Heinz Marketing: SWOT PEST and Five Forces :: GCSE Business Coursework Essays

Official Summary F.M.C.G. Organization Heinz is the most worldwide U.S. based food organization, with a world-class arrangement of incredible brands holding number 1 and number 2 market positions in excess of 50 overall markets. There are numerous different renowned brand names in the company⠡â ¦s portfolio other than Heinz itself, StarKist, Ore-Ida, Plasmon, and Watties. Truth be told, Heinz possesses in excess of 200 brands the world over and makes more than 5,700 assortments. The Company was established in 1869 by Henry J Heinz called Heinz and Noble Company. During the 1870s during the downturn the organization went into intentional liquidation. The organization was fired up again in 1876 by Henrys family members John and Frederick the organization was called F and J Heinz. In 1888 Henry repurchased the organization, in 1905 Henry purchased the principal Heinz British industrial facility. English made upheld beans previously happened to the lines in 1928 and spaghetti followed in 1930. We break down Heinz utilizing S.W.O.T., P.E.S.T. what's more, Porter⠡â ¦s five powers. S.W.O.T. Examination: Qualities; Brand names, Market Leader and Slogans and Advertising. Shortcomings; Mature item, Production cost, and other market pioneers Openings; Market development, Brand name and Consumer Feedback Dangers; Competitors and Brand dedication P.E.S.T Analysis: Political Factors; Law, worker enactment and Health and Safety guidelines Financial Factors; National Economy and Labor advertise Social Factors; Attitudes and Health cognizant, Lifestyle changes and Population Mechanical Factors; New item advancement, Information innovation and Infrastructure Development. Porter⠡â ¦s five powers: Danger of Entry, is high Danger of Buyers, purchasing power is low Intensity of Suppliers, is low Danger of Substitutes, is medium Serious Rivalry, is medium to high Presentation We have completed an investigation on the F.M.C.G Company Heinz. Heinz is the most worldwide U.S based food organization, with a world-class arrangement of incredible brands holding number 1 and number 2 market positions in excess of 50 overall markets. There are numerous different renowned brand names in the company⠡â ¦s portfolio other than Heinz itself, StarKist, Ore-Ida, Plasmon, and Watties. Truth be told, Heinz possesses in excess of 200 brands far and wide and makes more than 5,700 assortments. In this examination we investigations the organization utilizing a S.W.O.T investigation, P.E.S.T investigation and Porter⠡â ¦s Five Forces. We likewise responded to the accompanying two inquiries; 1. Recognize 5 attributes that buyers search for in present day quick moving purchaser food merchandise. Contrast the qualities you distinguish and those recognized by another person in your group. 2. Working in a little gathering. Conceptualize a progression of thoughts for the future improvement of Heinz Spaghetti. Having recognized the thoughts, show them arranged by suitability.

Naturally Here free essay sample

What am I doing here? I pondered, as the mellow delicate daylight looked into my earthy colored skin. The inquiry evaporated into the blue clear sky as this spot was considerably more entrancing than the inquiry. Be that as it may, there was no doubt of being ‘somewhere else’ than this wonderful nursery. Presently where I am; is only a god’s blessing! The quiet view I was encountering sitting on the rich green yard was simply past one’s creative mind; quiet breeze coursing through the strikingly green shade leaves of the trees, shadowing underneath were small shrubberies hued other than green, some were smooth yellow and a few hues left me thinking. Glancing around step by step, I watched a lovely lake still inside the forested areas. The water was quiet and had a wide range of tints of blue. A ‘pop’ sound made me take a gander at the lake; it was a fish: bouncing over and demonstrating its reality in the midst of the quietness. We will compose a custom exposition test on Normally Here or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The breeze and the delicate sun beams made waves on the water, gleam. Drawing nearer close to the shore I saw completely clear translucent shade of blue, yet as the water got further, the shading got more extravagant. I saw a white wooden extension making its way over the delightful lake. I saw some excellent and brilliant feathered creatures sitting on the scaffold. I turned upward as I heard the snapping voice of the wooden scaffold as hardly any children went disregard running likewise saw not many more individuals respecting the regular magnificence. The vintage connect was organized flawlessly with minimal earthy colored fences on the two sides which reflected a reflection over the lake. With just a couple of bunch individuals around me I addressed myself why wouldnt any other person be here? I pondered once more. Ive consistently wondered upon how significant the experience of nature thumps on our entryways of genuine comprehension of who we really are. Normally individuals tie themselves in their own down to business lifestyle, unconsciously disregarding the environmental factors. There are many clamoring masses of bodies lining up, continually pushing and pushing each other in a Super Sale occasion. In contrast to them, I have consistently been interested towards nature fascinated in catching the best snapshots of my restricted excursion of life in my camera which is my dearest companion. I protect and share each one of those captivating examples of the Mother Nature. I attempt to gather my discoveries on my photograph blog, to make limited enhancements throughout my life by sharing and tolerating expressions of counsel! â€Å"They state on the off chance that you trade a dollar with another you despite everything have just a dollar with you; yet on the off chance that you trade an idea every one has two!† While this is so stroked I regularly wonder isnt it lesser amusing to run behind imaginary unnatural attractions instead of towards the charac teristic magnificence? I am simply dumbfounded by the obliviousness by the majority over the set up and ensured excellence of nature. Weve all heard that the nature is one of humanity’s most prominent instructors yet we yet don't put stock in this genuinely. Each minuscule component of Mother Nature instructs you to improve a quality throughout everyday life. Trees withstand all weight yet at the same time remain steadfast, Mountains educate to be steady in the midst of the changing nature, angles disclose us to ‘keep moving’ and we gain from blossoms to bloom regardless of how hard the encompassing might be. I generally discovered that an exhausted fall is constantly trailed by a blooming spring. How might somebody be somewhere else on the off chance that one can adapt so normally? Nature is where you can stroll over the moist grass and feel the genuine affection from the nature, it’s a spot where race, religion or station doesnt matters to be adored and helped, it’s a spot where you can simply rests futile and really depend. I discovered my answer in a similar spot; I need to be with Mother Nature consistently for not letting off a chance to gain from each and every component of the nature. I come ‘here’ to acknowledge what the nature genuinely gives me, food, sanctuary, air and water and not the least â€Å"A tranquility of mind!† What I gain is the thing that I should give back as I offer back to the network where I live by chipping in, as in emergency clinics, I can offer back to nature by visiting acknowledging and help safeguarding, spreading mindfulness among the individuals who don’t care for nature. Planting trees, protecting water Because ‘here’ is the place I originate from and ‘here’ is the place I will end.

Argumentative Essay Topics

Argumentative Essay TopicsArgumentative essay topics are important for successful readers. The best ones will include a little bit of something for everyone, so that a student will come away with a fair representation of the views of others.A foreign countries and a domestic one will never be completely the same. Culture, politics, social values, and major economic and social influences will all contribute to how each culture functions. Since so many countries participate in international affairs these days, there will be lots of things to cover in a typical argumentative essay topic.Public figures, writers, artists, journalists, and other public figures are an obvious example of how international politics affects societies. The life of some will be made more interesting by the fact that they have a wide range of subjects covered, and others will use their subject matter to promote a particular cause. In some cases, international relations have become more important than the well-bei ng of the people of a country itself.Any argumentative essay topics should also include what the author thinks about the topic. There are many sides to every story, and each side may be more or less likely to be right or wrong than the other. It is important to know this because it will help you with any current events for your argumentative essay topics.Another aspect to consider when composing your essay is how society is affected by social issues. Some of the most hotly debated topics will be immigration, immigration laws, foreign cultures, and gay rights. If you're not very familiar with some of these issues, it might be easier to turn to someone with experience and let them guide you.Something that is quite common arguments that border on these topics is that of 'conspiracy theories.' There are many who believe that these controversial topics, like those mentioned above, were part of a larger conspiracy. You can see where these conspiracy theories would be a good topic for an a rgumentative essay topic.It is important that any argumentative essay topics you include will touch on as many points of view as possible. The better ones will provide enough information to allow students to make up their own minds. Unfortunately, it is not easy to bring together all the different viewpoints and opinions that there are in the world, but this shouldn't stop anyone from coming up with good arguments.International relations are never simple. Sometimes, the two sides can find themselves disagreeing more than ever before. A little knowledge about the world will go a long way, especially in argumentative essay topics, to help you write a successful essay.

Voting Rights Background for Students

In any presidential election year, the months before the election afford middle and high school teachers a great opportunity to engage students in the new  The College, Career, and Civic Life (C3) Framework for Social Studies State Standards  (C3s)These new frameworks  center on guiding students in activities so that they can see how citizens apply civic virtues and democratic principles and have the opportunity to see actual civic engagement in the democratic process. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation [that] apply to both official institutions and informal interactions among citizens. What Do Students Already Know About Voting in the United States?   Before launching an election unit, poll students to see what they already know about the voting process. This can be done as a KWL,  or a chart that outlines what students already Know, Want to know, and what they Learned  after the unit is completed. Using this outline,  students can prepare to research a topic and use it to track information gathered along the way: â€Å"What do you already ‘know’ about this topic?†Ã‚   â€Å"What things do you ‘want’ to learn about the topic, so you can focus your research?† and   â€Å"What did you ‘learn’ from doing your research?† An Overview of K-W-L This KWL begins as a brainstorming activity. This can be done individually or in groups of three to five students. Generally, 5 to 10 minutes individually or 10 to 15 minutes for group work is appropriate. In asking for responses, set aside enough time to hear all responses. Some questions could be (answers below): How old must you be to vote?  What requirements are there for voting other than age?  When did citizens get the right to voteWhat are your state’s voting requirements?  Why do you think people vote?  Why do you think people choose not to vote? Teachers should not correct the responses if they are wrong; include any conflicting or multiple responses.  Review the list of responses and note any discrepancies which will let the teacher know where more information is needed. Tell the class that they will be referring back to their responses later in this and in upcoming lessons. History of Voting Timeline: Pre-Constitution Inform students that the highest law of the land, the Constitution, mentioned nothing about voting qualifications at the time of its adoption. This omission left voting qualifications up to each individual state and resulted in widely varying voting qualifications. In studying the election, students should learn the definition of the word  suffrage: Suffrage (n) the  right  to  vote,  especially  in  a  political  election. A timeline  of the history of voting rights is also helpful to share with students in explaining how the right to vote has been connected to citizenship and civil rights in America. For example: 1776: Only people who own land can vote when the Declaration of Independence signed.1787: No federal voting standard -- states decide who can vote when the U.S. Constitution is adopted. Voting Rights Timeline: Constitutional Amendments In preparation for any presidential election, students can review the following highlights that show how voting rights have been extended to different groups of citizens through six (6) suffrage amendments to the Constitution: 1868: 14th Amendment:  Citizenship is defined and granted to former slaves, but voters are explicitly defined as male.1870: 15th Amendment:  The right to vote cannot be denied by the federal or state governments based on race.1920: 19th Amendment:  Women have the right to vote in both state and federal elections.  1961: 23rd Amendment:  Citizens of Washington, D.C. have the right to vote for U.S. president.  1964: 24th Amendment:  The right to vote in federal elections will not be denied for failure to pay any tax.1971: 26th Amendment:  18-year-olds are allowed to vote. Timeline for Laws on Voting Rights 1857: In the landmark case Dred Scott v. Sandford, the US Supreme Court rules that â€Å"a black man has no rights a white man is bound to respect.† African Americans are further deprived of the right to citizenship and, by extension, the right to vote.1882: Congress passes the Chinese Exclusion Act, which establishes restrictions and quotas on Chinese immigration while legally excluding Chinese persons from citizenship and voting.  1924: The Indian Citizenship Act declares all non-citizen Native Americans born in the USA to be citizens with the right to vote.1965: The Voting Rights Act is signed into law, prohibiting any election practice that denies the right to vote to citizens on the basis of race and forces jurisdictions with histories of voter discrimination to  submit any changes to its election laws to the government for federal approval prior to taking effect.1993: The National Voter Registration Act requires states to permit mail-in registration, and make registr ation services available at DMVs, unemployment offices, and other state agencies. Questions About Researching Voting Rights Once students are familiar with the timeline of the Constitutional Amendments and the laws that provided the right to vote to different citizens, students can research the following questions: What were ways states denied certain people the right to vote?Why was each of the different laws on voting rights created?Why were specific Constitutional Amendments on voting necessary?Why do you think it took so many years for women to attain the right to vote?Which historical events contributed to each of the Constitutional Amendments?Are there any other qualifications necessary to vote?Are there citizens today that are denied the right to vote? Terms Associated With Voting Rights Students should become familiar with some of the terms associated with the history of voting rights and the language of the Constitutional Amendments: poll tax:  A poll or head tax is one imposed equally on all adults at the time of voting and is not affected by property ownership or income.literacy test: Literacy tests were used to keep people of color -- and, sometimes, poor whites -- from voting, and they were administered at the discretion of the officials in charge of voter registration.grandfather clause:  (or grandfather policy) A provision in which an old rule continues to apply to some existing situations while a new rule will apply to all future cases.  residency: Voting residence is within the state of legal residence or domicile. It is the true, fixed address that is considered a permanent home and a physical presence.  Jim Crow Laws:  The segregation and disenfranchisement laws known as Jim Crow represented a formal, codified system of racial apartheid that dominated the American South for three-quarters of a century beginning in the 1890s.  Equal Rights Amendment: (ERA) a proposed amendment to  the  Un ited  States  Constitution  designed to guarantee  equal rights for women.   In 1978, a joint resolution of Congress extended the ratification deadline to June 30, 1982, but no further states ratified the amendment. Several organizations continue to work for the adoption of the ERA. New Questions for Students Teachers should have students return to their KWL charts and make any necessary corrections. Teachers can then have students use their research on laws and specific Constitutional Amendments to answer the following new questions: How does your new knowledge of suffrage amendments change or support your earlier answers?After nearly 150 years of voting rights being added to the Constitution, can you think of any other group that has not been considered?What questions do you still have about voting? Review Founding Documents   The new C3 Frameworks encourage teachers to look for civic principles in texts such as the founding documents of the United States. In reading these important documents, teachers can help students understand different interpretations of these documents and their meanings: What claims are made?What evidence is used?  What language (words, phrases, images,  Ã‚  symbols) is used to persuade  the documents audienceHow does the documents language indicate  a particular point of view?   The following links will take students to founding documents associated with voting and citizenship. Declaration of Independence: July 4, 1776.  Ã‚  The Second Continental Congress, meeting in Philadelphia in the Pennsylvania State House (now Independence Hall), approved this document  severing the colonies ties to the British Crown. United States Constitution: The Constitution of the United States of America is the supreme law of the United States. It is the source of all government powers, and also provides important limitations on the government that protect the fundamental rights of United States citizens.  Delaware was the first state to ratify, December 7, 1787; the Confederation Congress established March 9, 1789, as the date to begin operating under the Constitution.   14th Amendment:  Passed by Congress June 13, 1866, and ratified July 9, 1868,   extended liberties and rights granted by the Bill of Rights to former slaves. 15th Amendment:  Passed by Congress February 26, 1869, and ratified February 3, 1870,   granted African American men the right to vote. 19th Amendment:  Passed by Congress June 4, 1919, and ratified on August 18, 1920,   granted women the right to vote. Voting Rights Act:  This act was signed into law on August 6, 1965, by President Lyndon Johnson. It outlawed the discriminatory voting practices adopted in many southern states after the Civil War, including literacy tests as a prerequisite to voting. 23th Amendment:  Passed by Congress June 16, 1960. Ratified March 29, 1961;  giving residents of the District of Columbia (DC) the right to have their votes counted in presidential elections. 24th Amendment:  ratified on January 23, 1964, was passed to address the poll tax, a state fee on voting. Student Answers to Questions Above How old must you be to vote?   In the United States,  twenty-one states permit 17-year-olds to vote in  primary elections  and caucuses if they will be 18 by election day.   What  requirements  are there for voting other than age?   You are a U.S. citizen.You meet your state’s residency requirements. When did citizens get the right to vote? The  United States Constitution  did not originally define who was eligible to vote; Amendments have extended rights to various groups. Student answers will vary on the following questions: What are your state’s voting requirements?  Why do you think people vote?  Why do you think people choose not to vote?

Essay on I Know Why The Caged Bird Sings - 1319 Words

1) Summary of Character Traits amp;nbsp;a) School smart (Maya is smart. When she moves to San Francisco from Stamps, Arkansas, she is skipped a grade.) amp;nbsp;b) Caring sister (she always talks of her devotion to Baily) amp;nbsp;c) Determined (she wants to get a job with the streetcar company and she keeps bugging them until they finally give her a job) amp;nbsp;d) Proud (she lives with the junkyard kids instead of going back to her father’s; she slaps Dolores for calling her mother a whore) 2) Appearance amp;nbsp;a) African American, tall, skinny, small and squinty eyes, big feet, large gap between her front teeth, black hair 3) What The Character Wants amp;nbsp;a) Maya wants, ultimately, for her family to be happy. She wants the†¦show more content†¦She becomes very tolerant due to some of her experiences. She also matures faster mentally than many other girls her age because of her situation and experiences. From the time she was young and through adolescence, Maya considered herself ugly. She was a tall, somewhat lanky African American. She was skinny, and felt that her eyes were too small and squinty. She was also ashamed of her large feet. Throughout the story, Maya is discouraged by the segregation of the blacks. For a long time she is denied the job that she wishes to have because of the color of her skin. Also, she wants her family to be together and to be happy. She is separated from her parents at a young age and lives with her grandmother and uncle for most of her childhood. When she is with her parents, she tends to feel secondary. There is always something a touch more important that she and her brother Baily. Maya Angelou faces many hardships, yet manages to overcome them all, in her autobiography, â€Å"I Know Why the Caged Bird Sings.† When the book begins, Angelou is a young child, a mere three years old. As she grows up, though somewhat sheltered by her grandmother’s position as a general store owner, her eyes are opened to the current ways of the South. Blacks are lesser people that whites, and that was the way it was for her. On several occasions she watched in horror as young girlsShow MoreRelatedI Know Why The Caged Bird Sings1482 Words   |  6 Pages Maya Angelou tells of her life experiences and struggles in her book â€Å"I Know Why the Caged Bird Sings† that gives us insight about Maya’s life as a young black girl growing up in a time of racism. The novel discusses various forms of oppression that she had to face as well cope with them. Robert A. Gross wrote an analysis for Newsweek about the book and claimed that Angelou’s book i s not only an interesting story of her own experience, but also a portrayal of a Southern black communityRead MoreI Know Why The Caged Bird Sings1555 Words   |  7 Pages28th of May 2014, she was an Activist, acclaimed American poet, storyteller and autobiographer. However, all her accomplishments were born out of abuse, violence, neglect and pain, that she wrote about in her autobiographical novel, I know why the caged bird sings which was published in 1969. In the book, she wrote not only about the conflicts that plagued her for much of her life but also how the role they played in her life. Particular problem areas discussed include, the difficulties she experiencedRead MoreI Know Why The Caged Bird Sings1445 Words   |  6 PagesPresentation I Know Why the Caged Bird Sings is a self-portraying record of Maya Angelou that shows how cherish for writing and having a solid character can assume a huge part in conquering bigotry and misery. Throughout the story, it is clear that Maya changes from being a setback of bigotry to end up distinctly a young lady with self-nobility and character that helps her to conquer partiality. The setting of I Know Why the Caged Bird Sings concentrates on the issues connected with bigotry thatRead MoreI Know Why The Caged Bird Sings948 Words   |  4 PagesAngelou is a poet and award-winning author known for her acclaimed memoir I Know Why the Caged Bird Sings and her many poetry and essay collections. So many things happen to Maya Angelou but she was amazing and a brave woman too not everyone would be same after what happen to her. Maya Angelou has become the most amazing singer, dancer, actress, poet and writer she is even an author of autobiography â€Å"I Know Why the Caged Bird Singsâ₠¬  a book that tells the things that setback and helped Maya to be who sheRead MoreI Know Why The Caged Bird Sings1126 Words   |  5 PagesMaya Angelou was a gifted woman with one of the greatest voices of African American literature. Previously known as Marguerite Johnson, she was one of the most important women of our time. She was best known for her autobiography I Know Why the Caged Bird Sings. Not only was Maya Angelou able to overcome all the racial discriminations and interferences that she endured growing up, she was also able to prove to many people what a successful African American author and activist she was. She was a womanRead MoreI Know Why The Caged Bird Sings2695 Words   |  11 Pages I Know Why the Caged Bird Sings According to Willard Scott, â€Å"Positive Feelings come from being honest about yourself and accepting your personality, and physical characteristics, warts and all; and, from belonging to a family that accepts you without question.† Maya Angelou illustrates this in I Know Why the Caged Bird Sings, an autobiography on herself. It illustrates Maya Angelou’s struggles of accepting herself because of some cruel experiences in her life. Maya was an African American girlRead MoreI Know Why The Caged Bird Sings Essay1097 Words   |  5 Pagesministry. She wrought a best-selling auto biography â€Å"I know why the caged bird sings†. Trough-out her legacy she continuously created poems promoting civil rights from her personal and social views. â€Å"still I rise â€Å"is one of her earlier working but is still consider one of the greatest poems on discussing the social views at the time of tis publishing and still hold value to todays current events. This text wil l be Analysing the poem â€Å"still I rise† But first discussing the experiences that Maya AngelouRead MoreI Know Why The Caged Bird Sings2495 Words   |  10 PagesIn the memoir, I Know Why the Caged Bird Sings, Maya Angelou presents the theme: coming of age. This theme is shown throughout the book many times, especially when something big happens to her, changing the way that she reacts to things and the way that she sees things. Another way that this theme is shown throughout the book is the way that she words things in the beginning, vs the way that she words things in the end. The change in her writing style and her language shows this. Not only was sheRead MoreEssay on I Know Why the Caged Bird Sings1048 Words   |  5 Pagescontribute to the way she grows up and the person she becomes. Despite some of her tragic circumstances, she learns a lot growing up, mainly because of the African-American women in her life who teach her all different life lessons. In I Know Wh y the Caged Bird Sings, Marguerite gets to absorb teachings from her mother (Vivian), Mrs. Bertha Flowers, and her grandmother (Momma). These women allow Marguerite to learn and grow as an African-American female, all while paving her own way. MargueriteRead More I Know Why The Caged Bird Sings Essay730 Words   |  3 Pages Three primary problems â€Å"cage† Maya Angelou in her autobiographical book I Know why the Caged Bird Sings. The most pressing of these issues was probably the fact that Maya lived in the highly segregated south. Another factor of her imprisonment was because Maya, also known as Marguerite, was a social outcast, with very few friends other then relatives. Finally, the main character was entrapped because of her unusual sexual exposure. Over all, the highly segregated life she led, her exclusion socially

Odysseus A True Modern Hero Essay - 892 Words

In Homer’s, The Odyssey, I believe that Odysseus is a true modern hero. During his long and perilous journey home Odysseus shows many heroic qualities that help save his men from many dangerous situations. He first shows his Valiant behavior during the war in Troy, he cares about his crew and survives the war. He also deeply cares about the welfare of his men on their return trip to Ithaka. Odysseus is a hero because he is a courageous leader, a quick thinker and a modest man. Odysseus is a courageous leader because he saves his crew in combat many times. One way Odysseus shows he is a courageous leader is by proving his worth in combat. Odysseus is obviously a good fighter because he survived the Trojan War, if he had not have been a†¦show more content†¦Another way Odysseus is also a hero is he always finds a way to survive whether he is in conflict or out on the sea. One of the many situations Odysseus survives is his encounter with Skylla. Six of his crew members do perish but through his hard work and dedication he survives. He makes another smart decision in choosing to go through Skylla instead of Kharybdis because only six of his crew members die instead of the whole crew. Another decision Odysseus makes to survive is not eating the cattle of Helios while on Thrinikia, his crew members choice in eating the hallowed cows results in their death, but Odysseus knew the consequences and did not touch a cow. Another way Odysseus quick-decision skills helps him is when he chooses to leave the island of the Lotous-eaters, because he realized his whole crew would have fell under the curse if he had stayed there. Odysseus is also a master tactician whose complex plans save his crew and help him regain his crown. One of these plans was his ingenious idea to trick Polyphemos, which shows he is a hero by saving countless lives. Another plan he implemented was to kill the suitors which is also a success because Odysseus and Telemakos themselves kill over a hundred men without an injury to themselves .Odysseus is a quick-thinker whose resourceful ideas save many lives. Odysseus also starts out the Epic as man full of hubris but quickly changes into a truly modest man. HeShow MoreRelatedOdysseus, A Hero Essay1135 Words   |  5 PagesIs there such a thing as a true hero? Or are those that are considered heroes just regular people who made the right choice at the right time and became idolized for it? To be a true hero, the person would have to be totally good. It is impossible for a human being to be totally good because weaknesses, character faults, and the tendency to make mistakes are all rooted deeply into human nature. Therefore, no human being can ever truly be a hero, though we may do heroic deeds. A well known exampleRead MoreOdysseus is Not a Hero for the Modern Age Essay800 Words   |  4 Pages Many would argue that Odysseus is more of a villain nowadays, for every instance of his wiliness or feats of strength there are several of venality, vice, cruelty, or selfishness. The episode of the Sirens,(Book 12), is one example. The only reason Odysseus ties himself up to the mast, when instead he could have simply plugged his ears with wax like the rest of his crew, is that he chooses the jeopardous choice, wanting to go down in the books by being the first man to ever listen to the SirensRead MoreEpic Passages of The Epic of Gilgamesh and Homers Odyssey921 Words   |  4 PagesThe definition of a hero has evolved over time through both written word and human experiences, so what is a hero? In the two epic passages The Epic of Gilgamesh and Homers Odyssey, heroism appears to be a clear distinction with the literature, and has the same basic framework as today’s definition of a hero. Historically, in the texts, heroes such as Gilgamesh and Odysseus are protagonists view ed and credited with great bravery and most certainly heroism. Nearly all of the heroic figuresRead MoreAnalysis Of Homer s The Odyssey1533 Words   |  7 Pagesapplicable in the modern age and essentially â€Å"sing for our time† (I, 12). Homer’s epic provides the ideal reflection upon the very definition of heroism because it details the strenuous journey of Odysseus, a crafty hero whose key priority is to return home to his family. As one of the most prominent themes, The Odyssey carries forth the idea of heroism through the portrayal of Odysseus, and establishes a connection with the real world through the expression of life lessons. Consequently, Odysseus is characterizedRead MoreArchetypes In Ancient Greek Culture879 Words   |  4 Pagesarchetypes. These archetypes help connect one another over time. In the Odyssey, topics such as terrifying monsters , love tests, and an unstoppable hero are all related to ancient Greek culture. The Odyssey shows archetypes th at also reveal this culture. Three archetypes found are monsters, loyalty, and a hero, which shows the ancient Greek culture for modern readers. Skull crushing and blood thirsty monsters is a common fear and an archetype. For example, in the article Monster Archetypes in theRead MoreArchetypes In The Odyssey868 Words   |  4 PagesAncient Greek culture is brought up by Homer through archetypes. In the Odyssey, topics such as terrifying monsters , love tests, and an unstoppable hero are all related to ancient Greek culture. The Odyssey shows archetypes that also reveal this culture. Three archetypes found are monsters, loyalty, and a hero, which shows the ancient Greek culture for modern readers. Skull crushing and blood thirsty monsters is a common fear and an archetype. For example, in the article Monster Archetypes in theRead MoreOdysseus: A True Hero Essay1451 Words   |  6 Pagesbeing a hero is having super powers, but on the contrary its more than that. A hero is one who is distinguished for their courage and bravery, and looked upon for their great deeds. A hero like this is not just found in modern society today, but in mythology as well. In the epic poem The Odyssey by Homer, Odysseus earns the title of a true hero by conveying many qualities such as: determination, courage and leadership. As part of the hero profile, one would have to be determined, and Odysseus certainlyRead MoreOdysseus As An Epic Hero1067 Words   |  5 PagesOdysseus as an Epic Hero Homer s The Odyssey follows the incredible journey of the main character Odysseus, and his long trip home to the Island of Ithaca. The Odyssey is an epic poem written in verse, and is fittingly named after the epic hero Odysseus. An epic hero is defined as a character who possesses superhuman strength, craftiness, and confidence, is helped or harmed by the gods, and usually possesses a natural position of authority. Without a doubt, Odysseus is an epic hero; he is cleverRead MoreThe Epic Of The Odyssey Essay942 Words   |  4 PagesHowever, compared to Odysseus in The Odyssey, who is strong, but untrusting, we will soon see that Sunjata is not only a man but a hero. In both texts we see each man adored by many and even compared to Gods like Odysseus in The Odyssey. However, when we break down the words of each epic we are faced to confront the truths of what a hero really is. This claim explains why The Odyssey expresses a false sense of heroism whereas Sunjata gives the audience an d example of a real hero. However, before theRead More Comparing Two Heros - Beowulf and Odysseus Essays618 Words   |  3 PagesComparing Two Heros - Beowulf and Odysseus Reading through Beowulf I began to compare it to the last great epic I read, Homer’s Odyssey. While the Odyssey and Beowulf are each examples of both historic and modern ideas of heroism, the acts of Beowulf’s hero seem to fit better within its context. Beowulf exhibits many obvious heroic qualities, such as his strength and confidence in battle. These along with more subtle diplomatic actions serve to define him as both a great warrior and leader

Hamlet Essay Appearance Vs Reality Example For Students

Hamlet Essay Appearance Vs Reality THe unraveling of Hamlet Hamlet (c. 1600) is perhaps the most famous of all the tragedies created by William Shakespeare. The main character – Hamlet may be the most complex and controversial character any playwright has ever placed onstage. Hamlet’s erratic behavior poses a question: is he being rational in his acts and sacrificing himself for the â€Å"greater good† or is he simply mad? How and why does Hamlet move from one state of mind to the other? What significance does this have for the play? Throughout the play Hamlet goes through several different stages of life, constantly being in a tortured mental state, caught between love, grief, and vengeance. His different states of mind are the result of his controversial personality and his ability to objectively analyze any situation. Over the centuries there have been a multitude of different explanations for Hamlets behavior. One of the views is that Hamlet is simply a victim of circumstances; the other pres ents him as a beautiful but ineffectual soul who lacked the willpower to avenge his father. Hamlet can also be viewed as something close to a manic-depressive whose melancholy moods, as his failure to take revenge continues, deepened into self-contempt. His disturbing gift of laughing at his own grief as well as at the shortcomings of the world in general also contributes to the complexity of his character. His laughter strengthens the plot, by becoming one of the qualities of his mind that enable him to avoid his mission and postpone his revenge. The reader can see that Shakespeare meant to create Hamlet to be such a complicated character. Hamlet is a person of exceptional intelligence and sensitivity, raised to occupy a high station in life and then suddenly confronted with a violent and terrifying situation in which he must take drastic action. He admits that he is not ready for this task: â€Å"The time is out of joint. O cursed spite, / That ever I was born to set it right!â⠂¬  (1.5.188-89). At this point Hamlet’s mind is torn apart by the controversy of vengeance. Its hardly surprising to find him veering between extremes of behavior, hesitating, demanding proof, and looking for the most appropriate way to carry out his task. The Ghost appears before Hamlet at a very disturbing time in his life his father’s tragic death and his mother’s quick remarriage are more than Hamlet’s mind can bear. The reader can easily find justification for this point of view, especially in Hamlets own soliloquies. Early in the play Hamlet manifests his anger: Let me not think on’t; frailty, thy name is woman— A little month, or ere those shoes were old With which she followed my poor father’s body Like Niobe, all tears, why, she— O god, a beast that wants discourse of reason Would have mourned longer—married with my uncle, My father’s brother, but no more like my father Than I to Hercules. Within a mon th, Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets! It is not, nor it cannot come to good. (1.2.146-58) Linked to the theme of revenge is the great question of Hamlets inner meditations: Is there a point to life at all? Do humans suffer in this harsh world for a purpose, or simply because they are afraid to find out what may lie beyond it? Is there a higher power, and how does one seek its guidance? Hamlets anguish is caused by his effort to link even the most trivial event to the order of the universe. His inability to coop with reality because of his philosophical beliefs causes Hamlet’s state of mind to constantly change. His dilemma is in his unsuccessful attempts to create a tangible bond between his passion, which would spur him to immediate vengeance, and reason, which is God-given, and which would soothe Hamlet’s action with sensible judgmen t. Hamlet is trapped between two worlds: the ideal world that he created in his head and the existing reality. Worst of all however, is that he realizes that the weakness of his mind prevents him from acting: â€Å"Why, then ‘tis none to you, for there is nothing either good or bad but thinking makes it so† (2.2. 253-54). Another point worth mentioning is the effect that the concept of revenge has on Hamlet. This powerful demand is countered in Hamlets mind by three questions: Is revenge a good or an evil act? Is Claudius truly guilty and so to be punished? Is it Hamlets responsibility to punish him? The fact that Hamlet is a thinking as well as a feeling person, conscious of the good and bad points in every step he takes, makes the act of revenge particularly painful for him. Revenge is not Christian, and Hamlet is a Christian prince; it is not rational, and Hamlet is a philosopher; it is not gentle, and Hamlet is a gentleman. Hamlet does not approach his task in an un questioning, mechanical way. He has doubts about it, as any of us might if asked to do the same thing. It releases violent emotions in him, the intensity of which shocks and unbalances him. Both Marcellus and Horatio fear that the Ghost may be an evil spirit intending to damn or destroy Hamlet. Hamlet himself seems to toy with this idea at times; however, he accepts the ghosts story, at first cautiously and then unquestioningly after the Play Scene: I know my course. The spirit that I have seen May be a devil, and the devil hath power T’ assume a pleasing shape, yea, and perhaps Out of my weakness and my melancholy, As he is very potent with such spirits, Abuses me to damn me. I’ll have grounds More relative than this. (2.2. 610-16) Yet again Hamlet is reminded of his own conflicting impulses and of his inability to feel sufficient desire for revenge or sufficient grief over his fathers death. Although Hamlet’s mind is still possessed by doubts, he suppresses th em and makes a first definite decision to act. It becomes clear that Hamlet constantly battles the fear that the idea of revenge is inspired by his own deranged mind, and therefore by carrying it out he would be committing a sin. By the end of the play however, there is no question that the ghost was speaking the truth. Whether its advice was good and heaven-sent, however, is unclear, considering the death and destruction to which its desire for revenge has led. It is also important to point out yet another controversy of Hamlet’s character the cruel and barbaric aspects of his behavior his mental badgering of Ophelia, his reason for refusing to kill Claudius at prayer, and most of all the coldhearted and possibly unjust way he has dealt with Rosencrantz and Guildenstern. All those scenes suggest that Hamlet is himself a crude and unpleasant character, and his poetic speeches merely sugarcoat the bitter pill. On the other hand, the emotional violence of his scene with Opheli a is often explained by suggesting that Hamlet knows their meeting is being watched by the King and Polonius. The murder of Polonius, though perhaps an excessive punishment for his eavesdropping, is the inevitable outgrowth of his spying on behalf of the King. However, Hamlet does not think that murdering Polonius is enough of a punishment – he also hides his body. When the King questions Hamlet about the whereabouts of Polonius’s body, Hamlet replies: â€Å"In heaven. Send thither to see. If your messenger find him not there, seek him I’ th’ other place yourself. But if indeed you find him not within this month, you shall nose as you go up the stairs into the lobby† (4.3. 33-7). Naturally Hamlet realizes that by denying Polonius the proper Christian burial, he denies him the possibility of going to heaven. Remembering Hamlet’s deliberations about revenge and his fear that the Ghost was sent by the devil, the reader might wonder – wha t is happening to Hamlet? Hamlet’s state of mind changes yet again – he becomes ruthless. At that point it is clear that Hamlet is ready to kill Claudius, since he does not hesitate even for a moment when he kills Polonius. His sacrilegious playing with Polonius’ corpse serves as evidence that he accepted himself as the true avenger of his fathers’ death. Similarly, Hamlets execution of Rosencrantz and Guildenstern is warranted by their willingness to serve Claudius. Hamlet justifies his actions, saying essentially that his friends got caught in the middle, between him and Claudius; that their â€Å"own insinuation† (5.2. 59) has brought about their defeat. In the end of the play Hamlet says: â€Å"There is special providence in fall of a sparrow. If it be now, ‘tis not to come; if it be not to come, it will be now; if it be not now, yet it will come. The readiness is all. Since no man of aught he leaves knows, what is’t to leave beti mes? Let be† (5.2. 220-5). Hamlet expresses his belief in fate – whatever is meant to be will come sooner or later. Perhaps he feels that he is destined to die, or he might feel confident enough to win. With the full acceptance of the idea of revenge came the acceptance of fate. Hamlet’s philosophical nature wins. Hamlet’s different states of mind are essential to the play. Through those changes Shakespeare shows the reader the birth, growth and demise of Hamlet’s character. From the beginning Hamlet faces several questions he must decide whether to avenge his father or not, and if so, how. Those are not easy questions. By showing Hamlet’s uncertainty and inability to make a decision throughout the play Shakespeare makes him so human that the reader starts to wonder whether Hamlet did actually exist. Also Shakespeare shows the reader that for a man with Hamlets ideals the world is out of joint with itself, in which he can only hope for perfe ction, but never achieve it. BibliographyTHe unraveling of Hamlet Hamlet (c. 1600) is perhaps the most famous of all the tragedies created by William Shakespeare. The main character – Hamlet may be the most complex and controversial character any playwright has ever placed onstage. Hamlet’s erratic behavior poses a question: is he being rational in his acts and sacrificing himself for the â€Å"greater good† or is he simply mad? How and why does Hamlet move from one state of mind to the other? What significance does this have for the play? Throughout the play Hamlet goes through several different stages of life, constantly being in a tortured mental state, caught between love, grief, and vengeance. His different states of mind are the result of his controversial personality and his ability to objectively analyze any situation. Over the centuries there have been a multitude of different explanations for Hamlets behavior. One of the views is that Hamlet is simply a victim of circumstances; the other presents him as a beautiful but ineffectual soul who lacked the willpower to avenge his father. Hamlet can also be viewed as something close to a manic-depressive whose melancholy moods, as his failure to take revenge continues, deepened into self-contempt. His disturbing gift of laughing at his own grief as well as at the shortcomings of the world in general also contributes to the complexity of his character. His laughter strengthens the plot, by becoming one of the qualities of his mind that enable him to avoid his mission and postpone his revenge. The reader can see that Shakespeare meant to create Hamlet to be such a complicated character. Hamlet is a person of exceptional intelligence and sensitivity, raised to occupy a high station in life and then suddenly confronted with a violent and terrifying situation in which he must take drastic action. He admits that he is not ready for this task: â€Å"The time is out of joint. O cursed spite, / That ever I was born to set it right!† (1.5.188-89). At this point Hamlet’s mind is torn apart by the controversy of vengeance. Its hardly surprising to find him veering between extremes of behavior, hesitating, demanding proof, and looking for the most appropriate way to carry out his task. The Ghost appears before Hamlet at a very disturbing time in his life his father’s tragic death and his mother’s quick remarriage are more than Hamlet’s mind can bear. The reader can easily find justification for this point of view, especially in Hamlets own soliloquies. Early in the play Hamlet manifests his anger: Let me not think on’t; frailty, thy name is woman— A little month, or ere those shoes were old With which she followed my poor father’s body Like Niobe, all tears, why, she— O god, a beast that wants discourse of reason Would have mourned longer—married with my uncle, My father’s brother, but no more like my father Than I to Hercules. Within a month, Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets! It is not, nor it cannot come to good. (1.2.146-58) Linked to the theme of revenge is the great question of Hamlets inner meditations: Is there a point to life at all? Do humans suffer in this harsh world for a purpose, or simply because they are afraid to find out what may lie beyond it? Is there a higher power, and how does one seek its guidance? Hamlets anguish is caused by his effort to link even the most trivial event to the order of the universe. His inability to coop with reality because of his philosophical beliefs causes Hamlet’s state of mind to constantly change. His dilemma is in his unsuccessful attempts to create a tangible bond between his passion, which would spur him to immediate vengeance, and reason, which is God-given, and which would soothe Ha mlet’s action with sensible judgment. Hamlet is trapped between two worlds: the ideal world that he created in his head and the existing reality. Worst of all however, is that he realizes that the weakness of his mind prevents him from acting: â€Å"Why, then ‘tis none to you, for there is nothing either good or bad but thinking makes it so† (2.2. 253-54). Another point worth mentioning is the effect that the concept of revenge has on Hamlet. This powerful demand is countered in Hamlets mind by three questions: Is revenge a good or an evil act? Is Claudius truly guilty and so to be punished? Is it Hamlets responsibility to punish him? The fact that Hamlet is a thinking as well as a feeling person, conscious of the good and bad points in every step he takes, makes the act of revenge particularly painful for him. Revenge is not Christian, and Hamlet is a Christian prince; it is not rational, and Hamlet is a philosopher; it is not gentle, and Hamlet is a gentleman. Hamlet does not approach his task in an unquestioning, mechanical way. He has doubts about it, as any of us might if asked to do the same thing. It releases violent emotions in him, the intensity of which shocks and unbalances him. Both Marcellus and Horatio fear that the Ghost may be an evil spirit intending to damn or destroy Hamlet. Hamlet himself seems to toy with this idea at times; however, he accepts the ghosts story, at first cautiously and then unquestioningly after the Play Scene: I know my course. The spirit that I have seen May be a devil, and the devil hath power T’ assume a pleasing shape, yea, and perhaps Out of my weakness and my melancholy, As he is very potent with such spirits, Abuses me to damn me. I’ll have grounds More relative than this. (2.2. 610-16) Yet again Hamlet is reminded of his own conflicting impulses and of his inability to feel sufficient desire for revenge or sufficient grief over his fathers death. Although Hamlet’s mind is s till possessed by doubts, he suppresses them and makes a first definite decision to act. It becomes clear that Hamlet constantly battles the fear that the idea of revenge is inspired by his own deranged mind, and therefore by carrying it out he would be committing a sin. By the end of the play however, there is no question that the ghost was speaking the truth. Whether its advice was good and heaven-sent, however, is unclear, considering the death and destruction to which its desire for revenge has led. It is also important to point out yet another controversy of Hamlet’s character the cruel and barbaric aspects of his behavior his mental badgering of Ophelia, his reason for refusing to kill Claudius at prayer, and most of all the coldhearted and possibly unjust way he has dealt with Rosencrantz and Guildenstern. All those scenes suggest that Hamlet is himself a crude and unpleasant character, and his poetic speeches merely sugarcoat the bitter pill. On the other hand, the e motional violence of his scene with Ophelia is often explained by suggesting that Hamlet knows their meeting is being watched by the King and Polonius. The murder of Polonius, though perhaps an excessive punishment for his eavesdropping, is the inevitable outgrowth of his spying on behalf of the King. However, Hamlet does not think that murdering Polonius is enough of a punishment – he also hides his body. When the King questions Hamlet about the whereabouts of Polonius’s body, Hamlet replies: â€Å"In heaven. Send thither to see. If your messenger find him not there, seek him I’ th’ other place yourself. But if indeed you find him not within this month, you shall nose as you go up the stairs into the lobby† (4.3. 33-7). Naturally Hamlet realizes that by denying Polonius the proper Christian burial, he denies him the possibility of going to heaven. Remembering Hamlet’s deliberations about revenge and his fear that the Ghost was sent by the d evil, the reader might wonder – what is happening to Hamlet? Hamlet’s state of mind changes yet again – he becomes ruthless. At that point it is clear that Hamlet is ready to kill Claudius, since he does not hesitate even for a moment when he kills Polonius. His sacrilegious playing with Polonius’ corpse serves as evidence that he accepted himself as the true avenger of his fathers’ death. Similarly, Hamlets execution of Rosencrantz and Guildenstern is warranted by their willingness to serve Claudius. Hamlet justifies his actions, saying essentially that his friends got caught in the middle, between him and Claudius; that their â€Å"own insinuation† (5.2. 59) has brought about their defeat. In the end of the play Hamlet says: â€Å"There is special providence in fall of a sparrow. If it be now, ‘tis not to come; if it be not to come, it will be now; if it be not now, yet it will come. The readiness is all. Since no man of aught he le aves knows, what is’t to leave betimes? Let be† (5.2. 220-5). Hamlet expresses his belief in fate – whatever is meant to be will come sooner or later. Perhaps he feels that he is destined to die, or he might feel confident enough to win. With the full acceptance of the idea of revenge came the acceptance of fate. Hamlet’s philosophical nature wins. Hamlet’s different states of mind are essential to the play. Through those changes Shakespeare shows the reader the birth, growth and demise of Hamlet’s character. From the beginning Hamlet faces several questions he must decide whether to avenge his father or not, and if so, how. Those are not easy questions. By showing Hamlet’s uncertainty and inability to make a decision throughout the play Shakespeare makes him so human that the reader starts to wonder whether Hamlet did actually exist. Also Shakespeare shows the reader that for a man with Hamlets ideals the world is out of joint with i tself, in which he can only hope for perfection, but never achieve it. Supernatural Issues Homemade Education Essay