delinquent activity, specifically through the manner in which they influence adolescents moral values (Thomas, 2011). Thomas (2011) explained that when an individual behaves in a manner that is consistent with the values of the social unit, the behaviour is viewed as rewarding to the individual, whereas behaviours that are inconsistent with the values of the social unit are seen as emotionally unfulfilling. So, adolescent might choose those activities which are match with the social value to avoid the social anxiety. Catalano and Hawkins (1996) said individuals who are bonded to social unit which uphold antisocial values and beliefs are most likely to engage in antisocial or delinquent behaviours (as cited in Thomas, 2011). Hence, when individuals are strongly bond with their social unit, they will be influenced by the social value and follow the norm although the behaviour maybe not the healthy activity or activity that might bring negative consequences (Thomas, 2011). Peer Influence Parents and peer influence playing role in different areas in the lives of youth (Bowerman Kinch, 1959; J.W. Young Ferguson, 1979), and peer are more influential in decisions on social issues such as choice of friends and group membership (J.W. Young Ferguous, 1979) (as cited in Patrick, 2010). According to Aseltine (1995), the peer group has traditionally been the center of attention in the sociological literature on adolescent deviance, there is research clearly documented the links between peer influence and substance use, as well as delinquent behaviour and antisocial values (Thomas, 2011). A study done by Walker and Bean (2009) to examine adolescents perceptions of negative and positive peer influence by using a sample of African American, European American, and Hispanic adolescents. In their study, they supported that association with deviant peers is often assumed to influence adolescents to engage in antisocial behaviour (negative influence), and the findings suggest that negative peer influence has stronger impact on adolescent behaviours than does positive peer influence. Besides, Brown and Klute (2006) mentioned that positive peer influence serve as a deterrent to negative behaviour and encouragement for positive behaviour (getting along with family and perform well in academic) (as cited in Walker Bean, 2009). Peer and Risky Behaviour There is study done by Agrawal, Lynskey, Bucholz, Madden and Heath (2007) indicated that having peer with favourable attitudes towards cannabis use is an important correlate of starting in cannabis use. Besides, a research by Trucco, Colder and Wieczorek (2011) concluded that reinforcement and modelling of alcohol use appear to be important mechanisms by which delinquent peers influence the initiation of drinking among adolescents. In Thomas studies (2011) indicated that adolescent choose to engage in delinquent activity in spite of having a supporting and loving family, because the peer rewards were more salient. In such case, the pressure to get a higher reward from peer lead adolescent to engage in different behaviour, although the behaviour might be delinquent but, as long as is in favour of the values of the peer unit (Thomas, 2011). Besides family support, adolescent seek support from their friends in order to satisfy unmet needs in the family environment (Nickerson Nagle, 2005) and friendship are an extension of family relationships (Bowlby,1969; Wilkinson, 2004) (as cited in Patrick, 2010). Peer group provide appropriate socials roles, norms, values, and attitude for group member, such social role determine what pattern of behaviour is expected and in this case, influence the behaviour of the adolescent (Lombardi, 1963). Dodge, Dishion, and Lansford (2006) stated that adolescent who are at risk for delinquency are susceptible to negative influences from deviant peers, and higher levels of deviant peer association were found to predict later increases in pro-delinquency beliefs which highlights the influence peers can have on adolescent beliefs about delinquency (Pardini, Loeber, and Stouthamer-Lober, 2005) (as cited in Thomas, 2011). Besides that, many research studies about juvenile delinquency stress the importance of peer groups in the form of bad neighbourhood, companions, and gangs (Lombardi, 1963). Peer and Internet Addiction Based on Harman, Hansen, Cochran, and Lindsey (2005), an internet addiction adolescent interact less with peers and have incompetent relationship quality. Normally, adolescent who are addicted to internet are having a poor peer relationship according to Sanders, Field, Diego, and Kaplan (2000) and Wang, Lee, and Chang (2003), they also experience the difficulty in making friends based on Mesch (2001), isolated socially (Nalwa Anand, 2003) and had lower social skills and deficient relationship explained by Harman, Hansen, Cochran, and Lindsey (2005) (as cited in Esen GÃ ¼ndoÄÅ ¸du, 2010). Moreover, Patrick (2010) revealed that people, who lack friends, also use the Internet more heavily to compensate socially, meaning that lack of friends may increase the motivation of online social interaction. As cited in Esen GÃ ¼ndoÄÅ ¸du (2010), Kiran-Esen (2007) found out that peer pressure is a significant predictor of internet addiction. Peer pressure is another variable discuss in internet addiction. According to Esen GÃ ¼ndoÄÅ ¸du (2010), internet addiction and peer pressure are related variables, their result showed that the lower the peer pressure, the addiction of internet also decrease. Gender differences in internet addiction There are some empirical support about the notion that males are more subject to internet addiction, example like, according to Morahan-Martin and Schumacker (2000), males were more likely than females to be pathological users (which is 12% vs 3%), whereas females were more likely than males to have no symptoms (28% vs. 26%) or have limited symptoms (69% vs. 61%) of behavioural pathology (as cited in Chou, Condron, Belland, 2005). In Greece, there is studies found out that people who suffering from internet addiction are mostly young male, and also showing that the rates of exhibiting the disorder among females is increasing (Lam, Peng, Mai, Jing, 2009). In Taiwan also, a study done by Griffiths (1998) showed that only three respondents were female students out of a total of 54 internet addiction cases gleaned from more than 900 Taiwan college student respondents (as cited in Chou, Condron, Belland, 2005). Zhang, Amos, and McDowell (2008) also mentioned that male have higher level of internet addiction. The notion that males are more subject to internet addiction has empirical support, such as according to Scherer (1997) indicated that dependent internet users included a significantly larger proportion of men to women (71% men and 29% women) than the non-dependent users (50% are men and women). Besides that, Lam, Peng, Mai, and Jing (2009) also reported that males are 50% more likely than females to be addicted to the internet. Moreover, according to Chou, Chondron, and Belland (2005), they concluded that men use internet differently from woman, and that men are more likely subject to internet addiction. Women using internet differently than men, according to Jackson, Ervin, Gardner, and Schmitt (2001) , women are using internet more to communicate and maintain relationships online and men are mainly interested in less relational activities (as cited in Torres, 2010). Young (1998) had mentioned that women are usually more drawn to social and interactive aspects of the internet, and men are more likely to access the internet to play interactive video games (as cited in Torres, 2010). Young (1998) found out that women normally seek out close friendship and prefer anonymous communication in which they can hide their appearance, have a sense of belonging and the ability to share their feelings and emotions in private and convenient ways; whereas men tend to seek out dominant activities or content online (which rely particularly on power, dominance, control, and violence) and also tend to explore sexual fantasies online (as cited in Chou, Condron, Belland, 2005). Summary This section discussed the theoretical perspectives and major concept (social factor) that is used throughout this research. The application of Use and Gratifications (UG) Theory explained how the social factor (peer influence) affect the adolescent engage in internet use and how to lead to internet addiction. Besides, above review also pointed out that many factors which cause one addicted to internet. The most influential factor could be social support group, and among so many social groups, the review discuss about how the peer influence the most in adolescent on risky behaviour. One of the risky behaviour which being discuss above is overly using internet, which will lead to internet addiction. In addition, the gender differences also playing a role in internet addiction.

Iago and Angelo as the Hypocrites of Shakespeares Othello Essay examp

Few plot elements inspire such an emotional reaction in readers as does hypocrisy. Not only do readers feel genuine anger at the actions of the hypocritical character, but they also feel deep sympathy for the Hester Prynnes of the stories they read. This tandem of anger and sympathy is a powerful tool for an author to use to draw readers into his or her tale, because creating an emotional response in one’s audience is the best way to make them identify with the story. The response of the readers to these situations is a fascinating one. Perhaps the reader remembers a time when s/he was the victim of a two-faced action. Perhaps stories about hypocrisy evoke a sense of moral outrage or awaken a sense of justice in the reader. Perhaps the reader is simply fascinated with having a secret that s/he is unable to tell. For whatever reason, authors have carefully woven threads of hypocrisy into the fabric of their stories since the very dawn of literature. Some of the best examples o f this skill (as indeed of many others) come from the writings of William Shakespeare. Shakespeare’s astute observations of human nature coupled with his amazing word craftsmanship have created some of the most memorable hypocrite characters in all of literature. From the twisted, jealous, hatred of Iago in Othello to the lusty self-righteousness of Angelo in Measure for Measure, we can glean a sense of Shakespeare’s masterful manipulation of hypocrisy to create a tempting tale. Iago and Angelo are true hypocrites. In Othello, we are first introduced to Iago, a military officer under the command of the Othello, a well-respected Moorish captain. Iago’s hatred for Othello is revealed in the very first lines of the play, when it is revealed that he has been... ...haracters who exhibit hypocrisy. Whether it is anger at the hypocrite or empathy for the victim, a good author or playwright can capitalize on this tendency but constructing a plot with a few hypocritical timbers. Shakespeare was a master at such structures, introducing two of them in Othello and Measure for Measure. Iago and Angelo are both men of relatively high rank whose own hypocrisies lead to their downfalls. Iago’s hypocrisy permeates every facet of his character, including loyalty, friendships, and marital relations. Angelo, meanwhile, falls victim to his desires and commits one major hypocritical action, exhibiting both lust and lawlessness. The fact that these two plays are driven by these hypocritical actions is a testament to the ability of hypocrisy to promote a response in an audience, and a testament to the Bard’s incomparable playwriting skills. Â   Iago and Angelo as the Hypocrites of Shakespeare's Othello Essay examp Few plot elements inspire such an emotional reaction in readers as does hypocrisy. Not only do readers feel genuine anger at the actions of the hypocritical character, but they also feel deep sympathy for the Hester Prynnes of the stories they read. This tandem of anger and sympathy is a powerful tool for an author to use to draw readers into his or her tale, because creating an emotional response in one’s audience is the best way to make them identify with the story. The response of the readers to these situations is a fascinating one. Perhaps the reader remembers a time when s/he was the victim of a two-faced action. Perhaps stories about hypocrisy evoke a sense of moral outrage or awaken a sense of justice in the reader. Perhaps the reader is simply fascinated with having a secret that s/he is unable to tell. For whatever reason, authors have carefully woven threads of hypocrisy into the fabric of their stories since the very dawn of literature. Some of the best examples o f this skill (as indeed of many others) come from the writings of William Shakespeare. Shakespeare’s astute observations of human nature coupled with his amazing word craftsmanship have created some of the most memorable hypocrite characters in all of literature. From the twisted, jealous, hatred of Iago in Othello to the lusty self-righteousness of Angelo in Measure for Measure, we can glean a sense of Shakespeare’s masterful manipulation of hypocrisy to create a tempting tale. Iago and Angelo are true hypocrites. In Othello, we are first introduced to Iago, a military officer under the command of the Othello, a well-respected Moorish captain. Iago’s hatred for Othello is revealed in the very first lines of the play, when it is revealed that he has been... ...haracters who exhibit hypocrisy. Whether it is anger at the hypocrite or empathy for the victim, a good author or playwright can capitalize on this tendency but constructing a plot with a few hypocritical timbers. Shakespeare was a master at such structures, introducing two of them in Othello and Measure for Measure. Iago and Angelo are both men of relatively high rank whose own hypocrisies lead to their downfalls. Iago’s hypocrisy permeates every facet of his character, including loyalty, friendships, and marital relations. Angelo, meanwhile, falls victim to his desires and commits one major hypocritical action, exhibiting both lust and lawlessness. The fact that these two plays are driven by these hypocritical actions is a testament to the ability of hypocrisy to promote a response in an audience, and a testament to the Bard’s incomparable playwriting skills. Â  

Anansi Essay

In this mythological story, the author outlines the relationship of Hess two by causing Spider to create stressful situations that push Charlie out Of his shell and to take control Of his life. It is evident throughout the novel that Charlie's character consistently develops into, like Spider, a more positive, confident and charismatic person, one by which fits into the Nancy family reputation. In the beginning of this story, there was nothing extraordinary about the character of Charlie Nancy.He could be described as a somewhat boring character: he had a nine to five job, a fiance and enjoyed partaking in normal day to day activities. Charlie's initial character comes across as a very insecure person; he never puts himself out there and has been known to get extremely embarrassed for the littlest things. Charlie rationalizes these attributes by blaming his father for embarrassing him as a child. Caiman writes, â€Å"The worst thing about Fat Charlie's father was simply this: He was embarrassing. (ANSI Boys, 10) The story continues into a description of how Charlie's father made him dress up as Taft: â€Å"Well, when I changed schools, when I was a kid, my dad made a point of telling me how such he had always looked forward to Presidents' Day, when he was a boy, because it's the law that on Presidents' Day, the kids who go to school dressed as their favorite presidents get a big bag of Of course, there was no such thing as President's Day and Charlie was mortified. In his eyes, his father was someone to be ashamed of. He was far too good at embarrassing people and would be the heart and soul of the party.Charlie was so embarrassed by his father that he argued to keep his father away from his and Rookie's wedding. After much convincing on Rookie's end, Charlie alls a family friend, Mrs.. Wiggler, to find his father's number; only to find out that his father had passed away. After his fathers funeral, Charlie visits with Mrs.. Wiggler and learns a great deal mo re about his family. She reveals that Charlie had a brother and their father was a type of ‘God'. Charlie of course, thought that Mrs.. Wiggler was going a bit crazy, but humored her regardless.While trying to get back to his normal life, Charlie decides the practical thing to do would be to go back to work. Caiman writes, â€Å"Fat Charlie was a man who preferred to be working. He regarded lying on a sofa watching Countdown as a reminder of his interludes as a member of the unemployed. He decided that the sensible thing to do would be to go back to work a day early. In the Aldrich offices of the Grahame Coats Agency, up on the fifth and topmost floor, he would feel part of the swim of things. There would be interesting conversation with his fellow workers in the tearoom.The whole panoply of life would unfold before him, majestic in its tapestry, implacable and relentless in its industry. People would be pleased to see ) This as the type of person Charlie was, reliable, sensi ble and practical. He believed that he would feel better once things were back on track in his life. Charlie's job at the Grahame Coats Agency fits perfectly into his type of character. Caiman explains, ‘From this you would presume that there is little you need to know about Fat Charlie's employment, save that he was unhappy in it, and, in the main, you would be right. (43) Charlie was in some type of rut in his life where he was completely unhappy in every aspect, but did and tried nothing to get out of it. As the story develops, Charlie learns, to his surprise, that he does have a brother. Charlie's brother, Spider, is not your average person. Spider takes after their father, and is a type of God. Caiman describes, â€Å"There was a family resemblance between the two men. That was unarguable, although that alone did not explain the intense feeling of familiarity that Fat Charlie felt on seeing Spider.His brother looked like Fat Charlie wished he looked in his mind, unconstr ained by the faintly disappointing fellow that he saw, with monotonous regularity, in the bathroom mirror. Spider was taller, and leaner, and cooler. He was wearing a black-and-scarlet leather jacket, and black leather leggings, and he looked at home in Within a few days of meeting Spider, Charlie's behavior had already changed. Before he knew It, Charlie was at a bar, drinking wine and talking with a group of girls. Spider had an effect on Charlie that made him act out of character.Caiman does a good job of making these characters completely opposite. In his interview R. LLC Sirius, Agrarian States, â€Å"The lead character in ANSI Boys is divided up into Fat Charlie, our hero, who is very English and very embarrassed, and his brother Spider, who is semi-fictional and god-like and for whom the world just sits up and begs and does more or less whatever he wants to Sirius, 3) Caiman explains to us that Spider is an energetic, attractive, smooth talking man who gets exactly what he w ants and takes on his father's persona.Spider continuously pushes Charlie out of his comfort zone and forces him to stand up for the things he wants in life. Spider shows an interest in Rosier rather quickly and even goes as far as telling her he loves her. This, of course, forces Charlie into a physical altercation with his brother, which shows again the extremes that Spider pushes his brother into. Spider goes to Charlie's work and ultimately gets him in more trouble. Charlie's whole life had been turned upside down because of his brother's selfishness and he reacts by promising to get rid Of him once and for all.After going through these stressful situations, Caiman develops Charlie's character into one that fits into the Nancy family's reputation. Not only did Spider's selfishness push Charlie over the edge, but it also made him into a stronger and more confident person. Through the development of Charlie's character, his relationship with spider develops as well. In the beginni ng of the novel, Charlie was unaware that he had a brother, but, through the many obstacles they face together, Charlie and Spider turn out to be closer than ever.One of the more defining moments that allow us to truly appreciate Charlie's new character is when he gets up to sing karaoke like his dad use to. Even though it was a life or death situation, Charlie would have never been able to sing on stage without getting nauseous a few months before that. Caiman describes exactly what Charlie is feeling in that moment: He was still terrified, still angry, but he took all the terror and the anger, and he put it into the song and let it all become a song about lazing and loving. As he sang, he thought. What would Spider do? Thought Fat Charlie.What would my dad do? He Boys, 243) In that moment, Caiman shows that Charlie IS not the same person that he was in the beginning of the story, but that he turned into the person that he always wanted to be; a person similar to his father and bro ther, who could be comfortable in their own skin. In the interview conducted by RIG Sirius Caiman states, â€Å"Gods and heroes win. â€Å"(RL Sirius, 2) It is evident in the conclusion of this novel that Charlie's character won. Not only did he defeat the ‘bad guy', but he also evolved as a human being and gained a brother and friend.Through all the turmoil, the hero still prevailed and the antagonist was what pushed Charlie to be better. Caiman develops Charlie Nanny's character through interactions with his brother, Spider. Not only does Charlie become a better-rounded person, he also builds a great relationship with his brother, who he never even knew he had. Charlie struggles throughout the novel to keep his composure and get rid of his elfish brother but in return, breaks out of his shell and becomes a person his father could be proud Of.

Jennifer Jenkinss †The role of Teacher Attitudes and Identity

Jennifer Jenkinss – The role of Teacher Attitudes and Identity Free Online Research Papers As stated in Jennifer Jenkins’s article entitled â€Å"Implementing an International Approach to English Pronunciation: The role of Teacher Attitudes and Identity† published in TESOL QUARTERLY, Vol. 39, No. 3 in September 2005, she carried out a research into the role of nonnative speaker (NNS) teachers’ attitudes and identity toward English accents so as to take a look at the feasibility of an English as a lingua franca (ELF) approach. The only method used in this research is interviewing. All the interviews which followed a pattern of twelve prompt questions were recorded, and discussed under three major themes: Accent Attitudes, Effects of Experiences and Teaching ELF Accents. Jenkins (2005) states that all eight NNES teachers interviewed were ambivalent regarding their attitudes toward their own English accent and their desire for native-like accent. The author goes on to say that every interviewee could recount at least one bad experience in English that had influenced the interviewee’s orientation of English accent. Additionally, she says that most interviewees said they would be happy to teach their students ELF accents whereas three of them showed some contradictions. The author concludes that the feasibility of an ELF needs further research. Despite the fact that Jenkins presents an important discussion of current trends in the TESOL profession and that this article has a logical organisation, there are a number of small, but important, weaknesses in this article. Regarding to the method that Jenkins selected to collect data, the in-depth interview was the only one of her choice. I do think that by conducting interviews that lasted nearly an hour each she could gather lively and useful information of the interviewee’s experiences as well as their knowledge of ELF. I also agree with her when she explained that nearly 60 minutes was â€Å"the exact length being dictated by the participant’s desire to speak† (Jenkins, 2005, p. 535). However, I find some limitations in her method of collecting data. Firstly, only eight NNS teachers were involved in the study, which is not persuasive in terms of quantitative. Secondly, the NNS teachers she interviewed were all females. It must have been more objective to involve both males and females in the research. Additionally, the subjects of her study comprised teachers from only Italy, Japan, Malaysia, Poland and Spain whereas the feasibility of ELF is a worldwide issue. The findings may have been different if more teachers from more different countries had been interviewed. From the evidence and discussion in Accent Attitudes in Findings section, Jenkins concludes that the attachment to the interviewees’ first language that is considered as an extremely important part of who they are â€Å"leads in turnto an inherent ambivalence and hence to the contradictory statements† (Jenkins, 2005, p.542). I find this conclusion rather implausible because of the way she collected the data. As she stated in Method section, all of the participants in her study had a high level of proficiency in English. Some of them had hardly heard of an ELF approach and some were doing research on it. They might have thought that their answers to the questions would reflect their proficiency. And because they were being recorded during the interviews, I wonder if they answered her questions sincerely. The author should have used questionnaires to collect more reliable and persuasive evidence, which may affect her conclusion on their attitudes toward their own English accent and their desire for NS accent. As far as Effects of Experiences is concerned, Jenkins (2005) concludes that past experiences is one of the factor that â€Å"may affect their attitudes to English at the deeper level† and â€Å"may cause them to identify with NSs† (p. 541). In fact, the author failed to see the effects of good experiences when she used question 9 in Interview Prompts (p. 543) asking only about the teachers’ bad experiences to get the evidence. In conclusion, this article is timely in terms of current trends in TESOL. However, the author was not completely successful in making her point because she did not use various methods of collecting data which resulted in certain inconvincible evidence, discussions and conclusions. By interviewing eight NNS female teachers, she did not have a definite conclusion on â€Å"the role of teacher attitudes and identity† in â€Å"implementing an international approach to English Pronunciation† which, according to her, needs further research. Research Papers on Jennifer Jenkins’s - The role of Teacher Attitudes and IdentityStandardized TestingInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseResearch Process Part OnePersonal Experience with Teen PregnancyMoral and Ethical Issues in Hiring New EmployeesAnalysis Of A Cosmetics AdvertisementIncorporating Risk and Uncertainty Factor in CapitalDefinition of Export Quotas

Living Fiction

Living Fiction Free Online Research Papers When reading the works of any fictional writer, the characters seem to come alive. They begin to exude qualities of real living human beings. Do these characters truly experience stress or difficulties in life? If these characters do experience difficulties, how do they bring out human qualities? At some time or another, we all have been drawn into the lives of fictional characters. Whether it be the latest novel of our favorite writer, or the newest super hero movie. We wait with eager anticipation to see our favorite character become triumphant in the worst of situations. No human is immune to such an attachment with a fictional character at some point in life. There are those that oppose the idea of the connection and the â€Å"life† of the fictional character and those that feel the â€Å"life† is as real as yours and mine, and feel we need the connection to feed the soul. Fiction is only imagination. Many people say it is a ridicules idea to give â€Å"life† to a fictional character. A fictional character cannot possibly experience the positives of negatives that life has to offer. They can’t experience anything, for they are born of the imagination of the author. This character is not a living breathing being. When an author writes of the experiences of a character within the fictional world, it is truly focused upon the understanding of experiences that the author can imagine. Characters seem to go through the trials and tribulations that give us a certain connection, but it is an unwise connection. The author most likely has an ending in mind that will probably give us very unrealistic expectations. Poetic justice does not happen in real life, and we do not need to be fooled in to thinking it will. Those that do believe such a thing will go into life without an understanding of reality, which leads nowhere. It is true that a fictional character is not a living breathing being, and it may not always be the best idea to be too connected to a fictional character. However, I see a fictional character as a metaphysical living being. Through the authors understanding of the world and the strengths and weaknesses of the character, we begin to see ourselves inside this imaginary person. This â€Å"person† starts to act and react to certain situations. Before long the character is truly developed and the character has â€Å"life†. I call it life because the strength of the personality becomes so strong that even the author, the creator of the character, has a hard time controlling him/her. The experiences that a character goes through, becomes as real as our own and their strengths and weaknesses shine much like ours. Seeing this gives us the connection that we need. One of the most important things to happiness is knowing that we are not alone. Even if a character is born of an author’s imagination, the character is still born and may be able to give us a little hope. Research Papers on Living FictionHonest Iagos Truth through DeceptionRelationship between Media Coverage and Social andWhere Wild and West Meet19 Century Society: A Deeply Divided EraLifes What IfsThree Concepts of PsychodynamicThe Fifth HorsemanEffects of Television Violence on ChildrenThe Effects of Illegal ImmigrationGenetic Engineering

Writer's choice Case Study Example | Topics and Well Written Essays - 1250 words

Financial Crisis, Home Mortgages, Financial Institutions and Adverse Selection - Case Study Example The obvious association between the two comes from the fact that the mortgage market contraction, which in many countries evolved into a recession in 2008-2009, was led by intensive use of certain complicated financial instruments such as CDOs and CDSs in the United States and other countries. It should be recognized that virtually any financial product holds dangers and can be improperly used. Potential problems are likely to increase the complexity of the instruments, the insufficiency of information conveyed by sellers, and the lack of due diligence on the part of investors (Carey, 2009). The huge mortgage securitization of current years seemingly had poor performance in the areas. Mortgage securitization in the successful years did not bring any help to reduce the problems that occurred in information that are characteristic of credit transactions. Appropriate risk assessment did not induce the same characteristics. Role of securitization in mortgage lending The roles of securitization in mortgage include barking up securities, collateralized debt obligation and structure invested vehicles (Barger, 2008). In today’s setting, one that gets a loan is likely to sell the loan to a third party which can be government agencies, an institution in the private sector or government-sponsored entities. The mortgage is then sold with payment rights to the investors. The process can be long as the mortgage can be sold to several other people. The process is what is referred to as securitization. The main role that is played by the process is a conversion of mortgages to mortgage-backed up securities. In mortgage backed up securities, the payments that are made are based on collection from individual mortgages.Mortgage-backed securities were supposed to be sound investments as they were rated by genuine rating agencies. The securities, however, did not happen as planned and the hazard led to the crisis.  

Inclusion in Special Needs Education Research Paper

Inclusion in Special Needs Education - Research Paper Example Discussion According to Ballard (1997: 244): Inclusive education is understood as a non-discriminatory practice of providing individuals of whatever age, color, ethnicity, culture, gender, or even disability the equal treatment they deserve at classroom setting and the school community (Ballard, 1997). These learners are given equal rights and involve all students in a community. There are no exceptions to access the culturally valued curriculum of their society whatever may be the intellectual, physical, sensory or other differences they may have. They are treated as full-time valued members of society. Inclusion accepts and practices diversity in the assimilation process. Colonization of minority experiences by prevailing and popular culture, thoughts and actions are as much as possible diminished (Ballard, 1997). There were set unique characteristics of integration as against inclusion. Integration involves the provision of support to students with special needs in the same mainst ream classes where regular and disabled children are educated side-by-side (Farrell, 2010). Inclusion, on the other hand, poses a major restructuring of schools to inherently educate all students in the communities. Ballard (1997) recommended that physical education teachers and their trainers should establish clear contexts for their work based upon ethos committed to fundamental restructuring and adaptation of existing policies, learning, teaching, and assessment practices. It is important that teachers are adequately prepared to meet the special needs of children. The teachers should be responsive to a diverse range of pupil needs to address inclusive education. In the mid-1990s, the rights of all learners (including young disabled people and those with special educational needs (SEN)) to experience education alongside their age peers in a mainstream, rather than segregated, settings has increasingly become a defining feature of government policy in many countries (Farrell, 2010) . The Salamanca Statement on inclusive education (United Nations Educational, Scientific and Cultural Organization, 1994), has many governments committed to providing a more inclusive education system based on an accepted ideological assumption that all children should have a fundamental right and equal opportunity to experience education in mainstream schools (Barton, 2009). The Salamanca Statement specified the inclusion of all young disabled people and those with special educational needs in mainstream settings. Mainstream schools must accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions (Garner, 2009). Implementation It was suggested that hiring well-prepared teachers with sufficient training or experience with SEN pupils is important for mainstream inclusion (Sachteleben, 2010). These teachers are well-versed on available resources online and use of technologies that aid in addressing SEN pupils. Continuing educ ation for capable mainstream teachers may also be adopted. But most importantly, capable teachers should be properly benefitted to make them stay in the school and in the profession.