A History of Submissive Women in Literature - 2215 Words

The feminine gender has long been one that has been repressed throughout history and forced to acclimate itself to a world dominated by men. Although major improvements have been made in the strife for equality, this continues to be a man’s world. In the short stories â€Å"The Chrysanthemums† and â€Å"A Rose for Emily,† as well as in the drama â€Å"A Doll’s House,† the protagonists are all frustrated women who are unfulfilled with their subservient lives. Partly imposed upon them by their setting’s historical and societal norms, they choose to either do something about it or continue to internalize their dissatisfaction. When analyzing these pieces of literature, it becomes quite obvious which of the protagonists fall under the category of those†¦show more content†¦According to Elizabeth Hardwick, Nora is â€Å"intrinsically independent and free-spirited† from the very beginning of the play (294). Unni Langà ¥s also w rote an essay on Ibsen’s drama and about Nora’s specific motives. He wrote, â€Å"When she performs acts that are generally reserved for men, or withdraws from practices associated with women, she shows the gender attribution of these acts to be social constructions and thereby contests their reified status† (157). So, Langà ¥s claims that Nora’s â€Å"rebellion† and discontent began long before she literally walked out on Trovald, her husband. The events that eventually unfolded at the end of the play and that lead her to finally leave her husband were just those last straws that broke the camel’s back. Before her final stage exit, Ibsen has Nora say, â€Å"For eight years I have been patiently waiting,† enforcing this idea of long-lived frustration (3.1107). Again, this idea of the â€Å"rebellious woman† at the end of the nineteenth century was not only reserved to post-Civil War America as was the case with Emily Grie rson. Nora Helmer and her insurgence, against all ethical and moral norms of society at the time, did not go unnoticed in Northern Europe. According to Marilyn Yalom, â€Å"The idea that a respectable woman should renounce her role as wife and mother, leave her husband and children, and strike out on her own was seenShow MoreRelatedGender As A Man And The Role Of A Woman932 Words   |  4 Pagescharacteristics pertaining to, and differentiating between, masculinity and femininity. In modern and traditional society, gender is used to teach the â€Å"role of a man and the role of a woman†. The role of gender in adolescent literature dates back to the first kind of literature for children, oral folk tales. On the beaches of Greece, Homer told the tale of Odysseus. 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Relevance of a Budget to an Organization Literature review - 1

Essays on Relevance of a Budget to an Organization Literature review The paper "Relevance of a Budget to an Organization" is a good example of a literature review on finance and accounting. According to Reimers (2007), financial planning in an organization is underpinned with effective budgeting tools and in this regard, he defined a budget as an organization’s quantitative expression of financial plans for a future period that could range between months or years. This essay is aimed at examining the relevance of preparing and utilizing a budget in an organization.   The preparation of a budget is requisite in the determination of the capital structure of an organization. Through the application of budgetary tools, management is able to realign effectively financing of assets through the perfect matrix of equity, debt, and securities (Garrison et al., 2015). As a result of capital budgeting, the management will be better placed to formulate strategic goals, accurately estimate and forecast cash flows, control and monitor the organization’s expenditures. The budget is also instrumental in the formulation and amendment of financial policies. According to Reimers (2007), the budget constitutes an integral part of the decision-making framework within an organization. As a decision-making tool, the budget explicitly depicts the financial plans of an organization thereby providing a framework for the development of appropriate policies and strategies on future undertakings. Garrison et al., (2015) noted that the importance of a budget is furthe r underlined with its role in organization performance monitoring. Organizations should prepare a budget to facilitate the comparability of the actual performance of a firm against the previously forecasted performance. Vis a vis, the budget provides the management with the baseline for the evaluation of the performance of the organization within a specific period. Similarly, based on the organization’s performance, the management is able to evaluate the emergent market trends and strategize on the future performance of the firm (Garrison et al., 2015). In addition, organizations should prepare the budget in order to reduce uncertainties associated with market trends through effective planning for the limited resources, balancing of inflow and outflow of funds and strategic investment of the organization’s income.

To What Extent Is All My Sons a Tragedy Concerned with the Concept of American Materialism free essay sample

To what extent is All My Sons a tragedy concerned with the concept of American Materialism? All My Sons is a play concerned with capitalistic culture being pitted against human decency, in which the culprit is the ‘self-made’ man; an image promoted by the American dream, which states that even an impoverished, disadvantaged youth can attain prestige and wealth through determination, hard work and moral integrity. Joe Keller is this self-made man, one who came from a working class background to become a factory owner. He frequently defines himself as an uneducated man, taking pride in his commercial success without the aid of conventional book learning; however, his business oriented ideology leads him to sacrifice his domestic happiness for his materialistic gain. From the opening page, we get an idea of how fixated the play is with wealth: â€Å"The house is two stories high and has seven rooms. It would have cost perhaps fifteen thousand in the early twenties. † Doing this, Miller promptly establishes in the setting that the Keller’s financial comfort defines them. It seems that Joe Keller is almost obsessed with the idea of making money in order to pass it on. However, it also seems that his good motives are hugely undermined by his interest in material success: â€Å"Kid, walkin’ down the street that day I was guilty as hell, except I wasn’t, and there was a court paper in my pocket to prove I wasn’t, and I walked past the porches. Result? fourteen months later I had one of the best shops in the state again, a respected man again, bigger than ever. † This shows that what matters to Keller is that he eventually restored his business to prosperity. To him, material success is the ultimate goal. Joe is the complete opposite of Chris. His ideals separate him from his father’s materialistic ways. Whereas Joe is fixated with material gain, Chris hopes to maintain a balance between making money, and building a life he can believe in. This idealism prevents him, initially, from acknowledging the reality of the business he is inheriting: â€Å"If I have to grab for money all day long at least at evening I want it beautiful. I want a family, I want some kids, I want to build something I can give myself. However, even Chris’ moral and financial idealism is tested by the lure of material gain. His reference to his money as â€Å"loot† from the war is quickly turned around by simple persuasion from Annie: â€Å" there’s nothing wrong with your money. Your father put hundreds of planes in the air a man should be paid for that. † In response to this, Chris quickly comes around to a perspective that more c losely resembles that of his father: â€Å"Oh Annie, Annie I’m going to make a fortune for you! † (C. K-act one) It seems that Miller is intent on pointing out the flaws with a merely economic vision of the American dream as business success alone. To accentuate this ever present, recurring moral, the character of George is employed to reveal the trail of destruction created by Joe in his quest for economic gain: â€Å"I saw your factory on the way from the station. It looks like General Motors. † For George, the success of the factory is a symbol of the injustice Joe inflicted on both George’s father and the twenty one pilots, of which George is fully aware. Another pivotal character concerning this issue is Sue Bayliss. Presented as a parallel opposite of her husband Jim, she is an exemplary example of how material wealth is the source of significant malcontent. In belated riposte to her husband’s aim to go into research for a living, she states: â€Å"research pays twenty-five dollars a week, minus laundering the hair shirt. † This avaricious view of her husband’s preferred employment undermines the prosperous sentiments behind the American Dream, as does her cynical conclusion regarding Annie and Chris: â€Å" and he’s got money. That’s important you know. If any individual of All My Sons provides as a character whose stability is unchallenged by the attraction or demoralisation of material wealth, Jim is that character. The importance of Jim in a tragedy concerning the abundance of wealth cannot be understated. He provides as a character that has no illusions about his own morality, making him an u nwavering character in the morally testing tribulations. He is keen on going into research, a profession that will no doubt destabilize his financial comfort, but one that he feels will be worth-while and municipally beneficial. In ways that Chris fails to satisfy a faultless stance in play, Jim makes up on. He is ethically idealistic, yet able to ‘see it human’ if necessary; evident in his attitude towards Joe’s ‘crime’. However, he is also fully aware of his monetary situation, jokingly stating: â€Å"I would love to help humanity on a Warner Brothers salary. † It seems unlikely that Jim is in any way influenced by Chris, more than likely the other way around, however, unable to accept that her husband is considering, in her eyes, cutting off her financial comfort purely due to externally inflicted guilt, she loads the blame onto the ‘holy family’, specifically Chris: Every time he has a session with Chris, he feels as if he’s compromising by not giving up everything for research. † Sue is clearly eluded by her dislike of the ‘holy family’, failing to accept Jim’s intentions, similarly Chris is eluded by his idealisms, an d Joe by his aim to presumably stay a free man. Collectively, this leads to a play engulfed by dramatic irony, leading to an anagnorisis of huge proportions. Despite Joe Keller’s initiation in the course of tragic action, his morals and intended outcomes are far from the reality he experiences. It could be said that Joe merely wants to maintain the economic comfort of which his family has become accustomed. This then could suggest that Sue Bayliss provides as an example of a purely ‘wealth orientated’ character, one who has no ulterior-motives or necessitating circumstances. This provides Joe Keller’s character with more a sympathetic quandary, giving the play a defining tragic quality of an antagonist who brings about his own tragic downfall attributable to his unfortunate circumstances or personal flaws. Further proof of the tragic quality of All My Sons is found towards the end of the play, where Chris’ anagnorisis leads to the destruction of his communal family. Chris proclaims: â€Å"But I’m like everybody else now. I’m practical now. You made me practical. † This in itself can be considered tragic, or at least a sad re-percussion of the tragic events of the play. It shows that Chris’ ideals have been replaced by a rather realistic and bleak outlook into the realities that have prevented him from being able to relate to his father’s predicament. There is a momentous breakdown of character towards the end of All My Sons, specifically in Chris and Joe. Chris is distraught by his father’s failure to be anything more than ‘a normal man’, strongly believing that he was better than that. This eruption of immediate confrontation comes as a huge surprise to the audience, who are led to believe, by the likes of Sue Bayliss and George Deever, that Chris is aware of what Joe did, but is simply unable to come to terms with it, adding hugely to the power of the play’s ending. This final act also proves Chris as genuine, or possibly naive, either way he is what we initially thought he was which, if nothing else, provides the ending with an element of satisfaction. Despite knowing that Chris will always fail to see his father’s tainted perspective, Joe continues to use dominant American ideology to excuse his actions: â€Å"It’s dollars and cents, nickels and dimes; war and peace, its nickels and dimes, whats clean? Half the goddam country is gotta go if I go! † This shows that his quest for materialistic gain defines him, he is nothing without it. It also adds significance to his suicide and proof that materialism, specifically financial avidity, cannot contend with a morally substantial reality, but despite this, and despite the expectations of a tragedy, there is a significant feeling of dissatisfaction and a sense that ‘justice has not been done’. This is partly because, despite being significantly avaricious, his motives are undeniably justified. This suggests that Miller’s aim is not to allow the audience to feel any sense of satisfaction, but rather establish a moral, and prove that the quest for material wealth leads to tragedy, rather than deliver from it.

Tips to Find and Apply to High School Internships

Internships are no longer just attractive to college students. They are increasingly appealing to high school students as a way to explore potential academic paths and career options in a real world setting. Bhenrique, a student at UC Berkeley, was fortunate enough to have the opportunity to intern with the STEM office at the Massachusetts Department of Elementary and Secondary Education (DESE) when he was a high school student. He had the chance to observe and get hands-on with the effort that goes into providing public education. Because of his experience, he offers his insight and advice for high school students who are also looking for internship opportunities: 1. Search for Internships Online Typically, students looking for internships can do so online and find posted positions on the websites of specific companies, labs or start ups. Some of these internship opportunities are research based, like the Broad Institute Internship, while others are more traditional office internships. Either one would provide students with incredible experience and give you an opportunity to learn more about your intended major or career choice. 2. Choose Based on Your Interests Because you’ll get such valuable experience, I would recommend doing research or internships within your predicted major. For example, work at a hospital if you’re interested in studying pre-med or nursing, or work at an education nonprofit if you are interested in being a teacher. No only will this be beneficial to help you build your professional skills, but it will also help you discover how much you actually enjoy working these fields. 3. Take Initiative Just because an internship isn’t posted doesn’t mean there isn’t one available. I personally was not aware that you could intern for the DESE until I told my teacher that I was interested in an internship. Do your research and show your interest and it may materialize if you inquire about it. For example, you could find research projects at local colleges and email the professor running the research. A friend of mine emailed a professor at a college near his home about joining in on a physics research over the summer. The professor decided to take him on to the team after an interview, even though he didn’t initially have plans to bring on a high school student. (And these success stories aren’t rare!) 4. Talk to Your Guidance Counselor Some high schools have partnerships with colleges to help place high school students into internship programs. Even without these partnerships, your counselor can always reach out to their network or keep an eye out for an opportunity that might be a good fit. 5. It Never Hurts to Ask If you take anything away from this, it should be this: it never hurts to ask. The worst that can happen is that there is no high school internship opportunities. Having said that, you should also be prepared to take on the work if there is an opportunity. Be courteous and be grateful they are willing to give you the chance to join their team. As a Physics major now at UC Berkeley, I too have emailed professors and experts across the country asking to do research and I have had the chance to collaborate with many of them on building my own Quantum Physics Curriculum. Like college, where often research goes to those who ask for it, high school is very much the same where those who email may truly reap the benefits of clicking send. Have any other questions? UnlockBhenriques UC Berkeley college profileto learn more about his college application journey. Looking for more successful application examples or tips on landing a summer internship? Upgrade to one of ourpremium subscriptionstoaccess our searchable database of successful college applications and advice.

What Peasants and Laborers Wore in the Medieval Ages

What Peasants and Laborers Wore in the Medieval Ages While the fashions of the upper classes were changing with the decade (or at least the century), peasants and laborers stuck to the useful, modest garments their progenitors had been clad in for generations during the Middle Ages. Of course, as the centuries passed, minor variations in style and color were bound to appear; but, for the most part, medieval European peasants wore very similar clothing in most countries from the 8th to the 14th century. The Ubiquitous Tunic The basic garment worn by  men, women, and children alike was a tunic. This appears to have evolved from the Roman tunica of late antiquity. Such tunics are made either by folding over a long piece of fabric and cutting a hole in the center of the fold for the neck;  or by sewing two pieces of fabric together at the shoulders, leaving a gap for the neck. Sleeves, which werent always part of the garment, could be cut as part of the same piece of fabric and sewn closed  or added later. Tunics fell to at least the thighs. Though the garment might be called by different names at different times and places, the construction of the tunic was essentially the same throughout these centuries. At various times, men and, less often, women wore tunics with slits up the sides to afford more freedom of movement. An opening at the throat was fairly common to make it easier to put on over ones head; this might be a simple widening of the neck hole; or, it might be a slit that could be tied closed with cloth ties or left open with plain or decorative edging. Women wore their tunics long, usually to mid-calf, which made them, essentially, dresses. Some were even longer, with trailing trains that could be used in a variety of ways. If any of her chores required her to shorten her dress, the average peasant woman could tuck the ends of it up in her belt. Ingenious methods of tucking and folding could turn the excess fabric into a pouch for carrying picked fruit, chicken feed, etc.; or, she could wrap the train over her head to protect herself from the rain. Womens tunics were usually made of wool. Woolen fabric could be woven rather finely, though the quality of the cloth for working-class women was mediocre at best. Blue was the most common color for a womans tunic; though many different shades might be achieved, the blue dye made from the woad plant was used on a large percentage of manufactured cloth. Other colors were unusual, but not unknown: pale yellow, green, and a light shade of red or orange could all be made from less-expensive dyes. All these colors would fade in time; dyes that stayed fast over the years were too expensive for the average laborer. Men generally wore tunics that fell past their knees. If they needed them shorter, they could tuck the ends in their belts; or, they could hike up the garment and fold fabric from the middle of the tunic over their belts. Some men, particularly those engaged in heavy labor, might wear sleeveless tunics to help them deal with the heat. Most mens tunics were made of wool, but they were often coarser and not as brightly colored as womens wear. Mens tunics could be made from beige (undyed wool) or frieze (coarse wool with a heavy nap) as well as more finely woven wool. Undyed wool was sometimes brown or gray, from brown and gray sheep. Undergarments Realistically, there is no telling whether or not most members of the working classes wore anything between their skin and their woolen tunics until the 14th century. The contemporary artwork depicts peasants and laborers at work without revealing whats worn underneath their outer garments. But usually the nature of undergarments is that theyre worn under other garments and are therefore ordinarily unseen; so, the fact that there are no contemporary representations shouldnt hold much weight. In the 1300s, it became the fashion for people to wear shifts, or undertunics, that had longer sleeves and lower hemlines than their tunics, and therefore were plainly visible. Usually, among the working classes, these shifts would be woven from hemp and would remain undyed; after many wearings and washings, they would soften up and lighten in color. Field workers were known to wear shifts, hats, and little else in the heat of summer. More affluent people could afford linen undergarments. Linen could be fairly stiff, and unless bleached it wouldnt be perfectly white, though time, wear, and cleansing could make it lighter and more flexible. It was unusual for peasants and laborers to wear linen, but it wasnt altogether unknown; some of the clothing of the prosperous, including undergarments, were donated to the poor upon the wearers death. Men wore braes or loincloths for underpants. Whether or not women wore underpants remains a mystery. Shoes and Socks It was not at all uncommon for peasants to go about barefoot, especially in warmer weather. But in cooler weather and for work in the fields, fairly simple leather shoes were regularly worn. One of the most common styles was an ankle-high boot that laced up the front. Later styles were closed by a single strap and buckle. Shoes were known to have had wooden soles, but it was just as likely for soles to be constructed of thick or multi-layered leather. Felt was also used in shoes and slippers. Most shoes and boots had rounded toes; some shoes worn by the working class might have somewhat pointed toes, but workers didnt wear the extreme pointy styles that were at times the fashion of the upper classes. As with undergarments, its difficult to determine when stockings came into common use. Women probably didnt wear stockings any higher than the knee; they didnt have to  since their dresses were so long. But men, whose tunics were shorter and who were unlikely to have heard of trousers, let alone wear them, often wore hose up to the thighs. Hats, Hoods, and Other Head-Coverings For every member of society, a head-covering was an important part of ones attire, and the working class was no exception. Field workers often wore broad-brimmed straw hats to keep off the sun. A coif, a linen or hemp bonnet that fit close to the head and was tied under the chin,  was usually worn by men undertaking messy work such as pottery, painting, masonry,  or crushing grapes. Butchers and bakers wore kerchiefs over their hair; blacksmiths needed to protect their heads from flying sparks and might wear any of a variety of linen or felt caps. Women usually wore veils, a simple square, rectangle, or oval of linen kept in place by tying a ribbon or cord around the forehead. Some women also wore wimples, which attached to the veil and covered the throat and any exposed flesh above the tunics neckline. A barbette (chin strap) might be used to keep the veil and wimple in place, but for most working-class women, this extra piece of fabric may have seemed like an unnecessary expense. Headgear was very important for the respectable woman; only unmarried girls and prostitutes went without something covering their hair. Both men and women wore hoods, sometimes attached to capes or jackets. Some hoods had a length of fabric in the back that the wearer could wrap around his neck or his head. Men were known to wear hoods that were attached to a short cape that covered the shoulders, very often in colors that contrasted with their tunics. Both red and blue became popular colors for hoods. Outer Garments For men who worked outdoors, an additional protective garment would usually be worn in cold or rainy weather. This could be a simple sleeveless cape or a coat with sleeves. In the earlier Middle Ages, men wore fur capes and cloaks, but there was a general view among medieval people that fur was worn only by savages, and its use went out of vogue for all but garment linings for quite some time. Though they lacked todays plastic, rubber, and Scotch-Guard, medieval folk could still manufacture fabric that resisted water, at least to a degree. This could be done by fulling wool during the manufacturing process, or by waxing the garment once it was complete. Waxing was known to be done in England, but seldom elsewhere due to the scarcity and expense of wax. If wool was made without the stringent cleansing of professional manufacturing, it would retain some of the sheeps lanolin and would, therefore, be naturally somewhat water-resistant. Most women worked indoors and didnt often have need of a protective outer garment. When they went out in cold weather, they might wear a simple shawl, cape, or pelisse. This last was a fur-lined coat or jacket; the modest means of peasants and poor laborers limited the fur to cheaper varieties, such as goat or cat. The Laborers Apron Many jobs required protective gear to keep the laborers everyday wear clean enough to wear every day. The most common protective garment was the apron. Men would wear an apron whenever they performed a task that could cause a mess: filling barrels, butchering animals, mixing paint. Usually, the apron was a simple square or rectangular piece of cloth, often linen and sometimes hemp, which the wearer would tie around his waist by its corners. Men usually didnt wear their aprons until it was necessary and removed them when their messy tasks were done. Most chores that occupied the peasant housewifes time were potentially messy; cooking, cleaning, gardening, drawing water from the well, changing diapers. Thus, women typically wore aprons throughout the day. A womans apron often fell to her feet and sometimes covered her torso as well as her skirt. So common was the apron that it eventually became a standard part of the peasant womans costume. Throughout much of the Early and High Middle Ages, aprons were undyed hemp or linen, but in the later medieval period, they began to be dyed a variety of colors. Girdles Belts, also known as girdles, were common accouterments for men and women. They might be made from rope, fabric cords, or leather. Occasionally belts might have buckles, but it was more common for poorer folk to tie them instead. Laborers and peasants not only tucked up their clothing with their girdles, but they also attached tools, purses, and utility pouches to them. Gloves Gloves and mittens were also fairly common and were used to protect the hands from injury as well as for warmth in cold weather. Workers such as masons, blacksmiths, and even peasants cutting wood and making hay were known to use gloves. Gloves and mittens could be of virtually any material, depending on their specific purpose. One type of workers glove was made from sheepskin, with the wool on the inside, and had a thumb and two fingers to offer a little more manual dexterity than a mitten. Nightwear The idea that all medieval people slept naked is unlikely; in fact, some period artwork shows folk in bed wearing a simple shirt or gown. But due to the expense of clothing and the limited wardrobe of the working class, it is quite possible that many laborers and peasants slept naked, at least during warmer weather. On cooler nights, they could wear shifts to bed,  possibly even the same ones theyd worn that day under their clothes. Making and Buying Clothes All clothing was hand-sewn, of course, and was time-consuming to make compared to modern machine methods. Working-class folk couldnt afford to have a tailor make their clothes, but they could trade with or purchase from a neighborhood seamstress or make their outfits themselves, especially since fashion was not their foremost concern. While some made their own cloth, it was far more common to purchase or barter for finished cloth, either from a draper or peddler or from fellow villagers. Mass-produced items like hats, belts, shoes and other accessories were sold in specialty stores in big towns and cities, by peddlers in rural areas, and at markets everywhere. The Working-Class Wardrobe It was sadly all too common in a feudal system for the poorest folk to own nothing more than the clothes on their back. But most people, even peasants, werent quite that poor. People usually had at least two sets of clothes: everyday wear and the equivalent of Sunday best, which would not only be worn to church (at least once a week, often more frequently) but to social events as well. Virtually every woman, and many men, were capable of sewing, if only just a little, and garments were patched and mended for years. Garments and good linen undergarments were even bequeathed to heirs or donated to the poor when their owner died. More prosperous peasants and artisans would often have several suits of clothes and more than one pair of shoes, depending on their needs. But the amount of clothing in any medieval persons wardrobe, even a royal personage, couldnt come near what modern people usually have in their closets today. Sources Piponnier, Francoise, and Perrine Mane, Dress in the Middle Ages. New Haven: Yale University Press, 1997.Kà ¶hler, Carl, A History of Costume. George G. Harrap and Company, Limited, 1928; reprinted by Dover.Norris, Herbert, Medieval Costume and Fashion.: London: J.M. Dent and Sons, 1927; reprinted by Dover.Netherton, Robin, and Gale R. Owen-Crocker, Medieval Clothing and TextilesBoydell Press, 2007. Jenkins, D.T., editor. The Cambridge History of Western Textiles, vols. I and II. Cambridge: Cambridge University Press, 2003.

Discuss Ghostwatch in relation to broadcasting's ideology of Essay

Discuss Ghostwatch in relation to broadcasting's ideology of 'liveness' and the centrality of liveness to television OR discuss broadcasting's inherent associations with haunting and the uncanny - Essay Example It has a capacity to broadcast a variety of program genres and can adapt to varying domestic and cultural contexts. It likewise shares with radio the capacity to broadcast events to mass audiences as promptly as they happen. This capacity of the television is viewed as characteristic of liveness (Davis, 2007). As society transforms and continuously becomes a witness to various historical and significant national and world events, the television has continued to develop with regard to its evolution from technological hardware transition to digital broadcasting and satellite services. The technological developments in television programming account for the creation of techno-material quality of television image of which liveness is a feature (Bourdon, 2004). This is without due regard to whether the television show was edited prior to the airing or is strictly ‘live.’ The content of television images is also influential to the concept of liveness, in which the television i mages are considered an audiovisual materiality created by technological processes (Davies, 2007). The technical and material quality of television image comprises its quality of liveness, indicating that liveness is a feature of all television images, regardless of whether the show is recorded and/or edited and strictly live (Davis, 2007). The concept of television liveness remains central to an understanding of television in general, despite a decline in the live broadcasting in the recent years (Bourdon, 2000). It is the viewer’s belief in live broadcasting which constitutes liveness, not merely an actual live performance of a show. This belief is influenced by the social context, the tele-visual text, and the audiences’ social characteristics alongside the temporal sequencing of television viewing. Liveness is not limited to the here and now of a television show, but is rather inclusive of edited shows such as non-fiction and non-live, as

The importance of entry and to deter entry in case of firms in Essay

The importance of entry and to deter entry in case of firms in different market structures - Essay Example h barriers to entry as it is necessary to prove that in monopoly a firm enjoying a high percentage of market shares can translate it into market power (ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT, 2007, p. 1). Both Walmart and Loblaw are engaged in same type of business activities. They will engage themselves in activities that will prevent entry of competitors. If the two competitors compete between themselves they will end up in creating barriers that will not enable themselves to diversify their business. In fact this will not be desirable outcome from the firms’ point of view and consumers’ welfare will get affected (Carlton, 2005, p.9). Strategies used by firms to deter entry The incumbent firm can involve itself in three types of strategies to deter entry. They are: Limit Pricing, Predatory pricing and capacity expansion. The strategy of limit pricing is illegal in many countries. A limit price is a strategy mainly used by the monopolists to deter entry . They used to set a price that would be faced by the entrant on entry into the market until the existing firm did not act to decrease the output. The limit price is generally set at a level which is less than the average cost of production. It can also be set at the level where entry is just not profitable. This discourages the new entrants (Roberts and Milgrom, 1982, p. 444). The second strategy is used by the incumbent by charging a price that is low relative to the price of the other products before the entry takes place. Often it appears that other firms who initially were not in the market of a certain product express their opinion to enter the market. It is the price of the product that influences their decisions. The already existing firms in the market can discourage the new entrants by... The incumbent firm can involve itself in three types of strategies to deter entry. They are Limit Pricing, Predatory pricing and capacity expansion. The strategy of limit pricing is illegal in many countries. A limit price is a strategy mainly used by the monopolists to deter entry. They used to set a price that would be faced by the entrant on entry into the market until the existing firm did not act to decrease the output. The limit price is generally set at a level which is less than the average cost of production. It can also be set at the level where entry is just not profitable. This discourages the new entrants.The second strategy is used by the incumbent by charging a price that is low relative to the price of the other products before the entry takes place. Often it appears that other firms who initially were not in the market of a certain product express their opinion to enter the market. It is the price of the product that influences their decisions. The already existing f irms in the market can discourage the new entrants by charging a low price for the products. Thus the potential entrants can be ignored and their consumer base will not be affected. If the potential entrants find it unsustainable to continue to operate in the market, they tend to move out of the business which provides a wider consumer base for the existing firms. Then the incumbent can raise the prices of the product and exploit the market power.