Struggle of Pity Within the Inferno - 1382 Words

The Struggle of Pity What is pity? Pity is simply the concern aroused by the misfortune or suffering of others. As the emotion of pity deepens, it can correlate itself with sympathy and lead to compassion (Baird 1). Dante comprises this idea of pity within the narration of his characters in the Inferno. Dante creates fluctuating moralities that contrasts with the narrative tale of the sinners to the protagonist. The contrasts that are made by the sinner are reflected upon by Dante, he refers to this as the struggle pity. The great struggle of pity is brought on upon by the sinners, whom create scapegoats to relieve blame from their own sins and to provoke pity from their audiences. Dantes sympathy towards the damned souls gradually†¦show more content†¦85-87). Dante scorns the people of Pisa, not for the death of Ugolino, but for the death of his innocent children. Dante, during Ugolinos tale has evidently found a moral vantage point, in which he does not pity Count Ugolino. Ugolino, like Francesca blames the faulty of others for his sins and not of his own folly. Â…And I began/ already blind, to grope over their bodies/ and for two days called to them, though they were dead/ Then fasting had more power then grief (XXXIII. 72-75). Ugolino holds hunger has the culprit, whom was the cause of his sin. Although, the two tales Francesca and Ugolino are figuratively different, they do share common apathy for pity. Dante suggests that the implication of pity in the Inferno is due to the sinners apathy for self pity. These wretched souls play off of the reader or audiences emotion for their tormented nature. Guido la Pisa wrote, The suffering of the damned souls should move no one to compassion, as the bible attests. And the reason for this is that the time for mercy is here in this world, while the world to come it is time only for justice. Sympathy for the damned, in the inferno, is nearly always a certain sign of a wavering moral disposition. Dante, in the beginning, figuratively speaking is a lost soul himself. Midway in the journey or our life/ I came to myself in a dark wood/ for the straight way was lost (I.Show MoreRelatedDantes Voyage Through Hell1490 Words   |  6 PagesThe Inferno was written by Dante Alighieri around 1314 and depicts the poet’s imaginary journey through Hell. Dante spent his life traveling from court to court both lecturing and writing down his experiences. His Divine Comedy – the three-part epic poem consisting of Inferno, Purgatorio, and Paradiso (Hell, Purgatory and Heaven)– is generally regarded as one of the greatest poetic feats ever accomplished. All three parts are incredible literary feats with symbolism so complex and beautiful thatRead MoreBook Review : Inferno 1595 Words   |  7 PagesMonica Paultre Professor Christensen October 27, 2014 Research Paper Inferno As humans evolve, so do their stories. In every country, culture, and race, tales as old as time itself continue to pass on throughout generations. With multitudes of stories that deform within translations, certain stories may win over the hearts of readers worldwide and never lose its tale. Reasons may include the intriguing title, history of the work, attention to detail in symbolism and emotions, controversy inRead MoreThe Wind Up Bird Chronicle And Dante Alighieri s Inferno1557 Words   |  7 Pagesexperience remains a purpose that novelists cease to abandon regardless of the century. Haruki Murakami’s The Wind-Up Bird Chronicle and Dante Alighieri’s Inferno each disclose a meticulous narrative that elaborates on such human experiences through the recurring theme of understanding and accepting the idea of suffering. While Alighieri’s Inferno takes on a physical journey through a Hell that he represents as a city, Murakami assumes a psychological and abstrac t mindset while writing the metaphysicalRead More Virgil and Dante Essay1908 Words   |  8 PagesVirgil and Dante In the note to Canto V regarding Francesca and Paulo, the Hollanders exclaim that â€Å"Sympathy for the damned, in the Inferno, is nearly always and nearly certainly the sign of a wavering moral disposition† (112). Indeed, many of the touching, emotional, or indignation rousing tales told by the souls in Hell can evoke pity, but in the telling of the tales, it is always possible to derive the reasons for the damned souls’ placement in Hell. However, there is a knee-jerk reactionRead MoreDante s Inferno And Shakespeare s King Essay1550 Words   |  7 PagesHuman beings too often avert their eyes from suffering. We choose to avoid the afflictions of ourselves and others in an attempt to deny the necessary evils within humanity. By not confronting the truths surrounding the worst in us, however, we become ignorant of a vital and possibly beneficial aspect of human nature. Both Dante’s Inferno and Shakespeare’s King Lear seek to bring attention to human suff ering, illustrating our griefs and sorrows as consequences of our own agency. This pain that weRead MoreThe Structure and Content of Dantes Inferno Essay1096 Words   |  5 PagesIn his first article of The Inferno, Dante Alighieri starts to present a vivid view of Hell by taking a journey through many levels of it with his master Virgil. This voyage constitutes the main plot of the poem. The opening Canto mainly shows that, on halfway through his life, the poet Dante finds himself lost in a dark forest by wandering into a tangled valley. Being totally scared and disoriented, Dante sees the sunshine coming down from a hilltop, so he attempts to climb toward the light. HoweverRead MoreEssay about Sin and Virtue in the works of Freud and Dante1657 Words   |  7 Pagesthat a sense of guilt is the direct result of the conflict between the need for the authority?s love and the impulse towards instinctual satiety, and if this instinctual need cannot be satisfied aggression will ensue (100). A sense of guilt is arisen within when someone is aware of doing something bad, but the person can also become afflicted with guilt by just intending to do something bad: But with fear of the super-ego the case is different. Here, instinctual renunciation is not enough, for the wishRead MorePolitical and Religious Motivations in Dante Alighieri’s Divine Comedia 3036 Words   |  12 Pagesthe world. It is important, then, to consider the following question: to what extent is Dante’s Inferno a politically motivated text rather than a religious one? Alighieri’s epic, particularly Inferno, is not solely a religious text, as it has been thought of by so many for so many years, but rather is an allegorical political text. This can be seen most clearly in the first three cantos of the Inferno, though it is also present in the rest of the poem. The first three cantos will be the most focusedRead MoreSaint Augustine And Dante s Divine Comedy1275 Words   |  6 Pagesgoal of purification of the soul, Augustine and Dante go about to separate journeys that atone for their sins in contrasting ways. Dante’s Divine Comedy takes place over Easter week, in three different places. Dante the Pilgrim’s journey begins in Inferno. Dante travels through Hell and witnesses the punishment rewarded to the sinful whom renounced God. Dante’s experience in the seven layers of Hell is a gruesome and mournful one. Dante is a living man and does not participate in the punishment, butRead MoreThe Divine Comedy: Allegory2235 Words   |  9 PagesThe Divine Comedy: Inferno Dante Alighieri Major Characters †¢ Dante Alighieri o Thirty-five years old at the beginning of the journey ( half of man’s biblical life span â€Å"threescore and ten years† (Psalm 90:10) o Lost his way on â€Å"the true path† of life ( sin has obstructed his path to God o Explores the nature of sin by traveling through hell o Rooted in the Everyman allegorical tradition ( represents humanity o Little known about his life

Analysis Of The Book The Things They Carried - 2036 Words

Gregory Fomin Ms.Vladova American Literature 16 April 2015 Young, Wild, Lost 1968: The year Tim O’Brien was sent to Vietnam. We can only imagine what it might feel like to face it: being so young, having so much ahead and being sent to some place, which might be the end. Definitely scary. An absolutely new absorbing environment, new companions, new you. I guess, â€Å"scary is the new black† in a green recruits life. The Things They Carried - is an offspring of Tim’s war experience. It is a shocking and hard-to-believe mixture of pain, love, friendship, loyalty and death. Is it true? Did the author write this book while he was high on painkillers for that butt wound, which could have also been made up? The only thing that is clear about The Things They Carried – reader cannot believe anything. O’Brien states, â€Å"I write about these things, the remembering is turned into a kind of rehappening†(Spin 30). However, that is the beauty of it. It sounds truthful that soldiers heard glee and choir on the battlefield. It is also understandable that Rat Kiley shot himself in the foot because bugs were everywhere, but necklace made of human tongues on a blond girl in innocently-looking culottes?! More Stephen King-like. Nevertheless, if we put all those amazingly unbelievable stories away, we are left with emotions. However, those emotions were supported by sceneries, noises , voices, weather and landscapes. Song Tra Bong The Quang Ngai province in Vietnam emulates a home-town in America.AShow MoreRelatedAnalysis Of The Book The Things They Carried 1409 Words   |  6 PagesDenali Dickson Butler July 22, 2014 Long Form I. The Author and His Times: 1. Birth- October 1, 1946 to present 2. The Things They Carried was published January 1, 1990. This novel discusses stories from the Vietnam War, written many years afterwards. The book shares stories from several different people during the war and shares the truth as they remember it. 3. The factor that influenced the author in his decision to publish this novel was his desire to share his stories with the world. StoriesRead MoreThe Things They Carried Book Analysis2010 Words   |  9 PagesThe Things They Carried McKayla Vaughn Passage: â€Å"Whenever he looked at the photographs, he thought of new things he should’ve done.† P.2 Small Meaning: In this quote, Lieutenant Cross is deeply in love with Martha. He carries a picture of her in his pocket. The one date him and Martha went on, he thinks he blew it. So every time he glances at Martha’s picture, he thinks of something more he should have done. Big Meaning: Everybody regrets. This book is not just a war book, but a book about men’sRead MoreAnalysis Of The Book The Things They Carried 2006 Words   |  9 Pages 1. Birth-October 1, 1946; present 2. The things they carried was written in the late 1980 s and published in 1990. The novel acts as a response to the era it discusses by solidifying the un-generalized version of war through fictional anecdotes from the narrator and characters. The truth is never portrayed through historic context or media, and with this novel, the author was able to reciprocate the emotions felt by soldiers from the graphic scenes or actions envisioned/written. 3. FactorsRead MoreEssay On The Things They Carried1624 Words   |  7 PagesFor the seventeen Soldiers portrayed in â€Å"The Things We Carried† by Tim O’Brien, the physical pain was very minimal weight to carry compared to the emotional scars that they will carry throughout their entire life. This story does an amazing job portraying full human emotion that anyone put into a situation would feel, such as heavy guilt, sadness, anger, lack of motivation, perseverance, horror, and false security. All of these are notorious feelings that every soldier back in history, and now stillRead MoreA Soldier s Burden : Analysis Of The Things They Carried1018 Words   |  5 PagesBurden: Analysis of The Things They Carried Tim O’Brien, the author of The Things They Carried, was also the main character and narrator who gives a soldier’s personal outlook on war. O’Brien writes personal and fictional stories using the several soldiers he knew during the Vietnam War. Mentally and physically, he and his fellow soldiers went through a lot. Some getting through it and others did not. Their struggles offer much to learn about what a person can go through. Although in The Things TheyRead MoreThe Importance Of A Teacher s Tools1371 Words   |  6 Pageslearning environment. Guide and counsel students with adjustment or academic problems, or special academic interests. Maintain accurate student records to follow the laws. Involve parents to volunteer in the academic environment. Teachers have many things to do as a teacher, although, some people may believe it is an easy career to acquire. OBSERVATION May 4, 2017 from 1:00-2:35 p.m. As I walked into the Union Gap School, I saw teachers carrying identification lanyard cards around their neck. TheRead MoreEssay On Post-Traumatic Disorder In The Things They Carried1094 Words   |  5 PagesStudents’ Name: Instructor’s Name: Course Name/Code: Date: Post-Traumatic Disorder in the Things They Carried It is only natural for an individual to have memories over a period following a bad experience such as war, witnessing death, or any other traumatic experiences. However, these memories, manifesting in the form of dreams, flashbacks or thoughts, or feelings may exist in some people for longer periods, and could lead to a mental disorder. According to Grohol (n.d), when a person directlyRead More Things They Carried Essay: Disembodiment723 Words   |  3 PagesDisembodiment in The Things They Carried  Ã‚  Ã‚   With some knowledge of war, one can begin to appreciate Tim O Briens The Things They Carried.   But when the work is viewed in its strict historical context, another layer of   meaning rises to the surface.   Tim O Brien is a veteran; as a result there are many things he takes for granted (or so we think) and does not tell us.   Americas involvement in the Vietnam war resulted from internal domestic politics rather than from the national spirit.  Read MoreBlink: Beauty of Snap Decisions1289 Words   |  6 PagesMalcolm Gladwell Malcolm Gladwell embodies the entire subject of the book â€Å"Blink,† in both the title of the book, and the phrase â€Å"thin-slicing,† which is a person ability to accurately gauge what is important from a very narrow period of time. To put it simply, impulsive decisions can often be more reliable than well thought out decisions. Gladwell provided the reader with multiple examples throughout each chapter of the book to back up his thesis. My goal is to reconstruct each of these examples/argumentsRead MoreThe Teacher s Tools : Background1542 Words   |  7 Pageslearning environment. Guide and counsel students with adjustment or academic problems, or special academic interests. Maintain accurate student records to follow the laws. Involve parents to volunteer in the academic environment. Teachers have many things to do as a teacher, although, some people may believe it is an easy career to acquire. OBSERVATION May 4, 2017 from 1:00-2:35 p.m. As I walked into the Union Gap School, I saw teachers carrying identification lanyard cards around their neck. The

Grammar for Proofreading and Translating - myassignmenthelp.com

Question: Discuss about theGrammar for Proofreading and Translating. Answer: Use of Corpora In teaching grammar, the teachers tend to be more concerned regarding the negative attributes within the students for grammar, as most of the students find grammar learning boring and difficult. In the Srilankan school system, the module for grammar has improved with the course of time and in the recent times it contains more substantial constituents using the peer discussion and more activities regarding problem solving. Furthermore, students also have issues regarding the application of grammatical rules while writing English, even though they have studied the subject for several years in schools. However, it should also be noted that there are several areas in the grammar that are mostly problematic specially the usage of articles and agreement between subject and verb (Le?ko-Szyma?ska, 2014). In such situations the teachers use the language corpora in English grammar teaching. The corpora are huge collection of genuine texts that have been gathered after years of research. Theref ore the teachers tend to use corpora in the grammar teaching as they can use this as a powerful tool for teaching grammar to students. Despite the consequences of the plan of students with the English language in future, the students have always benefitted with the usage of corpus in their learning. For instance, the corpora can be used for checking the problems in the usage of English language while writing any text, for proofreading and translating any other language into English. Corpora have already been used in the English language teaching purpose for a long time. As indicated by Le?ko-Szyma?ska (2014) there are few empirical studies that have evaluated the usage of corpora for both teaching and learning. However most of these studies have involved small groups of students while using the corpora. The lexical searches have also been proved to be the easiest ones that have been done with the corpora. It has also been found out that the corpus have been used mostly within the cl assroom, not outside the classroom. Use of the three dimensional grammar frameworks Foreign language teachers always struggle in maintaining the balance between the communication and grammar instruction. Considering the grammar usage in terms of the grammar formation and teaching of the grammar and the teaching of other linguistic rules, it can be said that it is deep rooted concept between the educator and learner (Halliday Matthiessen, 2013). There are three dimensions of meaning, form and use within the grammar teaching. This article will discuss these three dimensional grammar frameworks. The dimension of form refers to the way that the grammar structure is assembled and organized within a discourse or text. There are several inbuilt disciplines within this dimension such as morphology, phonology, syntax and graphology that play as a major factor in the learning and teaching of any language form (Purpura, 2013). The dimension of form mostly focuses on identifying the grammar structure such as the auxiliary verb or different forms of the main verb. The dimension of meaning is associated with the meaning of a specific structure of grammar and what it conveys. As stated by Kucer (2014) the most natural component of the dimension of meaning is the derivational morphemes, worlds, lexical strings and multiword notions. The meaning can be of two kinds, grammatical and lexical. The grammatical structure is mostly focused on placing the receiver of the action. The dimension of use is associated with why and when the speakers of English language decide the usage of grammar structures over any other structure which can also convey the similar meaning (Bygate, Skehan Swain, 2013). It pursues the same and relevant components, discourse patterns and social functions. The structure is also used when the agent is unknown or redundant. It is also considered that these three dimensions are used in the teaching of grammar for expressing means and utilizing in the context appropriate usage. Use of focus - on- form tasks The focus on form is an approach within the grammar and language learning sphere, where the learners have been made to be conscious of the grammatical forms of any specific language that the speakers already started using communicatively. The concept of focus on forms has been directly contrasted with the idea of focus on meaning which has been restricted to the meaning of the forms and paid no such attention to the forms of the language (de la Fuente, 2014). The idea of focus on forms has been motivated by the lack of sustainability for the effectiveness of focus on forms on one hand, and clearly demonstrated advantages by the language learning over the uninstructed language learning on the other. The learners of any language tend to acquire the features of the target language in a specific sequence, not all at one go. In this sequence, most of the stages in the learning process will indicate to the forms that are not like natives. Moreover progress within these stages is not at all done in a transparent way, however they may also indicate to the U shaped learning process where native like usage of the language may revert to the non-native usage of the language. As indicated byLarsen-Freeman (2015), it can be said that the uninstructed learning of language has a clear advantage for the instructed learning procedure within both the ultimate and learning level. However, as opined by Uysal Bardakci (2014) the focus on form learning should be included in the second language teaching programs in an effective way, as only the meaning oriented learning is not sufficient for the learners, rather they require both. The focus on form ideas also happen on a regular basis within the lessons that are message oriented without having any disturbances in the flow of communication for the learners. Grammar instruction task using the corpora Cohort of Students: There are 10 students in the cohort aged 10-12 years. Student profile: The first language of these students is Sinhala or Tamil. They are at elementary level of the primary section. There have been several researches conducted for evaluating the effectiveness of the corpus linguistics. This task will be design for a cohort of students in the primary level. Within this cohort there are ten students who are learning the English language as a second language. Using the corpora based learning; the students will have two activities. Those activities are verb pairing game and the computer cloze activity. Both the activities have been described below: Verb pairing game: In this activity, the students will be divided into two groups. For this game the teacher will choose two verbs at one time. For the first verb pairing activity, the chosen verbs will be make and do. By dividing the students into two groups, the teacher will give the first groups few sentences that are corpus derived and those are without the selected verbs make and do. The second group of students will have the sentences with make and do. Therefore the teacher will make both the groups stand in two lines facing each other. After this, the students who are having sentences with the verbs will make different turns for paining these verbs with the other sentences that the second group has. Computer cloze activity For integrating this computer cloze activity in the class, the students can be benefitted in two different ways. They can practice the usage of verbs along with learning the collocations. The teacher will have to take help of computers and projectors in this activity. The teacher will prepare a list of sentences with both the verbs make and do while he or she will delete the verbs. Therefore, the students will be shown the sentences on a projector in the class and they will be asked to fill up the gaps using these verbs. Sample sentences will be: I remember coming back from school and before you could _________ homework or go out to play there were always chores to do. He is going to _________ decision. Grammar instruction task using three dimensional grammar frameworks Cohort of Students: There are five to six students in the cohort aged 12-14 years. Student profile: This task will be framed for the students at the junior secondary level. Within the three dimensional grammar frameworks, the three major dimensions are structure or form, meaning and use. Within the form, the teacher will focus on the formation of language, within the meaning dimension the teacher will focus on the meaning of language and within use the teacher will focus on the usage of language. At this level, the teacher will focus on teaching the usage of passive voice in English. For teaching the formation of passive voice in English language the teacher will have questions prepared for the students. He or she will show the questions to the students with both the active and passive sentences. These will tell the students about the differentiation between the active and passive usage of grammar in English language. the students could also be asked to ask questions if they have any doubt regarding the formation of the passive voice. The next activity will involve the meaning of passive voice in English. The teacher will use flashcards where meaning of passive sentences will be written along with their active forms. By writing such meanings, the teacher will be able to make the students understand regarding the meaning differences in the language. The third activity will involve the use of the language. This activity can involve role playing functions. The teacher can divide the students in two groups naming active and passive and the students can utter the active and passive voices that were written in the given flashcards. This will give them an idea of active and passive voice in a clearer way. Grammar instruction task using of focus - on- form Cohort of Students: There are 10 students in the cohort aged 12-14 years. Student profile: The students are at the junior secondary level. As their first language is not English, they are having trouble in understanding the signals and instructions of English language. After introducing the concepts of integrated focus on forms and the sequential focus on forms. Both the leanings have been created in accordance with the explicit and implicit forms of leaning. The sequential focus on form is based on the perceptive and practicing of any grammatical form rather than the natural form of language. On the other hand the integrated approach of focus on form is associated with the natural meaning and communication where a particular form is provided within the communication flow without making any interruption. The teacher can use two models in teaching English grammar using the focus on form approach. Within the first model the teacher will give the students a brief instruction of the formal knowledge of the language while focusing on the functions of focus on form with brief interventions and signals. In the next model the teacher will give explicit instructions of the formal knowledge of the language. The communicative activities will be included for m aking an extensive practice of the procedures. Reference list Bygate, M., Skehan, P., Swain, M. (2013).Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge. Charles, M. (2014). Getting the corpus habit: EAP students long-term use of personal corpora.English for Specific Purposes,35, 30-40. de la Fuente, M. J. (2014). Learners' attention to input during focus on form listening tasks: the role of mobile technology in the second language classroom.Computer Assisted Language Learning,27(3), 261-276. Halliday, M. A. K., Matthiessen, C. M. (2013).Halliday's introduction to functional grammar. Routledge. Kucer, S. B. (2014).Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Routledge. Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching.Language Teaching,48(2), 263-280. Lee, O., Quinn, H., Valds, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics.Educational Researcher,42(4), 223-233. Le?ko-Szyma?ska, A. (2014). A teacher-training course on the use of corpora in language education: Perspectives of the students.Insights into Technology-enhanced Language Pedagogy. Peter Lang: Frankfurt am Main, 129-144. Le?ko-Szyma?ska, A. (2014). Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education.ReCALL,26(2), 260-278. Purpura, J. E. (2013).Assessing grammar. John Wiley Sons, Inc.. Richards, J. C., Reppen, R. (2014). Towards a pedagogy of grammar instruction.RELC Journal,45(1), 5-25. Richards, J. C., Rodgers, T. S. (2014).Approaches and methods in language teaching. Cambridge university press. Uysal, H. H., Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?.South African Journal of Education,34(1), 1-16. Wichmann, A., Fligelstone, S. (2014).Teaching and language corpora. Routledge.

The Marketing Mix an Example of the Topic Business Essays by

The Marketing Mix The marketing mix is the set of marketing tools the firm uses to pursue its marketing objectives in the target market. McCarthy classified these tools into four broad groups that he called the four Ps of marketing: product, price, place, and promotion. (Kotler. P, 2003) Need essay sample on "The Marketing Mix" topic? We will write a custom essay sample specifically for you Proceed The marketing mix of product, price, promotion and place for soap soccer are as described below: Product The product mix of a company, which is generally defined as the total composite of products offered by a particular organization, consists of both product lines and individual products. (Product mix, Encyclopedia of Business and Finance) Our product consists of offering of a soccer playing facility to the young people in a soapy environment where the playing of the game will be a challenging affair. Price The pricing of a particular product depends on a number of factors such as the demand for the product (higher the demand, higher the price and vice versa), the positioning of the product (weather the product is positioned as a premium brand or an economy brand), the price at which the competitor is offering the same product etc The pricing strategies should be in line with the pricing objective. Our main aim is to make Soap soccer popular among the young people and to make a large number of young people to make use of our product. In order to attain this objective, well have to price the product at a low price so that younger population who tend to have a lower disposable income could afford to avail our gaming facilities at soap soccer. More over the marginal cost of allowing one extra person to play in soap soccer will be very less and by pricing our product low, more number of people will be making use of our facilities thus well have a higher revenue. Promotion Specific combination of promotional methods such as print or broadcast advertising, direct marketing, personal selling, point of sale display, merchandising, etc, used for one product or a family of products. Promotion of a product or a service could be done through various means such as advertising, direct marketing, personal selling, public relations etc... While promoting, either pull strategy where the customer is pulled to the product or a push strategy where the product is pushed to the customer can be used. To promote our product, pull strategy is to be used and this promotional campaign should be in line with the Governments health campaign initiative. The product should be promoted for the kind of health benefits that it offers. The Governments health campaign makes the youngster more health conscious and our health campaign will attract those health conscious people. Promotional campaigns could be run on collage/ university news papers, hoardings near the colleges/universities. Sports events in the colleges could be sponsored by soap soccer to gain millage through good public relations. Place (distribution) Place refers to the means by which your customer acquires your product. This includes the actual place it is purchased (the shop, the telephone, the web page, the warehouse) as well as the actual route of distribution. (Marketing Mix - Place) Soap soccer should be located in such a place which is easily accessible to the youngsters. It will thus be located near to colleges and schools so that students can have easy access to soap soccer. It can be located near public parks or public play grounds where people come to play. This not only gives accessibility to the place but also increases the number of visitors to the center. References Kotler P, (2003). Defining marketing for the twenty-first century, Marketing Management (P 15). New Jersey: Prentice Hall. Marketing Mix - Place. Retrived May 16, 2009, from http://www.consultancymarketing.co.uk/place.htm#.WPChG_mGPIU Product mix. (n.d.) In Encyclopedia of Business and Finance. Promotion mix, (n.d.) In BusinessDictionary.com.