Thematic Concern of The Sense of an Ending

 Thematic Concern of The  Sense of an Ending

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 Introduction

Julian Barnes is a contemporary English writer of Postmodernism in literature. He was more famous for his prosaic style, who was born in Leister on 19 January 1946 and was educated at the city of London school and magladen college Oxford.

The Sense of an Ending is about the person’s memory of youthful days. The novella is divided into two divisions. The divisions are entitled as Part1 and Part2. The first part begins in the 1960s.It begins with four intellectually arrogant school friends. We are told two friends out of four. The first one is Tony Webster who is the narrator of the story and the second one is Adrian the most talented and intelligent among four.

When they were in the last year of the college, a boy killed himself after getting a girl pregnant. Thus, The Sense of an Ending is not just person’s story; it is a story of a network of relationships between Tony Webster and Veronica but whose ending is this! That we cannot understand.

Themes

              Julian Barnes here justifies the Universal Truth that “One cannot know what he does not know” – with the reference of Tony Webster that he never understand the words of Veronica, When Tony asked Veronica bout the Money at that time she replied with very tragic answer “Blood Money”.  When Tony asked about other things at that time Veronica also replied with unaccepted answer: -

"You still don’t get it. You never did, and you never will. So stop even trying”.

Imperfection of Memory:

           The central theme of the novel is weakness of memory. Through the narrative of Tony Webster and his search for reason of Adrian’s death tries to justify one thing that is imperfection of memory, how our partial memory mislead us! Throughout the novel, writer tries to prove human memory and how it creates assumption on human mind.

                       As ‘The Sense of an Ending’ is memory novel, narrative also tries to give effect of fragmented memory. In the first part Tony tells his story of schooldays, all the events are in order and narrative has particular flow. But at the end of the first part narrative moves faster like “Time passes” section of ‘To the Lighthouse’. In only a paragraph the narrator tells about his marriage and divorce with Margaret, story of 40 years is told in some lines only. And the second part moves so slowly that, events are some but covers half novel.

                         In first part the narrator tells the story of 40 years ago. He says the events which he knows and considers as important. Second section is much important, because there is an event happen to Tony and he becomes nostalgic and narrates another event of his past. He tries to revaluate his past.  In this revaluation, he narrates the event of his past with different dimension and which are not so important according to his memory. Like, his letter to Adrian and Veronica, he informs when and why he wrote, which he did not narrate in first section before 40 years ago. This suggests that how memory is partial and fragmented.

                     “Well, in one sense, I can’t know what it is that I don’t know. That’s philosophically Self-evident.” Adrian’s this sentence is heart of the novel. Because of imperfection and weakness of memory, we cannot reach to reality as we have an assumption that whatever our memory suggests is only reality. Tony did not get sense about many things, about young Adrian; because his memory tells him one thing that Adrian has relationship with Veronica. Having this memory, he is in assumption that, young Adrian may is Veronica and Adrian’s son. He even doesn’t know what he doesn’t know, means he cannot bring himself out of his memory and cannot have view that, perhaps Adrian had relationship with other.

                      So, he cannot even guess that, Adrian was in love with Mrs. Sarah Ford! The mysterious story is actually invented to show how memory works. The writer clearly tells many interesting lines about memory, which shows that the main theme, core idea of the novel is to show imperfection of memory. Even the theme itself deconstructs Tony’s narration with his own soliloquies!

History:

                       With criticising memory, the novel also questions history. One of the central ideas the novel pointed is unreliability of history. “‘History is that certainty produced at the point where the imperfections of memory meet the inadequacies of documentation.’ ” It clearly says that what we believe history as truth is unreliable.

                     If human memory is partial than one cannot rely history or documentation done by man with his partial memory. With history classes of Old Joe Hunt, novel tries to develop this idea. The discussion about causes of world war, history is questioned. Adrian with example of Robson, very beautifully describes history as unreliable and not truth. Many ways novel tries to deconstruct given history.

                      It has some very good lines about history. The novel also focuses on objectiveness of historian. Because, one cannot be objective, as he cannot come out from his personal assumptions and cast of mind though he want to be. Even he cannot know what he doesn’t know. So, what the historian describes is according to his partial memory, imperfect knowledge and personal perceptions.

                         For objecting history, narrator gives his own example and his life, his story, (which he told) his mind, memory which cannot get sense are portrayed to prove how one cannot reach to the truth and creates stories, how one makes time personal and invents different version of past! As narrator says, “The history that happens underneath our noses ought to be the clearest, and yet it’s the most deliquescent. We live in time, it bounds us and defines us, and time is supposed to measure history, isn’t it? But if we can’t understand time, can’t grasp its mysteries of pace and progress, what chance do we have with history—even our own small, personal, largely undocumented piece of it?”

Eros and Thanatos:

Eros and Thanatos – Greek Myth

Eros – denotes romantic or intimate love, god of love, desire, sex.

Thantos - In Greek mythology was demon personification of death.

Minor figure in Greek Mythology

Eros Drive for survival, life instinct, pleasure, reproduction, and basic instincts like sex hunger and thirst.  These elements are necessary to preserve life Energy created by life instinct is also known as Libido

“The drive to preserve living substance and bring it together in larger unit.”  Eros is associated with behaviors that supports harmony among people such as love, collaboration and cooperation.

Thantos

counter part of Eros, Eros and Thanatos are both help define one another in that one is ‘not the other.’ drive to return to state of calm or dead state. It includes..negative feelings like hate, anger and aggression.

It is associated with anti-social behavior. “Born to die”, it drives human to engage in activities that bring them closer to death ………..cont...

Eros and Thanatos in The Sense of an Ending References in Text

‘Eros and Thanatos, sir.’-Adrian

Adrian-‘Sex and death,’ ‘Or love and death, if you prefer. The erotic principle, in any case, coming into conflict with the death principle. And what ensues from that conflict.(Barnes, 2011) Robson of the Science Sixth had passed away during the weekend. ‘Thanatos wins again.’

‘First-class degree, first class suicide,’

                  One of the major themes of the novel is “sex and death”. From the very beginning, the idea is established through the English class of Phil Dixon. Even suicide of the student-Robson is put appropriately. Because of having sexual relationship with girl, he has to commit suicide. “Thanatos weans again” Adrian spoke about Robson’s case. But how it will turn in reality in Adrian’s life also. Adrian who is more intelligent, mature, serious, philosopher became victim of the same thing and in his case also Thanatos weans. His sexual relation with a woman who is almost as old as his mother becomes reason of his suicide.

                The idea, presented at the beginning with English class, followed by Robson’s suicide is carried throughout the novel and at the end reached its extreme level with enclosing Adrian’s reason for death. Even the novel tries to say that “Eros and Thanatos” always destroys human life. With example of young Adrian, his abnormality, it can be proved.

Existentialism:

With Adrian’s philosophical ideas, the novel represents existentialist ideas. The well- known ideas of Albert Camus are shown in the novel. As Camus says, suicide was the only true philosophical question… Adrian, as existentialist, commits suicide in very young age. Even his way of killing himself is very significant in philosophical sense. He did not kill himself with out of mind but at very conscious mental state, he planned and performed. Some existentialist ideas, the novel presents are as following…

“he had explained his reasoning: that life is a gift bestowed without anyone asking for it; that the thinking person has a philosophical duty to examine both the nature of life and the conditions it comes with; and that if this person decides to renounce the gift no one asks for, it is a moral and human duty to act on the consequences of that decision.”

“My philosopher friend, who gazed on life and decided that any responsible, thinking individual should have the right to reject this gift that had never been asked for—and whose noble gesture re-emphasised with each passing decade the compromise and littleness that most lives consist of. “Most lives”: my life.”

“Camus said that suicide was the only true philosophical question.” - Adrian

Existentialism Vs Eros and Thanatos:

The novel is open ended about these two topics. Reason of Adrian’s suicide is not clearly given. But the facts about his life, before his death is revealed. His philosophical, existentialist ideas suggest that he was mature and serious about his way of living. Like an existentialist, he was having anxiety and restlessness about human life. So, these facts suggest that perhaps following his existentialist mentality, he commits suicide. In their school days, one of their classmates commits suicide because he made one girl pregnant. The reference of this story strongly focuses on idea of Eros and Thanatos.

 Even the novel ends with revealing facts about Adrian’s sexual relationship with Mrs. Sarah Ford quite before his suicide. It means, we can judge that, the writer may want to say, even Adrian is mature serious and has philosophical ideas cannot escape from very cheap trap of Eros and Thanatos. But we can also conclude against that idea that, perhaps, Adrian’s relationship and following events are only side kick of Adrian’s strong existentialist ideas on ending his life, the seed of suicide are already there.

There are many such questions which are not answered in the novel but readers can interpret with their own sense:---

Why Mrs. Ford has Adrian’s Diary?

What was the intention of Veronica to write Blood Money?

Why only one page of Adrian’s Diary allowed seeing Tony?

What is the meaning of Veronica’s statement You still don’t get it. You never did, and you never will. So stop even trying”.

What is the meaning of the mathematical equation:

b = s – v x/+ a1

a2 + v + a1 X s = b

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Gobriel Okara's Poems

Gobriel Okara's Poems

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Introduction 

Cultural conflict is one of the most striking points in African poetry. In African what is culture and tradition that seems uncultured or peculiar to the western. African poet Gobriel Okara focuses the ice cold attitude of Europeans to the African culture. In African what is traditional and cultured and humorous to Europeans. They also represent the African culture in humiliated sense. Gabriel Jibaba Okara was born on 24 April in 1921. He is a Nigerian poet and novelist who were born in Bomoundi in Bayelsa state, Nigeria. He was awarded the commonwealth poetry award in 1979. His most famous poem is "Piano and Drums". His famous poem is "You laughed & laughed & laughed". It's a frequent feature of anthologies.

Okara is worried about the attack of Western culturemover the African ancient culture. His poem "Once upon a time" deals with the same theme. Also his novel' The Voice ' depicts this theme. Its protagonist Okara, like many post colonial. Africans is hunted by society and society by his own ideals. Unfortunately many of Okara' s manuscripts have been destroyed in the civil war. Gabriel Okara was born in Nigeria when there was a British colony and, indeed, it would be nearly forty years before his country was to gain independence in October 1960.During his life, Okara did jobs like, initially working as a book binder, journalist, radio broadcaster and newspaper editor. He has also travelled to the USA where he helped raise money for Nigeria by giving poetry mrecitals.

Okara’s poems tend reflect the problems that African nations face as they are torn between the culture of their European colonists and their traditional African heritage. He also looks at the traumatic effect that colonization and Decolonization can have on the self and a one's sense of personal identity. For example Okara often depicts characters suffering from 'Culture shock' as they are torn between these two irreconcilable cultures. On the one hand there is Christianity and the definite material benefits such as classroom education and well paid jobs that the European way of life offers, while on the other hand, there is the unspoken expectation that the 'true' African was allegiance to his original tribal culture and should embrace these 'roots'. This contrast is summed up nicely by another African poet called Mabel segue in the following lines:

“Here we stand

Infants overblown

Packed between two

civilizations

Finding the balance

irksome”.

As a result of this divide Okara seems to suggest many modern Africans do not know ‘who they are’ or ‘what they should be’. His poem ‘Once Upon a Time’ clearly describes the problems that can arise when the culture of ancient Africa & Modern Europe clash leaving people without a clear sense of how to behave & where to look for Once Upon a Time Okara examines the contrast between the modern culture and his African ancient culture. He wants Africans to be positive for their right future. Okara’s work, like other poets work deals with the theme of Negritude. In addition to recurrent anger at the atrocities of slavery and colonization Negritude worship anything African and use scintillating rhythms or vibrant descriptors to personifying or indeed defying their homeland.

‘Once Upon Time’ was written as a conversation of father and son. It is Okara’s style tomexplain what happens when a traditional African culture meets the forces of the western way of life. I think the poem ridicules the fake personalities of many people and to try and get then to return to a natural and innocent state. If we compose ‘Once Upon a Time’ and ‘Coleridge Jackson’, we find that both the poems show how black people have been treated in western society by racist individuals. The poem discusses the conversation between what seems to be a father wants to learn from his son how to go back to normality and no longer be fake. The poem ‘Once Upon a Time’ starts by the father telling his son how the people or they used to laugh with their hearts. I think that the word ‘they’ refers to western people who are while the poems description gives the impression of genuine emotion given off by the people. The poet further says that now they only laugh with their teeth, while their ice back cold eyes search behind his shadow’. This indicates fake negative and false feelings and it is a very cold description. This affects the tone of the poem that now becomes sinister and bitter. The lines….

‘ They used to shake hands with their hearts’

Shows

true and genuine emotion the first stanza

presents the reality…

"Now they only shake hands without hearts

while their left hands search

my empty pockets”.

The above lines again deal with the precedence of the people. The stanza three explain more about the changes he has noticed in this false people. But the phases ‘Feel at home’! Come again, but then the poet goes on to say that he will come again ‘Once’, Twice’ but there will ‘Be no more trice’ ‘for then I find doors shut on me’. This shows that the falseness is seen in human being everywhere.

In stanza four there is the adaptations and solutions that the man has found to counter the problems. It begins by saving that the man has ’learned many things’, already suggesting that he has changed to fit in. The poet explainsthe things he has learn. He says that he has learn to ‘Wear’ the faces and informs that he wears faces for different situations. For example, he tells us that he has an

‘office face’,

‘Street face’ and ‘Host face’.

The stanza five deals with the fake attributes to go along with the fake looks. This poem has many repetitions. The poet says that he has also ‘learned to laugh with only his teeth’ and ‘shakes hand without his heart’. The poet  criticizes the western ways that is adopted. The man seems to be the man that is ashamed of himself and is confessing to his son how for the fake attitudes have developed. The sixth and seventh stanza shows the

regret as he says….

"I want to be what I used to be

when I was like you’ I want”.

Showing that he wants to be honest and truthful again. Mystic Drum The Mystic Drum is Okara’s love lyric. The Mystic Drum evinces a tripartite ritual pattern of imitation from innocence through intimacy to experience. By comparison to the way of zone as manifested in the experience of Zen master, Chin Yuan Wei Asian this pattern resolves itself into an emotional and epistemic logical journey from conventional knowledge through more intimate knowledge to learn of experience empowers the lover to understand that beneath the surface attractiveness of what we know very well may lie an abyss of the unknown and unknowable belching darkness. But experience teaches us at this stage of substantial knowledge not to expose ourselves to the dangers of being beholden to this unknown and unknowable reality by keeping our passions under strict control including the prudent decision to ‘pack’ the ‘Mystic Drum’ of our innocence and evanescence making sure that it does not ‘beat so loud anymore’.

Okara mentions in one of his interviews that “The Mystic Drum” is essentially a have poem: “This was a lady I loved and she coyly was not responding directly but, I adored her. Her demeanor seemed to mask her true feelings; at a distance, she seemed adoring however on coming closer, she was after all, not what she seemed.” This lady may stand as an emblem that represents the lure of western life; how it seemed appealing at first but later seemed distasteful to the poet.

The Mystic Drum and Lines:

“The mystic drum beat in my inside

and fishes danced in the rivers

and men and women danced on land

to the rhythm of my drum”

“But standing behind a tree

with leaves around her waist

she only smiled with a shake of her

head.”

“The drum in African poems generally stands for the spiritual pulse of traditional African life. The poet asserts that first as the drum beat inside him fishes danced in the rivers and man and women danced on the land to the rhythm of the drum. But standing behind the tree there stood an outsider who smiled with an air of indifference at the richness of their culture; however the drum still continued to beat rippling the air with quickened tempo compelling the dead to dance and sing with their shadows. The ancestral glory overpowers other considerations: so powerful is the Mystic drum, that it brings back even the dead alive. The rhythm of the drum is the aching for an ideal Nigerian state of harmony. The outsider is used in the poem for western imperialism that was looked down upon anything Eastern, nonwestern, alien and therefore incomprehensible for their own good as the other.

The African culture is so much in tune with nature that the Mystic drum invokes the sun, the moon, the river gods and the trees began to dance. The gap finally gets bridged between humanity and nature, the animal world and human world, the hydrosphere and lithosphere that fishes turned men, and men became fishes. But later as the Mystic drum stopped beating, men became men, and fishes became fishes. Life now became dry, logical and mechanical thanks to western scientific imperialism and everything found its place. Leaves started sprouting on the woman she started to flourish on the land. Gradually her roots struck the ground. Spreading a kind of parched rationalism smoke issued from her lips and her lips parted in smile.

 The term ‘smoke’ is also suggestive of the pollution caused by industrialization and also the clouding of morals ultimately the speaker was left in belching darkness, completely cut off from the heart of his culture and he packed the Mystic drum not to beat loudly anymore. The ‘belching darkness’ alludes to the futility and hollowness the imposed existence. The outside at first only has an objective role standing behind a tree. Eventually, she intrudes and tries to behave their spiritual life. The leaves around her waist are very much suggestive of eve who adorned the same after losing her innocence. Leaves stop growing on the trees but only sprout on her head implying deforestation. The refrain reminds us again and again that this Eve turns out to be the eve of Nigerian damnation. Rukhaya M.k.

Were I to Choose

“When Adam broke the stone

and red streams reged down to

gather in the womb,

an angel calmed the storm”,

“And I, the breath mewed

in Cain, unbliniking gaze

at the world without

from the brink of an age”.

Gabriel is immersed in folk tradition and ballad influences of tradition and culture are found in his poem. His poems are regional as well as universal. His poems are sometimes lyrical and full of music. The poem ‘Were I to choose’ is reminiscent of yeast poem called “Adam’s Curse.” The poet has tried to compare Adam’s toiling in the soil with the Negros working in the soil. They broke the stone themselves which was their very foundation. The red streams are symbolized for the multilingual diversity that reaches the womb Africa. Cain in this poem metaphorically represents the next generation. ‘I’ in Okara’s poems generally refers to the tribe. The poet implies that he is currently imprisoned in the present generation and the crisis of identity of generation. The earlier generations gaze would not go beyond; but he does and to him the world is looked at from the brink.

The poem is written in 1950, the period of Nigerian independence, the poet sees his ancestorstheir slavery, their groping lips, the breasts molted by heartrending suffering. The poet’s vision goes outside and backgrounds. The memory is like a thread going through his ears. The poet compares Cain with modern man, Cain was a wonderer and if he was caught by anybody, he would be definitely slain. Similar is the condition of the modern uneducated man who does not pass any aim. The poet, at the age of 31, is multilingual and thinks about the medium of his instruction. The tower of Babel symbolizes unity. When the ‘Tower of Babel’ was constructed, God

cursed the concerned people. The people wanted to construct a great tower signifying oneness and around it people would stand united. They wanted to speak the same language but God despised themact. There is no proper foundation or structure mremaining. His world has deteriorated to ‘world of bones’.

"And O of this dark halo

were the tired head free.

And when the harmattan

of days has parched the throat

and skin, and sucked the

fever of the head away".

Then the massive dark descends, and flesh and bone are razed. And (O were I to choose) I’d cheatthe worms and silence seek in stone”. The poet now wants to free himself from the imprisonment of this dark ‘halo’ who is generally considered as ‘blessed; but seems dark to him. His conflict is not being able to choose from the languages. He is torn between worlds. The poet likens his predicament with mingling with dust during the month December to February in Nigeria. The throat is dry and he is unable to speak out. He is delirious ass the flames of torture are burning his existence. The colonial period has made the poet an amalgam of European and African cultures, and now he finds himself in a no man’s land. He relishes the idea of resolving the crisis by seeking refuge in the silence of the grave. He then would be cheating the worms because he would enjoy that state of affairs.

Conclusion:

Gabriel Okara in the above discussed poems discusses the same problem of loss of his ancient heritage due to the invasion of western culture. He considers the invasion as an enemy whom it is not easy to conquer. During to the British imperialism the South African culture, the poet’s ancient heritage was ruined. The poet is worried about his country men who are torn between the two cultures but cannot accept one.

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Feminine Sacredness in The Da Vinci Code from RaviBhaliya


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Origin and Developments of an Advertisements

Origin and Developments of an Advertisements

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Introduction

             Advertising is a form of communication used to persuade an audience to take some action with respect to products, ideas, or series. Advertising messages are usually paid for by sponsors and viewed via various mass media such as newspapers, magazines, television commercial, radio advertisement, outdoor ad or direct mail or new media such websites and texts messages.

Origin

The origins of advertising lie thousands of years in the past. One of the first known methods of advertising was an outdoor display, usually an eye catching sign painted on the wall of a building. Archaeologists have uncovered many such signs, notably in the ruins of ancient Rome and Pompeii. An outdoor advertisement excavated in Rome offers property for rent, and one found painted on a wall in Pompeii calls the attention of travelers to a tavern situated in another town.

               In Latin, advertere means "to turn toward”. The purpose of advertising may also be to reassure employees or shareholders that a company is viable or successful. Advertising messages are usually paid for by sponsors and viewed via various old media ;including mass media such as newspaper, magazines, television advertisement, radioadvertisement, outdoor advertising or directmail;Or new media such as blogs, websites or text messages.

        Modern advertising was created with the innovative techniques introduced with tobacco advertising in the 1920s, most significantly with the campaigns of Edward Bernays, which is often considered the founder of modern, Madison Avenue advertising.

History of Advertisement

              Egyptians used papyrus to make sales messages and wall posters. Commercial messages and politicalcampaign displays have been found in the ruins of Pompeii and ancient Arabia. Lost and foundadvertising on papyrus was common in Ancient Greece and Ancient Rome. Wall or rock painting forcommercial advertising is another manifestation of an ancient advertising form, which is present to thisday in many parts of Asia, Africa, and South America. The tradition of wall painting can be traced backto Indian rock art paintings that date back to 4000 BC.

     In the 18th century advertisements started to appear in weekly newspapers in England. These early print advertisements were used mainly to promote books and newspapers, which became increasingly affordable with advances in the printing press;And medicines, which were increasingly sought after as disease ravaged Europe .However, false advertising and so called "quack" advertisements, became a problem, which ushered in the regulation of advertising content.

          19th century advertisement history Thomas J. Barratt from London has been called "the father of modern advertising.” Working for the Pears Soap Company, Barratt created an effective advertising campaign forthe company products, which involved the use of targeted slogans, images and phrases. One of his slogans, “Goodmorning. Have you used Pears' soap?" was famous in its day and into the 20th centuryUnder Barratt's guidance, Pears Soap became the world's first legally registered brand.

            The success of an advertisement campaign is largely determined by the knowledge and skill of the people preparing it. The advertiser who is concerned with the marketing situation and proficient in the art of communication are more likely to produce effectively advertising.

Development of advertising in India:

       Advertising in India has created an incredible awareness among the people in the past decade growing in to big industry. It has grown along with the press and today it has found its way into the other two media Radio and Television.

                  The Advertising Agencies Association of India (AAAI) was established in 1945, training an authority to represent the interests and problems of advertising profession. At the time of independence, advertising business was expanding. It grew technically also with the introduction of multicolor printing, and improved printing machines. Commercial art also grew as a profession which boosted the advertising business.

              In 1951, the Indian Society of Advertisers was formed and in May 1958, the society of Advertising practitioners was formed. During pre independence era, Indian advertisements were mostly about clothes, travelling, eating and entrainments places, India, hotels, for wheelers, tea, gramophones and tailoring shops for Britishers in India and the princely families.

Definition of Advertising

(1)American marketing association has defined advertising as any paid form of non- personal presentation of ideas, goods, and services by an indentified sponsor.

(2) According to Webster, “advertising is to give public notice or to announce Publicity.”

(3) According to gardner, “advertising is the means of mass selling that has grown up parallel with and has been made necessary to mass production.”

Role of Advertisements

Education

             School children become addict to watch the advertisement. So majority of their study time is occupied for entertainment programme rather than extra circular activities like sports and games. Advertisement informs the public about their need and influences the living standard according to pattern and customs. It brings the people to the scientific way of living than the traditional system. It straightens the parent’s child relationship in the family where parents are wheat straightens the parent’s child relationship in the family where parents are employed.

Behavior

It changes the attitude and behavior of the day to day life. It influences the people towards bad habits by seeing the advertisement. It tempts the low income group towards luxury life. It creates the image of personality and prestige.

Advertising ; socio – economic influence

         Advertising is a buyer’s guide for both consumer and industrial purchasers, providing the former with use of new merchandise and special prices and the latter with information about the material, equipment and technology.

1)Advertising reduces distribution cost by simplifying the taste of personal selling or by replacing it entirely.

2) Advertising encourages competition and also fosters product quality through clear brand identification and producer or distributors accountability.

3) Advertising adds value of the product by adding to time, place and possession utility.

4) Advertising publicizes the material and cultural incentives of a democratic productive effort by both management and labor.

5) Advertising enable both printed and broadcast communication to maintain independently from government, political parties or other special interest group.

6) Advertising stimulates thought and action on national and local social problem.

Standard of living life and advertisement

         The standard of living in society is bound to be higher one which is capable of making available more and more goods and services so that an average man enjoys these goods and service as they are brought within his easy reach.

                The standard of living community depends on two basic factor, namely the ability to produce more and more goods and services at least cost and of better quality on hand and purchasing power of the consumer on the other improved standard of living does not mean printing of more notes and minting of more coins, but increasing the quality, improving the quality and reducing the costs of products and services. That is these benefit should reach the common man with lower purchasing power.

Cultural changes

                 The cultural function of advertising is to understand reflect and accept the value structure of society well before it vanishes. Advertising within the limits set by culture is to create new expectations for the consumers.

Market condition and role of advertisement.

                 The current day business situations warrant a forceful entry in new markets. In such newly explored market, advertising does the spade work and creates a fertile ground for the sponsor to sow the seeds of prosperity.

Advertising imprints the image of the product range and the producer on its exiting reputation. The sponsor can get increased share in the new market by this creative strategy of advertising which culminates into enjoyment of leadership in the new market.

Place of psychology in advertisement

             The words like motive, desire, response, impulse, conscious, sub conscious attitudes are all technical term in the field of psychology. Psychology plays a vital role in advertising. Continuous pursue for the secrets of mass psychology is as the endless story of sindubath.

Objective of advertising.

             The main objective of advertising is to influence human behavior. If too is to be accomplished, the advertiser must understand some of the basic factors that shape human behavior. The advertiser has to understand the essential psychological forces that, guide human behavior in general. Interest, drive, urge, goal, desire and motivation are some of the psychological forces needs are the most basic of these forces.


Work Cited

(Shital)

Shital, Italia. "Shital Italia's Assignment." 2015. Blog. <http://shitalitalia1315.blogspot.in/2015/03/origin-and-development-of-advertisement.html>.

Description of Four Skills (S.L.R.W)

 Description of Four Skills (S.L.R.W)     

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Name      : Bhaliya   Ravi

Roll no.     :24

M.A. Semester   : 3

Enrolment No.  :14101004

Email id      :ravibhaliya5@gmail.com

Year            : 2015-16

Paper no.     : 12 (English Language Teaching)

Submitted to: Smt. S.B Gardi Department of English

Maharaja Krishnakumarsinhji

Bhavnagar University

Abstract

When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read and finally to write. These are called the four “language skills”. Listening “Listening” is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences.

Languages are generally taught and assessed in terms of the ‘four skills’: listening, speaking, reading, and writing. Listening and reading are known as ‘receptive’ skills while speaking and writing are known as ‘productive’ skills. All language learners will need to develop their skills in each of these areas, and your language classes should incorporate activities related to all these skills.

When a teacher makes use of activities that have been specially designed to incorporate several language skills simultaneously (such as reading, writing, listening, and writing), they provide their students with situations that allow for well-rounded development and progress in all  areas of language learning. In her reflection, Anna refers to activities that make use of ‘the four skills’ but she is not quite sure how to plan activities that incorporate all four. In this section we will discuss the 'four skills' as well some activities that can be used in the classroom to promote all four.

What are the four skills?

How are the four skills used in the language classroom ? 

Through daily activities, teachers provide learners with opportunities to develop each skill: students listen (to the teacher use the target language, to a song, to one another in a pair activity), speak (pronunciation practice, greetings, dialogue creation or recitation, songs, substitution drills, oral speed reading, role play), read (instructions, written grammar drills, cards for playing games, flashcards) and write (fill in the blank sheets, sentences that describe a feeling, sight or experience, a dialogue script, a journal entry).

How can the four skills be used together effectively?

The four skills work in tandem when the activities that require their use are designed to support learners in the process of learning, creating and producing a specific product. Four approaches in particular are structured so that the four skills can be used simultaneously. These approaches are: the focal skill approach, content based instruction, task based  instruction and the project based approach.

Why are four skills activities useful?

Four skills activities in the language classroom serve many valuable purposes: they give learners scaffold support, opportunities to create, contexts in which to use the language for exchanges of real information, evidence of their own ability (proof of learning) and, most important, confidence.

 Speaking

“Speaking” is the delivery language through the mouth. Speaking is also known as the productive skill in the oral mode. It, like the other skills, is more complicated and it seems at first and involves more than just pronouncing words. To speak, we create sounds using many parts of our body including the lungs, vocal tract, vocal chords, tongue, teeth and lips. This vocalized form of language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a “dialogue”.

“Speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.”

Interactive speaking situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some speaking situations are partially interactive, such as when giving a speech to a live audience, where the convention is that the audience does not interrupt the speech. The speaker nevertheless can see the audience and judge from the expressions on their faces and body language whether or not he or she is being understood. Some few speaking situations may be totally no interactive, such as when recording a speech for a radio broadcast .

Speaking is often connected with listening. For example, the two way communication makes up for the defect in communicative ability in the traditional learning. Two way means the relationship of the communication between the teacher and the students at school. This relationship is connected with the communicative activities between two people. It can create a fresh environment for speaking language. The two way communication can lengthen the dialogue limitlessly. This is its advantage. At the same time, if the speakers want to give the correct response he has to think hard, the sentence is not easily forgotten which is created by themselves through thinking, sometimes with the teacher’s hint. They can talk freely and express themselves as well as they can.

In addition, speech can flow naturally from one person to another in the form of dialogue. It can also be planned and rehearsal as in the delivery of a speech or presentation. Of course, some people talk to themselves! In fact, some English learners practice speaking standing alone in front of a mirror. There are three kinds of speaking situation that we should understand which are interactive, partially interactive and non-interactive. Interactive speaking situations include face-to-face conversations and telephone calls, in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner.

Reading

Reading can be silent (in our head) or aloud (so that other people can hear). Reading is a receptive skill - through it we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).

"Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.

“Reading” is the receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly. In other words, reading is the process of looking at a series of written symbols and getting meaning to them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us. Reading can be silent (in our head) or aloud (so that other can hear). Reading is an important way to of gaining information in language learning and it is a basic for a language learner.

Therefore reading skills refer to the specific abilities that enable a person to read with independence and interact with the message. Reading is therefore a highly

valuable skill and activity, and it is recommended that English learners try to read as much as possible in English. Moreover, reading is a complex cognitive process of decoding symbols in order to construct or derive meaning. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude and language community which is culturally and socially situated. To sum up, reading process requires continues practice, development, refinement, creativity and critical analysis.

 Writing 

Writing is one way of providing variety in classroom procedures. It provides a learner with physical evidence of his achievements and he can measure his improvement. It helps to consolidate their grasp of vocabulary and structure, and complements the other language skills. Sentence is the base of an article. So he should begin his writing with sentences. For example, translation, sentence pattern exchanging, and text shortening and rewriting.

Writing is the productive skill in the written mode. It, too, is more complicated than it seems at first, and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way.

It helps to understand the text and write compositions. It can foster the learner’s ability to summarize and to use the language freely

“Writing” is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form. Writing is the productive skill in the written mode. It too is more complicated and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. To write clearly, it is essential to understand the basic system of a language. In English, this includes knowledge of grammar, punctuation and sentence structure.

Listening

When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us. Listening is any language requires focus and attention. It is a skill that some people need to work at harder than others. In addition, teaching the learners a lot of listening activities is a good way of enlarging their vocabulary. People who have difficulty concentrating are typically poor listeners. Like babies, we learn this skill by listening to people who already know how to speak the language.

Listening comprehension is the receptive skill in the oral mode. When we speak of listening what we really mean is listening and understanding what we hear.

In our first language, we have all the skills and background knowledge we need to understand what we hear, so we probably aren’t even aware of how complex a process it is. Here we will briefly describe some of what is involved in learning to understand what we hear in a second language. Listening, one of the means of language communication, is used most widely in people’s daily lives. In addition, teaching the learners a lot of listening activities is a good way of enlargement their vocabulary.

 On the other hand, it also helps the learners improve their listening comprehension. For instance, people know that the largest difference between mother language learning and foreign language learning is the environment. For a foreign language, we can meet it only in formal places and classes. Training and practicing the oral reading is not a day’s work. Practice is important. Only through the practice can the learners improve their listening comprehension.

Good listening skills also have benefits in our personal lives, including:

A greater number of friends and social networks, improved self-esteem and confidence, higher grades at school and in academic work and even better health and general well-being. (www.skillsyouneed.com)

Works Cited

www.skillsyouneed.com. skills you need. n.d. 31 10 2015 <http://www.skillsyouneed.com/ips/listening-skills.html>.

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