Satire of the Knight in the Prologue and Knights Tale of...

Satire. Satire is a biting literary tool, one that Geoffery Chaucer used liberally when he wrote his Canterbury Tales. Websters New World Dictionary says that satire is the use of ridicule, sarcasm, etc. to attack vices, follies, etc. Using that definition, I think that all of the pilgrims in the Canterbury Tales are satirized to some extent; some of the satirizations are more subtle than others. The Knight is one of the pilgrims that is more subtly satirized. Chaucer satirizes knights and chivalry in two different ways: in the prologue and in the Knights Tale. The first way in the prologue is with the pilgrim Knights character. Chaucer wanted to present a realistic knight, but he also wanted to give the Knight some very†¦show more content†¦Hodges, featured in April 1995 edition of The Chaucer Review, Hodges examines the reasons behind Chaucers decisions on the clothing of his Knight. After examining the introduction of the Knights character in the General Prologue of the Canterbury Tales, Ms. Hodges said that Chaucer intended his Knight to be the one true to life portrait of a knight of the 14th century-an every knight of sorts. She also concluded that Chaucer wanted to go against the normal chivalric ideal of a knight by presenting a knight as he really might have been: a basically good person, but with imperfections. I disagree with Hodges about Chaucers intentions when characterizing the knight. I dont think the knight was meant to be a true to life portrait of the every knight. I think that the reason Hodges and I disagree has to do with the scope of our examination. Hodges was mostly examining the Knights clothing, with only references to the rest of the Knights description in the prologue, and only briefly mentions the Knights Tale. I am looking at the Knight in a more general sense, and looking at clues in the entire description and the tale. One of the generalizations Hodges makes is that Chaucers Knight is not romantically ideal. On this point, we definitely agree. There havent been many changes in peoples conceptions of the ideal knight since the 14th century. The ideal knight is the oneShow MoreRelatedCharacter Satire in Chaucers Canterbury Tales2302 Words   |  10 PagesSatire of the Knight in Prologue and Knights Tale Satire. Satire is a biting literary tool, one that Geoffery Chaucer used liberally when he wrote his Canterbury Tales. Websters New World Dictionary says that satire is the use of ridicule, sarcasm, etc. to attack vices, follies, etc. Using that definition, I think that all of the pilgrims in the Canterbury Tales are satirized to some extent; some of the satirizations are more subtle than others. The Knight is one of the pilgrimsRead MoreGeoffrey Chaucers Use of Characterization Essay1308 Words   |  6 Pagesbecause it used many forms of characterization to present the characters to the reader. 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As far as literary tone goes, it is basically the same as the tone used when verbally speaking. Chaucer balanced the serious and deathly tales with the tales set for comedy. In the General Prologue, the portrayals of the Knight, the Parson, and the Plowman show a solemnRead MoreJest and Earnest in Chaucers Work2364 Words   |  10 Pages`The Canterbury Tales. Two years later, Chaucers appointments in King Edwards court culminated with his position as clerk of the Kings works. As a result of these elevated positions in society, Chaucer gained a variety of viewpoints of social hierarchy as he met people from all levels of the ladder. It is this idea, Chaucers knowledge of society as a whole, as well as what we know of Chaucers good education, that is reflected in his work, and in particular in the `Canterbury Tales. TheRead MoreWife of Bath Vs The Prioress1222 Words   |  5 PagesCanterbury Tales is a story about a group of thirty people, including the Host, that are traveling to the shrine of the martyr St. Thomas a Becket in Canterbury. The diverse group is a concoction of contradicting personalities that are intricately described by Chaucer. Among these twenty-nine excursionists are two women. One of them is the coquettish Prioress while the other one is the partially deaf Wife at Bath. Although both women possess discernable similarities, both possess divergent personalitiesRead MoreThe Canterbury Tales By Geoffrey Chaucer Essay1990 Words   |  8 Pagesacclaimed literary work being The Canterbury Tales. With Chaucer starting composition between 1386 and 1389, The Canterbury Tales was originally envisioned by him to be an anthology of four stories from each of the twenty-nine characters that are introduced in the General Prologue of the book. 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Yet one writer dared to speak againstRead MoreThe Inconsistancies of Life in In The Canterbury Tales and The Knights Tale, by Geoffrey Chaucer1707 Words   |  7 PagesIn The Canterbury Tales, composed by Geoffrey Chaucer, the fundamental topic of the tales is the inconsistency of human life — satisfaction and suffering are never far separated from one another, and no one is truly safe from experiencing a tragedy. When an individuals fortunes are up, other individuals are down. This issue is expressed by the pattern o f the narrative, in which depictions of favorable luck are immediately followed by disasters, and characters are subject to memorable inversions

A Brief Note On Hydro Quebec And The Largest Electricity...

What is Hydro-Quebec? Hydro-Quebec is the biggest electricity company in Quebec, it is one of the biggest electricity company in North America and it is one of the leading companies of hydropower in the world. Hydropower is one of sustainable energy resources and it plays a very important role to protect our environment.The company was founded in April 14, 1994. After more than seventy years’ development, about 99 percent of electricity that Hydro-Quebec generated is by Hydropower. Hydro-Quebec’s research institute (IREQ) which is in charge of technological innovation advantages Hydro-Quebec compare with other electricity company. Why Energy consumption is Important? Energy consumption is bound tightly with our daily life especially when we try to maintain our high quality of life (Panwar, Kaushik, Kothary, 2011). For example, energy consumption is required when people try to light a lightbulb in the night; cars need energy to move. People in the world need to consume an enormous quantity of energy every day to support daily life (see picture 1). Countries’ development is also rely on energy consumption. A research find out that real GDP will be increase by 0.12%-0.39% percent when increase 1% energy consuming. (Narayan, Smyth, 2008). Types of energy and What are the sources? All energy people using can be classified into two types. The first type is sustainable energy and the second type is unsustainable energy. Sustainable energy is renewable whileShow MoreRelatedThe Future Of Renewable Energy2226 Words   |  9 Pagesparticularly hydropower and nuclear. In 2011, it was the sixth largest wind power producer worldwide. In Ontario, there are numerous photovoltaic plants of power. A tidal plant is located in Annapolis found in Nova Scotia, and it utilizes the tides generated by the Fundy Bay. Canada has over twenty hydro power stations majority of these located in Saskatchewan, British Columbia, Alberta, Quebec and Labrador (Islam, Fartaj Ting, 2013). A brief look at the sources of Renewable energy in Canada It is quiteRead MoreProject Managment Case Studies214937 Words   |  860 Pagesstudies. I. Title. Printed in the United States of America Contents Preface xi 1 PROJECT MANAGEMENT METHODOLOGIES 1 Lakes Automotive 3 Fems Healthcare, Inc. Clark Faucet Company 2 5 7 11 IMPLEMENTATION OF PROJECT MANAGEMENT Kombs Engineering 13 Williams Machine Tool Company 15 Wynn Computer Equipment (WCE) 17 The Reluctant Workers 20 Hyten Corporation 22 Macon, Inc. 35 Continental Computer Corporation 37 Goshe Corporation 43 Acorn Industries 49 MIS Project ManagementRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesthe three years preceding World War I than had come to the entire Spanish Empire during three centuries of colonial rule. And in Asia, the nearly 2 million Chinese who arrived in Singapore from 1925 to 1930 (when it was the largest immigrant port in the world—and second largest after New York over the entire period from 1840 to 1940) equaled or exceeded the total number of Chinese who migrated to mainland Southeast Asia over the entire three centuries before 1820. While many of the most dramatic

Topic the United States Home Front During World War Ii Free Essays

string(220) " barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, \." Topic: The United States Home Front During World War II Essential Question: â€Å"How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives: Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. We will write a custom essay sample on Topic: the United States Home Front During World War Ii or any similar topic only for you Order Now 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society. Background Description/Historical Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military. Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans. In short, the war became a catalyst for significant economic and social change whose impact extended well-beyond its duration. For example, before the war women had traditionally played a secondary role in the job market and men had dominated the industrial job sector. However, with millions of men being drafted or joining the military, women were needed to man the factories and supply centers producing goods for the war. (Over 400,000 women also served in the military during World War II. ) They also had traditionally faced job discrimination and lower pay levels, but some of these inequities began to fade as they took on more and more responsibility in factories and production centers. Posters extolling â€Å"Rosie the Riveter† were printed, recognizing the need and importance of recruiting women for the work force. Between 1941 and 1944, the number of women working outside the home rose by 5,000,000. By 1944, 72% of the female workforce were married women and their average age was over thirty-five. The war could not have been won without them. The war also began to create a more level playing field for minorities who had traditionally faced discrimination. All Americans were needed in the war effort and so black American, Hispanic Americans, and Japanese Americans (where in California whole families had been sent to military detention camps), were being drafted and joining the military. In the case of African and Japanese Americans, separate and segregated military units were created†¦ yet, they fought on the same battlefields with their fellow citizens. Changes also occurred on the home front. Factory workers were needed in the industrial north, and a migration of black workers to northern factories began and would continue until many years after the war had ended. What happened in the country during this time was really remarkable. America’s entry into the war had brought the Nation together, united in a common and just cause, like at no other time in its history. The sacrifice being made by families and citizens was equally and fully shared. At the same time, social change was occurring which would carry over into the post-war years and ultimately result in more equal rights for everyone. What was happening on war front was linked to the home front. The combination would result at war’s end with America emerging as the world’s pre-eminent economic super power. Instructional Activities and Primary Source/Document Excerpts: The following document excerpts, photographs, and posters can be selected, read, discussed, analyzed, and assessed by students, either individually for subsequent general class discussion, in a pair-and-share format, or in small groups with a cooperative learning activity. At the discretion of the teacher, document excerpts, photographs, and posters could grouped at designated â€Å"stations† in the classroom, and small groups of students could rotate from station to station during the instructional period. As the groups of students examine, explain, and evaluate the pictures and texts of the following selected documents, they will begin to ascertain and assess the pivotal role that the American home front played in the Allied victory in World War II. The teacher can select (as a menu) which of the following photographs, posters, and document excerpts are most appropriate for the instructional needs of their students on this historical topic. Following these photographs, posters, and document excerpts there is a menu of thought-provoking questions to stimulate student discussion and interaction. As a discussion prompt for either small group or whole class discussion, the teacher can present the following adage to the students: â€Å"If ‘every picture tells a story,’ describe what story about the American home front in World War II is being told by the following photographs and posters. † The photographs and posters of women and African Americans during World War II have been selected from the following websites:www. womenshistory. about. com and www. archives. gov/research/african-americans/ww2 [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Document â€Å"A†: Whereas it is the policy of the United States to encourage full participation in the national defense program by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that the democratic way of life within the Nation can be defended successfully only with the help and support of all groups within its borders, and Whereas there is evidence that available and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, . You read "Topic: the United States Home Front During World War Ii" in category "Essay examples" . . I do hereby reaffirm the policy of the United States that there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin, and I do hereby declare that it is the duty of employers and of labor organizations . . . to provide for the full and equitable participation of all workers in defense industries, without discrimination because of race, creed, color, or national origin. . . . All contracting agencies of the Government of the United States shall include in all defense contracts hereafter negotiated by them a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. † —– Executive Order 8802, June 25, 1941 by President Franklin Roosevelt Document â€Å"B†: It is the policy of the Government of the United States to encourage full participation in the National Defense program by all citizens, regardless of r ace, creed, color, or national origin in the firm belief that the democratic way of life within the nation can be defended successfully only with the help and support of all groups within its borders. The policy was stated in my Executive Order signed on June 25, 1941. The order instructed all parties making contracts with the Government of the United States to include in all defense contracts thereafter a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. Questions of race, creed, and color have no place in determining who are to man our ships. The sole qualification for a worker in the maritime industry, as well as any other industry, should be his loyalty and his professional or technical ability and training. † —– Letter from President Franklin Roosevelt to Mr. Joseph Curran, President of the National Maritime Union, January 14, 1942 Document â€Å"C†: â€Å"I welded . . . lying on the floor while another welder spattered sparks from the ceiling and chippers like giant woodpeckers shattered our eardrums. I . . . have sat at a bench welding flat and vertical plates. . . I did overhead welding, horizontal, flat, vertical. . . I made some good welds. . . I had a good taste of summer today, and I am convinced that it is going to take backbone for welders to stick to their jobs through the summer months. It is harder on them than on any other of the workers—their leathers are so hot and heavy, they get more of the fumes, and their hoods become instruments of torture. There were times today when I’d have to stop in the middle of a tack and push my hood back just to get a breath of fresh air. It grows unbearably hot under the hood, my glasses fog and blur my vision, and the only thing to do is to stop. . . . Yet, the job confirmed my strong conviction. . . [that] what exhausts the woman welder is not the work, nor the heat, nor the demands upon physical strength. It is the apprehension that arises from inadequate skill and consequent lack of confidence, and this can be overcome by the right kind of training. I’ve mastered tacking now, so that doesn’t bother me. I know that I can do it if my machine is correctly set, and I have learned enough of the [ways] of machines to be able to set them. And so, in spite of the discomforts of climbing, heavy equipment, and heat, I enjoyed the work today because I could do it. † —– Augusta Clawson, a female welder in a shipyard, quoted from Augusta Clawson, Ship Diary of a Woman Welder (New York: Penguin, 1944). Document â€Å"D†: In the figure below the development of the United States labor force by gender during the war years. |Year |Total labor force (*1000) |of which Male (*1000) |of which Female (*1000) |Female share of total (%) | |1940 |56,100 |41,940 |14,160 |25. | |1941 |57,720 |43,070 |14,650 |25. 4 | |1942 |60,330 |44,200 |16,120 |26. 7 | |1943 |64,780 |45,950 |18,830 |29. 1 | |1944 |66,320 |46,930 |19,390 |29. 2 | |1945 |66,210 |46,910 |19,304 |29. | |1946 |60,520 |43,690 |16,840 |27. 8 | Source: Bureau of the Census, Historical Statistics of the United States (1976 ), Chapter D, Labor Series D 29-41. Document â€Å"E†: â€Å"It is nearly five months since we were attacked at Pearl Harbor. . . . Since then we have dispatched strong forces of our Army and Navy, several hundred thousand of them, to bases and battlefronts thousands of miles from home. We have stepped up our war production on a scale that is testing our industrial power, and our engineering genius and our economic structure to the utmost. . . . This is a tough job—and a long one. . . To build the factories, to buy the materials, to pay the labor, to provide the transportation, to equip and feed and house the soldiers, sailors and marines, and to do all the thousands of things necessary in a war—all cost a lot of money, more money than has ever been spent by any nation at any time in the long history of the world. We are now spending, solely for war purposes the sum of about one hundred million dollars every day in the week. . . . All of this money has to be sp ent. . . if we are to produce within the time now available the enormous quantities of weapons of war which we need. . . . All of us are used to spending money for things that we want, things which are not absolutely essential. We will all have to forego that kind of spending. Because we must put every dime and every dollar we can possibly spare out of our earnings into War Bonds and Stamps. Because the demands of the war effort require the rationing of goods of which there is not enough to go around. Because the stopping of purchases of non-essentials will release thousands of workers who are needed in the war effort. . . . I know the American farmer, the American workman, and the American businessman. I know that they will gladly embrace the economy and equality of sacrifice, satisfied that it is necessary for the most vial and compelling motive in all their lives—winning through to victory. . . As we here at home contemplate our own duties, our own responsibilities, let us think. . . hard of the example which is being set by our fighting men. . . . They are the United States of America. That is why they fight. We too are the United States of America. That is why we must work and sacrifice. It is f or them. It is for us. It is for victory. † —– President Franklin Roosevelt, Fireside Radio Chat, April 28, 1942 Document F â€Å"In late May 1940, with the fall of France imminent, [President] Roosevelt requested huge funds for the development of military and naval requirements. On December 20, 1940, he established the Office of Production Management with industrial leader William S. Knudsen as Director†¦. On December 29, 1940, in a fireside chat on the radio, he called for a national production effort that would make the United States the world’s â€Å"arsenal of democracy†. [After the attack on Pearl Harbor on December 7, 1941,] at the beginning of 1942 Roosevelt announced a compulsory production program: ‘Let no one say that this cannot be done, and we are committed to doing it. ’ He issued a clarion call for 60,000 planes, 45,000 tanks, 20,000 antiaircraft guns, 500,000 machine guns, and 8 million tons of merchant shipping in one year†¦. The entire world was amazed by the pace of American production. By 1943, the production schedule was increased to 125,000 planes, 75,000 tanks, 35,000 antiaircraft guns, and 10 million tons of merchant shipping†¦. During the course of the war the productive capacity of the United States gave the allied coalition more than half its armaments, 35% of those used against Nazi Germany, and 86% of those employed against Japan. While providing the United Kingdom, the British Commonwealth, the Soviet Union, and Nationalist China with arms and loans, the United States at the same time doubled its industrial output. † Louis L. Snyder’s Historical Guide to World War II Greenwood Press: Westport, Conn: Louis Snyder: 1982 Sample Thought-provoking Questions To Develop Student Group or Whole-Class Discussion: 1. If the adage, â€Å"Every picture tells a story,† is applied to each of the above-listed photographs and posters, how did World War II affect the lives of women and African Americans? † 2. How did World War II affect American family life? 3. Explain the meaning of President Roosevelt’s Executive Order 8802, and how did this Executive Order affect African Americans? 4. To what extent did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after World War II? 5. Describe the experiences of women who worked in factors during World War II. (Example: female welders). Why was it important for woman to work in factories during World War II? 6. How did the contributions of women on the home front contribute to the American victory in World War II? 7. How did World War II serve as a catalyst for social change in American society? Prior to discussing Question 8 provide a brief overview and background as to the role of A. Philip Randolph, the most important African American labor leader of the time, and how he threatened to organize a March on Washington if the Defense Industries were not desegregated. 8. Explain the meaning and sign ificance of the following quotation and slogan of A. Philip Randolph, President of the Brotherhood of Sleeping Car Porters, in 1941, in proposing a massive March on Washington: â€Å"WE LOYAL NEGRO AMERICAN CITIZENS DEMAND THE RIGHT TO WORK AND FIGHT FOR OUR COUNTRY. † Why did Randolph cancel the march after President Roosevelt issued Executive Order 8802? Do you think that Randolph made the right decision? Explain your viewpoint. 9. How did World War II end the Great Depression and return the United States to economic prosperity? 10. Why did President Roosevelt describe the United States as an â€Å"arsenal of democracy? † Summary: The teacher can refer the students back to the â€Å"essential question† which was posed at the start of the lesson: â€Å"How important was the home front to the United States’ victory in World War II? † The students are directed to respond and take a position (develop a viewpoint) on this historical issue concerning the pivotal role that the home front played in the victory of the United State in World War II. At the teacher’s discretion, the pupils’ responses can be presented orally as closure to small group and/or whole-class discussion, or in written form, such as a response to an essay prompt or a journal entry into a â€Å"learning log† to bring effective closure to the lesson. Thus, as a circular approach to teaching and learning, the lesson was â€Å"opened† with a thought-provoking â€Å"essential question† as its primary learning objective at the start of the instructional period, developed through an examination, explanation, and evaluation of primary source document excerpts through group work, cooperative learning, pair-and-share, etc. , and closed with a critical assessment through the lens of the lesson’s evaluative â€Å"essential question. † Application (â€Å"Transfer Task†): Students can compare the pivotal role and significant impact of the American home front to military victory in World War II to the role and impact of the American home front today as the as the United States fights wars against terrorism and to promote democracy in Iraq and Afghanistan. Students can also compare the roles of women and African Americans in the armed services today with the roles and opportunities that were presented to them during World War II. World War II at the Memorial: [pic] 1. Study the images of sculptor Ray Kaskey’s bas-relief panel that depict the following: †¢ Lend-Lease/War Declared †¢ News of Pearl Harbor Men and Women at Work/Aircraft Construction †¢ Agriculture †¢ West Coast Shipbuilding †¢ War bond Parade 2. How does Kaskey’s relief panel capture the essence of the heroism of the men and women who worked on the home front in factories and on farms to secure Allied victory? Do you think Kaskey’s panels reflects what you learned in this lesson? If, so explain how. 3. Study images of the two types of ornamental wreaths used around the memorial on the fifty six pillars. The oak leaves represent American industrial strength and the wheat sheaves represent America’s agricultural ability to feed the world. Why do you think Kaskey chose these particular metaphors for the home front? 4. Examine the image of the pillars of states and territories. Notice that they are all connected by ropes. What does this tell you about the memorial’s design based on what you have learned in this lesson? What does this design tell you about the nation and the American people from 1941-1945. 5. Read the memorial inscription by Colonel Oveta Culp Hobby. (marker stone on northeast side of the plaza, south face). How is what you have learned in this lesson reflected in Hobby’s quote? [pic] 6. Read the memorial inscription by President Franklin Roosevelt (marker stone on northeast side of the plaza, west face). How is what you have learned in this lesson reflected in Roosevelt’s quote? [pic] Image 1: Pacific Victory Arch and State and Territory Pillars [pic] Image 2: Atlantic Victory Arch and State and Territory Pillars [pic] Image 3: Bas-relief panel â€Å"Lend-Lease/War Declared† [pic] Image 4: Bas-relief Panel â€Å"News of Pearl Harbor† [pic] Image 5: Bas-relief panel, â€Å"Men and Women at Work/Aircraft Construction† [pic] Image 6: Agriculture [pic] Image 7: Bas-relief panel â€Å"West Coast Shipbuilding† [pic] Image 8: Bas-relief panel â€Å"War Bond Parade† [pic] The Friends of the National World War II Memorial would like to thank the generous support of the ATT Foundation, General  Motors Foundation and USAA as major sponsors of our education program who helped make these lesson plans possible. How to cite Topic: the United States Home Front During World War Ii, Essay examples

Utilization of IMC for Cadbury Dairy Milk and Coca Cola Company

Question: Discuss about the Utilization of IMC for Cadbury and Coca Cola. Answer: Introduction Integrated Marketing Communications is the creation of a promotion that maximizes the influence on consumers with less cost by combining all the tools and sources of marketing communication from within an organization (Percy, 2014). The marketing mix consists of the following components: advertising, public relations, direct marketing, sales promotion and personal selling. There are seven levels of integration which include horizontal integration, vertical objectives integration, marketing mix integration, communication mix integration, creative design integration, internal/external integration and lastly, financial integration. This paper will discuss the utilization of IMC in two Australian based organizations: Cadbury Dairy Milk Company and Coca Cola Company. It will also discuss the significant role played by IMC in the overall marketing and business strategy. Analysis of Coca-Cola Amatil IMC Coca Cola Amatil is one of the five major Coca-Cola bottlers globally. It is located in six countries namely Australia, Indonesia, New Zealand, Fiji, Papua Guinea and Samoa. The headquarters of Coca-Cola Amatil is found in Coca-Cola place North Sydney, New South Wales, Australia. Coca-Cola Amatil deals in the following diversified range of products: carbonated soft drinks, fruit juices, spring water, energy drinks and sports drinks, flavored milk, iced tea, tea, coffee and SPC Ardmona and Goulburn Valley packaged ready-to-eat products. Coca-Cola Amatil uses mass media methodology as its integrated component which involves television advertising, banner advertisements and print media. This method used a marketing mix of advertising web based interactive, direct marketing, sales promotion and social media marketing. Coca-Cola Amatil advertising has been one of the most productive advertising in history. The different advertisement campaigns used by the company have had great impact on the society and culture (Wilkin, 2009). The companys bottle designs and logo are instantly recognizable globally and are essential to its brand image and recognition in the market. Their aggressive advertising campaigns have resulted to their ranking as the leading soft drink globally. Coca-Cola Amatil has multiple direct marketing efforts. The operated devices include partnerships with vendor companies for uniqueness. For instance, movie theatres and restaurants selling Coke product s only, doing away with any direct competition. The company also sponsors sporting events such as baseball events, once more selling only their products to attendant consumers. Text messages are also sent by mobile marketing vendors in an effort to customize promotions. Viral marketing endeavors are greatly dependant on communication by word of mouth from the brand loyalist (Wilkin, 2009). The industry benchmarks comprise social media and web based marketing campaigns. The companys fan number is more than 86 million across social media channels that the brand engages in. Direct engagement and crowd-sourced content are trademarks of Coca-Cola Amatil social media marketing (Shively, 2014). Web based interactive marketing is centered on design and functionality, depending on posters, video and public relations. The companys sales promotion focuses on two strategies: retail and food service. Retail efforts are aimed toward company partnerships, point-of-sale and direct store delivery. Coke products are emphasized by food service activities through menu optimization, specialty beverages and food pairings. Analysis of Meat Livestock Australia IMC Meat Live stock Australia (MLA) is a producer-owned organization which promotes research and development for the Australian red meat and livestock industry. It also promotes beef, goat and lamb in both Australia and global markets. The marketing approach of Meat Live stock Australia focuses on two different areas: domestic and international. Domestically, the companys marketing activities are centered on the consumer. Meat Livestock Australia invests in areas where the demand is high, where it may be impossible for individual companies to carry out the initiative. This may be due to inadequate resources (Domestic marketing, 2016). The company has invested in numerous promotional activities aimed at the consumer to stress the qualities of red meat. For example, the usefulness, value of money and nutritional benefits of red meat. It has also set up a consumer specific website that gives information on Australian red meat which includes nutritional tips, production methods and recipes. The company uses many marketing campaigns to promote its various types of meat which include We love our Lamb, Nothing beats beef and Proper Dinner. International markets are of great significance to the meat and live stock industry. Australia exports meat and live stock to over 100 countries. MLA tries to increase demand for Australian meat in these export markets (International markets, 2017). The company has created several marketing programs to maintain and enhance demand and brand recognition. These marketing programs and activities include customized marketing, personalized activities and programs to each major export market and distribution channels, marketing access activities through MLA regional offices and attendance international shows. In addition, MLA is in charge of the Collaborative Marketing Program which aims at helping brand owners to develop customer loyalty and maintain brand growth through investment that brings value for both the brand and the industry (Collaborative Marketing Program. (2017). Significance of Integrated Marketing Communications Integrated Marketing Communications offers a wide range of benefits to all organizational levels (Percy, 2014). First focuses communication around customers and assists them in moving through the different buying stages. Also, it leads to high profits by enhancing effectiveness. An integrated message at its most basic level has more influence than multiple incoherent messages. Additionally, IMC increases the consistency of messages and is hence more reliable. This minimizes any risks in the buyers mind which as a result helps in dictating the results of comparing brands. Lastly, IMC reduces duplication in areas such as graphics thus saving finances since they can be shared between different areas. Conclusion The application IMC in Coca-Cola Amatil and Meat Livestock Australia has greatly helped the two companies to maximize influence on customers at a minimal cost. Coca-Cola Amatil uses mass media methodology as its integrated component which involves television advertising, banner advertisements and print media. On the other hand, Meat Live stock Australia uses a marketing approach that focuses on two different areas: domestic and international. IMC plays a significant role in the overall marketing and business strategy by focusing communication around customers and leading to increase in profits. References Percy, L. (2014). Strategic integrated marketing communications. Routledge. Collaborative Marketing Program. (2017). Mla.com.au. Retrieved 6 August 2017, from https://www.mla.com.au/Marketing-beef-and-lamb/International-markets/Collaborative-Marketing-Program Domestic marketing. (2016). Mla.com.au. Retrieved 6 August 2017, from https://www.mla.com.au/marketing-beef-and-lamb/Dots/527217/leading-fast-food-restaurants-in-the-united-kingdom-uk/ Hartlaub, P. (2015). Sweet! America's top 10 brands of soda. msnbc.com. Retrieved 6 August 2017, from https://www.nbcnews.com/id/42255151/ns/business-us_business/t/sweet-americas-top-brands-soda/ International markets. (2017). Mla.com.au. Retrieved 6 August 2017, from https://www.mla.com.au/marketing-beef-and-lamb/international-markets Shively, K. (2014). How Coca-Cola Crushes Social Media | Simply Measured. Simply Measured. Retrieved 6 August 2017, from https://simplymeasured.com/blog/lessons-from-coca-colas-social-media-strategy-cohesive-campaigns-and-creative-content/ Wilkin, R. N. (2009). Marketing Communication Mix. Cocacolasoriginalcoke.blogspot.co.ke. Retrieved 6 August 2017, from https://cocacolasoriginalcoke.blogspot.co.ke/2009/04/marketing-communication-mix.html?m=1