Macbeths Letter Essay Example for Free

Macbeths Letter Essay I am writing to you as I know that you will keep the contents of this letter a secret. The last few days have been very strange and unreal to me. I cannot believe how much my life has changed in such a short space of time. I ask you to please destroy this letter once you have read it and not tell a soul about what it contains as I have committed a terrible crime. A couple of days ago I was a noble warrior fighting against Norway and now Im king of Scotland. With my brandishd steel I approached the leader of the Norwegians, Macdonald, and unseamd him from the nave to thchaps and fixd his head on our battlements to show everyone he was dead. Norway were defeated. After the battle, Banquo and I walked along the moors and we came across three weird sisters that looked nothing I had ever seen on this earth. They greeted me by saying All hail Macbeth, hail to thee Thane of Glamis, All hail Macbeth, hail to thee Thane of Cawdor, All hail Macbeth that shalt be king hereafter. At this greeting I was rather shocked and confused. True I was Thane of Glamis but Thane of Cawdor and king? The Thane of Cawdor lived and as was the king. I was puzzled. Were these prophecies real? Whilst I was lost in my thoughts, Banquo asked them to predict something for him as they had for me. They told him that his children shall be kings but he will not be king himself. I ordered them to stay and tell me more but they were unwilling to be ordered by me and vanished into thin air. I do not think Banquo believed his prophecies as much as I did mine. We carried on walking and talked about the witches. Then we saw two men coming towards us. They said that the king had sent them because he had heard of my success in battle. One of the men said the king bade him to call me Thane of Cawdor! I asked him why he was dressing me in borrowd robes. He explained to me that the old thane of Cawdor was a traitor and would be executed. I could not help thinking that the greatest was behind. I then thought a terrible thought. Murdering king Duncan to become king. I pushed the thought out of my head and told myself if chance will have me king, why chance may crown me without my stir. I did not have to get involved in order to become king. We made our way to the kings headquarters and king Duncan told me how grateful he was for what I had done in battle. I told him it was an honour to fight for him and I felt it was my duty to him. He then made a startling announcement. His eldest son Malcolm was named the Prince of Cumberland! I could not help feeling angry on hearing this. Malcolm stood in my way of becoming king. I felt as though I was not in control of my feelings. One minute I was loyal and the next I had these evil thoughts. They disturbed me but I could not stop them. I pleaded, stars hold your fires, let not light see my black and deep desires. I did not want anyone to see these terrible thoughts I had. Duncan said that he was to stay at my castle that night so I left at once to inform my wife of his arrival. I sent a letter on to Lady Macbeth to inform her of the meeting with the witches, their prophecies and my becoming Thane of Cawdor. I know she thinks that I cannot act on my ambitions and that I am too kind to act on the information that the witches gave to me. When I arrived I told her I told her about Duncan coming to stay. She encouraged the idea of murdering him. She told me to look like thinnocent flower but be the serpent undert. I was to look innocent but be ready to strike. I felt she was taking control of this situation. She overpowered me. I was not allowed to speak. I told her I needed to think about it but she did not listen and told me to leave all the rest to her. When Duncan arrived, Lady Macbeth greeted him as my mind was too full with other thoughts. I know she showed gratitude towards him and showed fake loyalty. I could not have been false to his face. I left the feast to be alone. I thought that if I were to murder Duncan it would be best to do it quickly. But how I hoped it would be the end of it without any consequences because I knew that with murder would come horrible consequences. I was confused as to what I should do. I was his subject. I looked up to him as king. I was his host. I should be protecting him not murdering him. I thought Duncan is no enemy of mine. He is my king. He has been a good king so far. If he was to be murdered then everyone would be horrified and there would be a wild protest. Everyone would be looking for the murderer. The only thing I had to make me murder him was my ambition and that alone is not alone. Lady Macbeth came to me and I told her we would proceed no further in this business. She called me a coward and said that if I told her to kill her child then she would do so. She had managed to change my mind. If we should fail? I asked her. She told me we would not fail and that Duncan would sleep easily after his long journey. She then said that she would convince his two guards to have some wine. They would be unaware of what is happening. Then when Duncan was dead we would smear blood on their limbs and let them bear the guilt of our great quell. At that moment I could not help admiring Lady Macbeth. I told her she should only have male children for she has great strength and courage. She told me that no one would suspect us because we would be distraught with sadness at the news of his death. My mind was made up. I told her that every bit of me was going to work at this murder. Part of me wanted to show I could do this and that I was not a coward. I was walking around the castle later that night when I came across Banquo and his son. Banquo told me he dreamt of the witches and how their prophecies had come true for me. I lied to him and told him that I did not think of them. I had to lie as I was about to kill the king. After Banquo left I saw in front of me a dagger. It looked as real as the one I had in my belt. It was pointing towards Duncans chamber. I saw blood on the dagger that was not on there before. My disturbed mind was showing me things that were not there. Suddenly a bell rang and I made my way towards Duncans chamber. When I returned to my wife from Duncans chamber I heard her say that she would have murdered him herself if he did not remind her of her father. I was anxious. I looked at my hands. It was a sorry sight. Lady Macbeth tried to get me to snap out of it. I told her that as I came out of the chamber I had heard someone saying their prayers in their room and how I could not even bring myself to utter the word amen. I felt cursed. She told me I should not think about it. I could not help thinking that it was the end of me. My wife warned me that to dwell on these things would make me mad. I felt mad at that moment. I had lost all control. I had murdered sleep. I did not think I would ever be able to sleep again. My wife told me to go and wash my hands. It was then that she noticed I still had the daggers. She ordered me to go and put them back. I told her I would not go back into that room. I was frightened. I couldnt find any ounce of bravery within me. I could not face going in there again. She was disgusted with me and told me I was acting like a child. She told me to leave it all to her. She took control once again. She returned the daggers and smeared the guards with Duncans blood. I became jumpy. I looked down at my hands again. I believed that I had so much blood on them that it could change the whole sea red if I were to put them in it. I felt a sense of disgust as I stared down at the blood. Lady Macbeth returned from the chamber and her hands too were covered in blood. She called me a coward. She seemed so certain that a little water would clear us of this deed. I was not so sure. I did not feel like myself anymore. I did not feel like the noble warrior I once was. I heard knocking and wished that it would wake Duncan up and rewind this whole tragedy. Now I am king. I will not bore you with how it all happened. I fear that people will suspect me. I think Mcduff already does. I fear that I will have to kill again to ensure that Lady Macbeth and myself are not found out. I only hope you will be able to forgive the terrible sins I have committed.

Coach Variables Effect on Motivation and Performance

Coach Variables Effect on Motivation and Performance An Experimental study of the Independent and Interactive Effects of ‘Coach Variables’ on the motivation and performance of Rugby ‘Forwards’ INTRODUCTION Rugby is a hugely popular international sport (UKRFU[1], 2006; USARFU[2], 2006). Two teams of 13 players each, play the sport by kicking, passing, or carrying a ball. In order to win a team must score more ‘points’ than its opponent. Points can be achieved by a ‘try’ (5 points) or a ‘goal’ (3 points). The former entails touching the ball to the ground beyond a line in the opponents half (more points can be earned by performing a ‘place kick’ or drop kick’ conversion). A goal involves kicking the ball over the opponents cross bar (in the form of a penalty kick or drop kick). It is essential that the players are motivated. Research has shown that player motivation is partly dependent on coach variables (Tammen, 1997; Allen Howe, 1998; Cumming, 2002; Reinboth et al, 2004). In particular player aggressiveness, an important aspect of rugby, is influenced by coach input (Abd-Aziz, 1998; Guivernau-Rojas, 2001). Certain coaches are better able to ‘drive’ their players to victory than other coaches, for example by providing better feedback, frequent praise and encouragement, tactical advise, and corrective information. How players perceive their coach is critical (Mavi, 2004). Social psychological on literature (Norman, 1976; Lui Standing, 1989; Aronson, 1995; Eagly Chaiken, 1993; Pornpitakpan, 2004) suggests that characteristics such as credibility, likeability, and trustworthiness, may significantly determine a coaches’ motivational effectiveness. For example, a likeable coach may be more effective at encouraging his ‘forwards’ (‘tight-five’/’front five’ and ‘loose forwards’) to achieve successful try’s and goals. A review of the relevant literature (e.g. ‘PsychINFO’, ‘Academic Search Premier’), revealed a paucity of rugby research in this area. AIMS/HYPOTHESES The study proposed here aims to evaluate the effects of coach variables – credibility, likeability, and trustworthiness – on the performance of rugby players, particularly the ‘tight-five’/‘front-five’ and ‘loose forwards’. Consistent with previous research on communicator variables (e.g. Pornpitakpan, 2004), the following hypotheses are proposed with respect to player/team performance: A credible will achieve more try’s/goals than a non-credible coach. A trustworthy coach will achieve more try’s/goals than an untrustworthy coach. A likeable coach will achieve more try’s/goals than a disliked coach. Interactions (two-way and three-way) between these coach characteristics will influence the achievement of try’s/goals. METHODOLOGY Setting The study will be set up as a field experiment. The setting will be the premises of several local rugby clubs. Design The study will be based on a between-groups experimental design. There will be three independent variables: coach expertise (high/low/placebo/no treatment control), likeability (high/low), and trustworthiness (high/low). This will translate into a 4 x 2 x 2 between groups factorial design, using multivariate analysis of covariance (Coolican, 1994). Thus, in effect, there will be 16 experimental conditions. The dependent variables will consist of players reported motivation (after a match) and the number of successful try’s and goals during a match. Attempts will be made to control for important background variables, including player experience, weight, height, and, baseline motivational levels, and score history. Sample The sample will comprise several different teams of rugby players, recruited from schools, universities, and clubs in the local area. The target (i.e. minimum) sample size is 160 players, with at least 10 players per factorial cell. Stimulus Materials Prior arrangements would have been made with team officials to substitute the original team coaches with a stooge coach. Players will be informed that a new coach will temporarily ‘substitute’ their regular coach, who is unable to attend due to a prior family engagement. Two or three stooge coaches will be used, one for each team. Manipulation of independent variables will occur as follows: (Expertise): players will be informed by the researcher that their new coach is an ex-rugby player with either ≠¥10 years coaching experience or a newly qualified coach with (Likeability): Each stooge coach will act in either a friendly fashion (e.g. smiling, encouraging players), or an unfriendly manner (frowning, denigrating players). (Trustworthiness): Players will be informed either that the stooge coach is getting paid a substantial amount of cash for this one-off job, or is working for free (Aronson, 1995, pp.80-81). (Placebo): Players will receive irrelevant information about the stooge coach (e.g. where they live and marital status), who will act in neutral fashion (i.e. neither friendly or unfriendly). (Control): No information will be provided about the stooge coach, who will try to act in a neutral fashion. A self-report questionnaire will be used to collect baseline data from players on the following: perceived expertise, trustworthiness, and likeability of the stooge coach, and background variables including prior rugby experience, weight, height and score history. This questionnaire will also be used to assess current (i.e. pre-treatment) motivational levels and perform manipulation checks for each coach variable (i.e. expertise, likeability, trustworthiness). The study will be carried out during a series of rugby matches played in the local area. A ‘Game Day Check List’ (USARFU, 2006) will be used to work out the most appropriate time to brief players. Prior to each match each participating rugby team will be randomly assigned to one experimental condition. Particular attention will be paid to the ‘forwards’ or ‘pack’ (i.e. players 1-8). Players will be asked to complete the baseline questionnaire, as part of a general survey on the profile and interests of rugby players in the UK. They will also be informed about the use of a substitute coach, and given the appropriate background information regarding expertise and trustworthiness. After each match players will complete the baseline questionnaire, and then be debriefed. Data will be analysed using a multivariate analysis of covariance (MANCOVA), performed on SPSS (Field, 2002). Background variables will be treated as the covariates (i.e. control variables). A local Ethics Committee will review this project. It will conform to ethical guidelines of the British Psychological Society (BPS, 1993). Thus, the study will not involve any unnecessary deception, invasion of privacy, pain, injury, or discomfort, or violation of any legal requirements. Furthermore, all information collected from subjects will be strictly confidential. TIME SCALE The study will be conducted over a 12 month period. Month 1: Pilot study Month 2 to 3: Administration of Stimulus Materials Data Collection Month 4 to 5: SPSS Data Entry, Editing, and Analysis (MANCOVA) Month 6 to 8: Write Up Month 9 + : Dissemination of Findings DISSEMINATION OF FINDINGS Findings will be disseminated through conference presentations and Journal publications. It is planned that a paper will be presented at the 12th European Congress of Sports Psychology (4-7 September, 2007, Halkidiki, Greece). A paper will also be submitted to the Journal of Applied Sports Psychology or British Journal of Sports Medicine or International Journal of Sports Psychology, all of which are particular useful outlets for targeting academic audiences. REFERENCES Abd-Aziz, S.B. (1998) Aggressive tendencies in Malaysian youth soccer: an  examination of individual and contextual factors. Dissertation Abstracts  International: Section A:- Humanities and Social Sciences. 59 (5-B), 2480. Allen, J. Howe, B.L. (1998) Player ability, coach feedback, and female adolescent  athletes’ perceived competence and satisfaction. Journal of Sport Exercise  Psychology 20, pp.280-299. Aronson, E. (1995) The Social Animal. New York: Freeman. BPS (1993) Code of Conduct, Ethical Principles and Guidelines. Leicester: British  Psychological Society. Coolican, H. (1994) Research Methods and Statistics in Psychology. London: Hodder   Stoughton. Cumming, S.P. (2002) A bio-psychosocial investigation of self-determined  motivation in recreational and travel youth soccer programs. Dissertation  Abstracts International: Section A:- Humanities and Social Sciences. 63 (5-A), 1765. Eagly, A.H. Chaiken, S. (1993) The Psychology of Attitudes. Fort Worth, TX:  Harcourt Brace Jovanovich. Field, A. (2002) Discovering Statistics using SPSS for Windows. London: Sage. Guivernau-Rojas, M. (2001) The impact of motivational and moral variables on  aggressive tendencies in sport. Dissertation Abstracts International: Section  A:- Humanities and Social Sciences. 62 (6-B), 2990. Lane, A.M., Rodger, J.S.E. Karageorghis, C.L. (1997) Antecedents of state anxiety  in rugby. Perceptual and Motor Skills. 84, pp.427-433. Lui, L. Standing, L.G. (1989) Communicator credibility: trustworthiness defeats  expertness. Social Behaviour Personality. 17, pp. 219-221. Mavi, H.F. (2004) The relationship among dispositional, contextual variables, and  intrinsic motivation in high school teams sports. Dissertation Abstracts  International: Section A:- Humanities and Social Sciences. 65 (3-A), 876. Norman, R. (1976) When what is said is important: a comparison of expert and  attractive sources. Journal of Experimental Social Psychology. 12, pp.294-300. Pornpitakpan, C. (2004) The persuasiveness of source credibility: a critical review of  five decades’ evidence. Journal of Applied Social Psychology. 34, pp.243-281. UK Rugby Football Union (2006) Play [online] RFU Official Site,  http://www.community-rugby.com/communityrugby/index.cfm/Fuseaction/Home.Home/StoryTypeId/98/SectionId/575.cfm [Accessed 31 July 2006] USA Rugby Football Union (2006) USA Rugby [online] Rugby Channel,  http://www.usarugby.org/collegiate/manage/gameDayChecklist.html  [Accessed 1 August 2006]. Tammen, V.V. (1997) Coach and athlete goal orientations: congruence of orientations  and affects on athlete satisfaction and commitment. Dissertation Abstracts International: Section A:- Humanities and Social Sciences. 57 (11-A), 4687. Footnotes [1] UK Rugby Football Union [2] USA Rugby Football Union

History And The Human Sciences As Systems Of Knowledge :: essays research papers

â€Å"What are the main difficulties human scientists confront when trying to provide explanations of human behaviour? What methods have been invented to circumvent these difficulties and to minimize their influence on the results that are obtained?† Although many people in the field of human sciences try to get their disciplines to be recognized as pure sciences, there are many differences that distinguish the natural sciences from the human sciences. There is a certain kudos that comes with the natural sciences that people in the human sciences crave, but human sciences can never be like the natural sciences. This is what causes there to be difficulties with human scientists trying to explain their science. They lack the definite, and factual ground on which the natural sciences are based. When a natural scientist hypothesises that when he heats some water to 100 degrees, it will boil. And then after an experiment, it is shown that it does, one can not argue that perhaps on another day the water wouldn’t feel like boiling at 100 degrees, or that perhaps it was only boiling at that temperature because there were people watching. Water boiling at 100 degrees is a scientific fact. It will occur every time the experiment is carried out. However, in the field of human sciences, these facts do not exist, and this makes it very difficult for a human scientist to prove any of his theories, or speculate on situations with any authority. The reason for this is that the study of human sciences involves, obviously, human behaviour. Human behaviour does not follow the same patterns that are obs erved with particles of matter, or certain metals, it is almost totally unpredictable. However, the human sciences do use similar methods of attaining knowledge to the natural sciences. The methods by which the human scientist attains knowledge has the same basic principles to that of the natural scientist. They have hypotheses which they test through observing, and analysing their observations. However, in the natural sciences, the observer is quite distinct from the experiment, as an astronomist is distinct from the planets and stars that he is observing. Whereas, in the human sciences, a human is the observer, and humans are the experiment. This complicates things. In every science there are theories. In the natural sciences these theories can be proved true or false, and therefore it can be determined whether these theories have an effect the result of the experiment.

The Advantages of Keeping pets :: Pets Animals

Would you like to live a happy and productive life? Then get pets! I must admit it is hard to believe that domesticated animals can promote mental and physical health, but many studies have shown that they can. People who own pets have been known to lead longer and happier lives than those without them. As we get older, we become less active. The more inactive we become, the higher our risk of death. We therefore need something in our lives to keep us busy so we don’t die prematurely, and a pet is just the thing to do it. This is probably because of the companionship, exercise, and responsibility that they provide. On the other hand, you must find a pet that is compatible with you or with your life style. Maintaining good mental health is crucial for living a normal life. Many psychiatrists have found that patients with anger management problems can be calmer with a pet around the house. Sometimes, just the feel of a pet in the house can do wonders on the nerves and eliminate certain aggravation. A significant point that has been brought up by animal right activists is that abuse inflicted on animals is, in many cases caused by frustration caused by an outside conflict. Outside conflicts can be caused by work stress, school or relationships. Also, people need companionship to keep stress and mental anguish at bay. When people begin questioning why they are alone, they begin doubting their own self-worth. Then suicide becomes an issue. When a person becomes depressed, their body pays the price. A depressed person will neglect to care for themselves and will slowly deteriorate. Having a pet will give said person companionship. Just being able to have someone to come home and talk to or play with could be the difference between serenity and psychosis. In women, especially, is the extra comfort provided in just being able to care for someone. Apart from that, owning a pet forces one to take on the responsibility of keeping it alive. One’s pet must be fed, watered, and kept healthy. Doing this requires us to move about.

Tom Sawyer - No Average Young Boy :: The Adventures of Tom Sawyer

The Adventures of Tom Sawyer: No Average Young Boy To say that Tom Sawyer was an average young boy growing up in Illinois would be an understatement. "The Adventures of Tom Sawyer", written by Mark Twain is an absolutely enchanting book. Every episode is more exciting than the prior one, which is why this book receives five stars. Set in the old Southwest in an almost poverty stricken shabby village called St. Petersburg. The whole town knows one another, and of course they know each other’s business. Sunday was the holy day when everyone would gather at the church to compare notes on the past weeks events. The children had to rely on making good clean fun from meager surroundings. Swimming, fishing, picnicking, and playing "Hide n' seek" in the long hot summer days were all good ways to pass the time. But Tom was more venturesome than that, and with his best friend Huckleberry Finn, he lived everyday to its fullest. Tom had a little more schooling than Huck, but Huck was growing up on the streets and surviving just fine considering that his father was a drunk. Tom had a good home, being raised by his Aunt Polly, (his mother died so her sister took him in). He also lived with his half-brother, Sid, whose main objective in life was to make Tom’s miserable by ratting him out all the time, and his q uiet cousin Mary. His antics were ingenious though. The way that he turned whitewashing the fence as a punishment into a grand experience for all of the boys in town who couldn’t wait to hold the brush and paint. Tom was not a bad boy, just an inquisitive one who’s mind never rested†¦ always dreaming, and making his dreams sound so good, he could always rope Huck Finn into his escapades. Tom couldn’t lie, and he couldn’t see someone suffer for the sins of another, as seen when he tells the truth about the murder of Dr. Robinson. It took real guts to point the finger at "Injun Joe", the half-breed, who was also one of the most despicable scoundrels in the town. Tom was also loyal to his friends, and showed that when he wouldn’t tell that Huck Finn was with him that night the doctor was killed in the graveyard. Tom also couldn’t leave Becky Thatcher in the cave when they were lost and she had all but given up hope of being found.

Explain How the Understanding of Peace Is Expressed Through the Sacred Texts in 2 Religious Traditions Essay

By looking into their sacred texts and teachings on peace, we can gain a valuable insight into how these religions explain peace. The teaching of peace is central to Christianity. They use the sacred text of the bible, mostly the New Testament with emphasis on the Gospels as the source for teachings on peace. The New Testament states peace as a virtue and identifies it as a key element of God. Christians use Jesus’ example to illustrate the ideal model for peace in their lives. This model allows for adherents to understand the peace of God through the gift of the Holy Spirit and peace in relationships whereby Christians are expected to work in harmony with others in order to achieve peace As well as this the teaching on war and peace â€Å"love your neighbour as yourself. †(Matthew) and the teaching on peace and justice are both exemplified by Pope John XXIII’s notion that there can only be peace if there is justice. The Christian teaching on peace revolves around the covenant relationship between the adherent and God. This peace is given by Christ and is shown in the sacred texts of the New Testament â€Å"My peace I leave with you,† and is described as â€Å"one of the fruits with the spirit. †(Galatians). Jesus tells his followers that â€Å"in me you may have peace,† (John) suggesting that the concept of spiritual peace is embodied in the teachings of Jesus Christ. The importance of peace is clear in the Beatitudes were Jesus stated â€Å"blessed are the pure in heart, for they shall see God†. Christians believe that through baptism they have been called to follow Jesus’ as their model in life. By following his example, Christians acquire peace by obeying the commands of Jesus and therefore the principle teachings of Christianity â€Å"You must love your neighbour as you love yourself. † The bible states that Christians can achieve peace through the specific teaching of Jesus to forgive those who have wronged you. â€Å"If he wrongs you†¦you must forgive him. † (Luke). Forgiveness and compassion is at the heart of the Bibles message. Further to this, Christians can achieve peace through their practice of individual and communal prayer. The Christian biblical view on peace is one that demonstrates the idea that they should work for it. Through the beatitudes, Christians are encouraged to be the peacemakers in society. â€Å"Blessed are the peacemakers for they will be called the children of God. † Further to this, Christians believe in the sanctity of life through the covenant of the 10 commandments which state â€Å"Thou shall not kill. † Peace is work of justice and the effect of charity. In the case of conflict, Christians resort to the idea of violence being a last resort and refer to the Just War theory in order to determine whether conflict is applicable. The bible teaches adherents to promote peace on an international level, aiming to work for peace, justice and reconciliation. Islam like Christianity was a religion founded on the virtue of peace. Islam is referred to in the Qur’an as â€Å"the paths of peace† and it is taught that peace must always be actively sought out by Muslims. The Qur’an sees reconciliation as a basic stance and states that Allah abhors the disturbance of peace. Muslims too believe that there can only be peace if there is justice. In Islam, peace takes a variety of forms. It is seen as a quality of personal tranquillity and fulfilment bestowed by Allah to reward submission. This surrender of mental and physical devotion begins with the concept of Dhikr, the remembrance of Allah in all aspects of Muslim life. The Qur’an states that â€Å"In remembrance of God do hearts fins satisfaction. † This concept is embodied by the 5 pillars of Islam. Through the Salat, attention is drawn to Allah, marginalising distraction in order to devote more fully to the divine. Sawm and Zakat illustrate physical sacrifices for Islam which allows the adherent to appreciate Allah’s role as of life. The Hajj focuses on morality by allowing the adherent o come closer to Allah in their individual search of inner peace. Along with this, the study of the sacred texts of Islam, the Qur’an and Hadith equips adherents with necessary theological understanding for a meaningful life of submission which in turn brings peace. This study allows Muslims to understand peace being a reward for following the teachings of Allah and his prophet Mohammad. Peace be upon you because you have persevered. † Another concept of achieving peace is through collective worship. It encourages commitment in the struggle against the greater Jihad. Like Christianity, Islam encourages adherents to strive for peace. Both typify the complex relationship between religion and peace. The standard greeting to another person in Arabic is â€Å"As-Salamu-Alaykum (Peace be with you) † (Qur’an), which encourages Muslims to â€Å"Promote peace among men. † (Sura). There are various organisations in Islam that promote peace. E. g. The Islamic Conference which promotes world peace and safeguards the interest of the Muslim world. The understanding of peace throughout both Christianity and Islam has been influenced by their sacred texts. It is ultimately through the interpretation of these texts that adherents learn the values of peace. They all demonstrate that peace is not merely the absence of conflict, but is also a complex intertwined system of teachings and that there are various avenues to achieving the ideal state of peace.

A Hugo Boss Essay

The print advertisement that I chose for this paper, is a Hugo Boss advertisement for the sale of its men’s perfume line particularly the men’s gift set. Hugo Boss is a company that was started in Metzingen Germany and was founded by Hugo Ferdinand Boss after whom the brand was named. Hugo Boss is known for specializing in high-end menswear apparel, and has expanded like most other brands to include shoes, accessories and fragrances. I chose this particular print advertisement because after viewing several other print advertisements, this one attracted my attention the most. I was drawn to it because it was colorful and had many images that not only caught my eye, but also seemed to be very dynamic and at the same time able to catch my attention. When you first look at the advertisement, the images seem to jump from the page; at first, it actually looks like a messy piece of artwork or a picture that someone doodled on while they were bored. But when you take a closer look at the advertisement and dissect its different components, the underlying message that it gives to its viewers is actually very interesting and quite alluring. The advertisement is composed of three main images, a young man, standing with his finger to his lips, a Hugo boss perfume bottle with images coming out from the lip of the bottle and at the bottom of the advertisement an image of a sample Hugo Boss Men’s Gift Set. Aside from the images, there are printed words, one is a stamped text of â€Å"HUGO† the perfumes brand and the other is the tagline, which says,   â€Å"it’s just a fragrance. The rest is up to you.† I think that this particular print advertisement appeals to a young market. You have only to look at the images used and the words uttered to see that this is geared towards a younger age group. This particular advertisement targets both men and women ages twenty five to thirty five years old, who are young and excited because they are either just beginning their lives or beginning to rise up in their respective endeavors. I say this because of the composition of the print advertisement. First of all, the man used for the advertisement is a man who looks like he is in his mid to late twenties. Admittedly, when advertisers portray their products they get models that will most appeal to the age group they are targeting and usually they get their models from that precise group. The appearance of the man in the advertisement evokes a feeling of casualness that makes you think of fresh graduates, young, hot and out to get the world. This assessment is based not only on the male image model but the images that can be found beside him, which is the Hugo Boss perfume bottle that seems to be overflowing with other images. The images that are coming out of the bottle make me think of the circus coming into town. I am not sure why that particular image popped into my head, but I suppose it is because as a child, the circus represented a child’s dreams in life and this particular advertisement seems to sell that very image to the public. The bottle spewing these images reminds me of the time when the circus would come into town and as the main tent would unfold you would suddenly see a swarm of animals, animal trainers and performers going about. These animals, animal trainers and performers at first seem to have no direction, but as the unfolding of the main tent continues you begin to realize that they all have a purpose and they are not just randomly moving about. This is what seems to be happening with the Boss advertisement. Upon first glance, the image seems not to make any sense but if you take the time to look at it, the images coming out of the bottle are actually images that correspond to the different aspects of a person’s life. Among the images that can be seen are buildings, people, apartments, and a vinyl record among others. These images as I earlier mentioned correspond to the different parts of a person’s life. How is this you might ask? The answer is actually very simple. If you take a look at all of the images that are placed in the advertisement, you see that the buildings could correspond to the business aspect of a person’s life, their careers or work, while the throngs of people could be interpreted as those people that they interact with every day at work, or out on the streets or even while on a gimmick or night out with friends. In addition to these images, what strengthens my belief that this advertisement was made to target a young group is the tagline that the advertisers used. It’s simple, witty and straight to the point, â€Å"it’s just a perfume. The rest is up to you.† I love that the company used this tagline because it makes you think that anything is within your reach. I feel like the advertisement is telling me that all you need is Hugo Boss, a spray of this is like putting one foot in the door and the rest to quote the advertisement â€Å"is up to you.† The purpose of the advertisers in using this particular tagline in my opinion is to give that ego boost that men and women generally need in order to keep moving forward. We all should be honest enough to admit that we do not want change if we are not sure that we are headed in the right direction. Very few people are actually willing to take uncalculated risks when it comes to their future. This advertisement makes you feel that if you use the product advertised, all the confidence that you need in order to do the things that you want to do will magically appear. It makes you feel that one whiff of this and things will go your way. Your work life will improve because your presence seems to be more pleasing, and this may give you that opportunity to make that sales pitch that you need, or get on the good side of your boss who you have been dying to corner in order to give your ideas on the latest project that you are working on. What is so great about this advertisement is that in spite of the fact that it is actually geared more towards men, the advertisers have found a way of drawing in the women as well. If you think about it, although men are obviously being targeted, not all men will purchase this scent for themselves. This advertisement and its packaging is also perfect for the woman in a man’s life. This advertisement is like candy to a baby. Although women generally know what to give their man, this particular advertisement is something that will attract women who have given the men in their lives practically everything.