The impact of Korean TV dramas on Taiwanese consumers Annotated Bibliography

The impact of Korean TV dramas on Taiwanese consumers - Annotated Bibliography Example The paper also shows how globalization has affected the consumers in Taiwan (Chih, & Yang, 2008). The article is reliable because it establishes its conclusions on a research from the field; participants were asked to fill survey questions both online and offline. The study has also used a variety of references, but there is no clear conclusion in the paper. The author narrates how Korean television soap operas have influenced Taiwanese students’ preferences for various clothing. Hsu has found out that varying frequency of watching the soap operas influence students’ preferences for clothing differently (Hsu, 2012). Students prefer various clothes based on the attention they attract, period, and motivation to purchase such attire. The researcher’s conclusions are based on real data from nine hundred and thirty seven students of Taiwan. The paper has also used sufficient references, but the author has failed to include a literature review section in the discussion. The literature review would help to show the previous clothing purchase behavior of students in the country. Kim, S., & Wang, H., 2012. From television to the film set: Korean drama Daejanggeum drives Chinese, Taiwanese, Japanese, and Thai audiences to screen tourism. The international communication gazette 74 (5). 423-442. This paper discusses how a Korean drama known as Daejanggeum influenced Taiwanese consumers to travel to South Korea to watch the drama live at Daejanggeum Theme Park (Kim, & Wang, 2012). The article also gives an account of behavioral changes among the consumers. The authors have used simple language and numerous resources, and they have based the discussion on a research in which consumers participated by filling in questionnaires. However, the findings of the article are based on responses from consumers belonging to different

Examine jungs understanding of religeon Essay Example for Free

Examine jungs understanding of religeon Essay Carl Gustav Jung a Swiss psychiatrist and a contemporary to the most controversial minds: Freud, who of which Jung’s theories to begin with were influenced by, but later grew opposition towards his ideas and started pursuing his own. Simply Viewing religion as a natural process and considered it as something that was ultimately good for our mental well being. Jung’s understanding of religion is solemnly based on his individual perception of psychology, in order for one to understand his theory it is essential to acknowledge key features. To begin with Jung argued the libido which is said to be the main cause of neuroses is where psychic energy is produced, the energy is needed for the work of our personality to be performed efficiently, opposing to what Freud defines as a sexual drive essential to be released. This indicates Jung views religion as something of a deeper meaning and holds a lot more value to be classed as something created due to our supposedly guilty sexual desires. Jung’s work with patients with a range of different beliefs lead to him forming a link between different types of religions. Jung identified the similarities found in a number of religions for example in Islam Muslim’s refer to god as light ‘nur’ correspondingly in Christianity â€Å"I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life. (John 8:12) therefore Christians describe his as the ‘Light of the World’. Such comparisons that are too complex to be classed as a consequence caused Jung to declare not only do we all as humans have a un-conscious part and conscious part split in our brain, we also all have a collective un-conscious in our un conscious which we are all born with and is the oldest part of our brain. Due to everybody having the same collective unconscious results to us creating the same images, therefore explaining why everyone shares a similar idea of god, shared by all of humanity. These images are formed in the archetype, Jung stated the archetype is categorized into five different parts: the persona, shadow, animus, anima and God and self. Jung thought the self was the most vital part of our psyche; in order for us to ensure we stay healthy it seeks the integration of all of the parts of our characters â€Å"Individuation means becoming an ‘in-dividual’, and in so far as ‘individuality’ embraces our innermost, last, and incomparable uniqueness, it also implies becoming one’s own self. We could therefore translate individuation as ‘coming to self-hood’ or ‘self-realisation. † Jung states are un-conscious mind which is split in 5 parts is set of sometime during our life and results to becoming un-balanced along with the imbalance of the conscious and unconscious part of our brain, the failure of maintaining harmony leads to a cause of mental disorder in order for us to prevent this we turn to religion to make us a whole individual, we need answers and a belief in god, religion is used as a cure. The images created in the god category of our archetype supply us to successfully integrate the conscious and un-conscious parts of our personality. Jung’s theory explains why we as human beings value religion; if one of us were to oppose it we would be disturbing our natural individuation process. Therefore accepting religion is beneficial for the sake of our sanity and mental health, Jung viewed religion from a positive perspective although he did not personally believe that god exists his approach on the topic was respective â€Å"nothing positive or negative has been asserted about the possible existence of any god† Jung stated although the likelihood of god existing is slim yet he may exist. Furthermore removing religion would potentially cause psychological problems, as opposed to Freud who felt religion is an illness everyone should strive to overcome. Jung states religion stabilizes you and makes you whole.

The Different Flood Myths

The Different Flood Myths In the following essay, I am going to examine the flood myth that is written in The Epic of Gilgamesh, and compare its similarities and differences to the one that is found in the Book of Genesis. In both works, there is an immense flood that engulfs the earth. The question that remains to be answered is, is this the same flood recorded in both texts? The corresponding elements that occur between both texts have been somewhat of a puzzling issue for some researchers. On first speculation, it would be fair to say that both coincide with each other due to the major similarity between them. However, subtle differences could prove otherwise. The flood myth in The Epic of Gilgamesh was written somewhere around 2750 and 2500 BCE  [1]  , whereas the Book of Genesis 6-9 was written around 500BC  [2]  . It could be said that the Biblical authors were aware of the flood recorded on Tablet XI and may have adapted it to correspond with the writings of the Biblical text. Alexander Heidel explores three central theories about how the two accounts may be linked. He states that first, the Babylonians borrowed from the Hebrew account; second, the Hebrew account is dependent on the Babylonian; third, both are descended from a common original.  [3]  Heidel goes on to say that because The Epic of Gilgamesh was written before the Book of Genesis The most widely accepted explanation today is the second, namely, that the biblical account is based on Babylonian material.  [4]  However, a theory of this nature causes some controversy within the Christian faith as it could be said that it mat question the reliability of the Bible. As I have previously stated, both myths share many of the same elements. Merrill F. Unger believes that when comparing the two, there are certain components that have to be looked at, in order to create and understanding of both accounts; the first being that the flood was planned by the god in both The Epic of Gilgamesh and the Book of Genesis . Secondly, that a warning was given to both protagonists prior to the flood happening. Thirdly, is that the flood is connected with the destruction of mankind. Another being, the protagonist and his family were allowed to escape from the disaster. The building of the vessel to protect various life-forms is another. Also, what should be noted is the physical destruction of each flood and the duration of it. The landing place of the boat should also be mentioned and the releasing of the birds. Finally, the last similar element that should be discussed are the sacrifices the heros presented to their gods and what they received in return.  [5]  Although these similarities cannot be ignored, Kenneth A. Kitchen says that there are also many differences that run through each of the flood accounts, even though the general similarities suggest a definite relationship between the two traditions.  [6]  Kitchen goes on to say that it is these differences that provides a clear view of w hy the flood happened, that they define the characters of the gods and protagonists. By using specific details such as, the landing places of the ships, the releasing of the birds, numbers and genders of the surviving animals and humans and the building of the ships, we can compare the differences, enabling one to study the relationship between the flood accounts in both The Epic of Gilgamesh and the Book of Genesis.  [7]  Both stories tell a tale about a righteous figure who is informed by divine beings that a great flood is going to destroy the earth. In The Epic of Gilgamesh, the main protagonist of this myth, Utnapishtim, is met by Gilgamesh whilst on his journey in pursuit of immortality. Utnapishtim is asked by Gilgamesh how he became immortal and that is when he tells him about the flood that happened in a city called Shurrupak, which stands on the banks of the river Euphrates.  [8]  It is the noise that man makes the Gods deem to be intolerable, so they decide to eli minate all of mankind. The god of waters, Ea, is the one to warn Utnapishtim of what is about to come.  [9]  In the Book of Genesis, God recognises how man has become wicked, so in turn, God feels it necessary to flood the earth and be rid of man. We learn that Noah is seen by God as a righteous man and is spared, [Noah]found grace in the eyes of the Lord.  [10]  Noah is then told by God to build an ark and take both his family and two of every animal with him. The first similarity to notice here is the use of divine involvement in both myths. However, it is here where a difference occurs. In the Book of Genesis, it is evident that monotheism (only one god) is present. Whereas, in The Epic of Gilgamesh, it is clear to see that polytheism is visible (more than one god). As stated previously, the gods in The Epic of Gilgamesh want to flush out mankind because of their noise. The uproar of mankind is intolerable and sleep is no longer possible by reasons of the babel  [11]  . While in Genesis, God floods the earth because of the wickedness of man. It repented the Lord that he had made man on the earth, and it grieved him at his heart.  [12]  I will destroy man whom I have created from the face of the earth. . . .  [13]   In addition to this, mans fate is to die in the epic, yet in Genesis, Noah tries to save the evil by preaching to them. This again is a striking difference between the two myths. Additionally to this, in both the Book of Genesis and The Epic of Gilgamesh, the hero of the story is warned prior to facing the major disaster and vessels are built to shield them from the catastrophic flood, to maintain the life of each species. Utnapishtim is told not to take anything of worth on the boat, but does so anyway. Like in the Book of Genesis, animals are taken on the boat and the storm continues for six days and nights.  [14]  In the epic, Utnapishtim is warned though a dream by Ea, whereas God tells Noah about the coming flood in G enesis, and it rains for forty days and forty nights. Something that can also be found in both accounts is the use of the number seven. In the Book of Genesis the world was created in seven days. The number seven also appears in the flood account. After seven days the waters of the flood were upon the earth  [15]  . This is also apparent in The Epic of Gilgamesh. Although the rain only lasts for six days and six nights, when the storm calms and the boat lands, it remains there for seven days. In the epic, the storm calms on the seventh day and the boat stops at the mountain of Nisir. After a week, Utnapishtim releases birds from the boat. This is also parallel to what happens in the Book of Genesis. In The Epic of Gilgamesh, Utnapishtim releases three birds from the vessel. First he releases a dove which returns because there is no food or resting place. A wallow is then sent out, but still returns. Then finally, a raven is set free and does not return, meaning it has found land and food. I loosed a dovebut finding no resting-place she returnedthen I loosed a swallow, and she flew away but finding no resting-place she returnedI loosed a ravenand she did not come back  [16]  . In the Book of Genesis, Noah also does this but only using two birds. First a raven that returns and secondly a dove that brings back an olive branch. It could be said that the olive branch is used as a symbol of peace and that mankinds suffering has now come to an end.  [17]  In addition, a raven could be seen as a messenger of the gods, so by using this particular species of bird in each myth, it highlights the powers that the deities have in both texts. However, the subtle difference is that in the Book of Genesis, the raven was unsuccessful, whereas in Gilgamesh it was the raven who found land. This could link to my earlier point that in the epic, that the fate of mankind will always lay in the hands of the gods. Yet, in Genesis, the symbol of peace, suggests that God has put an end to the punishment of mankind and will let them begin a new life. Another similarity is that both Utnapishtim, in the epic, and Noah, in Genesis thank the Gods for sparing them from the flood. However, they offer their thanks in different ways. In Gilgamesh, Utnapishtim pours out a libation on the top of the mountain.  [18]  Yet, Noah builds an altar for God. Then Noah built an altar to the Lord  [19]  . Furthermore, both protagonists make a sacrifice once the flood had ended. In the Book of Genesis, Noah is told by God to leave the ark, Leave the ark, you and your wife, your sons and their wives  [20]  Noah then makes a sacrifice to God by burning some animals on the altar that he made. In The Epic of Gilgamesh a sacrifice is also made to the Gods. Yet, when Utnapishtim offers a sacrifice, Enlil is enraged because Utnapishtim was excluded from the destruction of all man. Then Ea persuades Enlil that Utnapishtim escaped through his own means, and Utnapishtim is then granted immortality by Enlil. Finally, there is a symbol shown, in both texts, to indicate that the earth will not be flooded by the gods again. In Gilgamesh there is a necklace and it is exclaimed that the gods will not forget these days  [21]  . Whereas in Genesis a rainbow appears. I do set my bow in the cloud, and it shall be for a token of a covenant between me and the earth.  [22]  Both flood accounts in The Epic of Gilgamesh and the Book of Genesis are extremely alike as well as possessing major differences. As the source of each flood story differs between the two, there can be some conclusions brought up about the Babylonian culture in comparison to the Hebrew culture. As stated previously, polytheism is apparent throughout the Babylonian culture and they believe that the gods are separate from each other and that they have restricted power. So, the people cannot always rely on the gods to be rewarding to the serving and the just. Additionally, monotheism is u sed within the Hebrew culture, where God is seen as almighty, that his power is unrestricted and he is good. The belief is that God created the world that is orderly and therefore rewards men who worship him. However, this theory is dependent on each individuals personal moral grounds. What I wanted to examine throughout this essay is the relationship between the flood myths that occur in both The Epic of Gilgamesh and the Book of Genesis. There are three theories that could possibly link the two that I would like to discuss; the first being that The Epic of Gilgamesh may have been derived from the Genesis account. However, the epic flood myth was written long before the one found in Genesis. So, because of the dates in which both of the flood accounts were written, this theory has been disproved. Another hypothesis that may link the two is that the account found in the Book of Genesis may have been taken from the one found in The Epic of Gilgamesh and altered slightly. Conversely, this theory poses some major complications. If this were true, then the writer of the Genesis account would have had to thoroughly go over the Epic and change many of its components. Things such as the reason why the gods decided to cause the flood, changing it to a righteous motivation. Also, descriptions of the flood would have had to be altered, making it to be universal so the whole account would be credible. Lastly, changing the use of polytheism to a completely monotheistic world would have been very difficult. So, even though there are major mirroring images between the two, this would have been almost impossible to recreate, rendering this theory to be inconceivable. The most plausible possibility is the third theory, that both of the flood accounts may have come from one event. Kenneth A. Kitchen believes that it is probable that The Hebrew and Babylonian accounts may go back to a common ancient tradition, but are not borrowed directly from each other.  [23]  After cons idering all of the similar and dissimilar elements of both texts, it seems that in The Epic of Gilgamesh, a warped account of an event was recorded, which lost its historical precision and it could be said, that the version recorded in the Book of Genesis may be a more precise report of the disaster. So, to conclude, after comparing the two accounts of the flood in each text, it is evident that there is a relationship between the two, despite the many differences. Each story provides a learning curve from culture to culture about historical events though the medium of storytelling. Separate cultures develop over time, and it would be fair to say that it inevitable that some events are going to become overlapped and repeated throughout different historical and religious texts.

Rhyme And Rythm in Blakes A Divine Image Essay -- Blake Divine Image

Rhyme And Rythm in Blake's A Divine Image In "A Divine Image", Blake uses several techniques and literary devices, to transmit his thoughts about social injustice, cruelty and human nature, Rhyme and rhythm are two of the main features in this poem this poem is the rhythm affect the whole mood, tone and meaning of the poem. The poet has chosen different methods to give the poem specific sounds that affect the pace and structure of the rhythm. The structure of the first stanza helps us understand the relationships between the four aspects of human nature presented, cruelty, jealousy, terror and secrecy. The first and third lines start with the main word, while in the second and fourth ones the words come preceded by the word "And". This makes the reader connect cruelty with terror and jealousy with secrecy automatically. We can notice that the stress of the lines in this first stanza falls onto the main word, giving an emphasizing effect. Unlike many other Blake poems, such as "The Tyger" or "The Lamb" we cannot find rhyming couplets in this stanza, but the rhyming and stressing effect is enough for the reader to tie the ideas together. This effect is strengthened by the repetition of the word "human" in every line and the repetition of the "y" ending sounds in lines one, two and four. The structure of the second stanza differs from the structure of the first one. We notice that each of the lines provide an "answer" in a "symmetrical" way to each one in the first s...

Educating Rita :: English Literature

Educating Rita Willy Russell’s play â€Å"Educating Rita† only uses one main setting and two main characters. Some people may think that these would make the play seem boring. Russell actually makes the play quite interesting and entertaining by using dramatic devices such as the whiskey bottle and the telephone call. He does this to give us as much information as possible about the characters and their personalities. The play, which is set in the early 1980s, deals with the clashes between education and culture. It is about a middle-aged university lecturer called Frank. He is currently in a relationship with Julia. This relationship is not going too well as Frank is an alcoholic and would much rather go to the pub than go home to Julia. There is also Rita a 26-year-old woman who didn’t have a good education when she left school due to her parents’ working class background. She is now keen and eager to learn even though her husband Denny thinks that it is time for her to settle down and have children. Rita has set her sights higher than this. Rita is currently working as a hairdresser, but wants to achieve so much more than that, she wants an education. We get an idea of what sort of personality Frank has got by the conversation he has with Julia when she calls him to see when he was coming home. Although Frank had other Ideas, he was planning on going to the pub. We could see this by, â€Å" Yes I shall go to the pub† and â€Å"I don’t need determination to get me to the pub†. We get the impression that Frank does not care a great deal about Julia although it’s clear she loves him. When Frank was told that he was going to be tutoring Rita who is an open university student he was not very happy, the only reason he had took the job was so that he could make more money to spend on alcohol. Frank guessed that she was going to be â€Å"some silly woman†. This gives us the impression that Frank likes to use stereotypes and thinks that there is not much point. He soon realises that Rita has quite a lot to offer in regard to he uniqueness. The Playwright Russell wants to show how class affects education. When we first meet Rita we see that she is not the normal student Frank was expecting. She swears and uses informal colloquial language. This makes us think that Rita is not at all nervous about starting Open University and also makes her working class background obvious.

Enlightenment Movie Study

The Enlightenment Movie Study Guide Part One 1. What other names is often used when referring to the Enlightenment? The Enlightenment is often referred to as the Age of Reason 2. What was Sir Issac Newton's role in the Enlightenment? Identified other natural laws to explain the workings of the universe 3. What changes did they encourage for social progress? Religious tolerance, education reforms, and prison reforms 4. What long-standing political belief did Enlightenment thinkers question? Monarchs rule by divine rightPart Two 5. What important idea did John Locke write about in the Two Treatises of Government? He argued that government should protect people's natural rights to life, liberty, and property 6. What was Voltaire's role in the Enlightenment Era? He wrote plays, novels, and essays attacking slavery, religious intolerance, and other social and political injustices. Passionate advocate for â€Å"Freedom of Speech† Part Three 7. What important political idea did Monte squieu introduce? Introduced the concept of â€Å"Check and balances† . How did Jean-Jacque Rousseau ideas differ from other Enlightenment philosophers? Criticized what he saw as the Enlightenment's excessive reliance on reason, argued  that people should trust their instincts and emotions Part Four 9. Explain the Main Idea behind Rousseau's Social Contract? He explained that government should be based on a contract that allows people to rule themselves by adhering to the general will 10. Analyze which Enlightenment philosopher expressed the most democratic ideas.Use at least three facts from the movies to support your answer. Charles de Montesquieu was a 18th century French philosopher who expressed the most democratic ideas during his time. He divided power between the king and parliament, much like the president and congress. He advocated dividing the government into three independent branches: the executive, legislative and judicial. He had a strong belief for equal dis tribution of power amongst the branches. Therefore, he introduced the concept of â€Å"Checks and Balances. †