How the women in two stories are treated by the men in their lives Essay Example for Free

How the women in two stories are treated by the men in their lives Essay Examine how the women in two stories are treated by the men in their lives Two short fiction stories which show how women are treated by the men in their lives are The Melancholy Hussar of the German Legion and Weekend. The first story is a pre-1914 story called The Melancholy Hussar of the German Legion and it is written by Thomas Hardy. The story is set in 1801 and it was published in 1891.The other story is a more modern story as it is set in the late twentieth century and was published in 1981. It is called Weekend and it is written by a feminist writer called Fay Weldon. The main theme of The Melancholy of the German Legion is how a woman is treated with little independence and how the main female character, Phyllis Grove, tries to find her own freedom by forming a strong friendship with a German soldier that escalates into a relationship. Phyllis is a shy, young character who lives in a secluded manor house with her father, Dr Grove, who was a professional and well-respected gentleman. There now appears to be a lack of money in the Grove household. She is very wary of people due to her sheltered life of solitude, which is mainly the result of her fathers own seclusion, her social condition was twilight. She doesnt appear to have a job as she is the unmarried daughter and she has to look after her father. This was very common for women in the nineteenth century as they didnt have the freedom to go to work and make a career for themselves. Women who were of a low social class would have done very menial jobs, such as maid or dairy maid. Martha is the female in focus in the story Weekend. The story appears to be set in the late 1980s to the early 19990s. The social class of the family in focus is working class as they do not appear to be poor or extremely rich. Martha is a middle-aged market researcher who is married to Martin, a freelance designer and together they have three children called Jolyon, Jenny and Jasper. She has a rather hectic lifestyle looking after three children, running a home, holding down a full-time job and being at her demanding husbands beck and call there was the car to unpack and the beds to make up and the electricity to connect, and the supper to make and the cobwebs to remove. The main theme of this story is how hard Martha has to work and how little recognition she receives in return. She has to play the role of the happy little housewife to please her domineering husband and informs us of how hard her life was made by her husband, the man who is meant to love her. Despite the way she is treated by her husband, she is educated to university standard and she is most probably going to overtake her husband in earnings. The main male characters in The Melancholy Hussar of the German Legion each treat Phyllis in a different manor. Her father, Dr Grove, seems very over-protective of her and likes his life of seclusion. This may be because he lost his wife and feels that it is his duty to make sure that no harm comes of Phyllis and that he thinks he knows what is best for his daughter. When Humphrey Gould asked Mr Grove for his daughters hand in marriage, Mr Grove accepted without even consulting Phyllis. Mr Grove considered this to be a good move for his daughter as Humphreys family had a respectable social position in the community and he could provide for her. Even though Mr Grove treats his daughter with the respect she deserves, he still refrains her from having her freedom and the right to chose who she wants to marry. Humphrey Gould himself was a thirty-year-old bachelor from an old local family, who was neither good-looking nor positively plain. He seemed extremely happy to have Phyllis as his wife-to-be and gave the impression that he would take good care of her and had great respect for her. He treated her as a lady with great respect, but despite the good image we get of Gould in the beginning of the story, we soon see a different side of him. He goes away to Bath and doesnt keep Phyllis informed of his whereabouts and she is left questioning whether the engagement is still on or not. When he eventually returns he tells her that he has married another young woman, who he describes as being a dear young belle. This action wasnt very thoughtful on his behalf and even though Phyliss didnt really want to marry him and didnt love him, she still fells slightly betrayed. The only male in The Melancholy Hussar of the German Legion who doesnt treat women as though they are objects and treats Phyllis with the amount of respect and freedom she truly deserves is Matthaus Tina. He was a German soldier in the York Hussars regiment and was staying close to where Phyllis lived. He had travelled to England with his brother Christoph, due to The War of the Second Coalition, and had left his mother in his native town of Saarbuck. After Phyllis had first met Matthaus she couldnt stop thinking about him and described him as so striking, so handsome, and his eyes were so blue. He was twenty-two and had quite a high position in the German Army as a corporal. He treated Phyllis as though she were equal to him and there was no hint of a divide between them due to her being female. He respected her fully and never let her down, unlike Humphrey Gould who broke off the engagement. He may have treated her with more respect and freedom than the other main men in her life as he was German and in his country they may have been more hospitable towards women. Martin is the male in focus in Weekend and his is a very obnoxious character. He is married to Martha and he is a freelance designer and there are clues in the story which suggest that he is in his forties, for example he watches the BBC2 news, which is typical of a middle-aged person. Martin treats Martha as more of a servant than a wife and he puts all of the responsibilities onto her. He seems to think that he is too good to be doing housework and odd-jobs and Martha is left to do long lists of chores, prepare tea and sandwiches for the family: then she would strip four beds, the chores seem endless. Martin is also very particular about how he like things to be done, which means extra work for Martha. Martin thinks mash is stodgy and ordinary and instant mash is unthinkable, which means Martha has to take a long time to sautà ¯Ã‚ ¿Ã‚ ½ the potatoes and he thinks pork is a dull meat if its not cooked properly, so she has to spend ages cooking it just how he likes it. Martha doesnt say much in the story as she cant get a word in edgeways because in his eyes he is the man of the house, even though Martha runs the household. She doesnt have much of a chance to voice her opinions directly, but she does voice them in her thoughts as the story is mainly written in first person narrative with her as the narrator. She helps us to get inside her head and with her use of lists she helps to inform us of just how many things she has to do. She seems to scared to disagree with Martin and goes along with whatever he says I expect your right, just to keep the peace. Martha and Phyllis are similar in many ways, even though they are in different situations and from different backgrounds. They are both overpowered by the men in their lives who are closest to them and they are both deprived of having their own lives. Neither of the women seem to have a say about what happens in their lives, for example Phyllis was told who to marry by her father and Martha was told what to with her life by her husband. Despite the number of similarities between the two women there are also some differences between them. Martha put up with her way of life and didnt question it much, but Phyllis did decide to change things. She chose to carry on the affair with Matthaus Tina as she saw a break from her regimented lifestyle and went against her fathers wishes. Phyllis became quite rebellious when she was planning to escape to Saarbuck with Matthaus and Christoph. This is something that Martha would never have considered doing. Both of the women are victims in each of the stories, but I think that Marthas suffering was worse than that of Phyllis as hers was constant and she never got a break from it. Phyllis is treated better than Martha in that respect as she had someone in her life who was treating her very well. That person was Tina as he was the only one who saw the true Phyllis and respected the true Phyllis. To me, Marthas victimisation is worse than that of Phyllis as in 1981 Martha should have had more chances and opportunities due to the development of society, than Phyllis did in1801. I felt very sympathetic towards both of the female characters due to the fact that they are seen as victims and I also felt sympathetic towards Matthaus Tina. I felt sympathetic towards him as he did so much for Phyllis and did his best to keep her happy. It was very sad when he was killed at the end of the story and I again felt very sympathetic towards Phyllis as she lost the one person she truly trusted. The rest of her life is touched by the scandal, even though she was blameless for what happened. The type of language used in each of the stories is suited to the time that it was written and they are very different to each other. The language in The Melancholy Hussar of the German Legion is formal and uses traditional English, such as unsrupulous and melancholy, as that type of language would have been used in the nineteenth century. It contains more complex sentences than that used in Weekend and they are sometimes harder to comprehend. The narrative in The Melancholy Hussar of the German Legion starts in first person, which is Hardys narration to introduce the characters and scene to the reader. It then progresses into third person narrative to involve the reader in the story, before returning to first person narrative to tie of all loose ends in the story, for example Matthaus date of death. The use of third person narrative enables the reader to see more deeply into the story and become more involved in what is happening. The narrative style and language used in Weekend is less formal than that used in Hardys stories. There are many non-sentences, such as Katy versus Janet, which do not contain a verb and are more of a thought .There are many compound sentences that use words such as then, but, and, so, which helps Martha to express how many jobs she has to do. This use of language is well suited to the date in which the story was set. The role and rights of women changed quite a lot in the period of time between when the two books were written. In 1801, nobody had the chance to vote and your right to a say depended on your position in society. Men with homes got the vote in 1867, all men got the vote in 1916 and women didnt get the vote until 1926. This meant that for along time women were seen as being lower than men and were provided for by their husbands. Other turning points for women in this time span were that they were able to get jobs and were protected by The Sex Discrimination Act,1975. This explains why Martha had a job and Phyllis didnt, but there is still no explanation to support why Martha was treated so badly in modern day Britain. My conclusion is that Fay Weldon was trying to get across that some traditions never change.

The Things They Carried by Tim OBrien Essay Example for Free

The Things They Carried by Tim OBrien Essay Rationale The intention of the following text is to elaborate the use of meta-fiction and narrative layering in Tim OÊ ¼BrienÊ ¼s The Things They Carried through writing a narrated interview with Tim OÊ ¼Brien regarding Part FourÊ ¼s study: Literature and Critical Study. Using quotations/transcriptions of Tim OÊ ¼BrienÊ ¼s statements within the fictional interview will support the structure of the text accordingly as a narration of an interview. First, I will address Tim OÊ ¼BrienÊ ¼s brief biography regarding his career, education and works. The narration will continue with an introduction from the interviewer, briefly regarding his works and the incorporation of observed application of meta-fiction and narrative layering. Then, a personal acknowledgement of the use of meta-fiction and narrative layering in his work, The Things They Carried, will be mentioned discreetly and indirectly. Several techniques used to break down Tim OÊ ¼BrienÊ ¼s work in aims to identify the usage of these literary devices will be addressed – then the narration will be preceded by several questions and answers addressing the application, role, and purpose of the usage of meta-fiction and narrative layering; this will be supported by direct contextual examples from the text studied. A brief re-cap on the definitions of both literary devices will be addressed. The closing of the interview aims to emphasize the coherent application and purpose of these techniques in the intervieweeÊ ¼s work. Narrated Fictional Interview Tim OÊ ¼Brien, an American citizen, is acknowledged as a novelist and/or a short story writer. He is highly recognized for his work, The Things They Carried. His works are under the genre of memoirs and war stories, more specifically those correlated with the Vietnam War, or as he would refer to it as the Vietnam Conflict. Neal Conan and Michiko Kakutani defines his work, The Things They Carried, as â€Å"a critically acclaimed collection of semiautobiographical, inter-related short-stories inspired by OBriens  experiences in the Vietnam War.† A stellar student, he was the president of the student body and earned his degree in Political Science in 1968 – after he graduated, instead of paving his own career path, he was drafted to join the United States Army. Sent to Vietnam, he was on duty until the 1970s. After his duty, he continued his studies in Harvard University, which lead him to his career as a writer. After being drafted and earning his graduate school degre e, Tim OÊ ¼Brien wrote in his memoir, â€Å"Can the foot soldier teach anything important about war, merely for having been there? I think not. He can tell war stories.† And so he did just that, he told war stories. Having the privilege of interviewing him personally, I addressed and accredited him for his excellent works – both for serving in Vietnam and his works as a writer. I planned to ask him regarding his work, The Things They Carried, to ask him regarding the observations of the usage of meta-fiction and narrative layering. I thought to myself in the beginning of the interview, how ironic it was to ask him about his experiences in the Vietnam War (or Vietnam Conflict) while I already read an entire book based upon his personal war stories. I decided to address my ironic thoughts and he responded, â€Å"DidnÊ ¼t you realize? The Ê »TimÊ ¼ I mentioned repeatedly in the book, is not based on me, Tim OÊ ¼Brien, itÊ ¼s a fictional character I embedded within the book! I honestly, did not refer to the real experience I encountered, instead I referred to my own fictional narratives.† Before I asked him my scripted questions, he led the interview towards the two topics I was t o talk about, narrative layering and meta-fiction. Based on everything2.com, the characteristics of works that use both these literary devices include the reference to itself as well as the creation and/or discussion of fictional works by fictitious characters. Tim OÊ ¼BrienÊ ¼s works can be broken down when aiming to identify the application of meta-fiction and narrative layering. Within Speaking of Courage, a character Ê »TimÊ ¼ is present. Written in third person narrative, and having the same name as the author, I personally thought that Tim, the character, was Tim, the writer. Though the literal Tim OÊ ¼Brien addressed that â€Å"I am Tim, Tim OÊ ¼Brien, but Tim is not me.† I gave  him a blank stare, attempting to understand his point then I realized that he used narrative layering within his work. The first layer can be considered as when Tim, the character, heard about BowkerÊ ¼s story, then the story lead to the second layer at which Tim, the writer, made it seem like Bowker is retelling the story. In fact, the whole story itself, is narrated by a fictional narrator, this discovery is and can be seen as the third and final layer. This discovery proves both the application of meta-fiction and narrative layering as it writes fiction based on fiction and is narrated by layers of fiction characters. Even within the beginning pages of the novel, though insignificantly mentioned, it is stated that it is a â€Å"work of fiction† and â€Å"lovingly dedicated to the men of Alpha Company, †¦ Jimmy Cross, Norman Bowker, Rat Kiley, †¦ and Kiowa†. â€Å"Did you realize? I schemed the writing of that page to enhance the fact that this entire novel is a fictional piece. Tim, the character – the fictional character, wrote this page, not Tim as in myself,† he smirked while explaining. â€Å"Within Notes, I began writing by referring to Speaking of Courage, that in itself can show that I referred to my own fictional work – that is meta-fiction,† he clarified. Whilst in On A Rainy River, a statement brings upon the reference of itself – as stated above, this technique can be used to identify the usage of meta-fiction. The narrator of the story explains, â€Å"Now, perhaps, you can understand why IÊ ¼ve never told this story before.† (Pg. 54) – the narrator addresses the story within the story. The story How to Tell A True War Story is the epitome of a meta-fiction-filled work. It starts off stating, â€Å"This is true,† (Pg. 64), then leads to the confusion of readers that if a war story â€Å"seems moral, do not believe it,† as it is a â€Å"very old and terrible lie.† (Pg. 65) Every definition of a Ê »trueÊ ¼ war story within is alternatingly opposed through the differing versions of the fictional characterÊ ¼s narratives. Patricia Waugh declares that meta-fiction-filled work â€Å"selfconsciously and systematically draws attention to its status as an artifact in order to pose questions about the relationship between fiction and reality,† at which is all present within this story. Evidently visible within his work, Tim OÊ ¼Brien demonstrates the usage of both literary decices. Acknowledging the help of these literary devices, he states that narrative layering makes â€Å"the source material stronger and the core story more engaging.†1 While the other literary device, meta-fiction is defined as the act of writing about writing, acts as a tool to remind readers that even though the narratives he writes are fiction, â€Å"sometimes stories can be more real than reality itself.† Using it to the extent of â€Å"foregrounding the fiction of fiction and reality,†2 he applies meta-fiction as how John Barth defines it. He writes based on the imitation of novels/narrative fictions rather than writing fictions based on reality, undeniably present, his works show self-conscious examinations of fiction by referring to itself. Written with excellence, Tim OÊ ¼BrienÊ ¼s works uses both literary devices – he explores thoroughly, the purpose of writing. 1 Goldhammer, G. (2013). Layered Narrative Storytelling: A Journalistic Standard for Creating Content. . Last accessed 23rd May 2014. 2 Waugh, Patricia. Metafiction: The Theory and Practice of Self-Conscious Fiction. NY: Routledge, 1984.

Effect of Color and Word Length on Memory Performance

Effect of Color and Word Length on Memory Performance Abstract The purpose of this study was to examine the effect of color and word length on memory performance. Seventy nine undergraduate  college students from Disted college, aged from 19 to 23 of both male and female genders were recruited for the study. The study  was a 32 mixed method design, There are two independent variables in this experiment which are word length and colors of words,  while the dependent variable is memory performance. Results showed that there was no significant change in colored words on  memory performance, while differences in word length showed a significant increase in memory performance. The results supported  our secondary hypothesis which claimed that participants were more able to remember shorter words than longer words. On the  contrary, our primary hypothesis was not supported. In conclusion, word length may have a positive impact on memory performance. Introduction It is common knowledge that we humans are more attracted to colorful objects like pictures or colored films than black and  white colors. It is also well known that young children, especially babies and toddlers are particularly attracted to shinny and striking  colors. Such instances may have piqued the curiosity of scholars in the old days to answer the question why people are more  attracted to colorful stimulus, sadly for the scholars the capacity to study this topic is not readily available until recent times. Since  ancient antiquity, colors on clothes not only made people look more distinct from one another, certain colors also inspire awe and  shows status and power. For example, in the east Chinese emperors have always wore gold color to signify their status as son of  heaven, while in the west Roman emperors and the aristocrats wear purple so show their status in society. In today’s society, an individual in the academic field is expected to be able to do many tasks, one of the most important skills in  our society is to be able to remember important things. For example, in college we constantly need to remember important terms  andwords, these information that we have learned is to be tested in quizzes and exams. College students that do not have good  attention focus and memory are looked down upon by their lecturers and peers because they mostly under perform in their academic  performance. Fortunately for this type of college students, as time progress more efficient methods of studying and memorizing is  being discovered or proposed. One of these methods is mind mapping, the method of mind mapping basically uses the right side  (color and creativity) together with the left side (words and logic) of the brain to increase memory performance (Astrid, n.d). As such, it can be seen that both color and words could be essential component in memory performance. Working together,  both aspects could be used to aid or test the performance of a students memory capability. Similar to mind maps, word length and  different kind of colors could affect the overall memory performance. Theoretical Framework The human mind has a very complicated way of processing and memorizing information. Among the many theories that  attempted to explain how memory works, Baddeleys working memory model seemed to provide one of the best explanations. This  model was created by Baddely and Hitch to improve upon the rather obsolete multi-store model, they argued that the multi-store  model was too simplified. Their working memory model seeks to explain that short term memory has components/subsystems that  actively manipulates information that it receives (Miyake Shah, 1999). The model has four important components which were the  Ã¢â‚¬Å"Central Executive†, â€Å"Visuo-Spatial Sketchpad†, â€Å"phonological loop† and â€Å"Episodic Buffer†. They further elaborated that working  memory was made up of the central executive which controls the operation of two subsystems: the phonological loop and the visuo-spatial sketch pad. The final component, episodic buffer was m eant to be a back up store that connects working memory with long  term memory (McLeod, 2008). The working memory model relates to color and word length due to the visuo-spatial sketchpad and the phonological loop. The  visuo-spatial sketchpad stores visual information such as word shapes and colors for a short period of time (Logie, 2002). Our  working memory was very focused on color because colored objects of an items leaves a deeper impression on our memory  (Cercone Learning, n.d). While, some people tend to recall words better when they pronounce it while memorizing, their ability to  recall is affected by the word length, which is stored in the phonological loop (Logie, 2002). Past Literature As time goes by more and more past research was made to address the issue of colored words and word length on memory  performance. Although most research only investigated on colored words and memory performance or word length on memory  performance, their contribution were highly regarded. One such study was made by Mustafar Dzulkifli (2013), their study was  focused on investigating the effect of ground color on memory performance. In their study, they invited 90 undergraduate students ,  age ranges from 19 to 22 to participate in the experiment. They conducted their experiment by using between group design, there  was three groups of participant that were given different treatments. The first group was given red colored background slides, while  the second group was given background slides with no color. The third group was be given background slides that have a  combination of color and no-color background to be shown alternately. Their research results found that most shape with colored  background will be recalled better than shape with non-color background. Another research was made by Campoy (2008) which was made to investigate the effect of word length in short-term memory.   The research invited 50 undergraduate university students. The research was conducted by using two participants in each session in  two different sound-attenuated booths. In the booths the computers shows a stimulus (five-word series study list) presented in block  letters at the rate 300 ms per word. After a delay 3,000 ms, the second sequence (test list) was shown in lower case at the same  speed. Lastly, a question mark was revealed and the participants will press key â€Å"1† or â€Å"2† when they decided the word orders in both  series were different or same. Results revealed that a list of short four-phoneme words were better remembered than a lists of long  six-phoneme words. Among the many past research, there was one research that stands out the most. Research done by Le Castillo (2009) was  meant to investigate on the effects of color and word length on verbal working memory. In this research, 61 business professionals  were invited to participate. The research was conducted by first requesting participants to memorize short words (12 seconds) and  long words (30 seconds), then participants were requested to recall short words within 24 seconds and long words within 60  seconds. Participants was then asked to do demographic questionnaires and include them together with their answer papers. The  results showed that five-syllable words were the most hard to remember, with memory performance difference much more obvious  between Caucasians and none-Caucasians. Description of Study In this study, we were much different compared to past studies because we focused on both length of words and color of words,  as stated in our ERB (refer to Appendix D) Compared to past research like the one done by Huchendorf who mainly focuses on the  effects of color on memory or the one done by Neath Naire that was focused on word length and short term memory, ours were  more complex and in-dept because we analyze both aspects. Among the many studies that was made, our experiment most  resembles the one by Le Castillo. In Le Castillo, one of the main aspects they investigated was the capacity of memory among  sixty one business professionals. Compared to their experiment, our experiment not only was focused on a different sample, which  isthe college student sample, we also have a larger amount of participants which provides us a greater variety of cultural  backgroundand memory capability. The aim of this study was to investigate the effect of color and word length on memory performance. Our experiment was  conducted by separating all our participants into two equally large sized group, then the participants were directed to the short word  or long word experiment room to do the experiment. In the rooms the participants were given one minute to attempt to memorize as  many words as they can and then given another minute to recall and write down the words they can remember, participants were  thengiven one minute to cool down and rest before starting the next treatment. In our experiment, we outlined two hypothesis that  waswritten in our ERB. Based on past research by Huchendorf (2007), Le Castillo (2009) and Neath Naire (1995), we  hypothesized that warm colored words is easier to remember than cool colored words and shorter word length is easier to be  remembered than longer word length. Practical Implication of Study An implication of this study was that the finding could be used in class rooms to assist teachers and lecturers in guiding  students. Teachers can use this knowledge to teach students on doing mind maps and teach them to use highlighters to highlight  certain words, the highlighted words will increase the capability of a students memory. Methods Design The experiment was an experimental type research design that was meant to investigate the cause and effect of the  independent and dependent variable. The research have two independent variables and three levels. The independent variables  were words length (single syllable/three syllables) and color of the words (black), warm color (red) and the cool color (green). The  dependent variable was using memory performance of number of correct words recalled. Also, the research is a 32 mixed method  design, the reason the research was using mixed method was because the design contained elements from between and within  subject. Participants There was approximately seventy nine participants that came from different races, the participants were also recruited from the  many different courses of Disted college. Their age range was between 19 and 23 years old while their gender was both male and  female. The students participated the experiment due to their own willingness and initiative. Furthermore, experimenters had  requested permission from the DISTED Student council to obtain lecture schedules to see which class was available and  permissionfrom individual lecturers to recruit students. The participants was recruited through random sampling method ; the  experimenters had approached students around DISTED college cafeteria, library and pre-selected classes. Material The experiment had used two computers and two projectors to depict the different colored and worded experiment slides,  another material was the computer software Microsoft power point, specifically the slides was made using the software. The twenty  words from each of the color worded slides (refer to Appendix B) are retrieved from MRC Psycholinguistic Database, University of  Western Australia, School of Psychology. Other materials include SPSS program to calculate the results output (refer to Appendix  C)and smart phone built in stop watches that was used to time the experiment sessions (timing one minute for memorizing words or  one minute to recall the list of words). Procedure The study was conducted in two classrooms each equipped with a projector, the experiment was conducted across several  sessions with a random amount of participants in each session. The participants were first given a brief explanation about the nature  and purpose of the experiment and then the experimenters requested the participants to sign the consent form (refer to Appendix A). Next, each participant was randomly assigned by counting one and two, it is arranged like that so that both groups would be equal in  number .The first group was asked to remain in the current room, while the second group was brought to the other room by one of the  experimenters. Also, the first group was given a list of shorter words (one syllable) with three different colored treatments ; control  color (black) ,warm color (red) and cool color (green). Similar to the first group, the second group was given the same treatment,  except that the word length was longer (three syllables). The experiment was started when participants were given one minute to remember a list of black colored words from the  projected slides on screen and another 1 minute to write it down on the paper, after that the participants were given one minute to  cool down. Once the participants were ready for the next treatment, the participants was given one minute to remember a list of red  colored words and then another minute to write it down, then the participants were given another minute to cool down before the last  treatment. Finally, the participants was given other minute to remember a list of green colored words and one minute to write it down. Once all the words that can be recalled was written down, the experimenters collected the papers from the participants and the  participants were dismissed. Discussion As seen in the results section written above, our experiments outcome concluded that color of words generally do not affect  memory performance. However, our results also showed that disregarding the length of words, colored words have significant  relationship with memory performance. On the other hand, word length has a positively significant relationship with memory  performance. Among our two hypotheses, the word length and memory performance hypothesis was highly supported by our results. More specifically, our hypothesis that mentioned short words were more easily remembered than longer words. The results of our study was consistent and supported by past literature, research findings by Campoy (2008) and Le Castillo  (2009) were two such examples. Their research results had shown that people found it easier to remember words with less syllables  or phonemes. The consensus between the two past literature and our experiment was that, lesser amount of syllables allowed  working memory to process information faster and more efficiently. However, our experiment was not supported by Mustafar   Dzulkifli (2013). Their results did not coincide with our results on color, they found that shapes with colored background was recalled  better than shape with non-color background. A possible reason on why our results was not the same as some past research was  because, we focused our experiment on both color and word length, instead of just one of it. It should be acknowledged that there was one failed manipulations in our experiment, that particular failure was our colored  wordmanipulation, it is due to this reason that our first hypothesis failed. Also, there was a few confounding variables that might have  affected the experiment. One of the confounding variable was the experiments starting time, the experimenters had noted that there  were some inaccuracies on the timing of some experiment sessions. Another reason was due to the hour we conducted our  experiment. For example, we conducted our experiment on late afternoon, it could be that most participants were weary, fatigued  andfrustrated after a long day in class, such distractions would leave the participants less capable to focus on our experiment. The  third confounding variable was due to temperature, one of the rooms was rather cold while the other was rather warm, it should be  noted that the differences in room temperature could affect the performance of the participants. In order to solve these problems, the  experimenters had taken steps such as adjusting the airconditiong of both rooms to be the same and set timers to start the  experiments simultaneously. Throughout our experiment, we realized certain important things that would prove beneficial for future studies. Experiments  made in future could be improved upon by gathering a larger amount of participants from different age, race and background, doing  so would have given the future experimenters a better represented result based on a more diverse data. Future experiments could  also be improved by using culturally neutral words, the usage of such words would have allowed certain participants to perform better  without a cultural word barrier. Another suggestion was that future experiments could have done their experiments earlier, this is  suggested so that the participants would be able to do the experiment on their peaked performance. The implication of this study was that it would benefit any individual that is in the academic world or the business world. A  studentwould have found this experiment helpful because our results would have assisted them in their academic performance. Our  experiment results would have shown them that making short notes would have made them more efficient in their studies. Teachers  and lecturers could also use our experiment results to form a more effective study materials, study materials that are shorter and  simpler would be more effective for a students studies. Another benefit was that advertising corporations could have used our  experiment results to assist them in creating an attractive and memorable advertisement in the minds of consumers. As a final conclusion, this study was conducted to investigate the relationship between word length, word color and memory  performance. The findings showed that participants found it easier to remember words that are shorter and more warm colored or  longer words with cooler color. Further studies should be conducted with a larger sample population.

The Image Made in China in Manufacturing :: Chinese Trade Manufacturing Appliances Essays

The Image "Made in China" in Manufacturing In order to provide the Chinese home appliance manufacturers consortium with assistance in achieving their goal of improving the â€Å"Made in China† image, our first objective was to accurately define the perception of products that are â€Å"Made in China.† In particular, to determine whether or not â€Å"Made in China† has a negative connotation in the U.S. marketplace and if so, to better understand the contributing factors to this perception. First, we conducted secondary research consisting of a review of literature and statistical studies. The focus was on the broader topic of a product’s country-of-origin and its effect on the consumer purchase decision process. Second, we focused on the specific impact of â€Å"Made in China† on purchase behavior. Third, to gain further insight into the consumer perception of â€Å"Made in China† in the home appliances category, we conducted primary research in the form of consumer surveys, retailer interviews and secret shopper studies. Finally, we conducted secondary research on the actions that can be taken to overcome or change a negative country-of-origin image. Secondary Research Our secondary research identified several key themes, all of which support the hypothesis that a product’s country-of-origin plays a significant role in the purchase decision process. These findings are summarized below: Impact of Country-of-Origin (COO) On Consumer Perceptions and Purchase Decision-Making Process: A number of statistical studies have explored the effect of country-of-origin on consumers’ perceptions of products and how it influences the decision-making process. Studies by Heslop and Papadopoulous (1993, 2000) concluded that COO image is one of the most important influences on decision making for foreign-made products. These studies revealed that buyers evaluate COO using multiple criteria including the country’s level of advancement, the buyer’s feelings about the people of the country and the buyer’s desire to be more closely aligned with the country. In addition, a study by Liefeld and Wall (1987, 1991, 1993) found a positive relationship between product evaluation and the degree of economic development of the COO. Support of these finding was found in a study by Wang and Lamb (1983) in which it was determined that U.S. consumers evaluate products according to the country in which they are produced. Culture, political situation and economic develo pment of the source country were contributing factors to this evaluation criterion. Further support that COO plays an important role in shaping consumers’ attitudes towards products was found in studies by Hong and Wyer & Nooh, Sa’ari, and Powers (1989, 1999). The Image "Made in China" in Manufacturing :: Chinese Trade Manufacturing Appliances Essays The Image "Made in China" in Manufacturing In order to provide the Chinese home appliance manufacturers consortium with assistance in achieving their goal of improving the â€Å"Made in China† image, our first objective was to accurately define the perception of products that are â€Å"Made in China.† In particular, to determine whether or not â€Å"Made in China† has a negative connotation in the U.S. marketplace and if so, to better understand the contributing factors to this perception. First, we conducted secondary research consisting of a review of literature and statistical studies. The focus was on the broader topic of a product’s country-of-origin and its effect on the consumer purchase decision process. Second, we focused on the specific impact of â€Å"Made in China† on purchase behavior. Third, to gain further insight into the consumer perception of â€Å"Made in China† in the home appliances category, we conducted primary research in the form of consumer surveys, retailer interviews and secret shopper studies. Finally, we conducted secondary research on the actions that can be taken to overcome or change a negative country-of-origin image. Secondary Research Our secondary research identified several key themes, all of which support the hypothesis that a product’s country-of-origin plays a significant role in the purchase decision process. These findings are summarized below: Impact of Country-of-Origin (COO) On Consumer Perceptions and Purchase Decision-Making Process: A number of statistical studies have explored the effect of country-of-origin on consumers’ perceptions of products and how it influences the decision-making process. Studies by Heslop and Papadopoulous (1993, 2000) concluded that COO image is one of the most important influences on decision making for foreign-made products. These studies revealed that buyers evaluate COO using multiple criteria including the country’s level of advancement, the buyer’s feelings about the people of the country and the buyer’s desire to be more closely aligned with the country. In addition, a study by Liefeld and Wall (1987, 1991, 1993) found a positive relationship between product evaluation and the degree of economic development of the COO. Support of these finding was found in a study by Wang and Lamb (1983) in which it was determined that U.S. consumers evaluate products according to the country in which they are produced. Culture, political situation and economic develo pment of the source country were contributing factors to this evaluation criterion. Further support that COO plays an important role in shaping consumers’ attitudes towards products was found in studies by Hong and Wyer & Nooh, Sa’ari, and Powers (1989, 1999).

Feminine Sexuality and Passion in Kate Chopins The Storm Essay

Feminine Sexuality and Passion in Kate Chopin's The Storm         Ã‚   In Kate Chopin's short story The Storm, the narrative surrounds the brief extramarital affair of two individuals, Calixta and Alcà ©e. Many critics do not see the story as a condemnation of infidelity, but rather as an affirmation of human sexuality. This essay argues that "The Storm" may be interpreted as an affirmation of feminine sexuality and passion as well as a condemnation of its repression by the constraints of society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If one is to attempt to interpret The Storm, it becomes necessary to examine the conditions surrounding the story's genesis. The story was written in 1898, very shortly after Chopin had completed "The Awakening", "the boldest treatment so far in American literature of the sensuous, independant woman" (Seyersted 1969, p164). "The Storm" was not published, however, until well after Chopin's death, doubtless because of the as-yet unparalleled sensuousness of the story and its characters. In his critical biography Kate Chopin, Per Seyersted argues that "The Storm" is objective in its portrayal of human sexuality and that Chopin is "not consciously speaking as a woman, but as an individual" (p169). One must question this assertion, however; it is doubtful that in writing "The Storm" so soon after completing her 'feminist' novel, Chopin had "the protest of "The Awakening" off her mind" (p169).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The title of "The Storm", with its obvious connotations of sexual energy and passion, is of course critical to any interpretation of the narrative. Chopin's title refers to nature, which is symbolically feminine; the storm can therefore be seen as symbolic of feminine sexuality and passion, and the image of the storm will ... ...l constraints; her unreserved portrayal of feminine sexuality would have been seen as a radical affront to the society of her time. The ending is therefore purposefully ambiguous: one may see the storm's passage as implying a happy ending, or one may see it as implying that the storm will eventually return, perhaps with the intent to destroy. Kate Chopin, however, sees feminine sexuality as something that is pure, natural, and very real in its existence; one cannot assume that a brief and limited awakening that passes like a storm will be enough to make one happy.    List of References Used * Chopin, Kate. "The Storm" in Fiction 100: An Anthology of Short Stories (6th edition), by James H. Pickering. Toronto: Maxwell Macmillan Canada, 1992. * Seyersted, Per. Kate Chopin: A Critical Biography. Baton Rouge: Louisiana State University Press, 1969.   

In order for the customers to purchase the Nokia 6600 from the retailer, :: Business Management Studies

In order for the customers to purchase the Nokia 6600 from the retailer, Sales and customer service Task 1 Introduction A sales promotion may be defined as on attempt to create interest in and stimulate sales of a product or service by a non-standard activity in a limited period of time, or with a controlled amount of product (while stocks last) In many ways, a sales promotion is a link between advertising and direct selling. It gives the advertiser an extra benefit to draw to the consumers attention, persuading them to go to the shops, and it allows the manufacturer’s sales person to revitalize the interest of the retailer by having something new to discuss or offer. There are two types of promotion: * Trade promotions- manufacturers promoting to retailers and wholesalers. * Consumer promotions- manufacturers or retailers promoting to the final consumer. I will promote mobile phone Nokia 6600. It is important to understand that sales promotion includes more than just money off voucher on the pocket of a fast moving consumer goods (FMCG) In order for the customers to purchase the Nokia 6600 from the retailer, the latter has had to be persuaded to stock the product in the first place. For this to be achieved, I will have to educate its sales- force on the distinctive selling features of the product, which is Nokia 6600 in order to help it persuade the retailer to stock it. This is picture of Nokia 6600 Components of a sales promotion Firms often refer to promotion above the line and below the line. Above the line promotion is through independent media, such as television or newspapers. These allow firms to reach a wide audience easily. Most advertising is carried out above the line. Some advertising, however, is carried out by methods over which a firm has direct control, such as direct mailing. These and other direct methods of promotion (known as below the line promotion) Below the line promotion allows a firm to aim its marketing at consumers it knows are interested in the product. Above the line advertising in newspaper means that the promotion is seen by most of the readers, even though some will not be interested. With below the line promotions, firms are usually aiming their message at consumers who are either known to them or who have been chosen in advance. For example, direct mail advertisers will pick exactly which consumers they wish to send their mail to, rather than going for blanket coverage. Nokia 6600 sales promotion objectives are: * Increase awareness and interest * Achieve a switch in buying behavior from competitor brands * Incentive consumers of make a purchase of my brand Nokia 6600

Examining Hamlet and The Great Gatsby Essay

According to Roger Lewis, â€Å"The acquisition of money and love are both part of the same dream, the will to return to the quintessential unity that exists only at birth and at death† (41). In both William Shakespeare’s play, Hamlet, and F. Scott Fitzgerald’s novel, The Great Gatsby, the protagonists are willing to sacrifice all that they have in order to achieve their unrealistic objectives and ambitions, resulting in their tragic demises. While there are many themes and concepts relevant to both Hamlet and The Great Gatsby, their parallels regarding their aspirations stand out for further evaluation. The concept of sacrificing all that a person has, not limiting to their own life, is ever present in these works. Both Hamlet and Gatsby make evident that they are willing and are capable of sacrificing all that is themselves to possibly reach their ultimate goal. Throughout William Shakespeare’s play, Hamlet, the Prince of Denmark is set on his goal of achieving vengeance and justice for his father’s murder, without the realization that his obstinate aspirations eventually lead to his own downfall. Unlike many other characters, Hamlet is very analytical; he makes very calculated and thoughtful moves before he acts, ultimately leading him to his death. â€Å"Hamlet represents the type of man whose power of direct action is paralyzed by an excessive development of his intellect† (Freud, Sigmund). This is furthermore supported when Hamlet is given a golden opportunity to attain vengeance for his father, but does not kill Claudius, the king of Denmark, for Hamlet mistakenly assumes that Claudius is praying. Hamlet: Now might I do it pat. Now he is a-praying. And now I’ll do’t. And so he goes to heaven. And so am I revenged, That would be scanned. A villain kills my father, and, for that, I, his sole son, do this same villain send, To heaven. Oh, this is hire and salary, not revenge. (Hamlet, III, iii, 74-80) Hamlet misses an opportune chance to complete his mission, one to which he would have no opposition, but loses his chance due to his over-excessive thought process. On the other hand, Jay Gatsby is a person who appears to be motivated by only his urges and emotions; no other forces drive him more than his ultimate love lust. â€Å"Gatsby does not appear as a man of ordinary disposition acting under the direction of ordinary, explicable impulses. He appears instead as one under the spell of some enchantment† (Langman, F.H.). In other words, Gatsby himself was driven by a mighty inner need to reattain his once lost love. Through this, we see that Gatsby was not controlled by anything but his heart; his heart controlled his actions and thought process, and had completely consumed his entire life since his breakup with Daisy. Gatsby was willing to adjust himself to what Daisy seemed to desire at that moment. He hadn’t once ceased looking at Daisy, and I think he revalued everything in his house according to the measure of response it drew from her well-loved eyes. Sometimes, too, he stared around at his possessions in a dazed way, as though in her actual and astounding presence none of it was any longer real. Once he nearly toppled down a flight of stairs. (Fitzgerald, F. Scott, 112) In F. Scott Fitzgerald’s novel, The Great Gatsby, Jay Gatsby has made it his life mission to donate all of his possible energy and resources to attempt to acquire his love once lost. According to Carla Verderame, â€Å"The novel concerns itself with the struggles of reinventing oneself to attain the dreams and pleasures of one’s youth. In Gatsby’s case, the effort goes terribly awry.† Gatsby, throughout the novel, strives to retrieve his long lost love; he is willing to conform himself to whatever means he must conform to in order to achieve his end desired goal. â€Å"The poor boy who becomes a millionaire by extra-legal activities endeavors to recapture Daisy Buchanan by means of his newly acquired wealth. This ostentatious, mysterious character becomes the exemplar of the American dream and its flaws† (Bruccoli, Matthew J.). Jay Gatsby spends years of his life involved in illegal activity in order to accumulate enough wealth to be able to throw many parties, all for a possible chance to see his love once lost, Daisy. In this, both Jay Gatsby and Prince Hamlet are willing to sacrifice all that they have, not limited to themselves, in order to achieve their unrealistic goals. In comparison, Hamlet is content with altering his life and his current relationships, all for the sake of being closer to his ultimate goal, vengeance for his father. â€Å"Hamlet lacks faith in G-d and himself. Consequently he must define his existence in terms of others†¦ He would like to become what the Greek Tragic hero is, a creature of situation. Hence his inability to act, for he can only ‘act’†, i.e., play at possibilities† (Auden, W.H) Hamlet is willing to act mad, ruining all of his relationships, not limited to his romantic life, for a futile opportunity to get close enough to Claudius to kill him. Although both Jay Gatsby and Prince Hamlet are willing to sacrifice all for their aspirations, Gatsby puts on a false front, while Hamlet covers his; Gatsby pulls a facade as though he had been wealthy throughout his entire life, while Hamlet feigns insanity. Gatsby has attempted to pull a facade of him having always been wealthy, thus allowing him to be part of Daisy’s circle. Gatsby claims to have inherited his vast sum, hiding that he had actually self accumulated it over the years. By pretending to be wealthy to belong in an elite class, he is hoping for the opportunity and chance to have the ability of mixing in with Daisy, his lost love. â€Å"Past the last door to the last room and Gatsby’s facade is still up; he is still marshaling, even in his bedroom ‘many colored disarray’, literally pilling up: there is no end to his ‘soft rich heap’†¦But despite all the wealth they embody, they remain piles of things† (Lhamon Jr, W.T., 58). Though Jay Gatsby indubitably pretends he fits into the elite rich’s circle, he did not belong there in the least. Gatsby goes so far as to change his name, the one part of a being that will always be himself infinitely. He had gone so far as to change his name and identity as though it could be almost impossible to separate the fake facade from the real being. While delving so deep into a lie and false pretense, one can presume that likely at a point the two merged, creating a sort of equilibrium state, as though there had genuinely existed a ‘Jay Gatsby.’ â€Å"[Gatsby’s] parents were shiftless and unsuccessful farm people- his imagination had never really accepted them as his parents at all. The truth was that Jay Gatsby of West Egg, Long Island, sprang from his Platonic conception of himself. He was a son of God†¦ he must be about His Father’s business, the service of a vast, vulgar, and meretricious beauty. So he invented just the sort of Jay Gatsby that a seventeen year old boy would be likely to invent, and to this conception he was faithful to the end.† (Fitzgerald, F. Scott) In contrast, Hamlet has dissembled his true noble self in order to feign madness to draw Claudius near. Hamlet is far superior than any other characters in Hamlet, intellectually and with a potent inner strength. He embodies many incredible capabilities and abilities; Hamlet can be considered a paradoxical character, being both witty and cautious, kind but stern, etc. â€Å"[Hamlet] is endowed with the finest sense of propriety, susceptible of noble ambition, and open in the highest degree to an enthusiastic admiration of that excellence in others of which he himself is deficient. He acts the part of madness with unrivaled power† (Schlegel, August Wilhelm Von). Hamlet is inherently a noble and imperial being, therefore, for him to dissemble himself and conceal it enables him to feign his insanity, for insanity is much less noble than nobility. Hamlet appears to be a strong character, both physically and mentally. He is a very elegant thinker, who is by far more intellectual than his peers. â€Å"The character of Hamlet stands quite by itself. It is not a character marked by strength of will or even of passion, but by refinement of thought and sentiment† (Hazlitt, William). Hamlet is a very unique character in regards to his highly mature and noble sophistication. While it seems that Gatsby was not deserving of his vastly enourmous wealth along with the status that accompanied it throughout the book, on the contrary it is possible that he might in fact had been. One could argue that in reality he was a nobel character, deserving of his status in elite circles . Whether or not Gatsby had indeed inherited his sum or had invested legally or illegally, he truly did acquire an enormous sum of cash. Gatsby had come into life with almost nothing to his name, and had left it with enormous wealth. He was an honored individual who served his country and truly can be referred to as the epitome of the American Dream throughout his life. Gatsby ‘represented everything,’ Nick says, for which he feels â€Å"an unaffected scorn.† Even when he tells Gatsby, on their last meeting, that he’s ‘worth the whole damn bunch put together,’ Nick continues to disapprove of him on a social level. Gatsby has redeeming qualities, however†¦ Parts of his fantastic story turn out to be true. He had been a war hero, and has the medal from Montenegro to prove it. He had actually attended Oxford—for five months, as a postwar reward for military service, and produces a photograph in evidence. Above all, there was nothing phony or insincere about his dream of Daisy (Donaldson, Scott). That being said, it is important to also reanalyze Hamlet’s position; Hamlet could well possibly have not been concealing his true self, but rather trying to develop his plan cognitively. Although the question remains if he had truly become consumed by his ‘madness charade‘ or if it had been an act all along, William Shakespeare gives no indication in his work. â€Å"Hamlet, a very unconventional hero whose eloquence and endless deliberation on why he cannot consummate the revenge his father desires underscores his essential rhetorical role in the play. While Hamlet so eloquently describes his feelings, the question remains as to whether he actually feels them† (Bloom, Harold). Although it may appear that he had lost himself, if not beginning with his escapade concerning his old girlfriend then with his seemingly drivel conversations, it is highly likely that Hamlet had just been playing a part. This is seen when Hamlet is able to not only save his own life from the decree put forth by his uncle, but to complete his mission in the end as well. While there are many germane ideas present in both literary works, their parallels to each-other regarding their willingness to achieve their aspirations are regarded as a main point to be extracted for further assessments. Both protagonists were willing to do about anything, including altering their destinies, in order to achieve some aspiration of theirs, regardless of how unrealistic it may be. According to Khalil Gilbran, â€Å"To understand the heart and mind of a person, look not at what he has already achieved, but at what he aspires to.† (97) This being said, both Gatsby and Hamlet are intricate characters with much to delve and dissect on; though they both died tragic deaths, their deaths were not in vain for their legacies continue onward. Works Cited: Auden, W.H. Hamlet. qtd in Lectures on Shakespeare† ed. Arthur Kirsch. New Jersey: Princton University Press, 2000 Bloom, Harold, ed. â€Å"Background to Hamlet.† Hamlet, Bloom’s Guides. Philadelphia: Chelsea House Publishing, 2003. Bruccoli, Matthew J. New Essays on The Great Gatsby. Cambridge: Cambridgeshire, 1985. Donaldson, Scott. Fool for Love: F. Scott Fitzgerald qtd. on â€Å"On Gatsby and the Historical Antecedents for Gatsby.† Bloom, Harold, ed. New York: Chelsea House Publishing, 2006. Freud, Sigmund. The Interpretations of Dreams. qtd. as â€Å"Hamlet’s Deepest Impulses† Harold Bloom, ed. Shakespeare’s Tragedies, Bloom’s Major Dramatists. Philadelphia: Chelsea House Publishing, 1999. Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. Print. Gilbran, Khalil. qtd in A Toolbox for Humanity ed Lloyd Albert Johnson. Victoria, Canada: Trafford Publishing, 2003. Hazlitt, William.Characters of Shakespeareâ€℠¢s Plays qtd. as â€Å"Hamlet’s Power of Action† in Harold Bloom, ed. Shakespeare’s Tragedies, Bloom’s Major Dramatists. Philadelphia: Chelsea House Publishing, 1999. Lewis, Roger. Money, love, and aspiration. qtd. in â€Å"New Essays on the Great Gatsby† ed. Matthew J. Bruccoli. Cambridge University Press: Cambridge, UK. 1985 Lhamon Jr, W.T. Style and Shape in the Great Gatsby.† Critical Essays on F. Scott Fitzgerals, Cambridge. ed. Scott Donaldson Bostom: Hall, 1984 Schlegel, August Wilhelm Von. Hamlet’s flaws. qtd. in Shakespeare’s Tragedies, Bloom’s Major Dramatists. Harold Bloom, ed. Philadelphia: Chelsea House Publishing, 1999. Shakespeare, William. Hamlet. New York: Simon and Schuster, 1992. Verderame, Carla. The Great Gatsby. McClinton-Temple, Jennifer ed. Encyclopedia of Themes in Literature. New York: Infobase Publishing, 2011.