Robin Hood Essay Example | Topics and Well Written Essays - 1500 words

Robin Hood - Essay Example One of the manuscripts says that Robin Hood was born in 1155. Another manuscript dates his birth in 1220; another one states that he was born between 1280 and 1290 and that he was a part of a rebellion movement against Edward II in 1320. In addition, there is a lot of confusion over the birth place of Robin Hood. The ballads states that he was born in Locksly, Nottinghashire. They also suggest that Robin Hood was the son of William Fitzooth, who was the owner of the land of Loxley. (Vahimagi 30-33) In the popular culture Robin Hood is portrayed as living in Nottinghamshire. Many of the early ballads took place in Nottinghamshire, and they showed Robin Hood and his men fighting in the forest of Sherwood. Some of the early references suggest that Robin Hood may have origins from the land of Barnsland which is now known as the South Yorkshire. (Potter 17) There are many different sources which tell us about different locations referring to be Robin Hood's true home. A tradition belonging to the sixteenth century suggests Loxley as a birth place of Robin Hood. There is a well in Yorkshire known as the Robin Hood's well which is associated with him as early as 1400. His grave is located in the West Yorkshire with a headstone of doubtful authenticity. (Potter 19-20) We find the first references to the rhymes of Robin Hood from a poem written in 14th century by Piers Plowman. From the earliest surviving copies of the ballads it is very clear that Robin Hood had special regards for wo men. He had remarkable skills as an archer and had anti-clerical beliefs. He had a very hostile attitude towards the sheriff of Nottingham, too. (Blamires 28) In popular culture Robin Hood is seen as the supporter of King Richard the Lionheart who was a king in the 12th century. Robin Hood became an outlaw because of the misrule of the king's brother John. One of the oldest ballads known as the Robin Hood and the Monk tells us that Robin Hood had a very little support as a partisan of the king. (Blamires 50-56) The early ballads also provide us with clear picture about Robin Hood's social status. He is named as a yeoman, the meaning of this word have changed over the time from aristocrat to free retainer and landholder. But this word was generally referred to the commoners. In the sixteenth century many attempts were made particularly through two famous plays known as Earl of Huntingdon and Anthony Munday to give Robin Hood noble status. The legend of Robin Hood was also transmitted into Robin Hood games and important plays which were presented in the May Day festivities in the late medieval and early modern times. We find the first record of Robin Hood games in Exeter in 1425. (Hahn 17) But no one was certain about how old this tradition was at that time. In the late fifteenth and sixteenth centuries Robin Hood games have flourished. Thorough May games, Maid Marian and a jolly friar connected with the legend. The ballads associated with Robin Hood connect him with recognizable places and there are many people in the world who believe and who are convinced that Robin Hood was a real hero and a real person. There are different theories to indentify the real Robin Hood and for each theory there are numerous supporters. According to some theories Robin Hood was his real name. Other theories suggest that

Lack of a clear plan, ineffective leadership, marketing effectiveness, Term Paper

Lack of a clear plan, ineffective leadership, marketing effectiveness, and lack of execution are common problems of a small business and how strategic planning can help avoid them - Term Paper Example Independent ownership implies sole proprietorship, partnership, corporation, or any other legal form (U.S. Small Business Administration, 2010). Irrespective of the industry, a small business operates in; it has been found that they suffer from largely the same types of problems. Small size of a business enterprise ensures that the management acts as a sharp cost controllers and active member of routine operations. This gives rise to many leadership related problems and loss of far-sighted visions. The discussion below further details the types of problems faced by small businesses. A major problem that infests a small business is ineffective leadership. Leadership, to be effective, should be influential enough for the employees so as to motivate them to work ethically and create values for their customers (Grenny, 2009). Most of the leaders today have no concrete idea of their work. They get involved in the hassles of routine instead of focussing on the long term goal of the business. The problem appears to more widespread in small businesses because the compulsion to save costs are higher. Hence, to cut down upon the number of employees, leaders end-up becoming a part of the operations instead of managing the operations. Also, leaders of such small businesses are often not trained scientifically and their decisions are the outcome of their experiences rather than established managerial practices. Another common problem among small businesses is lack of a clear plan (Harsberger, 2010). Lack of a plan results in short sightedness of the business and distracts the manager in aligning all the activities towards the common goal of the organization. Ultimately, non-essential activities result in wastage of cash resources which otherwise could be applied more usefully. There appears to be a direct correlation between the clarity of plan and the success of the business (Perry, 2001) Even if a business has proper marketing strategy and plan, the execution

The Lottery Essay Example for Free

The Lottery Essay The Lottery The specific details Jackson describes in the beginning of â€Å"The Lottery† set us up for the shocking conclusion. In the first paragraph, Jackson provides specific details about the day on which the lottery takes place. She tells us the date (June 27), time (about 10 A.M.), and temperature (warm). She describes the scene exactly: there are flowers and green grass, and the town square, where everyone gathers, is between the bank and post office. She provides specifics about the town, including how many people live there and how long the lottery takes, as well as about neighboring towns, which have more people and must start the lottery earlier. In the paragraphs that follow this introduction, Jackson gives us characters’ full names—Bobby Martin, Harry Jones, and Dickie Delacroix, among others—and even tells us how to pronounce â€Å"Delacroix.† Far from being superfluous or irrelevant, these initial specific details ground the story in reality. Because she sets the story firmly in a specific place and time, Jackson seems to suggest that the story will be a chronicle of sorts, describing the tradition of the lottery. The specifics continue throughout the story, from the numerous rules Mr. Summers follows to the names of the people who are called up to the box. In a way, there is safety in these details—the world Jackson creates seems much like the one we know. And then the stoning begins, turning reality on its head. Because Jackson is so meticulous in grounding us in realistic, specific details, they sharpen the violence and make the ending so incredibly surprising. Themes The Danger of Blindly Following Tradition The village lottery culminates in a violent murder each year, a bizarre ritual that suggests how dangerous tradition can be when people follow it blindly. Before we know what kind of lottery they’re conducting, the villagers and their preparations seem harmless, even quaint: they’ve appointed a rather pathetic man to lead the lottery, and children run about gathering stones in the town square. Everyone is seems preoccupied with a funny-looking black box, and the lottery consists of little more than handmade slips of paper. Tradition is endemic to small towns, a way to link  families and generations. Jackson, however, pokes holes in the reverence that people have for tradition. She writes that the villagers don’t really know much about the lottery’s origin but try to preserve the tradition nevertheless. The villagers’ blind acceptance of the lottery has allowed ritual murder to become part of their town fabric. As they have demonstrated, they feel powerless to change—or even try to change—anything, although there is no one forcing them to keep things the same. Old Man Warner is so faithful to the tradition that he fears the villagers will return to primitive times if they stop holding the lottery. These ordinary people, who have just come from work or from their homes and will soon return home for lunch, easily kill someone when they are told to. And they don’t have a reason for doing it other than the fact that they’ve always held a lottery to kill someone. If the villagers stopped to question it, they would be forced to ask themselves why they are committing a murder—but no one stops to question. For them, the fact that this is tradition is reason enough and gives them all the justification they need. The Randomness of Persecution Villagers persecute individuals at random, and the victim is guilty of no transgression other than having drawn the wrong slip of paper from a box. The elaborate ritual of the lottery is designed so that all villagers have the same chance of becoming the victim—even children are at risk. Each year, someone new is chosen and killed, and no family is safe. What makes â€Å"The Lottery† so chilling is the swiftness with which the villagers turn against the victim. The instant that Tessie Hutchinson chooses the marked slip of paper, she loses her identity as a popular housewife. Her friends and family participate in the killing with as much enthusiasm as everyone else. Tessie essentially becomes invisible to them in the fervor of persecution. Although she has done nothing â€Å"wrong,† her innocence doesn’t matter. She has drawn the marked paper—she has herself become marked—and according to the logic of the lottery, she therefore must die. Tessie’s death is an extreme example of how societies can persecute innocent people for absurd reasons. Present-day parallels are easy to draw, because all prejudices, whether they are based on race, sex, appearance, religion, economic class, geographical region, family background, or sexual orientation, are essentially random. Those who  are persecuted become â€Å"marked† because of a trait or characteristic that is out of their control—for example, they are the â€Å"wrong† sex or from the â€Å"wrong† part of the country. Just as the villagers in â€Å"The Lottery† blindly follow tradition and kill Tessie because that is what they are expected to do, people in real life often persecute others without questioning why. As Jackson suggests, any such persecution is essentially random, which is why Tessie’s bizarre death is so universal. Motifs Family Family bonds are a significant part of the lottery, but the emphasis on family only heightens the killing’s cruelty because family members so easily turn against one another. Family ties form the lottery’s basic structure and execution. In the town square, families stand together in groups, and every family member must be present. Elaborate lists of heads of families, heads of households within those families, and household members are created, and these lists determine which member draws from the box. Family relationships are essential to how the actions of the lottery are carried out, but these relationships mean nothing the moment it’s time to stone the unlucky victim. As soon as it’s clear that Tessie has drawn the marked paper, for example, her husband and children turn on her just as the other villagers do. Although family relationships determine almost everything about the lottery, they do not guarantee loyalty or love once the lottery is over. Rule s The lottery is rife with rules that are arbitrarily followed or disregarded. The intricate rules the villagers follow suggest that the lottery is an efficient, logical ritual and that there is an important purpose behind it, whereas the rules that have lapsed, however, reveal the essential randomness of the lottery’s dark conclusion. Mr. Summers follows an elaborate system of rules for creating the slips of paper and making up the lists of families. When the lottery begins, he lays out a series of specific rules for the villagers, including who should draw slips of paper from the black box and when to open those papers. When someone is unable to draw, the lottery rules determine who should be next in line. At the same time, there are ghosts of rules that have been long forgotten or willfully abandoned altogether, such as those for salutes and songs that accompany Mr. Summer’s induction as the  chairman of the lottery. The fact that some rules have remained while others have disappeared underscores the disturbing randomness of the murder at the end of the lottery. Symbols The Black Box The shabby black box represents both the tradition of the lottery and the illogic of the villagers’ loyalty to it. The black box is nearly falling apart, hardly even black anymore after years of use and storage, but the villagers are unwilling to replace it. They base their attachment on nothing more than a story that claims that this black box was made from pieces of another, older black box. The lottery is filled with similar relics from the past that have supposedly been passed down from earlier days, such as the creation of family lists and use of stones. These are part of the tradition, from which no one wants to deviate—the lottery must take place in just this way because this is how it’s always been done. However, other lottery traditions have been changed or forgotten. The villagers use slips of paper instead of wood chips, for example. There is no reason why the villagers should be loyal to the black box yet disloyal to other relics and traditions, just as there is no logical reason why the villagers should continue holding the lottery at all. The Lottery The lottery represents any action, behavior, or idea that is passed down from one generation to the next that’s accepted and followed unquestioningly, no matter how illogical, bizarre, or cruel. The lottery has been taking place in the village for as long as anyone can remember. It is a tradition, an annual ritual that no one has thought to question. It is so much a part of the town’s culture, in fact, that it is even accompanied by an old adage: â€Å"Lottery in June, corn be heavy soon.† The villagers are fully loyal to it, or, at least, they tell themselves that they are, despite the fact that many parts of the lottery have changed or faded away over the years. Nevertheless, the lottery continues, simply because there has always been a lottery. The result of this tradition is that everyone becomes party to murder on an annual basis. The lottery is an extreme example of what can happen when traditions are not questioned or addressed critically by new generation s. Foreshadowing and Suspense Many of the seemingly innocuous details throughout â€Å"The Lottery† foreshadow the violent conclusion. In the second paragraph, children put stones in their pockets and make piles of stones in the town square, which seems like innocent play until the stones’ true purpose becomes clear at the end of the story. Tessie’s late arrival at the lottery instantly sets her apart from the crowd, and the observation Mr. Summers makes—â€Å"Thought we were going to have to get on without you†Ã¢â‚¬â€is eerily prescient about Tessie’s fate. When Mr. Summers asks whether the Watson boy will draw for him and his mother, no reason is given for why Mr. Watson wouldn’t draw as all the other husbands and fathers do, which suggests that Mr. Watson may have been last year’s victim. Jackson builds suspense in â€Å"The Lottery† by relentlessly withholding explanation and does not reveal the true nature of the lottery until the first stone hi ts Tessie’s head. We learn a lot about the lottery, including the elements of the tradition that have survived or been lost. We learn how important the lottery is to the villagers, particularly Old Man Warner. We go through the entire ritual, hearing names and watching the men approach the box to select their papers. But Jackson never tells us what the lottery is about, or mentions any kind of prize or purpose. She begins to reveal that something is awry when the lottery begins and the crowd grows nervous, and she intensifies the feeling when Tessie hysterically protests Bill’s â€Å"winning† selection. And she gives a slight clue when she says that the villagers â€Å"still remembered to use stones.† But not until the moment when a rock actually hits Tessie does Jackson show her hand completely. By withholding information until the last possible second, she builds the story’s suspense and creates a shocking, powerful conclusion. Quotations 1. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. This quotation, from the fifth paragraph of the story, reveals how firmly entrenched the villagers are in the lottery’s tradition and how threatening they find the idea of change. The villagers have no good reason for wanting to keep the black box aside from a vague story about the box’s origins, and the box itself is falling apart. Beyond shabby, it barely resembles a box now, but the villagers, who seem to take such pride in the  ritual of the lottery, do not seem to care about the box’s appearance. They just want the box to stay the same. Their strident belief that the box must not change suggests that they fear change itself, as though one change might lead to other changes. Already, some towns have stopped holding lotteries, but these villagers do not seem to be headed in that direction. Instead, the y hold firm to the parts of the tradition that remain, afraid to alter even this seemingly insignificant part of it for fear of starting down a slippery slope. 2. Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. This quotation appears about halfway through the story, just before the drawing of names begins. Mr. Summers has asked Mrs. Dunbar whether her son, Horace, will be drawing for the family in Mr. Dunbar’s absence, even though everyone knows Horace is still too young. There is no purpose to the question, other than that the question is part of the tradition, and so Mr. Summers adheres to the rule despite the fact that it seems absurd. Even though other parts of the ritual have changed or been discarded over the years, this rule holds firm for absolutely no logical reason. Large things, such as songs and salutes, have slipped away, and wood chips have been replaced with slips of paper. Yet this silly, pointless questioning continues. The villagers seem strident in their adherence to the tradition. Old Man Warner, in particular, is adamant that tradition must be upheld and the lottery must continue. But the reality is that there is no consistency among what rules are followed and which are discarded. This lack of logic makes the villagers’ blind observance of the ritual even more problematic because the tradition they claim to be upholding is actually flimsy and haphazard. 3. Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. This quotation, which appears near the end of the story, distills the lottery down to its essence: murder. The villagers may talk of tradition, ritual, and history, but the truth—as this quotation makes clear—is that the traditional parts of it have long been discarded. The original ritual and box may indeed have borne along a tradition, violent and bizarre as it may be, but now, without the original trappings, songs, and procedures, all that remains is the violence. The  haphazard ritual, the bits and pieces that have been slapped together into some semblance of the original, have led to this essential moment of killing. The villagers are all too eager to embrace what remains, eagerly picking up the stones and carrying on the â€Å"tradition† for another year. Character Analysis Tessie Hutchinson When Tessie Hutchinson arrives late to the lottery, admitting that she forgot what day it was, she immediately stands out from the other villagers as someone different and perhaps even threatening. Whereas the other women arrive at the square calmly, chatting with one another and then standing placidly by their husbands, Tessie arrives flustered and out of breath. The crowd must part for her to reach her family, and she and her husband endure good-natured teasing as she makes her way to them. On a day when the villagers’ single focus is the lottery, this breach of propriety seems inappropriate, even unforgivable; everyone comes to the lottery, and everyone comes on time. The only person absent is a man whose leg is broken. Although Tessie quickly settles into the crowd and joins the lottery like everyone else, Jackson has set her apart as a kind of free spirit who was able to forget about the lottery entirely as she performed her chores. Perhaps because she is a free spirit, Tessie is the only villager to protest against the lottery. When the Hutchinson family draws the marked paper, she exclaims, â€Å"It wasn’t fair!† This refrain continues as she is selected and subsequently stoned to death, but instead of listening to her, the villagers ignore her. Even Bill tells her to be quiet. We don’t know whether Tessie would have protested the fairness of the lottery if her family had not been selected, but this is a moot point. Whatever her motivation is for speaking out, she is effectively silenced. Old Man Warner Old Man Warner, the oldest man in town, has participated in seventy-seven lotteries and is a staunch advocate for keeping things exactly the way they are. He dismisses the towns and young people who have stopped having lotteries as â€Å"crazy fools,† and he is threatened by the idea of change. He believes, illogically, that the people who want to stop holding lotteries  will soon want to live in caves, as though only the lottery keeps society stable. He also holds fast to what seems to be an old wives’ tale—â€Å"Lottery in June, corn be heavy soon†Ã¢â‚¬â€and fears that if the lottery stops, the villagers will be forced to eat â€Å"chickweed and acorns.† Again, this idea suggests that stopping the lottery will lead to a return to a much earlier era, when people hunted and gathered for their food. These illogical, irrational fears reveal that Old Man Warner harbors a strong belief in superstition. He easily accepts the way things are because thi s is how they’ve always been, and he believes any change to the status quo will lead to disaster. This way of thinking shows how dangerous it is to follow tradition blindly, never questioning beliefs that are passed down from one generation to the next. Mr. Summers Despite his breezy, light-hearted name, Mr. Summers wields a frightening amount of power in the village, power that seems to have been assigned to him arbitrarily. A married, childless business owner, Mr. Summers is â€Å"jovial† and pitied by the townspeople for having a nagging wife. No one seems to question his leadership of the lottery, and it seems to have never been challenged. Perhaps he took on the role himself, or perhaps someone offered it to him. Whatever the case, he now has complete control. Mr. Summers not only draws the names on the day of the lottery, but he also makes up the slips of paper that go into the black box. It’s up to him to make the black circle that ultimately condemns someone to death. Jackson never explains why the villagers put such pure faith in Mr. Summers, and the assumption that he will continue to conduct the lottery is just one more inexplicable but universally accepted part of the ritual.

Relationship Between Self Confidence Academic Performance

Relationship Between Self Confidence Academic Performance RESEARCH PROPOSAL Title: The Relationship between Students’ Self Confidence and Learning Achievements in Descriptive Writing of the Tenth Grade of SMAN 41 Jakarta, 2013/2014 Academic Year. The Background of The Research Language is a medium used by people to communicate with others. Lock states that language is a medium of human to communicate that including of words either spoken or written.[1] Through the language, people can easily share their ideas, opinions, and feelings to others, either in spoken or written expression. English is the language that is used by almost people in the world. Rose assumed that international experts calculated that about 400 million people use English as a second language.[2] Therefore, English is the most dominant language used by people in the world. In Indonesia, one of the goals in teaching English is developing students’ communication skill by using English covering four skills: listening, speaking, reading, and writing. These four language skills have to be mastered by the students. In other words, learning English is aimed to make students to be able to use English in communication. Among the four skills, writing is viewed as the most difficult skill to be learned. According to Gorrel and Laird, â€Å"Writing requires thinking, and thinking is always complicated and hard.†[3] Therefore, it is clear that writing needs hard thinking in producing words, sentences, paragraphs and arranging them into a good sequence. In fact, the difficulties of writing also happened when the writer was doing training (PPL) in 41 Senior High School Jakarta. There are some factors that make writing becomes difficult for students. The psychology of the students can also influence the result of their learning achievement in writing. From the explanation above, the writer is interested in doing research to analyze the relationship between students’ self-confidence and learning achievements in descriptive writing of the tenth grade of SMAN 41 Jakarta. Therefore, the result of the research can be informed to the teacher as references in his/her teaching, what should be done in the future. The Scope of the Research In this research, the writer limits the analysis into the relationship between self-confidence and learning achievement’s students in writing especially in descriptive writing. The writer wants to make the questioner and written task form at tenth grade students of SMAN 41 Jakarta. The Problem of the Research Based on the explanation above, the writer formulates the problem as follows â€Å"Is there any significant relationship between students’ self-confidence and learning achievement in descriptive writing of the tenth grade of SMAN 41 Jakarta?† The Objective of the Research The objectives of this research is to find out the empirical data weather there is the significant relationship between students’ self-confidence and learning achievement in descriptive writing of the tenth grade of SMAN 41 Jakarta. Theoretical Framework Self-Confidence The Understanding of Self-Confidence Self-confidence is important for everyone, especially for students. According to Rakhmat, self-confidence is belief about ability himself/herself.[4] The key terms are belief, and himself/herself. Belief means the person has a faith about their ability. Himself/herself means being independent. It means self-confidence is something that is owned by people, and it makes them to believe their own ability. Rodgers in Koswara added self-confidence is the ability to make decisions and judgments without depending on others (independent).[5] The key terms is without depending on others. It means self-confidence is able to make decisions by their own selves. Hakim states, â€Å"Kepercayaan diri adalah suatu keyakinan seseorang terhadap segala aspek kelebihan yang dimilikinya dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai berbagai tujuan di dalam hidupnya.†[6] In other words self-confidence is someone’s belief about all aspects that owned by themselves, and that belief makes them for being able to achieve something in their live. The key term is someone’s belief. Someone’s belief refers to someone who believes about their knowledge which then makes them to feel like they can do anything. It can be inferred that self-confidence is something that has someone about their competence which then makes them to feel like they can do anything. From those statements above, it can be concluded that self-confidence is something that someone has already had, and it seems like they can do anything while they have it without relying on others. The Characteristics of Self-Confidence Fatimah suggests some characteristics of self-confidence, there are:[7] Believe in the ability or competence of self, then not need praise, recognition, acceptance or respect from others. Not to be motivated to show the conformist attitude in order to be accepted by others. Dare to accept and face the rejection of others, dare to be yourself. Have a good self-control. Have a positive outlook about themselves, other people, and situations outside of them. Have a realistic expectations of themselves, so that when the expectations was realized, they were still able to see the positive side of themselves and the situation. Moreover, the characteristics of individuals who have self-confidence according to Hakim, they are:[8] Poised in doing something. Have the potential and ability of adequate. Be able to neutralize the tensions that arise in certain situations. Be able to adapt and communicate. Have the mental and physical condition of supporting the appearance. Have the sufficient intelligence. Have the sufficient level of formal education. Have the skills and other skills that support the life. Have the ability to socialize. Have the background of good family education. Have the life experience that forges mental and tenacity on variety of situations. Have the positive attitude in the face of problems. From those characteristics above, the students or individuals that have self-confidence are believe in the competence of self, dare to be yourself, have a good self-control, poised in doing something, be able to adapt and communicate, have the sufficient intelligence, have the ability to socialize, and have the positive attitude in the face of problems. Learning Achievement The Understanding of Learning According to Arthur in Syaiful defines that learning is a modification of behavior through experience and training.[9] The key term is modification of behavior. It means learning is a process that can change the behavior of someone through training and practicing. The second statement from Brown, â€Å"learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction[10]†. It means learning is a process to get the knowledge by someone through study, experience, or instruction. The third definition comes from Good and Brophy in Purwanto, â€Å"Learning is the development of new associations as a result of experience.†[11] The key words are the development, and result of experience. The development refers to the process of the increasing knowledge from not knowing anything to know anything. Result of experience refers to something that the students face when they get the knowledge while they receive it. It can be inferred that learning is the process of getting the new knowledge when they study. From those definitions above, it can be concluded that learning is a process to get the knowledge or skill by studying or practicing. Moreover, it can change someone’s behavior. The Understanding of Achievement Soeito stated that achievement can be formulated as a relatively change of behavior as a result of experience in the past.[12] The key term is change of behavior. Change of behavior means the behavior of someone to be better. It can be summarized that achievement is something that can make the behavior of someone to be better as a result of their experienced. Travers added that achievement is the result of what an individual has learned from some educational experiences.[13] The key term is the result. The result means something which has been reached as an efforts. It can be summarized that achievement is something which has been reached as an efforts. Djamarah defined that achievement is the result of an activity that has been done, created, either individually or in a group.[14] The key term is has been done. Has been done means after the learning process. It can be inferred that achievement is the good result of an activity that has already done after the learning process by someone or in a group. From those definition above the writer concluded that achievement is something that individual earned after giving effort during the activity and it can also change the individual’s behavior. The Understanding of Learning Achievement By determining the previous description about learning and achievement. The writer concludes that learning achievement is something that individual earned after giving effort during the learning process, and it can also change the individual’s behavior. Writing The Understanding of Writing Writing is one kind of media that is used to communicate which is visible. Abrams states, â€Å"Writing is a visual form of communication, either printed in hard-copy or in electronic form.†[15] The key term is visual form; it means the writing is something that can be seen by the reader. Gould states, â€Å"†¦writing is not speech; it is careful arrangement of words on a page which has its own idioms and format and does not transcribe the informalities of speech performance.† The key terms are on a page, and format. On a page means the ideas that laid on a surface of paper. Format means the rules in writing. Therefore, it means writing are ideas that put on a page of paper which has the rules in writing. From two definitions above, it can be inferred from the first statement that writing is something which visible to the reader. While the second statement from Gould completes the first statement, writing is not speech which is arrangement of words on a page of paper that has the rules in making writing. The third statement comes from Yule; he states that â€Å"†¦writing as the symbolic representation of language through the use of graphic signs.†[16] The key terms are symbolic representation, and graphic signs. Symbolic representation means symbols which has the meaning. Graphic signs means the writing that made by people on a papers or any surface. It means writing is one of kinds of media which translated into meaningful symbol or letters on papers or any surface can be written upon. From the statements above, the writer concluded that the writing is ideas whose forms are using symbols. They are put on a page of paper that can be seen and have clear formats. Types of Writing According to Wishon and Burks there are four types of writing; there are Narration, Description, Expository, and Argumentation. Narration Narration is the form of writing used to relate the story of acts or events. Narration places occurrences in time and tells what happened according to natural time sequence. Types of narration include novels, short stories and news stories, as well as a large part of our everyday social interchange in the form of letters and conversation. Description Description reproduces the way things look, smell, taste, feel, or sound; it is may also evoke mood, such as happiness, loneliness or fear. It is used to visual image of people, places, even of units of time-days, times of day of the seasons. It may be used also to describe more than the outward appearance of people. It may tell about their traits character or personality. Exposition Exposition is used in giving information, making explanation, and interpreting meanings. It includes editorials, essays, informative and instructional material. Used in combination with narrative, exposition supports and illustrates. Used apart of narrative, it stands alone as an essay. Used alone or with narrative, exposition may be developed in a number of ways. Argumentation Argumentation is used in persuading and convincing. It is closely related to exposition and is often found combined with it. Argumentation is used to make a case or to prove or disapprove a statement of proposition.[17] From those types, the writer would focus on descriptive writing. Descriptive Writing The Understanding of Description Oshima and Hogue stated, â€Å"Descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sound.†[18] The key words are tells something looks, feels, smells, tastes, and sound. It means telling the readers about the characteristics and physical appearances of something. In other words, descriptive writing is telling the readers about something in particular by mentioning the characteristic and physical appearance. Similar with Oshima and Hogue, Wishon states, â€Å"Description gives sense impressions the feel, sound, taste, smell, and look of things.†[19] The key terms are gives impressions the feel, sound, taste, smell, and look of things. It means description telling the impressions of how something looks like. In other words description is describing of how something looks like. Trimmer assumed, â€Å"Description is a strategy for presenting a verbal portrait of person, place, or thing.†[20] The key terms are presenting a person, place, and thing. It means description is a composition that presents about person, place, or thing to others people. It can be inferred that writing is presenting about person, place, and thing. From those definitions above, the writer concluded that description is a way to describe the person, place, and thing about their physical appearances and characteristics that can be looked, felt, smelled, sound, and tasted. The Generic Structure Of Description According to Doddy et al, the generic structures of description are: Identification: Identifies phenomenon to describe. It means in this paragraph to describe about physical appearances. Description: Describe parts, qualities, characters. It means in this paragraph to describe about characteristic of the object and the detail information.[21] Research Methodology The Time and Location of the Research The research will be conducted in SMAN 41 Jakarta, 2013/2014 Academic Year on ________ 2014. The Population and Sample of the Research The population respondents will be taken from the students in tenth grade at SMAN 41 Jakarta, 2013 / 2014 Academic Year. The writer will take 60 students from two classes at SMAN 41 Jakarta which is chosen randomly. The Method of the Research The method of the research is a correlation method. To know the significant relationship between students’ self-confidence and learning achievements in descriptive writing of the tenth grade of SMAN 41 Jakarta. The Variable of the Research There are two variables of the research, they are: Independent variable (X): Self-confidence. Dependent variable (Y): Learning achievement in descriptive writing of the tenth grade of SMAN 41 Jakarta. The Instrument of the Research In this research, the writer will use a questioner to know the students’ self-confidence. Then, the writer will ask to the students to make the descriptive writing. The Technique of Data Analysis The data analysis of this research, the writer uses the quantitative research method; the writer processes and analyzes the data by using Pearson’s Product Moment Correlation. The formulas as follows:[22] Notes: r: Pearson r (the coefficient of correlation). N: Population. X: the individual scores get from the writing task. Y: the individual scores get from the equivalent task. ∑X: total scores get from the writing task. ∑Y: total scores get from the equivalent task. ∑XY: total scores of X multiplied by Y. ∑X2: total scores of quadrate X. ∑Y2: total scores of quadrate Y. The Procedure of the Research In this research, the writer will be done steps in doing the research: Asking for permission to the chief of English Department in HAMKA University to do the research. Asking for permission letter to the HAMKA University to be given to SMAN 41 Jakarta. Asking for permission to the headmaster and the English teacher of SMAN 41 Jakarta to do research. Arranging the time to do research. Preparing the questioner of self-confidence and writing task for instrument of testing writing. Asking the students to answer the questioner and make the descriptive writing. Collecting the data. Analyzing the data. Making conclusion of the research Making a report of the research result. Bibliography Abrams, Zsuzsanna. http://coerll.utexas.edu/methods/modules/writing/01/, viewed on January 3, 2014 Azar , Betty Schrampfer. 1989. Understanding and Using English Grammar (Guide for Correcting Writing Error).New Jersey: Prentice Hall. Brown, H. Douglas. 2000. Principle of Language Learning and Teaching 4. New Jersey: Prentice Hall. _______. 2000. Principle of Language Learning and Teaching: Fifth Edition.. New Jersey: Prentice Hall. Djamarah. 1994. Prestasi Belajar dan Kompetensi Guru. (Surabaya: Usaha Nasional. Doddy, Achmad. et al. 2008. Developing English Competencies: For Senior High School (SMA/MA) Grade X. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional. Fatimah. 2006. Psikologi Perkembangan: Perkembangan Peserta Didik. Bandung: Pustaka Setia. Gorrel, Robert M. and Charlton Laird. 1962. Modern English Hand Book. New Jersey: Englewood Cliffs N.J Hakim , Thursan. 2002. Mengatasi Rasa Tidak Percaya Diri. Jakarta : Purwa Suara. Koswara. 1989. Teori Motivasi dan Penelitiannya. Bandung: PT Angkasa. Lock, Graham. 1997. Functional English Grammar; An Introduction for Second Language Teacher. Cambridge: Cambridge University Press Oshima, Alice and Ann Hogue. 1997. Introduction to Academic Writing: Second Edition. New York: Longman. Purwanto, M. Ngalim. 1996. Psikologi Perkembangan. Bandung: PT Remaja Rosdakarya. Rakhmat. 2008. Psikologi Komunikasi: edisi revisi. Bandung: PT Remaja Rosdakarya. Rose, Richard. The Internet Goes EFL (English as a Second Language), retrieved 30 May 2013. From www.cspp.strath.ac.uk/InetBrooking.pdf Sagala , Syaiful. 2003. Konsep dan Makna Pembelajaran. Bandung: PT Alfabeta. Soeito. 1974. Psikologi Pendidikan. Jakarta: Departemen Pendidikan dan Kebudayaan. Sumarsono, Sigit. 2013. Statistika Terapan: Dengan Alur Penelitian Pendidikan Bahasa. Jakarta: UHAMKA. Travers, John P. 1970. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. Wishon, George E. and Julia M. Burks. 1968. Let’s Write English: Complete Book. New York: Litton Educational Publishing Yule, George. 2010. The Study of Language: Fourth Edition. New York: Cambridge University Press. [1] Graham Lock. Functional English Grammar; An Introduction for Second Language Teacher.(Cambridge: Cambridge University Press,1997), p. 219 [2] Richard Rose. The Internet Goes EFL (English as a Second Language), retrieved 30 May 2013. From www.cspp.strath.ac.uk/InetBrooking.pdf [3] Robert M. Gorrel and Charlton Laird, Modern English Hand Book, (New Jersey: Englewood Cliffs N.J, 1962), p. 1 [4] Rakhmat, Psikologi Komunikasi, edisi revisi, (Bandung: PT Remaja Rosdakarya, 2008), P.46 [5] Koswara, E, Teori Motivasi dan Penelitiannya, (Bandung: PT Angkasa, 1989), P. 23 [6] Thursan, Hakim, Mengatasi Rasa Tidak Percaya Diri, (Jakarta : Purwa Suara, 2002), P.6 [7] Fatimah, Psikologi Perkembangan: Perkembangan Peserta Didik, (Bandung: Pustaka Setia, 2006), P. 42 [8] Hakim, Op. Cit., P.20 [9] Syaiful Sagala, Konsep dan Makna Pembelajaran, (Bandung: PT Alfabeta, 2003), P. 12 [10] H. Douglas Brown, Principle of Language Learning and Teaching: fifth edition, (New Jersey: Prentice Hall, 2000), P.7 [11] M. Ngalim Purwanto, Psikologi Perkembangan, (Bandung: PT Remaja Rosdakarya, 1996), P. 85 [12] Soeito, Psikologi Pendidikan, (Jakarta: Departemen Pendidikan dan Kebudayaan, 1974), P.5 [13] Travers, John P, Fundamentals of Educational Psychology, (Scrantom, Pensylvania: International Textbook Company, 1970), P.447 [14] Djamarah, Prestasi Belajar dan Kompetensi Guru, (Surabaya: Usaha Nasional, 1994), P.19 [15] Zsuzsanna Abrams,http://coerll.utexas.edu/methods/modules/writing/01/, viewed on January 3, 2014 [16] George Yule, The Study of Language: Fourth Edition, (New York: Cambridge University Press, 2010), p. 212 [17] George E. Wishon and Julia M. Burks, Let’s Write English: Complete Book, (New York: Litton Educational Publishing, 1968), pp. 321-377 [18] Alice Oshima and Ann Hogue, Introduction to Academic Writing: Second Edition, (New York: Longman, 1997) P.50 [19] George E. Wishon and Julia M. Burks, Op. Cit., P.322 [20] Trimmer/Sommers, Writing With a Purpose: Mc Crimmon Short Edition, (†¦.. [21] Achmad Doddy et al, Developing English Competencies: For Senior High School (SMA/MA) Grade X. (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008) P. 128 [22] Sigit sumarsono, Statistika Terapan: Dengan Alur Penelitian Pendidikan Bahasa, (Jakarta: UHAMKA, 2013), P.114

TQM Paper :: essays research papers

Introduction The study of Total Quality Management (TQM) originated globally in the Japanese industry in the 1950’s. But what exactly is Total Quality Management? How does it impact companies that are striving to become leaders in a global society? What changes have to be made in traditional management styles to accomplish a quality focused management style? This paper will strive to answer all the above questions as well as bind the Total Quality Management into the organization I am employed. Definition of TQM In order to define Total Quality Management we need to breakdown each entity. When we think of total we envision the whole, the entirety. Therefore everyone must be involved to make the difference. The sum of many each has a role to play in the area of quality. Quality means to conform to specific requirements – meeting customer’s expectations. Management is the act, manner, or practice of managing. Therefore, Total Quality Management is an organizational culture or attitude that aims to provide and continue to provide, its customers with products and services that satisfy their needs. This culture requires all aspects of the company to â€Å"do it right the first time.† TQM is the process for managing quality. Impact of Globalization As indicated in the introduction, TQM originated in Japan in the 1950’s. Finally in the 1980’s this new found discovery became popular in the West. Now as more and more organizations are looking to grow into the international market arena it has become very apparent that most American companies are already at a disadvantage. In order to be successful in the international arena quality has to be a priority. Japan is already 30 years ahead of American companies in mastering the art of TQM, therefore being a very strong competitor in other areas of globalization. Traditional vs. Quality Management Styles Traditional management styles may not always been totally customer driven, all decisions were made from top line management with little or no flexibilities to the front-line. Since the top line had to make decisions response times were slow, and employees worked as instructed. As management tends to focus more on quality the important aspects of TQM include customer – driven quality, top management commitment and leadership, continuous improvement, fast response to customer needs, actions based on facts, and employee participation. There are 10 steps to guide any organization to TQM: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Pursue New Strategic Thinking 2.  Ã‚  Ã‚  Ã‚  Ã‚  Know your Customers 3.  Ã‚  Ã‚  Ã‚  Ã‚  Set True Customer Requirements TQM Paper :: essays research papers Introduction The study of Total Quality Management (TQM) originated globally in the Japanese industry in the 1950’s. But what exactly is Total Quality Management? How does it impact companies that are striving to become leaders in a global society? What changes have to be made in traditional management styles to accomplish a quality focused management style? This paper will strive to answer all the above questions as well as bind the Total Quality Management into the organization I am employed. Definition of TQM In order to define Total Quality Management we need to breakdown each entity. When we think of total we envision the whole, the entirety. Therefore everyone must be involved to make the difference. The sum of many each has a role to play in the area of quality. Quality means to conform to specific requirements – meeting customer’s expectations. Management is the act, manner, or practice of managing. Therefore, Total Quality Management is an organizational culture or attitude that aims to provide and continue to provide, its customers with products and services that satisfy their needs. This culture requires all aspects of the company to â€Å"do it right the first time.† TQM is the process for managing quality. Impact of Globalization As indicated in the introduction, TQM originated in Japan in the 1950’s. Finally in the 1980’s this new found discovery became popular in the West. Now as more and more organizations are looking to grow into the international market arena it has become very apparent that most American companies are already at a disadvantage. In order to be successful in the international arena quality has to be a priority. Japan is already 30 years ahead of American companies in mastering the art of TQM, therefore being a very strong competitor in other areas of globalization. Traditional vs. Quality Management Styles Traditional management styles may not always been totally customer driven, all decisions were made from top line management with little or no flexibilities to the front-line. Since the top line had to make decisions response times were slow, and employees worked as instructed. As management tends to focus more on quality the important aspects of TQM include customer – driven quality, top management commitment and leadership, continuous improvement, fast response to customer needs, actions based on facts, and employee participation. There are 10 steps to guide any organization to TQM: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Pursue New Strategic Thinking 2.  Ã‚  Ã‚  Ã‚  Ã‚  Know your Customers 3.  Ã‚  Ã‚  Ã‚  Ã‚  Set True Customer Requirements

Virginia Woolfs A Room of Ones Own Essay -- Virginia Woolf Room One

Virginia Woolf's A Room of One's Own Missing works cited In A Room of One's Own, Virginia Woolf ponders the plight of women throughout history. Woolf 'reads the lives of women and concludes that if a woman were to have written she would have had to overcome enormous circumstances' (Woolf xi). Woolf's initial thesis is that 'a woman must have money and a room of her own if she is to write fiction' (Woolf 4). Throughout the book, however, she develops other important conditions for artistic creation. Woolf mentions many nineteenth century female writers in order to explain these conditions, but she does not mention Mary Shelley. Woolf most likely excludes the author of Frankenstein because her writing contains considerable male influence. The circumstances of Shelley's life, however, meet Virginia Woolf's basic requirements for the production of good fiction. Mary Shelley possesses a well-rounded education, encouragement, and an 'androgynous and incandescent' mind (Woolf 98). In A Room of One?s Own, Virginia Woolf suggests women produce so little literature because of the tremendous discouragement and criticism that female writers face. She discusses the effects of opposition and disapproval upon the artistic mind. The opinions of others greatly affect artists, and it is those of genius who are most sensitive to criticism. Woolf proposes that it was literally impossible for a talented woman to write well during the sixteenth century: ?A highly gifted girl who had tried to use her gift would have been so thwarted and hindered by other people, so tortured and pulled asunder by her own contrary instincts, that she must have lost her health and sanity to a certainty? (Woolf 49). To further illustrate her poin... ...tial thesis is that ?a woman must have money and a room of her own if she is to write fiction? (Woolf 4). Throughout the book, however, she develops other important conditions for artistic creation such as a wellrounded education, encouragement, and an ?incandescent and androgynous? mind (Woolf 98). Although Virginia Woolf does not mention Mary Shelley in A Room of One?s Own, probably because of the strong male influence in Shelley?s writing, the circumstances of her life meet Woolf?s basic criteria for the production of good fiction. Mary Shelley?s excellent literary education, stimulating life experiences, encouragement from family, and lack of anger, bitterness, and fear in her writing grant her the status of one of the most famous female writers of the nineteenth century. Works Cited: Woolf, Virginia. A Room of One's Own. New York: Harcourt, 1989.

Albert Camus: Written Assignment Essay

During the interactive oral, we discussed the main theme of the meaninglessness of human life that is present in The Stranger by Albert Camus. We emphasized mainly on Meursault’s detached and unemotional characteristics, especially when the jury uses this against him at his trial: â€Å"He stated that I had no place in a society whose most fundamental rules I ignored† (102). Meursault is very isolated from his society, and during his trial all the odds are not in his favor because in this case Meursault is viewed as a minority when compared to the Arabs in Algeria. Even the prosecutor claims that Meursault does not feel remorse about killing the Arab, and this connects to the theme of the meaninglessness of human life, where Meursault’s feelings towards this entire case is mutual and religion, life, and death does not matter to him. In reference to the title, we also pinpointed that Meursault acts as the stranger when placed in this society because he is disconne cted and does not belong in this â€Å"normal† society, he is seen an outsider. And, we concluded that the character conflicts are targeted towards man versus society and man versus self. Because it is clear that Meursault does what comforts him the most instead of pleasing others and bothering to care about what everyone thinks about him. A major cultural impact that is presented in this novel is the idea of  religion and the role of the elderly. Based on the first chapter, we learn that Meursault puts his mother in an old people’s home, however, later we realize that the jury found this unacceptable. This gave Meursault a disadvantage against his murder case because in this society, it is morally wrong to put an elder relative in an elderly home. Also during the seminar we mentioned how religion plays an important role in this society, especially when the lawyer, the judge, and the priest tries to persuade Meursault into turning to religion, however, he does not believe that God exists and the judge even calls him â€Å"Monsieur Antichrist† (71). When he refuses to believe in God, it connects to the idea that life is meaningless and God does not replace the absurd significance of human life. Overall I learned that there are many cultural obligations that Meursault conflicts with in The Stranger and with these pressures; he struggles to face his society. An analysis of the symbolic significance of the motif of the sun in The Stranger The powerful effect of light can cast a shadow and blind those who come across its path. Power, especially too much, can influence the behavior of others and it can deceive people especially those who are different and follow a strange path from everyone else. Meursault in The Stranger, for example, is known as an outcast due to his actions and beliefs of life. However, he is a victim of the overpowering impact of light, he loses his way and the shadow of light influences his actions. In his novel, The Stranger, Albert Camus creates an intense atmosphere through his use of the sun as a motif. He accomplishes this by using the sun as the personification of Meursault’s inner emotions, the powerful imagery of the murder scene, and Meursault’s internal conflict. Throughout the novel, Camus uses the motif of the sun to construct the  intensity of the atmosphere during part one of the novel. The sun plays a role in influencing Meursault’s feelings especially when the sun is described as unbearable on the day of Maman’s funeral: â€Å"But today, with the sun bearing down, making the whole landscape shimmer with heat, it was inhuman and oppressive† (15). Camus uses a pathetic fallacy in his description of the sun as â€Å"oppressive† and â€Å"inhuman.† This helps to illustrate the sun’s devilish characteristics as its powerful impact that allows Meursault to forget about Maman’s death. Also Meursault is known to be a very indifferent and unemotional character however, whenever the sun is opposing him, it affects his behavior and allows him to express his emotions about his surroundings; and this contributes to the intensity of atmosphere. Another significant passage is when Meursault longs for shade and to be far away from the oppressive heat: â€Å"I was thinking of the cool spring behind the rock. I wanted to hear the murmur of its water again, to escape the sun and the strain†¦and to find shade at last† (57). This time the sun influences Meursault’s yearning desire to run away from the sun and this foreshadows Meursault’s desperate actions in killing the Arab. As the sun gets stronger, so does Meursault’s discomfort, and this reoccurring relationship symbolizes that the effect of the sun’s unbearable heat enhances Meursault’s desire to escape its penetrating control. In addition, the powerful strength of the sun returns and it contributes in building up to the climax of the novel: â€Å"It was this burning, which made me move forward† (59). The effect of the sun compels Meursault in killing the Arab with no intentions or reasons influencing his sudden action when his anxiety is released as he pulls the trigger. Camus uses the heat and the glare of the sun as a tool to release Meursault’s repressed emotions. Despite Meursault’s indifference towards his wrong doings, his actions and emotions, which the sun has possessed over him, do not explain Meursault’s irrational intent to surprisingly shoot the Arab and this connects to a major theme of the irrationality of the universe, which deprives Meursault from acting reasonability. Furthermore, the author’s intentions in personifying the sun’s possessive effect over Meursault’s emotions and irrational motives are to convey an intense atmosphere and its power to influence Meursault actions. Towards the end of part one of the novel, the author illustrates the build up  to the murder scene through the use of vivid descriptions and kinesthetic and visual imagery of the blazing sun in order to portray an overall atmosphere of the intense portrayals of nature and weather. When Meursault prevents Raymond from starting a bloody war with the Arabs, Raymond gives him the gun and Meursault notices that â€Å"The sun glinted off Raymond’s gun as he handed it to me†(56). This excerpt foreshadows the significance of the sun and gun since both items are associated with murdering the Arab, and these two items initiate the murder. Camus briefly mentions the sun glinting off the gun as a way to illustrate their connection and importance in the death scene, also the author focuses on pinpointing details about the sun and its powerful effects in order to create an intense atmosphere by emphasizing the sun’s visual descriptions. After the fight between Raymond and the Arab, Meursault takes a walk on the beach and he sees the Arab flashing his knife and this blinds Meursault as he illustrates that â€Å"The light shot off the steel and it was like a long flashing blade cutting at my forehead† (59). The author exemplifies the light intensity of the reflection of the blade to be blinding and painful through the use of both kinesthetic and visual imagery. This passage is significant in demonstrating the powerful effect of the sun and its strength in pushing Meursault to defy the limitations against nature. Even moments before Meursault pulls the trigger, tension begins to rise as if nature is pushing Meursault into killing the Arab: â€Å"The sea carried up a thick, fiery breath. It seemed to me as if the sky spilt open from one end to the other to rain down fire† (59). The use of diction such as â€Å"thick, fiery† evokes the intensity of visual imagery and the personification of the sun se rves to enhance the sun’s powerful influence over Meursault’s mind and unconscious actions. Perhaps nature is symbolically pressuring Meursault to murder the Arab and Camus surprisingly illustrates the time and setting of this scene in this way in order for it to come as a shock and therefore to support the concept of nature and its prevalent impact. Overall, the murder scene displays an intense illustration of Meursault’s surroundings through the use of kinesthetic and visual imagery of the sun’s power and control which helps develop a powerful environment. Particularly, the entire novel is based on the major conflict between Meursault and himself; this internal conflict portrays an intensive atmosphere that is represented through the influence of nature and weather,  which is depicted throughout the novel. In the beginning of the novel, the nurse at Mamam’s funeral gives Meursault significant advice when she says, â€Å"â€Å"If you go slowly, you risk getting sunstroke. But if you go too fast, you work up a sweat and then catch a chill inside the church.† She was right. There was no way out† (17). The nurse’s advice symbolizes that Meursault’s self-conflict with the sun is unavoidable just as Meursault’s fate is inescapable; such as when he fails to find ways to escape from his death sentence. The author decides to mention this passage to foreshadow Meursault’s unforeseen fate because Meursault’s murderous action is an unexpected plot twist, and this embodies nature’s powerful control over men, in which in this case it is between the sun and Meursault. Meursault’s battle with overcoming the heat of the sun is mainly demonstrated especially when tension is high such as when the group of Arabs is walking towards Meursault, Raymond, and Masson: â€Å"The sun was shining almost directly overhead onto the sand, and the glare on the water was unbearable† (52). As the scene begins to become more intense, the fight between Meursault and the weather becomes stronger as well, and this is demonstrated when Meursault describes his frustration from the sun’s intolerable heat. This excerpt clearly shows that Meursault’s constant war with his emotions and nature is powerful in connection with the intense atmosphere and since Meursault is u nable to conquer the overpowering heat, it that causes him to kill the Arab and he gives in to the sun’s compelling control. Also before Meursault’s trial, he even states that â€Å"I knew as soon as the weather turned hot that something new was in store for me† (82). Since Meursault did not know how much longer the judge would sentence him in prison, this passage did foreshadow that his trial would not turn out well. This again relates to the idea that when tension is high, the war between the sun’s heat and Meursault’s emotions is also intensified and Camus uses the motif of the sun to indicate that nature is against Meursault and to foreshadow Meursault’s fate. In conclusion, the influence of nature and weather as well as the motif of the sun and the role it plays to fight against Meursault’s internal emotions establishes an intensified setting. Unfortunately, mankind is overpowered by nature and the force of the light pushes Meursault to his breaking point. Meursault is unaware of the sun’s influential effect, however he is impacted by its controlling power. In the end, the sun’s strength forces Meursault to commit an immoral crime and even though his reasons are unintentional, he is rejected by society and is sentenced to a death penalty. The use of the motif of the sun in The Stranger by Albert Camus, develops a powerful atmosphere through the idea that the sun personifies Meursault by influencing his actions and feelings, the intense imagery of the murder scene, and Meursault’s inner conflict against the sun. Works Cited Camus, Albert, and Matthew Ward. The Stranger. New York: Vintage International, 1989. Print.