CEO Project---Pepsico Research Paper Example | Topics and Well Written Essays - 1750 words

CEO Project---Pepsico - Research Paper Example Employee goals should be defined through job descriptions, which should incorporate employees’ goal responsibilities. This will allow employees to dedicate their time in performing roles that will enable PepsiCo achieve its goals in change strategy. The process of identification of value addition is very important. It involves distinguishing activities that add value and should be retained, activities that do not add value but cannot be avoided by a company and those activities that do not add value and the company should eliminate them (ÄÅ'iarnienÄâ€" and VienaÃ… ¾indienÄâ€", 2012). The process of value identification involves workers, experts and customers in identifying product aspects that are of extreme significance. These are the aspects that should be given priority in this project (Mcleod, 2009). Analysis of the PepsiCo’s aims and objectives shows that the company aims to lead in consumer products in the world that produces convenient foods and beverages. The company also seeks to enrich its employees through growth opportunities and ensure that investors get financial rewards (PepsiCo, 2014). PepsiCo seeks to achieve excellent and sustainable financial performance. The company also aims at ensuring human sustainability through its products, as well as environmental sustainability (PepsiCo, 2011). Based on the above mission, aims vision and objectives of PepsiCo, recommended strategy changes should be implemented on a timely basis to ensure success of the company. These features that require implementation of change include PepsiCo’s policies, functional strategy and business strategy. PepsiCo has invested in research and development and high quality operations to ensure that safe products are provided to consumers (Nooyi & Johnston, 2014). The next step will involve identification of the long term strategic plans and short term strategic plans. In this case, long term strategic

Information Systems Strategy Essay Example | Topics and Well Written Essays - 3000 words - 1

Information Systems Strategy - Essay Example , and so on) to other individuals for free or in exchange for another item, will safeguard the environment, as it will reduce the waste sent to landfill as well as reduce the demand for natural resources. In addition, the organization wants to support individuals and families, who are economically deprived or struggling, by offering them an online platform where they can find items for free or in exchange for other unwanted items. In any organization, organizational structure provides the framework for the founders or leaders as well as the department heads, supervisors, employees, and others to operate in a streamlined and effective manner. This is applicable to online organization such as ReuseUK, and particularly for the organizations with dual or multiple founders or leaders. As ReuseUK consist of two founders, they have a range of options to choose from including partnership, corporations, and others. â€Å"Which one is right for you depends on many factors, including how much control you want to maintain, tax and liability issues, and your business goals† (Simon 2013). In that direction, partnership appears to be the suitable organizational structure for ReuseUK to follow. The advantage with partnership based organizational structure is that it provides management flexibility, so that management decisions and other responsibilities can be allocated among the partners according to business needs a nd each partner’s strengths (Simon 2013). In that direction, while one partner has an Information Technology (IT) background, the other has social enterprise background, both of which can be utilized to manage this IT based social enterprise organization. Partner with IT background can take care of the website functioning and the related tasks, including supervision of the IT support analyst and importantly the IS strategy. Although, the partner with social enterprise qualifications can manage the content of the website, along with other key personnel of marketing

Mise-en-scene is the language of films

Mise-en-scene is the language of films It is vital to understand the meaning of Mise-en-scene before describing it in any movie. Mise-en-scene is basically a French word, which in English means; putting into the scene. In short, Mise-en-scene is the language of films through which the viewer is able to gather and extract relative information. It helps in showing the viewer, about what is going on in the film, the motives, and most importantly it helps conveying the film makers message. Tim Burton however, has a very distinctive style in filmmaking, considering the use of various elements of Mise-en-scene in almost all of his films, especially Edward Scissorhands in 1990. Tim Burton has his own imagination of good and bad people, which have nothing to do with appearance, for him they could be very misleading. In Edward scissor hands, after looking at Edward one can easily mistake it with a horror film and that Edward is some cold blooded monster, just because of his leather garments and his scissor hands, his appearance is deceiving. Behind the clothes, the pale face full of cuts, long sharp scissors and messy hair, there is a child with genuine goodness who can be trusted. Jhonny Depp, who played the character of Edward in Edward Scissorhands, has remarkably carried out the roll, just as Tim Burton would have wanted him to. Due to his acting skills, the viewers were able to sympathize with the character. His expressions showed the viewers how innocent and well mannered Edward was. Behind that horrible attire there laid a heart, which needed some love and care. Whereas, Tim Burton, in order to give the audience the right idea of the main character, other than the acting skills, costume and make up, has competently used the camera angles, lighting etc. But that completely depends on the role that has been chosen for the actors. For instance, in Sweeny Todd, again Jhonny Depp, who played the role of Sweeny Todd himself, was white, pale and lacked a lot of sunlight. Other than sunlight, just after one glimpse anyone could easily tell that he is deprived of life and something terrible has had happened with him. In this movie, he lived up to his getup; He looked evil, and he was evil. The way Tim Burton makes Jhonny Depp dress up, wear his costume, and the makeup itself is Mise-en-scene, which is very either fascinating or unexpected. It is always a mystery after looking at the character, what the movie would be about or what role would the actor be playing. When it comes to manipulating the audiences attention, Tim Burton is always one step ahead. Furthermore, Tim Burton usually uses contrasting colors. Colors also play a high role in his Mise-en-scene which he easily uses for manipulation. For example, in Edward Scissor hands, the mansion where Edward lives and the mountain on which the mansion is are set in a dark grey shade with black clouds above, which strongly contrasts to the pastel colors of the suburb below. This is also seen in the dress code of the people. Edward wears black leather clothes and even later he dresses up in black and white while the others dress up in soft pastels and look too colorful. Since black is denoted for evil, at first glance the viewers mistake Edward for being evil, his Scissorhands complimenting his image. If Edward was dressed up in pastel colors too, the image would have never been able to be achieved. The manipulating part comes in, like already mentioned the suburbs were of pastel colors and so were the people, which are very harmless colors yet the people living in there were more malevolent than the black and white, monster like looking Edward with his terrifying scissor hands. The colorful people kept on taking advantage of Edward and as soon as they had enough of him, the abandoned him. Moreover, the contrast between residents of the suburb and Edward is maintained throughout the movie, denoting every time no matter what Edward does, he shall always remain an outsider. Similarly in Sleepy Hollow, again the colors have enhanced the mood of the film, straight away hinting the viewers what kind of a movie it would be. Tim Burton was able to keep his audiences engaged by the way he was able to create dramatic effects by desaturated colors, using dark colors with splashes of grey, red, white and other bold colors. Which immediately felt oppressive and created a feeling of tension and anyone could tell that the movie is going to be quite unpleasant. In the film, the town of Sleepy Hollow is shown gloomy, dark and lifeless. Even the colors of trees and the landscapes are shown in a cool grey color. That represented the people living there, and how they were feeling with the mishaps going on in their hometown. In fact, the clothes worn by many people in the town are also oppressive and dark except for the Van Tassel family, who rather believed in wearing refined and elegant clothes. The eye- catching part were the clothes Katrina always wore, mostly bright colors perhaps, reflecting her youth and innocence which could not be seen anywhere else in the town. I believe by using bright colors on Katrina and using contrasting backgrounds against her, Tim Burton was able to catch the viewers interest.

The Hard Life of Samuel Coleridge :: Biography Biographies Essays

The Hard Life of Samuel Coleridge      Ã‚  Ã‚   Samuel Taylor Coleridge was born on October 21, 1772 in Ottery St. Mary, Devonshire. He was the youngest of ten children and was often teased and bullied by the others. When he was 7 years old, Coleridge ran away from home. He was found unharmed the next morning. This event has recurred, in a literary sense, in a large portion of his writings. Many of his poems, sketches, and notebooks contained pictures and descriptions of his night spent outdoors. Although it was evident that Coleridge was a prodigy, he did not do well at a young age because he lost himself in women, drugs, and alcohol. He turned to the army, but this too fell through for him because his family was furious and his brother had him released for reasons of insanity. He immediately brought him back to Cambridge. It was here that he met William Wordsworth (Ashton 29).    In 1797, Coleridge published "Poems" which was well liked. This excited him because he thought that this would begin his road to success. One year later, Wordsworth and Coleridge had their famous "Lyrical Ballads" published. Coleridge's "The Ancient Mariner," opens the book. Many people believe that the work the two men did together greatly contributed to the creation of the Romantic Period. It was chosen to open the book because of its powerful descriptions about remorse. This, combined with the element of psychological obsession, may have had a lot to do with his younger years. In several ways, Coleridge's life experiences seem to have a lot to do with his poem, "Frost at Midnight."    However brilliant, Coleridge was not necessarily a happy man. In 1802 he wrote to Southey: "All my poetic genius is gone, and I have been fool enough to suffer deeply in my my mind, regretting the loss, which I attribute to my long and exceedingly severe metaphysical investigations, and these partly to ill-health, and partly to private afflictions..." (Watson 3).   He, like many, was going through a tough period in his life. His poem, "Frost at Midnight," is an excellent example of his attempts to find hope in his life. He wrote this poem for his son, Hartley.

Pragmatist Curriculum

I. Introduction As the writer of this paper tried to look around his school, he eventually listened to the noisy swarm of sstudents and suddenly quiet as pupils and teachers move into classrooms and doors close. Suddenly, questions came into the writer’s mind; what’s happening behind those doors? What are sstudents learning? How are the teachers teaching? As school leader, you are bombarded with so many student needs, parent's concerns, teacher concerns, paper works that it seems futile to think of improving the teaching of every teacher. What, indeed, can the writer as only one person, do?Thinking about curriculum is an old thinking about education; it is difficult to imagine any inquiry into the nature of education without deliberate attention to the question of what should be taught. The question of what to teach and how to teach it involves a selection from a vast array of knowledge and beliefs within a culture. Since it is impossible to teach everything, that selec tion from the culture reflects in part some sense of what is most worthwhile in that culture as seen in relation to the kind of institution the school is and what it can reasonably accomplish.According to Dewey education is â€Å"a continuous lifelong process which had no ends beyond itself but is its own end†. Within learning organizations, Senge stated that â€Å"humane, sensitive and thoughtful leaders transmit their value system through daily behavior†. Bolman and Deal developed a unique situational leadership theory that analyzes leadership behavior through four frames of reference: structural, human resources, political and symbolic. Each of the frames offers a different perspective on what leadership is and how it operates in organizations; and in this case, schools.These frames are maps that aid navigation, tools for solving problems and getting things done†. Leaders especially administrators need to understand their own frame preference and its limits an d ideally, combine multiple frames to gain â€Å"clarity, generating new options, and finding strategies that work†. As in all organizations, schools need leaders who can impart a persuasive and durable sense of purpose and direction. In the area of curriculum design and planning, educational researchers shared values, and tacit knowledge about what â€Å"should as a defining aspect of school culture.Values are often ‘espoused’ as opposed to â€Å"in-use’, that is, what people say should and ought to be is often inconsistent with their actual behavior. Schein said that one must look deeper than values to find the essence of a culture. Values, enduring beliefs or tendencies to prefer certain modes of conduct or state of affairs over others are often viewed as the most articulated component of culture. The writer, as the institutional head of the organization is composed of 9 teachers, 4 non-teaching staffs and 1 finance officer which find it easy to lead the organization as one.On the other hand, since this is a parochial school, the organization is connected to the Diocesan Bishop as the president of the corporation and led by the school director. Values define a standard of goodness, quality and an excellence that undergirds behavior and decision making and what people care about. Values are not simply goals or outcomes, values are deeper sense of what is important. Deal and Peterson posited that values focus attention and define success. Given the moral ppluralism of today’s society, moral discipline closely related to intellectual values is important.The goals of academic excellence and value-centeredness need to be operational in the education we offer. II. The Need to Revise: Diocesan Goal of Catholic Education Social forces that can influence curriculum planning can come from far and wide. The ideas and values of various groups of people include their social goals, ideas about cultural uniformity and diversity, social pleasures, ideas about social change, their plans for the future and their concept of culture. Educational decision making as it relates to the school’s mission is important.For example, various groups may attempt to influence educational ppolicy and therefore curriculum better meet the needs of children in urban environments and on the other hand, a group may be trying to do the same for rural children. This illustrates how social forces, issues and values can influence curriculum design. Doll a famous curriculum designer once stated that there tends to be a crisis in current social forces and cultures: economic, political and standards funding as well as technology, special needs, ethnic diversity and mobility issues. These apidly changing demographic factors call for self directed curriculum planners who show responsibility for their local and world communities. Global perspectives and understanding, the ability to communicate clearly and the ability to relate well interpe rsonally are critical in a multicultural society and a technology- orientated world market. Curricula for the future emphasize the learner’s development as much as the content to be learned. Critical and creative thinking serve as the point and counterpoint as sstudents construct knowledge using multiple perspectives, talents, modalities and mediums.Tthroughout our lives, in the various stages of development, we experience change in our behavior, feelings, attitudes, thoughts, values, etc. Many of these changes are highly individual and can be a response to life events to a simple unfolding of our unique characteristics. Nonetheless, there are regular and predictable physical, mental and social changes that most people undergo in some way. Part of our life is determined by biological heritage (nature) while part is due to environment (nurture).The interplay of these has been studied by developmental psychologists and three have become legendary in the fields of development: P iaget (cognitive), Kohlberg (moral) and Erickson (identity). Like Piaget, Erickson came to the conclusion that children should not be rushed in their development, that each developmental phase was important and should be allowed time to full unfold. Kohlberg followed the development of moral judgment beyond the stages studied by Piaget, who said that logic and morality develop through constructive stages.Kohlberg determined that moral development continues through the person’s lifespan. Curriculum is no longer a simple matter of reading, writing, and arithmetic. Today, curriculum includes what sstudents can do with the content and how well they think, problem solve and work as a member of a team. Instruction goes beyond isolated memory drill to helping sstudents synthesize information to gain a deeper understanding of concepts and generalization that will have lasting value as they structure knowledge and interpret their world.Thus, diocesan directors of parochial school are currently working on the transition for change of curriculum. It is very crucial to know and be very cognizant to the changes, and as much as possible to have a paradigm shift of accepting contemporary techniques and curriculum, as connected to the instruction itself. Curriculum planners must ask themselves what skills; knowledge, attitudes and abilities must sstudents possess to operate successfully in the 21st century. Thus, the curricular design of the Diocese in connection to K to 12 caters to the challenges of the 21st century education.Some curricula draw lessons from the past and all curricula prepare sstudents for the future. To successfully prepare student to live and work within globally networked systems, curriculum developers must listen to business and economic futurist. Curriculum and instruction are heavily weighted with innovation, in deciding how to proceed; curriculum planners need to weigh today’s educational needs against past practices and their beliefs a bout teaching and learning for the future. III. Revising the Whole Curriculum: Religion as Core of the CurriculumAs a neophyte administrator, the writer dreamt big especially in his school. Thus, he decided to try and suggest to have a taste of a different curriculum where both teachers and sstudents would benefit. As committee of the new curriculum starts the design for the diocesan school, it was decided to have a transition plan so that in one way or another it will be very helpful in implementing the curriculum to the member schools. As a member of the committee, the researcher was task to craft the necessary transition plan for the velvetiness of the transition.Thus, the transition plan of the Catholic School of the Diocese of Imus was attached to this action research for reference. The new time allotment of the subjects for the new curriculum is also attached to be able see and determine the strengths and weaknesses for better development in each subject area. As a Catholic Sc hool within the vicinity of the Diocese of Imus, it was agreed upon that the school where the writer is connected will implement the RCC or the Religion as the Core of the Curriculum using the WBLS (Whole Brain Learning System) as strategy.Thus, in very evident that the new curriculum that will be implemented the next academic year will be somehow different for it allocates a more time on subjects like Christian Living Education (CLE) and Values Education using the Transformative Values as initiated by the CEAP (Catholic Educational Association of the Philippines). RCC or the Religion as Core of the Curriculum is shared mandate that distinguishes Catholic schools from private and public schools.

“Life of Pi” vs “The Odyssey” Comparative Essay Essay

Life standed on the sea is very grueling and risky. Only a few are able to face the challenging tasks of such a situation using their wits and persistence. In the book Life Of Pi and the film The Odyssey, the journeys of the main characters are surprisingly parallel, considering the works were written over 20 centuries apart. Both of their journeys contain stages similar to the archetypal hero journey, including the Separation/Departure, Initiation and The Return. Although both Pi and Odysseus face extraordinary challenges, Pi’s character is more intriguing because through his first person narrative, the reader is drawn to his sensitive nature, his vulnerability and his unique personality while Odysseus is interesting because of the hero stereotype re represents. In the Separation/Departure stage, both men are reluctant at first to start their journeys, but due to forces beyond their control, they depart for phenomenal adventures at sea. For instance, when Pi’s family reveals that they are moving to Canada, Pi is reluctant and does not want to leave. Pi shows his hesitation when he says â€Å"Why enter this jungle of foreignness where everything is new, strange, and difficult?† (Martel, 86). He was â€Å"thunderstruck† (Martel, 88) at the thought of moving by also saying â€Å"It was like Timbuktu, by definition a place permanently far away† (Martel, 88). Pi has created a familiar world of family, filled with religions, his mentors and peace, but is now crossing to an unknown territory far away. Likewise, Odysseus did not want to leave for the Trojan War as he would be leaving his family. He is called to the battle just after his son Telemachus was born, and he is hesitant. Odysseus loves his family, even though he is seen as a typical brawny warrior. This shows that he wants to stay behind to care for his son and wife but nonetheless carried out his duty because he is a brave soldier at heart. The resemblance between those two here is that they both enjoyed life at home, but had to embark on their journeys due to political turmoil – For Pi it was Ghandi’s takeover of India that caused his family to leave, and for Odysseus it is the declaration of the Trojan War. In the start of their journeys, Pi crosses the threshold when the Tsimtusm sinks, and this forces him to get on a raft to start his adventure  at sea. This can be seen when Pi describes the sinking of the boat which â€Å"†¦made a sound like a monstrous metallic burp† (Martel, 107). Pi also expresses his terror when he says, â€Å"Tell me it’s a bad dream. Tell me it’s not real. Tell me I’m still in my bunk on the Tsimtusm and I’m tossing and turning and soon I’ll wake up from this nightmare† (Martel, 107). This shows the crossing of the threshold for Pi as he is the only human survivor who enters this unfamiliar place. This crossing from his familiar life to a much more dangerous one creates a struggle for him to return to his ordinary world. Similarly, for Odysseus, he crosses the threshold a few times and it starts after the Trojan War when he ang ers Poseidon. This is seen when he boasts that he defeated the Trojans by himself, thus angering Poseidon who makes him suffer. His arrogance creates a much more difficult journey home because Poseidon repeatedly sends him off course preventing his return home for many years. Both character cross the threshold in different ways, It is forced upon Pi whereas Odysseus brought it on himself. This is considerably accurate since Pi is innocent and did nothing to incur his fate and the struggle that he had to endure. However Odysseus’s crossing of the threshold is because of his ego which he has to pay the price for boasting about himself winning the war. In short, both characters were reluctant to cross the threshold, but in Pi’s case his situation seems more devastating as he is still young and has to bear with the total loss of his family. Throughout their initiations, Pi and Odysseus must face many challenging trials on their road to survival and eventual reward. Pi’s main trials are the danger of the tiger and the overall risk of surviving from hunger, thirst and nature. With Richard Parker, Pi has to constantly find a way to train him, as he sometimes describes: â€Å"Let the trumpets blare. Let the drums roll. Let the show beginâ₠¬  (Martel, 182). This shows the importance of training to him. He will call himself â€Å"THE PI PATEL, INDO-CANADIAN, TRANS-PACIFIC, FLOATING  CIRCUUUUUSSSSSSSSSSSS!!!† (Martel, 183). Also in order to avoid starvation he must eat meat, as he recounts it for the first time by saying â€Å"It was a great discovery when I found that a fresh-tasting fluid could be sucked out not only from the eyes of larger fish but also from their vertebrae† (Martel, 235). He describes turtles as â€Å"†¦a bowl of hot soup – became my favourite dish† (Martel 235). These quotes show Pi’s effort to train the  tiger and using his wits to outsmart him along with the discovery of using aquatic creatures for meat / food sources. Back to Odysseus, After being cursed by Poseidon his journey back home consists of nothing but horrific trials such as the Cyclops and Lotus eaters. For example after Odysseus sets sail Poseidon creates a fog causing them to meet a troublesome foe, by trapping them in the Cyclops’s cave. However Odysseus gets the Cyclop drunk and stabs him in the eye, allowing them to escape. This portrays his cunning bravery which saves mo st of his men and himself. One similarity for both character’s road of trials is that they are all bigger than life. None of their challenges are ordinary or even realistic. However Pi’s challenges are constant throughout the novel and there is no real relief or change of pace for him. On the other hand Odysseus’s bizarre challenges are constantly changing and creates an episodic storyline. Also he stands with many of his crew and watches them die during some of those trials while Pi faces his challenges alone. Many months later, after Pi survive on the sea for 227 days he is rewarded a chance for recovery at an algae island before the final lap of his journey. When he sees the heavenly island at first, he expresses that when he â€Å"†¦take in green, after so much blue, was like music to my eyes† (Martel, 285). Also when he eats the green vegetation he comments â€Å"saliva forcefully oozed through†¦ â€Å"I tore at the algae around me† (Martel, 288). After surviving on the sea for so long, he is finally given fresh food and water, allowing him to stay alive until he reaches mainland. Odysseus also receives a break when he drifts along to Calypso’s island, after all the terrors he endures. There he is taken care of by a beaut iful woman named Calypso and she gives Odysseus the rest and treatment he needs. This shows that by overcoming all  the challenges thrown at him, he is rewarded a chance to take a break, even though Calypso intended to keep him there forever. The similarity here between the two is that both rewards offer some kind of recovery, allowing them to take a breather before arriving at their destination. Yet Pi’s reward is generally smaller / less satisfying compared to Odysseus because Odysseus still knows his family is back home while Pi still has to bear the loss of everything. All in all, while Pi had a sustained and prolonged struggle with the tiger and starvation, Odysseus’s road of trials is more  varied and exciting to watch. Both heros did, however, get a rest near the end. When a hero is close to being home, though grateful for being alive, their return usually contains one final task that he/she needs to complete. Pi crosses the return threshold when he is found on the shore of Mexico and while being helped by the local people, he tinges with the sadness of the loss of his tiger. He states that he is rescued when â€Å"†¦a member of my own species found me† (Martel, 316). Expressing his release from hell, he also says â€Å"I wept like a child† (Martel, 316). So although relieved to be cared for, he is still grieving the loss of his family and Richard Parker. For Odysseus’ crossing of the threshold it occurs when he arrives home by boat, happily, with Athena changing his appearance to help him. He is seen happy when reunited with his old friend (the goatkeeper) and his son Telemachus. However he finds out he has one more obstacle to face in order to achieve happiness. Though he is cheerful to be home, his happiness is a bit diminished when wondering if his wife had kept their promise. He becomes quite angry angry and fired up with what he sees back in the village, certainly not the peaceful reunion he had hoped for with his wife. There is not much similarity between their crossing of the return threshold except that they both return on land, but Pi is very ill and fatigued while Odysseus seem not. Nonetheless Odysseus still has his famil y, while Pi’s is certainly dead. Also Odysseus has another challenge to face at home while Pi has no physical challenge but must now rebuild his entire life from scratch. After being saved, Pi’s last small obstacle is in the hospital when interrogated by investigators from the sunken ship. As Pi  describes his story, they challenges his tale by saying â€Å"Mr. Patel, we don’t believe in your story† (Martel, 324). They also says â€Å"It doesn’t hold up† (Martel, 324). Finally Pi says, â€Å"I know what you want. You want a story that won’t surprise you† (Martel, 336). Because his adventure is so bizarre, these men did not really accept it. But since he had very vivid imagination, he makes up a completely new version of the journey to say to them and makes everyone satisfied. Back to Odysseus, when he arrives back at his homeland Ithika, he finds one more task which he directly confronts in disguise. When he reaches back to his village, there is many men causing chaos fighting to win over his wife. There is a contest to determine the future husband and he  joins to end the madness. Odysseus has to engage in yet another battle, first by completing the contest by stringing his bow and shoots an arrow with it into the twelve lined up rings perfectly. Then he transforms back into his normal self and kills all the suitors, ending the drama. Compareing both of their magic flight, it is a much tougher task for Odysseus as it is Physically more demanding. Pi’s last challenge is minor and it causes us to wonder the validity of his entire journey. However he is still quite physically and mentally drained. Therefore, while Odysseus showed his physical ability once again Pi is obviously suffering in a more profound way filled with grief and future uncertainty. These two characters both showed strong characteristics to complete their journeys, and while they shared similar stages there is more sympathy towards Pi due to his loss of innocence. By examining the Separation, Initiation, and Departures, they all include important stages for the hero to move on. The general process seems to be that the hero leaves his home to a new unfamiliar place, gains experience / skill, and returns home with boon or new knowledge. With these said, though Pi and Odysseus’ adventures shared similar plots, it is important to note that Pi is a single person surviving on the raft, with no other companions other than the Royal Bengal tiger. On the other hand Odysseus has his crew throughout some of his  journey. It can be argued that Pi had a tougher time at the sea, but to be fair Pi is only 16, whereas Odysseus is an adult stranded out wild for many years. His exploits were exciting and entertaining but his personality had no depth. Pi is much more vuln erable and he elicits our pity. Because he is so clever, poetic and even humorous at time, he is more appealing to us throughout the extraordinary challenges.