Sales Planning and Operations Essay Example | Topics and Well Written Essays - 3000 words - 1

Sales Planning and Operations - Essay Example 3-(b) Devise appropriate recruitment and selection procedures of a sales person into any organization. In your answer you should cover job description and personnel specifications, sources of recruitments, interview preparation, interview techniques, selection and appointment. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 3-(d)-Describe two techniques used to co-ordinate and control sales output. To answer the question adequately you should note how an organization uses different the techniques (examples- budget, performance target, appraisals by superior, self-development plans) in controlling sales output†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 4-(a)-Identify and give three examples of the differences in the nature of sales tasks and skills in a variety of contexts. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦15 The types of personal selling emerge from the environment in which the selling task takes places. It can be over-the-counter selling, field selling or telemarketing selling. Elaboration on all different types is as follows: Over-the-Counter selling- this environment is managed by two kinds of salespeople- order takers and order getters. The former is entrusted with maintaining the relationship after the customer has made the purchase while the latter is a traditional salesperson collecting leads, contacting prospective buyers, making presentations and closing the deals. The follow up section again shifts to the order taker after the deal is closed. The skills required for the two vary with respect to the activities they perform. Order getters are required to be more informed, creative and presentable to turn a proposition favourable while order takers have to be more routinised and aware of the buying habits of existing customers (Ingram et al. 2008). Field selling- field selling task is undertaken by four kinds of

TD 4- HRM - 402 Delivering Training and Development Essay

TD 4- HRM - 402 Delivering Training and Development - Essay Example Following the amount of factual data and interpersonal skills needed, the blended learning method is the most suitable as each of the individual methods used contribute to more quality delivery of training and development. Since lengthy sessions are involved in delivering facts and developing skills, the rationale of choosing the blended learning method is to ensure that different learning levels are adapted as various departments within Wal-Mart require different levels of competency from different ranks of employees(United States Department of Labor, 2010), Guthrie, A. (2014). Wal-Mart International Head Sees Difficult Operating Environment. The Wall Street Journal. Accessed online on January 19, 2015 from http://www.wsj.com/articles/SB10001424052702303426304579403663162388876 United States Department of Labor. (2010). Best Practices for the Development, Delivery, and Evaluation of Susan Harwood Training Grants. Accessed online on January 19, 2015 from

Marketing principle Assignment Example | Topics and Well Written Essays - 2500 words

Marketing principle - Assignment Example for all the business involves the business adapting to some form online marketing through social media particularly in the industries where the trends are regularly evolving like the fashion industry. The usage of social media sites in the marketing strategy of the company continues to increase with the advancement in technology. Despite the popularity associated with it, the information that exists which seeks to answer questions that are concerned with efficiency and measure the return to investment, is still limited (Pradiptarini 1). Social media has provided a broad array of new opportunities for companies to engage in the promotion of their brands, goods as well as services. The personal autonomy as well as the freedom that is offered by the internets has allowed the active connection of people which, enables them to share their experiences and opinions concerning products and services. The benefits that are associated with social media in regard to businesses and the techniques that used to achieve success are yet to be fully understood. This essay will strive to enhance the understanding of social media marketing benefits to a business. The phenomenon referred to as Social media began in 1978 through the exchange of information via telephone cables using the Bulletin Board System. Presently, social media marketing and especially social networks have increased in significance in regard to the purchasing decisions of the customers simply because they broaden the scope of marketing. In the future, they may become more significant than the use of advertisements as a reliable source of product and company information for the customers. It should be noted that when marketing is done through social media, the marketers do not have absolute control over the message as well as positioning (Celine 12). Social media may be considered as a self-generated, genuine communication that occurs between persons concerning a specific subject of common interest, based on the

Life in the Colonial Cities Essay Example for Free

Life in the Colonial Cities Essay The people of early colonial America settled mainly in rural areas and farms. Eventually, by the end of the 18th century, cities became dominant settlements over the rural regions. The cities of colonial America were heavily influences by British; the latest fashions of dress, social ideas, and furniture among other things were imported from Great Britain. As the size of cities grew, problems in health and sanitation began to arise. Throughout all of the major cities, taverns were the common places where everyone would meet. The cities of colonial America helped spread the European Enlightenment across the Atlantic. This in turn helped create an American Enlightenment movement, which started primarily in the major cities. Cities helped develop the advancement of learning in science, literature, and the arts. They were also centers for manufacturing and commerce, where industry boomed. The major cities of America included Boston, Philadelphia, New York, Newport, and Charleston. In these large cities, many problems began to surface. These difficulties involved health, sanitation, police protection, and fire prevention. To decrease these problems meant that the city would have to work together and stop with individualistic ways. Philadelphia was the most heavily populated, and most sophisticated of the major cities. They had brick roads and sidewalks including street lamps, which turned on every night. There was a regular night watch along with volunteers for fire protection and there were also many booksellers. Some people were unhappy with Philadelphias design while others thought the city to be a masterpiece. Boston was another populous city, thanks to its elegance and in general the manners of its people. The people of Boston had many luxuries, such as coach rides where slaves served the customers. Also, the Mall was a very popular place among the people. The Mall was a beautiful Common with trees and paths, which was an imitation of St Jamess Park. Although Boston was not as  densely populated as Philadelphia, Boston offered a cleaner and more open society. New York City preserved many of its native Dutch traditions and qualities. A lot of the buildings were built of brick, which was the common Dutch style. New York also had developed into the headquarters of the British North American Army. Many New Yorkers were influenced greatly by Britain, which meant that the people were considered to have excellent manners. Taverns were the centers of social life in the cities, also called the principal social institution of colonial America. The taverns social class ranged greatly depending on its surrounding areas. Some taverns housed the low lifes and poor people while others only accepted gentleman. Most of the pubs were a place for common people to discuss any matters at hand. Some say the foundation of the Revolutionary War was planned in taverns. Some people felt as if taverns were causing some problems in society. Benjamin Franklin was one of the major figures that tried to limit the number of taverns in cities. He argued that the number of taverns might cause poverty to many of the people and the surrounding neighborhood. However, taverns could be considered good to the cities because they were the closest form of business enterprise in colonial America to this point. Although in the early years of colonial America, many people resided in the rural areas, the cities became more populated over time. Taverns were a main reason for people moving from farms to the cities. The conditions of the city werent excellent, as the water supply was not very sanitary and garbage disposal was a major issue. However, these factors made for the beginning of a new nation and helped form how America is today.

Reflection on self awareness and personal growth

Reflection on self awareness and personal growth The purpose of this essay is for the trainee Counsellor to critically reflect upon, and evaluate, a recorded counselling session which took place on Thursday 2nd April 2009. Within this essay, the trainee Counsellor will evaluate their use of advanced counselling skills and assess the value and usefulness of these skills. In particular, the trainee Counsellor will critically evaluate their own way of being by closely examining their application of the six conditions which are essential to therapeutic change and will focus on: the three attitudes or conditions that a person-centred therapist needs to provide for the client are congruence, empathy, and unconditional positive regard. These attitudes are not presented as a hierarchy. Indeed they are viewed best as a trinity inseparable, essential and mutually independent. An evaluation and reflection of the trainee Counsellors performance will be enhanced by use of the person-centred rating scales. Mearns Thorne (2007) when writing about the rating scales posit that: Discussing these ratings, and the other possible responses the trainee counsellor might have made, could help to expand the trainees repertoire of ways of communicating [her] empathy. (Mearns Thorne, 2007, p.71) Another way in which the trainee Counsellor has evaluated the way they worked in this session is by closely examining the DVD with the observer who was present during the session and who asked the trainee Counsellor pertinent questions regarding the session. This procedure is known as Interpersonal Process Recall (IPR) (Merry, 2006, p.146). Finally, the trainee Counsellor will refer to feedback notes from the observer order to critically evaluate their way of working with the client. The client in this session is a 36 year old married woman who has two children. This session is the trainee Counsellors second session with this client, although the trainee Counsellor is aware that the client has seen another therapist previously, nothing of these other sessions has been divulged by the client. In the first session prior to the client talking about her reasons for wanting to see a therapist, the trainee Counsellor and client worked collaboratively through the contract. This was done with sensitivity as the trainee Counsellor was very aware that he was the first male Counsellor seen by the client and she had already disclosed her anxiety and nervousness about this fact. During the first session, the client talked about a number of different issues, but continually returned to focus on her feelings about a man who had been harassing her both physically and sexually. The client also expressed doubts about her own lack of self-belief and her compulsive organisational an d controlling nature which she felt dominated her life. The trainee Counsellor considered how the client was moving along the Seven Stages Model (Merry, 2006, p.59) and that the client was positioned somewhere between stages 3 and 4, although possibly closer to stage 4 as during the first session the client demonstrated some internal confusion about her feelings and there was a tendency for her to express things in terms of black white, she was however, also able to convey some profound and more meaningful feelings. Merry (2006) describes stages 3 4 as: Clients who first seek therapy are often at this stage and need to be fully accepted as they present themselves before moving deeper into Stage 4. Stage 4 In this stage, clients begin to describe deeper feelings, usually those that happened in the past. (Merry, 2002, p60) At the beginning of the second session the trainee Counsellor checked, by working collaboratively with the client [C1, C3, C5], about the contract in order to confirm with the client that she was happy with and understood everything discussed in the first session. The client confirmed [CL6] that she was fine to continue. The trainee Counsellor then proceeded to set the boundaries [C1, C7] for the counselling session. Boundaries are an extremely important element of the therapeutic process as they make the client aware of what the trainee Counsellor is offering them. The trainee Counsellor, by being open about the type of counselling they offer, by setting time limitations and by reassuring the client, clearly sets the scene for a healthy, professional and mutually beneficial relationship. Mearns Thorne (2007) when discussing boundaries suggest that: It is important both at this early stage and as counselling proceeds that the counsellor monitors continually what [she] is prepared to offer to the client, and what lies outside the boundaries of [her] commitment. (Mearns Thorne, 2007, p.53) The trainee Counsellor, when discussing the boundaries and when checking with the client about the previous session and the clients understanding displayed a deep level of Unconditional Positive Regard (UPR) [rating 4.0] [C1, C7]. At [CL8] the client begins to talk about a man who is heavily impacting on her life at the moment. The trainee Counsellor [C9] reflects the clients words back to her, but paraphrased and in a manner which questions the clients feelings. At [CL10] the client is interrupted by a loud noise from an adjoining room and the trainee Counsellor, because of the psychological connection with the client and his level of congruence [rating 5.0] responds with a degree of immediacy [C11] which is positively acknowledged by the client. At [CL12] the client expresses anger and frustration at herself. The trainee Counsellor [C13] is at this point offering the client UPR [rating 4.0] and a deep level of empathy [rating 4.5 5.0] and acknowledges the clients anger by reflecting and challenging the clients feelings about being trapped [C15] and angry. The client [CL14] agrees with the reflection and at [CL16] questions herself about what it is that she is actually angry and frustrated about. The trainee Counsellor remembers key details about the client which were disclosed in the first session and following the clients comments at [CL16] makes some gentle and refined queries [C19, C23, C25]. These challenges are accepted by the client, positively and with real emotion. The strength of the response identifies the level of relational depth that the trainee Counsellor and client have formed. At this point [C25, C27, C29] the Counsellors empathy [rating 5.0], congruence [rating 5.0] and UPR [rating 5.0] are clearly visible to the client and such a deep level of mutuality is present that previously unrecognised feelings which were just outside of the clients consciousness become visible and the client achieves a moment of comprehension and awareness [CL30]. Rogers (2004) describes this as: the letting of material come into awareness, without any attempt to own it as part of the self, or to relate it to other material held in consciousness. (Rogers, 2004, p.78) There is a visible shift in the client at this point and the trainee Counsellor, because of the level of his empathy [rating 4.5] is aware of the internal confusion and struggle that the client is undergoing. [C29, C31] At [C33] by expressing his confusion to the client, the trainee Counsellor displayed a deep level of congruence [rating 5.0] and this openness and genuine attitude assisted the client who moved on to explore her own feelings and reactions to what she had said at [CL30, CL32]. The trainee Counsellor [C35, C37, C39] reflects some of the clients thoughts back to her. During this period of interaction, the trainee Counsellor takes the opportunity to make some gentle challenges which cause the client to question her thought process. At [CL50] the client questions the trainee Counsellor, and it appears as if she is looking for some kind of affirmation that what she is saying makes sense. The trainee Counsellor [C51] makes it clear to the client that what she has said makes perfect sense to him, and this could easily be construed as some form of collusion, however in this case it is more of a corroboration to demonstrate the trainee Counsellors empathic understanding [rating 4.5 5.0] and a s a form of encouragement to the client to continue. The interactions at [CL50, C51] clearly display the trainee Counsellor and the client sharing the same frame of reference, being in the same place at the same time. Worsley (2002) suggests that: The greater the spontaneous-type content of the frame of reference, the more proper it is to call any therapist response process-orientated, because the therapist will be engaging empathically with the whole organism who is the client, and not just the reflexive, conscious elements. (Worsley, 2002, p.40) The trainee Counsellor, at interactions [C53, C81, C92] makes use of challenges which could be construed as directive questions, however, with the use of IPR and a deeper analysis of the recorded session, it is apparent that the trainee Counsellor was not directing the client, but was using thought-provoking words to stimulate the clients process. The trainee Counsellor used his UPR [rating 5.0] and empathy [rating 4.5 5.0] to identify with the clients goals whilst at the same time valuing and respecting the client at the deepest level and at the same time being his own person, being congruent [rating 4.0 5.0] and honest with his own feelings so that the client is aware that she is valued and prized and that the trainee Counsellor is not hiding anything of himself from her. At interactions [C81, C98] the trainee Counsellor takes the opportunity to query the clients incongruence and the clients responses [CL82, CL83, CL85, CL99] clearly suggest that she was not being truly honest with herself. Rogers hypothesises that if the client: becomes more self-aware, more self-acceptant, less defensive and more open, [he] finds that [he] is at last free to change and grow in the directions natural to the human organism. (Rogers, 2004, p.64) There is a point in the counselling session [CL109] where the trainee Counsellor senses a shift and a visible change in the client. The client starts to question her own behaviour and self, and in doing so realises how important some of the issues discussed in the session are to her. Rogers (1980) suggests that: To perceive a new aspect of oneself is the first step toward changing the concept of oneself. The new element is, in an understanding atmosphere, owned and assimilated into a now altered self-concept. (Rogers, 1980, p.155) The trainee Counsellor, through several interactions [C112 to C134] briefly sums up the session so far, recapping the salient points of the session. This is done collaboratively with the client, continually checking that the client is in agreement with what the trainee Counsellor is reviewing. By working in this manner, the trainee Counsellor is adhering to the ethical principles recommended by the BACP and is ensuring that he is working in an anti-oppressive way. Within this review of the counselling session, the trainee Counsellor considered different parts of the clients self. Mearns Thorne (2007) refer to these different parts as configurations of self and suggest that: a configuration is a developed self-within-a-self that can contain a wide array of elements a set of thoughts, feelings and behaviours that together represent an important dimension of the persons existence. (Mearns Thorne, 2007, p.34) An analysis of the clients various dimensions gave the trainee Counsellor the opportunity [C124, C126, C134, C136] to sensitively challenge those different parts which in turn triggered a reflective process in the client. The relational depth between the trainee Counsellor and client at this point was extremely good with both client and trainee Counsellor aware of their own feelings and expressing the genuine and authentic person to each other. Nothing was hidden and there was a real connectedness between both people in the counselling session. If both the trainee Counsellor and the client can be genuine in the relationship, the more helpful it will be. (Rogers, 2004, p.33) The trainee Counsellor is a student member of the British Association for Counselling Psychotherapy (BACP), and as such is fully aware of the importance of adhering to the elements within the BACPs Ethical Framework for Good Practice in Counselling Psychotherapy (BACP, 2007) which discuss the provision of maintaining a good standard of practice and care (BACP, 2007, p.5). The trainee Counsellor fully believes that: Regularly monitoring and reviewing ones work is essential to maintaining good practice. It is important to be open to, and conscientious in considering, feedback from colleagues, appraisals and assessments. (BACP, 2007, p.5) IPR of the session reinforced the trainee Counsellors original observations and feelings about the client as the session drew to a close. It was apparent that from interactions [CL150 CL156] that the client was in a deep state of process. The trainee Counsellors level of empathy [rating 5.0] and the relationship which had developed between client and trainee Counsellor was such that at interaction [C157] the trainee Counsellor made the decision to end the counselling session a couple of minutes early. This was checked with the client to ensure that she was happy to do this, and the expression on her face confirmed that the trainee Counsellors choice was the correct one. The client had, at this point, moved on and was clearly trying to figure out what was going on in her head. Rogers (2004) outlines a clients process by suggesting that: Clients seem to move toward more openly being a process, a fluidity, a changing. They are not disturbed to find that they are not the same from day to day, that they do not always hold the same feelings toward a given experience or person, that they are not always consistent. (Rogers, 2004, p.171) The clients progress in this session was, for the trainee Counsellor, quite a revelation. The trainee Counsellor by focusing, using a felt sense (Mearns Thorne, 2007, p.79) [C29] touches on the clients unknown feelings and attends with deep empathy [rating 4.5 5.0] congruence [rating 4.5] and UPR [rating 4.5 5.0] to the client. It was the trainee Counsellors first real experience of witnessing a clients self-realisation [CL30] to something that was at the edge of their awareness but which they had previously ignored or dismissed. A change came over the client [CL30] and their honesty and openness became much more expressive. At this moment the relationship between the trainee Counsellor and client became much closer. Feedback from this session was received from a third party observer, who took notes to assist the trainee Counsellor in their evaluation of this session. The comments suggested that the trainee Counsellors congruence, empathy and use of UPR were obvious and perceived by the observer to be at a deep level. The observer suggested that on occasion, in her opinion, the client / trainee Counsellor relationship seemed almost friendly. From a learning and professional perspective and having reviewed the recording several times, the trainee Counsellor can see how some of the session might have been experienced from an observational point of view, but within the counselling relationship the two participants were experiencing each other and absorbed deeply in the counselling relationship. This is characterised by their ability to share a moment of levity [CL36, C37], followed by the client moving flawlessly back into her train of thought and process. From the trainee Counsellors perspective, several key points were noticed. Firstly, there were a couple of areas [C19, C39] where the session could have gone in different directions. As a trainee, the choice of language, the correct use of handle-words and the on-the-spot decision making is difficult to practice as every client is unique and individual, and every client will bring a different range of issues to the session. Secondly, the trainee Counsellor considered their use of questions in the session. There is no doubt that there will be some criticism of the way in which the trainee Counsellor phrased some interactions to the client, but there is a firm belief that none of the questions were deliberately directive and the session flowed well, with the relationship between client and trainee Counsellor relaxed, natural and open. Finally, the trainee Counsellor was real and authentic and it is clear that the client experienced this realness in the relationship. A major learning experience taken from this session is that of experience. There were three significant moments in the session, the first at interaction [CL30] where the client achieved self-realisation about the way she had been behaving, the second was at interactions [C61, CL62] where the client acknowledges her participation in what she refers to as a game in which she chooses whether or not to play, and the third is at interaction [CL91] where the client starts to question the relationship she has with her husband with regards to her issue of control. As a learning outcome, these moments were invaluable as they provided the trainee Counsellor with experiences not previously encountered. The trainee Counsellor, in evaluating this counselling session, has already discussed and evaluated three of the conditions from the six necessary for therapeutic change: the trainee counsellors empathic understanding of the clients world; congruence on the part of the trainee Counsellor and the trainee Counsellors UPR towards the client. The remaining three conditions, although not mentioned specifically have also been present during this session. The first, that two people are in psychological contact, is demonstrated throughout the session by the dialogue that the client and trainee Counsellor maintained, thus forming a meaningful relationship. The second condition is that the client is in an anxious or vulnerable state, in other words is in a state of incongruence and this condition is openly displayed by the client throughout the session and no more so that at interaction [CL8] where the client admits to being stuck and confused. The third and final of the remaining six conditio ns is: The communication to the client of the counsellors empathic understanding and unconditional positive regard is to a minimal degree achieved. (Merry, 2006, p.49) The trainee Counsellor, in evaluating this session, has visibly exhibited his UPR [rating 4.5 5.0] and empathic understanding [rating 4.5] of the clients inner world [C61, C86] and in doing so helped to facilitate a safe and constructive environment for the client. This was a significant session for the client as the trainee Counsellor believes there has been a major movement along the seven stages of process and that the client at times during the session made the transition into stage 5. There was obviously some vacillation between stage four and five and the trainee Counsellor, although identifying the shift in the client [CL30, CL109] made no attempt to move them onto stage five, but rather left the client to find their own path, knowing that she would move forward when it was right for her to do so. The trainee Counsellor was himself, the client was herself. There were no facades, no hidden agendas, just two people experiencing a deep understanding of each other. Rogers (2004), when talking about this kind of relationship, posits: acceptance of each fluctuating aspect of this other person makes it for [him] a relationship of warmth and safety, and the safety of being liked and prized as a person seems a highly important element in a helping relationship. (Rogers, 2004, p.34) The relational depth achieved by the client and trainee Counsellor is clearly evident throughout many parts of the session. A particularly powerful moment is at interaction [CL109] where the client questions her own values and the clients body language and the timbre of her voice expose her feelings. Mearns Thorne (2007) suggest that: At times such as these, understanding between client and counsellor exists at many levels, as does acceptance. The outcome is a profound sense of sharing. (Mearns Thorne, 2007, p.191)

Objectification in An Elegy Written in a Country Church Yard Essay

Objectification in An Elegy Wrote in a Country Church Yard  Ã‚   In "An Elegy Wrote in a Country Church Yard," Gray symbolizes the objectification of the poor as well as the commodification of nature. In doing this, Gray arranges a hierarchy of objectification within the poem. The hierarchical arrangement begins with nature and continues through the poor with the upper class at the apex of the "pyramid." Gray uses the recurring images of nature to illustrate this organization of classes. To accomplish this arrangement, he shifts the focus from nature to the poor through these images. Finally, in "An Elegy Wrote in a Country Church Yard," death of the poor is the only hope for both nature and the peasants to obtain freedom. In other words, by dying, the poor are no longer objectified by the upper class and nature is no longer objectified by the poor. In his "Elegy," Gray symbolizes the objectification of the poor and nature through a hierarchical arrangement and states that death is the only means by which they can both be free. First, Gray uses images of nature to show the pyramid of power and control in society. Through the imagery of the poem, Gray illustrates the ownership of the land and the poor. They are commodities of the wealthy, land owning members of the upper class. Gray writes "Oft did the Harvest to their Sickle Yield/ Their Furrow oft the stubborn Glebe has broke;/How bowed the Woods beneath their sturdy Stroke!"(lines 25-26, 28). These lines not only symbolize the commodification of nature but also of the lower classes. The image of the woods bowing to the poor shows the control the peasants have over nature. The breaking of the land by the sickle also demonstrates the physical might and domination the poor ... ...image of water. Images of the woods "bowing" to the poor workers and of the oceans carrying the sins of the people illustrate the commodification of nature. Images of the poor "wading through Slaughter" and of them harvesting the fields demonstrate the objectification of the lower class in English society. In doing this, Gray establishes a class system with the upper classes controlling the members of the lower classes. After establishing this system of society, Gray then shifts the focus of the poem from the hierarchy to the emancipation of these commodities. Death is the only means for the poor and the land to be freed from society. Works Cited: Gray, Thomas. "Elegy Written in a Country Churchyard." in Damrosch, David. The Longman Anthology of British Literature: Volume 1C The Restoration and the 18th Century. New York: Addison Wesley Longman, Inc. 1999.

James Joyces Araby - Setting and Theme in Araby :: Joyce Dubliners Araby Essays

How the Setting Reinforces the Theme and Characters in Araby      Ã‚  Ã‚  Ã‚   The setting in "Araby" reinforces the theme and the characters by using imagery of light and darkness.   The experiences of the boy in James Joyce's "Araby" illustrate how people often expect more than ordinary reality can provide and then feel disillusioned and disappointed.   The author uses dark and obscure references to make the boy's reality of living in the gloomy town of Araby more vivid.   He uses dark and gloomy references to create the mood or atmosphere, then changes to bright light references when discussing Mangan's sister.   The story expresses its theme through the setting, the characterization of the boy and his point of view as the narrator.      Ã‚  Ã‚  Ã‚  Ã‚   Darkness is used throughout the story as the prevailing theme.   James Joyce's story begins at dusk and continues through the evening during the winter, in Araby Ireland.   He chooses this gloomy setting to be the home of a young boy who is infatuated with his neighbors sister.   The boy is young and naive and he leads a dull and boring life.   Joyce uses darkness to make the boy's reality more believable through more vivid, precise descriptions.      Ã‚  Ã‚  Ã‚  Ã‚   Bright light is used to create a fairy tale world of dreams and illusions.   James Joyce uses the bright light when describing Mangan's sister, the boy's infatuation.   The protagonist is infatuated with his neighbor's sister and he imagines that he will heroically bring her something back from the bazaar.   Joyce refers to bright light when discussing Mangan's sister in order to give her a heavenly presence.   Light is used to create a joyful atmosphere.      Ã‚  Ã‚  Ã‚  Ã‚   The ending of the story is filled with images of darkness and light. James Joyce uses the lights of the bazaar to illustrate the boy's confrontation with reality.   The bazaar lights are almost all off because the bazaar is almost closed.   This is significant because the boy wants the bazaar to be bright and open, but it is dark and closed.   This is when the boy finally realizes that