Ender Book Report Compassion vs Ruthlessness Essay

In the novel Ender’s game, Orson Scott Card attempts to convey the message of the conflict between compassion and ruthlessness. For one thing Ender often compares himself to his ruthless brother Peter every time he himself does something mean and cold hearted. But Ender also has a compassionate personality. he shows his compassionate personality in many cases. He also shows that Ender may have a bit of a ruthlessness in him, but resents himself for it. He then also shows that compassion beats ruthlessness when Enders overtops ruthless Peter in almost everything they do. Therefore Orson used the theme compassionate vs. ruthlessness by exhibiting Ender’s success and Peter’s failures to exhibit the theme compassion vs. ruthlessness. Peter has more of an influence in Ender’s life then he realized, He even acknowledges it one point when thanks Peter in his mind for teaching him how to hide his feelings. Often Ender compares himself to Peter especially when he ends up hurting or killing something or someone. After he beats up Stilson. He thinks that he’s like Peter. â€Å"Ender leaned against the wall of the corridor and cried until the bus came. ‘I am just like Peter. Take my monitor away and I’m just like Peter. ‘† (page 8) Ender realizes with anguish that he’s turning into Peter. He finds this really sad. Another time he feels like Peter is when is when he’s flying to battle school. On the way there, a boy kept harassing him. Ender then proceeds to harm the boy and break his arm. â€Å"Just as the next blow was coming, Ender reached up with both hands, snatched the boy by the wrist, and pulled down on the arm, hard†¦ I am Peter. I am just like him. And Ender hated himself. † (page 122) Ender, even though he was defending himself, broke a kid’s hand and compared himself to Peter. He also hated himself for it. At one point, after Ender see’s a reflection of Peter staring at him on a mirror in a reality game that shows your perspective of reality, the teacher’s acknowledge it. â€Å"‘But why. His brother is dangerous, his bother was rejected for the program because he’s one of the most ruthless human beings we ever laid hand on. Why is he so important to Ender? why after all this time? ‘† (page 122) Peter is clearly important to Ender because Ender always keeps comparing himself to him, bares such a resemblance, and resents Peter, and himself. In conclusion Peter had a major influence in Ender’s life, in a sense of a bad role model, in Ender’s mind. Ender, all though often comparing himself to ruthless Peter, was actually very compassionate in many senses. When fellow student, and victim Shen is being bullied by Bernard, Ender interferes. Ender makes Bernard look stupid by sending stupid messages in Bernard’s name to make Bernard look stupid and make Shen happy † Cover your butt. Bernard is watching -God. Bernard went red with anger. ‘ Who did this! ‘ he shouted ‘God, ‘ said Shen. (page 50) Ender shows compassion by making Shen have a little bit of a victory, and making Bernard look plain stupid. Also, at one point Ender, when Bonzo and Ender are having an argument, Ender shows some kindness. â€Å"‘But if you want, I’ll pretend that you won this argument. Then tomorrow you can tell me you changed your mind’ ‘I don’t need you to tell me what to do. ‘ ‘I just don’t want the other guys to think you backed down. Then tomorrow you can tell me you changed your mind. ‘ Bonzo hated him for it, for the kindness. Ender tried to understand why. † (page 87) Ender shows kindness, even to Bonzo who his giving him a hard time. He makes sure that Ender wins the argument yet making Bonzo not look foolish in front of his boys. This shows many characteristics including kindness, compassionate, and also leniency. Also Ender shows compassion when he continued to train with the launchies (basically a group of kids that are new to the battle school. Ender was one of them but Ender quickly advanced ahead of his class. ) â€Å"‘Now your really in an army. ‘ said Alai ‘You don’t need have to keep practicing with us. ‘ ‘From you I can learn things nobody knows,’ said Ender ‘Dink Meekr is the best. I hear he’s your toon leader. ‘ ‘ Then let’s get busy. I’ll teach you from what I learnt today. ‘† (page 103) Even when Ender is finally part of an army that actually uses him, he is still trained with the launchies, his former friends. He did not forsake them and showed many attributes such as caring, compassion, and kindness. In conclusion even though Ender may have a bit of Peter’s influenced ruthlessness he is still very kind and compassionate. Compassion is shown to top ruthlessness when Ender succeeds in achieving in everything that Peter failed in. Ender is first more successful then Peter when he keeps his monitor longer then Peter. â€Å"But Peter would not soothed. ‘Like us? He keeps the little sucker till he’s six years old. When did you lose yours? You were three. I lost mind before I was five. He almost made it, little bastard, little bugger. ‘† (page 10) Ender kept his monitor longer then Peter. Peter noticed this and pretty much snapped at his brother. This shows that Peter was both mad and jealous. The second time when he overtops Peter is when Ender is invited personally to battle school by Colonel Graff â€Å"‘My name is Graff Ender. Colonel Hyrum Graff. I’m director of the primary training at the battle school in the Belt. I’ve come to invite you to enter the school. ‘† (page 19) The director of the battle school came himself to invite Ender to the battle school, which is a rare honour which most boys, including Peter always wanted; to go to battle school and learn how to fight the buggers. The final time when final major accomplishment is when he defeats the buggers. â€Å"‘ Ender, for the past few months you have been battle commander of our entire fleet. This was the third invasion. There was no games, the battles were real, and the only enemy you fought was the buggers. You won every battle and today you finally fought them at their home world, where the queen was, all the queens from all their colonies. They all were there and you destroyed them completely, They’ll never attack us again. You did it. You'† ( 296-297) Ender was able to defeat the buggers, and win a whole entire war single handily He achieved every boy’s dream, to beat the buggers and save mankind. In conclusion Ender prevailed over ruthless Peter, which made him more successful then Peter. In conclusion Orson exhibits the them Compassion vs Ruthlessness by exhibiting the success of Ender and the failure of Peter. He shows this by comparing Ender to Peter and making Ender hate himself for it. But also exhibiting Ender’s overwhelming compassion to his other students. He also shows this by most importantly compassionate Ender vs ruthless Peter and how Ender overtopped him in everything he (Peter) did. Ender succeeded in everything Peter wanted to do. Even if though you need ruthlessness to do something dreadful, if you have enough compassion, you win out in the end.

Factors Contributing to Christopher Columbus’ Voyage

Christopher Columbus departed Spain on August 3, 1492 for his first voyage. He stopped at the Canary Islands for a final restocking and left there on September 6. He was in command of three ships known as the Pinta, the Nina, and the Santa Maria. On October 12, they first sighted land which turned out to be a small island in present-day Bahamas (Minster, 2012a). There are various factors which influenced Christopher Columbus to undertake this voyage. He had a personal interest and determination to find a faster more efficient route to the East Indies. King Ferdinand and Queen Isabella financed his voyage because they were interested in material wealth and converts for Spain. The time period in which Columbus lived also had a great influence since the Renaissance period was a time of exploration and finding new meanings for existence. Christopher Columbus examined mostly southward voyages of the Portuguese into the Atlantic and Africa and thought that one could also sail westward and ultimately reach India. This belief was also influenced by accounts he read from the travel accounts of writer Marco Polo. Columbus may have conceived this idea of sailing west to reach Asia as early as 1481 in a correspondence which he sent to Italian Scholar, Paolo del Pozzo Toscaneli. Apart from proving his theory of traveling westward, Columbus also had a personal interest on the voyage. When King Ferdinand and Queen Isabella approved his voyage, Columbus would become viceroy of all the lands located and he would keep a tenth of all values found (â€Å"Thinkquest,† 2013). When Columbus sighted land, he believed he had reached the Asian islands as is evident in his self-promoted letter which he sent to the King and Queen of Spain. When Columbus developed his theory of sailing westward across the Atlantic in search of a shorter route to Asia, he first submitted his proposal in 1484 to John II, King of Portugal. He wanted the Portuguese to finance his expedition across the Atlantic. The King passed on the petition to the Royal Maritime Commission who rejected Columbus since other ships were already traveling to Africa (â€Å"Ucalgary,† 1997). Columbus then moved to Spain where he petitioned Queen Isabella. The Royal Commission first rejected his plan but he tried once more in 1492 when it was approved. Spain had its own interest in the voyage since it had a desire to spread Christianity and claim new land to expand its empire. They were also interested in the Northwest Passage which Columbus claimed since it would allow them to gather new sources of wealth such as spices, silk and gold. Christopher Columbus was born in 1451 which was the period of the Renaissance. It was a time marked by renewed interest in art, culture and exploration. As mentioned before, countries such as Spain and Portugal wanted to expand their empires and spread Christianity to new lands. This was the perfect period for Columbus to explore new lands since people began to chase secular pursuits and there was greater emphasis on human potential and human progress (Tammy, n. d. ). Knowledge became the key to understanding the world that surrounded human beings and Columbus’ voyage would directly help in increasing this thirst for knowledge. During this period there was increased trade and commercial activity, growth of cities and towns and the expansion of learning all aided in fueling Columbus desire to initiate his voyage. After landing on the island which he named San Salvador on his first voyage, Columbus sailed to other islands including Cuba and Hispaniola. Columbus returned to Spain in March of 1493 and although his first voyage was almost a failure, he lost his biggest ship and did not find the promised route to the west, the Spanish Monarchs were very intrigued with his discoveries. Spain financed three more voyages for him with the aim of establishing permanent colonies (Minster, 2012b). As can be seen there are various factors which contributed to Columbus’ voyage, including his personal interests, Spain’s interest of expanding its empire and religion and the time period in which his voyage took place. Today, Columbus is remembered for both the ‘good and the bad’ since he discovered the Americas but also opened the doors for exploitation, subjugation and slavery.

Barack Obama - Fifth Weekly Transition Address

Barack Obama Fifth President-Elect Weekly Transition Address Broadcast 6 December 2008Good morning. Yesterday, we received another painful reminder of the serious economic challenge our country is facing when we learned that 533,000 jobs were lost in November alone, the single worst month of job loss in over three decades. That puts the total number of jobs lost in this recession at nearly two million. But this isn’t about numbers. It’s about each of the families those numbers represent. It’s about the rising unease and frustration that so many of you are feeling during this holiday season. Will you be able to put your kids through college? Will you be able to afford health care? Will you be able to retire with dignity and security? Will your job or your husband’s job or your daughter’s or sons jobs be the next ones cut? These are the questions that keep so many Americans awake at night. But its not the first time these questions have been asked though. Weve faced difficult times before, times when our economic destiny seemed to be slipping out of our hands. And at each moment, we have risen to meet the challenge, as one people united by a sense of common purpose. And I know that Americans can rise to the moment once again. But we need action and action now. Thats why Ive asked my economic team to develop an economic recovery plan for both Wall Street and Main Street that will help save or create at least two and a half million jobs, while rebuilding our infrastructure, improving our schools, reducing our dependence on oil, and saving billions of dollars. We won’t do it the old Washington way. We won’t just throw money at the problem. We’ll measure progress by the reforms we make and the results we achieve by the jobs we create, by the energy we save, by whether America is more competitive in the world. Today, Im announcing a few key parts of my plan. First, we will launch a massive effort to make public buildings more energy-efficient. Our government now pays the highest energy bills in the world. We need to change that. We need to upgrade our federal buildings by replacing old heating systems and installing efficient light bulbs. That won’t just save you, the American taxpayer, billions of dollars each year. It will put people back to work. Second, we will create millions of jobs by making the single largest new investment in our national infrastructure since the creation of the federal highway system in the 1950s. We’ll invest your precious tax dollars in new and smarter ways, and we’ll set a simple rule: Use it or lose it. If a state doesn’t act quickly to invest in roads and bridges in their communities, they’ll lose the money. Third, my economic recovery plan will launch the most sweeping effort to modernize and upgrade school buildings that this country has ever seen. We will repair broken schools, make them energy-efficient, and put new computers in our classrooms. Because to help our children compete in a 21st century economy, we need to send them to 21st century schools. As we renew our schools and highways, we’ll also renew our information superhighway. It is unacceptable that the United States ranks 15th in the world in broadband adoption. Here, in the country that invented the Internet, every child should have the chance to get online, and they’ll get that chance when I’m President because that’s how we’ll strengthen America’s competitiveness in the world. In addition to connecting our libraries and schools to the Internet, we must also ensure that our hospitals are connected to each other through the Internet. That is why the economic recovery plan I’m proposing will help modernize our health care system; and that won’t just save jobs, it will save lives. We will make sure that every doctor’s office and hospital in this country is using cutting edge technology and electronic medical records so that we can cut red tape, prevent medical mistakes, and help save billions of dollars each year. These are just a few parts of the economic recovery plan that I will be rolling out in the coming weeks. When Congress reconvenes in January, I look forward to working with them to pass a plan immediately. We need to act with the urgency this moment demands to save or create at least two and a half million jobs so that the nearly two million Americans who’ve lost them know that they have a future. And that’s exactly what I intend to do as President of the United States. Thanks for listening. Source:Â  https://www.loc.gov/

Viewpoints of each anthropologists Essay Example | Topics and Well Written Essays - 1500 words

Viewpoints of each anthropologists - Essay Example Specific jobs allotted to men and women, who according to their natural skills and behavior; fulfill them. People make culture through their inclinations and behavior. The most influencing human beings in any society impose their thoughts; not only through their words but also through their actions; which they believe in. Literature and arts depict the deep understanding and believes; in a cultural system. This not only provides the formula of kinship but also determines the prohibitions in different scenarios. Incest prohibition; for an instance is a natural law or a socio-cultural decorum, developed later, anthropologist and ethno historians’ researches show perplexed statements about it. However, it is present since the oldest times, Huron people prohibited cousin marriage. Communication of thoughts and ideas conveyed from one generation to the other defines the general behavior or attitude of people in a cultural system. Levis ideology may sound obscure at the time it was presented, but as the time passed; it became essentially acceptable by Anthropologist of modern era. Ethics and behavior play a great role in balancing a society. Norms act as unspoken rules and therefore people obey them to sustain the balance. People try to understand these customs through their close relations. Therefore relations are necessary for people to understand a cultural system. People usually assert age or sex in mind to judge or predict; less understood relations. Levi didn’t use the notion of relations directly, but used nature and culture which molds a person in a certain cultural system. Nature doesnt nourish what requires by a society; but culture does make a person aware of implications around or on him. Although the importance of relationships, especially blood relations and their direct impact through interaction with other kin of the family may effect adversely if they are not structurally in correct order. However, the incest is not

Critically discuss being drinking among women and particularly among Literature review

Critically discuss being drinking among women and particularly among asian women - Literature review Example This is because they are the largest group between the two that is experiencing rapid growth in binge drinking. This paper seeks to explore the theoretical implication of binge drinking while focusing on Asian women. As a modern phenomenon, binge drinking is more of a problematic form of drinking as opposed to pleasurable drinking. There has been numerous instances of debate on binge drinking in the media, especially in the TV and the newspaper with shameful representations captioned by examples such as â€Å"Binge Britain’s Night of Shame†, â€Å"Booze Britain† and â€Å"Ladette to Lady†. From these contexts, it is clear that the people being described in the TV and the newspaper are young people who engage in unacceptable behavior after alcohol intoxication. There are also alcohol policies put in place by the government to promote sensible behavior when drinking (Nicholls 2009). In academic studies, there are misconceptions about the phenomenon of binge drinking being a new manifestation of the 21st century. What is also questionable is its mere existence and how exactly it is presented in practice because most of the people who go out drinking on weekends are painted by the media and the government as being binge drinkers when they do not overtly comprehend the nature of their drinking themselves (Haydock 2009). Academic accounts also identify a problem with the fact that binge drinking is considered a new phenomenon, given that there are numerous aspects that influence the â€Å"newness† and they vary with race, culture, age, gender among others. For instance according to Measham and Brain’s (2005), the â€Å"culture of intoxication† is a representation of â€Å"determined drunkenness† which is a calculated and deliberate attempt made by a person to get drunk (Measham & Brain 2005). However, according to Hall and Winlow’ s (2006), binge drinking is considered a means by which people engage more in broader friendship

Teaching Philosophy Statement Essay Example | Topics and Well Written Essays - 750 words - 1

Teaching Philosophy Statement - Essay Example Due to this, I believe that education should be handled specifically and not generally. This does not necessarily mean that each student should have his or her own teacher, but it simply means that each student should be given attention by the teacher individually depending on their learning capability. I believe that my duty as a teacher entails steering my students on how to gain education by guiding them on how to be knowledgeable by emphasizing that the only way they will be triumphant in their school life is if they accept that the teacher will only guide them through their education and he or she is not he actual source of education. In order to gain knowledge, students need to acquire information through research and practicing what they have learnt. The young generation is the hope for a better tomorrow. Due to this, I believe that rectifying past mistakes in education will see to it that everyone has a better future. Perspectives in the past where teachers are viewed as authority figures should not exist anymore. I aim at creating a personal relationship with my students, where they will view me as a friend who is there to guide them into a bright future. This relationship will ensure that students aim at excelling in their school work in order to have a successful future and not as a result of the punishment they expect from me if the do not. One major function of education is to promote peace and harmony. I believe that as a teacher, I should promote unity and understanding among my students. This means that I will ensure that all my students have tolerance with each other irrespective of ones ethnicity, nationality, gender and race. I will do this by using methods such as group assignments. I will give my students group assignments which must be done as a group. I will ensure that these groups are composed of students from different backgrounds, hence embrace diversity. This will be a vital

Real life research Coursework Example | Topics and Well Written Essays - 250 words - 1

Real life research - Coursework Example 2. A major advantage of mail panel research is that the cost is low especially since bulk postage is cheap. There is also no interviewer bias and the respondents can answer at their convenience. Furthermore, mail surveys may be long so a large amount of information can be obtained. A major drawback of this kind of research is that the surveys can be returned after several months; thus, a cause of delay in the research. There is a low response rate with this kind of survey. This kind of research is not suitable if the issues in the survey need clarification such as very technical topics. I think NFO used a mail panel because it is less costly. Since NFO has a set of panelists already, they did not have to gather a new group for the research. This means less effort and expense on their part. Moreover, NFO can reach a larger population with this kind of survey because it does not require personal

Racism White Privileges and Stereotypes Research Paper

Racism White Privileges and Stereotypes - Research Paper Example The white privilege has conventionally played a big role in the success of white people in the USA in many walks of life. White privilege has provided people with opportunity to seek admission into the graduate schools in preference to the people of color. White privilege has helped the white students acquire national grants and scholarships for continuing higher studies while there have been more capable students of color that had also applied, but were not granted the scholarships. In the workplace, white privilege has been the cause of promotion for certain employees in presence of equally skilled and talented employees of color in the organization. History of White Privilege Around the early 1600s, 50 rich white people had got financial interests in the land in Virginia along with the Virginia Company of London. The Englishmen had been provided with the right of ruling the colony. Around the mid 1600s, there were as many as 100 servants for every single gentleman in the new Ameri can colonies. There have been numerous servant revolts in Virginia, at least ten of which have documented evidence. One of the most famous servant revolts that occurred around the mid 1600s was the Bacon’s Rebellion. In the year 1676, the free workers, farmers and servants of both the English and the African race stood up for their rights. They demanded salary and land. It was during the very revolution that Jamestown was burned. At the time of Bacon's Rebellion the English commission of investigation had shown more sympathy with the rebels than with the well-to-do planters who had engrossed Virginia's lands. To have attempted the enslavement of English-born laborers would have caused more disorder than it cured. But to keep as slaves black men who arrived in that condition was possible and apparently regarded as plain common sense. (Morgan, 1972, p. 25). In 1755, the Massachusetts Legislature assigned cost to the Indian scalp in the Bay Colony. The scalp of Indian men was so ld for 40 pounds while that of Indian females and boys below 12 years of age for 20 pounds. The Neutralization Act was passed in 1790. In 1830, President Andrew Jackson had passed the Indian Removal Act. There were several more discriminatory acts that were passed in the years to follow. President Abraham Lincoln brought a revolutionary change by emphasizing upon a need for the Americans to eradicate racial differences among them and categorization of the society on the basis of color or race. â€Å"Let us discard all this quibbling about this man and the other man, this race and that race and the other race being inferior, and therefore they must be placed in an inferior position† (Lincoln cited in Davis and Wilson, 2008, p. 181). Despite his efforts and of many that followed, white privilege has continued to be an integral feature of the culture of the USA to this date. White privilege is frequently reflected in the television programs, both overtly and otherwise. While the re are certain programs which overtly speak of white privilege, there are others which promote white privilege by under-representing it. One such program is the movie Crash that has won the Oscar award. Although apparently the story of Crash tends to reflect the issues and stereotypical images of people belonging to different races, white supremacy is not quite as much represented as it exists in the USA. The movie Crash has a very simple central theme; people belonging

STRATEGIC MANAGEMENT ANALYSIS Essay Example | Topics and Well Written Essays - 1000 words

STRATEGIC MANAGEMENT ANALYSIS - Essay Example A key challenge to be faced by the governments all over the world is that of the reduction in the use of personal vehicles and consumption of fossil fuel. With more focus on conserving the energy and find out new and sustainable energy resources, consumers world over are pressing governments to actually come forward with more stringent restrictions on the use of vehicles and energy resources which are damaging the environment. (Hill, and Jones.2010) Considering the fact that consumers are becoming relatively savvier, it is clear that new social trends will continue to emerge which can reshape the way industry operates. The focus towards the environment protection and fuel efficiency are some of the clear social trends which will emerge to create challenges for the industry. (Hill, and Jones, 2010). Probably the strongest challenge to the industry will come from the technological and environmental challenges in the next decades to come as fast changing technology often drives out firms who are slow to adapt to these challenges. There is a clear shift towards building cars which use clean and renewable energy while at the same time are efficient and cost effective also. One of the key weaknesses in the electronic or hybrid cars is that of the high cost and low fuel efficiency. Future trends therefore may clearly indicate of scenarios where EVs or Hybrid Cars have to be built upon technology which can ensure mobility, cost effectiveness as well as fuel efficiency. Considering the above PESTLE factors, it is quite evident that there can be two extreme scenarios i.e. rapid technological changes and the mass adaptation of EV cars. If the technology rapidly changes and Better Places is not able to keep pace with the technological changes through its effective R&D, it is clear that the company may go out of the business. Since this industry is dominated by the technology and almost all progress in the industry has

Discrimination Against Biracial Children Essay Example for Free

Discrimination Against Biracial Children Essay Biracial children face a myriad of concerns on a daily basis. Research reveals what common sense suggeststhat all these problems are rooted in racist, biased, and discriminatory social attitudes, attitudes which children encounter from their first moments of pre-school. The sense of injustice that they instinctively feel when they sense these biases will manifest out of discrimination towards one or both of their racial backgrounds, as well as towards the fact that they have more than one racial background. Examples of these concerns, and manifestation of racist attitudes, are concerns shared by parents of bi-racial children, who also suffer the emotional brunt of discrimination against their children. An understanding of the suffering of parents, as well as bi-racial children, can provide for us not only a comprehensive perspective on the challenges and concerns that bi-racial children and their parents experience on a daily basis, but a means of providing the proper environment thereof. Sample of Sources Used: * Black Women with Biracial Children. 2007:http://groups.yahoo.com/group/blackwomenwithbiracialchild/ * Delle, Margaret. Raising Biracial Children: Still a Difficult Subject after all These Years. 2007: http://www.associatedcontent.com/article/107661/raising_biracial_children_still_a_difficult.htmlIdentity Issues and Concerns of Biracial Children.2007: http://members.aol.com/lacillo/biracial.html * Jones Frank and Gibbs Staff. Parenting Biracial Children: Issues for Black/White Biracial Child- Rearing. 2007: http://www.gibbsmagazine.com/Parenting%20Biracial%20Children.htm * Nakazawa, Donna Jackson. Does Anybody Else Look Like Me?: A Parents Guide to Raising Multiracial Children. Da Capo Press; Reprint edition March 30, 2004. * Pattnaik, Jvotsna. Learning about the other: Building a Case for Intercultural Understanding among Minority Children. Childhood Education Vol 79 2003. P NA

The Errors Vs Mistakes English Language Essay

The Errors Vs Mistakes English Language Essay According to Brown in order to analyze a learner language, it is important to understand the distinction between errors and mistakes. A mistake refers to a performance error that is either a random guess or a slip, seeing as a failure to use a known system correctly. Mistakes can happen in both native and second language are the result of some sort of temporary breakdown, hesitations, slip of the tongue, random ungrammaticalities, or imperfection in the process of producing speech and can be recognized and corrected by native speakers. However errors are idiosyncrasies in the language of the learner. They are actually deviation from adult grammar of a native speaker. It shows the competence of the learner. Then mistakes are referred to performance errors in which the learner knows the system but fails to use it while errors are the result of ones systematic competence. It means that the learners system is incorrect. According to James cited by Brown (2007) the learner is not able to self correct the errors while mistakes if called, can be corrected by the learner. Then error correction can be used as a means for identification of errors and mistakes. However, Brown noted that making a distinction between errors and mistakes is difficult because if no such error correction occurs, we are not able to distinguish those (2007). Keshavarz (2008, p.49) also noted that there is a distinction between errors and mistakes. Errors are rule governed, systematic in nature, internally principled and free from arbitrariness. They show learners underlying knowledge of the target language that is his transitional competence. In contrast to errors, mistakes are random deviations and unrelated to any system. They are related to performance of the learner and might occur in the speech and writing like slip of the tongue, slip of the ear, slip of the pen, and false start. According to Keshavarz (2008) mistakes are due to non-linguistic factors such as fatigue, strong feeling, memory limitations, and lack of concentration and so on. These kinds of mistakes can be corrected by the learner if brought to his attention. He considered that distinguishing between learners errors and mistakes has always been problematic for teachers and researchers as Corder (1967) and Brown (1987) cited in keshavarz (2008) maintained this problem too. Nevertheless most error analyst use a general criterion for distinguishing between errors and mistakes the frequency of occurrence that is: errors which are low frequent are considered as mistakes or performance errors and those which are high frequent are systematic errors. However this criterion alone is not enough for distinguishing between errors and mistakes because low frequency of certain error may due to the low frequency of grammatical patterns or avoidance strategy that a learner uses. Then error analyst should consider casual factors of learners deviant structures as a means of distinguishing between errors and mistakes. According to Corder (1997) cited in Park (2010) errors refer to learners underlying knowledge of the language and mistakes refer to incorrect forms caused by memory lapses, slips of the tongue and other instances of performance errors. Corder considered that learners can correct their own mistakes but they cannot correct their errors because they do not have enough knowledge to distinguish their own utterance and that of the native speaker. He also pointed out two explanations with regard to learner errors. First, the occurrence of errors is merely a sign of the present inadequacy of the teaching techniques (p. 163). That is, if it were possible for teachers to achieve a perfect teaching method, there would be no occurrence of student errors in the target language. The second explanation is that despite teachers best efforts, the occurrence of errors is inevitable because errors occur for many reasons. The reasons can be: interference from L1, overgeneralization, an incomplete knowle dge of the target language, the complexity of the target language, and fossilization. Therefore, teachers should be more concerned with how to deal with students errors than the simple identification of them. For this study, I will use the terms errors and mistakes interchangeably because sometimes it is difficult to distinguish students errors from mistakes. Identification of Errors: (Categories of Error) Corder (1971) cited by Brown (2007) provided a model for identification of errors. Based on his model any sentences uttered by the learner can be analyzed for idiosyncrasies. According to his model there are two types of error: overt and covert errors. Overtly incorrect utterances are ungrammatical at the sentence level and covertly incorrect utterances are grammatically correct at the sentence level but are not interpretable within the context of communication. Then overt errors are sentence level and covert errors are discourse level errors. Burt (1975) cited in Park (2010) categorized errors as global and local ones. Global errors are errors that hinder communication and affect the overall organization of the sentence such as wrong word order, missing, wrong or misplaced sentence connectors however local errors do not usually hinder communication and affect single elements in a sentence such as error in noun and verb inflections, articles, and auxiliaries. He mentioned that the correction of global error clarifies the intended message more than the correction of several local errors. Moreover he argued that teachers should correct high frequent errors first. From another perspective Chaudron (1977, p.32) cited by Park (2010) classified the range of errors from linguistic (phonological, morphological, syntactic) to subject matter content (factual and conceptual knowledge) and lexical items. Valdman( 1975) cited in (salim shahin) provided the same division as Burt and said that in the case of global error the communicatio n between the student and teacher will be blocked and the student requires correction but in the case of local error, communication between the teacher and the student will not be blocked and it is up to the teacher to require the correction of the error, or let the error passes. Hammerley( 1991) cited in (Salim Shahin, 2003) classified errors into surface and deep. According to him surface errors need minor corrections and explanations while deep errors require explanation of why the error was made and what the correct form is. Hendrickson (1978) cited in (Salim Shahin, 2003) divided errors into three main types. 1) errors that hinders communication; 2) errors that have highly stigmatizing effect on the listener or reader but do not hinder communication; 3) errors that can be described as lapses that students usually have in their utterances. These errors are quite common in the speakers utterances yet they hardly block communication between the speaker and his interlocutor. Mackey et al. (2000) cited by Park (2010) categorized four types of errors in their analysis of L2 interactional data as phonological, morphosyntactic, lexical, and semantic ones.1) Phonological errors were non-target like pronunciation; 2) morphosyntactic errors were omitted plural-s and the preposition in; 3) lexical errors were inappropriate lexical items; 4) semantic errors were incorrect meaning or expression. Prabhu (1987) cited in (Salim shahin, 2003) divides errors on the basis of their treatment rather than their nature. According to his division there are two kinds of error: systematic and incidental errors. Systematic errors are those that deviate from the native speakers form and the teacher uses linguistic explanation, long interruptions, and exemplification to help and correct learners error. But Incidental errors do not require linguistic explanation or exemplification from the teacher, such as when the teacher corrects a pronunciation error or when he raises his eyebrows to draw the students attention to the error. Moreover Lennon (1991) cited by Brown (2007) identified different categories for description of errors: Errors of addition, omission, substitution, ordering Level of errors: phonology or orthography, lexicon, grammar and discourse Global and local errors: an error that hinders communication or prevents hearer or reader from understanding some aspect of a message is global and an error that does not prevent a message from being understood, usually due to a minor violation of one segment of a sentence, allowing a hearer or a reader to make an accurate guess about the intended meaning is a local error. (burtkiparsky, 1972 cited by Brown, 2007) Domain and extent error: domain error is the rank of linguistic unit from phoneme to discourse that must be taken as context in order for the error to become apparent. Extent error is the rank of linguistic unit that would have to be deleted, replaced, supplied, or recorded in order to repair the sentence. Other educators like Allwright (1975) cited in (Salim Shahin, 2003) believed that errors should be treated on the basis of their frequency, rather than on their classification. Then errors of high frequency should be given more attention and emphasis than errors of low frequency. Some Definitions in Error Correction: There are different terms when providing feedback in response to learner error in second language acquisition. These are repair, treatment, feedback, negative evidence and correction. Brown (2007, p.388) defined repair as correction by the learner of an ill-formed utterance, either through self-initiated repair or in response to feedback. Chaudron (1988) cited in Dabaghi (2006) defined treatment as any teacher behavior that follows error and shows the error to the learner. Ellis (1994a) cited by (Dabaghi, 2006) also identified feedback as a general cover term in which listeners provide information on the reception and the comprehension of the messages. Lightbown and Spadal (1999) cited in Dabaghi (2006) defined corrective feedback as an indication to the learners that they use target language incorrectly. According to Ellis (1994a) cited by Dabaghi (2006) correction has a narrower meaning than these terms. It is any attempt to provide negative evidence in the form of feedback that draw learners attention to the errors they have made. As Schachter (1991) cited by Dabaghi (2006) said corrective feedback, negative evidence and negative feedback are terms that are respectively used in the field of language teaching, language acquisition, and cognitive psychology. Most of the researchers use these terms interchangeably. In the present research we use error correction and corrective feedback interchangeably whenever the general sense of feedback provision was involve. Types of spoken error correction: According to Lyster Rantas model (1997) cited by Coskum (2010) the types of spoken error correction are as follows: Explicit correction: clearly indicating that the students utterance was incorrect, the teacher provides the correct form. S: there is a little milk in fridge. T: + in the fridge Recast: the teacher implicitly reformulates the students error, or provides the correction without directly pointing out that the students utterance was incorrect. In other words it is the teachers reformulation of all or part of a students utterance, minus the error. S: he like pop-music. T: yes, he likes pop-music Clarification request: the teacher indicates that the message has not been understood or that the students utterance included some kind of mistake and that a repetition or a reformulation is required by using phrases like Excuse me? S: there arent many /hotÄ ±ls/ in this town. T: again? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ Metalinguistic clues: the teacher poses questions like Do we say it like that? or provides comments or information related to the formation of the students utterance without providing the correct form. Metalinguistic clues contain comments, information or questions related to the well formedness of the students utterance, without explicitly providing the correct form. Metalinguistic comments generally indicate that there is an error somewhere. Metalinguistic information generally provides either some grammatical metalanguage that refers to the nature of the error or a word definition in the case of lexical errors. Metalinguistic questions also point to the nature of the error but attempt to elicit the information from the student. S: there isnt any books. T: + there isnt gà ¶rà ¼nce uncountable, yani sayÄ ±lamayan bir Ã…Å ¸ey kullanmamÄ ±z gerekiyormuÃ…Å ¸. Ds: there isnt any money Elicitation: the teacher directly elicits the correct form from the student by asking questions (e.g. How do I ask somebody to clean the board?), by pausing to allow the student to complete the teachers utterance (e.g. He is a good à ¢Ã¢â€š ¬Ã‚ ¦..) or by asking students to reformulate the utterance (e.g. Can you say that again?). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than yes/no response. It refers to at least techniques that teachers use to directly elicit the correct form from the students. First teachers elicit completion of their own utterance by strategically pausing to allow students to fill in the blank as it were. Second, teachers use questions to elicit correct forms. Such questions exclude the use of yes/no questions. The question likes Do we say that in English is metalinguistic feedback, not elicitation. Third teachers occasionally ask students to reformulate their utterance. S: there are a few books in my /lÄ ±brari/ T: in myà ¢Ã¢â€š ¬Ã‚ ¦? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ Repetition: the teacher repeats the students error and changes intonation to draw students attention to it. S: How much money do you have in your /pakÄ ±t/? T: /pakÄ ±t/? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ DS: /pokÄ ±t/ T: yes Sources of Error: According to Brown (2007, p.263) there are four sources of error: 1) Interlingual transfer: it is a significant source of error for all learners. It is the effect of one language (usually the first) on another (usually the second). At early stages of learning a second language, the linguistic system of the native language is the only system that a learner is familiar with. Then the native linguistic system can interfere or transfer and cause some errors in second language. 2) Intralingual transfer: Another source of error which goes beyond the interlingual transfer is intralingual transfer. It is the effect of forms of one language (usually the target language) on other forms within the same language. According to Odlin (2003), Jaszczolt (1995) and Taylor (1975) cited by Brown (2007) once learners have begun to learn the system of second language, it is the system of second language that cause error. In fact intralingual transfer that is generalization within the target language occurs. 3) Context of learning: The third source of error is context of learning which is called false concept by Richard (1971) and induced error by Stenson (1979) cited by Brown (2007). It overlaps two types of transfer and refers to classroom, materials and social situation that can lead learners to make faulty hypotheses about the language. 4) Communication strategies: The forth source of error is communication strategies. They are production strategies that learners use to enhance getting their message across, but these strategies can become a source of error. Moreover Corder (1975) cited by Keshavarz (2008, p101) distinguished three types of sources of errors: Inter lingual errors which are caused by first language interference Intralingual errors that are caused by the learners generalizing and over generalizing particular rules. Errors caused by faulty teaching techniques. Another classification was considered by Dualy and Burt cited by Keshavarz (2008, p. 101) for second language learners error which are called goofs: Interference-like goofs: errors which show native language structure and are not found in first language acquisition data of the target language. L1-developmental goofs: errors that do not reflect native language structure but are found in L1 acquisition data of the target language Ambiguous goofs: those errors that can be as either interference-like goofs or L1 developmental goof. Unique goofs: errors that do not reflect L1 structure and also not found in L1 acquisition data of the target language. Significance of errors: Many scholars in the field of error analysis have stressed the significance of second language learners error. For example Corder (1967) cited by Keshavarz (2008) remarked that errors are significant in three ways: First errors are significant to the teacher in that they help him to understand how much the learner has progressed and what remains for him to learn. Second errors provide evidence for the learner to recognize how language is learnt or acquired and what strategies and procedures are used by the learner to discover the language. Third errors are important to the learner himself in which they are a device the learner uses in order to learn. Moreover Richard (1971) cited by Keshavarz (2008, p.45) noted that errors are significant and of interest to: 1) Linguistics, because according to Chomsky the study of human language is the best way of understanding the human intelligence; 2) Psychologists, because by comparing childrens and adults speech, they can examine the nature of the mental processes that seem to be involved in language; 3) Teachers, because by analyzing learners errors, they would be able to discover their difficulties and devise a method for comparing them. Besides, Jain (1974) cited by Keshavarz (2008) maintained 2 reasons for the significance of error: Understanding the process of second language acquisition Planning courses incorporating the psychology of second language learning. Other researchers like Dulay and Burt (1975) cited by Dabaghi (2006) stressed the significance of error by indicating two major reasons: 1) error provides data from which interferences about the nature of the language learning processes can be made, and 2) it shows to the teachers and curriculum developers in which part of the language, learners have difficulty with and which error types detract most from the learners ability to communicate effectively. Historical perspectives of error correction: Russel (2009) noted that error correction is a controversial issue in the field of second language education (SLE) and second language teacher education (SLTE). How to correct errors depends on the methodological perspectives of teachers. In behaviorist teaching models such as audio lingual method that was popular in 1950s and 1960s, error correction was stressed at all cost. Behaviorists believed that errors were inevitable but they tried to provide the correct form immediately. Brooks (1960, p.56) cited by Russull (2009) considered that like sin, error is to be avoided and its influence overcomesà ¢Ã¢â€š ¬Ã‚ ¦ the best way to overcoming errors is to shorten the time lapse between the incorrect response and a presentation of correct form. However in 1970s the value of grammar instruction and error correction in behaviorist model was questioned. Russull (2009) considered that in 1970s and 1980s some scholars claimed that error correction was not only unnecessary but also harmful to second language acquisition. The most well known model which was against error correction was Stephan Krashens monitor model which has five hypotheses about language learning. Rashtchi keshavarz (2007) noted that the learners affective an d emotional status can act as filters which do not allow easy absorption of input. It means that affective filter will hinder the process of learning (p.76). Moreover they noted that according to natural order hypothesis all linguistic elements and skills are learned in a predictable order and this order is not influenced by the native language of the learners. Russell (2009) mentioned that Terrell created the natural approach which is a method that emphasizes the development of communicative competence. According to his approach affective rather than cognitive factors are primary concern in the language classroom and correction of learners error is negative in terms of motivation, attitude and embarrassment. In this approach teacher never correct the learner oral errors. Then learners themselves should study grammatical structures in order to correct their mistakes. Communicative language teaching approach became popular in 1980s and like natural approach focuses on communicative competence and notional functional concepts over the instruction of grammatical structures. (Richards Rogers (1986) cited by Russell (2009). The objective in CLT is the development of fluency and acceptable language use and since emphasize is on meaning over form, error correction is not of primary importance. However when learners accuracy is assessed, it is always done in context. (Omaggio Hadley, 2001 cited by Russell), and in 1990s some researchers assert that explicit grammar instruction, error correction and focus on form could promote SLA. (Aljaafreh Lantolf, 1994; Doughy Varela, 1993; Ellis, 1993, 1994; Fotos, 1994; Long 1996; Schmidt, 1990, 1993, 1995; Sharwood Smith, 1993). Error correction and second language acquisition: According to Dabaghi (2006, p. 25) there are different views and opinions about language teaching and learning in which the changes in methodologies, materials and attitudes toward second language learning have always been important to language experts. Since error correction cannot be separated from these views and opinions, it must be discussed in terms of its relation to the theories of second language acquisition. In the following sections, we can see a number of second language acquisition theories and models that in some way affect our understanding of error correction. Contrastive analysis model: In the era of contrastive analysis and audiolingualism, there was a negative approach towards errors. According to Stern (1983) cited in Dabaghi (2006, p.25) some of the scholars during 1950s and 1960s had a puritanical perspective about errors committed by second language learners and as Brooks (1960) cited by (Dabaghi, 2006, p.25) said like sin, error is to avoid and its influence overcome but its presence is to be expected. According to Dulay, Burt, and Krashen (1982) cited by Dabaghi (2006), in contrastive analysis, there is a comparison between learners native and target language and these differences cause the majority of an second language learners errors. Based on behaviorist view which was prevalent at that time, learning is a process of habit formation and errors from first language habits interfere with the learners attempt to learn new linguistic behaviors. Then to avoid errors, teachers should prevent and correct errors and shorten the time lapse between the incorrect response and the correct model. But as Dabaghi (2006, p.26) said, paying too much attention to prevention of errors and teaching learners to use language creatively in response to expected and unexpected stimuli in the environment are the drawback of contrastive analysis model and structural approach and caused the very foundation of contrastive analysis as a result of Chomskys transformational generative grammar, which emphasize d the active participation of the learners mind in processing data. In short, according to CA, learning is a process of habit formation and interfering language habits with learners attempts to learn new linguistic behaviors cause errors. Then the audio lingual approaches to teaching aimed to prevent learners from committing errors and believed that errors should be corrected immediately. Inter language model: In inter language era the second language learner was considered to be an autonomous creator of a language system who has a built-in-syllabus (Corder (1981) cited by Dabaghi (2006, p. 26)). It means that a learner is equipped with an internally programmed sequence which is sometimes in accordance with what teacher teaches and sometimes contradictory and learner follows his/her own build in syllabus. According to this view errors are the evidence of the learners present transitional competence and manifest the way the learner processes the input in her linguistic environment. Dabaghi (2006, p.27) mentioned that the inter language view of language acquisition believed on the whole role of language learning to the language learner and weaken the impact of negative evidence in second language development. According to this view, if negative evidence is provided within the syllabus predetermined in the mind of language learners, it can be effective otherwise it causes frustration and confusion for the learner and teachers. This view was strengthened by non-interventionist view taken by Dulay and Burt (1973), Krashen (1983) and Prabhu(1987) cited by Dabaghi (2006) who argued that grammar instruction should be abandoned in order to let the learner acquire the language from untutored language setting. The teacher should only provide the learner with opportunities for natural use of language. To sum up, the inter language model considered second language learners as self governing creator of a language system who follow their own built in learning program which c an sometimes benefit from error correction and sometimes not. Krashens Input Hypotheses: it is commonly known that for the acquisition of a second language, input that is provided either by a teacher or by another learner is essential. Corder (1967) cited by (Faqeih, 2012) distinguished input from intake. According to him, what is available to the learner is called input and what is actually internalized is called intake. According to Faqeih (2012) Krashen proposed the most influential theory of the role of input in second language acquisition in 1980. He noted that for the acquisition of second language, learners must be exposed to comprehensible meaningful input which contains linguistic data that are a little beyond learners knowledge (i+1) where i is the second language learners current linguistic competence and (i+1) is the next level of that competence achieved with comprehensible input ( Krashen, 1985 cited by Faqeih, 2012). He also suggested that production of the target does not directly aid acquisition. Krashen considered that learners can make use of three kin ds of contextual information: extra-linguistic information that is learners knowledge of the world and previously acquired linguistic competence; the input that can be available via interaction; and interaction in which meaning has to be negotiated e.g. when there is a communication problem. Krashen (1985) cited by (Faqeih, 2012) also distinguished learning and acquisition. He considered that acquisition uses unconscious processes and those grammatical rules are not helpful. In other words, second language is acquired more like first language and parents focus on communication and meaning instead of focusing on explicit instruction of the language. He also implied that if input is understood and there is enough of it, the necessary grammar is automatically learnt. He also argued that error correction (= negative evidence) do not improve second language performance. On the other hand learning is the conscious process that involves the memorization of many formal grammatical rules and error correction can have a role in this. According to him learning leads to grammatical and mechanical knowledge of the language, but it does not lead to fluency. Note that although Krashen distinguished between learning and acquisition, but this thesis uses them interchangeably. According to Faqeih (2012) Krashens input hypothesis is supported by some scholar such as Shwartz (1993) and Truscott (1996). They noted that for learners to acquire second language, only positive evidence that is a model from the target language is sufficient and negative feedback such as implicit and explicit feedback to any non target like feature in learners speech does not help learning and that structures learned through error correction cannot become part of internal grammar. They also proposed the negative effects of error correction such as confusing the learners, causing over use of a particular form or interfering with natural language acquisition processes. Others like Lightbown Spada 1993 cited by Faqeih (2012) said that excessive use of error correction lead to lower motivation. According to Krashens affective filter, classroom teachers should not focus intentionally or explicitly on errors of language from during class but should instead provide comprehensible input t o learners. Other scholars such as Mitchell Myles (2004) cited by Faqeih (2012) criticized this hypothesis because of lacking in empirical evidence and untreatable owing to its vagueness. Moreover White (1987) criticized Krashens input hypothesis for not considering the possible benefits of providing rules, said that certain types of errors may need rules instruction. Others like Ellis, Tanaka, Yamazaki (1994) cited by Faqeih 2012 considered that although interaction can solve communication problems through negotiation and increased comprehension, it does not mean that increased comprehension automatically leads to L2 acquisition; that is, learners may not necessarily retain the comprehended target language. Longs Interaction Hypothesis: Based on Krashens input Hypothesis in which input is important for acquisition to take place, Long suggested his own interaction hypothesis (Long, 1996, 2007 cited by Faqeih (2012)). He considered that input is not sufficient on its own for language learning to occur and some type of negative evidence may be beneficial role in acquisition and more attention should be given to the interaction that learners are engaged in. In 1996 he updated his hypothesis and mentioned that some controversial strategies such as repetitions, confirmation checks, comprehension checks, clarification request or recasts can solve communication problems. This kind of interaction involved components like negotiation, recasts, and feedback. According to Long (2007) cited by Faqeih (2012) interactional feedback is very important aspect for language development because it helps learners become aware of their error, and notice the mismatches between their inter language and the target language. It also encourage s learners to hypothesize the correct form and test them and modify their inter language. Long (2007) cited by Faqeih (2012, p.29) claimed that for error correction to be affective, simultaneous focus on form and meaning should be provided in a classroom context and the best strategy for the negotiation for meaning is recast, Because it is implicit and does not interrupt the flow of interaction. Dabaghi ( 2006, p.28) mentioned that according to Long, when there is a conversation between two interlocutors ( native speakers and non native speaker) there are both similarities and differences in the form of grammatical complexity between them. They use some conversational tactics such as clarification request, repetition or comprehension checks. It shows that the non native speaker or less component interlocutor is experiencing comprehension problems and using these tactics is very useful in language learning. In the process of interactional adjustments, both interlocutors make effort to understand each other. It means that they adjust their input to make it more comprehensible that is i+1 in Krashens term. However this hypothesis was criticized by Braidi (1995

Our Living Shield: The First Amendment Essay -- essays research papers

Our Living Shield: The First Amendment The authors of the Constitution of the United States created a magnificent list of liberties which were, at the time ascribed, to most people belonging to the United States. The main author, James Madison, transported the previous ideas of f undamental liberties from the great libertarians around the world, such as John Lilburne, John Locke, William Walwyn and John Milton. Madison and other previous libertarians of his time were transposed into seventeen different rights which were to be secured to all those in the United States. These seventeen civil liberties were compressed into ten different groupings which were designated as the "Bill of Rights." In this document lay the First Amendment which stated that the people of the Uni ted States had the "freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government..." The First Amendment was drafted by federalist Madison mainly as a political tactic to abolish anti-federalist resistance to the Constitution. After its passage in December of 1791, the First Amendment remained more idealistic than realistic. The First Amendment remained a set of ideals which were not to be carried out during its first century, then progressed to more realistic terms during its latter half of utilization. During the first century of the First Amendment, the First Amendment was paid a glance by all when it came to actually carrying out...

Importance of Setting and Wallpaper in The Yellow Wallpaper

Importance of Setting and Wallpaper in The Yellow Wallpaper   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Room itself represents the author’s unconscious protective cell that has encased her mind, represented by the woman, for a very long time. This cell is slowly deteriorating and losing control of her thoughts. I believe that this room is set up as a self-defense mechanism when the author herself is put into the asylum. She sets this false wall up to protect her from actually becoming insane and the longer she is in there the more the wall paper begins to deteriorate. This finally leads to her defense weakening until she is left with just madness and insanity. All of the characters throughout the story represent real life people with altered roles in her mind. While she is in the mental institute she blends reality with her subconscious, forming this story from events that are happening all around here in the real world.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the reader is introduced to the woman we find her talking about very strange and unusual happenings occurring around her. She evens states that she has a condition that signifies insanity, but the doctor would never tell her straight to her face that she was insane. She says, â€Å"I think it is due to this nervous condition†(453). This shows that she knows there is something wrong with her. This nervous condition she refers to can only mean that she is having mental problems and is possibly going insane.   We can infer this because during this time period, the doctors did not state that someone was insane because they had no medical proof. Instead they would just tell the patients that they have a nervous condition, and send them away. She says, â€Å"I always fancy I see people walking in the numerous paths and arbors, but... ...f the bad that is going on in her real life, so she would have a happy place to live. With the collapse of her happy place her defense was gone and she had no protection from her insanity anymore. This caused all of her blocked out thoughts to swarm her mind and turn her completely insane. When the doctor found her, he tried to go in and help her. When the doctor finally got in he fainted because he had made so many positive changes with her and was utterly distressed when he found out that it was all for naught. This woman had made a safety net within her mind so that she would not have to deal with the reality of being in an insane asylum, but in the end everything failed and it seems that what she had been protecting herself from finally conquered her. She was then forced to succumb to her breakdown and realize that she was in the insane asylum for the long run. Importance of Setting and Wallpaper in The Yellow Wallpaper Importance of Setting and Wallpaper in The Yellow Wallpaper   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Room itself represents the author’s unconscious protective cell that has encased her mind, represented by the woman, for a very long time. This cell is slowly deteriorating and losing control of her thoughts. I believe that this room is set up as a self-defense mechanism when the author herself is put into the asylum. She sets this false wall up to protect her from actually becoming insane and the longer she is in there the more the wall paper begins to deteriorate. This finally leads to her defense weakening until she is left with just madness and insanity. All of the characters throughout the story represent real life people with altered roles in her mind. While she is in the mental institute she blends reality with her subconscious, forming this story from events that are happening all around here in the real world.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the reader is introduced to the woman we find her talking about very strange and unusual happenings occurring around her. She evens states that she has a condition that signifies insanity, but the doctor would never tell her straight to her face that she was insane. She says, â€Å"I think it is due to this nervous condition†(453). This shows that she knows there is something wrong with her. This nervous condition she refers to can only mean that she is having mental problems and is possibly going insane.   We can infer this because during this time period, the doctors did not state that someone was insane because they had no medical proof. Instead they would just tell the patients that they have a nervous condition, and send them away. She says, â€Å"I always fancy I see people walking in the numerous paths and arbors, but... ...f the bad that is going on in her real life, so she would have a happy place to live. With the collapse of her happy place her defense was gone and she had no protection from her insanity anymore. This caused all of her blocked out thoughts to swarm her mind and turn her completely insane. When the doctor found her, he tried to go in and help her. When the doctor finally got in he fainted because he had made so many positive changes with her and was utterly distressed when he found out that it was all for naught. This woman had made a safety net within her mind so that she would not have to deal with the reality of being in an insane asylum, but in the end everything failed and it seems that what she had been protecting herself from finally conquered her. She was then forced to succumb to her breakdown and realize that she was in the insane asylum for the long run.

Music Listening Report :: essays research papers

When I sat down to do a Listening report last night, I started thinking, "Who am I kidding?". I am never going to push myself to listen to 15 Jazz CD’s in a week and a half, so I am going to do the remainder of my listening reports on music that I like to listen to. You may think it defeats the purpose of listening reports, but that’s not true. What these guys play may sound like heavily distorted noise, and too much yelling played at way too high of volumes to the average adult, and honestly, it is. But there is music, and every day 1000’s of kids are trying to teach themselves their favorite headliners, and that’s how we learn to play our instruments in the first place. So, now that I’ve convinced you WHY I am doing this listening report, here is the actual thing: The song (the only one by this group) on the CD is New Skin by Incubus which is really cool, because to most people it sounds a lot like rap, but to me it is a really fast-paced alternative music song because of the actual instrument playing (not featured in the basic drum tracks of rap music) and the repeated chorus, which sounds really cool because the bassist and lead vocals play and sing on a perfect 4th. The second group on the tour is Orgy. Their biggest headliner is Blue Monday, which is a really kickass remake of the David Bowie Original. Its about some guy who hated Mondays, so he went out and shot a bunch people, mostly kids I think, at some convention WAY back in the day. Then David Bowie wrote a song about it, and it was under a lot of heat. But now, Orgy made the song HUGE. It is an amazing song. Orgy has a very unique sound. They are sort of an Electro-Punk band. They have some really hardcore guitar riffs, but they also got some sweet Synth tracks and stuff like that. The best thing about them, though, has got to be their Vocal Distortions. They got this cool echo-y noise added to their voice. Orgy also performs Dissention and Gender. The next group is Limp Bizkit. These guys co-starred the tour, and performed such songs as Faith, you’ve probably heard people singing this song. Its another remake, I have no idea who wrote the original or why, but it’s a cool song, "Wouldn’t it be nice, If I could touch your body . . . ." That’s the opening of the song. They also redid an old House of Pain song, "Jump Around".

Burt’s Bee’s: Leaving the Hive

Burt’s Bee’s: Leaving the Hive 01-26-2013 Burt’s Bee’s is committed to providing the best products for its consumers by ensuring they are 100% natural and produced in environmentally friendly conditions. I believe it is possible for the company to become the â€Å"Starbucks of personal care† without foregoing the initial values established by Roxanne Quimby. Roxanne’s original vision was making Burt’s bees a big brand, not an exclusive brand, and so moving into the mass market sector is in-keeping with this idea.Arguably, moving away from a specialty and health product, to a mass market brand is risky and results in specialty stores pulling back and reducing shelf space. However, the company today is very loyal and focused on their core values. They insist on only developing products that serve an explicit healthful purpose. They delayed launching the shampoo, for example, because they wanted to create a natural, cleaner shampoo that a lso lathered, to meet customer needs.The company pursued products other firms didn’t, like carrot lotion, adding to Burt’s authenticity. As well as this, they make all their packaging from recycled materials and encourage customers to reuse or recycle shampoo bottles for example. I believe that if they keep this up, they can definitely become the â€Å"Starbucks on personal care† without foregoing the values and narratives that made the brand successful. In my opinion this model is replicable. All Burt’s Bee’s is trying to do is what’s best for consumers and the environment.No matter how big the brand gets, no matter how much profits increase by, the firm in question should try follow in Burt’s Bee’s footsteps, and continue focusing on their core competencies and outsourcing tasks where they are not as efficient. In Burt’s Bee’s case, by fully disclosing ingredients, they promote transparency; by not testing their products on animals they communicate their values to the consumer; finally, by striving to use 100% natural ingredients in each of their products, they are upholding the firm’s original values.The model is easy to replicate as long as the firm is committed and loyal to the core values. I think Burt’s Bee’s have done a very good job so far. Seeing as packaging is not their core competency, they outsourced it to contractors thus minimizing waste and boosting efficiency. Herbs used in their products can be used for bio-fuel and are actually used by the employees as substitute fuel. All packaging is made from recycled materials and they encourage customers to reuse or recycle shampoo bottles.In addition to this they have shortened their supply chain by selling directly to all of their accounts. By cutting out the middle channel of distribution, they effectively reduced Burt’s Bee’s carbon footprint and saved money at the same time making them more env ironmentally and economically sustainable. The risks involved with this acquisition are many. As stated in the article, Clorox plans to turn Burt’s Bees into a mainstream American brand sold in big-box stores like Wal-Mart.Already, the move from specialty health stores, to Walgreens and CVS has had an impact on Burt’s Bee’s shelf space in these smaller specialty stores. The risk is that if they move to the other extreme, they may no longer be viewed as the quirky authentic firm that was initially established. The link to Clorox alone will bring Burt’s Bee’s under a lot of scrutiny, given the fact that they aim to provide the best and most natural products for their customers, and the consumer perception of Clorox is the total opposite. However, there are also a lot of opportunities Burt’s Bee’s will gain from this.With Clorox’s help, they can really strive to be a national brand, and increase their already growing market share in natural personal care. The resources Clorox will provide will boost advertising spending and increase the firm’s power when negotiating with suppliers and retailers. In addition to this, as the competition in the industry grows, having Clorox’s funds and support will go a long way for Burt’s Bee’s. And with Clorox’s Green Works initiative, the public’s perception may improve and so loyal customers will remain loyal.

MBA Industry and Porter’s Five Forces Essay

MBA Industry: The MBA school industry includes universities and colleges that offer academic courses and grant graduate degrees. The general requirement for admission is a bachelor’s degree and GMAT ® scores. Some schools and programs also require prior employment experience. Instruction is typically provided on physical campuses, although online education and other unconventional approaches are gaining popularity. For purposes of this paper, for-profit institutions or community colleges are not included in the industry definition. The major forces that affect MBA market are: competition between public and private business schools, buyers of business education including both students and employers, faculty as the key suppliers to the industry, and substitutes in the forms of alternative means of delivering graduate business education. Porter suggests that evaluation of these forces will provide insights into the prospects for long-range profitability1. Competition: The MBA m arket in the United States is an unregulated industry that allows schools to develop their own distinctive styles and personalities, and to define their own missions5. B-Schools consider it their mission to educate and research, but face intense pressure of managing faculty issues, finding new funding sources and distinguishing themselves from competitors9, highlighting the most prominent areas within this category: cost, revenues, and reputation. Reputation is differentiated by rankings and accreditations, specializations and regional focus and flexibility10. Rankings drive how students, faculty, and employers perceive the MBA program. In turn, how students, faculty, and employers perceive the MBA program drives rankings, resulting in developing a brand name for universities, leading schools to expend vast resources in pursuit of being highly ranked or even ranked at all8. The significant costs associated with business education have left room for competitive entry by low cost providers. B-Schools now face the reality that they must compete with the low-cost providers who can turn a profit because they are not burdened with the high fixed costs of the â€Å"bricks and mortar† university4. As tuition alone will not cover the costs of running an MBA program, funding is usually sourced from donations from alumni. Most successful schools are usually ones backed by alumni that are willing and able to give back to their alma  maters. Suppliers: The most important suppliers to the MBA industry are the business school faculty who fill the teaching, research, and administrative roles with any MBA program. There is an increasing demand for qualified business faculty, while simultaneously there is a stagnating or decreasing supply of such faculty. As the pool of high quality, freshly minted Ph.D.’s is diminishing; competition for associate and assistant professors is increasing. Institutions that can afford to bid are becoming more aggressive in recruiting faculty from other schools, inflating salaries beyond what some can afford10. Rising salaries for new hires has encouraged experienced faculty to move to different institutions to receive pay raises of their own, and thus the market continues to stay extremely competitive. Buyers: The buyers of graduate management education are either the students, employers, or both. With respect to the power of student as buyers, both the MBA programs and the students possess some leverage. There is obviously significant demand for the MBA degree from students because they believe that it will enable them to receive greater opportunities in their career, receive a higher salary, or launch them into a new career7. Employer preferences have a significant effect on market for MBAs. The employer’s demand for MBAs dictates the job availability and salary range, which is proportional to demand for MBAs. Employers are always seeking the best value to raise their company’s performance by enhancing employees’ abilities. What employers define as â€Å"benefit,† however, can range from training, which raises employee efficiency to higher-level education, which emphasizes critical thinking and complex problem solving skills. Substitutes: Most participants do not enter to challenge industry leaders but to offer tailored programs that appeal to sub -sets of their prospective students. Top-ranked business schools have little need to worry about substitutes. Consumer demand for the â€Å"Top brand MBA† will always outpace the supply. The same threat to mid and lower tier schools, however, is real. The online and distance learning schools target the same students that would otherwise attend these schools forcing the lower tiered schools to diversify their offerings6. Barriers to Entry: The main barriers to entry for new entrants in MBA industry are infrastructure costs, attracting and retaining good faculty, and gaining accreditation for courses. Schools must have a solid reputation to charge more tuition to attract students and afford good professors that produce strong results among students. Furthermore, it can cost a significant amount of capital to perform research projects, which enable a school to build specialized facilities and can also contribute to a strong reputation. While public schools rely on public funds for financial aid, a large endowment is essential for many institutions.

The Role of the Media in the Violation of Children’s Rights

â€Å"Children have the right to reliable information from the media †¦.. [which]†¦.. should not promote materials that could harm [them]. † (UNICEF, 1991). There is hardly any restriction placed on the dreadful things that the media has to offer and so children these days have easy access to all that they should not be seeing or hearing in the media. This simply means that the media are not playing their role where protecting children is concerned. In today’s society where the mass media convey all form of negativity whether on the television, internet, videogames or even the radio, members of society need to become aware of what the younger generation are being influenced by so that values that are taught are not lost easily. The media violate the rights of a child by exposing them to crime and violence, giving them access to sexually explicit content and by creating a false sense of reality in which they believe almost everything they see. The media expose children to crime and violence on a daily basis. This is so because everyday at least child watch the television, listen to the radio, play video games or surf the internet. Huesman (1986) as cited in Kundanis (2003) is of the view that children with poor academic skills are more aggressive and are the ones who watch more violence on the television. It is believed that violence in the media leads to aggressive behaviour. (Abel, 2005, Huesmann, 1986 as cited in Kundanis, 2003 & Johnson, 1998). All of these authors believe that if children are exposed to violence in the media it will have a negative impact on them in which they will become aggressive. Children who behave aggressively tend to carry this behaviour with them to adulthood and sometimes cause damage to those around them. According to Johnson (1998), children act out what they see in the television. Most of the things that children act out are the negativities. These include smoking, killing, fighting and killing just to name a few. According to Johnson (1998) many believe that the parents are the ones to be blamed for children being exposed to crime and violence in the media. However parents can do so much and no more to put a stop to that. This is because, not all the time will they be around to monitor their children’s watching habits, the type of music they listen or the websites they visit. It is agreed that the can play a part in limiting it but not to the full extent. It is the media’s responsibility to protect children from materials that could harm them (UNICEF, 1991), however they are not playing their part and so children are at risk. Children need to be protected against anything that will in anyway seize their ability to grow up with the necessary morals and values. Being exposed to pornography will in some way hinder that. Based on a research done by Ybarra and Mitchell (2005) 90% of the children between the ages of 12 and 18 have access to the internet. The more access a child has to the internet, the more exposed he or she is to the internet. Once the internet connection is there, sexually explicit contents are just a click away. Most times when children are surfing the net a pop-up screen window appears telling them that they have won the lottery or sometimes it is in the form of something very attractive. This is to persuade them so that they will be curious about what is happening on their screen. While some will ignore it, there are others who will venture further into it not knowing what they are getting themselves into. Most of these things lead to pornographic contents. Children are unintentionally being exposed to sexual contents in the media (Ybarra & Mitchell, 2005). Most children log on to the internet with no intention of viewing porn however ends up doing just that. The media continues to exploit children’s rights by exposing them to pornography on the internet, in films and televised programmes (Media Code of Conduct, 2005). Even though the media commit themselves to ensuring that they do not violate children’s rights they are failing in the process. Children believe what they see on the media, whether it be true or false. This is because the media produces many things that appear to be real. Children look to certain television characters as their role model, whether they star in a movie, a television show or something of the sort. However, what they fail to realise is that most of the time what their role models are portraying is not necessarily a good thing. To children what is seen on the television is a representation of reality (Baran, McIntyre & Meyer, 1984). Therefore actions like smoking are acceptable and the amount they see on the television is normal because television is reality. According to Berger (2008) seeing is believing, so what a person believe is tied to what they have seen. Therefore when a child sees something he or she is confident that it exists. Seeing enables them to ascertain with their own eyes that it is in fact the truth. Even though the Media Code of Conduct states that they commit themselves to ensuring that the media does not violate the rights of a child, very little is done to prevent that. This is so because children are still being exposed to all the negativities that the media offers. Greater emphasis needs to be placed on protecting children from the dangers that are present in the media. This will enable every child to live a healthy lifestyle which they truly deserve. It is in fact the media’s role to fulfil their promise of protecting children from the harm and dangers that they offer.

Red Bull Energy Drink Essay

* Red Bull can be called as a pioneer in the energy drink category worldwide. In India too, Red Bull was the brand that created the energy drink category. * The brand came into existence in 1984. * The brand came to India in 2003. Although the brand has been keeping a low profile compared to the Cola majors , Red Bull has created a category of energy drinks in the Indian market. 4. Contd. * According to Economic Times ( 30. 05. 08) the energy drink market in India is estimated to be around 100 crores. * The market now has two main players Red Bull and Power Horse. * RB has an assessed market share of 29% of the global market of energy Drinks. * In the U. S. , Red Bull enjoys a 47% share of the energy drink market, and now has a 50% share of the German energy drink market. 5. SWOT Analysis * Market leadership- Within the energy drinks market Red Bull is the industry leader throughout the world. Marketing Efforts- a lot of promotions and well targeted campaigns and sponsorship e. g. formula 1 helps to expand Red bull brand and increase consumer brand awareness. * Strong , fresh & fashionable brand identity. * Strengths 6. Weaknesses * Above-average prices. * Lack of innovation- there are a lot of competitors in the market and they have their own USP which leaves Red Bull behind. * Reliant on small product base- The company only markets one branded product, Red Bull Energy Drink (along with a sugar free variety). * Inexperience: is only 6 years old in India. * Lack of patent on RB ‘s recipe means anyone can copy it. 7. Opportunities * Extension of product line- this will help to retain market share. * Hardcore Advertising and Promotions. * Consumer recognition through sponsorship of sports events. * New ventures like partnership with Facebook. 8. Threats * Health concerns- tougher rules from government on high caffeine content. * Consumer awareness of health and well being- people may start to drink other alternatives as it is associated with healthier life style. * Drinks might not be accepted in the new markets. * Organic energy drinks might steal RB’s market share. 9. Promotion Opportunity Analysis * Competitive Analysis * Opportunity Analysis * Target Market Analysis * Customer Analysis * Market Segmentation Strategy 10. Competitive Analysis 11. Share of Energy Drink Market Red Bull 42. 6 Monster 14. 4 Rockstar 11. 4 Full Throttle 6. 9 Sobe No Fear 5. 4 Amp 3. 6 Sobe Adrenaline Rush 2. 9 Tab Energy 2. 3 Monster XXL 0. 9 Private Label 0. 9 Rip It 0. 8 Sobe Lean 0. 7 BooKoo 0. 5 Sobe Superman 0. 4 Von Dutch 0. 4 12. Real Competition * Redbull’s real competitors are the market leaders of cola companies such as : Pepsi & Coca Cola, who have created their brand leadership since several years in the Indian market. 13. Opportunity Analysis * RB has a niche market & is yet to percolate in the mass market. 14. Target Market Analysis * Core target market segments for RB consists of the core age group of 15 to 60. * Energy drinks with high sugar levels are more popular among children and women, while energy drinks with strong taste and flavor are more preferred by male consumers. * Recent studies also indicated that 65% of the energy drinks market consists of male consumers. 15. Customer Analysis * Young people are especially open to determined exhaustion and insufficient energy. * More specifically male teenagers & people in their 20s, are also most likely to believe in the authenticity of the energy drinks’. * As a result, the majority of energy drinks are developed for and advertised to this younger generation. * Appeal to very specialized groups, such as gamers, extreme sports enthusiasts, and the hip-hop crowd. 16. Target Consumer Demographics Psychographics Usage Behavior Consumption collection Age: 15- 60 Content Image Conscious Influenced Spending Power Youth trends Physically Active Eat Out 25% of Indians 17. Market Segmentation Strategy * RedBull avoided usual methods of marketing, relying more on what is called ‘buzz marketing’ or word-of-mouth. * Red Bull advertised directly to Generation Y , the so-called ‘millennial’: people born after 1981. * ‘ Student brand managers’ who would be used to promote Red Bull on university campuses. These students would be encouraged to throw parties at which cases of Red Bull would be distributed. 18. Corporate Strategies * Mission Statement * Our mission is to be the premier marketer and supplier of * RedBull in Asia, Europe and other parts of the globe. We will * achieve this mission by building long-term relationships with the * people who can make it become a reality. * Vision Statement: * People: Be a great place to work where people are inspired to be the best they can be. * Portfolio: Bring to the world a portfolio of quality beverage that anticipate and satisfy people’s desires and needs. * Partners: Nurture a winning network of customers and suppliers, together we create mutual, enduring value. * Profit: Maximize long-term return to shareowners while being mindful of our overall responsibilities. * Productivity: Be a highly effective, lean and fast-moving organization. 19. Brand Development Strategy * Great Strategy Begins with Great Research. * Once the brand’s core values have been identified, the road towards effective brand proposition development begins. * Development of the brand statement- commencing a Brand development strategy. 20. 21. Brand Positioning Strategy * Clear, Engaging, Unique, & Relevant to the target audience. * Able to incorporate an element of positive emotional attachment that is better than just "good†. * Echoed within business, internally and externally. * Consistent across multiple marketing & advertising mediums (print, online presence, etc). * Continually toughened within the organization so that employees consistently deliver what is promised. * Able to adapt to a changing marketplace. 22. Distribution Strategy. * Intensive distribution aims to provide saturation coverage of the market by using all available outlets such as: * Super markets, * Gyms, * Coffee Houses: Subway, Barista, Costa Coffee, Cafe Coffee Day * In n Out Convenience Stores. * Pizza Outlets. * Media Relations * Use Technology * Monitor the Web * Create Public Awareness 23. Integrated Marketing Communications Management * Sales Promotion: * Must encourage the 1 st purchase of the product in a store. * Make them aware of the product & its advantages. 24. IMC Objectives * RedBull’s IMC objective is: Sales Promotions. * Create new target markets. * Large display in the Departmental stores. * Bull Hoof stickers on the floors of departmental stores promoting RB. 25. IMC Budget 26. Internet Web site * Promotions through social networking sites such as: facebook, twitter, Hi5. * Also, Ad promos on websites such as NDTV, zoom India. 27. Media * Ad Campaigns on Prime TV channels such as NDTV good times, MTV, Channel V, Zoom, VH1, Star World & a few more. 28. Budget * Magazine: * Femina, People, Rolling Stones. * 15k per page * 12 mnths- 180,000 * Newspapers: * HT City & Delhi Times. * 1lac per page * 4 weeks * 12 mnths- 4800000 * Radio: * 10k per mnth * 12 – 120000 * TV: * 5 lacs * 4 weeks * 12 – 2400000 * Total Expense: 31,80,000 29. 30. Integrated Marketing Communication Methodologies * How do we communicate? How do customers process information? * There are many models & theories. * Thorough understanding of the audience’s needs, emotions & * activities is essential to ensure accuracy & relevance of the * message. 31. Advertising * What target market do you want to reach? * What image do you want to portray? * What product or service do you want to emphasize? * How much money can you spend? * When is the right time to advertise? * Red Bull has an aggressive marketing campaign. * Red Bull uses all the available media channels, meaning cinema, TV, radio, press and the internet. * In other words the company focuses on the media through which it reaches its primary target market-young people. * RB allows the consumers to interpret the product & the moments of use themselves. * Red Bull achieves this by a humorous and witty cartoon campaign, transferring the message that this energy drink helps you to escape by `giving you wings ?. 32. Consumer Promotions * Red Bull sponsors the motorsports or fun sports, but always where Red Bull is needed. * Red Bull does event sponsoring. * Event sponsoring attracts people’s attention towards the product and connects them. 33. Personal Selling * Sampling is another very important part of the three pillar marketing system. * As the major purpose of Red Bull is to energize the company samples at the right place at the right time, where it finds its exact target market. * Examples of usage are driving, studying, working night shifts and sports. 34. 35. Media Plan * TV: * Still a staple medium of advertising. * Allows to demonstrate the advantages of RB. * Good Reach. * Magazines: * Economical. * Provides higher brand awareness. 36. Evaluation & Control Metrics Campaign Element Metrics News Media No. of viewers of the articles Social Media No. of people using the Blogs such as Twitter, Facebook Internet & TV No. of people viewing particularly when the Ad is being aired. Print Advertisement No. Of Subscribers of those magazines, Newspapers Product Placement No.of comments (+ or – ) mentioned on social networking sites. 37. Timelines IMC/ Month Oct 09 Nov 09 Dec 09 Jan 10 Feb 10 Mar 10 Apr 10 May 10 RedBull on the Web Print Media Blogs Radio & TV Other Misc. * DARE TO BE DISCOVERED!!! 38. 39. Sources * http://www. rediff. com/money/2006/may/24drink. htm * http://www. thestudentroom. co. uk/showthread. php? t=986602 * http://www. trcb. com/business/marketing/redbull-marketing-strategy-7375. htm * http://www. drawert. com/red_bull_2. php http://energydrinks. factexpert. com/882-energy-drink-industry. php.

Alexander Wendt and Anarchy Essay Example | Topics and Well Written Essays - 2000 words

Alexander Wendt and Anarchy - Essay Example The anarchic structure of the international system that he arrives at is logically done, even though he argues that there is no logic in anarchy. Throughout, he reiterates that an anarchic state should not be logical. According to him self-help and power are institutions and they are not essential features of anarchy. He argues: "there is no logic of anarchy apart from the practice that create and instantiate one structure of identities and interests rather than another." Thus, Wendt says 'anarchy is what states make of it'. Many critics have agreed with his point of view while some disagreed for right reasons. He mainly touches Neorealism, but returns to traditional realism, very often. He also claims that a theory that is far removed from realism is not a working model and he gains significance here. "Realism lays claims to a relevance across systems, and because it relies on a conception of human nature, rather than a historically specific structure of world politics, it can make good on this claim," says Murray (1997, p. 202). Wendt does not ignore realism completely; but instead of working within its framework, he looks beyond it for establishing his theories. There are critics who are not very comfortable with Wendt's dictum and call it a myth and Cynthia Weber is one of them. She thinks that this myth "gets us out of the (neo)realist anarchy myth in which international anarchy determines that states will compete to ensure their survival relying on self-help logics. Wendt gets us here by emphasising practice in international politics - specifically how the practice of socially constructed states make international anarchy into what it is, whatever that may be" Weber (2005, p. 74). Hence, his emphasis is on what states do and the states could be called either as authors or tails of anarchy is not unquestioningly accepted. There are criticisms that he completely ignores the situation where the states themselves could be decision makers. This statement about anarchy made by Wendt depends on his perception of territorial jurisdiction of the states which makes anarchy a self-evident concept. He says that the identities play a very crucial role in understanding how the states behave if they come under total anarchy. Spruyt (1994, p.264), while agreeing with the statement of Wendt, goes further to state that 'what anarchy means is partially determined by the nature of the units'. But to Wendt, states are people too because 'states are intentional corporate actors whose identities and interests are an important part determined by domestic politics rather than the international system (p.246). Because every state has its own 'self' and it is realistically 'self-interested'. "Understanding how international insitutions shape state identity is crucial, constructivists argue, because social identities inform the interests that motivate state action," Reus-Smit (1999, p.22). Wendt says that the arguments that apply to corporate agencies, also apply to all the states as all of them have their own ontological statuses. State does not have an entity without its people and naturally this makes the ruling few very important. The government of a state is 'the aggregate of concrete individuals who instantiate a state at a given moment' (p. 216). As they are the people with the controlling power, decisions taken by them become the decisions of the state at a given time.