Fables Free Essays

Common type of story is the fable, which presents a moral, or lesson about human behavior. Fables usually feature animals behaving and speaking as humans. Among the most widely known are those from the ancient Sanskrit Pancatantra (Five Chapters), which was first written down in India perhaps 2,000 years ago. We will write a custom essay sample on Fables or any similar topic only for you Order Now Known in Europe as The Fables of Bidpai, this collection presents animal characters in entertaining stories and poetry. Many European animal fables have at least in part descended from the Pancatantra. Among the most renowned Western fables are those attributed to Aesop, a (probably fictitious) slave from ancient Greece. One of the best-known of Aesop’s stories is â€Å"The Ant and the Grasshopper,† which teaches the need to be industrious and save for the future during times of plenty. Stories that point out lessons are called fables. Nearly everyone knows the fable about the three little pigs. They leave home and go out into the world to make their fortunes. Of course, they have to build places in which to live. The first little pig makes his house of straw. The second little pig also takes things easily, building his house of sticks. The third little pig works hard and long to make a house of bricks—a good, sturdy house. Along comes a wolf who blows down the houses of straw and sticks and eats the two lazy little pigs. All his huffing and puffing, however, cannot blow down the house of bricks. In this fable the three little pigs show human characteristics. Two little pigs are shiftless and meet an unhappy end through their own fault. The hard-working little pig earns the reward of a good life. History of fables In very early times people told stories in which animals talk. By their actions the animals show how foolish or wise people can be. Folklore scholars think that fables probably originated among the Semitic peoples of the Middle East. The tales spread to India and then west to Greece. Many fables go back to an ancient Sanskrit collection from India called ‘Pancatantra’ (Five Chapters). These stories were told and retold through many generations. Eventually they reached Greece. The Greeks added detail and action and made Aesop master of all the fables. The Romans translated Aesop’s fables into Latin. They were translated into French in the 13th century. The first of many versions of the folktale of â€Å"Reynard the Fox† appeared in about the 12th century. Fables of Aesop’s The greatest teller of fables was Aesop (see Aesop). He was believed to be a slave in ancient Greece. His stories are simple moral lessons illustrated usually by the actions and speech of animals. Some of his best-known fables are â€Å"The Lion and the Mouse,† â€Å"The Fox and the Stork,† â€Å"The Hare and the Tortoise,† â€Å"The Wolf in Sheep’s Clothing,† â€Å"The Fox and the Grapes,† â€Å"The Frogs Desiring a King,† and â€Å"The Shepherd Boy and the Wolf. † In Aesop’s â€Å"The Lion and the Mouse† the great, strong lion is tired of hunting. He lies down to sleep under a shady tree. A mouse runs over his face and awakens him. The angry lion is about to crush the tiny mouse with his huge paw, but the mouse begs so hard to live that the lion lets him go. Some time later the lion is caught in a hunter’s trap. He roars with surprise and fury. The little mouse recognizes the roar and races to the trap. He gnaws the ropes and sets the lion free. The powerful lion is grateful for the help that his tiny friend gave him. The king of beasts thinks to himself â€Å"Sometimes the weakest can help the strongest. † Aesop’s â€Å"The Fox and the Stork† shows that a tricky person does not always win. A fox invites a stork to dinner. The fox serves soup in a shallow dish. The poor stork can wet only the end of his long narrow bill in the soup. The sly fox makes false apologies and laps up all the food. The stork pretends to be satisfied and invites the fox to dinner. When the fox comes a few days later, he finds the food served in a tall jar with a narrow neck. Down in the jar goes the stork’s long bill. All the fox can do is lick his chops. This fable may have suggested the old proverb â€Å"he who laughs last laughs best. † Many proverbs and maxims are expressions of the wisdom found in fables. Some of these sayings and the fables from which they come are listed after the â€Å"History of Fables† section. Fables by La Fontaine Another great teller of fables was Jean de La Fontaine (see La Fontaine). He wrote in France in the 17th century. La Fontaine based many of his fables on those of Aesop. In the writings of both men are â€Å"The Fox and the Crow,† â€Å"The Dove and the Ant,† â€Å"The Fox and the Grapes,† â€Å"The Maid and the Pail of Milk,† and â€Å"The Fox and the Stork. † Some of La Fontaine’s titles vary slightly from Aesop’s. â€Å"The Fox and the Crow† tells that a fox sees a crow ith a piece of cheese in her beak settle in a tree. The fox wants the cheese. He looks up at the crow and says, â€Å"Good day, Mistress Crow. How well you look today! I feel sure that your voice must surpass that of other birds, just as your figure does. Let me hear you sing but one song so I may greet you as queen of the birds. † The crow begins to caw her best. As soon as she opens her mouth, the piece of cheese falls to the ground and is snapped up by the fox. â€Å"That will do,† he says. â€Å"That was all I wanted. In exchange for your cheese, I’ll give you a piece of advice for the future. Do not trust flatterers. Another of La Fontaine’s fables is â€Å"The Animals Sick of the Plague. † The lion, who is king of the beasts, asks all the animals to confess their sins. The guiltiest will be sacrificed to save the rest. The lion begins by confessing that he has â€Å"devoured an appalling number of sheep† and â€Å"the shepherd, too. † Reynard the Fox defends the king. His plea is applauded by the lion’s flatterers. Finally a poor donkey is sacrificed after he confesses that he has eaten grass on the monastery grounds. The moral of the tale is: â€Å"Thus do the courts acquit the strong and doom the weak as therefore wrong. † How to cite Fables, Papers

Shakespeare’s Brilliant Use of Symbolism Essay Example

Shakespeare’s Brilliant Use of Symbolism Paper â€Å"To be or not to be – that is the question† (Kittredge, 993). This is one of William Shakespeare’s best known and used quotes. Many who use it do not even know what piece it is taken from, or what exactly it means. It just sounds like a cool, tragic, Shakespearean quote to use to sound more intelligent. And that is the sad truth. Shakespeare’s works are filled with quotes, soliloquies, and experts, like this one, that are filled with innuendos, imagery, word choice, etc. One very important literary technique used by Shakespeare, in all of his works, is his symbolism, which portrayed Shakespeare’s life, time period, and messages he wished to get across to his audience. He also used his symbolism to satirize whomever he wished. Shakespeare’s works would not be complete without his symbolism, which is used throughout all of his works. One example of William Shakespeare’s brilliant use of symbolism can be seen in the play Macbeth. In this play Shakespeare uses symbolism to represent the overall theme of murder. The contrast of light and dark throughout the play symbolizes the good and evil that is being battled. During the time that Macbeth was written the king was associated with the sun. A sunset, then, represented the king’s death or overthrow of his rule in power. â€Å"When shall we three meet again . † and â€Å"That will be ere the set of sun. † (Shakespeare, Act I, Scene I, ll 1 and 5), are quotes that symbolize and foreshadow the coming death of the king. They, the witches, shall meet again when the king has been done away with. The contrast and symbolism between light and dark continues throughout the play. Stars, hide your fires; Let not light see my black and deep desires. † (Act I, Scene IV, ll 50-51) symbolizes Macbeth’s step towards evil. He does not want anyone or anything to bring to knowledge his dark and evil plans. Another symbolism in the contrast of light and dark is nighttime. Whenever anything bad is occurring, or is about to occur it takes place during the dead of the night in the cover of darkness. The murders, Lady Macbeth’s sleepwalking, and the appearance of the witches all take place at night. Lady Macbeth’s sleeping walking shows a good contrast of the light and dark symbolism. At first she craved the darkness, b ut then she became afraid of it and carried a candle with her to drive away the darkness. In the line, â€Å"She has light by her continually; ’tis her command. † (Act V, Scene I ll 26-27), symbolizes her fear of the evil within the darkness. One very important symbol in Shakespeare’s Macbeth is blood in Duncan’s murder. The bloodshed represents Macbeth’s guilt and shame of the crime he has committed. After killing the king Macbeth says of the blood on his hands, â€Å"As they had seen me with these hangman’s hands. † (Act II, Scene II, l 28). Macbeth’s guilt is portrayed after this act in that he refuses to return to the crime scene to smear the blood on the guards, because he thinks that the blood will only show his guilt and incriminate him further. Another way that the reader can tell that Macbeth is extremely uncomfortable and feeling guilty is because he immediately tries to remove the blood from his hands after killing t he guards. He is very uncomfortable with the blood being on his hands, incriminating him through his guilt. Opposite of blood being a symbol of guilt, water is a symbol of purification from that guilt. After the murder of Duncan Lady Macbeth assures her husband that, â€Å"A little water clears us of the deed†; (Act II, Scene II, l 67). Throughout the later portion of the play Lady Macbeth repeatedly rubs her hands together, symbolizing her want and need to wash the deed from her hands. She wants to remove the â€Å"spot† physically from her hands and symbolically from her conscience, â€Å"Out, damned spot! out, I say! . We will write a custom essay sample on Shakespeare’s Brilliant Use of Symbolism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shakespeare’s Brilliant Use of Symbolism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shakespeare’s Brilliant Use of Symbolism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer † (Act V, Scene I, l 39). The water symbolizes the purification of the guilty conscience of Sir and Lady Macbeth. A common object used as symbolism throughout Shakespeare’s works are ghosts. In Hamlet the ghost that he sees is his father. Of course the ghost symbolizes his father’s death, but it also symbolizes that his father has come back for some reason. That reason, Hamlet later finds out is for revenge because his father was murdered. Ghost. â€Å"Revenge his foul and most unnatural murther. † Ham. â€Å"Murther? † Ghost. â€Å"Murther most foul, as in the best it is; But this most foul, strange, and unnatural. † (Act I, Scene V, ll 26-28). The ghost of Hamlet’s father plays a very important role in the play, as throughout the entirety of it Hamlet is trying to seek revenge for his father, which was first brought to his attention by the ghost. Another symbol used in Hamlet is the use of the word â€Å"dream† Throughout the p lay Hamlet is confronted with death, and his uncertainties as to the conditions of the existence of an afterlife (Rogers, 10). In his â€Å"to be, or not to be† soliloquy Hamlet questions as to whether it is worth it to live or die. He refers to death as some sort of dream that may come. He uses the reference of a dream to death because, as dreams are uncertain and often forgotten after they are through, so is death, although it is a dream that one will never be woken up from whether it be a nightmare or sweet escape. â€Å"To die – to sleep – No more; and by a sleep to say we end The heartache, and the thousand natural shocks That flesh is heir to. ‘Tis a consummation Devoutly to be wish’d. To die – to sleep. To sleep – perchance to dream: ay, there’s the rub! For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause. There’s the respect That makes calamity of so long life. (Act III, Scene I, ll 56-69). Hamlet’s uncertainty of death is felt throughout this entire soliloquy. Later in it he says, But that the dread of something after death, The undiscover’d country from whose bourn No traveler returns, puzzles the will, And makes us rather bear those ills we have Than fly to others that we know not of? (Act II, Scene I, ll 78-82). In this expert the traveler and the undiscovered country symbolizes someone traveling in death onto the unknown after life. This entire soliloquy symbolizes Hamlet’s uncertainties of death. One other example of symbolism that is used in Hamlet is a serpent. The serpent, which Hamlet’s father’s ghost refers his uncle to, represents the evil and deceit that the uncle used to get the crown. A serpent, many times in literature, represents something that is secretive, evil, and tempting, just as Lucifer, in the form of a serpent was in the garden of Eden. â€Å"Now the serpent was more craf ty than any of the wild animals the Lord God had made† (Genesis 3:1). The ghost of Hamlet’s father says of his uncle, ‘Tis given out that, sleeping in my orchard, A serpent stung me. So the whole ear of Denmark Is by a forged process of my death Rankly abus’d. But know, thou noble youth, The serpent that did sting thy father’s life Now wears his crown. (Act I, Scene V, ll 35-39). And just as the serpent tempted Eve in the Garden of Eden, Hamlet’s uncle tempted his mother and very soon after Hamlet’s father’s death they were married. O wicked wit and gifts, that have the power So to seduce! – won to his shameful lust The sill of my most seeming-virtuous queen. (Act I, Scene V, ll 44-46). The king had stolen from him by the â€Å" serpent†, â€Å"by a brother’s hand, of life, of crown, of queen† (ll 74-75). In Shakespeare’s Othello there are many different symbols used throughout the play. One of these symbols is sight. Throughout the play Othello bases his beliefs on what he is told and hears, instead of what he sees. Therefore sight symbolizes Othello’s lack of proof with what he sees, but actually does not see. For example, Othello believes Iago when he tells him that Cassio was given the handkerchief he had given Desdemona, by Desdamona herself. Iago. Have you not sometimes seen a handkerchief Spotted with strawberries in your wive’s hand? Oth. I gave her such a one; ‘twas my first gift Iago. I know not that; but such a handkerchief (I am sure it was you wive’s) did I to-day See Cassio wipe his beard with. (Act III, Scene III, ll 435-438). The lack of sight, or blindness is vital to the play, as each character’s confusion bleeds off of one another’s lack of proof. Othello does not see any incriminating actions that Desdemona has committed, and Emilia does not â€Å"figuratively† see what her husband has done with his twiste d words and actions. Another symbol in Othello is plants. In many of Iago’s speeches he talks about fruits and plants. What they symbolize is that the characters that Iago is manipulating are plants that are slowly growing more and more twisted, and Iago is the gardener that is making sure that they get more and more twisted and stay that way. Iago. Our bodies are our gardens, to the which our wills are gardeners; so that if we will plant nettles or sow lettuce, set hyssop and weed up thyme, supply it with one gender of herbs or distract it with many – either to have it sterile with idleness or manured with industry – why, the power and corrigible authority of this lies in our wills. If the balance of our lives had not one scale of reason to poise another of sensuality, the blood and baseness of our natures would conduct us to most prepost’rous conclusions. (Act I, Scene III, ll 323-334). Iago, through jealousy or some other motive, most manipulates Othel lo: Iago. The Moor already changes with my poison. Dangerous conceits are in their natures poisons Which at the first are scarce found to distaste, But with a little act upon the blood Burn like the mines of sulphur. (Act III, Scene III, ll 325-329). Another symbol used by Iago when he is talking about Othello besides plants is animals. Many times Iago refers to Othello as a Barbary horse, an ass, and an old black ram. These are innuendos Iago uses to make fun of Othello with. It reflects a level of racism that Iago has for Othello. Iago. The Moor is of a free and open nature That thinks men honest that but seem to be so; And will as tenderly be led by th’ nose As asses are. (Act I, Scene III, ll 405-408). Also, when Iago is talking to Brabantio, Desdemona’s father, he refers to Othello: Even now, now, very now, an old black ram Is tupping your white ewe. (Act I, Scene I, ll 88-89). And also: Iago. Zounds, sir, you are one of those that will not serve God if the devil bid you. Because we come to do you service, and you think we are ruffians, you’ll have your daughter cover’d with a Barbary horse; you’ll have your nephews neigh to you; you’ll have coursers for cousins, and gennets for germans†¦ I am one, sir, that come to tell you your daughter and the Moor are now making the beast with two backs. (Act I, Scene I, ll 109-118). One very important symbol in Othello is the handkerchief. It symbolizes different things for each character. For Desdemona, the handkerchief was the first love gift that Othello ever gave her, therefore it symbolizes Othello’s love. However, Iago manipulates the meaning of the handkerchief by making Othello see it as a symbol for Desdemona herself. By doing this, when the handkerchief goes missing Othello takes it as Desdemona is also missing from his bed and is in someone else’s. Oth. That handkerchief Did an Egyptian to my mother give. She was a charmer, and could almost read The thoughts of people. She tole her, while she kept it, ‘Twould make her amiable and subdue my father Entirely to her love, but if she lost it Or made a gift of it, my father’s eye Should hold her loathly, and his spirits should hunt after new fancies. (Act II, Scene IV, ll 55-63). The handkerchief itself symbolizes what Othello’s mother used to keep his father faithful to her. The handkerchief is supposedly made from silk of sacred worms and is dyed with extracted blood from the hearts of mummified virgins. The pattern of strawberries on the handkerchief on the white background suggests that the bloodstains left on the sheets on a virgin’s wedding night, therefore the handkerchief suggests a guarantee of virginity as well as fidelity (Crowther, 47). Another, more subtle symbol is the song that Desdemona sing in act five as she is preparing for bed. The song is about a woman who is betrayed by her lover. She was taught the song by her mother’s maid , who suffered the same misfortune as the woman in the song. The lyrics of the song suggest that both men and women are unfaithful to one another. To Desdemona, this song appears to represent a sad and resigned acceptance of her alienation from Othello’s affections, and singing it leads her to question Emilia about the nature and practice of infidelity. Des. My mother had a maid call’d Barbary. She was in love; and he she lov’d prov’d mad And did forsake her. She had a song of ‘Willow. ’ An old thing ‘twas; but it express’d her fortune, And she died singing it. That song to-night Will not go from my mind. I have much to do But to go hang my head all at one side And sing it like poor Barbary. (Act IV, Scene III, ll 26-32). Another work of Shakespeare’s that contains symbolism is Romeo and Juliet. One main symbol in this play is poison. When Friar Lawrence first appears he remarks that every plant, herb, and stone has its ow n special properties, and that nothing exists in nature that cannot be put to both good and bad uses. Therefore, poison is not automatically evil, but when put to bad use, it becomes evil in the hands of humans. In plants, herbs, stones, and their true qualities; For naught so vile that on the earth doth live But to the earth some special good doth give; Nor aught so good but, strain’d from that fair use, Revolts from true birth, stumbling on abuse. Virtue itself turns vice, being misapplied, And vice sometime’s by action dignified. Within the infant rind of this small flower Poison hath residence, and medicine power; For this, being smelt, with that part cheers each part; Being tasted, slays all senses with the heart. Two such opposed kings encamp them still In man as well as herbs – grace and rude will; And where the worser is predominant. Full soon the canker death eats up that plant. (Act II, Scene IV, ll16-30). The sleeping potion that the friar gives Julie t makes her appear dead after she inhales it, however, when Romeo sees Juliet, thinking she is dead, he drinks the poison and is killed. Poison symbolizes society’s tendency to poison good things and make them fatal, just as the Capulet-Montague feud sours Romeo and Juliet’s love into poison. Another use of symbolism in Romeo and Juliet is thumb-biting. This gesture begins a brawl between the Montagues and Capulets. Samson, by flicking his thumbnail from behind his teeth, he shows an insulting gesture, which offends the other party. It is really actually a very juvenile action, and he does it because he wants to interrogate and get into a fight with the Montagues, but at the same time doesn’t want to be accused of starting the fight. Greg. I will frown as I pass by, and let them take it as they list Samp. Nay, as they dare. I will bite my thumb at them; which is a disgrace to them, if they bear it. Abr. Do you bite your thumb at us, sir? Samp. I so bite my thumb , sir. Abr. Do you bite your thumb at us, sir? Samp. [aside to Gregory] Is the law of our side if I say ay? Greg. [aside to Sampson] No. Samp. No, sir, I do not bite my thumb at you, sir, but I bite my thumb, sir. (Act I, Scene I, ll 46-58). Because Sampson is being timid, he wants to be annoying, but not challenging. The thumb-biting seems to be a rather meaningless gesture, and represents the entire foolishness of the entire Montague-Capulet feud, and also the stupidity of violence in general. One other symbol in Romeo and Juliet is Queen Mab. In the first act Mercutio delivers a speech about the fairy Queen Mab, who rides through the night on her tiny wagon delivering dreams to sleepers. The story says that she doesn’t generally bring the best dreams, but instead shows the dreamer dreams of vices that they are addicted to. An example would be greed, violence, and lust. Queen Mab does not only represent and symbolize the dreams of sleepers, but she also symbolizes the power of waking fantasies, daydreams, and even desires. Through the imagery of the story Mercutio paints suggests that all desires and fantasies are as nonsensical and fragile as Mab, and that they are also basically corrupting. This point of view greatly contrasts with that of Romeo and Juliet, who see their love as something real and ennobling. O, then I see Queen Mab hath been with you. She is the fairies’ midwife, and she comes In shape no bigger than an agate stone†¦ And in this state she gallops night by night Through lovers’ brains, and then they dream of love; O’er courtiers’ knees, that dream on cursies straight; O’er lawyers’ fingers, who straight dream on fees; O’er ladies lips, who straight on kisses dream, Which oft the angry Mab with blisters plagues, Because their breaths with sweetmeats tainted are. Sometimes she gallops o’er a courtier’s nose, And then dreams he of smelling out a suit; And sometime comes she with a tithe-pig’s tail Tickling a parson’s nose as a’ lies asleep, Then dreams he of another benefice. Sometime she driveth o’er a soldier’s neck, And the dreams he of cutting foreign throuats, Of breaches, ambuscadoes, Spanish blades, Of healths five fadom deep; and then anon Drums in his ear, at which he starts and wakes, And being thus frighted, swears a prayer or two And sleeps again. This is that very Mab That plats the manes of horses in the night And bakes the elflocks in foul sluttish hairs, Which once untangled much misfortune bodes. This is the hag, when maids lie on their backs, That presses them and learns them first to bear, Making them women of good carriage. This is she – (Act I, Scene IV, ll 53-54 and ll 70-94). The symbolism described in this paper from William Shakespeare’s plays Macbeth, Hamlet, Othello, and Romeo and Juliet are just examples of how Shakespeare uses symbolism throughout his works. While other literary techniques, such as imagery and diction, play an important role in Shakespeare’s works, symbolism plays just as great, if not a greater role in his pieces. Many times the symbols that Shakespeare used carried a theme throughout the entire work, and also, many times served as foreshadowing. Shakespeare’s life, time period in which he lived, messages he wished to portray to his audience, and people he wished to satirize all were sources in which Shakespeare derived his symbolism in his works from. Works Cited Aronson, Alex. Psyche and Symbol in Shakespeare. Bloomington, London: Indiana University Press, 1972. Arthos, John. Shakespeare’s Use of Dream and Vision. Totowa, New Jeresey: Rowman and Littlefield, 1977. Faber, M. D. The Design Within, Psychoanalytic Approaches to Shakespeare. New York: Science House, 1970. The Holy Bible, Revised New International Version. Grand Rapids, Michigan: Zondervan Publishing House, 1994. Kittredge, George Lyman. Sixteen P lays of Shakespeare. Boston; New York; Chicago; Atlanta; Dallas; Columbus; San Francisco; Toronto; London: Ginn and Company, 1946 Ludowyk, E. F. C. Understanding Shakespeare. Cambridge: At The University Press, 1964. May, Robin. Who was Shakespeare? The Man – The Times – The Works. New York: St. Martin’s, 1974. Matthews, Honor. Character Symbol in Shakespeare’s Plays. Cambridge: At the University Press, 1962. Rowse, A. L. Shakespeare the Man. New York; Evanston; San Francisco; London: Harper Row, Publishers, 1973. Rogers, L. W. The Ghosts In Shakespeare. Wheaton, Illinois: The Theosophical Press, 1966.

The character in An Inspector Calls Essays

The character in An Inspector Calls Essays The character in An Inspector Calls Essay The character in An Inspector Calls Essay I also didnt choose Eric Birling as my most likeable character as he used Eva, he stole money from Arthur Birling to give her money to Eva for the baby. As Eva was a prostitute he used her just for sex. Erics parents think that he is all innocent, but really he is an heavy drinker. Eric says; I wasnt in love or anything but I did like her. This tells me he is a user and only wanted one thing. I didnt choose Eric as my most likable character as he was in the wrong, and didnt care about Eva. It then comes to Arthur Birling the father of Sheila and Eric. He only cares about himself and know one else. He wont accept the allegations thats made against him, and dont see how giving Eva the sack got anything to do with him. Even though he sacked her so she would be left with no money. Has he comes from a middle class family, he seems stuck up and selfish. As she says to the inspector; Look here I am not going to have this inspector, youll apologise at once. He only cares about money, as he says to Gerald; And now you have brought us together, and perhaps we may look forward to the time when Crofts and Birlings are no longer competing but are working together-for lower costs and prices. Arthur is certainly not my most likable character! My final character Gerald Croft has a very big part in Eva Smiths suicidal death. He never loved her or never would love her, but Eva had fallen head over heels in love with Gerald. He used her till he didnt want anymore. When they first met Eva was prostituting and he just used her just to please his needs. He had sex with her then paid her. Gerald told the inspector; He had become the most important person in his life. What Gerald has done he can never change. Also what he has done to Sheila is terrible too. He is a user and very selfish. And certainly is the most un-likable character. Sheila is definitely my most likable character, as she has shown the most honestly and true guiltiness. This is shown as when she saw the picture of Eva; she was the only one who had a little cry.

Using the Perl String Length Function

Using the Perl String Length Function Perl is a programming language used primarily to develop web applications. Perl is an interpreted, not compiled, language. This means its programs take up more CPU time than a compiled language - a problem that becomes less important as the speed of processors increases.  Writing code in Perl is faster than writing in a compiled language, so the time you save is yours. When you learn Perl, you learn how to work with the languages functions. One of the most basic is the string length function. How to Find Length of a String in Perl Perls length function returns the length of a Perl string in characters. Here is an example showing its basic usage: #!/usr/bin/perl $orig_string This is a Test and ALL CAPS;$string_len   length( $orig_string );print Length of the String is : $string_len\n; When this code is executed, it displays the following:  Length of the String is: 27. The number 27 is the total of the characters, including spaces, in the phrase This is a Test and ALL CAPS. Note that this function does not count the size of the string in bytes - just the length in characters. What About the Length of Arrays? The length function works only on strings, not on arrays. An array stores an ordered list and is preceded by an sign and populated using parentheses. To find out the length of an array, use the scalar function. For example: my many_strings (one, two, three, four, hi, hello world);say scalar many_strings; The response is 6, the number of items in the array. A scalar is a single unit of data. It might be a group of characters, as in the example above, or a single character, string, floating point, or integer number.

How to utilize and enhance City Year social media Research Paper

How to utilize and enhance City Year social media - Research Paper Example The paper tends to briefly analyze the role and significance of social media in terms of creating considerable awareness through developing adequate planning for San Antonio City Year which can protect students from rising dropout crisis within the state. The discussion in this essay will also focus on demonstrating effective communication and customer service facilities which can enable San Antonio City Year to efficiently increase its number of members from both students at the risks of dropout and AmeriCorps members. RECOMMENDATIONS Demographic Analysis Of Social Media In San Antonio. According to the present day context, the association with social media has been witnessed to significantly increase amid the young adult population within the age group of 16-24 years. In relation to the observation of present usage of social media, it can be identified that a few of the major social networking sites including Facebook, Twitter and YouTube among others are widely used by the young a dults in San Antonio. Facebook. By providing exceptional experience of social media service to the millions of global users, Facebook has established itself as one of the leading and dominant organizations around the world. In accordance with the present day context, Facebook has been able to accumulate around 1.1 billion of Monthly Active Users (MAUs) across the different regions of the world (Facebook â€Å"Investor Relations†). Moreover, Facebook has also been identified to be one of the leading social media sites, which has established a follower base of young adults within the age group of 16-24 (Fuller 19-21). Twitter. Twitter can also be considered as an effective social media resource for San Antonio City Year in order to build a strong community. In accordance with the observation of the global social media environment, Twitter has been able to amass almost 500 millions of global users across the different geographical locations. This social networking site incorpora tes a large number of active female user accounts as compared to male and it is highly used for higher educational purposes. Twitter generally incorporates a large number of users within the age group of 25-54 years (PanARMENIAN Network, â€Å"Twitter Approaching 500 Million Users Milestone†). YouTube. YouTube can also be stated as an effective source of social media which is widely used to share videos to a number of users. The site has been able to obtain almost 1biilion of active users from diverse age groups. In relation to the age-demographic view of YouTube, it can apparently be observed that the site mostly incorporates the users within the age group of 25-54 years (Laura and Wankel 16-19). In relation to the aforesaid observations of the different social media sites, it has been determined that the integration of Facebook within the awareness activities will be a major and beneficial selection for San Antonio City Year to reduce the potential dropout rates within San Antonio. Moreover, the integration process can also provide adequate support to the San Antonio City Year to build an effective relationship with the students at higher risk of dropout along with facilitating to mitigate such risks. SOCIAL MEDIA ON SMARTPHONE The rapid technological development

Marketing Strategies of P&G Case Study Example | Topics and Well Written Essays - 500 words

Marketing Strategies of P&G - Case Study Example When Lafley entered the scene in 2000, he stressed that the company must concentrate on what it sells well rather than build new products. However the company diversified and brought in novel brands into the market through various mergers and acquisitions. After Lafley entered the scene, P&G made the largest acquisitions ever in the year 2001 as it purchased Clairol for $5 billion. It also agreed to purchase Germany's Wella. Other companies that joined P&G included Intuit Inc, Clorox Co., SpinBrush (brainchild of four entrepreneurs from Cleveland), Coke, Wrigley Co. to name a few. The old idea that all of P&Gs products come from its laboratories was challenged and Lafley brought in more products from outside, a strategy that did wonders for the company. As buying best-selling innovation is a difficult business P&G relied on testing products at Wal-Mart for customer response. With its feet firmly on ground with a range of brands, now P&G is likely to invest in businesses of pharmaceut icals and beauty care (considerably weak areas of P&G). The leadership strategy of P&G reflects a lot of qualities of its leader, Lafley: strong, silent and pioneering. Whether the brand was made within P&G or acquired, it was ensured that it was not just good quality, but also novel in its line.

The Ue of Diet pills among adolescent girls Essay -- essays research p

The Use of Diet Pills among Adolescent Girls Dieting is a common occurrence in our country, but dieting is most common among adolescent girls. Since millions of Americans try to lose weight every year, many of them turn to weight-loss pills for help (MFMER 2004). Dieting may place the risk of using unhealthy weight control behaviors such as diet pills (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). A study by the CDC showed that 10.9 percent of adolescent girls use diet pills as their weight-loss strategy (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). The study showed that 10.9 percent of adolescent girls use diet pills as their weight-loss strategy (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). The quest for weight loss and the use of this weight-loss strategy is thought to be an unhealthy weight behavior that is led from the consumer world (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). The appeal of losing weight quickly is often too hard to pass up (MFMER 2004). During early adolescence, the onset of body dissatisfaction, dieting, and other problem weight loss behavior occurs (Garry, Morrissey, and Whetstone 2002). In a weight-centered approach to health, thinness is viewed as a crucial goal for optimum health, and thus one to be strived by all, including starting at an early age (Cogan 1999). As much as 40 percent to 70 percent of the US population is trying to lose weight at any given time, with young women being the most likely to be struggling with their weight (Cogan 1999). According to the Center for disease control, 59.4 percent of adolescent girls report trying to lose weight in the past 30 days (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). Studies of middle school students have reported that between 30 percent and 55 percent have dieted at some time (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). Also a recent review in 2004 indicated that 41 to 66 percent of teenage girls have attempted the use of a weight loss strategy to achieve their goal (Dieting 2004). About one third of normal dieter’s progress to other problem dieting behaviors using tactics such as diet pills (Eisenberg, Neumark-Sztainer, Story, & Perry 2004). The use of diet pills to lose weight or to keep from gaining weight was reported by 7.1 percent of students in a study conducted 5,770 students (Eisenberg, Neumark-Sztaine... ...and their weight, helping them find healthy alternatives to weight loss and providing them with nutritional guidance can be achieved to avoid diet pill use. References: Cogan, Jeanine (1999). Dieting, Weight, and Health: Reconceptualizing Research and Policy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal of Social Issues, 55(2), pp187-205. Dieting in Adolescence. Pediatrics and Child Health, 9 (7), p487 – 491. Eisenberg, M. Neumark-Sztainer, D., Story, M., and C. Perry (2004). The Role of Social Norms   Ã‚  Ã‚  Ã‚  Ã‚  and Friends’ influences on Unhealthy Weight-control Behaviors among Adolescent Girls.   Ã‚  Ã‚  Ã‚  Ã‚   Social Science and Medicine, 60(6), p1165-1173. Garry, J., Morrissey, S., and L.Whetstone (2002). Substance Use and Weight Loss Tactics   Ã‚  Ã‚  Ã‚  Ã‚  among Middle School Youth. International Journal of Eating Disorders. MFMER:Mayo Foundation for Medical Education and Research (2004). Over-the-Counter   Ã‚  Ã‚  Ã‚  Ã‚  weight-loss Products. MMFER. National Institute of Health (2004). Physical Activity and Weight Control. National Institute of   Ã‚  Ã‚  Ã‚  Ã‚  Health.