Principle and Practice of Selling Essay Example for Free

Principle and Practice of Selling Essay Ethics may be defined as the study of what is good and bad or what is right or wrong. It involves moral code conduct controlling the individuals and societies. People may differ sharply about what is ethical or unethical behaviour, especially in complex, competitive areas like business. Thus, in business areas, right or wrong decision making usually is based on economic criteria. Ethical dilemma can arises in a situation when each alternative choice or behaviour has some undesirable elements due to potentially negative ethical or personal consequences. Right or wrong cannot be clearly identified. In this chapter, there are four subtopics that we need to cover that consist of: salesperson’s ethics in dealing with customers, salesperson’s ethics in dealing with their employers, salesperson’s ethics dealing with their competitors and also managing sales ethics. In the first subtopic for salesperson’s ethics in dealing with their employers, the salesperson should know that misusing the company asset is one of the right or wrong behaviour. As everybody knows, the company assets are only be allowed to be use for official purpose only. Next, the ‘moonlighting’ attitude where some employees go beyond long lunch hours, taking personal phone calls and also excessive socializing to actually ‘moonlighting’ on part time jobs during the same hours they are supposed to be working for their primary employer. More than that, technology theft is also part of the salesperson’s ethics in dealing with employers. These days, every company provides their salesperson with computers, software and data on their customers. When the salesperson quit or is fired, they can easily take advantage by taking the organizations customer records to use for their future benefits. Last but not least, affecting other salesperson is also the unethical practices of one salesperson where he or she affect other salesperson like they may take customers away from co-workers. In next subtopic salesperson’s ethics in dealing with customers, there are some important points that every salesperson should be alert and aware of. Bribe is where a salesperson may attempt to bribe a buyer by offering money, gift, etc. The salesperson can be charged under law if they do so. Apart from that, misrepresentation can be in order to win the sale, some salesperson will promise much more than they can deliver with the idea that the customers will later accept some reasonable excuses. The following point is tie-in sales. It occurs when a buyer is required to buy other, unwanted products in order to buy a particular line of merchandise. Lastly, price discrimination. Many salespersons may practice price discrimination to improve their sales. Price discrimination refers to selling the same quantity of the product to different buyer at different prices. The next section in this chapter is managing sales ethics, which is include; follow the leader, leader selection is important, establish a code of ethics, create ethical structures, encourage whistle-blowing, create an ethical sales climate and establish control systems. Follow the leader means the Chief Executives must set the example of bad and good ethics thus the employee will know better about the right ethics as salespeople. Management must also carefully choose managers with high levels of moral development, and this is what we called as leader selection. Third is about establish a code of ethics, where a formal statement of company’s values concerning ethics and social issues. Beside that create ethical structures cab be divided into ethical committee which group of executives appointed to oversee company ethics and second is ethical ombudsman where official given the responsibility of corporate conscience that hears and investigates ethical complaints and informs top management to potential ethical issues. Encourage whistle-blowing is employee disclosure of illegal, immoral, or illegitimate practice on the employer’s part. Also, the top level manager must support code of ethics to create an ethical sales climate. Lastly, establish control systems in managing the sales ethics means dismissal, demotion, suspension, reprimand and withholding of the sale commissions would be possible penalties for unethical sale practices. As an addition to this chapter we found salespeople’s ethics in dealing with their competitors beside of their ethics to customers and employers as mentioned above. Here we will discuss about several salespeople’s ethic in dealing with their competitors. Firstly, belittle the competitors publicly. It is unethical to belittle the competitors by picturing their product as inferior or even shoddy and worthless. To gain the trust from customers, salespeople may even indicate that competitive products are better. Second is stealing shelf space. It also unethical to decease competitors’ share of shelf space placing competing products at back or crowding them together. Moreover, it could encourage the same action from competitors. Third is untruthful statement, where also unethical to salespeople to make untruthful stamen about their competitors and might ruin the salespersons’ reputation easily. And finally tempering the competitors’ product which is not only unethical but also illegal for salespeople to damage competitors’ product, tamper with their displays and point of sale materials or reduce their product shelf space in retail store and elsewhere. In conclusion, to be an ethical salesperson we must to well known the good ethics that should be followed and what is the bad ethic that should be avoid. Salespeople that do the right things will success in future while part of them who do the wrong things might be fired one day or might face many problems especially law.

Asthma Case Study Essay

Asthma Case Study Essay This essay is written as a case study referring to a patient from my practice area. As I will be reflecting on my practice in relation to the case study, use will be made of first person writing where appropriate. Hamill (1999) supports the use of first person writing in academic essays such as case studies and suggests it develops self-awareness, reflection, analysis and critique. As this essay is focused on a specific patient from my practice area it is important to consider issues of confidentiality. Therefore, throughout neither my practice area nor the patient name will be identified. However to be able to discuss key issues in relation to the patient I will refer to their age, gender and lifestyle, and use a false name to aid the flow of writing. Introduction Asthma affects 5.2 million people in the UK: 1.1 million children and 4.1 million adults according to Asthma UK in their 2004 report. However, depending which report one reads, this number can almost double to 10.1 million (Masoli et al 2003). This wide variation of prevalence maybe explained by the different studies and reports used to gather the data and differing inclusion criteria used. There is nevertheless agreement on the fact that the numbers of cases of asthma are increasing. Asthma UK (2004) reports a 400,000 increase in the number of adults with asthma in the UK between 2001 and 2004. The rising patterns of asthma prevalence however are not explained by current knowledge of causes of asthma, but are paralleled by increases in other allergic conditions such as eczema and rhinitis (Masoli et al 2003). There is currently no agreed definition of the disease. Widely documented in the literature however, is the National Heart, Lung and Blood Institute (1992) definition who describe it as, a chronic inflammatory disorder of the airways causing widespread but variable airflow obstruction†¦Obstruction is often reversible, either spontaneously or with treatment. The severity of the condition varies significantly (Rees and Kanabar 2000) from mild intermittent asthma, to a distressing disabling condition which results in time off work or school, disturbed sleep, restriction of social and leisure activities and anxiety (Hyland 1998). The main aim of asthma management is to control symptoms, minimise asthma exacerbations and optimise quality of life (Scullion 2005). As a student of the Acute Care Pathway Degree, one of the specific learning outcomes for my pathway is to be able to manage programmes of care for patients with chronic diseases (St Martins College 2006). Hyland (1998) states that the Advanced Nurse Practitioner has become a major provider of asthma care in the UK. Watkins, Edwards and Gastrell (2003) agree, and suggest that currently the management of long-term conditions, including asthma, are a core component of a Advanced Nurse Practitioners work. Therefore it is crucial that I have an understanding of this condition and be able to review patients effectively (Wiggins 1999) using evidence based guidelines, and to have the confidence to provide advice on the management of their condition. I aim to improve my understanding and asthma management skills through critically reviewing key issues of patient care as a case study. The key issues I intend to focus on relating to a specific patient are: Treatment of Asthma in the Emergency Department Patient education Patient concordance Initially this essay will examine my current practice in relation to asthma management through reflecting on my present level of knowledge and understanding, discussing the level of care I can provide for patients with asthma at the moment. I then intend to give a brief outline of the patient chosen for this study, explaining the reasons for that choice and the rationale behind the key issues highlighted for discussion. A critical review of the key issues will follow using up to date evidence based literature and considering relevant policies. The conclusion will summarise the main points, reflect on what I have learned from this module and consider ongoing learning requirements in relation to asthma management. Reflection on current practice At the time of writing I have so far completed 16 hours in practise, Therefore my first few days in practice were spent adjusting to this new and very different area of nursing. Nevertheless I have had the opportunity to observe my mentor assessing patients with asthma and recently have become more involved in the review of these patients, with supervision. Prior to starting the course I did feel I had some understanding of the disease process of asthma from working in the Emergency Department, albeit very fundamental, and some basic knowledge of the management. Some of this understanding comes from personal experience but also through my previous experience working in dermatology. Often patients presenting with atopic eczema would also be asthmatic, there is a well known link between these conditions (Hyland 1998). Some of the advice given in eczema management, for example allergen avoidance, will also be relevant in asthma management (Rees and Kanabar 2000). Using Benners (1984) novice to expert model I would classify myself at present as an advanced beginner. This is someone who has a marginally acceptable performance with some background experience but who still requires supervision. I feel this accurately describes my current ability in practice in relation to asthma management. With supervision I am able to undertake an assessment using a template for guidance, check medication usage, check symptoms and carry out peak flow assessment. However I still find the array of inhalers confusing and dont feel confident in interpreting the information gleaned during assessment into planned care within the time constraints of the clinic. When I have the time to reflect on the information and review the guidelines away from the patient I feel more confident. I need however to be able to make the transition from an advanced beginner to a competent practitioner, increasing my level of proficiency to no longer requiring supervision but being aware of my own limitations. I feel with more experience in practice and by working through this case study I should be able to achieve this. Rationale for choice of patient and key issues Rolfe, Freshwater and Jasper (2001) suggest that choosing an event or incident to reflect upon or analyse is concerned with anything that happens to us that we want to write about for some reason. It is the significance of the experience within our daily lives which helps us choose one experience over another. Having decided to focus on asthma as the topic for my case study, when I looked back at the patients I had seen with asthma, it was the above episode of care which held the most significance for me. Pharmacological management The aims of the pharmacological management of asthma are to control symptoms, prevent exacerbations and achieve the best possible lung function while minimising side-effects and long-term sequelae (Scullion 2005). National clinical guidelines developed in 2003 by the British Thoracic Society (BTS) and Scottish Intercollegiate Guidelines Network (SIGN) were produced in collaboration with, amongst others, Asthma UK and the Royal College of Physicians of London, and have more recently been updated in 2005. They are widely accepted as the Gold Standard of evidence-based asthma care for health care professionals working in the UK (Levy and Pearce 2004). Patient education and concordance The issues of education and concordance will be discussed together as they are inextricably interlinked. It is difficult for the health professional to achieve concordance with the patient without providing education about their disease and its management (Levy and Pearce 2004). It is estimated that one quarter of asthma patients in the UK have a compliance rate of 30% or less (Das Gupta and Guest 2003). The term compliance in health care has become less fashionable recently due to it implying that a patient is perhaps ineffectual and hasnt followed the health professionals instructions (Hyland 1998). Whereas in reality the reasons for non-compliance are complex (Holgate and Douglass 2006) and not necessarily the fault of the patient, for example, not being shown how to use their inhaler device properly (Carter et al 2005). Nevertheless non-compliance is thought to contribute to between 18% and 48% of asthma deaths (Asthma UK 2003). Concordance is the term used to describe a negotiat ed agreement between health professional and patient with regard to the management of their condition (BTS/SIGN 2005). However even when concordance seems to have been achieved a patient still may not adhere to the agreed plan of care for many reasons (Weller and Booker 2006). Ensuring patients are well informed about how their medication works has been shown to improve adherence and control (Boulet 1998). They need to be aware of the risks of taking and of not taking their medication (Levy and Pearce 2004). The latter is of particular concern in asthma in that persistent inflammation of the airways may lead to irreversible obstruction (Rees and Kanabar 2000). Written personalised asthma action plans have been shown to improve outcomes of care (BTS/SIGN 2005). They reinforce verbal education and set out for patients what to do if their symptoms worsen (Roberts 2002). Conclusion Asthma is a frequently seen chronic condition in the Emergency Department and one that Advanced Nurse Practitioners are expected to be involved in the management of (Hampson 2002). Therefore as am Acute Care Pathway Degree Student, I need to develop my knowledge and skills in this condition to enable me to provide a high standard of evidence-based care for patients. Throughout this essay I have endeavoured to demonstrate my understanding of asthma especially in relation to the pharmacological management and issues of education and concordance. These issues have been discussed and have shown to be interrelated; without achieving concordance, adherence to prescribed medication cannot be achieved and without patient education concordance cannot be realised. Although I have been unable to discuss all aspects of asthma management due to word limit constraints, my understanding of asthma medications and the use of the stepwise guidelines has increased significantly to the point where I now feel more confident in practice. More recently when seeing patients with asthma I have been able to visualise which step they are on which has helped me to decide whether they are on the correct medication in relation to the severity of their disease. Reviewing the issues of concordance and education has made me realise how important these aspects of management are; however the time needed to address these issues in practice often doesnt correlate to the time allowed for appointments. To enable me to become a competent practitioner in asthma management I need to consolidate the increased knowledge I have gained from writing this essay with more experience in practice. I need to increase my knowledge in areas not discussed in this essay, such as non-pharmacological management through self-directed study and perhaps consider further education through an accredited asthma diploma course, on completion of my degree course.

Genetic Screening :: Science Genes Biology Papers

Genetic Screening What is genetic screening? Health care is becoming more and more of a concern today as the profession is constantly creating new procedures and what we hope are better ways to administer care. How would things be, though, if patients could be told beforehand what diseases they are likely to contract in the future? This is where genetic screening comes into play. Genetic screening is the ability to examine the genetic code for possible defects and the consequences thereof. What is a genetic disease? Professor Kare Berg of the University of Oslo describes genetic diseases as "†¦(including) diseases caused by a mutant gene at a single locus (Mendelian diseases), disorders caused by numerical or structural chromosomal anomalies, and diseases or malformations caused by the action of several genes or by interaction between genes and environmental factors" (1996). How can we test for these defects? Most often, a simple blood test can supply enough DNA to perform a thorough examination. Researchers are also developing new ways to test the genes of the unborn. For example, a new test in Korea extracts eggs from the mother and brings them to maturity. The eggs are then fertilized with the husband’s sperm and allowed to divide once or twice. A cell is then removed from each group and tested for known genetic diseases. University of California at San Francisco professor Yuet Wai Kan has developed a way to test an unborn baby’s blood without the use of amniocentesis. A blood sample is taken from the mother and immature red blood cells from the fetus are separated. Kan’s team can then run tests on these immature red blood cells. The procedure is said to be tedious but does not require expensive equipment or the costly time of an obstetrician, not to mention the pain that can accompany amniocentesis. Social, Economic, and Moral Issues Science is constantly seeking new uses for what we learn from genetics. Not everyone, however, is in favor of such findings. There are many things to consider as we put what we learn about genetics out for the world to see. How and when are these tests to be performed? Should they be performed? Who has the right to see the results of these tests? Who has the right to suggest such testing? Genetic tests and their results can have serious consequences on the lives of people tested and those who surround them. For instance, if employers know of an applicant who is susceptible to a deadly disease, they could most likely refrain from hiring the individual and save themselves trouble down the road. Genetic Screening :: Science Genes Biology Papers Genetic Screening What is genetic screening? Health care is becoming more and more of a concern today as the profession is constantly creating new procedures and what we hope are better ways to administer care. How would things be, though, if patients could be told beforehand what diseases they are likely to contract in the future? This is where genetic screening comes into play. Genetic screening is the ability to examine the genetic code for possible defects and the consequences thereof. What is a genetic disease? Professor Kare Berg of the University of Oslo describes genetic diseases as "†¦(including) diseases caused by a mutant gene at a single locus (Mendelian diseases), disorders caused by numerical or structural chromosomal anomalies, and diseases or malformations caused by the action of several genes or by interaction between genes and environmental factors" (1996). How can we test for these defects? Most often, a simple blood test can supply enough DNA to perform a thorough examination. Researchers are also developing new ways to test the genes of the unborn. For example, a new test in Korea extracts eggs from the mother and brings them to maturity. The eggs are then fertilized with the husband’s sperm and allowed to divide once or twice. A cell is then removed from each group and tested for known genetic diseases. University of California at San Francisco professor Yuet Wai Kan has developed a way to test an unborn baby’s blood without the use of amniocentesis. A blood sample is taken from the mother and immature red blood cells from the fetus are separated. Kan’s team can then run tests on these immature red blood cells. The procedure is said to be tedious but does not require expensive equipment or the costly time of an obstetrician, not to mention the pain that can accompany amniocentesis. Social, Economic, and Moral Issues Science is constantly seeking new uses for what we learn from genetics. Not everyone, however, is in favor of such findings. There are many things to consider as we put what we learn about genetics out for the world to see. How and when are these tests to be performed? Should they be performed? Who has the right to see the results of these tests? Who has the right to suggest such testing? Genetic tests and their results can have serious consequences on the lives of people tested and those who surround them. For instance, if employers know of an applicant who is susceptible to a deadly disease, they could most likely refrain from hiring the individual and save themselves trouble down the road.

Human Cloning is Playing God :: Clone Clones

Human cloning is it ethical? I think that human cloning should be banned. The president's stand on human cloning is the same, he believes that all forms of cloning should be banned. Sure cloning has its benefits, but it is not our job to "play God." Human cloning is unethical there are also health risks, emotional risks, risks of abuse of the technology, and over population which leads to global warming. Human cloning is immoral, we know little about it which makes it dangerous with lots of risks. First of all there are health risks, which is the biggest disadvantage with human cloning. People who agree with human cloning agree with it because of the benefits that could do on people?s health, but they should consider the health risks. There are miscarriage deaths, deaths seen after birth, tissue rejection and abnormalities. 10 out of 12 cloned mice born apparently healthy at birth lived less than 800 days. Source: Scotsman ?To subject human beings to cloning is not taking an unknown risk, it's knowingly harming people,? Kilner said. Large percentage of cloning efforts end in failure, it took hundreds of attempts to clone Dolly. ?No human life should be exploded or extinguish for the benefit for another? President Bush. Due to large percentages of animal cloning ending in failure and the lack of understanding about human cloning, many scientists and physicians strongly believe that it would be unethical to attempt to clone humans. Emotional pressures on a teenager trying to establish his or her identity is also a concern. How will a child be able to distinguish between her mother, and her sister? For example baby Eve was born by caesarian section in Miami on Thursday, weighs 3.1kg and is the exact genetic duplicate of her 31-year-old US mother, according to Clonaid head Brigitte Boisselier. If a father sees his wife's clone grow up into the exact replica of the individual he fell in love with, would a sexual relationship with his wife's twin be wrong? How would they feel if they knew they were a replacement for another? Cloning denies an individual to their own identity. Cloning simply re-creates the genes of the person, not their memories or personality. It is not easy to lose one loved one, but the thought of losing several would be unethical. Third there are the risks of abuse of the technology. If cloning is not ban and becomes legal people are going to want to clone celebrities, inventors, and athletes from the past.

Free Essays - Comparing Time in Macbeth and As You Like It :: comparison compare contrast essays

A Comparison of Time in Macbeth and As You Like It  Ã‚     In Shakespearean drama, a dynamic and explosive fusion of jealousy, pride, anger and ambition is characteristic for heroes’ behaviour. The tragedy was caused by the excessive flaw in character - self-respect and dignity combined with the feelings of hate and revenge. A disaster usually occurred to lead to destruction of the protagonist. Due to divine justice, punishment is inevitable and therefore no happy ending is possible. Therefore, time is the hero’s main enemy, mercilessly working against him. The mystery of tragedy is that once the protagonist has learnt a lesson of how to renew the order in himself, death is the only outcome /no memento mori, however/. Comedy differs in the mood it approaches and addresses life. It presents situations which deal with common ground of man’s social experience rather than limits of his behaviour – it is not life in the tragic mode, lived at the difficult and perilous limits of the human condition. In â€Å"Macbeth† the first scene presents a meeting of three witches during stormy weather. Shakespeare shows disturbed, angry nature - thunder and lighting represent light - daytime and dark – night-time. Light is the metaphor for innocence, purity, truth, and goodness as opposed to dark - evil. It is also a suggestion that the innocent will suffer as well as the guilty. The fog and filthy air signify moral and spiritual obscurity and â€Å"the set of sun† means the end of the reign and kingship. The sun appears only twice – when Duncan sees the swallows flying around the castle of death and during the army gathering to purify the earth of its shame (traitors). There is very strong sense of predestination (‘when’ instead of ‘if’) while in â€Å"As You Like It† Orlando’s flight is pathless and the meeting of lovers – an act of Fate. In both plays the succession of the scenes is very swift; in tragedy the impression is that longer time elapsed than provided for because passage from thought to a critical resolution is difficult. The outcome of the comedy is obvious while Macbeth enters the spiral of decline within his imagination. Sleep has been banished – the protagonist is aware of the nightmare; his only one dream is the murder which would break the cycle and show the way out of the nightmare – liberation.

Christian and Biblical References Hidden Within the Rime of the Ancient Mariner Essay

Christian and Biblical references have been involved in the craft of writing since the birth of religion; or at earliest, the composition of the Bible. Biblical Symbolism in â€Å"Rime of the Ancient Mariner† Samuel Taylor Coleridge’s poem, which was written in 1797, has been widely discussed throughout literary history. Although critics have come up with many different interpretations of this poem, one idea that has remained prevalent throughout these discussions is the apparent religious symbolism present throughout this poem. The Ancient Mariner contains natural, and biblical symbolism; however, the religious and natural symbolisms, which coincide with one another, play the most important roles in this poem. Apocalyptic and natural symbolism dominates the core of this poem. The biblical symbolism found in this poem mainly reflects the apocalypse, as it deals with the Mariner’s revelation that good will triumph over evil, and his acceptance of all nature as God’s creation. Beginning with the main issues surrounding â€Å"The Rime of the Ancient Mariner† it is impossible to believe that Coleridge was not thinking of the mysterious wind that blows on the Mariner, without any awareness of the wind as a Biblical symbol of the Holy Spirit. Coleridge could also associate the murder of the albatross with the crucifixion of Jesus Christ. The reader is told that the Polar Spirit â€Å"loved the bird that loved the man / Who shot him with his bow† (Line 404). Signifying a strong tie/bond between the two. This bond not only relates to the ‘love between the man and the bird,’ but rather, the connection between an individual and religion. It is doubtful that someone with Coleridge’s Christian background and faith could fail to see an analogy with God who loved his son who loved the men that killed him. Trying to further understand the symbolism tied into this poem, it is important to take other sections of the piece into account. Another example of symbolism is the fact that the albatross is hung around the Mariner’s neck like a crucifix. Ah! Well-a-day! What Evil Looks / Had I from old and young! / Instead of the cross, the Albatross / About my neck was hung† (Line 139). As Coleridge writes, the image of the Albatross slung around the neck of the Mariner symbolizes the crucifixion of Christ. The crucifixion of Christ has been discussed for centuries; this Biblical reference of this image is immense. Through the use of words, Coleridge is able to portray a sense of darkness and a loss of hope, comparable to loss of hope when our savior Jesus Christ was nailed to the cross. Looking deeper into the mind of Coleridge and further analyzing his work, another abstract approach to viewing the death of spiritual and/or Biblical reference can be seen by dissecting the text. The â€Å"cross† in â€Å"cross-bow† hints at the murder of Jesus, which logically places the albatross as a symbol for Christ. Since the publication of Coleridge’s piece â€Å"The Rime of the Ancient Mariner† It is thought by many literary experts that Coleridge deliberately created these symbols and images with Christian meaning in mind; but if true, why? In order for Coleridge to encapsulate the readers full attention and challenge their knowledge these truly hidden symbolisms and literary techniques are needed. Coleridge further attempts to navigate his readers though this work by using references and wording that individual’s can connect with. The apocalypse is heavily reflected upon throughout this poem as Coleridge combined the vivid colors, the ocean, and the death fires of â€Å"The Ancient Mariner† with the terror and desolation of the days of wrath in order to symbolize the true apocalypse. Down dropt the breeze, the sails dropt down, / ‘Twas sad as sad could be; / And we did speak only break / The Silence of the sea! / All in a hot and copper sky, / The bloody Sun, at noon, / Right above the mast did stand, / No bigger than the moon. / Day after day, day after day, / We stuck, not breath nor motion; / As idle as a painted ship / Upon a painted ocean. † (Lines 107). The section of the poem after the Mariner kills the Albatross is a description of the emptiness and desolation that the Mariners experience, and the curse that is over the ship. This section of the poem has tremendous correspondence to the apocalyptic story. The language and form in this part of the poem represents the images and words, which have traditionally described the wrath of God and the guilt of man in Christian terms. Continuing through the poem one stanza reads, â€Å"The souls did from their bodies fly – / They fled to bliss or woe! / And every soul, it pass’d me by / Like the whizz of my crossbow! † (Line 220). It is at this point in the poem that the Mariner feels the guilt for having killed the Albatross and the deaths of his shipmates. As the Mariner begins to realize the repercussions of his actions he begins to transform. At this point in time the Mariner is beginning to touch the hands of God; he is beginning to see the beauty in all of God’s creatures and the significance of life. Preceding this realization the Mariner begins his transformation as stated above; he understands the curse of the Albatross and the reasons for the death of his crew. His actions haunt him and death appears the only way out. â€Å"An orphan’s curse would drag to hell / A spirit from on high; / But oh! More horrible than that / Is the curse in a dead man’s eye! Seven days, seven nights, I saw that Curse, / and yet I could not die† (Line 257). Cleary seen in the quotation above, the curse resulting in the murder of Albatross left the Mariner viewing death as the only possible option to relieve himself of the haunting, tragic images that left his crew dead. Under the moonlit sky as the Mariner’s ship still sails cursed, but then he witnesses something that changes his perception of God and his faith. â€Å"Beyond the shadow of the ship, / I watch’d the water-snakes: / They moved in tracks of shinning white, / And when they rear’d, the elfish light / Fell off in hoary flakes. Within the shadow of the ship / I watch’d their rich attire: / Blue, glossy green, and velvet black, / They coil’d and swam; and every track / Was a flash of golden fire. / O happy living things! No tongue / Their beauty might declare: / A spring of love gush’d from my heart, / And I bless’d them unaware: / Sure my kind saint took pity on me, / And I bless’d them unaware. / The selfsame moment I could pray; / And from my neck so free / The Albatross fell off, and sank / Like lead into the sea. † (Line 272). It is at this point that the Mariner begins his transformation; leading him closer to God allowing him to see the beauty in ll of God’s creations and creatures as he forms a respect for the presence of God in nature. This reconciliation in the Mariner’s life breaks the curse and shines a light of hope into the eyes of a man who was praying for death. Coleridge uses the wrath and guilt of the apocalypse, but adds his own ideas of divine love and conversion, which lead to paradise. Even though the Mariner must continue with his penance, he is free of God’s wrath and is able to appreciate and love all of nature as God’s creation. Throughout this poem there are many examples of biblical symbolisms in nature. Coleridge uses different elements of nature, such as the sea, as symbols of religious thought or beliefs. The sea is where the decisive events, the moments of eternal choice, temptation, and redemption occur. While at sea, the Mariner makes the eternal choice to kill the Albatross. This choice is eternal because once the Mariner has committed the act of murder; there is nothing that he can do to change it. As a result of the Mariner’s decision, a curse falls over the ship and the Mariner is sentenced to eternal penance. The eternal penance that he must serve is a reminder to the Mariner of the choice that he made. However, even after the death of his soul, the Mariner experiences redemption when he recognizes and learns to love all of God’s creations. It is a known fact that Coleridge’s thoughts and feelings where rarely affected by his beliefs, especially the apocalypse. The apocalyptic story deals with God’s freeing the soul of man from the pains of sin and death, and lifting it into paradise. After the Mariner kills the albatross, he feels as if he is under some sort of curse. However, the Mariner goes through as conversion, which thus releases his soul from the pains of sin and death so that he can once again obtain happiness. There are two essential steps in the conversion process. The first step occurs when imaginative powers mythological appearances of nature, so that the slightest willful act appears to bring down a terrible vengeance. The willful act that the Mariner partakes in is the killing of the Albatross, and the terrible vengeance that occurs as a result of this action is the curse that is cast over the ship. The second part of this conversion process takes place at the greatest moment of hopelessness. At this point, the presence of divine love within humankind appears, and emphasizes the appearance of the natural world. â€Å"The Rime of the Ancient Mariner† is not a direct religious sermon, but there are many strong references to the Christian religion throughout the poem, which stem from Coleridge’s own religious beliefs. Although Coleridge did not take the religious images in this poem directly from the Bible, much of his inspiration for the poem seems to be based on religious ideas, especially that of the Apocalypse. To conclude, Coleridge integrates natural symbols, which are associated with the religious symbols, in to this poem in order to further emphasize his belief that God is present everywhere in nature, and that one can be sent into this state of paradise when this love for God is discovered. By using imagery from the apocalypse and religious symbolism in nature, Coleridge created an incredible poem, which expresses how the realization of divine love within oneself has the power to heal pain and suffering, while bringing oneself to a state of clarity, tranquility and enlightenment.

Common Theme in Cinderella and Barbie Doll

In the two poems, â€Å"Cinderella and Barbie Doll,† both authors use different literary devices to prove a common theme. The common theme throughout both poems is that people will mutilate themselves to obtain what they perceive as happiness. Also, the poems show how societies create a standard of living, which classifies how certain genders should act. The poem â€Å"Cinderella† by Anne Sexton is describing the original fairytale â€Å"Cinderella† in a distorted view. Anne Sexton begins her poem by giving examples of impoverished people such as a plumber, a nursemaid, a milkman, and a charwoman whom accidentally got lucky in life and morphed into lavishly living citizens. In the first four stanzas, Sexton uses antistrophe to further convey how important â€Å"that story† is to the poem (line 5, 10, and 21). Anne Sexton then shifts to recounting the story of Cinderella in stanza 5. She describes a young girl who lives with her father, mean stepmother, and two pretty, but despicable stepsisters, after her kind mother dies. The poet uses similes to describe both the two stepdaughters (Line 29) and Cinderella's slave-like tendencies (Line 32). She then talks about how a dove comes out of a tree, granting her every wish. The day of the ball, the dove helps her pick up all the lentils her stepmother had thrown on the floor as a trick to hinder her from going. And with this challenge completed, the dove also gives Cinderella the full royal clothes and treatment. For two days, at the ball, Cinderella manages to steal the prince's heart, escape her stepmother and sister's recognition, and flee back into the pigeon house before getting caught. However, the third day, her shoe gets stuck on the sticky waxed steps, thus giving the prince an opportunity to search for his princess by making every girl in the kingdom try the slipper on. In the poem, Cinderella's sisters cut off part of their feet, to get the shoe to fit; however when Cinderella slips her foot into it, it fits perfectly. Stanza 10 encourages sympathy with revenge instead of fighting back; â€Å"and the white dove pecked their eyes out. (97). The author uses a simile, â€Å"like two dolls in a museum case† (102), to describe the idea ow women lived like they had a glass ceiling over their head. This further conveys the theme of the poem being how societies create a standard of living, which classifies how genders should act. In the last stanza, Cinderella marries the prince and the wedded couple lives happily ever. Lines 103-106 portrays the author's use of asyndeton to convey how Cinderella and the prince lived with no hardships, which further conveys the theme of the poem that people will mutilate themselves to obtain what they perceive as happiness. Anne Sexton's language is dark, informal, and humorous. Darkness is achieved when she describes violent scenes of slicing feet, or pecking eyes. Informality shows through the way she addresses the reader directly every now and then. And humor is conveyed in the way Sexton elaborates on the revolting scenes and describes those using comic similes, such as â€Å"the hollow spots where the eyes once existed, resembling soup spoons. † The ending of the poem reveals what is always left out of fairytales, reality. And Sexton somehow implies that a lack of life's hardships and tiny imperfections is not the happy ever after life, but rather a predictable existence. She declares in the end that Cinderella and her prince don't deserve the prize of living the dream, â€Å"their smiles are plastered; they are neither genuine nor sincere (107). † Cinderella is just like the plumber, the charwoman, or the nursemaid. She got lucky. None of them worked their way to the top. And that's what they deserved, a seemingly happy life, with nothing to be happy about. The attitude throughout the poem is also very critical of the characters in the poem and judge mental of the Grime Brother's original fairytale. The common misconception in the poem is that many people with seemingly perfect lives have hardships just like everybody else. â€Å"Barbie Doll† by Marge Piercy is a poem written as a fairy-tale of sorts, and suggests that the enormous social pressures on women to conform to particular ways of looking and behaving are ultimately destructive. In lines 2-4, Marge Piercy uses polysyndeton to convey how important a girl's accessories are. Then in lines 5-6, the poem experiences a shift, where the speaker chooses to end the stanza in an ironic way. In stanza two, the poet's diction describes the irony of the girlchild having an â€Å"abundant sexual drive and manual dexterity† (9-10). Being good with one’s hands (manual dexterity) is a conventional male trait and similarly, while having an â€Å"abundant sexual drive† for boys might be seen as a good thing, for girl's it is been looked down on; thus supporting the theme that certain gender's should act how society wants them too. Stanza four describes how much society influenced the girl child and lines 12-14; asyndeton is used to show how much society can ask of women. The poem ends full of irony. The very person that the girlchild could never be is the person â€Å"appearing† in her casket (19-23). It is ironic that the very people who couldn't appreciate the girlchild for who she was in life, now admire the person she is made to be in death. The last line of the poem echoes the happy ending of fairy-tales. Piercy is saying that because of women’s subservient position in society, it is often difficult for their lives to have happy endings. In â€Å"Barbie Doll†, it is society that achieves consummation. â€Å"Barbie Doll† is a narrative poem written in free verse and can be read as a parable of what often happens to women in a patriarchal society. The moral of Piercy’s poem also functions as a warning: it urges readers to be aware of the ways in which society shapes our identities and urges women not to compare themselves to idealized notions of feminine beauty or behavior. Cinderella Story† shows the gullibility of women and the unrealistic dream we all have about meeting the perfect man and leading the perfect life. It opens our eyes to the fact that the fairy tale conveyed in the original â€Å"Cinderella† rarely ever happens in real life. Society influences children and women profoundly to the point where they are willing or wanting to change absolutely everything about themselves or die in the poem, â€Å"Barbie Doll. Society is also willing to tell people how they should act, specifically based on gender, and if someone falls from that certain spectrum, then they are no good for society. Anne Sexton and Marge Piercy communicate the theme of both poems through the utilization of tone and literary devices. â€Å"Cinderella† and â€Å"Barbie Doll† share the common theme that people will mutilate themselves to obtain what they perceive as happiness and that society create a standard of living, which classifies how certain genders should act.