MARKETING IMPLICATIONS ON 3D LED TV:

MARKETING IMPLICATIONS ON 3D LED TV: Samsung Electronics was the first company to come out with the idea of 3D LED TV where in the LED is used as backlight and they are mounted just behind the screen. This produces clarity in picture. Samsung is the first company to come up with the worlds first touch screen remote control for the TV with a three inch color display. These incomparable features give Samsung an advantage over the others in the television industry. Samsung also boasts of the first-mover advantage. In the sense they were the first to come out with such a TV. They are also the current market leader as they have sold more than 2.5 million such TVs in the first year and they are targeting more than 30 million customers in the year 2011. This proves that they are highly driven towards achieving a greater market share and would continue to dominate the market with their ardent marketing. They believe in capturing the wonder and excitement to the customer. They set up their launches on a tree or a floor or a street so that an ordinary mundane life of the customer gets enriched by the wat their products capture the 3D view of the objects. This excitement and hype created by their products makes for a great marketing technique. Some of the marketing techniques they have adopted include: Premium Pricing Strategy: When they first introduced the 3D LED TV, Samsung had premium pricing. This means that their price was above the industry average and this was well justified by the fact that none of the other companies offered such an innovative product along with so many sophisticated features. But recently, Samsung has been forced to slash their premium pricing to a more affordable pricing. Even with their initial premium pricing there were many takers. But now as the bargaining power of the customers has increased with the entry of Sony and LG into the market with the same model of televisions, it is imperative that they reduce the price to attract more customers. First-Mover Advantage: At present there are 3 companies that produce 3D LED TVs including Samsung. Samsung 3D LED TV was introduced in February 2010 and LG soon followed with its TV in March 2010. Though Sony and LG have been fast followers, Samsung still has the edge over the others because of its innovative design, sophisticated features and having the first mover advantage. It may not be for so long as Sony is planning to exploit the reputation it has earned for itself as a strong quality and technology provider. This poses a threat to the position that Samsung currently enjoys. Sony has built its reputation on providing premium pricing products and when they offer normal pricing to a product which at present has premium pricing this is a definite threat to Samsung that cannot be ignored. SEGMENTATION TARGETING AND POSITONING: Samsung targets those customers who are willing to pay the premium pricing and those are highly interested in buying innovative technology. Those who would like to possess the best in technology and those who are early adopters of new technology and innovation are their main target. The current positioning of Samsung 3D LED TV series is that they are market leaders with close competition from Sony and LG. SEGMENT: Early adopters of new innovation and technology TARGET: Those willing to pay the premium pricing for new technology products and are highly involved for a rich entertainment experience. POSITION: Currently market leaders with a major market share and recently have been forced to cut prices following tough competition from other contenders like Sony and LG. This targeting and positioning might change both ways even if any of one of the following happens: If there are further innovative features offered by Samsung, they can retain the customer base and maybe even attract a few more. But if not and those features are provided by other companies, it can pose a threat to the current position. On the other hand, any reduction in the pricing might also favour Samsung. That being said, it is also important they offer the product at an industry average. Too much of a price cut might also backfire in that the quality might come under question. FINANCIAL IMPLICATIONS: Financial implications of a product are far and wide. It includes the cost involved in the making of the product until the time it reaches the customer and also the pricing strategy followed by the company. 3D LED TV is a result of state of the art innovation and research by various technologists and scientists. So obviously there is a huge scientific and technological cost involved in the making of this product. There is also the cost of supply chain where the chain starts with the suppliers, manufacturers, buyers, wholesalers, retailers and customers. The price of such a television is finalized keeping all these financial costs involved. It becomes almost necessary that a company offer such a product at premium pricing. Effect on the Company: Company incurs various costs such as the technological costs and research and development cost. Also any change in the market might have an effect on the company. If there is a new feature that is provided by other competitors, others should also try to compete on an improved level. This might further increase the manufacturing cost. A normal LED TV has around 1000-1500 light emitting diodes and even if one of them is dismounted or repaired the cost of replacing them is high. If this problem is encountered too soon, it might affect the reliability of the product both financially and sales wise. Effect on the Customers: Customers are those who are making use of this television and any change in their preferences or wants or needs might have a change in the financial aspects of the company. If the bargaining powers of customers increase due to the availability of more such 3D LED televisions, it might to lead to price reduction by all the competitors to capture a huge part of the market share. If there are many such products then the customers have more options to choose from. Another interesting aspect of the financial implication is that when the target customers need further technological innovation then it increases the technological cost incurred. There are some customers who might be willing to pay the premium pricing even though there might be other options at different pricing. This should also be taken into account when fixing the price. Production Cost: Production cost includes the cost of technological innovation and the manufacturing cost until the finished goods reach the end users; in this case the customers. The production cost might increase depending up on the various features as requested by the customers. At present 3D LEDs are available around 5000-6000 USD. Gagnon, Director of North America TV Market Research. However, the increased level of competition among manufacturers in 2010, with LED models comprising more than 50 per cent of some lineups, will drive that average premium down to less than 70 per cent over 40-inch and as low as 17 per cent at 22-24-inch. Overall, this should push the LED-backlit LCD TV market to more than 35 million units or 20 per cent of total LCD TV shipments worldwide. Factors Affecting the Cost: There are many factors that affect the cost. They include any technological innovation, change in customer needs, special features in competitors television model, any change in the patents filed by other scientists, economic growth etc.

Stimulate Recall of prior learning

Stimulate Recall of prior learning Introduction: This paper seeks to discuss how some of the key instructional design concepts behind Second Life can be employed to refine the learning strategy within SI. Specifically, the key attributes in Second life that are of interest include (a) the use of Virtual space as the interface for interactive learning, (b) how the virtual space can be leverage to incentivize learning and (c) how Robert Gagnes nine events of instruction can be applied in the design of a virtual learning environment. This paper will discuss how these principles can be infused into the existing e-Learning platform in SI, called My Learning Space (MLS), the intent is not to replace MLS with Second Life but rather to introduce the learning attributes in second life that will further enhance existing design. Current Situation Learning in the 3G SAF Space: 2. As the SAF continues to develop itself into a technological advanced and sophisticated force, it is clear that the SAF will realize an increase of military hardware and software that will fuel this transformation effort. Underpinning these technological transformation, is the need for our service personnel to be better trained to operate these systems. The challenge to train and prepare the 3G SAF is not a trivial affair because of the following reasons: a. Because of the various technologies and combat systems that are procured, trainees would have to learn new skills and competencies to handle such equipment. Progressively, these systems are also becoming more complex over time. b. There is shorter time to train, mainly because of the reduction in NSF training time from 2.5 to 2 years and NS duration from 13 to 10 years. c. The learning preferences of the Net-Gen learners will increasingly pose new challenges because of their training expectations given what they have been exposed and more accustomed within their schools prior to enlistment and home (smart school and a pervasive network environment). However, the potential of the Net-Gen learners should also be seen as a leverage for learning in the 3G SAF space. Impetus for development in the Future 3. Development Potential of Second Life. Second life as a virtual world offers the flexibility that is ideal for creating instructional tools, such as games, problem based learning environments, simulation activities, and distance learning settings. Second Life is an open-ended environment in which players themselves design the world, its objects and their behaviors. Incorporating sophisticated three-dimensional modeling tools and a powerful scripting language, the game invites players to freely unleash their imaginations  [1]  . Users, through their representations in the space, called avatars, move around and interact with one another in Second Life. Users also can create buildings and materials in Second Life. Therefore, challenges and problem solving tasks can be created. 4. Limitations of Current Knowledge Portal. MLS is an in-house developed learning portal that provides a common user interface for trainees to gain access to a suite of training services and tools. From the digital training program, trainees can view a library of training videos and digital training manual that are relevant to their course. While these modules may be useful in many ways, it is still lacking and limited in scope to enable deeper learning because of the following reasons: a. It is typically structured as a knowledge repository. b. Does not facilitate implementation of cognitive strategy. c. Conventional motivational schemes are hard to implement . d. Hence, it becomes more a training media Consideration for Learning in the Virtual World 5. The Key considerations for learning in the virtual environment are as follows: a. Pros: Net Generation learners are very comfortable operating in this space (facebook, youtube, chat, etc)  [2]  . Relatively easier to create motivation to learn, collaboration and experiential learning opportunities that may not be readily available in the real world. No limit to the use of space. Elaboration of the Nine instructional Events Modeling after Robert Gagnes nine events of instruction, the proposed MLS Ver 2.0 would incorporate the nine design attributes based on the information processing model of the mental events that occur when adults are presented with various stimuli. This is summarized in the table as follows: Instructional Event Internal Mental Process 1. Gain attention Stimuli activates receptors 2. Inform learners of objectives Creates level of expectation for learning 3. Stimulate recall of prior learning Retrieval and activation of short-term memory 4. Present the content Selective perception of content 5. Provide learning guidance Semantic encoding for storage long-term memory 6. Elicit performance (practice) Responds to questions to enhance encoding and verification 7. Provide feedback Reinforcement and assessment of correct performance 8. Assess performance Retrieval and reinforcement of content as final evaluation 9. Enhance retention and transfer to the job Retrieval and generalization of learned skill to new situation a. Gain attention in Hi-Res 3D Virtual World Learning Environment (VWLE) In order for any learning to take place, you must first capture the attention of the student. To this end, MLS 2.0 would be designed as a virtual replica of SI. The 3D interface accompanied by sound effects or music startles the senses with auditory or visual stimuli. From here, trainees can navigator and explore the various rooms within the building. Each room constitutes a new learning domain or subject and are only accessible based on the intended sequence of learning. Trainees can only access other rooms of higher learning only if they have attained the required standards. b. Inform learners of objectives Early in each lesson students would be given a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives form the basis for assessment, and structured based on Magers model of Performance, condition and Criterion. Beyond these stated objectives, trainees would be asked to identify 3 other personal objectives that he/she would like to achieve by the end of the course. Trainees will have a real time view of their progress in the attainment of these objectives so that they can chart their own learning progress. This makes learning relevant to the trainees. Stimulate recall of prior learning Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. To stimulate this, every learning module would start by asking questions about previous experiences, an understanding of previous concepts, or a body of content. To ensure that the pre-requisite modules are covered in the correct sequence, the module would reiterate the essential modules and will also highlight those that have been left out before allow trainees to proceed further. d. Present the content This event of instruction is where the new content is actually presented to the learner. To appeal to different learning modalities, a variety of media would be used. These include text, graphics, audio narration, and training videos. The training videos are organized in a youtube fashion and related videos are grouped in a coherent order. To extend the scope of learning, other related videos that are relevant to the topic would also be suggested and made for easy access. These training videos are deliberately kept short to maintain the attention span of the trainees. e. Provide learning guidance To help learners encode information for long-term storage, additional guidance in the form of a learning map will be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies. This learning map serves to provide the higher level overview and also memory aid to help retain the knowledge gained. f. Elicit performance (practice) Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention. To achieve this outcome, the use of MLS is coupled with the other aspects of a blended learning approach. Building upon the knowledge acquired in these learning module, the trainees would be asked to perform simple task (e.g. practical hands-on to set up an equipment), and short quizzes. g. Provide feedback As learners practice new behavior it is important to provide specific and immediate feedback of their performance. To achieve this, the on-line learning quizzes would provide scores as a proxy towards the overall course performance. Besides the instantaneous feedback, the scores serve to reflect the Top 3 scorers across the cohort. h. Assess performance Upon completing instructional modules, all trainees would be subjected to an-of-module test. This may come in the form of a paper quiz taken on-line or a practical exam depending on the nature of the skills requirement. On top of this, the real-time accrual of the individual scores helps to elicit the weaker performances from the better performances. This allows instructors to scope their lesson and customize them to meet individual trainees deficiency. i. Enhance retention and transfer to the job To help in the retention of knowledge, a daily electronic journal is maintained by each trainee. This seeks to help trainee recap what they have gain over the course of their training. To aid in the effective retention, a mind-map will be drawn by the trainees at the end of each module. This pictorial representation would be shared across the groups to help in the indexing of knowledge. Longer Term Implementation Approach 7. MLS cannot be used in isolation, it has to be organized with existing didactic approach of learning to form a blended methodology. This Blended learning gives learners and instructors an environment to learn and teach more effectively. Learners can select the best activities to suit their own pace, learning style and level, as well as time and place. Learners can be more independent and self-reliant in their own learning. They can also be more able to take decisions, think creatively and critically, investigate and explore as well as solve problems they face in learning and real life. Meanwhile, instructors can be facilitators, supervisors, assessors, organizers and managers of learning activities, and so should be creative and able to support learners and provide various learning materials in different formats. In SI, the blended approach we adopt is captured in the diagram below: Lectures Face-to-Face Discussion Field Experience MLS VWLE Reflection Log Projects Mandated Reading Online Quiz and Exercises Conclusion 8. Adopting the learning object in Second Life to create a virtual world learning environment (VWLE) applied in a blended learning environment is a new pedagogy the SAF hopes to leverage upon to meet the training needs of the 3G SAF soldiers.

My Challenged Friend :: Friendship Essay

Learning from My Mentally Challenged Friend From the time I was two years old until I was about seven Steve had been my best friend. He and I went over to each other's houses all the time. At that age I was very friendly and loving to everyone but very over-active. I have Attention Deficit Hyperactivity Disorder (ADHD) so I was boisterous and restless. Everything was great until second grade when Steve's parents began to dislike my behavior because I was so "hyper." That's when they wouldn't let Steve be my friend anymore and eventually he was forced to cut off contact with me. This broke my heart and I would have been able to get over it without too many scars; if the rest of the kids had liked me. But they didn't. No one would play with me at recess and no one would ever come to my house. I began to get very depressed. My teachers were not aware of ADHD and were extremely critical of me and insensitive to my disability. It was then I was approached to help Freddie, who is mentally challenged, prepare for the upcoming "Challenger Little League." In the league disabled children play, and "normal" kids act as their "buddies" to help move the game along. Freddie's mom and mine thought it would be a good idea because I would be helping Freddie get ready for the league, and doing something for Freddie might make me feel better about myself. Since then we have been playing ball each fall and spring at his house once a week. In that time I have grown to know him as a person, his likes and dislikes. He has a strong personality that contradicts the image I had of kids with mental disabilities. I had imagined that they were essentially passive showing only faint recognition and response to anything happening in the world around them. And while this may be true for some severe disabilities, Freddie interacts with his environment just like I do. We just have different obstacles to face, different disabilities to overcome. While Freddie and I threw the ball around in the backyard, I developed a genuine friendship with him like I would have with any other kid I knew. That is why I enjoyed going over to his house.

The Physics of Cross-Country Skiing :: physics sport sports cross country ski

Missing Figures Cross-country skiing is as much of a competitive sport, as it is a back country one. Cross-country skiing is enjoyed by people of all ages, and can be relatively inexpensive. There is no need for lift tickets and with a little maintenance equipment can last for decades. As a result of its broad audience, many people don't realize that physics plays a large role in cross-country skiing. This web page was designed to briefly describe some of the concepts behind the physics of skiing, and give a basic understanding of both the sport and the science. Friction is obviously an important factor of cross country skiing. On one hand, friction is necessary because without it a skier wouldn't be able to ski up hill or even move on flat surfaces. However, when racing, skiers prefer to have the smallest friction force working on them possible. In order to reduce the frictional forces which would slow them down, skiers wax the bottom of their skis. The types of wax which they apply to their skis have different functions. The hot wax which is applied to the entire ski reduces the friction between the ski and the snow. This allows the ski to glide on the snow and gives the skier more distance for each stride. Another type of wax is applied to the "kicker". The kicker is the area under the bindings. In other words the kicker is the area where most of the gravitational force of the skier is applied. Skiers apply a type of wax to the kicker that will cause the friction coefficient to increase. This allows skiers to be able to push off and ski uphill. In order to begin their outdoor adventure, a skier must first face the forces of static friction. Static friction is the force that keeps the skier at rest. As the skier overcomes the static friction there is a point where the coefficient of friction is greater than that of the kinetic friction that resists the skiers motion. It is clear to see this concept in the figure below. From the figure above, it is also easy to see that the kinetic friction remains almost constant for a range of speeds. This kinetic friction is the force which slows the skiers down after they start moving.

4th new member discussion :: essays research papers

Brothers & Sisters we are privileged to be living in the most glorious of times, A time when all the generations of mankind come together. A time just before our Savior appears for his millennial reign. Think about that for a moment. Last General Conference in April our beloved Prophet spoke on this subject and reiterated the fact that these are perilous times. We know this to be true. Dallin H. Oaks spoke on the signs of the times & our need to prepare for his 2nd coming. He told us there are 4 matters indisputable to Latter-day Saints. 1. The Savior will return to the earth in power and great glory to reign personally during the millennium. 2 At the time of his coming there will be great destruction, a destruction of the wicked and a resurrection of the righteous. 3. No one knows the time of his coming, but , 4 the faithful are taught to study the signs and to be prepared for it. He focused primarily on the 4th with our need for spiritual preparation. He began the 4th topic with Alma 34:32 â€Å"this life is the time for men to prepare to meet God†¦.the day of this life is the day for men to perform their labors† and he asked â€Å"Are we preparing?† Imagine that you are living just below a large dam. One day you notice a crack in the dam. What would you do. Would you call someone to repair the crack or see what could be done to repair it? Later you see water leaking thru this crack and you realize that the dam soon will break. Would you mention casually to your family and friends that a problem exists or is developing? Or would you urgently do everything possible to warn others to escape the danger? We should have much the same concern about sharing the saving truths of the gospel with those who have not yet heard them. We know the dam is about to break but do we see or feel the urgency D&C 88:81 â€Å"It becometh every man who hath been warned to warn his neighbor.† When we accept the gospel of Jesus Christ and are baptized into his church we accept the responsibility of sharing it with others, particularly relatives and friends. Great blessings are promised the House of Israel. Some of us may not even comprehend these

Example for Literary Paper Essay

Comparison/Contrast: Assignment: For Your Information: Comparison/Contrast – The process of examining two or more things in order to establish their similarities and differences. After reading two selections, you will write a comparison/contrast essay using the guidelines provided in this packet. 1. Any relationship between two or more things will involve some degree of SIMILARITY, as well as some degree of DIFFERENCE. 2. Comparisons can be found in any kind of writing: magazine articles, advertising, essays, news articles, letters, editorials, textbooks, scientific writing, reports, political speeches, and pamphlets. 3. We make comparisons when we have to choose between two or more things: careers, products, political candidates, goals, etc. 4. Comparisons underlie everything we do. Scientists use comparisons in their experiments. Logicians use them to draw conclusions. Politicians use them to formulate policies. Judges use them to render decisions. Ministers teach and admonish us with comparisons. How to Write a Literary Comparison/Contrast Essay When writing a literary comparison, you will answer the question: So What? In other words, you will not only explain the similarities and differences between the two (or more) literary works, but also explain the significance of your comparison. A comparison intends to inform readers of something they haven’t thought of before. Therefore, for a comparison to be illuminating, the things compared must either: 1. Appear different but have significant similarities; i.e., Star Wars and Return of the Jedi. 2. Or, appear similar but have significant differences; i.e., Classic Star Trek and Star Trek: The Next Generation. You must have a purpose for your comparison. The reader of the comparison should not have to ask SO WHAT? at the end of your essay. In a comparison/contrast essay you are explaining the differences between two or more things, as well as explaining, or at least alluding to, what the two things have in common. School Curriculum Specialists, LLC Remember that comparison and contrast is an organizational and analytical structure that supports your ideas, but you still need a thesis in the introduction. The introduction should contain: 1) The names the items to be compared 2) The purpose of the comparison 3) What is being compared and/or contrasted Sample Thesis Statements: Unacceptable — â€Å"I am going to compare the similarities and differences between the films Close Encounters of the Third Kind and E.T., the Extraterrestrial.† Acceptable — â€Å"A close examination of the way Roy Neary, the protagonist of Close Encounters of the Third Kind, and Elliott, the protagonist of E.T., the Extraterrestrial, react to their encounters with aliens demonstrates that director Steven Spielberg uses both films to tell similar stories about the difficulties of growing up.† 1. Choose the works of literature you want to compare. 2. Choose the grounds for comparison; i.e. is there something they have in common that makes it worthwhile to show how they are different? 3. Answer the question So What? by determining a purpose for making a comparison. 4. Gather information and evidence from each literary selection to describe and support your grounds for comparison. Use a graphic organizer like the one below and on page 4 of this packet. 5. Outline your essay. 6. Compose your thesis. 7. Write the draft of your essay. Assignment Directions Step One Select two literary texts that can be compared and contrasted for the authors’ point of view, literary style, or other points of comparison. Once you have the literature, it’s time to decide â€Å"what† within each selection you will compare. Step Two Make a graphic organizer OR use the graphic organizers contained in this packet (see page 4). Making notes on the organizer will help visually show you how items, such as characters, author’s development of the plot, author’s use of literary devices, theme, etc. are similar and different. If you decide to focus on just â€Å"theme,† for example, then you will want to create a Venn diagram or comparison chart that helps you analyze how the two authors’ word choices, style, sense of audience, etc. are used to reveal the theme to the reader or support the message. And, of course, compare the authors in this regard. Step Three Once you have jotted notes in the graphic organizer, make an outline for your essay, that includes: ; Paragraph 1: The Introduction – Introduce your topic and state your thesis. Example Thesis: â€Å"Although James Jackson’s novel, Reaching the English Moors, was First written in 1895, the theme can be compared to H.B. Bartlion’s poem, ‘Green Grasses of Home’ support paragraph written a century later. Both Jackson and Bartlion are urging the reader to consider the life lessons m presented in nature. However, Jackson addresses this theme through the use of personification and Bartlion relies on visual imagery.† f Third Second support paragraph Sample Structure In the above example, the writer has established why the two selections are comparable paragraph (common themes), but clearly states that the authors have used two contrasting methods of developing their themes. So, will the writer focus on the alikeness (comparison) of the theme, or the different ways (contrast) the authors developed their theme? Paragraph 2: First Support Paragraph. Set the groundwork for the similarities in the literary selections. In the case above, you would describe the common theme found in each selection. Write a topic sentence and add details to support your topic sentence. Example Topic Sentence: â€Å"Both Jackson and Bartlion are urging the reader to consider the life lessons we can learn from nature.† Provide specific examples of this in the paragraph. Paragraph 3: Second Support Paragraph. Again, write a topic sentence and add at least 3 details. This paragraph will focus a difference between to the two literary selections by stating that Jackson uses personification to develop the theme. Provide specific examples of this in the paragraph. Paragraph 4: Third Support Paragraph. This paragraph will focus on another difference between the two literary selections by stating that Bartlion uses visual imagery to develop the theme. Provide specific examples of this in the paragraph. Include several supporting details. Paragraph 5: Conclusion. Go back and state what you’ve already said in the introduction using different wording, wrapping things up. Step Four Use the outline (above). Write each section of the paper, until finished. Go back and edit, checking for spelling, correct grammar, punctuation, and flow. Use the scoring guide/rubric (page 7 in this packet) to check the completion and correctness of your essay. Compare and contrast essays are just like any other paper and should flow from one paragraph to the next, making sense as you read it. Read and reread. Step Five Use a word processor to type your essay STUDENT SAMPLE Ella Berven October 15, 2011 Period 4 Literary Comparison/Contrast Essay Shades of Being Human Alice Walker and Maya Angelou are two contemporary African-American writers. Although almost a generation apart in age, both women display a remarkable similarity in their lives. Each has written about her experiences growing up in the rural South, Ms. Walker through her essays and Ms. Angelou in her autobiographies. Though they share similar backgrounds, each has a unique style which gives to us, the readers, the gift of their exquisite humanity, with all of its frailties and strengths, joys and sorrows. Tragedy struck both of these women at the age of eight. Ms. Walker lost her sight in one eye. Ms. Angelou was raped. Each described the incident as part of a larger work. Ms. Walker related her experience in the body of an essay published in her book, In Search of Our Mothers’ Gardens. Ms. Angelou told her story as a chapter in her autobiography, I Know Why the Caged Bird Sings. Although both wrote about their traumatic experience, the way each depicted the incident was distinct and seemed to be told for very different purposes. Alice Walker reports the facts to the reader with short sentences written in the present tense. She chooses words which elicit a forceful emotional response from her audience. For example, in telling how her brothers were given BB guns and she was not, Ms. Walker writes, â€Å"Because I am a girl, I do not get a gun. Instantly, I am relegated to the position of Indian.† The word â€Å"relegated† causes the reader to be irate and indignant. Most people do not like being â€Å"relegated† to anything. Another illustration of Ms. Walker’s use of dynamic words can be found in her description of the encounter with her parents following the accident. She speaks of being â€Å"confronted† by her parents. â€Å"Confronted† is a combative word. When people are confronted by others, they want to launch an attack. Her style and choice of words make the reader aware that she is alone and fearful. She is left to fight her battles by herself. Maya Angelou narrates her account in a conversational tone. She uses the past tense which tells her audience â€Å"it’s over† for her. Her words are free from severity. They encourage the reader to see hope in the midst of sadness. Instead of trying to elicit a particular emotional response, Angelou invites her audience to share in her thoughts and feelings. For instance, having given an account of the rape, she writes, â€Å"I thought I had died–I woke up in a white-walled world, and it had to be heaven.† The reader feels a connection with her pain, yet realizes redemption lies close at hand. Whereas Walker tells how she was confronted by her parents, Angelou explains,†she [mother] picked me up in her arms and the terror abated for a while.† There is no impression of combativeness. There is only tenderness and care. Once again, she invites the reader in. Walker wants the reader to feel for her; Angelou wants her audience to feel with her. They achieve their objectives by directing the reader’s attention to specific emotions. The emotional focus of Alice Walker’s story is rage, red-hot and isolating. As I read this piece, I became livid, not only at the thought of her devastating injury and her family’s apparent disassociation, but also at Ms. Walker herself. It appeared to me that she never let go of it. Instead, she seemed to embrace her anger. On the other hand, Ms. Angelou’s anger is subtle and short-lived. Though I was incensed by what happened to her, she quietly insisted that I leave it behind. She concentrated less on her anger and more on the warmth and support of her family. It would be impossible not to address the ways in which both women refer to the intense physical pain each of them suffered as little girls. Ms. Walker gives little description of her anguish, but I clearly felt it. When I read, â€Å". . . I feel an incredible blow in my right eye . . .† and, â€Å"my eye stings, and I cover it with my hand,† my immediate response was to quickly cover my eye with my hand. My body reacted to her pain. Ms. Angelou’s description produced another effect. She wrote, â€Å"Then there was the pain. A breaking and entering when even the senses are torn apart.† Instead of a physical reaction, I felt a wrenching of the heart. Ms. Walker focused my attention on the injury to her body, while Ms. Angelou focused on her emotional scars. School Curriculum Specialists, LLC My most powerful emotional response throughout both stories was one of incredible sorrow. I felt the tremendous weight that sadness and despair can fold around a heart, not only for a child’s trauma, but also for the devastating repercussions that tragedy can produce – loss of dignity, self-esteem, and childhood itself. I wanted to comfort them both. However, by the end of Ms. Walker’s account of the incident, I not only wanted to comfort her, I wanted to shield her as well. Her wounds were still open. At the end of her narrative, she wrote, â€Å"Now when I stare at people – a favorite pastime up to now – they will stare back. Not at the ‘cute’ little girl, but at her scar. For six years, I do not stare at anyone, because I do not raise my head.† I wanted to intervene and help her. Although in Ms. Angelou’s story I yearned to comfort the child, it was obvious that the adult Maya Angelou did not need my protection. She ended her account with these words: â€Å"I would have liked to stay in the hospital the rest of my life. Mother brought flowers and candy. Grandmother came with fruit and my uncles clumped around and around my bed, snorting like wild horses. When they were able to sneak Bailey in, he read to me for hours.† Her family loved her all the way through her trauma, and she moved from despair to hope with their help. Alice Walker and Maya Angelou are both extremely courageous writers. From each we receive a rare and poignant gift. As her book suggests, Alice Walker challenges us to search for resolution in the face of loneliness and despair. Maya Angelou, who â€Å"knows why the caged bird sings,† reminds us that loneliness and despair never have the last word. She gently points us to a window of hope. Both women bless us with shades of being human.

Northern Lights by Philip Pullman Essay

Analysis of northern lights how the author presents the characters within the novel for example looking at animal symbolism. Lord Asriels daemon is the Snow leopard. It is elegant as it moves with grace and speed, it seems royal as she slinks with confidence an power in every stride. Lord Ariel is a serious man he was heartless and cruel to his own daughter. on one occasion in the book he grabs her forcefully by the arm. He is an arrogant character, who is feared and respected. â€Å"His daemon growled with deep savage rumble that made Lyra suddenly aware of what it would be like to have teeth meeting in her throat.† Having this animal as lord Asriels daemon reinforces the more negative and suspicious feelings towards him. That he is as powerful as he is dangerous. He is, in many ways just like his daemon; cold hearted, vicious, strong in body and mind. â€Å"†¦all his movements were large and perfectly balanced, like those of a wild animal and when he appeared in a room like this he seemed a wild animal held in a cage to small for it.† He as well as his daemon had elegance, and the author even compared lord Asriel himself to a wild animal. His daemon, was enticing with lush fur so beautiful, yet she is the predator, the hunter, fierce and untamed, like her master, the leopard seems silent but deadly, sweet but if provoked you are left vulnerable to her attack. You need beware when lord Asriel is on the prowl. Martin Lanselius has a serpent daemon, the characteristic of witch people tend not to trust as they’re sly, sneaky, slimy and deceitful. Martin Lanselius is one of the people on the which’s council so far he seems fair, just an kind. â€Å"The little green serpent daemon raised it’s head from the consul’s collar and whispered tongue flickeringly in his ear†. By using the words whispered tongue flickeringly, It makes you imagine the slimy tongue harsh in your ear, it makes you feel uneasy, by whispered it seems sneaky and suspicious like he has something to hide. Typically a snake or serpent is bad, they trick and deceive.*1 This gives us a very negative opinion of Martin Lanseluis, and without his daemon it wouldn’t be there. We are influenced by the serpent daemon, especially because it contradicts so drastically; the mean lying snake, with the sweet and caring Martin Larnselius. Ma Costa’s daemon is a pack animal, a wolf like dog. They are playful, full of spirit, loyal and very protective, especially those in their fellow pack. It’s easy to see the cute lovable exterior, but the wolf in them makes him stronger, with force and determination the wolf attacks it’s prey, with razor sharp teeth he cuts through the skin and sinks them deep into the flesh. They can be very dangerous, very vicious. Ma Costa is both loyal and confident sweet and gentle to her family and friends imparticular. But can be bad-tempered. When on one occasion Lyra tried to steal Ma Costa boat, she struck Lyra her across the face but previously she watched over Lyra as a baby. â€Å"†¦a great grey dog bent down gently to lick Pentaliments wild cat-head†. This shows how kind he is even to strangers he is welcoming. This is one of the few things we hear about the daemon so far. I think the influence by the dog is both positive and negative, positive because you think first of the innocent looking dog which will protect it’s family. But also negative when you think how dangerous a wolf can be. Like the snow leopard the wolf is a hunters. But you don’t get told a lot about the daemon therefore the influence to Ma Costa is minimal. Farder Coram had Sophonax, his daemon cat. She moved with grace and confidence, her soft fur warm and inviting. Her presence was soothing and mysterious. Farder Coram was quite old, however his mind unchanged by time, still sharp and alert. But his withered old body looks frail and tired. Forder Coram is just like his daemon as he is confident wise, but with an air of mystery like he’s not giving anything away. Even though you don’t know him he seems friendly like he’s known you for years â€Å"Sophonax†¦was golden eyed, and elegant beyond measure, fully twice as large as a real cat, and richly furred.† This emphasizes the appeal and makes the cat seem heavenly, like it’s magnificent and extraordinary. I think the daemon gives us an even more positive opinion of Farder Coram. â€Å"He could not walk without leaning on two sticks and he trembled constantly like an aspen leaf. His mind was sharp and clear he was a powerful man†. This shows how weak he looked, but how strong minded he was. By having this unique cat makes me think that when Farder Coram was younger he was lively an adventure. But still he was every bit as admired, and was adventurous on the inside.