Major Conflict in Theogony free essay sample

Significant clashes in the Theogony (Essay) Having perused the Theogony, I can quickly say that Hesiod attempts to depict the comparative associations of three age of divine beings; just as underlining the significant clashes between the matriarchal and man centric frameworks. At the point when we glance through what has appeared first, we experience with Chaos, which shows the intricacy of things for some time. After Chaos, the incredible goddess Gaea, who is the leader of the matriarchal framework (representing richness), becomes animated. She brings forth the universe without the assistance of man, what we call parthenogenesis. This shows her grand force as a god. In the matriarchal framework ladies are viewed as mysterious in light of the fact that they are the main animals that can conceive an offspring. This ability is critical for continuing the pattern of nature. Be that as it may, later, when the matriarchal framework is overthrownâ by the male centric, weâ run into Zeusâ who brings forth Athena from his headâ without a mate. The essentialness of this strange birth is, presently the male has the ability to be the maker and the female force is moved into male astuteness. After Gaea, Tartaros and Eros come to life.Then Gaia and Ouranos ( who used to be her partner) lay together (turns into her sweetheart and spouse) and bear the twelve Titans. The last Titan, which she bears, is Kronos. She later bears the Kyklopes, who have one eye in their brows. Zeus utilizes them against the Titans in the war, which we see later in the sonnet. From the day they are conceived (the second they come out of the belly), Gaea’s youngsters loathe their dad. This is on the grounds that Ouranos has concealed them in Gaea’s belly and has not let them come back to light. Ouranos has done that since he is anxious about the possibility that that one of his children may take his place.We see the contention between the matriarchal and man centric here as the children have a place with Gaea, speaking to the ladylike control. On the off chance that one of the youngsters topples his dad, at that point the matriarchal mastery will happen and subdue the male centric, which isn't useful for the men’s benefits. This occasion drives Gaea so crazy that she searches for an approach to render retribution. Shrewdly, she incites her children and Kronos handles the errand. She gives him a sharp-toothed blade and Kronos hacks off his father’s private parts by utilizing it. The motivation behind why Kronos emasculates his dad is attributable to the way that privates are the organs which are utilized by man to produce.They are the image of man’s richness. By killing them, Kronos leaves his dad feeble andâ debilitated. At that point the grisly drops spreads all around and some of them falls into the ocean. As they are secured by the ocean for quite a while, white froth ascends from them shaping Aphorodite. Aphrodite is framed from ocean because of the way that ocean speaks to the unconcious ( the shrouded part/matriarchal’s constraint by the male centric) as under the ocean is moderately dull. The intensity of the unconcious is exceptionally sexual and this is the reason Aphodite speaks to ‘sexuality’.After Kronos experiences passionate feelings for Rhea, she bears him renowned youngsters, including Zeus. During the birth, when every kid moves from the consecrated belly, Kronos begins to swallow him/her. He does this disregarding Rhea’s constant melancholy since his motivation is to keep some other youngster from quelling his capacity. It’s impressively unexpected in light of the fact that he does likewise (attempt to dispose of his own youngsters) what Ouranos (his dad) has done to him and his kin. This again shows the contention between the matriarchal and man centric frameworks. By gulping every kid, Kronos blocks the mediation of the ladylike power.Hilariously, Kronos doesn’t understand that Zeus is removed by clever Rhea. He believes that he has gulped him. Truth be told he has deceived by Rhea and has gulped a stone rather given by her. In the long run he is vanquished by his own predetermination. At the point when Zeus gets his lightning storm power from his uncles, he turns into the compelling sky divine force of the universe. In any case, a few people like Prometheus are not content with that. He attempts to take Zeus’s force and deceives him. Getting mindful of what’s going on, Zeus rebuffs him and places him into chains. Lamentably, he doesn’t get an exercise out of that.One additional time, he attempts to bamboozle Zeus. This is the last drop, which makes Zeus insane. Therefore, Zeus gives ladies as a discipline for men. It’s another particular guide to the contention. Ladies are viewed as very vindictiveness people as they are the adversaries of the male control and the discipline is appeared to be unforgiving by the humankind. Later a battle happens between the Titans ( the old age, originating from the matriarchal) and the Olympian divine beings ( the new age originating from the male centric). This battle implies that the more seasoned age attempts to get power from the new.More unequivocally, the matriarchal which has been supressed by the male centric, attempts to figure out how to come into the surface and be the authority once more. Be that as it may, toward the end the Titans are vanquished and they go to the Underworld. This shows the matriarchal framework isn't as amazing as it used to be. In any case, Gaea doesn’t surrender by the destruction and bear Typhoeus who is a snake with a hundred hands and he challanges Zeus. Being a snake, he speaks to the associate of the female. He is a danger to the male centric framework. After a troublesome battle, Zeus defeats him and becomes victorious.With this the man centric framework demonstrates that it has the total capacity to control the universe. The matriarchal is overpowered completely. At that point Zeus lays down with Demeter and they together bear the wonderful Persephone, who is snatched by Aidoneus to the Underworld. At the point when she is snatched, Demeter is in awful agony and misery. Anyway Zeus masterminds Persephone’s marriage with Aidoneus without focusing on what Demeter thinks. Persephone’s story is another guide to the contention. The man centric framework wears out the matriarchal by taking what is imperative to them, by causing huge pain.Last of all, Zeus weds with Hera who is related with the Great Goddess. At the point when Hera weds Zeus, she turns out to be less significant on the grounds that she subordinates him. It’s additionally in light of the fact that Zeus has used to be her partner when the universe has used to be managed by the matriarchal framework. In spite of the fact that Zeus sells out Hera all the time with different females, Hera remains explicitly faithful to him. Zeus takes every one of these ladies since he is the dad all things considered and everything. He subordinates the intensity of ladies and they become sub-par compared to him. Hera turns out to be desirous as Zeus keeps on undermining her.Due to her resentment, she bears Hephaistos without the assistance of Zeus. Be that as it may, Hephaistos isn't brilliant here and there becuase he is disabled from his leg. This shows women’s (the matriarchal) power isn't sufficient to hold up under youngsters adequately any longer. Her capacity has been diminishedâ by the men. Seeing Hera testing him, Zeus needs to deliver retribution. He has intercourse with Alkmene and she bears him Herakles. The motivation behind why he gives the name Herakles to him is on the grounds that it remembers the word Hera for it, which makes Hera angry. Indeed, even in the name event, we watch the clash.I’ve attempted to underline how the male centric increases power and turns into the pioneer of the universe. As you see, there are numerous instances of the contention, which is dissipated in each degree of the universe. The matriarchal attempts numerous approaches to block it, yet the entirety of its endeavors are futile. In the event that we take a gander at it from another point of view, it’s likewise in light of the fact that men takes over a large portion of the difficult employments which requires colossal vitality, for example, battling, chasing, exchanging and ladies comes after him (besides in rank) generally captivating with growing up youngsters and doing housework. This progressions the equalizations of the world and the man centric stands apart rather than the matriarchal.

Foreshadowing in Lord of the Flies essays

Anticipating in Lord of the Flies papers Anticipating is a gadget frequently utilized in writing to allude to significant occasions of a bit of composing, or the peak. William Golding wonderfully utilizes this procedure in his novel commonly to catch the peruser's eye, and include profundity. Master of the Flies, his 1954 work about a gathering of young men abandoned on an island, where clamor is ever present, has portending to the bunch of emergencies that happen. This foretelling alludes to how rapidly an ideal world will break down into oppressed world, and the marooned young men losing their guiltlessness. Such occasions incorporate cases of viciousness, demise, and cultural degeneration. From the second they get their direction on the island, the brutality of these young men begins to pop up. Poor people, overlooked Piggy is the first to tolerate the brunt of lack of care, when Jack censures him and strikes him sufficiently hard to break his glasses. In this occasion, Jack is enraged by Piggy's contempt at the fire being let out. Jack is then headed to savagery. He made a stride, and...[struck Piggy down]...and Jack smacked Piggy's head,? (GOLDING 71). Piggy's glasses at that point take off, and break on a stone. Jack shows no regret, and even taunts Piggy. In spite of the fact that Jack is the best case of ethics disentangling, different castaways show a basic truculence that later immerses their whole character. Roger, one of the young men from Jack's ensemble, begins to appreciate provoking the littl?uns. Regardless of being despite everything prevented by the social mores with which he was raised, his cruel side begins to appear, particularly in his dealings with youthful Henry. Roger halted, got a stone, pointed, and tossed it at Henry - tossed it to miss...Roger assembled a bunch of stones and started to toss them? (62). This occasion terribly predicts of Roger's stone tossing in later sections. Maybe the best case of introductory brutality is the fury Jack feels when he neglects to murder the principal pig. Jack sits, sitting tight for a pig,down like a sprinter...his face a couple of inches fr... <!

Hill, Daniel Harvey

Hill, Daniel Harvey Hill, Daniel Harvey, 1821â€"89, Confederate general in the American Civil War, b. York District, S.C. He served in the Mexican War but resigned from the army in 1849. He was professor of mathematics at Washington College (now Washington and Lee Univ.; 1849â€"54) and at Davidson College (1854â€"59) and superintendent of the North Carolina Military Institute (1859â€"61). At the beginning of the Civil War, Hill commanded the 1st North Carolina Regiment and soon became Confederate major general. His division rendered distinguished service at Fair Oaks in the Peninsular campaign , in the Seven Days battles , and at South Mt. in the Antietam campaign (1862). In 1863, Hill commanded the Dist. of North Carolina, defended Richmond when Robert E. Lee was conducting the Gettysburg campaign, and fought under Braxton Bragg at Chickamauga in the Chattanooga campaign. With others of Bragg's subordinates he petitioned Jefferson Davis to remove that general from command, but Davis, favoring Br agg, removed Hill himself. He then had no active command until the last days of the war, when he fought at Bentonville, N.C. After the war he settled in Charlotte, N.C., where he established a monthly magazine and a weekly newspaper. He was president of the Univ. of Arkansas (1877â€"84) and of the Middle Georgia Military and Agricultural College (1886â€"89). See D. S. Freeman, Lee's Lieutenants (3 vol., 1942â€"44); biography by L. H. Bridges (1961). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

Historical Development Of East Asian Political Tradition

David Zernitsky A11559491 December 15, 2014 Prompt #4 Magnetic Hegemony Going back to the first day, the significance of this course is a traditional political thought in action that is intrinsically interesting that is to say. It is interesting whether true or false and good or bad claims to make about important aspects of human life and politics, but also the balance of proper order and self-cultivation, as well as East Asian traditional political economy, and the way in which law and justice are perceived from the standpoint of human feelings. These are intrinsically interesting ideas and practices that deserved to be taken care of seriously as they are in East Asia today and again whether we accept or reject them for example as†¦show more content†¦Proceeding in this manner, the ruler labors hard and the officials sit idle (De Bary, 304). One way or another, Confucius’ transmission and interpretation of the ancient culture and his practices of education played a major part in shaping and reshaping the ru’ tradition. The process involved in this transformation must be taken into account when we discuss the relationship between Confucius and ru’. Therefore, whatever method one may employ in tracing the origin of Confucianism, one must take into account both the cultural heritage on which Confucius worked and the transformation Confucius made to the ru’ tradition. In this sense it is misleading to simply ‘characterize Confucius and his followers through their role as the time of Confucius, the ru’ had fundamentally changed their social and cultural functions, and therefore, should not be treated in the same way as earlier masters of dance and music. The Dominant strategy is humbly called to be magnetic hegemony, or think of it as the equilibrium strategy, which is the most often used strategy over the long sweep, especially with Chinese, but often more generally east Asian history. The strategy is a creation of international hierarchy through hegemony, which simply means predominant power, more power than anybody else with of course applying that role partly through cultural self-conceit, but also partly because of necessity the way things have been. Institutionally,

Prosocial Behavior And Social Behavior - 959 Words

Prosocial behavior is charitable actions that are proposed to support an individual or group. Such behaviors entails: protecting, uplifting, liberating, and sharing without an expected return. Human culture is produced by rules governing suitable interpersonal behavior. Prosocial behavior is often time mistaken with altruism. Altruism concerns the welfare of an individual or group withholding selfishness. Furthermore, Prosocial behavior is a pattern of action, while, altruism is the drive to aid people solely for their needs oppose to the needs of self. Now, to express why three potential conditions in which diffusion of responsibility might occur, the steps of prosocial behavior and the significance of each step. According to Fiske (2014), diffusion of responsibility refers to the belief that someone else will respond to an occurrence, so one does not feel personal responsibility. One likely condition for diffusion of responsibility; A armed robber drag pregnant woman in a subway, attempting to snatch her purse, many witness this occurrence but are reluctant about responding. Why? One may recognize that action needs to take place but feared what could happen to them. Milgram Hollander (1964), there are rational and irrational fears concerning what could happen if an individual interfere during dangerous events. Two, during a flight a man walks toward the restroom, he trips over a bag in the middle isle and hit his head on the cabinets above the passenger seats. AShow MoreRelatedProsocial Behavior And Human Social Life1469 Words   |  6 PagesTandis Moghadam 1 May 2015 Prosocial Behavior in Great Apes Prosocial behaviors are a huge aspect to human social life; it involves helping, encouraging, and/or sharing information. Sympathy and empathy are the main characteristics for prosocial behaviors. 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One was to examine the predictive relationship between prosocial behavior that is less likely to be motivated by other-oriented concern and general prosocial behavior and attitudes as well as empathy-related responding acrossRead MoreSocial Psychology Prosocial Behaviour1444 Words   |  6 PagesEssay ‘Using social psychology theories, discuss the situational factors that affect the likelihood that people will engage in prosocial behaviour. What is the evidence for these effects, and how might changes in our society affect the likelihood of people acting prosocially? According to Gross (2010) the term prosocial behaviour is used to describe behaviours carried out by individuals intended to benefit others, such as helping, cooperating, comforting, reassuring, defending, sharing, donatingRead MoreAltruism And Prosocial Behavior Are Linked With Helping Others1334 Words   |  6 PagesAltruism and prosocial behavior are linked with helping others. This can be seen in all aspects of life. 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Describing Language And Language Skills Education Essay Free Essays

Teaching is a multidimensional activity that involves societal, educational, pedagogical, linguistics, personal, and cognitive dimensions. In the last 20 fiveyears, in general instruction the cognitive dimension of instruction has been recognizedas cardinal to successful instruction. The last decennary has witnessed steady growing in thestudy of instructors ‘ knowledge. We will write a custom essay sample on Describing Language And Language Skills Education Essay or any similar topic only for you Order Now Research workers have paid more attending to the survey of instructors ‘ belief about instruction, acquisition, scholars, and the impact it has on learning patterns, activities, and larning results ( Tillman, 2000 ; Shavelson, and Stern,1981 ; Burns, 1992 ; Eisenhart et. al. , 1998 ; Fang, 1996 ; Richardson, 1996 ; Kagan,1992 ; Reynold, 1992 ) . Research into instructors ‘ knowledge has non been restricted toone or few specific subjects or content countries. The impact of instructors beliefs on their instruction is being studied across subjects and educational scene every bit diverse as general instruction, mathematics ( Ernest 1989 ; Shuck 1997 ; Karaagac and Threlfall ; Raymond, 1997 ) , second/ foreign linguistic communication acquisition, ( Farrell, and Patricia,2005 ) , reading ( Beach, 1994 ) , and chemical science ( Brisco, 1991 ) . It has been studied in pre-service and in-service contexts, different educational degrees: kindergarten, simple schools, high schools and grownup instruction. During 1980s and the old ages after, research workers investigated a figure of different facets and dimensions of instructors ‘ knowledge. The chief focal point was on analyzing the manner instructors think about their ain work, their mental procedures in planning and transporting out their instructions, the sort of determinations made in the class of instruction, and how these beliefs may alter over clip. Some of the research countries in teachers’cognition include analyzing instructors ‘ knowledge in general and how they construct their constructs and theories of instruction ( Clandinin A ; Connelly, 1988 ; Leinhardt,1990 ) , instructors ‘ apprehension of the instruction procedure ( Peterson A ; Comeaux,1987 ) , instructors ‘ belief about instruction, pupils, instructors, and the acquisition procedure every bit good as their ain efficaciousness in bring oning alteration in their pupils ( Hollingsworth, 1989 ; Kagan A ; Tippins, 1991 ; Tamir, 1991 ) . Another country of research in instructors ‘ belief is analyzing the instructional ideas, actions, and determination devising in the schoolroom ( Fogarty, Wang, A ; Creek, 1983 ; Magliaro A ; Borko, 1986 ) . Changes in teachers’beliefs that occur as a consequence of professional growing and instruction experiences have besides been examined ( Bullough, 1991 ; Calderhead, 1991 ) . Teachers ‘ beliefs are non easy to specify. Nor are they easy to operationalize and analyze. Kagan ( 1992 ) views them as tacitly held premises and perceptual experiences about instruction and acquisition. Pajares ( 1992 ) and Richardson ( 1996 ) view them as personal concepts of instructors that can assist understand their determinations and instruction patterns. The belief system consists of the information, attitudes, values, theories, and premises about instruction, acquisition, scholars, and other facets of instruction. Some of these beliefs are rather general while some are really specific. Harmonizing to Johnson ( 1994 ) instructors ‘ beliefs influence their judgement and perceptual experience, the schoolroom activities they use, and it can lend to the betterment of learning patterns and teacher instruction plans. The belief system is argued to function as a base for the activities and patterns instructors use in the schoolroom. It guides instructors in the class of the patterns they have in the schoolroom. Hampton ( 1994 ) contends that instructors ‘ beliefs can find the manner they approach their instruction. In brief, research findings show that instructors have complex thought and reading of instruction and the context upon which they reflect, decide, and act was a broad and rich mental context ( Elbaz, 1983 ; Clandinin, 1986 ) . There are different ways instructors may develop their beliefs. It can be socially constructed as a consequence of their ain personal experiences and influences of the scenes in which they work. Teachers ‘ beliefs are built up over clip. They are derived from instructors ‘ preparation plans, pre-service plans, and prior acquisition and instruction experiences. Brog ( 2003 ) and Richards, Gallo and Renandya ( 2001 ) argue that instructors ‘ beliefs are derived from their anterior experiences, school patterns, educational theory, reading, their single personalities, and a figure of other beginnings. Eisentein-Ebsworth and Schweers ( 1997 ) see instructors ‘ positions shaped by pupils ‘ wants, syllabus outlooks, and anterior experiences. This cognition may alter over clip as instructors interact with pupils and acquire feedback from them. Following the involvement in general instruction and teacher instruction in teachers’cognition, research workers in 2nd linguistic communication acquisition took the thought and started to analyze linguistic communication instructors ‘ pedagogical beliefs in 2nd linguistic communication acquisition ( Breen,1991 ; Cumming, 1993 ; Freeman A ; Richards ; 1996 ; Johnson, 1994 ; Richards, 1998 ; Richards A ; Nunan, 1990 ; Woods, 1996 ) .Teachers ‘ belief is now viewed as a complex cognitive activity ( Farrell and Patricia, 2005 ; Brog, 2003a, 2003b. ; Mitchel and Hooper, 1992 ; Johnston, and Goettsch, 2000 ) . Research into instructors ‘ knowledge has both provided good penetrations into instructors ‘ knowledge at the same clip raised more inquiries about several issues of instructors ‘ beliefs. A more specific facet of instructors ‘ knowledge in linguistic communication instruction is instructors ‘ beliefs about grammar and different facets of grammar instruction. Some of the inquiries that have non been yet answered include how much clip should be devoted to grammar? What grammatical points should be taught? How should grammatical points be sequenced? What activities are more appropriate for different contexts? Grammar has a contested nature and its instruction and acquisition has seendifferent yearss. Grammar instruction has ever created uncertainnesss and raised complex and challenging pedagogical, lingual and curricular issues. With the outgrowth of a new method or theory grammar becomes the centre of attending and with the death of the theory or pattern it would be wholly abandoned. For times grammar was cardinal to category activities and at times it was overlooked. With such fluctuation it is non hard to conceive of linguistic communication instructors develop different positions on grammar in the procedures of going a instructor. In the late 1980s forsaking of focal point on signifier was advocated by communicative motion. In the last decennary the issue of focal point on signifier has been a hot subject and raised many inquiries and challenges to applied linguists and linguistic communication instructors. There have been a figure of surveies on instructors ‘ beliefs about grammar and grammar instruction. Ng A ; Farrell ( 2003 ) and Yim ( 1993 ) investigated the extent to which instructors ‘ theoretical beliefs influenced their schoolroom grammatical patterns, and found grounds to propose that what instructors say and do in the schoolroom are governed by their beliefs. Farrell ( 1999 ) examined the belief system of pre-service instructors of English grammar in footings of its influence on instruction pattern, and found grounds to propose that these beliefs may be immune to alter. Similarly, Richards, Gallo, and Renandya ( 2001 ) examined the beliefs of a group of in-service class instructors about grammar. The consequences showed that many instructors followed a communicative attack to instruction, while some of the respondents stated that they had house belief in the importance of direct grammar instruction in linguistic communication learning.They besides stated that the ir EFL/ESL pupils asked for grammar instruction. Research into the impact of formal grammar instruction has covered several facets of grammar instruction. These include inductive versus deductive approached to the instruction of grammar ( Shaffer, 1989 ; Dekeyser, 1995 ) , feedback and rectification of mistakes ( Chaudron, 1977 ; Dekeyser, 1993 ) , usage of grammar nomenclature in grammar instruction ( Berman, 1979 ; Garrett, 1986 ) , and impact of grammar pattern on L2 acquisition ( Ellis, 1991 ; Johnson, 1994 ) . In malice of big volume of research in this country consequences are inconclusive and as Borg ( 1999 ) discusses our apprehension of the procedures of grammar instruction as perceived by linguistic communication instructors has still a long manner to travel. How to cite Describing Language And Language Skills Education Essay, Essay examples

Digital transformation free essay sample

Digital transformation, the Nike way marketingmagazine. co. uk I had the honor of sitting in on a presentation by a Marketing Specialist at Suite Partners in Chicago and Account Manager for Nike for the Chicago region. He spoke about Nikes new marketing strategies and it sparked an interest in me to learn more. I found an article titled, Digital transformation, the Nike way, which Id like to tie in with his presentation about Nikes new advertising strategies. The article is about a new book written by the vice-president of digital sport at Nike, Stephan Olander and ounder and chairman of AKQA, AJaz Ahmed, titled Velocity which is The Seven New Laws for a World Gone Digital. Digital transformation, the Nike way was written in May of 2012 by Nicola Clark of marketingmagazine. co. uk who interviewed the two authors of the book and I accessed it via the LexisNexis database. We will write a custom essay sample on Digital transformation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The book is all about how marketers can drive the innovation agenda in the digital age that were currently living in, as Nicola says. This book provides some of Nikes marketing strategies that he mentioned in his presentation and if they arent already, they will e a really important component to almost every companys success. Nike doesnt want to be that company that annoys people by over selling their products and services through obnoxious commercials. I mean how often do people now days actually watch a commercial? If youre anything like me, I DVR everything and fast forward through these obnoxious commercials, same with radio, whenever radio commercials come on l, more often than not, change the station. Those ways of advertising is nearly extinct or as they say in the article that way of doing things has een evaporated, say Olander. Our ways of communicating are different than they were Just 10 years ago and even Just last year. Companies need to adjust to the digital age that we are living in in order to survive and be successful. Nike is interested in attracting consumers through demand-creation. They want to add emotional value to their products and services through their advertising to connect with the consumer on a deeper level and to set them apart from their competition or, as we learned, theyre giving their customer the Why before they give them the What. By doing this, they are trying to attract consumers that that share their values and get them involved in a more active lifestyle. As he says its all about the story and Nike is bringing the story of their consumers to life and with these stories, they are making an emotional connection and they are doing this as, Ahmed mentions, with different social channels. They are connecting with their consumers in up to hundreds of millions of ways through these different social channels. You cant Just run a commercial now. You have to connect with your consumers in ways that are convenient to them and on their terms. They want you to come to them and entertain them, give them something that interests them. One of Nikes biggest connections with their consumers is sharing. Ahmend explains that its not only important, but necessary to have something worth sharing because its all about what everyone else is doing. He says that If someone doesnt want to share it, then it might as well not exist. This is done by utilizing social media such as facebook, Instagram, and interest and most importantly ot all is word ot mouth and g reputation. Mentions on a late night television show, as we saw on TED TV, can make all the difference to a product or service. Trendy hash tags can now take a brand farther than any 30 second commercial on TV or an ad in a magazine. Any company needs to fgure out how they can set themselves apart from your competition and Nike does this through the experiences and the meaningful connections that they provide to their consumers. A company also has to keep that direct connection with their onsumer because, as Olander says, When you give up the direct connection to your consumer, you give up everything because as weve learned, the consumer is the core of everything, they are the boss. A good majority of Nikes consumers are athletes and Olanders final remarks are about how Nike is keeping up with the times through their athlete consumers who inspire new ideas and keep them on their toes with our fast paced society. Olander states that mfou can never grow old when your consumer is young.