Biblical Allusion in Joyce Carol Oates Story Where are...

Joyce Carol Oates short story Where are you going? Where have you been? runneth over with Biblical allusion and symbolism. The symbols of Arnold Friend, his disguise, and the music that runs through the story contribute to an overall feeling of devilishness, deception, and unease. The depiction of Arnold Friend runs parallel to the common conception of the Devil. Many aspects of his outward appearance, as well as his behavior, contribute to this by portraying him in a sinister manner. His nose is long and hawklike and he has a slippery smile. His greasy boots dont fit him right, as if his feet [dont] go all the way down. The stereotypical Beelzebub is often seen with hooves. When he draws his sign – the sinister letter X†¦show more content†¦The color gold has connotations of vanity and greed – two deadly sins. Writing, a secret code, appears on Arnolds car: the numbers 33, 19, and 17. They refer to a verse of the Bible, verse 19:17 of the 33rd book, Judges. Oates reinforces the Biblical comparison of Arnold as the Devil by referring to this verse: When he looked and saw the traveler in the city square, the old man asked, Where are you going? Where did you come from? The phrase on his car, Done by a crazy woman driver, is something that would make a child laugh. The other phrase painted on Arnolds car, Man the flying saucers, is referred to as being used by kids the year before (Also, the phrase can be decoded to spell out HESATANLUCIFER meaning another devil reference). Arnolds car is an important part of his disguise: he tries to appeal to the younger generation, as if he makes a habit of preying on them. But, he falls short, and his disguise appears awkward before it finally breaks down. The reader feels more tension as he progresses through the story and comes upon these pieces of Arnolds Devilish – albeit oftentimes poorly constructed – disguise. Arnold Friends faà §ade gives the reader the feeling that something is wrong, as if Oates were trying to persuade Connie away from her impending doom. When Arnold first pulls into Connies driveway, the reader is alarmed. Connie notices that he is actually much older than he appears and the reader knows thatShow MoreRelated Where Are You Going, Where Have You Been by Oates1222 Words   |  5 Pagescomical biblical suggestions for abstinence until marriage even while the majority of those targeted teens are viewing the world as a more and more sexual place. So many views are weaving in and out of teenagers newly formed adolescent minds that any effective argument for responsible attitudes or analysis of sexual behavior in teens should be expressed with a certain minimal degree of clarity. Unfortunately, this essential lucidity of advice is missing in the short story â€Å"Where are You Going, Where

The Role of E-Commerce and Online Shopping, Factors Affecting E-Commer Research Proposal

Essays on The Role of E-Commerce and Online Shopping, Factors Affecting E-Commerce Research Proposal The paper â€Å"The Role of E-Commerce and Online Shopping, Factors Affecting E-Commerce† is a  fascinating example research proposal on e-commerce. Over the years there has been seen that there has been an increase in the production process that is followed by man due to the coming of the industrial revolution. With time there has been observed the emergence of the global economy which led to the development of an international economic structure where there has been experienced a systematic break down of the local barriers. Due to the changes that have taken place the companies today have to ensure that they create product consciousness among the customer base through strategic management in order to ensure that there is a stable economic market available for their products and to ensure generation of demand for their products (Kang, H., Hahn, M., Fortin, D. R., Hyun, Y. J., Eom, Y, 2006). This has become a vital part of the entire production system as without the creatio n of product consciousness and product management the competition cannot be met in the 21st century with the realization of global economics and market.With the changing demands and needs of the market, there has been seen that most of the organizations in the world have changed their management and strategic policies to ensure that greater awareness can be created in the market (Karger, D. W., Malik, Z. A. 1975). This has been seen to have reaped fruits for almost all the companies around the globe (Catterall, M., Maclaran, P. 2002). But on the other hand there has to be realised that there have been certain companies and organizations which have emerged as global leaders in their field and sphere of influence but have not changed their policies or strategic management a great deal but have employed a persistent policy of organization and functioning (Kai H. L., Choon, L. S., Matthew, K. O. L., Izak, B, 2006). These include companies like Hershey’s Chocolate, Johnson and Johnson and other such global leaders.But the fact remains that due to the changes that have been experienced in the international market, e-commerce has emerged strongly. But again there can be seen that the emergence of e-commerce has emerged in different variations in different societies, for example, the e-commerce of the USA is more popular than the e-commerce market in Japan. The reasons for these variations are various factors that affect e-commerce. In the following paper, there shall be conducted a detailed analysis of the various factors affecting e-commerce. A survey based on a questionnaire will then be prepared to gather information about the consumer choices that affect the popularity of e-commerce as a method of shopping. E-commerce has emerged so strongly with international companies like E bay, Amazon. Com, wall mart has been highly successful, that all multinational corporations like Hershey’s chocolates, JC penny, and others have also created their online s ites so that e-commerce facilities are established.

Is ethnicity a “natural” or “socially constructed” phenomenon free essay sample

It is commonplace to think of ethnicity as a phenomenon that belongs to the cultural domain. By its very nature, ethnicity involves ways of thinking, feeling and acting that constitute the essence of culture. That ethnic groups have unique cultural character can hardly be denied. The problem, however, is that culture does not exist in a vacuum; nor is it fixed or unchanging. On the contrary, culture is constant flux and is integrally a part of a larger social process. The mandate for social inquiry, therefore, is that ethnic patterns should not be taken at face value, but must be related to the larger social matrix in which they are embedded (Steinberg, 1989). The theoretical perspective that governs this study insists on establishing the social origins of ethnic values and trends. Without doubt, ethnicity forms consciousness and influences behavior. This paper attempts to de-mystify ethnicity and looks into what brings forth this phenomenon. Is it a natural phenomenon or a socially constructed thing? This paper maintains that it is a socially constructed phenomenon that has an interrelationship with a broad array of historical, economic, political and social factors. Historical Perspective The late 1960s witnessed an outbreak of what might be called â€Å"ethnic fever.† One after another, the nation’s racial and ethnic minorities sought to rediscover their waning ethnicity and to reaffirm their ties to the cultural past. Ethnic fever had its origins in the black community, where Black Nationalism, after a long period of quiescence, emerged with renewed force. The contagion rapidly spread to other racial minorities—Chicanos, Puerto Ricans, Asians, Native Americans—who formed a loosely organized coalition under the banner of the Third World. Eventually, ethnic fever reached the   â€Å"white ethnics†Ã¢â‚¬â€Jews, Irish, Italians, Poles and others of European ancestry. For decades, the dominant tendency among the nation’s ethnic and racial minorities had been toward integration into the economic, political and cultural mainstream. Now the pendulum seemed to be swinging back, as these groups repudiated their assimilationist tendencies. Though art, literature and politics, they sought to promote ethnic pride and solidarity, and to affirm their right to a separate identity within the framework of a pluralist nation (Steinberg, 1989). Definition of Attitudes An attitude is a tendency to respond positively or negatively to certain persons, objects or situations. Prejudice is an attitude. The word means â€Å"prejudgment.† It generally refers to the application of a previously formed judgment to some person, object or situation. It can be favorable or unfavorable. Usually prejudice comes from categorizing or stereotyping. Meanwhile, a stereotype is an oversimplified, fixed attitude or set of beliefs that is held about members of a group. Stereotypic attitudes usually do not allow for individual exceptions. Attitudes are composed of beliefs, feelings and behavior tendencies. Most psychologists agree that attitudes determine what we attend to in our environment, how we perceive the information about the object of our attention, and how we respond to that object. Thus, attitudes guide behavior (Steinberg, 1989). Development of Attitudes The development of attitudes is influenced by age and cognitive development. For example, according to Goodman (1964) and Derman-Sparks (1989), ethnic attitudes develop in the following sequence:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phase I – awareness of ethnic differences, beginning at about age two-and-a-half to three.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phase II – orientation toward specific ethnic-related and concepts, beginning at about age four.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Phase III – true attitudes toward various ethnic groups, beginning at about age seven This developmental sequence is probably due to the reaction of others to children’s appearance—remarks about skin color, hair and facial features alert one to the fact that people look different. Cognitive development also enters into the explanation. As children develop cognitively, they are more able to categorize differences. Experience with differences promotes more awareness. Other research has supported Goodman’s delineation of ethnic attitudes. Reviewing many studies of Anglo children’s attitudes toward other groups, Aboud (1988) analyzed that four-to seven-year old Anglo children were already aware that white is the ethnic identity favored by the society. They referred to other groups as â€Å"bad† or with negative characteristics. For example, â€Å"He is lazy because he is colored.† Many African American children felt ambivalent about being African American and were envious of Anglo children. Hispanic children followed a similar pattern. After age seven, however, children of all ethnic groups were less prejudiced toward other groups and had more positive attitudes toward their own group. Aboud explained young children’s prejudicial attitudes as due to cognitive immaturity rather than malice (Aboud, 1988). As children learn of the existence of ethnic categories, they also become aware of the evaluation attached to them. These evaluations come from the family, the peers the schools, including teachers and textbooks), and the media. Exemplifying how color attitudes can subtly be transmitted. A 1993 Caldecott Honor Book (recognition given for pictures), Seven Blind Mice, by Ed Young, is about seven blind mice, each a different and brilliant color, whose task is to identify an obje3ct. The white mouse solves the riddle and correctly identifies the object as an elephant. Many have criticized the book, complaining that the white mouse is portrayed as a â€Å"savior,† thereby perpetuating prejudicial attitudes of â€Å"white supremacy† (Jacobs Tunnell, 1996). Whether children pick up subtle messages from the media depends on their real-life experiences and interactions, especially with parents. Studies of young children show that those with the most prejudicial attitudes have parents who are authoritarian, who use strict disciplinary techniques, and who are inflexible in their attitudes toward right and wrong (Katz, 1975; Boswel Williams. 1975; Aboud, 1988). Thus, rigid parental attitudes influence similar ones in their children. Prejudicial attitudes are not only found in regard to ethnic differences but in regard to disabilities as well. In a longitudinal study of children’s attitudes toward the mentally ill, Weiss (1994) found that  Ã‚   by the time children entered kindergarten, they already had stigmatized attitudes which remained stable after being examined eight years later. (Weiss, 1994).

Language Usage in the Catcher in the Rye Essay Example For Students

Language Usage in the Catcher in the Rye Essay The passage of adolescence has long served as the central theme for many novels, but The Catcher in the Rye, by J.D. Salinger, has captured the energy of this period of life by dramatizing Holden Caulfields somewhat obscene language and emotional reactions. The Catcher in the Rye deals with an intelligent yet confused teenage boy struggling to see the genuineness in society. During his experiences, Holden tends to use easy, natural, but controversial language to help get his point across in an effective manner. As a result, the themes and messages Salinger attempts to get across appear more natural and believable, as if one was talking to Holden himself. Although seemingly inappropriate for society, the language used in throughout the novel is very appropriate for the character. At the time of the novel through today, Holdens speech rings true to the colloquial speech of teenagers, which includes both simple description and cursing. For example, Holden says, Quite amusing and all. (Pg. 83), referring to the taxi driver. This oversimplifies the taxi driver, implying that Holden does not necessarily want to praise or demean the man. Also, Holden states that he will not tell his whole goddamn autobiography or anything. (Pg. 1), which indicates Holdens hostility right from the start of the novel. The reader can easily pick up on Holdens stubbornness and views simply from his language, which can help in defining the character. Holden tends to use choice phrases to end his sentences, such as and all and or anything throughout the novel. Using these phrases, it can be said that these speech patterns are character traits since not everyone u ses them. Also, Holden tend to use the phrase if you want to know the truth at the conclusion of many of his sentences. He feels compelled to verify his statements and prove that he is not lying, which may indicate a lot of his character. Because Holden failed out of a lot of schools and does not have any close friendships, he attempts to solidify some form of communication by verifying to the readers that he is, in fact, telling the truth. The speech patterns help individualize Holden and made his speech seem more authentic while making his dialogue conform to the contemporary society of the 1940s. The setting and theme in The Catcher in the Rye revolve around a teenage viewpoint. Therefore, non-grammatical and profane language is again appropriate in the monologues and dialogues throughout the novel. During this time period, teenagers first start to rebel against authority figures and express themselves more freely. Holdens language reflects upon these newfound values in that he curses and rarely uses proper English. At the time of the novel until today, light cursing is considered contemporary and even somewhat acceptable in society. Holden seems to find it as an outlet to release his frustration, seeing as his experiences change, his language does as well. When he is enraged and caught up in the current situation, sunuvabitch and bastard find their way into his vocabulary quite frequently. However, when he simply addresses the readers as the narrator, Holden rarely slips into this extreme form of swearing. Salinger conducted these speech patterns so the reader can tell the e xtent and quality of Holdens anger, offering further insight into his character without lengthy word descriptions, in order to help identify which types of situations make him the angriest. As a whole, the vernacular speech we see from Holden Caulfield is very necessary in order for Salinger to present his ideas in an efficient manner. With his speech mannerisms, the reader is able to define Holden as a character much more easily than had the novel been written in proper English. The reader can identify where Holden feels compelled to curse in certain situations and how these circumstances affect him emotionally. Holden can be identified as a character who is unsure of himself, noting the constant using of if you want to know the truth, yet puts on a cocky front, making him as phony as the characters he discriminates against. The Catcher in the Rye, however, depends on this language, for the novel would not be as effective without it. Readers would not be able to identify Holdens ch aracter very quickly, if at all, in that they would not see which situations upset Holden more than others. Also, the teenage perspective of the story would be lost, in that teenagers tend to use their choice phrases and light cursing. This would eventually turn the book into a mundane piece of literature that would not be half as interesting to read as it is currently, even though it is somewhat controversial.Throughout the novel, some controversial language takes place and some argue as to whether or not it is really necessary. The language, though, is extremely necessary in order for The Catcher in the Rye to be as effective and get its point across. The language, non-grammatical and obscene, is appropriate for the time and the theme of the novel, not to mention the main character. Despite past and present disputes over whether or not this language should be presented, all can agree that Holdens language defines him as a character and the situations that he encounters. .ud387588cd344d6ad1f02d9914f73f6c5 , .ud387588cd344d6ad1f02d9914f73f6c5 .postImageUrl , .ud387588cd344d6ad1f02d9914f73f6c5 .centered-text-area { min-height: 80px; position: relative; } .ud387588cd344d6ad1f02d9914f73f6c5 , .ud387588cd344d6ad1f02d9914f73f6c5:hover , .ud387588cd344d6ad1f02d9914f73f6c5:visited , .ud387588cd344d6ad1f02d9914f73f6c5:active { border:0!important; } .ud387588cd344d6ad1f02d9914f73f6c5 .clearfix:after { content: ""; display: table; clear: both; } .ud387588cd344d6ad1f02d9914f73f6c5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud387588cd344d6ad1f02d9914f73f6c5:active , .ud387588cd344d6ad1f02d9914f73f6c5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud387588cd344d6ad1f02d9914f73f6c5 .centered-text-area { width: 100%; position: relative ; } .ud387588cd344d6ad1f02d9914f73f6c5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud387588cd344d6ad1f02d9914f73f6c5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud387588cd344d6ad1f02d9914f73f6c5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud387588cd344d6ad1f02d9914f73f6c5:hover .ctaButton { background-color: #34495E!important; } .ud387588cd344d6ad1f02d9914f73f6c5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud387588cd344d6ad1f02d9914f73f6c5 .ud387588cd344d6ad1f02d9914f73f6c5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud387588cd344d6ad1f02d9914f73f6c5:after { content: ""; display: block; clear: both; } READ: Division of Hearts Reaction Paper EssayBibliography: