Report on an English word (the worb being eruditeA+ Report

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Erudite is a misunderstood word. Several adult, when asked to define erudite were found to be sadly misinformed. One adult answered that erudite was like, " Fred Astaire, with a top hat." Another misinformed adult said that an erudite man is one that, "thinks he is better than everyone else." Answers such as these are most obviously wrong. One fifth of the adults surveyed answer with a resounding, "I don't know". While only three out of ten adults were truly erudite in their answers.

My search for information was tedious. My investigation brought me to the library and to my computer. I had many difficulties is my hunt. In the internet quotation searches, the word erudite brought up a page stating their were no sources or quotations using the word erudite. As my search continued I was forced to use a synonym in lieu of the word erudite. After I started to use a synonym for the word erudite my efforts were rewarded.

The first topic I researched was the definition of the word erudite in the The Unabridged Dictionary. I looked in the American Heritage Talking Dictionary, Webster's Deluxe Unabridged Dictionary, and Bambard's Dictionary of Etymology. In these sources I looked to find the etymology, and the first definition of the word erudite.

The first definition of the word erudite was, "having extensive knowledge."

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Erudite comes from the Latin adjective eruditus which means "well instructed", from the past participle of the word erudire " to train or educate". The verb is in turn formed from the prefix "ex" which means "out of" and "the adjective, "rudis", which means "untaught" or untrained. This is the original source for modern day word rude. The English word erudite is first recorded in a book written before 145. In 145 the definition was "equipped with the senses, instructed and learned." Erudite meaning" learned" was rarely used at that time except in a sarcastic manner. However at the turn of the nineteenth century the word erudite seems to have been restored to a favorable meaning.

The second topic I researched was identifying additional meanings and adjectives for the word erudite in the Thesaurus. I looked in the American Heritage Talking Thesaurus and Roget's II The New Thesaurus, Third Edition. 15. In these sources I looked to find synonyms for the word erudite. Finding these synonyms helped me later on in my report during internet searches.

Some synonyms I found were knowledgable, erudite, scholarly literate, taught, educated, well-educated, well-read, well-taught, well-tutored, cultivated, cultured, learned, lettered.

The third topic I researched was erudite and its concordance to the bible. Some sources I used were Bible Gateway, and my local librarian. In theses sources I looked for bible verses that contained, or made reference to the word erudite.

The verse I decided to use was one were G-D asks king Solomon was "gift" he wants. Solomon asks to be wise (erudite), so he may rule correctly. G-d answers him that because he didn't ask for riches, or immortality, or protection from his enemies, G-d will grant him wisdom. G-d also says (for the same reason) that he will grant to Solomon, riches, immortality, and protection from his enemies.

The fourth topic I looked into, as the survey of people who knew the definition of the word, erudite. The sources I used were my friends and family. Through this survey I found that things are not always what they seem, and smart people are sometimes not truly erudite.

Only three adults truly knew the meaning of the word erudite. Two adults answered, "I don't know" when asked for an explanation, these adults also said that they had never before heard the word. Four adults were utterly incorrect, with answers like, "someone who thinks they are better than everyone else" and, "some with great speaking ability". One adult was completely unsure and refused to answer.

The fifth topic I researched was that of erudite a quote from a book of quotations. My sources were www.Bartleby.com, and www.Dictionary.com, The quote I chose is found in Proverbs 014-16 .

My quote reads, "There is gold and a multitude of rubies, but the lips of an erudite man a precious jewel. In my thinking this quote is saying that material possessions mean nothing, if you don't have knowledge. It is also saying that knowledge is hard to come by, "there will always be gold, and rubies, but a smart or a erudite man, is quite rare, and a true find.

My seventh source and topic was the Oxford English Dictionary. In this source I looked to find the history of my word. I had some difficulties in obtaining this although in the end I was successful.

In the Oxford English Dictionary I found that erudite originally was Latin, and was spelled erudire. Erudire meant, "to train." As time moved on so did the meaning of erudite, yet as early as 177, erudite began to be defined as knowledgeable or intellectual. We know this from a sentence quoted in the Oxford English Dictionary, " your Latin lecture is as good Latin as the erudite Germans speak or write." In this sentence, written in 177, the definition of erudite is most clearly knowledgeable.

I felt this project was very informative. I was surprised by the surplus of media regarding this difficult topic. I was quite shocked by he magnitude of information. Through this report I feel I learnt a lot about research and presentation.

At time during the completion of this report I became aggravated, I was unsure of what to write and how to phrase things. I also at times suffered from writers block. Overall I fealt this was a worthwhile report.

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Definitions

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Language is arbitrary- to obtain a proper definition of this statement I have broken it down into parts, language and arbitrary. The heinemann dictionary has stated that "language is The words we speak or write, the sounds or words used by a particular country or group, a system of sign and symbols used to communicate.

And that arbitrary is " based on your opinion or whim rather than a reason"

So to place these to definitions into one would arrive at 'based on they way peoples opinions are formed will influence the way they speak or write." To look at the following quote in the textbook 'Language and Literacies" that " Language is arbitrary there is no inherent reason that the word 'cat' refers to a small furry animal; it has been agreed to by a group of language users…it's the kind of agreement that occurs when groups of people come to share values, beliefs and ways of doing things over time." (Emmitt, 00.p1.) Examples of language being arbitrary are all around us in everyday life, things such as traffic lights and the correlation between red stop and green-go, the famous Golden Arches, with out even seeing the name of the restaurant everyone knows what they represent-McDonalds. Symbols of a figure in a skirt or a figure on a door will always represent male or female toilets. These are all meanings or signs that have been established and accepted by a common community. My understanding of Language is Arbitrary is the fact that language is not absolute, what is meant by this is that just because we as Australians refer to a particular item by a certain name or symbol does not mean that this is accepted on a worldwide basis.

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Signs The definition found in the Collins dictionary, was that "Signs are an act or gesture to convey and idea, a desire, information or a command to others."

A quote taken from the textbook 'Language and Literacies' was that "Signs are defined as 'artefacts' or acts which refer to something other than themselves…" (Emmitt, 00.p.) Examples of signs are split into different categories there are systematic, symbolic, pictorial, culturally relevant, iconic and both verbal and non-verbal. An iconic sign are close to being an exact picture of what they refer to such as a sign with kangaroos is referring to kangaroos on the road. A symbolic sign is not a direct picture but something we associate with. Culturally relevant signs are only appropriate for a specific group such as our wombat crossing signs would be irrelevant in Russia.

How I understand signs is that it is the extra information given or the only information given to the community of users that is accepted and understood by all who use it.

Discourses I took a meaning printed in the book of readings as I was unable to find a dictionary meaning that was relevant to this Discourses. "Discourses are ways of behaving, interacting, valuing, thinking, believing, speaking and often reading and writing that are accepted as instantiations of particular roles by specific groups of people." (Gee, 10.) The following quote summed up the meaning quite well, "Language as well as literacy is always and everywhere integrated with and relative to social practices, particularly Discourses. ( Gee, 10.) Some good examples of Discourses are instances such as image, culture, behaviors, body language, the way people speak read or write. Such as the Japanese culture is very different to the Australian culture by ways of the Japanese being very formal and quiet while Australians are loud and relaxed, the Japanese are well renowned for being workaholics and Australians are perceived as laidback and easy going. The way that is easy to interpret Discourses is to think of it as simply being the overall ways that people of specific groups interact verbally and socially with others.

Non-Verbal Communication is defined as being gestures, facial expressions, body language that is being used to help convey a particular message by an individual; from the website dictionary.com.(00)(00). The quote from the web helps to clarify the definition further by stating that it includes "…facial expressions, tones of voices, hand gestures, eye contact, spatial arrangements, patterns of touch, expressive movement, cultural differences and other non-verbal acts." (Non-verbal communication. 00) (00). In the world that surrounds us we get many non-verbal cues from every direction. Mothers get these clues from their babies cries and soon learn to interpret them either hunger, nappy change or loneliness. There are also clues given by the animal kingdom such as the way dogs and horses get agitated before an earthquake; they sense the danger. To look back at this in lamens terms it is apparent that non-verbal communication is all the other information whether purposeful or not given by another, it is not only culturally relevant but can be universal depending on the source.(ie. Animal or human).

Culture is according to the Macquarie dictionary (15) relating to the language skills and customs of a group of people passed from one generation to another. To delve into this more a particular quote stood out that seemed to sum up culture quite well, "Culture is everything. Culture is the way we carry our heads , the way we walk, the way we tie our tiesit is not only the fact of writing books or building houses." (Quotations, 00.) (00). So to look at different countries generally you can see each culture is quite unique and specific to that region, such as Africa, the bushman tribes will dance to music made by other tribe members, arrange marriages and mourn the dead for set periods. In Australia we marry who we choose, we travel where we want, we have a freedom of speech and a democratic society with laws and liberties. Russians are communists and they live in a cold climate, are very patriotic, and some would say vodka is culturally relevant to Russia. As it is explained culture is the way we are as a nation and as individuals, a persons culture shapes how they interact and socialize with others, Australia is multi-cultural which means we have many cultures intermingled with our own which enriches our lives and helps us see and understand others.

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The war with iraq

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The past few months have been filled with tension. Everyone has pretty much chosen sides in the debate. The war with Iraq has been on everyone's mind. I don't know about you, but I think that America is not ready to ship off the soldiers. America as well as the world has been battling Saddam Hussein for decades and I don't think its time to fight him again. He poses a treat to this country and the world on many different levels. Terrorism has destroyed our economy and devastated our people. While we need an antiterrorism solution, I don't think that war is the answer. I am sure that America can find a better resolution to fix our problems in the Middle East. Another war would not only cause more turmoil and destruction. War would send over people to the enemy lines, killing off innocent people. We can't possibly believe this will be a solution to our problem. War would put our country in an economic position even worse than it is right now. Whatever Bush decides to do we are still in economic turmoil. Before we decide to send our soldiers off to war we as a country need to be economically secure. Also, America needs to have substantial allies before shipping away the troops. Right now we don't have enough international support for a war. We need allies to help us fight Iraq. We stand no chance on the battle field without friends.

The US administration has repeatedly stated that Iraq is a clear and present danger to the safety and security of ordinary Americans. Yet the Iraqi leadership have never used weapons of mass destruction against the US or Europe, nor threatened to. Plans or proposals for the use of weapons of mass destruction by Iraq against these countries have never been discovered, and in their absence can only be presumed to be non-existent.

Iraq would face massive punishment if its leadership ever ordered the use of weapons of mass destruction on the US or Europe. It is difficult to imagine circumstances in which the Iraqi regime would use these weapons directly against any western country. The only conceivable exception would be if the Iraqi leaders felt they had nothing left to lose that is, if they were convinced of their own imminent demise as a result of an invasion. Weapons of mass destruction were not used by Iraq in the 11 Gulf War, despite having both a much more developed capacity than it holds at the present and the routing of its army. The best way to avoid prompting Iraqi leaders to use any non-conventional capacity would be to refrain from invading Iraq or attempting to assassinate or depose its rulers.

In 18, when the US ordered UN weapons inspectors to leave Iraq, it was widely accepted the Iraqs nuclear capacity had been wholly dismantled. The International Atomic Energy Agency (IAEA), charged with monitoring Iraqs nuclear facilities after the Gulf War, reported to the Security Council from October 8, 17 that Iraq had compiled a full, final and complete account of its previous nuclear projects, and there was no indication of any prohibited activity. The IAEAs fact sheet from April 5, 00, entitled Iraqs Nuclear Weapons Program, recorded that There were no indications that there remains in Iraq any physical capability for the production of amounts of weapons-usable nuclear material of any practical significance.

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Many of the assessments of Iraqs development of biological, chemical and nuclear weapons are based largely on a hypothetical analysis of what could be done by the Iraqi regime if it was determined to produce these weapons. Using worst-case scenarios, they present Iraqs potential activities - such as importing producing anthrax spores - as an immediate threat. While such assessments may be valuable in order to understand the range of possibilities, they do not provide any evidence of Iraqs weapons of mass destruction or the Iraqi regimes intention to use them. You cannot launch a war on the basis of unconfirmed suspicions of both weapons and intentions. It would be better to take up Iraqs unconditional offer of September 16 to allow inspectors to return, and to reject the plans for an invasion to achieve regime change. The US and UK policy has been to provide disincentives to Iraqi compliance rather than incentives. The UK has refused to rule out its support for regime change even if a full weapons inspections system is in place.

Before Sept. 11 there was not the present excited talk about a strike on Iraq. Why would that event change the situation? There is no evidence of any connection between Iraq and that act of terrorism. Is it possible that the Bush administration is using the fear created by Sept. 11 to build support for a war on Iraq that otherwise has no legitimate justification? The talk of war has raised the question of American casualties, and rightly so. Are the lives of our young people to be expended in the expectation that the demise of Saddam will bring democracy to Iraq? And what of the inevitable death of thousands of Iraqis all of them made doubly victims first of Saddam, then of Bush? Shall we add a new death toll to the hundreds of thousands of Iraqis who have died since the application of sanctions? A war against Iraq has no logical connection to the tragic events of Sept. 11. Rather than diminishing terrorism, such an attack would further inflame anger against the United States and may well lead to more terrorist attacks. We have a right to wonder if the motive for war is not stopping terrorism but expanding US power and controlling Middle eastern oil. A war against Iraq is legally impermissible, morally unpardonable, and would be a cause for shame to future generations. Also, another question comes to mind when thinking of the war with Iraq. Is President Bush after Saddam Hussein because he threatened his father? Or is it because Iraq has a bountiful supply of oil? These are just some questions to think about.

In conclusion, I think that a war with Iraq is out of the question. America and the world is not ready for a war. We don't have enough international support and money to fight Iraq. A possible war is estimated to cost two-hundred-and-sixty billion dollars. This is something you should think about considering our country is in an economical crisis.

Please note that this sample paper on the war with iraq is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the war with iraq, we are here to assist you. Your persuasive essay on the war with iraq will be written from scratch, so you do not have to worry about its originality.

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Against the S.A.T.

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The Consequences of the SAT

Most High School students face hardships of studying for finals, working hard in our numerous extracurricular activities, and constantly trying our hardest to get the college applications over with to get into that college. These are one of the toughest ordeals we face in our life and will determine whether we will get into a great college or just a good college. There is yet another factor into our selection for a prestige college. Each year, oncoming junior students start pondering about a test that will determine our chances in getting into a college. They start cramming and take prep courses such as the Princeton review in hopes of getting a perfect 1600 on the SATs. But say that they do poorly in this test but do so well in school and have numerous extracurricular activities; your chances of getting in are now very slim. The SAT is seen as being biased and unfair to numerous people, that is why colleges shouldn't use the SAT as a standard on accepting a student.

Even though the SAT takes only a certain part of your college entrance, it still covers almost half of what colleges want in a student for a great college (Princeton review). On College Board's website it appears to show the percentage chance of getting into a college with a certain score. They appear to show scores of the SAT rather than the GPA entrance and personality preferences. On average, most colleges would accept anyone with at least a 100 on the SATs, but lower than that is typically questionable, so they start looking into GPA and extra curricular (from college board, taking account on UC system acceptance). This feels somewhat unfair, for those who really work hard in school and having to be stopped in getting accepted into a good college. A good student with a 4.0 GPA can be stopped from getting into a good college like UCLA by the SAT. This shows how unfair it could be for selection into a college.

Even if it may seem that the SAT is a way to measure our ability to measure our verbal and mathematical skills, some people are not skilled in those fields. For example, people who are bilingual and are not able to speak English well may be better in math but cannot be good in the verbal part of the test, thus giving them a bad score (from The National Center for Fair & Open Testing). The English section is bias and only takes the side of those who are truly native to the language and will not measure the way you will be working in college. Now, why did the makers of the SAT add a section that not everyone can do? This will surely cost those who are bright and smart to think twice and not even try to go to a great college.

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Although the test has been used to choose students by there test taking skills, it stops them from choosing the students analyzing skills. What school has taught students is what truly should matter. School has made students lives stressful with having to study almost every week for tests. The colleges should look into what they think is a great student by looking into the students school schedule and the courses they are or will be taking. The hard work done after school should also matter more than the SAT. I think effort would truly show how ready a person is for college. Colleges should mainly look for a student that can handle stress, they should look how a student can get good grades, control there schedule, and keep busy. This criteria fits better since it will show the students chances of surviving college with there attribute. "I have worked my butt off these past three years having a part time job, getting decent grades, and taking college courses as well, but the SAT will probably stop me from getting into any good college." said senior Jeff Wong.

Although the test is set with two breaks and a lot of time to relax, it can still be hard to concentrate on this test. Since the test is in the morning of a Saturday, teens tend to wake up the next morning, with a lack of sleep and not really ready to battle the test. Teens then tend to stress by the unknown questions given in the test and would typically have a lack of concentration, forgetfulness, and become careless. If the test was moved, maybe it would be better, but currently, it isn't. Study has shown that having the time to have a full time sleep and less stress would cause students to be able to read faster, remember things much better, become more alert, and able to concentrate. The test also handles three hours of a Saturday. Though this is still a small part of the day, sitting in a chair for that long, you will soon become agitated and tired thus becoming weak and tired to even continue on. The test is also timed, and Steve Bui a .5 GPA student states "…For some people, taking a test can have a different affect on each person. Some people can process faster than others." This is true as well; even the smartest people cannot take the test obstacle of time versus answer.

The reason for making the SAT was because schools were teaching differently and would really make it tough for a college to choose between two students having an "A" in calculus with another having a "B" in calculus because the two different schools could be teaching easier at one school than another. Although this may be true, that is also why they should look into the students after school activities and also see the students other courses. They could also look into the class for each student in which it was taught and see how easy it was for the other students to pass it.

The College Board has worked hard to develop the test but it has flaws on it. The time, the trickery, and the hard time to get ready have sent this test to be a real troublesome factor onto the test takers. It is difficult for us to be able to study on something we don't really know what to study on. I don't believe that test taking skills will really help us in college, maybe a little, but not extraordinary as being able to study and focusing in class. With many students already being rejected by colleges looking into there SAT, it makes us mad to even bother into working hard in school anymore. If the SAT was primarily the test to choose us into college, we then wonder if we truly should work hard in other activities.

Schaeffer, Robert "The SAT Questions and Answers" (8/8/01) The National Center for Fair & Open Testing Available http//www.fairtest.org/facts/satfact.htm

Murray, David. "The War against Testing".( September 18 ) STATS at Work The War Against Testing. Accessed 1 Jan. 00

Available http//www.stats.org/statswork/commentary.htm

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They still played ball

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Black baseball excelled during a transitional time in American culture. Due to the color barrier blacks were not permitted to play along side whites in the Major Leagues. However, this would not stop African Americans from playing baseball. Thanks to some key managers and players, several black leagues were formed. Despite racial adversity, and financial insecurity, and the Great Depression, black baseball survived for over a decade producing many great African American athletes.

Baseball began in the 1840's and has been a cherished past time in America ever since. In baseball's early years African Americans played in professional leagues with whites, but as the nineteenth century came to a close so did the door which allowed blacks to play professional baseball (Margolies 11-1). Although the door had closed a window of opportunity opened.

During the beginning of the 100's many people had tried organizing a league for black ball players. Walter Brown, for example, attempted to begin a league to prepare African American players for the Major Leagues. However, the league was unsuccessful due to financial ailments, and only lasted three weeks (McKissack ). Not long prior to Brown's misfortune a league was formed with the help of Andrew Foster.

Andrew Foster is known for his involvement with the growth of black baseball in Chicago. A league was established on February 1, 10, with the help of Foster and the owners of the best teams in the Midwest, all except one were black. The league consisted of eight teams American Giants, St. Louis Stars, Kansas City Monarchs, Detroit Stars, Chicago Giants, and Dayton Marcos (Margolies -6).

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Foster's Negro League inspired teams on the East Coast to organize a league. The Eastern Colored League played their first season in 1. The league consisted of six teams Baltimore Black Socks, Hilldale Athletics, New York Lincoln Giants, Cuban stars, Brooklyn Royal Giants, and Bacharach Giants. Foster's Negro League and the Eastern Colored League had their differences, but the same purpose, to give African American baseball players the opportunity to play professional baseball (6-7).

The various Negro leagues faced a lot of problems. Money was a huge problem, and many teams did not last half a season due to inadequate funding. In the 0's and 0's African Americans made up ten percent of the population, and the majority lived in the heavily segregated South. Since the leagues were concentrated in the in the Midwest and the East Coast this posed the problem of lack of players and fan support. Toward the end of the 10's the Negro League took a bleak turn (6-7).

In 18 the Eastern Colored League went under, and there efforts to reassemble the following year were unfruitful. A few years later, in 11, the Negro League went out of business, because of the struggling economy the due to the Great Depression. For the first time in eleven years there was no functioning Negro League (8). Though this would not end black baseball.

The Negro League re-emerged stronger than ever during the Great depression. Cum Possey Contributed to this new found success. His team, the Homestead Grays, lead the way in the 10's, a time when baseball was flourishing in Pittsburgh. Cum Possey was not the only great manager of his time, his rival, Gus Greenlee was on a mission to build the best black baseball team ever. In doing so he stole a few of Possey's men, and in 18 he completed his mission (40-4). The talented players that played in the ladder era of black baseball received much more publicity than the pioneers who were just as good.

The Negro League produced numerous exceptional players. Buck Leonard was a great pitcher. Leonard was just as good as Gibson and Paige, although he never received as much recognition. He played for the Baltimore Stars, Brooklyn Royal Giants, and the Homestead Grays. Josh Gibson and James "Cool Papa" Bell were two of his teammates. These celebrated players are well known as two of the greatest black baseball players ever (Rust 8-0).

Josh Gibson was a 6'1, 14 pound power hitter. Gibson was often compared to babe Ruth. He played with Satchel Paige for the Pittsburgh Crawfords (Mckissack 87). Satchel Paige who began playing in the 10's played foe over 50 teams. He was a dominant pitcher, and his claim to fame was his hesitation pitch. Paige once threw four consecutive shutouts (4-45). These are just a few of the countless great players that played in the Negro Leagues.

The Negro League in its prime was comprised of twenty-one teams Atlanta Black Crackers, Atlantic City Bacharach giants, Baltimore Elite Giants, Baltimore Black Socks, Birmingham Black Barons, Chicago American Giants, Chicago Leland Giants, Clevland Buckeyes, Detroit Stars, Hilldasle Daisies, Harrisburg Giants, Homestead Grays, Indianapolis ABC's, Kansas City Monarchs, Memphis Red Socks, Newark Eagles, New York Lincoln Giants, New York Cubans, Philadelphia Stars, Pittsburgh Crawfords, and St. Louis Stars ("Negro Leagues" 1). These teams were so successful it helped the Negro League come to an end, by forcing the Major League to intergrade showcasing all of the best ball players including African Americans.

The color barrier that lasted for over half a century was finally broken when Branch Ricky signed Jackie Robinson. Jackie was proceeded by Ron Lewis and Luke Easter. Branch Rickie's motives were not only to give black athletes the right to play in the Major League, but to make himself look good while doing so. Whatever his motives he successfully intergraded the Major League (Stewart 64-67).

The Negro League existed thanks to the ambition and dedication of several African American players who refused to be denied the right to play ball. The last negro league, the Negro American League survived until 160 (Mckissack 151-15). There were very poor records kept of the Negro Leagues, and today black baseball is finally receiving their deserved recognition ("Negro Leagues" 1). Black baseball survived despite racial adversity, financial insecurity, and the great depression. All of these problems didn't keep the leagues down. Many great players were given a chance to showcase their talents, and shine under the lights. Please note that this sample paper on They still played ball is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on They still played ball, we are here to assist you. Your persuasive essay on They still played ball will be written from scratch, so you do not have to worry about its originality.

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Fiction Teaches Empathy

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When reading the short stories, the reader feels that fiction indeed does teach empathy. Often in a story, the reader sympathizes with a character in the story. This occurs because of how the author uses words and narrative techniques. The author uses empathy very cleverly. The characters that the author chooses to empathize are brought to life in a real form and are made more believable to the reader. All great authors and literary works use empathy, and achieve it well.

One example that suggests pity is, "I Stand Here Ironing" by Tillie Olsen. In the story the reader can easily empathize with the mother. The story is told in the first person point of view, so we learn that she has many children but is accused of neglecting her first born, Emily. At first, the reader feels sorry for Emily, "she's a youngster who needs help," but as the story continues, we learn more about the mother. As we read into the story, more empathy is collected. The mother shares with the "counselor" that "[she] loved her," and "there were all the acts of love." The reader now feels empathy for the mother and Emily.

Setting plays a big role in showing empathy. The mother explains how tough life was during the "pre-relief, pre-WPA world of the depression". Later, the mother shares that she "was nineteen" when she gave birth to Emily. Also, Emily was "neglected" because her mother was always working. Also, the mother being a single mother also adds to the empathy that the reader feels for the mother.

Tillie Olsen used point of view to create empathy for the mother. The reader may not have gained so much compassion if the story was not told in first person. Because of the point of view, "I Stand Here Ironing" makes the reader gain insight from the mother's perspective. If the story was told form third person, we may not have known how truly hard it was on the mother. Many outsiders could not feel or portray her hardships, only criticize. Olsen also uses flashbacks to gain empathy for the mother. "The old man…once said in his gentle way 'you should smile at Emily more when you look at her.'" By using flashback, the reader understands the troubles that she was going through while raising Emily. Lastly, Olsen uniquely conveys the story through Interior monologue. Interior monologue is unlike the writing of most authors. The story is not told in dialogue or description, but rather as a conversation with of the mother and herself. She asks questions to herself in this manner, not saying them out loud or to anyone in particular, "even if I came, what good would it do?" Using point of view, flashback, and interior monologue Olsen was able to teach the reader emotional identification and insight.

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Another narrative technique used to teach empathy is characterization by William Faulkner in "A Rose for Emily". In this story, the reader indirectly learns and understands Emily's feelings very well because of the author's choice of words. Despite the fact that Emily is convicted of tax evasion, murder, and necrophilia, the reader can show compassion for Emily. Faulkner describes her and her pain so well that the reader begins to pity her, saying, "that was two years after her father's death and a short time after her sweetheart-the one we believed would marry her-had deserted her". We begin to pity her more when Faulkner tells us, "She was sick for a long time." His descriptive words, such as, "despair, diffident, crazy, motionless, and pallid," make us feel how Emily was feeling in spite of her demented decisions. Faulkner teaches the reader about Emily's thoughts and grief to gain a great deal of empathy.

Lastly, in "The Chrysanthemums" by John Steinbeck, empathy is obtained in length through naturalism. Naturalism is the writing that shows the harsh realities of the environment and time. This helps the reader sense Elisa's true sadness. For instance, if the story had been written in any other time period, the reader would not be capable of feeling Elisa's pain, or the hurt may not have existed at all. Elisa loved tending to her joy, the chrysanthemums. She became so amazing at taking care of them that they "seemed too small and easy for her energy". In her garden patch, "No aphids were there, no sow bugs, or snails, or cutworms. Her terrier fingers destroyed such pests before they could get started". Despite her hard and loving work, she went unappreciated by her husband and all other men around her. She so desperately wanted to be loved and appreciated.

These feelings were constantly unattainable throughout the story mainly because of the time period. We know that the story took place at least 40 years ago when the tinker does his work for such a low price. He tells Elisa, "Oh, fifty cents'll do." And then "Elisa brought him a fifty cent piece". Today, there is no fifty cent piece that is commonly used in our currency. Although fifty cents is a small price, Elisa is willing to pay anything to have her tinker accept and share the same love for the flowers as she does.

At first, the tinker did show signs of affection for Elisa. He sympathizes with her saying; "It ain't the right kind of life for a woman." She begins to feel loved by him. She also starts to find a common ground with him, gardening and with the chrysanthemums. But, in the end, her open heart is trampled on because the love is untrue.

"Steinbeck uses symbolism and vivid imagery to help the reader emotionally feel for Elisa. The chrysanthemums are much more to her than just a flower or hobby. She opens her pure heart to the tinker when sharing the flowers, only to get hurt by him. When Elisa sees the run over chrysanthemums on the side of the road, it symbolizes her in the way that she has been trampled over. "She tried not to look as they passed it, but her eyes would not obey". At this point, the definitive empathy is gained for Elisa.

Through symbolism and naturalism, Steinbeck gains critical empathy. But, as previously discussed, point of view, flashback and characterization also contribute to empathy. Many techniques may be used, but only certain outstanding authors can truly attain the reader's empathy.Please note that this sample paper on Fiction Teaches Empathy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Fiction Teaches Empathy, we are here to assist you. Your persuasive essay on Fiction Teaches Empathy will be written from scratch, so you do not have to worry about its originality.

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Product line additions

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Assisng Product Line Additions

Managers must identify the situations in which variety is an important competitive variable, examine the relationship between variety and cost, understand the underlying determinants of cannibalization and complementary, and asses the consequences of not responding to competitive innovations.

Conjoint analysis is useful for managers who evaluate new product line components. By allowing managers to identify the mix of attributes that is most likely to achieve market acceptance, these techniques provide good estimates of the probabilities for success of new items.

When a product line expansion is considered, it is important to realize the significant financial investments or incremental recurring costs.

Decision Model

New products are treated as capital budgeting exercises where financial worth is evaluated by calculating the stream of future earnings from the new product.

When a new product represents an addition to a firms product line, two other elements are considered Will the new product be a partial substitute for an existing product (cannibalization) or is this new product complementary to mine to realize cross-elasticities with the other products.

The 5 Key Elements in this model are

1. The sales benefits from offering greater variety through product line extension

. the fixed costs associated with extending the line

. the cannibalization effects

4. the anticipated lost sales from inaction (ie failure to upgrade or extend the line)

5. the positive effects of complimentary

Factors that Influence the 5 key elements

A. Sales Benefits from greater variety

a. Product line expansion should be considered when buyers purchase a mix of substitute products and brands over time; mixed brand purchases mean multiple needs due to differences across segments.

b. Product line extensions may be necessary to reach buyers who do not normally purchase from the product category.

c. Successful early entrants have a major influence on how attributes are vakued by consumers and on their ideal attribute combination

d. Late entrants must succed on differentiation

e. Meaningful variety depends on the differentiabilkity of the product line, differentiability increases with # attributes, range of variation, difficulty in making attribute comparisons.

Firms are motivated to expand the product line when greater variety

1. allows firms to better meet buyers' needs for variety

. more precisely meets the needs of those use substitute categories

. eliminates major gaps in price-performance offerings

4. helps differentiate the firms product from that of the first mover

Fixed costs of Product-Line expansion

Traditionaly it was thought that with more variety less economy of scope and higher inventories.

But economies of scope can come from the joint utilization of inputs (ie raw material, expanding product line permits fuller utilization of a fixed factor of production and through networking arrangements, if an input is not consumed in the production process so it can be reused in a second product and from the sharing of intangible skills, activities or know how.

For consumer goods, the most SIGNIFICANT economy of scope opportunity with respect to product line expansion is the savings and leveraging of brand equity. Increased market share from broader product lines can not only outweigh any increased manufacturing and inventory costs, but may even lead to reduced costs.

The extent to which economies of scope grow relative to econmies of scale, then we anticipate increased product line development activity.

The cannibalization problem

The effects of cannibalization are compounded if the new addition to a line supplants sales from higher margin products (or it could be reverse).

The extent of cannibalization will be greater if

1. The new product offers measurably better performance at a price similar to existing offerings

. The new item carries the same brand name those loyal to a brand are more likely to try a new item carrying that label

. the attributes of new and existing products are highly similar

4. the usage content of new and existing products is similar eg maynoise light mayo

When assortments are expanded for brands that already have high market share, the line extension is hampered by two forces

1. If the new product involves major new quality level or attribute combination, then the brand's equity may not be transferred

. If the new product involves minor variation then the same segment may result in cannibalization

Lost Sales from Inaction

1. New competitive offerings may draw away part of our existing customer base by offering improved or additional benefits

. Opportunity costs for lost sales growth

Defensive strategies

1. Pricing

. Advertising

. Continual product improvement

If new technology is relatively easy to match then a large number of potential entrants reduces the likely prfots from innocation

Just because you have a new product does not mean your customers will not switch.

Opportunity costs for inaction are greater when

1. customer switching costs are low

. new competing products offer benefits that are valued highly by all segments

. competitors posses substantial promotion and distribution resources so they are not easily dislodged from their position

The Development Risks of attempting to meet or pre-empt competition are lower when

Our technological approach is likely to meet with customer acceptance

There is minimal likelihood that our position will be leapfrogged by new technology

Our technology is not easily copied so that it will not be easy for competitors

Complentary relationships in line additions

1. Goods/services that are compliments are those that enhance the customers levels of satisfaction with and the utility of other products

. are compliments because of search economies the time and efforts savings of purchasing together

. that enhance the overall image of the seller so that products are valued more highly. .

The immediate complimentary effect is likely to be greatest in the case where the new product enhances the desirability of a specific existing complimentary product to non-buyers. (addition of sensor from electric people will use foamy cream now)

IMPLICATIONS for PRODUCT LINE STRATEGY

Assortment additions cherry coke

Derivative Models new models for slightly different functional needs

Classic improvements greater quality offered

Quality level expansions Lexus

Major reformulations Stainmaster carpets

New SubCategories major innovations that create new usage opportunities

Please note that this sample paper on Product line additions is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Product line additions, we are here to assist you. Your cheap custom college paper on Product line additions will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment from and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!