The Short Story The Necklace English Literature Essay

The Short Story The Necklace English Literature Essay Guy de Maupassants short story The Necklace was first published in the Paris newspaper Le Gaulois on February 17, 1884, and he was successfully incorporated into Tales of Night, his 1885 collection of short stories. Like most Maupassant short fiction, it was an instantaneous achievement, and it has become his most widely read and anthologized story (Smith Christopher). The Necklace describes Madame Loisel as beautiful and born into an average family. She is unsatisfied with her impoverished life and decides to borrow a diamond necklace from a former rich friend to fulfill her happiness. Maupassant presents the theme that one should be true to ones self trough his use of situational irony by which he tells the story of Madame Loisel. Maupassant describes Mathildes external conflicts in the story The Necklace. Though she is pretty and charming(1), she does not appreciate anything in life. She feels her life should have been blessed with wealth. Although her husband works at a ministry of education as a minor clerk, the money he is bringing to his wife is not enough for the kind of life Mathilde has always dreamed of. For instance, her vision is to live in a mansion, dinning in famous restaurants, and dance among the riches (1). She is embarrassed of her poor lifestyle, and decides not to invite any of her former friends who become rich to her home. Therefore, she suffers enormously because her whole life has been based on deficiency of luxury. The love of her husband Charles and the efforts he makes to keep his family healthy is not enough to please Mathilde. However, she happens to be a self-centered person who cares only about her appearance, instead of being thankful for the love of her husband. The author anal yzes Mathildes internal conflicts in the story. She is unhappy and miserable. She is disappointed in herself because she thinks she deserves more than she has. Mathilde appears to be a round person; although she is attractive and pretty, she also seems depressed because of the lack of money. She is a dynamic person; she is not content with herself because her husband is not well off financially. Otherwise, she would be a cheerful person if her husband was wealthy. Guy de Maupassant describes the characters verbal irony in the story; Monsieur Loisel makes an effort to invite his wife to a ball dance because he thinks she would be pleased to get out of the house. However, Mathilde chooses to reject her husbands invitation by saying, Give your invitation to some colleague whose wife has a more suitable gown than I(2). She concerned more about her look and what others might think of her. Still, she convinces her husband to take money out of their life savings to buy a lovely dress for the occasion. Mathildes irony in the story is discontentment because she does not have anything to wear with the dress; she realizes she needs a jewel to look her best, so she will not appear as poor as she is among the women at the ministry. Furthermore, Mathilde goes to her former friend to borrow one of her diamond necklaces, which she loses unexpectedly. In the story The Necklace, the situational irony occurs when Mathilda sacrifices her life for years to work tw ice as hard to repay the loan they take to return the necklace. She loses her beauty; she looks older, and there are traces of gray in her hair(4). She ruins her husband and her life by not making a smart choice, and her selfishness causes her familys pain. Nevertheless, the dramatic irony happens when she comes to learn the diamond necklace she loses is an imitation. The resolution of the story reveals that Mathilde realizes she made a fool of herself for not telling her friend exactly what had happened to the necklace. Therefore, she wastes her husbands and her time for nothing to replace something that was not even real. The writer points out the theme of the story as Malthilde cares only about her appearance, and her greed puts her through so much suffering in life. She should appreciate the sacrifice that her husband makes for her to buy the dress. Her attention is to dance joyfully with everyone, intoxicates with pleasure, and to be on a cloud of happiness(3). She does not worry too much about her husbands feeling toward his happiness. However, she comes to discover the diamond necklace she borrows from Madame Forestier is missing, her husband Monsieur Loisel sympathetically helps her look for the necklace. Moreover, he sacrifices everything he can in his life to help his wife replace the necklace. She confidently lies to Madame Loisel about the necklace. Possibly, if she has told the truth, all the pain and misery could have been avoided. Besides all the pain she puts Monsieur Loisel through, Mathilde wishes she married a wealthy man, but she is a poor girl with no dowry to offer (2). Money and m aterial things have stopped her to improve the living she desires. As a result, she loses her beauty and works harder to replace a necklace that is fake. In simpler terms, Mathilde and her husbands lives were touch in a bad way. She only cares about her happiness and does not even think how is her decision is going to affect others and her life later. In order for her to attend the occasion with her husband, she makes Monsieur Loisel go out of his way to purchase a new dress for her. After all, she is not gratified with the effort; she comes to a conclusion to borrow a diamond necklace to fulfill her happiness. At the end, she loses her charm. Not only does she have to pay for it, her husbands life also comes to devastation. In life, she should always be happy with the little she has. Hopefully, Mathilde learns her lesson and recognizes the value of what she has

The Knowledge of Good and Evil Essay -- Essays Papers

The Knowledge of Good and Evil The quest for knowledge and learning has been occuring since the creation of mankind. Ever since the serpent in the Garden of Eden tempted Eve to eat the forbidden apple from the Tree of Knowledge of Good and Evil, promising she would wise as the gods, man has been battling with this endless pursuit. Some men want wisdom so that they may be able to live a good and righteous life. Other men want only the power that knowledge can bring them, to use it for their own sinful purposes. Literature tells the history of two very different men who had this desire for wisdom; King Solomon in the Old Testament, remembered for his wisdom and uprightness; and the legendary Doctor Faustus, known for his sinful pact with the devil. While driven by opposing forces, both men wanted to be exceedingly wise, and each had an encounter with a remarkable woman because of it. The bible recounts the story of the great King Solomon, the son of the notable King David. By following God and his commandments, David had built his empire into a legacy, which was then passed on to Solomon. Soon after Solomon’s reign began, the Lord appeared to him in a dream, offering him anything he desired. Solomon’s request was wisdom and knowledge, so that he may govern his people fairly, and know the difference between good and the bad. Therefore, God granted Solomon wisdom, that of which no one before or since has had in such abundance. And because Solomon chose wisdom, showing concern for his people, God decided to reward him with not only knowledge, but with riches and honor to set him apart from all other kings in history. Solomon then used his riches to build an official house for the lord, to show his love and reverence for God Almighty. Solomon’s reputation quickly spread, reaching the Queen of Sheba. Intrigued, she visited him, bringing rich gifts with her: spices, gold, precious stones. The queen was very smart herself, almost an equal in money and riches to Solomon. Upon meeting Solomon though, the queen was immediately impressed by his wisdom. She soon converted to his religion, swearing that his God must indeed be the greatest. Solomon’s righteousness and virtue are the antithesis of Doctor Faustus, the title character of Christopher Marlowe’s play, â€Å"The Tragical History of Doctor Faustus.† In this story, we see a man with n... ...all too human desire for pleasurable things. Had it not been for the enticement of having Helen in his bed, Faustus may have repented, and turned from his deal with the devil. But because he let his baser desires rule him, Faustus promised to do whatever necessary for the devil, just so that he may have Helen of Troy as his â€Å"paramour.† This carnal desire sealed Faustus’ fate, and in the end, he is taken away to hell by fiends. Obviously, the desire for knowledge and the power that comes with it can be either a wonderful blessing or a damning curse. Solomon is an instance of how knowledge and power can be used for good. When encountering a beautiful, exotic woman, Solomon kept a level head and impressed her with his supreme brilliance and power. Solomon didn’t let his lusty desires rule his life; he let God hold the reins. On the other hand, there is Doctor Faustus, whose arrogance and sinfulness led to his own downfall. At a point when he was considering turning away from the devil, Faustus lets the promise of fleshly pleasures with a beautiful woman steer him back to the devil. Although he was granted unlimited knowledge, Faustus clearly didn’t learn anything.

The Epic Education of Achilles in Homers The Iliad Essay -- Iliad Ess

The Epic Education of Achilles in Homer's The Iliad Dr. Fly’s comments: This paper was well-organized and developed; the thesis was argued in a logical fashion; material from primary and secondary sources was well-documented and integrated smoothly into the text; the author’s style was clear, with varied and sophisticated sentence structures and concrete vocabulary; and the paper demonstrated excellent command of grammar and mechanics.    Within the annals of epic literature, the celebrated role of "epic hero" has always been present, heralding the poem's themes through the actions of a single, extraordinary protagonist. Strong and courageous, he is caught within the nets of mortality, and, at times, he may struggle to replace his worldly desires with celestial knowledge. In profound ways, he can even embody the mythological ideals of a civilization, and, through his many perilous adventures and profound encounters, the course of his identity may shift in focus towards something greater than himself. Through this change in his character, one can observe the universal plight of humanity in greater detail and discover how one must overcome certain obstacles to understand the complex nature of the gods. In Homer's The Iliad, such an "epic education" can be found within the account of Achilles, who, through his slow transition from an excessively angry brooder to a compassionate symbol of self-sacrifice, matures in to a character that is more in tune with divine enlightenment. At the beginning of The Iliad, Achilles is observed as being insulted by Agamemnon and getting caught within a web of anger; this state of rage distinguishes the ignorance of his character at the beginning of his "education." The pinnacle of t... ...elf that lay beyond the superficial weaknesses that plague the journeys of all men. Works Cited Clark, Matthew. "Chryses' Supplication: Speech Act and Mythological Allusion.† Classical Antiquity 17 (1998): 5-20. Expanded Academic ASAP. Online.LOUIS.28 Nov.2001. Homer. The Iliad. Trans. Robert Fagles. New York: Penguin, 1991. Redfield, James M. "The Wrath of Achilles as Tragic Error." Essays on The Iliad: Selected Modem Criticism. Ed. John Wright. Bloomington: Indiana UP, 1978. 85-92. King, Katherine C. Achilles: Paradigms of the War Hero from Homer to the Middle Ages. Berkeley: U of California P, 1987. Schein, Seth L. The Mortal Hero: An Introduction to Homer's Iliad. Berkeley: U of California P, 1984. Van Nortwick, Thomas. Somewhere I Have Never Traveled: the Second Self and the Hero's Journey in Ancient Epic. New York: Oxford UP, 1992. The Epic Education of Achilles in Homer's The Iliad Essay -- Iliad Ess The Epic Education of Achilles in Homer's The Iliad Dr. Fly’s comments: This paper was well-organized and developed; the thesis was argued in a logical fashion; material from primary and secondary sources was well-documented and integrated smoothly into the text; the author’s style was clear, with varied and sophisticated sentence structures and concrete vocabulary; and the paper demonstrated excellent command of grammar and mechanics.    Within the annals of epic literature, the celebrated role of "epic hero" has always been present, heralding the poem's themes through the actions of a single, extraordinary protagonist. Strong and courageous, he is caught within the nets of mortality, and, at times, he may struggle to replace his worldly desires with celestial knowledge. In profound ways, he can even embody the mythological ideals of a civilization, and, through his many perilous adventures and profound encounters, the course of his identity may shift in focus towards something greater than himself. Through this change in his character, one can observe the universal plight of humanity in greater detail and discover how one must overcome certain obstacles to understand the complex nature of the gods. In Homer's The Iliad, such an "epic education" can be found within the account of Achilles, who, through his slow transition from an excessively angry brooder to a compassionate symbol of self-sacrifice, matures in to a character that is more in tune with divine enlightenment. At the beginning of The Iliad, Achilles is observed as being insulted by Agamemnon and getting caught within a web of anger; this state of rage distinguishes the ignorance of his character at the beginning of his "education." The pinnacle of t... ...elf that lay beyond the superficial weaknesses that plague the journeys of all men. Works Cited Clark, Matthew. "Chryses' Supplication: Speech Act and Mythological Allusion.† Classical Antiquity 17 (1998): 5-20. Expanded Academic ASAP. Online.LOUIS.28 Nov.2001. Homer. The Iliad. Trans. Robert Fagles. New York: Penguin, 1991. Redfield, James M. "The Wrath of Achilles as Tragic Error." Essays on The Iliad: Selected Modem Criticism. Ed. John Wright. Bloomington: Indiana UP, 1978. 85-92. King, Katherine C. Achilles: Paradigms of the War Hero from Homer to the Middle Ages. Berkeley: U of California P, 1987. Schein, Seth L. The Mortal Hero: An Introduction to Homer's Iliad. Berkeley: U of California P, 1984. Van Nortwick, Thomas. Somewhere I Have Never Traveled: the Second Self and the Hero's Journey in Ancient Epic. New York: Oxford UP, 1992.

Hemingway’s Use of Code Hero in The Old Man and the Sea Essay

Hero is a simple-sounding two-syllable word, which many people freely use to name and describe others. But, how many people really know what a hero is? One of the most know codes for defining a hero would be Ernest Hemingway’s code, which can be seen in his novels. â€Å"The code hero is a man who lives correctly, following the ideals of honor, courage and endurance in a world that is sometimes chaotic, often stressful, and always painful.† (CodeHeroDefinition). Ernest Hemingway uses Santiago, the main character in The Old Man and the Sea to symbolize his code hero. In The Old Man and the Sea, Santiago lives his life with honor, not only for others but for himself as well. Even though he is unable to provide for himself as a fisherman, due to the fact that he has gone without catching a fish in over two months, he keeps his head high throughout what he does. Santiago is very humble with his fishing career when talking with others, for example Manolin. â€Å"‘And the best fisherman is you.’ ‘No. I know others better.'† (Hemingway 23). In reality, he was a great fisherman, which is one reason why he caught the giant marlin. Like any great hunter, Santiago honors and praises the great fish by saying to it, â€Å"I love you and respect you very much† (Hemingway 54). He is able to show dignity throughout his hunt, knowing that he must be thankful for what he is given. Santiago has a great deal of endurance. Despite knowing that he hasn’t caught any fish in 84 days, he continues to go out in his boat every morning, never with a negative attitude. His persistent actions show his ability to go on every day even when the odds were against him. After catching the marlin and being out so far for almost two days, Santiago is extremely tired, but he won’t give up to the fish, or go to sleep. â€Å"He felt very tired now and he knew the night would come soon† (Hemingway 67). Even though he could have slept, he mostly stayed awake with the fish, and kept all of his courage so that he would be able to get home with the great marlin. His courage showed when he had to stay in the ocean alone for three days with little protection, and his small food supply. He could have turned back to shore safely at any time, but he didn’t. Santiago faced possible death at any  moment, but his courage allowed him to continue on his journey. When the sharks attack the carcass, he does everything in his power to fight them off when it’s obviously a battle lost from the start, but he gives it his all. After loosing his harpoon when fighting with the sharks, he still continues to go on and make a new weapon (out of the few materials on his boat, for example an oar and his knife) and uses all of the energy he has left in him to protect the fish. Through the novels Hemingway has written, like The Old Man and the Sea, his famous code hero can be seen with detailing evidence. Santiago is the symbol of Hemingway’s code, and it can be proven by the ways he lives his life, from his honor, to his endurance and courage. â€Å"Life is filled with misfortunes, and a code hero is know by how he endures those misfortunes† (CodeHeroDefinition), and Santiago is able to do just that in his life. He can turn a situation around so that it works for his benefit, but still while doing so he looses some, whether it be his physical strength, or his fishing reputation with the other fishermen. Santiago is a perfect example of what a Hemingway code hero really and truly is. Works Cited â€Å"CodeHeroDefinition.† 21 April 2003. http://www.siprep.org/english/totah/CodeHeroDefinition.html. Hemingway, Ernest. The Old Man and the Sea. New York: Scribner Paperback Fiction, 1980. 23, 54, 67.

Gully Trap

Everything you need to know about gully traps Waste Pipes Ground Level Concrete Surface Grating 25mm above paved and 100mm above unpaved What is a gully trap? Agullytrapisabasininthegroundwhichreceivespiped wastewaterfromyourkitchen,bathroomandlaundrybeforeitis emptiedintothesewer. Thebasinhasawatersealtopreventfoul odoursofthesewerreachingthesurface. Thetoporsurroundis raisedabovegroundleveltopreventstormwaterandotherforeign matterenteringthesewer. What should my gully trap look like? Thediagramshowstheacceptedconfigurationofagullytrapasset outintheNewZealandBuildingCode.Gullytraparrangementswhich TheBuildingCodesaysyourgullytrapsurroundsmustbe25mm aboveapavedsurfaceor100mmaboveunpavedsurfaces. Compacted granular bedding material Separation from building material Gully traps are not meant for stormwater Inperiodsofheavyrain,asuddenincreaseinwater flowingintothesewerthroughgullytrapscanresult inwastewateroverflowselsewhereinthesewerage system. Thiscanresultinrawsewageentering ourharb our. Theseexcessiveflowscanalsocause problemsatthewastewatertreatmentplantdueto systemoverloading. Approved gully trap keeping rain water out of the wastewater system.Illegal gully trap allowing rain into the wastewater system. Common reasons why rain water flows into a gully trap inClude: †¢ Incorrectheightofthegullytrapsurrounds †¢ Downpipesplumbedintothegullytrapinsteadofthestormwatersystem A TAURANGA CITY COUNCIL SERVICE †¢ Landscapingthatdirectswaterintothegullytrap Water seal 65mm (min) donotcomplywiththisconfigurationareconsideredillegal. 600mm (max) Preventing sewer overflows to keep our harbour clean TheSouthernPipelineisa$106Mwastewaterpipeline thatwillredirectmostofthecity’swastewateroverto TeMaunga.However,it’sstillafewyearsaway. InthemeantimeCouncilhasstartedinspectinggully trapsthroughoutthecitytohelpcustomersknowif theirsisOK,andtoofferadviceonhowtofixthemif they’renot. Ifeverypropertyownerwithanincorrectlydesigned gullytrapfixedit, theamountofstormwatersneaking intothewastewatersystemwouldbegreatlyreduced. Not all problems will be solved by these options . . . Ifyouhavelandscapingthatdirectsstormwater intoyourgullytrap,youmayneedtospeaktoyour drainlayeraboutoptionstofixthis. Somegully trapsmayalsoneedadditionalworktomakethem compliant.Tofurtherminimiseanywatergettingintothe wastewatersystemallpropertyownersmust ensurethat: †¢ anypavingsurroundingthegullytrapisgraded todirectallstormwaterawayfromit †¢ allwastepipeconnectionstothegullytrap remainwatertight †¢ anydownpipesthatcurrentlydischargeinto thegullytrapareredirectedtoastormwater system(e. g. soakholeorreticulationsystem). How can I fix my gully trap? Toraiseyourgullytraptotherequiredheight, suitable. hereareacoupleoflowcostoptionsthatmaybe 1. Installaplasticriser. Thisisfittedoverthe gullytrapwithsealantaroundtheedgesand walltokeepstormwateroutofthegullytrap.Theseareavailablefromhardwareoutlets likeMitre10,PlacemakersorCarters. 2. Installac oncretehalfring(alsoknownasa nibwall). Thisiscementedintoplacewith sealantaroundtheedgesandwalltokeep stormwateroutofthegullytrap. These areavailablefromaconcretesupplierlike Humes. For more information or advice, please contact Tauranga City Council on (07) 577 7000 or go to www. tauranga. govt. nz and type in key words ‘gully trap’. A TAURANGA CITY COUNCIL SERVICE If you need more help contact Waterline Ph: 577 7000 Web: www. tauranga. govt. nz MVM50675F

How safe is your school?

Can schools really be 100% safe for students? I have heard a lot about violent activities that have been happening in schools not only colleges, but elementary schools as well. People are shooting and killing innocent people. â€Å"The National Safety Center believes that schools have the choice to create and maintain safe schools or return to their institutions to safe, secure and effective places of learning†. So, why are we letting this happen? We need to make some changes to make our schools a safer place for students.There is no reason students should be endangered while in school. I honestly believe that you cannot make every school 100% safe for its students because, schools don't have enough security and precautions, people are not aware, and students don't have enough support, or people to talk to one on one. Schools cannot be 100% safe for their students without enough security and precautions. Almost all schools have security such as, locked doors, cameras, and alar ms, but that didn't stop all of the violence that has happened.For example, â€Å"A shooting rampage in this small Connecticut town left 28 people dead, including 20 children killed inside their elementary school, authorities said† known as Sandy Hook. Now obviously, schools were not taking precautions at all. This person went in an Elementary School and killed all those innocent children. I think that if there was security that would of never happened. Maybe if they try new safety tricks, things like this would not happen. What if you had to swipe a student card to get in the premises?Another thought, metal detector would come in handy so that people could not get away with bringing weapons through the doors. There should be no reason why people are being able to get away with killing innocent people in schools without any warning. Yeah, it may cost a little more money to put more security in schools, but its well worth our safety. These people are getting away with killing those innocent students and I think it's sad to think this person was in that school and no one even noticed him. Another reason why schools cannot be 100% safe is because people aren't aware as they should be.Half the time people don't pay that much attention to all the people they see. They wouldn't know if they go to the school or not. At a lot of schools, the doors are always open. The schools are pretty much welcoming anyone to come in. Especially in colleges, students are allowed to come and go as they please so, how would anyone know who's coming in or who's gone all the time. Schools need to have a check and go system or something of the sort. You should always be aware of your surroundings. Also, people talk a lot and we never know if there being serious or not.When someone were to talk about shooting up the school or bombing, most people would probably laugh and think it's a Joke because, most teenagers especially are caught up more in themselves then other people. People fail to realize the seriousness of violence. We think it would never happen to our school, but we wonder why it is happening to so many. This trend seems to be continuous. I believe schools are targeted a lot because, there is a large amount of people in one place. It is easy for the person committing the crime to take out a bunch of people at once when all in the same area.I think the criminals commit these violent acts in schools because, of personal interest. I believe that they are driven to act out on innocent people by violent video games or following violent acts such as, Hitler. Some people don't know how to separate what is real and aka in the world. So when playing violent video games all the time could trigger violence in their head, making them want to act out. As for the Hitler act, some people look up to him as an idol and want to follow his footsteps. They feel by harming others, they are honoring him.Or, maybe some people do these violent acts to make an impact. What if they want to be remembered for something and hurting people is the only thing they know in their head what to do that will make them noticed. It's a cry out for attention. (CNN) â€Å"Twenty-three year old Sung-Huh Choc killed 32 people on he Virginia Polytechnic Institute and State University campus in Blackburn, Virginia, before taking his own life†. It makes me wonder why not only did this boy kill all those people, but he killed himself after.What was he thinking? This brings me to another point in which schools need more people available to talk to one on one with students? Now, I know every school has counselors for students to talk to but, some of the counselors don't have experience that these students need. It's easier to talk with someone when you can relate to that person. I feel that if students could feel unforgettable talking with a counselor, they could most definitely let out a lot of thoughts in their head, and get more things off their shoulders.I feel t hat most people don't feel comfortable talking to a counselor, so maybe if they tried to understand and relate, these students would be more open. Most people act out because, they have know where for these emotions to go, so they Just let them all out in the wrong way related to violence. People think that letting aggression out on others will solve their problems but, it doesn't. Counselors could really be helping dents with all this to make it a safer place for everyone. I personally think that schools cannot be 100% safe when students are crying out for help and don't know what direction to go.Everyone needs some type of support in their lives. When you have no one to talk to, you bottle everything up and eventually it's all going to come out. I really believe that being able to set your mind free of worry or negative thoughts, can and will make a better and safer person. All of these things are ways we can make schools a safer place for students, but it will never be a 100% saf e place until these things start to happen. Until we get all this new security and take more precautions were Just opening the doors for more unwelcome visitors.

Personal aspect management Essay Example | Topics and Well Written Essays - 1250 words

Personal aspect management - Essay Example In the organizational context, influencing implies commitment to the desired result enough to spend needed energy to achieve it. The concept of influencing is connected with commitment defined as a state of being in which employees become bound to a particular actions by a belief system that sustains those actions and their own involvement. In many situations (conflicts, disputes and decision-making) influencing is important as an instrument to achieve some preconceived state or desire (Fabian 54). It arises out of a felt need (important enough to cause use of energy) and a mechanism (the control over resources needed by others) that allows for possible improvement of that need. According to Beardwell et al (2001) the power sources include legitimate, expert, reward, coercive, referent. These sources of power are intentional and instrumental in its use. Leaders and managers activate them only as they value the possible outcome sufficiently to expend needed energy in power action. The process of persuading employees is based on argumentation and reasoning. Persuading process can be explained as a relationship in which an employee independently weighs reasons another person. Armstrong (2001) underlines that persuading is central to man's continuing concern for administration and organization. How people organize and relate to each other to get planned goals accomplished is central to organization and administrative theory. The overreaching problem of organization life is securing follower compliance. This compliance comes without losing the long-term amicable relationship between the person desiring compliance and the person whose behavior change we seek. And this must be done with an eye on conserving scarce resources. Influencing and persuading allows management to guide employees and customers, their actions and preferences (Austin, Pinkleton 38). Influence and persuasion are commonly exhibited through orders the managers issue to someone subordinate to them. They can be seen as coercive resource employees get by virtue of authority grants from those above and below us in the social structure. It is often logical, reasoned, legitimate, and systematic in its application and use (Barham, Conway 45). A number of studies have demonstrated that situational factors moderate the attitude-behavior relationship. Individuals differ profoundly in their use of persuasive message strategies. Certain people consistently employ manipulation and deceit, whereas others eschew these tactics. Some people use emotional appeals, whereas others resort to threat. Research has examined individual differences in compliance-gaining attempts to determine the impact that personality and demographic factors exert on message strategy selection. First, participants in the various studies are probably more mindful and self-conscious about their message strategy selections than are communicators in the real world By asking respondents to respond to a series of hypothetical scenarios or to construct a persuasive message, researchers found that respondents reflected on their persuasion behavior (Hannagan 49-52). In the workplace, supervisors who clearly identify the performance expectations of their subordinates and inform them of their degree of conformance to the stated requirements may be providing their subordinates with feelings of control and reducing their feelings of uncertainty. Employees who know that they are acting