Social Media Essay Example for Free

Social Media Essay Social Media Discuss the four components of a legally astute social media marketing manager who utilizes social media outlets for consumer transactions and how each component can mitigate the risk involved in doing business in cyberspace. The four characteristics of a legally astute manager are: an acceptance of how important the law is to the success of the organization, a proactive attitude toward legal issues and regulations, the ability to use informed judgment when faced with decisions involving legal implications, and having the knowledge of specific laws, regulations, tools and resources. Social media marketing manager should be well educated about these four components. Today, more and more companies are using the social media for marketing purposes. Moreover, you might fall far behind, if you don’t. So, it’s important to be well informed about legal aspects of social media, since it’s a new way for building relationships with the customers. List and analyze methods of alternative dispute resolution and determine which would be most effective in resolving genuine disputes that arise with consumers who may make purchases from businesses that provide links via social media. Cortes, P. (n/d) talks about online dispute resolutions: ODR in the consumer context refers to the use of ICT tools and methods (usually alternative to the court system) employed by businesses and consumers (B2C) to settle conflicts that arise out of economic transactions between the parties, particularly in e-commerce. It is often distinguished from other fields where ODR is used, such as in the commercial field (B2B), in the public sphere to resolve government and citizen (G2C) disputes, and in the  resolution of disputes related to intellectual property. A consumer transaction (B2C), akin to a consumer dispute, will be one where an individual, acting on a personal capacity, buys goods or services for his or her personal use. Conversely, a business is an individual or an entity that acts on a professional capacity selling goods or services as part of their profession. In a B2C dispute, the aggrieved party is frequently the consumer as they normally pay in advance for their purchased goods and services. Consequently, the consumer is the weaker party in a dispute where the business has the payment and the experience of dealing with similar disputes. Consumers will often get more involved in the dispute, taking it more personal, and thus requiring a more transformative solution, while the business is mostly interested in resolving the dispute as fast and inexpensively as possible. In certain cases, businesses will be keen in resolving the dispute in order to maintain their reputation. This is relevant when, as it happens in eBay, the buyer leaves feedback after a transaction. When ODR is effectively used in this way, it has an added value for the parties; it increases the consumers’ trust in those online sellers that provide ODR services. Greater trust means that reliable sellers would boost their trade and consumers will be protected from the potential abuse by the dominant party in the transaction. ODR services may be employed to ensure that consumers’ rights are respected by the online vendor, hence enhancing consumers’ confidence in the online transaction.1 As a result, ODR would ultimately enhance the business’s ability to sell while at the same time protecting the consumer’s ability to participate safely in e-commerce. E-commerce is thought to be one of the areas where ODR will flourish as it seems logical for parties that enter into disputes online to use the same medium, the Internet, to resolve their disputes. The resolution of small value disputes that inevitably arise out of millions of transactions taking place every day between parties located far from each other require the use of cost-efficient methods of dispute resolution. Examples of ODR providers that resolve high volume of consumer disputes are eBay and PayPal, which act as third neutral parties encouraging first business and consumers to reach amicable agreements through automated negotiation, and when parties cannot reach consensual agreements, they adjudicate the disputes. Since consumer transactions on social media can occur across state lines, determine how the  federal government can bet control these transactions. Selis; Ramasastry; Kim; Smith (n/d) have noted that the Web have provided tremendous opportunities for both businesses and customers. Businesses can reach lots of customers across the globe in much easier and faster ways. Customers can complete their transactions a lot faster too. They can also find anything they want. However, online transactions also create possibilities for online crime too. Below are some laws that were created by the government for online transaction regulations: The United States does not have a comprehensive privacy statute that governs the collection and use of personally identifiable information, either online or through traditional business practices. There are, however, a number of sector-specific laws that govern the collection and use of data. 1. COPPA Currently, no federal statutes require the placement of privacy policies on Internet web sites other than the Children’s Privacy Protection Act of 1998 (COPPA). COPPA is applicable only to web sites collecting information from children who are younger than 13 years old.53 The law became effective on April 1, 2000. The Act requires Internet operators, including ISPs and web site operators, to: (1) Provide parents with conspicuous notice of what information is collected, how the information will be used, and the websiteÕs disclosure practices; (2) Obtain prior, verifiable parental consent for the collection, use and disclosure of personal information from children (there are limited exceptions); (3) Provide parents the opportunity to view and prevent the further use of personal information that has been collected on the website; (4) Limit collection of personal information for a childÕs online participation in a game, prize offer, or other activity to information that is reasonably necessary for that activity; and (5) Establish and maintain reasonable procedures to protect the confidentiality, security, and integrity of the personal information that is collected. 2. Gramm-Leach-Bliley Financial Modernization Act (GLBA) The GLBA was signed into law on November 12, 1999 by President Clinton. Title V of the GLBA governs the collection, use, and dissemination of non-public consumer financial information by financial institutions. Gramm-Leach-Bliley requires financial institutions to: (1) Provide clear and conspicuous notice to consumers of their privacy policy upon establishing the customer relationship and at least annually thereafter; (2) Give consumers the opportunity to Ã’opt outÓ of having their non-public personal information disclosed to nonaffiliated third parties; and (3) Provide a reasonable method for consumers to Ã’opt outÓ of such disclosures to nonaffiliated third parties. 3. Other Statutes, Regulations, and Directives Containing Provisions Protecting Privacy of Consumer Information Include: a. Cable Communications Policy Act of 1984 (47 USC  ¤521 et seq.,  ¤611) This Act addresses concerns about the ability of interactive cable systems to track cable consumer viewing or buying habits. It prohibits the collection of personally identifiable information without the consumer’s prior consent except as needed to render service provided by the operator or to prevent interception. b. Communications Assistance for Law Enforcement Ac t of 1994 (47 USC  ¤Ã‚ ¤1001-1- 10;  ¤1021; 18 USC  ¤2522) This Act establishes protection for cordless telephone conversations and establishes a warrant requirement for government access to e-mail addresses. c. Driver Privacy Protection Act of 1994, and as amended in 1999 This law protects state motor vehicle records and restricts their dissemination to only authorized parties and in many instances only for specified purposes. The 1999 amendments tie state compliance to the appropriation of federal transportation funds for states. d. Electronic Communications Privacy Act of 1986 (18 USC  ¤1367,  ¤ 2232,  ¤2510 et seq.,  ¤2701 et seq.,  ¤3117,  ¤3121 et seq.) This Act protects all forms of electronic transmissions, including video, text, audio and data from unauthorized interception.  e. Electronic Fund Transfer Act (15 USC  ¤ 1693) The Act requires financial institutions to include in an initial account disclosure the circumstances under which it will disclose information to third parties. f. Fair Credit Reporting Act (15 USC  ¤1681 et seq.) This Act regulates the disclosure of personal information by consumer credit reporting services. It requires such services to adopt reasonable procedures  to ensure the accuracy of personal information contained in their credit reports. It also provides a process for consumers to review and correct inaccurate information on a credit report. Credit report information can be shared with affiliates when a consumer is told the information may be shared and is given the opportunity to opt out from information sharing with affiliates. The FCRA does not restrict the amount or type of information to be released to third party inquirers when the reporting agency has reason to believe it will be used for credit, employment or insurance evaluations or other Ã’legitimate business needsÓ affecting the individual consumer. It prohibits those who are no credit reporting agencies from disseminating or redistributing credit information. The law does not explicitly address the sharing of transactional, empirical information. This silence has been interpreted by the Office of the Comptroller to mean that the information can be shared freely with third parties. g. Family Education Rights and Privacy Act of 1974 (20 USC  ¤1232g) This Act protects the accuracy and confidentiality of student records. h. Federal Trade Commission Act (15 USC  ¤41 et seq.) This Act, which creates the Federal Trade Commission (Ã’FTCÓ) establishes among other things consumer fair business practices and gives the FTC jurisdiction and authority to address unfair, deceptive or misleading business practices. Examine the three branches of government and discuss which can effectuate the most significant impact on regulating significant impact on regulating consumer transactions via social media outlets. The government has three branches: Executive, Legislative, and Judicial.  · Executive: Ruled by the president. The president transfers out federal laws and endorses new ones, leads national defense and foreign policy, and performs ceremonial duties. Authorities include guiding government, commanding the Armed Forces, dealing with international powers, acting as chief law enforcement officer, and rejecting laws.  · Legislative: Ruled by Congress, which includes the House of Representatives and the Senate. The main task of these two bodies is to make the laws. Its powers include passing laws, creating spending bills (House), impeaching officials (Senate), and approving treaties (Senate).  · Judicial Ruled by the Supreme Court. Its authorities include understanding the Constitution, revising laws, and determining cases involving states rights. Explain the agency relationship that exists on social media sites between the social media provider and businesses that utilize the site for advertising. Almost all organizations are trying to use social media in order to reach potential customers. However, it’s not so easy as it sounds. A company should have a certain strategy in order to promote itself on social media. Manage My Socials (2013) explains the social media agency: The social media agency actually works for building new bonds and making the existing bonds stronger among the company and its customers or followers. Once the company becomes famous and people get to know about its existence and start trusting it, half of the work of marketing department is done. Therefore, a few starting years are very crucial for any organization from marketing point of view. Once the company becomes renowned by the general public it becomes easier to make them follow. The area of a social media management encompasses the social media as well as building the online public relationship between the company and its customers stronger and more trustworthy. In addition with the marketing department, the social media agency collaborates with the search, planning, development and customer services departments to fulfill the need and demands of the customers and earning their trust. This also brings about healthy exchange of information within the complete organization of the company. Marketing and communication within the company and outside the company becomes more effective with the involvement of these social media managers. Thus, the overall productivity and efficiency of the other departments is enhanced and the business also flourishes. The scope of a social media agency has increased many folds these days in the modern business strategies. Some organizations seek the services of these managers for specific duration of time while others hire them permanently. Both approaches are equally beneficial for the business  and you should assess which one of them is more suitable for your business. There are some specialized social media management agencies which provide professional and specialized managers to work on a specific project for a specific duration of time.

All Quiet on the Western Front Essays: The Loud Message -- All Quiet o

All Quiet on the Western Front: The Quiet Novel that Screamed a Message In Remarque's "All Quiet on the Western Front", the main character Paul Baumer who is 18 years old, is sent to the front to fight for his homeland, Germany. He and his friends go through a spectrum of typical war expiriences: the deaht of a comrad, the terror of shelling, the abuse by their officers, etc. Remarque as well as Paul hates everything about the war: its meaninglessness, the lives of young people that it destroys or the innocent people that it kills. Throughout the whole book, the author conveys this hatred in many different ways. The most common way Remarque shows his hatred is by using the plot of the novell itself. He offen does this by describing the death of Paul's close friends or by describing the sickness of his mother. A good example of this technique is the death of Paul's friend Kemmerich. It can be felt how terrible the death of innocent people is while...

Chitizenship Coursework

On the Monday 19th January we decided to go to Meadow Primary School, which is mine and Katie's old primary school, to talk to a class of year 4 children about why we need trees. The group of children where specially selected by the Headmaster as they had recently been on a trip that had a lot to do with nature and involved many nature based activities. Our presentation included a short PowerPoint presentation on the topic we had chosen which was â€Å"Why we need trees†, and asking the children to answer some questions at the end on the topic, using the information that was provided in the presentation and some booklets that we had also made and provided. These included some information, questions and other activities, as well as a web site where they could get more information. We where originally going to plant a tree with the children as well, but because of unfortunate rainy weather we where not able to as the ground was to muddy and slippery. Describe your Role As my part I introduced who we where, why we where here and what we had come to talk about. I also talked about the contents of slides 1-8, as we decided to talk about the slides that we made, mine being about why trees are important to our and other animals survival. The slides did not only have information on but also some questions that I asked them to see how much they knew already and to get them involved to interests them more as I did not think they would be to interested with us just talking for about half an hour as the children between ages of 8 and 9. As we where early finishing I also took part in quizzing the children on the presentation, which was actually quite a good method to find out what they learnt, which in turn helped see how interesting and helpful our presentation was. Planning Stages We decided to do our presentation when we where looking through a booklet in our PSHCE lesson, that had suggestions in of what we could do for our coursework. We decided this could be fun for both the children and us and be an opportunity to see how well we can interact with children. We discussed a school that would be appropriate for us to go to and then got in contact with the head master by writing a letter. After he replied saying he would like us to go and see him, me and Katie went to see him to tell him in more detail about our intensions. After he said we would be allowed, we started preparing our presentation. We told him about the woodlands trust, and asked them if it would be ok to set up a school planting program. This would mean they would get tree, plants, and shrubs sent to them, which they could plant on the school grounds. This was also, where we got the trees that we would be planting from. After we finished the presentation and booklets, Katie and I went back to Meadow to arrange a date when we could go, and the group of students we would be presenting it to. Many different factors affected this as we where hoping to do it on a Monday afternoon when we had PSHCE as then we would not have to miss any of our other lessons, but it also had to be appropriate for the school, as we could not do it before Christmas as they had school plays and where doing other activities. The Headmaster also had important meetings, and wanted to see us do the presentation as well. My Contribution My contribution to the planning was helping to write the letter to the headmaster of Meadow Primary School telling him of our intensions and asking if we could go and see him to explain in more detail and hopefully get his permission to prepare and give a presentation on our chosen topic. When he replied I went to see him along with Katie to explain in more detail and get permission to give the presentation, and to arrange a group of children who we would be giving our presentation to. Once we knew this I started making slide 1-8 of the presentation. To do this I looked on the tree for all website to get some ideas and information about what I could include, along with various other websites that provided information about our chosen topic. Contribution of Others The rest of my group done very similar work to me as we wanted to make sure the work was split equally between us, and that we where all happy with what we where doing. As I mentioned before we all contributed to helping write the letter as we knew it would be important to get a reply. Katie came with me to see the headmaster to organise dates etc and explain in more detail about what we wanted to do. She also created the next part of the power point which was slides 9-16 which where about what problems where being caused due to there being less trees, and why they where being cut down. She also researched information on the internet a created slides 17-22 which where about what we could do to help and also a slide on the woodlands trust website as they played an important part I our talk. Kelly made the booklets that we gave to the children using the information that we put on the power point, and also finding pictures and activities that would help make the booklet more interesting. As we also wanted to plant a tree we got together to talk about where we could get one from, and decided that we talk to the headmaster of meadow about getting involved with the tree for all program which meant they would be sent boxes of trees, hedges, shrubs etc that would be at a suitable size to plant. He said that they where interested in doing this and was sent the box of plant life, and allowed us to plant one of them each instead of having to buy our own. Activity Log Activity Group/Individual Date Writing a letter to the headmaster Group 3/11/08 Meeting the headmaster to organise details Group 14/11/08 – 9/01/09 Researching information for the topics we where doing Individual 14/11/08 -06/12/08 Creating slides in the PowerPoint or booklets Group/Individual 14/11/08 -06/12/08 Talking about the presentation Group/Individual 19/01/09 Asking questions Group/Individual 19/01/09 We thought educating children about the value of trees would be a good idea because there where lots of things to talk about especially as issues such as global warming are now becoming a problem. We decided to talk to a group of younger children as we felt it would be more interesting for them and they would be more likely to listen and get involved. I also feel it is important to educate the children at an earlier age, so they will interested in helping by recycling, turning of lights etc at an earlier age, and get into a routine of it so it will carry on when they are older. Even though there was quite a bit of work involved I am still glad I decided to do the project because both the group and the children found it fun, although it was a bit disappointing that we did not get to plant the trees. When the headmaster replied to our letter, me and Katie went to see him which although was a bit daunting, it was also very helpful as he gave us some ideas and tips that could help us prepare the presentation and improve our work, which soon made us feel much better about going to see him again. Going to see the headmaster also helped me to see what it would be like in the future going to see an employer as I now know what its like to be questioned about what I want to do. I was so relived when he said yes because it was a school I was familiar with and also one of the easiest to get to, which made everything a lot easier to organise. It took quite a long time to prepare the presentation as we had to fit it all together, and find times when we all could get together at the end to edit the power point and make sure we all thought it was informational, yet not to complicated for the children to understand. We also had to make sure the booklets where informational yet fun so the children will take interest in them. A lot of the information we included we thought of ourselves, but researched facts that we could include to show them more clearly how bad problems like global warming and deforestation where getting, but telling them other things like what we can do to help we came up with ourselves from things we already knew. Team work played an important part in our project as we had to all do equal parts in order to make it fair, but we also had to be happy with the part we where given which we where. On my own it would have taken me much longer to do and also would have been more scary to do the presentation, so I'm glad I was able to work in a team as it made the experience more enjoyable. List of Supporting Evidence We have kept a copy the letter we wrote to the headmaster as proof of our visit, and we have also kept copies of the power point presentation and booklets. We where also given some copies of the letters that the headmaster sent out to the parents of the children to make them aware of our visit and our intentions, which has his signature and contact details of the school. There where also other documents that where created whilst organising dates etc which the headmaster, but we have not included them as they where just notes as a reminder of the date and time and other details like what age the children where. The power point was really just a background that would help us to give our speeches by showing facts and other details, and it also make the talk more interesting for the children, as we used bright colours and pictures. We choose a green theme as we thought that would be the most appropriate colour, and included pictures of animals as we told of how they could be affected if all the trees where cut down, because I think it is important the children know the effects global warming and deforestation has on the animals, as well as ourselves. I think creating the power point was the hardest part, because we had to make informational, but complicated to understand, which meant we had to be careful about what we talked about and our vocabulary, because if we mentioned something or said words that the children did not understand they would become confused, so we asked other people like our parents what they thought before we went back to tell him it was finished. The booklets where something we made as an extra for the for the children and consisted of activities like dot to sots and bullet pointed some information and facts that where mentioned during the presentation. We made them as an encouragement for children to do something more, like convincing their parents to recycle more etc, as they would be able to remember facts and what they can do to help better. We also included the Tree for All website on them, so they will be able to go on there and get more information and ideas. Use of Supporting Evidence I think writing the letter to the headmaster was the most important part of our work, because without it we would not have been able to do our presentation, and may have ended up doing something else, which would have been really disappointing. The power point was also important as it helped keep the children from getting bored, as well as reminding us what to say by showing facts and information, as without we would have had to memorise a speech which would have been hard to remember and probably quite boring for the children, which would have made it quite nerve wrecking and probably not as enjoyable. I also think it was better that we made booklets for them even thought they where not necessary, as it meant the children would be more likely to get involved as they had something that could tell them how, and them doing something like, turning of lights, recycling, etc would still be and achievement as our aim wasn't just to inform, but to try and convince them to get involved. Once we finished the presentation we questioned the children on what they had learnt, and this proved that we where successful in capturing their interest, as we where afraid of none of them getting involved and putting their hands up, but many of them did which was very pleasing as it meant our visit has had some kind of effect. Doing this presentation has also taught me some new things, especially when we where creating the power point, for example I now know that the Amazon Rainforest gives us more than 20% of our oxygen, and that nearly half of it has been cut down. I found this quite shocking, and it made me realise just how bad things are getting environmentally, and made me think more about what could be drastic effects that these damages could have, like more illnesses due to less trees removing the air pollution. I am really disappointed that we did not get to plant the trees as it would have been nice to give them and example, and it would have been a new experience for me, and a lot of the children who have never planted a tree before, although hopefully they will get chances in the future now that the school is getting trees to plant from the woodlands trust. I hope that they will enjoy doing this and that our visit will encourage them to do things outside of school and suggest ideas to any outer school clubs they go to, or get involved with activities and events that go on within the community. Evaluation of my Own Contribution I think I done my role within the group well because I created my faire share of slides for the power point, and helped organise the presentation, which meant going to meadow primary after school, as well as working on the slides. I also helped put the power point together and improve other slides that may have been a bit complicated. I think the amount of work we done was all fair and equal and I think we done it quite well, and I was especially pleased with how the presentation went as I was really nervous in case they found us boring or would not listen and where badly behaved, but luckily we managed t interest them as they where eager to answer the questions, although they could sometimes get a bit chatty when we started discussing things, although I am still really with how well behaved they where. Evaluation of Others Contribution I think everyone in my group worked really well, and I think we functioned well as a group, as we shared the work equally and had now arguments or disagreements about what we where doing , or over who was doing what. I think it was our good teamwork and cooperation that made everything go so well. I think Emma and Katie done a really good job of creating their slides for the power point and explained them in a calm yet interesting way. Kelly also did a really good job with the booklets and finding and creating activities for them. She was also very good with her timing during the presentation as she gave us enough time to do each slide, and also made sure we switched at the right point and stayed within time. I really enjoyed working with my friends and am really happy that everything went so smoothly because of our hard work and motivation. For my PSHCE project, me and my friends Kelly, Katie and Emma, wanted to do something to help the environment. We choose to do a project based around trees, as they are an important part to the survival of living things as they provide us with oxygen. They also provide homes and food for animals and resources for us. Due to the air pollution that is given off from transport vehicles, burning fossil fuels to make electricity, etc, as more carbon dioxide is released into the atmosphere, and traps heat emitted by the sun. This is called the greenhouse effect, and trees reduce the problem as they take carbon dioxide out of the atmosphere and give off oxygen. Cutting down the trees therefore speeds up the process and can lead to devastating effects like flooding that will be caused by the sea levels rising from the polar ice caps melting from the hotter temperatures. We thought the best way to help, would be to inform younger people as hopefully it would interest them at an early age to recycle, turn off lights and electrical appliances when there not being used, etc, and they would also encourage their parents and brothers and sisters to do the same. We decided the best way to do this would be to go to a primary school and give a small presentation and give out some booklets about trees, why they are important, what is happening and what we can do to help. We also thought that planting a tree with them would be a fun example and reminder of what they can do to help, as they would then see the trees everyday. The school we decided to contact was Meadow Primary School because it was near by and mine and Katie's old primary school, so we already knew the headmaster and the contact details. We decided the best way to contact him would be through a letter so we wrote one together explain what we wanted to do, why and what it involved. I put my phone number on the letter, and a couple of days later, he phoned us saying that he would be happy to let us give our presentation, and that we should go and see him after school to arrange some details. Me and Katie went because it was inconvenient for Emma and Kelly as they lived quite far away. Once there we talked about the details like when we should visit, which was preferably Monday afternoon as that is when we have PSHCE and so we would not be missing any of our other lessons. We also discussed which class we would be talking to and decided that our talk would fit in best with a group of year fours who had recently been on a school trip which had involved them learning about nature. Over the next week we created a power point presentation and some booklets. We decided to split the power point presentation into three sections, and we would each speak about the part that we done. I would be talking about why trees are important and where they are being cut down. Katie was talking about the problems cutting down trees was causing, and why they where being cut down, and Emma talked about what can be done to help. I got information of various websites which helped me to include some facts and figures, like who the Amazon Rainforest gives us 20% of our oxygen. As we where talking to children between the ages of we had to be careful of the language we used and how we phrased things, as they would not know as many words as us, and so may not understand if we said something that we had been taught in our lessons at school. I found this a bit difficult as when I am usually describing something, I like to use a wider vocabulary and try to make it very detailed, but as I had to do the opposite of this, I found I had to keep asking people for their opinion of whether the children would be able to understand, as although we did want to teach them something new, we thought it would be difficult and confusing for them to learn too many new words. When everyone had finished their part, we fitted the power point together and changed everything so it matched. We also read through it editing and adding in bits, like questions each part offered ideas from all of us making it better. When we where finished we gave Kelly the presentation so she would have the information she needed to create the booklets, which I think she done really well, as she found and created lots of activities for the children to enjoy. When we where happy with our final editing, me and Katie went back to Meadow to arrange a date for our visit, but due to the time we had some trouble, as we where doing exams, and they had Christmas plays, so we went back after Christmas and arranged the date for the 9th January. On the day we left our fourth lesson early, to get to Meadow before half two so we could prepare the presentation. While we where talking, the children where very quite and didn't talk at all, which although this was really good as showed they where listening, I did worry that they may be too shy or uninterested to answer the questions, but this was not the case. We found the children answered the questions with a lot of enthusiasm which was really pleasing as it showed they where interested in helping the environment, and capturing their interest was something we wanted to achieve. As it was to wet to plant the trees, instead we decided to spend the last 15 minuets questioning the children about the presentation, which I think went really well as like before, the children where all enthusiastic to answer the questions we asked, and gave us many of the points that where included in the power point. This was great as it showed that they had been listening and showed they where interested in the environment. I think that everything was really well although it was really disappointing that we did not get to plant the trees as it would have been fun and a great experience for us and the children, but we did get the satisfaction of knowing that they would be planting them some other time, and that they had learnt something. They also seemed to be really interested in the booklets that we made which was pleasing as hopefully they will have taken them home and done the activities and even tried some of the activities we recommended. I also hope that they will have tried to influence their parents and their siblings to help by turning of lights and recycling, as this could spread out through out the community and encourage many more people to start helping, which could have an impact on the amount of trees that are being planted and cut down.

Short Story - 1018 Words

Mentions of near death--or better yet a hasty correction of actual demise--caused the newest displeased crinkle to mar his brow, yet there was little time to dwell on the tugging of well banished memories as his unwanted companion continued to speak. Being presented with a name, despite him proclaiming that he had had no interest in learning one, was against his desires, but would ultimately serve him well. Or at least it would be better than constantly thinking up crude descriptors to rely on. While Cyrus held absolutely no intention of remaining in this strange atmosphere he’d awoken in, there was an uncomfortable sense of foreboding that there would be no removal from his current circumstances for quite some time. No proof existed at†¦show more content†¦Momentary crafting of a biting quip was brought to an immediate halt as an unwelcome, yet unavoidable, pull from the past brought itself to the surface of his mind. Whether drawn forth by interacting with one who e ncompassed his missing memories or merely a convenient coincidence Cyrus had no idea, but what mattered was a vague impression of a contract that had been sealed between them. Resisting the urge to outright groan in aggravation, he merely reached graceful fingers upwards to assist in easing the eager pounding of his left temple. â€Å"I’d hoped my poor decision making was a figment of mere imagination,† Narrowed eyes kept to their watchful nature of observing the seated form a few feet away, and clung to a silent hope that he’d see something to discourage the unpleasant conclusion he’d come to. â€Å"Unfortunately, it appears my lapse in judgement has lead me to be entangled with unique company.† There was no questioning his attitude towards recently remembered information, and even while he still lacked an extensive amount of details, one couldn’t deny that a commitment had been made--and he was always one to follow through on things that hed adhered himself to. Shifting his gaze to the previously offered chair he felt an inclination to seat himself now that he was no longer completely in the dark. It was also wise to shift from standing since the coming conversation would be a mandatory, and tiring, addition to the start of a day that was alreadyShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. 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Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events Short Story - 1018 Words Doctor Ruslana waited for the hand on the office clock to move. The little, black arm crept along its circuit in painful, agonizing slowness. The work day would never end. Her appointment with Detective Thibault was in five minutes, followed by four other sessions back to back after his. If she gave each client her undivided and Empathic attentions, it would be entirely too many emotions to process; her already overtaxed Enhancement would surely suffer. Marta understood this, but it couldn’t be helped, not if she wished to take Wednesday and Thursday off in addition to her normally scheduled days off on Friday, Saturday and Sunday. It was critically necessary for Marta to have five days without distraction and without the pressures of†¦show more content†¦Marta had brought it from home and placed it on the wide window sill atop a green multi-patterned Kantha throw. The added greenery and the symbols below it, offered hidden support to the therapist. Care was needed th is session†¦ and Doctor Ruslana took nothing for granted. She was reserved, yet friendly and kind, as was her nature. The dark, compelling emotions of the past sessions she vowed to hold at bay lest she feel the heady rush of violence too strongly. Her heart had to remain still in the wake of those hidden thrills. Luckily, the woman’s clinical mind took precedence. The subject of the two men’s relationship had to be broached and it would be no easy task. There were no facts to point to beyond what the Enhancement had shown her. How did one say, I know your hidden secret? Or†¦ part of your secret. For who knew how far the detective’s relationship truly had progressed? And it was not in her best interests to divulge how she knew; Marta would not compromise her own safety. Once the Detective was settled, Doctor Ruslana purposefully set her notepad and pen down on the small table next to her chair. There would be no recording of impressions today. With a calm and stabilizing breath Marta began, â€Å"Detective†¦, please bear with me for a moment, I wish to discuss something with you.† She waited politely for the man’s acceptance before she spoke, â€Å"Sometimes†¦ during a therapy session, a therapist may see things that a clientShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events