Sexual Stereotypes In Advertising

A stereotype is a standardized character, of appearance or lifestyle which people expect. For example most people if asked to describe a ‘Super Hero' would reply with, ‘strong, tall, brave and good looking,' but is this always the case? Therefore sexual stereotypes are about how people expect a person to look or act because of their gender. Men are thought of as successful businessmen in suits and striped shirts, which is a sign of wealth. In some cases the male is seen as the father figure in a family of four, but in both of these cases his is attractive to the opposite sex. Young boys are often cheeky and mischievous, they tend to wear blue as it is though of as a ‘boy's' colour. In the majority of cases they are portrayed as been sporty and even from this early age show a keen interest in cars. In advertising, a woman is seen as the mother of a family who does all of the housework and cooking for the other members of the family. They wear purple or pastel blue, which brings across the message that they are soft and feminine. If they are acting the housewife they are usually slim, attractive and extremely good-looking. The reason for this is that the company will try and sell the product using a ‘sex appeal' method which can be very effective. If this is the case, bright, bold colours such as red and pink are used so that the model stands out. Little girls are often portrayed as cute and gentle, so that viewers get emotional when they are watching. In most cases they are dresses in a pink dress, with a doll and their hair is styled into little curls. I have decided to use three ‘OXO' advertisements, which are advertising gravy to show how different sexes are addressed in different circumstances. In the first advertisement a women is cooking in a kitchen with a big grin on her face, this suggests that she is happy with what she is doing and feels at ‘home' with cooking. She is wearing a light purple top, the reason for this is that it helps the bright colours of the ‘OXO' logo to stand out. The young girl who is most probably the lady's daughter is helping her mother happily and brings across the message that she will one day become the mother and cook for her own family. Finally the little boy is watching his mother but not taking any part in the cooking. He has a big smile on his face, as he waits for his lunch to be made. The fact that he is not helping is significant because this is the case in most advertisements that include males and cooking. On the whole this is a stereotypical advertisement with the mother cooking the dinner and the male not taking part. The text in the advert is emboldened and bright, this is so that the logo stands out and if someone has a quick glance at the poster the logo is the image that will stay in their mind. The second advertisement is different from the first for the simple fact that this time it is the farther in the kitchen not the mother. The father has done the cooking for his two sons but he has made a mess, this shows that most people have the idea then men can not cook but women can and this is another stereotypical idea which is obviously not true at all. The two sons are looking at their father in disgust and as most likely thinking, ‘What will mum do?' The advertisement shows that even though the father does not know how to cook he still knows that ‘OXO' is the best and if a man who can not cook knows this, its obvious to a woman who can cook that ‘OXO' is the best gravy to use. There is no ‘OXO' logo on this advertisement and I think that is because it is a ‘still' from a television advertisement unlike the first which was a poster. The third and final ‘OXO' advertisement uses both male and female characters. It contains a stereotypical image of a women who has done the cooking and serving the food to the other three family members two of which are male and are sitting at the table waiting for their dinner. The father figure, in the scene is just reading his newspaper and the fact that he is doing nothing else is a stereotypical idea of a father waiting for his dinner. All of the family is smiling as they receive their dinner and this is because they are about to receive ‘OXO' gravy, which brings across the message that it is good. The way in which the advertisement uses both male and female characters in a stereotypical form is important because it sets a common family scene and people think that it also applies to their family. On the whole all three of the advertisements used both male and female characters and I think that is because the product is for both sexes but I also think that even though this is the case women are still portrayed as the cook. There are some adverts, which use only male models, and these usually advertise products such as cars, aftershave, DIY products and shaving equipment. One example of an advert, which uses just a male character, is advertising Hugo Boss Aftershave. The man in the advert is brought across as a successful businessman and we can tell this by the way he dresses. I think that the striped shirt, which he is wearing, is a sign of wealth and success. The man's hands are clean and his nails have been professionally manicured which suggests to me that he has a surplus of money. He is holding a file-fax in his hands, which would mean that he, is heading for a meeting and therefore adding to the ‘Businessman Image'. The advert contains a typical stereotype image of a man and I think that he dresses like this so that a man will buy the aftershave because he will think that it will make him rich and successful. If this is not the case and the mans wife or girlfriend is buying him a present she may buy this because her sub-conscious will tell her that her man will end up looking like the model in the advert. In the same way that men are used solely in advertisements, women are also used in order to sell products to males using sex appeal or to sell products to women through a sub-conscious method. In an advert for ‘Hot Choc Drinks' an attractive woman is dressed in red and has a slim figure and this is another example of stereotyping. The reason that the woman is dressed in red is to attract the customers' attention and the colour red is good at doing this. The attractive face and slim figure suggests to other women that if they drink ‘Hot Choc' they too will get a body like the model, which unfortunately is untrue. To a male buyer it suggests to his sub-conscious that he will be likely to encounter girls like the model. The cup in the model's hand is the same shape as her body to remind the customer of what's in store in the unlikely event that they will forget. After looking at the five different adverts I have decided that companies use different types of models and stereotype these models to grab the customers attention or to act on their sub-conscious, which will hopefully result in an increase in sales. Nowadays most advertisements are shown on television and here are two examples showing how television also uses stereotyping. The Yorkie advert has a slogan, which states, ‘Yorkie; it's not for girls.' This shows that the chocolate is so big and chunky that it is only for men. The idea of the big chunks of chocolate suggests that women are too small and weak to handle this. It may be also portraying the same message as in the ‘Hot Chocs' advertisement meaning that women are not allowed it because it will cause them to become fat and unattractive. During the adverts a women dresses as a man in order to purchase the chocolate, she wears male clothing and a fake beard as it would be extraordinary for a woman to have so much facial hair. The woman also speaks in a deep voice so that the shop owner does not realise because women are expected to talk in a soft voice and doing so would give her game away. This is an example of sexual stereotyping saying that men have facial hair and speak in deep voices, which may not always be the case. Towards the end of the advertisement the women's real identity is revealed which is another example of sexual stereotypes. The second television advertisement that I have chosen is advertising an insurance company, which is just for women. The company says the if you chance your insurance to them it could be cheaper because it is just for women. This brings across a stereotypical image that males, young and old, are dangerous drivers who push their car it its limits. This of cause is untrue and there, as just as many bad female drivers as there are bad male drivers. In the advertisement there is a women who is presenting the information and the company logo contains the colour pink, these two points are significant if the company wants to keep with the idea that women are better drivers. The reason for this is that the people who are watching the advertisement will be getting the information from another women, which they will probably value more. Pink is a stereotypical colour which as always been associated with females of every age. Both of these advertisements express stereotypical images of men and women in completely different ways, but these are just a small selection of the many ways men and women are portrayed. The roles of men and women have changed considerably over time, but in peoples sub-conscious they appear to have stayed the same and therefore have also not changed in advertising. For example most males are portrayed most successful businessmen and nowadays women go to work rather than staying at home doing the housework.

Case 1-3 the Coca Cola Co

Case 1-3 Coca Cola Co Coca-Cola is an iconic symbol of Americana that has deep roots in our society and a presence throughout the globe. The brand has permeated into clothing, household items, electronics and more, with brand recognition and customer loyalty rivaled by none. Throughout its history until the late 1990s the Coca Cola Company, based in Atlanta, Georgia, has put all its eggs into the carbonated beverage basket. With scientific advances and an increasingly health conscious public, Coca Cola has been forced to modify their product line to include â€Å"healthier† products and recipes.Ingredients in Coke products such as High Fructose Corn Syrup (HFCS/corn sugar) and aspartame are now being sold as a healthy alternative to sugar, when they are as unhealthy as sugar if not worse. Although promoted as healthier, independent health and nutrition experts, through peer reviewed research, have scientifically proven otherwise. The Coca Cola Company will need to continue to sacrifice short-term high profit margins for long term growth by re-examining their ingredients as well as further diversifying their product line to adapt to a more sophisticated and informed health conscious consumer.The Coca Cola Company was incorporated in 1892 by Asa Candler after purchasing the brand and formula from inventor, John Stith Pemberton, in 1889 (â€Å"The Coca-Cola Company†, 2012). Throughout its history the company has focused primarily on carbonated beverages with its flagship product, Coca Cola, developed to become one of the world’s most powerful brands (Abramovitch, 2011). In addition to Coke, the majority of revenues are generated from Diet Coke, Sprite and Fanta. Although they consider themselves the â€Å"kings of carbonation† (Cravens, 2009, p. 4, para. 3), in 1960 they began to diversify by purchasing Minute Maid and Belmont Spring Water Co. in addition to merging with Duncan Foods (â€Å"The Coca Cola Company†, 2005). Cokeâ₠¬â„¢s primary business model is to manufacture syrup and sell it at high profit margins to a large network of independent bottlers who in turn sell it to retail outlets. Although this model has helped them to show higher profit margins, it also worked to disguise financial troubles from debt and independent bottler relations (Cravens, 2009).Based on deceitful earnings facilitated by shady, yet legal, financial finagling, plus extraordinary income from buying and selling bottlers, Coke was able to exploit the exaggerated success of the business as exhibited both internally by a dysfunctional culture cultivated by a lingering false sense of success stemming from their glory years, and externally as a 3,500% increase of stock (Cravens, 2009) which in-turn stayed in decline between 1998 through 2007 (Coca Cola Historical Stock Prices, 2012).The profit margins attained during the glory years were predictably unsustainable; however the decline was not based only upon questionable business activities, but also changing consumer attitudes. Although consumer awareness between the diet-disease relationships really began to take hold in the 1980s with efforts by the American Heart Association (Teisl, 1999), due to the advent of the internet, by the mid-to-late 1990s consumers began to awaken to the health issues related to consumption of excessive sugar in the form of HFCS, and the dangers of aspartame (Fox, 2012).This has resulted in consumers moving away from â€Å"sugary, fizzy drinks in favor of drinks with a healthier image like water, teas and other noncarbonated beverages† (Soft Drink, 2010, para. 7) and carbonated beverage sales declining for the past six years (Fuhrman, 2011). Although the carbonated beverage industry is in decline the industry would rather divert your attention by telling you â€Å"the big news is not that the soft drinks category's sales are down†¦but that Diet Coke surpassed Pepsi for the No. 2 brand in the category† (Fuhrm an, 2011 para. 3).Digging further, the only reason Diet Coke took the number two spot is because its sales declined less the Pepsi’s did, and to add to that, this loss occurred in an overall loss of soda market share globally (Esterl, 2011). Both Coke and Diet Coke have shown decline sales. Why? The public is waking up to the dangers of HFCS and Aspartame, two key ingredients in regular and diet soft drinks. High Fructose Corn Syrup was invented in 1957 and was developed for mass production in Japan between 1965 to 1970 (â€Å"High Fructose Corn Syrup†: Production, n. d. ).HFCS is manufactured by extracting corn starch, processing further to produce corn syrup, then adding enzymes to convert glucose to fructose resulting in a mixture anywhere from 42% to 55% fructose (â€Å"High Fructose Corn Syrup†, n. d. ). The danger of corn syrup is due to increased quantity consumed versus ingestion through natural means by eating fruit or other foods containing fructose (M ercola, 2010). â€Å"Fructose is a major contributor to a) insulin resistance [diabetes]; b) elevated blood pressure; c) elevated triglycerides and elevated LDL [bad cholesterol]; d) epletion of vitamins and minerals; and e) cardiovascular disease, liver disease, cancer, arthritis and gout† (Mercola, 2010, para. 3). In addition to previously mentioned health issues a study published in The American Journal of Clinical Nutrition further makes the connection of fructose to weight gain, and insulin resistance syndrome (Elliot, 2002). The body process different types of sugar in different ways. Glucose, a much healthier form of energy, is processed mostly on a cellular level throughout the body, whereas fructose is processed completely in the liver and converts almost immediately into fat (Mercola, 2010).Although the corn syrup industry claims that at most, HFCS contains 55% fructose, independent researchers upon testing actual cans of soft drinks found they contained â€Å"as m uch as 65% fructose (and only 35% glucose)† (Kaplan, 2010, para. 6). According to the American Diabetes Association, Americans do spend $116 billion on direct medical costs related to diabetes, and with diabetes increasing by 176% between 1980 through 2010 (Crude and†¦, 2011), with fructose playing a major factor in the onset of diabetes someone is bound to take notice.Although HFCS has proven to be dangerous to consume, aspartame is worse (Mercola, 2011). Aspartame was created in 1965 by James Schlatter of the G. D. Searle Company, and took over 15 years to gain a very shady approval by the FDA (Mercola, 2011). Many researchers and top doctors have weighed in on the issue saying â€Å"aspartame causes headache, memory loss, seizures, vision loss, coma and cancer †¦ worsens or mimics the symptoms of such diseases and conditions as fibromyalgia, MS, lupus, ADD, diabetes, Alzheimer's, chronic fatigue and depression. †(NWV, 2004, para. 4).Board Certified Neurosur geon, Russell Blaylock, MD wrote a book documenting the connection of aspartame to macular degeneration, diabetic blindness and glaucoma (NWV, 2004). Due to the brand’s value and customer loyalty the company has been able to rely on its core carbonated products, however as their dedicated customer base ages and dwindles they will find it harder to attract new younger consumers who are more aware of the health concerns of HFCS and aspartame. For coke and the soft drink industry to rebound they will have to diversify and get away from HFCS and aspartame.First they have to get past Coke’s â€Å"Notorious Board† (Cravens, 2009, p. 46). References Abramovitch, S. (May 9, 2011). Apple Overtakes Google as World’s Most Powerful Brand. Gawker (Online). Retrieved from http://gawker. com/5799830/apple-overtakes-google-as-worlds-most-powerful-brand Coca-Cola Company. (2012). Historical Stock Prices. Yahoo Finance (Online). Retieved from http://finance. yahoo. com/q/h p? s=KO&a=00&b=2&c=1962&d=01&e= 21&f=2012&g=m Cravens, D. W. & Piercy, N. F. (2009). Case 1-3 Coca Cola Co, (A). Strategic Marketing. (9th, ed. New York, NY: McGraw-Hill/Irwin â€Å"Crude and Age-Adjusted Percentage of Civilian, Noninstitutionalized Population with Diagnosed Diabetes, United States, 1980–2010†. Department of Health and Human Services: Center For Disease Control and Prevention. Retrieved from http://www. cdc. gov/diabetes/statistics/prev/national/figage. htm Elliott, S. S. , Keim, N. L. , Stern J. S. , Teff, K. and Havel, P. J. (November 2002). Fructose, weight gain, and the insulin resistance syndrome [Special Article]. The Journal of Clinical Nutrition. 76. 5, 911-922. Retrieved from http://www. ajcn. org/ content/76/5/911. full Esterl, M. (March 16, 2011).Diet Coke Wins Battle in Cola Wars. Wall Street Journal (Online). Retrieved February 20, 2012 from http://search. proquest. com. pegleg. park. edu/docview/857249434/13503185B037A9C16B2/20? accountid =28370 Fox, S. (2012). Using the internet for health information is not the exception. KevinMD. com. Retrieved February 20, 2012 from http://www. kevinmd. com/blog/2010/10/internet-health-information-exception. html Fuhrman, E. (April, 2011). 2011 Soft Drink Report. Beverage Industry. 102. 4, 22, 24, 26, 28 Kaplan, K. (October 26, 2010). High-fructose corn syrup in soda has much more fructose than advertised, study finds.The Los Angeles Times (Online). Retrieved February 19, 2012 from http://articles. latimes. com/2010/oct/26/news/la-heb-too-much-fructose-in-hfcs-soda-20101026 Mercola, J. (January 2, 2010). Sugar May Be Bad, But This Sweetener is Far More Deadly. Mercola. com. Retrieved February 19, 2012 from http://articles. mercola. com/sites/articles/archive/2010/01/02/highfructose-corn-syrup-alters-human-metabolism. aspx Mercola, J. (November 6, 2011). Aspartame is, by far, the most dangerous substance on the market that is added to foods. Mercola. com. Retrieved February 19, 20 12 from

Area and Perimeter

University of Missouri – St. Louis Fourth grade pupils participated in three hands-on lessons designed to further conceptual apprehension of country and margin. to able to mensurate them in units and to be able to separate them from each other within the same figure. Students worked with a university module member and schoolroom instructor to build forms on geoboards. reassign the forms to stud paper and count units in and around each form. Students’ misconceptions and deficiency of direct experience were apparent in replies on the pretest ; conceptual development was improved as evidenced on replies to post trial every bit good as on dot paper drawings. Although expressions were non developed in the lessons. pupils could explicate how steps were found every bit good as arrive at the right sum at the completion of the unit Area and margins were identified on forms kids constructed and drew. including their initials. Introduction How do pupils larn to understand. step and distinguish country and margin? Over the past several decennaries. research workers such as Jerome Bruner ( 1960 ) and Jean Piaget ( 1970 ) . found that conceptual development is possible when pupils are given chances to believe. ground and use mathematics to existent universe state of affairss at appropriate acquisition degrees ; pupils need to build their ain cognition in context as they engage in tactile experiences. Because most 2nd to fifth grade school students ground at the â€Å"concrete operational phase. † ( Copeland. 1984. p. 12 ) hands-on acquisition chances are indispensable to heightening the children’s mathematical thought. â€Å"Students should be actively involved. pulling on familiar and accessible contexts ; Students should develop schemes for gauging the margins and countries of forms as they â€Å"measure objects and space† in familiar milieus ( NCTM. 2000. p. 171 ) . Using manipulatives to further students’ measurement sense of country and margin is supported in the NCTM papers every bit good as mathematics instruction literature ( Outhred. L. A ; Mitchelmore. M. . 2000 ) . The constructs of country and margin are hard for pupils to hold on. as reported in the TIMSS consequences ( NCTM. 1997 ) since 4th graders scored less good in the country of measuring than they did in subjects of whole Numberss. informations representation. geometry. forms. dealingss and map and fractions and proportionality. The National Assessment of Educational Progress ( NAEP. 1999 ) . reported that merely 35. 4 % of nine-year-oids were successful in happening the margin of a rectangle. merely 37 % could happen the country of a rectangle and that 4th and 8th class pupils sometimes confuse countr y and margin. Carpenter. T. P. . Lindquist. M. M. . Brown. C. A. Kouba. V. L. Silver. E. A. A ; Swafford. J. O. ( 1998 ) found that this deficiency of understanding continued to impact kids in older classs. This article is written to depict a undertaking designed to work with 4th graders on these critically of import but confusing measuring and geometry subjects. The lessons focused on developing conceptual apprehension of country and margin. numbering their step and so comparing them in a common scene in order to place and separate them from each other. Project Overview A St. Louis Public School District instructor and a University of Missouri-Saint Louis mathematics instruction professor worked together during the 2002-2003 school twelvemonth in a district-university fionded concerted undertaking to develop and team Teach lessons about country and margin. Geometry and measurement subjects were chosen because the school’s intermediate class pupils scored at less than desired degrees on pr ovince and territory standardized mathematics trials administered during the old spring semester. The category consisted of 16 males and 11 females and participated in the undertaking for four hebdomads. An assessment instrument was administered in an attempt to find students’ construct and accomplishment degrees of cognition about country and margin of simple closed plane geometric figures before forma! direction began. The inquiries were both conceptual and procedural in nature and are found in Table 1. as are sample replies. Tablet: Pre-assessment 1. What does perimeter intend? Sample replies: It means length something ; It means to touch something ; it is a math word. 2. How do you mensurate perimeter? Sample replies: You need to happen a large twine ; you can’t mensurate it ; you add something ; you multiply something. 3. Where is perimeter found in the existent universe? Sample replies: It’s truly non in the existent universe. merely in the books ; it’s found on the map ; it’s my fencing. 4. What does country intend? Sample replies: The topics we learn ; something in the geometry chapter ; the infinite around a square ; the infinite in a line. 5. How do you mensurate country? Sample replies: With a swayer ; there is a expression ; we haven’t learned that yet ; with your manus. 6. Where do you happen country? Sample replies: In the book ; in a narrative ; in a spelling list ; in a house. 7. Why do you necessitate to cognize about country and margin? Sample replies ; for the trial ; for following twelvemonth ; the instructor says we have to ; to mensurate material. hello measuring the consequences of the pretest. the instructors discovered that many pupils frequently confused their apprehension of country with that of margin. Although many pupils could declaim expressions. peculiarly for happening the step of country. the scholars were unable to explicate why that expression â€Å"worked. † Some pupils could non remember which portion of a figure was the country and which was the margin. After analysing the consequences. the instructors designed three lessons. The first would supply chances to advance apprehension of the constructs for â€Å"perimeter† and â€Å"area† in relation to existent geometric figures. Following pupils would larn to mensurate margins and countries in the same figure. The 3rd lesson focused on measuring students’ ability to separate the concepts and to happen the measurings within the same geometric figure. Understanding the geometric footings and meaningfully separating them from each other w ithin the same form were the ends of the undermentioned lessons. Lesson One: Margin and Area Concepts The first lesson dealt with the constructs of margin and country. Students were asked to see constructing a pen for a pet in the pace or place so that they could get down to team with a existent universe application inquiry or enquiry. Learners were to find how to denominate the pen’s location and what sort of infinite they wanted. in footings of grass. asphalt or soil. to cover the fioor of the pen. Students were given objects such as books. pencils. scissors and paste sticks and asked to follow around them on field paper to see the thought of a environing boundary line or margin. Because the names of objects can non be discovered. as such. and because footings are most efficaciously understood when taught at the same time with hands-on experiences ( Sheffield. Cruikshank. 2000 ) . pupils were asked if they knew the term for the outside boundary lines that had merely been traced. After several conjectures. pupils were told that the geometr ic term for boundary was â€Å"perimeter. † A treatment ensued refering the demand to larn about margin. Students suggested assorted forms the boundaries could take on for the enclosures plarmed for the pets. To develop an apprehension of country. pupils began by sing the infinite within the boundary of a plane figure. Reynolds and Wheatly ( 1996 ) identified five degrees of imagination believed to be of import in explicating children’s actions in pulling coverings of parts on isometric documents. The first degree. that of building an image of the given form. was accounted for as pupils shaded the infinite inside the boundaries of the books. as pencils. scissors and paste sticks they had merely traced. Students so moved a manus over the surface of the points. The term â€Å"area† was associated with this infinite so that experience preceded and so was connected to the symbol which was the word. A argument ensued about the most suited surfaces that might cover the floor ofthe pet pen. Geoboard Experiences: Margin Because geoboards provide a manner to visually stand for forms. the manipulative was chosen to supply hands-on experience for go oning to develop conceptual apprehension of both margin and country. Working with geobands and one geoboard per groups of three or four kids. pupils were asked to organize a closed. straight-sided form that represented a type of enclosure for a pet. Students shared their work with other groups. demoing the margins of their created figure by following around their forms with their fingers. The geoboards were traded and each pupil had an opportimity to thumb follow the margin of the form formed by another group. Geoboard Experiences: Area Next. the pupil groups formed geoband figures of favourite playthings or objects they liked at place. Computers were chosen by 80 % ofthe pupils. Geoboard figures were shared among the groups as pupils enjoyed thinking the names of each form. Each pupil so cut a piece of paper to put over the infinite within the boundary ofthe created form. Students identified that infinite as â€Å"area† and a connexion was made between the word and the existent infinite inside the boundaries of the traced existent universe forms. This connexion was a powerful learning experience for pupils. To travel scholars to the pictural degree of abstraction ( Bruner. 1960 ) . dot paper was distributed. Students drew the geoboard form for a favored enclosure on the dot paper with a image of an carnal inside the form or enclosure. Students highlighted the margin lines on their documents with one colour and lightly shaded the country within the figure with another colour. Teachers circulated about the room to measure the work. The lesson concluded by holding pupils write the word â€Å"perimeter† o utside their figure and the word â€Å"area† within it. Lesson Two: Count Perimeter Units The end ofthe 2nd lesson was to enable pupils to understand and go skilled at mensurating margin and country. Length is an property that can be measured straight ( Jensen. 1993 ) . Students were told that each unit ofthe fencing for their favored enclosure would be $ 1. 00 and asked what they could make to find the entire cost. Students replied that they needed to happen the length of the fencing they would necessitate. or the length ofthe margin. To happen how many units to number to happen the length of the margin. scholars foremost connected two back-to-back prongs with one geoband in a horizontal or perpendicular way to call the distance between two prongs as one unit in step. Perimeter was counted in generic â€Å"units† in order to concentrate entirely on the construct of length instead than standard unit labels. With that cognition. pupils worked in braces to make forms for the pet pens. Using the unit length as the distance between two prongs. pupils counted the figure of units around the figures. Eacb brace of pupils traced around the boundary of the form. numeration and describing the entire Numberss of units found. Students were asked which group’s enclosure would necessitate the most or least sum of fencing in footings of unit length. Findingss were compared provide another position and degree of abstraction. Examples of these forms are found in Figure 1. As pupils counted units of margin. instructors noticed that some scholars had jobs when numbering around a comer of a figure ; merely one side of a square was included as a unit and so perimeter count fell abruptly of the existent measuring. This misinterpretation was remediated when the instructors moved about the room observing and oppugning students’ logical thinking and mensurating techniques. Two pupils who counted right explained their schemes to the category. This information facilitated category treatment in which pupils could show their correct and wrong responses. Some misinterpretations were rathe r apprehensible to the category and could he remediated rapidly. For illustration. one pupil thought that he should number merely the sides but no comers and found his measuring to be excessively low and another multiplied the length by the breadth count and happening the sum conflicted with the figure found by numbering the units on the boundary line. That pupil confused margin with the country expression that had been memorized. Students created extra forms to happen margins ; a category treatment in which pupils shared consequences and concluding followed this activity. Figure 1: Which Enclosure Requires the Least Amount of Fencing? Counting Area Students were asked why happening the size ofthe pen country would be of import to them and their pet. How would the size ofthe country affect the manner they would construct the enclosure? During the category treatment. some pupils suggested that the sum of country would state them how much of their pace they could utilize. how much room their pet could play in or how much flooring they could afford. if the country were to be covered with some stuff. Methods of mensurating the country of the schoolroom objects were discussed. Some pupils suggested taking the documents on which objects were traced and puting them on top of each other for direct comparing. When that was done. a list was made ofthe countries from largest to smallest by posting the documents on a bulletin board. Students were so asked how they could mensurate and compare big infinites such as the floor. door. ceiling or a favored enclosure. The geoboard was distributed to assist work out this job. Students used one geoband to envelop one square unit within a geoboard – created figure for the pet pen. Each internal square was counted as one unit of country. Care was taken that pupils did non overlap or breach the internal square units. All the internal squares that were enclosed within the form were counted. Extra forms were created on the geoboards and traded so that each group covered and counted the internal infinite of another groups’ figure. The countries were reported by each group in footings of the figure of internal squares so that pupils would avoid thought of country merely as the memorized expression of length x breadth – country. â€Å"Premature usage of expression can take to work without intending â€Å"† ( Van deWalle 1994. 332 ) . Shapes were once more transferred to stud paper and the step ofthe country was recorded inside each form as pupils counted the internal squares. Last. pupils were asked if there were a connexion between the breadth and length of their figure and the country count. Several pupils stated that the length count was a manner to â€Å"keep track† of how many perpendicular columns they saw within the figure. If they multiplied the figure of perpendic ular columns by the sum of squares within each of those columns. they â€Å"got the country count. † The lesson concluded with a treatment of the difference between country and margin parts of the same form. Students’ accounts of what the difference is and how they know one from the other are found in Table 2. Table 2: Post-assessment 1. What does perimeter intend? Sample replies: It’s the line around a form ; it’s how I know what the form is ; it’s a line I measure. 2. How do you mensurate perimeter? Sample replies: With a swayer ; you count the Markss on the swayer all around the form ; with grid paper 3. Where is perimeter found in the existent universe? Sample replies: It’s the boundary in my pace ; it’s the fencing in my pace ; it’s how far around my book is ; it’s the lineation of my computing machine. 4. What does country intend? Sample replies: It’s the infinite inside a form ; it’s the portion inside the boundary ; it’s the portion I can rub my H and over in a form. 5. How do you mensurate country? Sample replies: By numbering squares inside a form ; with a swayer to number the units on a side ; by numbering the units up and down the rows. 6. Where do you happen country? Sample replies ; In the book ; inside a form ; the infinite in my pace at place. 7. Why do you necessitate to cognize about country and margin? Sample replies: for the trial ; for following twelvemonth ; to tel! what size something is ; to cognize what infinite something can suit in or how much fencing to purchase to set around a infinite for a pet. 8. What is the difference between country and margin? How do you cognize? Sample Answers: Perimeter is a line around an object and country is the infinite inside ; margin is a line around and country has squares to number how large it is ; I know from numbering the margin and the country in my lesson. Lesson Three: Distinguishing Between Area and Perimeter Students were engaged in placing and mensurating the country and margin constructs by chalk outing their first and/or last initial on dot paper during the concluding lesson. Working in braces. each pupil drew his or her first and/or last initial on the paper and so counted and recorded the margin and country of each other’s initial. Students helped each other draw and count. Slanted line sections counted as about one and one half unit of length. Examples of the students’ initials are found in Figure 2. Some pupils had trouble enveloping merely one square in order to number country within a form. Teachers and equals helped those who found the shading and numeration of country squares to be hard. Figure 2: Drawing and Counting the Margin Appraisal and Evaluation At the decision of lesson three. pupils were asked the same inquiries that were posed at the start of the lesson one. Informal analysis of the post-lesson responses revealed that the pupils understood country and margin constructs and could find the difference between them more accurately. Building. drawing and measurement experiences that began at the concrete degree and progressed to representational activities provided rich chances for scholars to do the constructs their ain. Activities affecting believing about pets and pulling initials were a challenge and meaningful to the 4th graders. The lessons were about them! Conclusion Measurement and geometry are subjects in the simple school course of study that can be taught in a mode that encourages building of conceptual apprehension with direct experiences. Real universe applications are legion. gratifying and built-in to mathematics success in students’ go oning instruction every bit good as in day-to-day state of affairss. Understanding the difference between the constructs of country and margin is indispensable to working with building forms. higher degree job work outing. and applications to three dimensional figures and strong spacial sense. Clearly. memorising misunderstood expressions is a short term solution that does non supply for long term keeping. conceptual apprehension or procedural accomplishments. all vitally of import factors in students’ success and accomplishment throughout the field of mathematics. Mentions Bruner. J. ( 1960 ) . The procedure ofeducation. Cambridge. Ma: Harvard University Press. Copeland. R. W. ( 1984 ) . How kids learn mathematics: learning deductions of Piaget ‘s research. New York: Macmillan Publishing Co. 1984. Jensen R. J. ( Ed. ) ( 1993 ) . Research thoughts for the schoolroom: early childhood mathematics. New York: Simon A ; Shuster. Macmillan. 1993. Outhred. L. N. A ; Mitchelmore. M. C. ( 2000 ) . children’s intuitive apprehension of rectangular country measuring. Journal of Research in Mathematics Education n. 2. p. 144-167. Piaget. J. A ; Inheldr. B. ( 1970 ) . The child’s construct of geometry. New York: Basic Books. 1970. Reynolds. A. . A ; Wheatley. G. H. ( 1996 ) . Elementary students’ building and coordination of units in an country scene. Journal for Research in Mathematics Education. 27. 564. 581. National Assessment of Educational Progress ( 1999 ) . The nation’s study Card. ( On-line hypertext transfer protocol: //nces. erectile dysfunction. gov/nationsreportcrad/tabIes/LTT1999/ ittintro. asp National Council of Teachers of Mathematics ( 1997 ) . U. S. mathematics instructors respond to the Third International Mathematics and Science Study: Grade 4 consequences ( On-line ) . Available: hypertext transfer protocol: World Wide Web. nctm. org/new/release /timss-4’*’-pgO 1. htm. ( July 10. 2001 ) . . ( 2000 ) . Principles and criterions for school mathematics. Reston. VA: NCTM: Writer. Sheffield. L A ; CruikshankD. E. ( 2000 ) . Teachingand larning simple and in-between school mathematics. New York: John Wiley and Sons. Silver. E. A. A ; Kenney P. A. ( Eds. ) . ( 2000 ) . Consequences from the 7th mathematics appraisal of the National Assessment of Educational Progress. Reston. VA: NCTM. Van De Walle. J. A. ( 1994 ) . Elementary school mathematics. learning developmentally. New York and London: Longman Publishers.

International Marketing Management Assignment Essay

International Marketing Management Assignment - Essay Example Mainly there are three types of marketing .They are Domestic marketing, International marketing, Global marketing. The International marketing means is the application of marketing principles to more than one country. There are some marketing mix to get a desired outcomes of the marketing. The term marketing mix described the combination of marketing elements used in a given situation. Approximate mixture varies depending on the firm and industry. Major element of the marketing mix can be listed under four heeding. A firms marketing mix normally have to be adapted for international marketing in consequence of the many national differences that exist in relation to stages of economic development, social system, technological environment, legal framework. The marketing mix known as four Ps. That is product, price, place and promotion. "The four Ps--product, price, place, and promotion--found in the marketing toolbox are the independent variables used to influence the desired out comes of the target markets, the dependent variables." (Kotler and Lee 2007, p. 12+). Another definition of the international marketing is the use of marketing mix in to more than one country. ... keting research is a continuing and interacting structure of people, equipment and procedures to gather, sort, analyze, evaluate, and distribute pertinent, timely and accurate information for use by marketing decision makers to improve their marketing planning, implementation, and control. The international marketing research is very essential to any type of company to plan a new project and international expansion of existing company. The international marketing research defines as systematic method of data collection. It includes information about customer, their needs and wants, and market etc "international marketing research is the systematic and objective collection of information concerning international markets. It helps management to reach sound decisions concerning the selection and implementation of their international marketing." (Mccall and Stone 2004, P. 83). The main purpose of the international marketing research is to collect information for make a solution to solve marketing problem when a company plan to international marketing." the essential purpose of marketing research is to provide the necessary information or knowledge on which to base sound decisions in the solution of marketing problems when - readily available information is insufficient or completely lacking" (Davidson and Beckman 1967, p. 597). There are many methods to collect information for international marketing researcher. These methods include conducting program by marketing researcher and conducting the program by someone else. According to these methods there are two types of research that is primary research and secondary research. "There are two basic types of research: primary and secondary. Primary research is the type you conduct yourself and secondary research is the type

On Morphology of Thermoplastic Polyester Elastomer (TPE-E) Research Paper

On Morphology of Thermoplastic Polyester Elastomer (TPE-E) - Research Paper Example The amazing versatility and utility of TPE-Es is because of their specialized structures. TPE-Es have a biphasic structure with one phase remaining soft at room temperature and the other remaining hard at room temperature (Holden 2010). The soft segments are amorphous while the hard segments are structured/crystalline, and both the segments are immiscible (Jelinski, Schilling and Bovey 1981; Sarwade & Singh 2003). The hard segment becomes fluidic when heated and imparts a thermoplastic nature to the polymer, while the soft segment imparts an elastomeric nature (Sarwade & Singh 2003; Holden 2010). The hard segments form noncovalent networks that are thermally reversible, relying on intramolecular interactions for their stability (Jelinski, Schilling and Bovey 1981). A simple TPE-E copolymer structure comprises of alternating A-B-A blocks, where A is the hard phase, and B is the soft phase (Holden 2010). The hard and soft phases are randomly joined head-to-tail, yielding the copolymers (Witsiepe 1973). The general structure of TPE-E copolymers is as follows: SOFT HARD In case of TPE-Es, the soft phase comprises of polyethers while the hard phase comprises of polyesters. By varying the relative amounts of each of these two phases, the properties of the copolymer can be modulated (Witsiepe 1973). Electron microscopic studies by Cella have shown that phase separation occurs in these polyether-polyether co-polymers below their melting points (cited in Witsiepe 1973). The morphology of TPE-Es comprises of the soft segment (polyether), which is the continuous amorphous phase along with interspersed segments of polyesters that have not been crystallized because of their small size, high melt viscosity or due to chain entanglement (Witsiepe 1973). While some of the polyesters remain as short segments in the soft continuous phase, the remaining polyesters exist as closely connected fibrillar crystalline lamellae. This crystalline network of the hard phase along with the s oft amorphous continuous phase forms an elastic network. In simple terms, as described by Witsiepe (1973), â€Å"a more or less continuous crystalline network is superimposed on a continuous amorphous network† (p. 50). The chemical structure of hard and soft phases of a thermoplastic elastomer (TPE) affects its mechanical properties. Therefore, by experimenting with different compounds, TPEs with novel properties can be developed for industrial purposes. Examples of industrially prominent TPE-Es include Hytrel, Ecdel, RTP, Pibiflex, Keyflex and Riflex (Fakirov 2005). Hytrel engineering thermoplastic elastomer is a TPE-Es manufactured by E. I. du Pont de Nemours and Co. (Jelinski, Schilling and Bovey 1981; Fakirov 2005). This elastomer is available in varying compositions of m teramethyline terephthalate, which is the hard segment, and n poly (tetramethyleneoxy) terephthalate, which is the soft segment (Jelinski, Schilling and Bovey 1981). The chemical structure of Hytrel is s hown below: Like all TPE-Es, Hytrel has the flexibility and elasticity of rubbers and the strength and rigidity of plastics, is as easily processable as thermoplastics and comes in both standard and high-performance grades with a Shore D hardness ranging from 30 to 82 (Fakirov 2005). C13 NMR studies by Jelinski, Schilling and Bovey (1981) have shown that the widths of the aliphatic carbon chain of the soft segment of Hytrel are a linear function of the average length of the hard

Manufacturing process wings for formula one cars using with ribs Coursework

Manufacturing process wings for formula one cars using with ribs - Coursework Example This is the first step and it entails the design process of the parts of the wings. According to Keynes (2014), software such as Siemens, product lifecycle management software permits the racing engineers to improve product design and production process, as well as attainingdesign iterations in the virtual environment. In that perspective, this process involves choosing the shape and patterns of the wings and its parts. This step also focuses on the optimization of the aerodynamics of the wings to ensure efficient output during the racing process. This is the second step and it involves the manufacture of the designed parts. The materials used in this process is carbon fibre and its foams. As cited by. (Wood, 2013) moving from the concept of aerodynamic to a carbon composite fit for the racetrack needs a significant bunch of engineering processes and tools and processes. The designed patterns are moulded, produced and taken to a clearing chamber where several layers of carbon fibre and carbon forms are put together in layers. The parts, according to the design, may take up to 100 layers of carbon foams. After the layers have been put together, they are then sealed together and then put into a vacuum chamber to remove air. The vacuum chamber then sucks the air out. The third step involves forwarding the put together layers into a chamber for a curing process. The layers are then subjected to a high pressure of up to seven atmospheres at a temperature of up to one hundred and nineteen degrees Celsius. This results into the binding of the layers together by squeezing. The bending process is actually handled by the spars that run the span of the wing. Besides, the outer skn needs to be tailored towards avoding skin buckling since the wings have the capability of flexing and bending. The fourth step involves the assembly of the different parts of the wings to make a complete functional wing. The different parts are bind together using rivets. In

Financial Review of Southern Textiles Essay Example | Topics and Well Written Essays - 1250 words

Financial Review of Southern Textiles - Essay Example f) Based on the information about potential returns on investments in the first paragraph and information 0n marginal cost of capital ( in parts a, c, and e) how large a capital investment budget should the firm use Project A will increase the firm's processed yarn capacity and has an expected return of 15% after taxes. Project B will increase the capacity for woven fabrics and carries a return of 13.5%. Project C, a venture into synthetic fibers, is expected to earn 11.2% and Project D, an investment into dye and textile chemicals, is expected to show a 10.5 % return. Project A 15% 25 million Project B 13.50% 25 million Project C 11.20% 25 million Project D 10.50% 25 million 100 Project C and D yield lower rates of return than 11.304% . Hence they should not be taken up Investment budget should be for Projects A and B= 25+25=50 million g) Graph the answer determined in part f.

Use principles discussed in this course to explain some pattern of Essay

Use principles discussed in this course to explain some pattern of events or behavior that you personally have observed, or some environmental or energy challenge that you have encountered or read about - Essay Example fected by the electricity hikes are those consumer groups with small businesses and who may not cater for their expenses even with the profits made on a daily basis. The study develops the understanding that solar powered products are economically and environmentally friendly since they require the use of sunlight, which is readily available and a renewable energy source. Most companies, industries, and other businesses around the world depend on electricity for their production. Even families in the middle class appreciate the consumption of electricity in their domestic and commercial activities, for example, in cooking, cleaning, complete lighting, and office related tasks. Because of fewer sources of water, the hydropower stations cannot generate enough electricity to suit everybody and because of this, there have been power rations and escalated prices too. This is done to help manage the little amount of electricity to be enough for every company, industry, business, or even families. Different towns and cities will go without power in certain days and this means that many businesses may not be able to achieve their daily targets and especially on those specific days since they only depend on electricity to go through with their production (Langhamer, Kalle, and Jan 1336). The strategic economic integration with the use of solar-powered products extends its effect to helping those people from the low-income margins that once appreciated the electricity, but have to adapt to other cheaper sources so as to save on expenses. The introduction of solar lamps has been appreciated by the lower class people since they are cheaper, reliable, and economical. This way, the demand of the facilities is much lower compared to electricity. In conclusion, this study shows that although the use of solar powered facilities may be much economical and reliable, a certain group of people may not benefit from the initiative. The demand of solar facilities then may not be high

Development of Total Quality Management in Higher Education Dissertation

Development of Total Quality Management in Higher Education - Dissertation Example The result of administrative developments is one which then begins to change the level of quality which takes place, specifically with the roles of teachers that are within the institution. Developing an understanding of the administrative roles and how this affects the total quality management within a school system also develops a deeper understanding of what is needed within an educational program to create the correct responses among teachers. The way in which administrators define and approach their role has a direct effect on teachers, specifically with the approach to different needs and development within the educational system. The importance is based on the administrative standards creating a sense of sustainability for teachers and with the overall platform of education (Lozano, 2011). By understanding the role of administrators for total quality management, there is also the ability to have a deeper understanding of the changes which this creates with teaching and needs f or teachers. The understanding of total quality management and the effects which this holds with teachers from the administration is the main aim that will be defined in this research study. The research question will ask what the effect of total quality management from administration creates among teachers.... ociated with total quality management among administration Defining ways in which total quality management effects teachers both positively and negatively Understanding how total quality management can be altered to change the effects on teachers The association with this research study will be to define and understand the main difficulties which are associated with total quality management as well as what the effects are on teachers that are expected to work with administrators for various needs. By defining the gaps that are created, there is the ability to understand and relate to the total quality management within the higher educational system for improvements with both the administrative duties and the expectations which are often not met by teachers. 1.2 Background Information Higher education is one which is now considered an institution which one is able to be a part of to move toward a career and other factors that are associated with society. The importance of the institut ion is one which is based on the ability for students to receive the correct level of education while developing a stronger association with the educational system. The nature of the institution is one which demands specific levels of quality to be reached, specifically through monitoring and changes with policies and procedures that take place among administrators and teachers. It is noted that the particular association with total quality management has a direct effect on the teaching levels that are associated with the institution as well as the type of learning which occurs among students in the classroom (Law, 2010). Creating the correct foundation then becomes essential to developing the right environment for both learning and teaching. The concept of total quality management is one

Operating Systems and Networking Coursework Example | Topics and Well Written Essays - 1750 words - 1

Operating Systems and Networking - Coursework Example Background and Requirements The chosen case which requires solution is a storage and logistics company based in Surrey. Evidently through research, the company has around 200 vans with drivers running daily nationwide and 3 storage warehouses in London area. They aim to offer the best services for customers needing temporary storage spaces and deliveries (Bergman & Steven, 2009, P. 23). There is the need for any profit making company to have organizational measures and appropriate network design if the business is to run smoothly and make good profits. The organizational aspect of a company tends to incorporate a business plan which keeps the company or firm on track. Requirement Analysis Any piece of technological development comes in handy and thus being able to promote performance of organizations. The technological developments have enabled organized to adopt new materials and techniques which have as well led to an improvement in the kind of security being offered and delivery o f products (Bergman & Steven, 2009, P. 25). In that case, any given business organization should be able to adopt such technologies and apply means of security and risk management operations. Such applications are vital in ensuring that profitable business involvement has been done and eventually leading to business growth and expansion. The issue of network design and security has become a new form of development which has been able to effectively change the focus of security and business transactions in majority of the organizations today. The issue of network design is something which can have great impacts on any given organization and the reason it is something which should be adequately addressed (Bergman & Steven, 2009, P. 26). In that case, implementing network design in addition to enhancing security is one way through which several different organizations are adopting in order to become effective and competitive in the business realm. This is a new kind of network design p rovision through which technological knowledge and tools have to be incorporated, and thus has been able to change the mode of performance. In any given business, there are very many issues and operations which are done through connected networks, and which should be safeguarded to avoid any damages and losses on the organization. This is so because such kind of a loss can have very great impacts on the organization thus compromising its future developments (Bergman & Steven, 2009, P. 27). As more and more technological breakthroughs continue to be invented, similar infiltrations shall be expected and the reason the security blueprints which was mainly more of physical security has been on the change, and that shall be the case for the coming years as well. This has thus been able to integrate the use of commoditized controls which should function correctly other engaging in other forms of risks management systems. There are various functional tools or requirements that are involved in a network solution. Such functionalities vary accordingly depending with the organizational structure and the network design to be implemented. That is been the case such tools help to develop a strong and reliable network design for the organization (Bergman & Steven, 2009, P. 28). This is the design, which considerably brings positive

Investigatin a ski jump Essay Example for Free

Investigatin a ski jump Essay Aim:To investigate how the starting position of a ski jumper affects the horizontal distance travelled in the jump. I will not take air resistance, friction and other various type of energy lost into account, however in practical I have to keep in mind that they do exist and cause variation in my results. Introduction Ski jumping is a sport event that involves a steep ramp and a landing zone, where the skier has to travel as far as possible after leaving the ramp horizontally. When the skier is in motion in the air and the range it reaches is what I am investigating. This motion is called the projectile motion and the displacement, velocity and acceleration of the projectile are all vector quantities. Each of these can be placed into vertical and horizontal components. In my experiment, I will create a similar model of the ski jump using a plastic curtain rail as the slope and model the skier as a particle, in this case, a ball bearing. Diagram This is a diagram of the basic equipment setup This investigation has much room for expansion on the original above setup. The accuracy can be improved using a combination of more sensitive measuring equipment and a more accurate measuring setup. B 1. The friction between the ball and the curtain rail, along with the air resistance are neglible, therefore, will not be accounted for in this experiment. 2. The ball bearing is taken as a point, as the motion of a rolling ball differs from anything else. 3. Gravity does not affect the horizontal velocity Prediction/Hypothesis I have based my prediction on the calculated formula R=V(4hH). Ball Bearing Object that models skier as a particle Meter Ruler Will be used to measure the range (x) travelled by the ball and the height (h) of the starting position. Measurements recorded in metres. Set square To make sure the height obtained is perpendicular to the table G-Clamp This will clamp the curtain rail to the table Table Where the slope will be placed on and clamped to Sand Tray This will be placed on the floor in the spot where the ball will land, leaving its mark. Method Variables Controlled Variables Constants Launching position Height of table. Acceleration due to gravity Time of flight Mass of ball Velocity 1. Test all equipment to make sure there are no problems and also test the sensitivity of the sand tray. 2. Set up appartus as show in diagram. 3. Check all apparatus are set up correctly and clamps are tightened securely 4. Using the meter ruler mark the 1st height at which the ball will be dropped from. In my case, I am recording 8 different heights ranged 0. 20m 0. 55m. Each within a 0. 05m interval. 5. Using the set square against the height, the exact position of the ball is determined. 6. The ball is manually held in place at the desired height and released, allowing the ball to roll down the ramp and off the edge of the table, landing on the sand. 7. The distance from the edge of the table to the mark made in the sand is measured and then recoded. 8. This is process is then repeated untill all results have been collected. Safety Precautions There are few minor risks in doing this experiment, which with careful setting up and appropriate behaviour, can be avoided. These are: When bending down to record measurements of the range, it is possible to bas your head coming up. Simply be aware of your surroundings. Having a sand pit on the floor can prove to be an obstruction to passers-by and can be a hazard of tripping over. I will make sure there are no obstructions by the landing zone when in practise. The ball bearing is heavy enough to cause injury to anyone if hit by it. Keeping distance should prevent this. Data interpretation Alongside doing the experiment I will plot a graph. This will allow for any correlations to be spotted early on and then further predictions to be made. It will also allow the investigattion of anomalies. Therefore drawing a graph alongside the experiment allows for greater scientific accuracy and better end results. Sensitivity The sensitivity of this experiment is concerned with by the accuracy of the equipment available. For example, a much more accurate measuring device can be used to distinguish to an accuracy of i 0. 1mm, but the ruler markings are only accurate themselves to i 1mm. Therefore, this creates a small error and show that to get the best out of the results, the most accurate equipment should be used in all situations. Accuracy. The accuracy of this experiment can be improved in a number of ways: When reading the ruler the eye must be at the same level as the object, otherwise an incorrect value will be seen. The range measuring ruler must measure from the point the ball leaves the ramp, which in this case is the edge of the table. This means that it must be accurately aligned under the table, this can be achieved using a plumb line. It is facing directly downwards, allowing the ruler to be placed directly under the point at which the ball leaves the ramp. There may be a small error in the position of the plumbline of about i 2mm. The sand in which the ball drops into may be uneven and the mark made when the ball strikes the sand may prove to be difficult to measure precisely. A travelling microscope could be used to measure the precise impact with the sand. But considering the level of accuracy used throughout the rest of the experiment, this would be an inefficient method. Results Height h/cm Height Distance x/cm Distance xi /cmi xmean H/m /cm2 1st 2nd 3rd Mean 1st 2nd 3rd Mean 1st 2nd 3rd. There were no anomalous results recorded in this experiment Error in distance x To calculate the positive error in x, the Xmean value is taken away from the Xmax value. To calculate the negative error in x, the Xmiin value is taken away from the Xmean value. Distance xi /cmi xmean xmax xmin Positive Error Negative Error Analysis From looking at the graphs, a positive correlation between the squared value of the range and the height the ball is dropped from can be seen, although points vary from the line of best fit. The results prove that the equation is correct and that the range of a ball does depend mostly on the height it is dropped from and the height the ball leaves the ramp. The formula (Ri =4Hh) states that an increase in the drop height, h, increases the range of the ball. The results have proved this and my prediction to be correct. However, the percentage at which the graphs agree to this equation is: H = 92cm 4H = 368cm (expected) Gradient of distancei graph = 192. 3 (experimental) Expected gradient = 368 192. 3 x 100% = 52. 3% agreement. 368 Conclusion In conclusion the experiment occurs the following way: The ball is released with high gravitational potential energy as it rolls down the slope, this energy is converted into kinetic energy, the higher the drop height, the longer the ball is travelling down the slope, so more energy can be transferred giving more kinetic energy and hence more speed when the ball leaves the ramp. From the results it is also seen that there are other factors that affect the range as the gradient was smaller than expected. The equation is correct, but the only part that could affect the results in this way was the assumption that all energy was transferred. The transfer is likely to be less efficient than assumed, 100% energy transfer from potential energy to kinetic energy is extremely unlikely. The energy can be lost in a variety of ways which are the limitations. Limitations Air resistance is an important limiting factor as it would have the most affect on the results. This was not counted for when doing the experiment and therefore has some affect on the results. As the ball moves through the air, the air itself is putting up a resistance against the ball, lowering its speed, and its distance travelled. Air resistance is dependant on the size of the object, as the larger the object the more air it has to push to the side. It also depends upon the speed at which the object is travelling, as an object travelling at faster speeds has to push aside more air in the same time. This effect can be used to explain the slight curvature at the top of the graph. This is because the ball is travelling at higher speeds (because it is being dropped from greater heights), with more air resistance acting upon it due to the higher speeds, causing it to cover less distance. Evaluation The trend of the graph 2 is a very clear with a positve correlation. There can be three different ranges of the line of best fit but I have only drawn the most obvious one. The 1st line of best fit can be drawn from the origin through the top ends of the error bars, whereas the 2nd can be drawn through the bottom ends of the error bars. However, due to the error bars being so small, it will be very difficult to show these 3 lines together. The accuracy and sensitivity of the apparatus leaves a minor error in the results giving a range of different values for that particular result. Ie. At a height of 5cm, the mean result was 31. 33cm. However this can actually be smaller or bigger than this value considering the errors in apparatus. The position of the plumbline to mark the the edge of the table will have an estimated i 2mm, having to join 2 meter rulers together will have an estimated i 1mm and judging the landing position of the ball will also have a i2mm effect on the results. In total the range of values for the results will be i 5mm. Therefor the range of values for 31. 33cm would be 30. 83cm 31. 83cm. Percentage error I will take the maximum result of the range and calculate the percentage error based on the uncertainty values. % error of range, x, 93. 33cm i 0. 5cm 0. 5cm i 93. 33cm x 100% = 0. 53% The values are vastly small and so are not worth considering. Improvements If this investigation were to be repeated, there are a few things I would like to change. Firstly, I would ensure to take more care that the above factors were fully compramised and minimised. Furthermore, I would take a much larger range of results to provide a more reliable end result, taking fairness of the experiment into account much more seriously. Finally, I would use a much more accurate range of apparatus to get the most accuracy in my results. For example, a specialised light gate can be set up at the end of the ramp to dictate the exact speed at which the ball leaves the ramp. This could then be considered with the mass to calculate the kinetic energy and gravitational potential energy and hence the total energy loss. Bibliography Salters Horners Advanced Physics Various web pages for research.

1984 Quote Journal Essay Example for Free

1984 Quote Journal Essay On each landing, opposite the lift shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. Big Brother Is Watching You, the caption beneath it ran. (Orwell 5) This quote is an example of how effective and convincing The Party can make a simple poster. The Party has put posters everywhere constantly reminding the Party members that they are being watched. Being watched played a major role in every Party members life in the book. Winston who was constantly scared of doing things, such as having a face of anxiety or not cheering with as much enthusiasm in the two minute hate. Everything that Winston did throughout the novel that he thought was not seen by the Thought Police was seen by them. Winston even tried to make sure that his diary was not bothered with so he sprinkled some powder on the corner of the book. That powder was carefully replaced as if it was the same as when it was first put there, by the Thought Police, that is how watchful and investigative the Thought Police is. The Thought Police are continuously spying on the Party members through the televisions, hidden microphones throughout Oceania, and spies of their own. The Party wants to keep an eye on their Party members to have control over them. They have no freedom. Winston cant even take a walk on a good day with out suspiciously being watched. Winston and Julia underestimate the power of the Party. Julia thinks that she has got the Party and Thought Police figured out. She believes that she can hide from the Thought Police. Yet when her and Winston think they have beaten the Party and were working and representing the real brotherhood. Though in the end they were the ones that were actually figured out, by the Thought Police. The Thought Police are actually watching, when least expected. The Party watches the people of Oceania as to control them. This quote basically shows that there is no freedom or privacy in Oceania. That people in Oceania live afraid to take a walk on a good day. All of this connects to the theme of the book. Orwell made the novel to show people what would happen in the future, or 1984, if the west turned into a totalitarianism government. This quote shows one of the dangers of the government controlling everything. He discovered that while he sat helplessly musing he had also been writing, as though by automatic action. And it was no longer in the same cramped awkward handwriting as before. His pen had slid voluptuously over the smooth paper, printing in large neat capitals-DOWN WIH BIG BROTHER (Orwell 19) The quote is an occurrence of what happens to Winston when he dazes off while writing in his diary. Since Winston wrote this, there is obviously a part of him that hates Big Brother. Of course Winston is afraid of what he has written. Because the Thought Police can catch someone even because of their thoughts. Since the dairy itself was already a risk now what he wrote was a risk. And even if he didnt write it just thinking about it was a risk. Why would he write this? The Winston that was writing this was his real conscious. His mind realizes that what the government does doesnt seem to be right. Like the constant watching. He notices that he had before been brainwashed to accept Big Brother. Though in the back of his mind he always knew that something wasnt right. And now his back thoughts have came forward by writing DOWN WITH BIG BROTHER.

Architecture And Sustainable Tourism

Architecture And Sustainable Tourism Tourism has been one of the economic success stories of the last 40 years. It has grown into a major component of the world economy and one of the most highly developed and dynamic industries with an important contribution to incomes and employment. Tourism has been rapidly growing sector and a wide-sweeping socioeconomic phenomenon with broad economic, social, cultural and environmental consequences. It is likely that tourism will continue to dominate the international scene for many years to come. (Sharma, 2001) The environment is probably one of the most important contributors to the desirability and attractiveness of a destination. Scenic site, amenable climates and unique landscape features have an important influence in tourism development and the spatial distribution of tourist movements. Apart from environment, the other important tourist puller is culture in all its diversity across continents. Cultural tourism has long existed, but recent demographic, social, and cultural changes in the main source countries have led to an increasing number of new niche markets in destination countries, including culture-oriented holidays. However, like other forms of development, tourism has also contributed to its share of problems, such as social interruption, loss of cultural heritage, economic dependence and ecological degradation. (UNEP, WTO, 2005). Learning about the brunt of tourism has led many tourists to seek more conscientious holidays. These incorporate various forms of sustainable tourism such as: nature-based tourism, ecotourism and cultural tourism. The major problems arise because the environment (at least in the short term) is a zero priced public good and as with any zero-priced good, is subject to excess demand and over-utilization. This over-utilization of the natural resources and exploitation of cultural heritage especially during the peak periods of tourist activity as well as often ill planned tourism development, have provided a number of examples where tourism is in conflict with the environment (Coccossis, Parpairis, 1995). Not only that, as a result of environmental consciousness, a great n umber of alternative forms of tourism been developed in the last decade. Sustainable Tourism promotes limited-scale, low-impact, community-based activities. It may be defined as tourism that gives emphasis to the contact and understanding between the hosts and the tourist, as well as the environment (Smith Eadington, 1992) or as tourism consistent with the natural, social and community values and that allows a positive relationship among locals and tourists. (Wearing Neil, 1999). Sustainable environment requires sustainable design. Architecture and design can preserve the memorable and old monuments while it can also create new and attractive qualities in which people can use and enjoy. Architecture has the talent of defining spaces and therefore has a powerful influence on the human behaviour and understanding and this is exactly what is always taken into account in sustainability, maximizing economic benefit and preserving the ecosystem. But what should be the approach to this design to achieve all goals of sustainable tourism or rather what are the tools and principles of architecture that need to be adopted to embrace sustainable tourism need to be developed. Thus the question to be answered is: What should be the architectural approach for sustainable tourism? Defining Sustainable Tourism Sustainable tourism is often considered to be a special kind of tourism that appeals to a particular market niche that is sensitive to environmental and social impacts. This is a narrow view as sustainable tourism is much more than a discreet or special form of tourism. The term sustainable tourism refers to a fundamental objective to make all tourism more sustainable. It is a continual process of improvement, one which applies equally to tourism in cities, resorts, rural and coastal areas, hills and protected areas. It should be thought of as a condition of tourism, not a type of tourism. Sustainable tourism is based on the three pillars of sustainability (economic, social and environmental) and is simply defined by the World Tourism Organization as: Tourism that takes full account of its current and future economic, social, and environmental impacts, addressing the needs of visitors, the industry, the environment and host communities. (WTO, 2005) Sustainability is a process and not an end state. The built environment and Tourism Tourism has an adverse effect on built environment. It could be on architectural faà §ade, change of landuse, overburdening of infrastructure etc. Large scale construction of tourist facilities and other infrastructure tends to change the land use of an area and also disturb the natural ecological harmony of a destination. Also tourism brings changes to the vernacular technology and sometimes the traditional constructions simply vanish giving way to modern construction which is most of the time not following and principles of sustainability. Instead they create harm to the destination, eventually losing the character, being environmentally disturbing and not suited to the needs apart from commercial aspect. Some of the other impacts of tourism on built environment and architecture of a place are: over-intensive urbanization, illegal constructions, pollution, negative aesthetic changes, degradation of quality etc. Need Identification Tourism now accounts for 10% of the worlds economic activity but at the same time it has major impacts on the natural and built environments and as well as on well being and cultures of host population. Ecological, social and economic sustainability are intertwined. Tourism and architecture may be connected to the benefit of the two and ultimately to the benefit of the people. There has been only a very little research on the role of architecture and the approach that should be followed when targeting sustainable tourism. Since building activities like construction of hotels, guest houses, tourist centres, commercial centres etc dominate the development of tourism at any place, there is a need to develop an approach and policy on architectural developments as part of sustainable tourism. This problem is of fundamental importance as it has led to the absence of an adequate theoretical foundation for understanding the dynamics of alternative tourism and the social activities it involves and responding to it accordingly. Sustainable design and planning do not jeopardize the economical benefits that a healthy tourism industry can bring; on the contrary, they can enhance local peculiarities and make use of traditional knowledge and expertise. Where sustainable methods and materials are employed, buildings can be both ecologically and economically profitable, thanks to their lower construction and life cycle costs. This dissertation will be a small effort in the same direction. Scope Sustainability does not require a diminished quality of life, but it does require a change in mindset and values toward a less consumptive lifestyle. These changes must embrace global interdependence, environmental stewardship, social responsibility and economic viability. Various government bodies, international organizations and conventions have stated the importance of tourism and its sustainability. Many countries as well wish to or have already initiated the pursuit to policies of sustainable tourism. In fact one of the most important issues in sustainable development of tourism resources is the consideration and expansion of design and construction standards in order to reach an optimum use of energy, water and land resources. The scope of the study will be to understand sustainable tourism and its forms keeping in mind the delicate destinations specially, be it in terms of their ecosystem, cultural heritage or economic stability and state principles that should govern the architectural design and planning of the tourism infrastructure keeping in mind sustainability as defined above. To lay down the architectural ethics in planning and designing of tourist needs like hotels, guest houses , activity centres etc suitable to the ecosystem ,society and economy. The study will concentrate on the fragile destinations since there is more need there but the applications will be in general universal. The scope of research is in guidelines published by international bodies keeping in mind Indian destinations. Limitations The case studies where sustainable tourism developments have been implemented will not be accessible physically and the research will have to depend on secondary sources of data. The primary case study will be covering a destination which is fragile ecologically, culturally and economically. It might not be possible to make multiple visits and at the same time while doing the survey the lack of academic knowledge regarding the subject amongst hosts could lead it directionless. None of the tourist destinations in India has adopted sustainable tourism as a whole. Few resorts, localities etc have adopted sustainability within them. Sustainable tourism is a relatively new term; the research on it will be limited to data over the past 3o years only. Since the scope has to be limited the research will concentrate particularly on role of architecture in sustainable tourism and not other means of achieving it. When formulating the survey questionnaire, the lack of knowledge about sustainable tourism might lead to indirect framing of questions. Also people will have to be relied upon for being honest which might not be the case for all. 1.7 References and Bibliography References Khaksar,A., Tahmouri,A., Hoseinrazavi,S., 2001, The Reciprocal Effects Of Architecture And Tourism: The Sustainability Approach, Allameh Tabatabai University, Tehran, Iran Sharma,K., 2011, Sustainable Tourism Development Through Sustainable Architecture: A Projected Case Study of Coxs Bazaar, Bangladesh. Masters thesis, University of Huddersfield UNEP and WTO, 2005, Making Tourism More sustainable: A guide for policy makers

Issues of Mannerism Essay -- Essays Papers

Issues of Mannerism The movement in painting that is now referred to as Mannerism began in Italy around 1520, influenced artists throughout Europe, and lasted until the end of the 16th century. The word Mannerism originates from the Italian word maniera which translates into the English word style. The basis of Mannerism then is style; it’s a period of art where the focus was on grace and beauty. While preceding trends of Renaissance art looked to nature to find their style, working to perfect it, Mannerists manipulated nature creating a gross perfection of human form, idealizing forms to the point of abstraction. Definitions of Mannerist art as well as the reasons for its appearance as a movement are still contested today. For a definition of mannerism to have validity, it must offer a valid origination of the movement. Much is revealed when the reasons behind a certain artistic expression are clear. Until the 19th century, Mannerist art was considered by most to be perverse and capricious. It was considered simply an excessive use of a specific manner of which contained qualities that were strange and unjustified. It was thought that extravagance, a need for increased productivity, and a lack of artistic knowledge led to the Mannerist style. In the early part of the 20th century, these generalizations were considered unfair, and many new theories about the origins of Mannerism surfaced. Some theories suggest that artists were displaying a conscious deviance, painting against the rules of classical art, and rebelling against the High Renaissance and the ideal of naturalness. The spiritual unrest of the age is often considered the root of this deviant artistic behavior. John Shearman points out in Mannerism that the wars of the early 16th century created a period of economic and social disturbance creating the growth of Mannerist style. He says "most works of art are insulated in the mind of the artist even from his personal crises, joys and tragedies" (40). More reasonable, he says, are explanations of Mannerism in terms of sociological and religious influences. There was a new development in patronage during this period where works were commissioned for no other reason than to have a work made by a certain artist. Many times the subject, and/or the medium were to be decided upon by the artist. Rosso Fiorentino’s Desc... ...tle ‘Mannerism’ creates the illusion that it was a conscious movement like one of the 19th or 20th centuries. Mannerism didn’t have a focus, the artists weren’t working toward a common goal. The artists of Mannerism were influenced by all that came before them: antiquity, their predecessors and artistic peers, but Mannerists were most importantly looking toward the future and their own imaginations. Artists were for the first time were creating art for the sake of art. The goal of art was no longer intended completely as social or religious propaganda to be determined by the patron. Mannerist art was influenced by imagination and based on fantasy, and it was largely aimed at the enjoyment of an audience. Works Cited Tansey, Richard G. and Fred S. Kleiner. Gardner’s Art Through the Ages. Fort Worth: Harcourt Brace, 1996. Janson, H.W. and Anthony F. Janson. History of Art. New York: Harry N. Abrams, 1997. Fenton, James. Introduction. Les Miserables. By Victor Hugo. New York: Dewynters, 1997. Waldman, Diane. Roy Lichtenstein. New York: Rizzoli International, 1993. Waldman, Diane. Roy Lichtenstein. Austria: Solomon R. Guggenheim Foundation, 1969.

who was right :: essays papers

who was right When white men crossed the boundary of the Missouri River, it upset the balance between the pioneers and the red men. Obviously the red men were not happy and lashed out against their white oppressors. Many just saw savages, but much of the American army saw courage and honor. Was it right for members of the army who had just maintained the union of their own society, to dismember the culture of the Native Americans? I believe it was. First of all, the army did not enjoy having to push the Indians back from the lands that the white people wanted, but then they also had to try and convert them to Christianity. The Indians retaliated against the army, but it was the United States government itself that broke the treaties that promised the Indians land and then expected the army to keep the peace through mutual trust. Military action appeared to be the only way to keep white civilians from complaining about Indian attacks on the white man's newly acquired land. An Army official named Sheridan received reports each week about the horrendous acts of violence caused by the red man. It was then that famous phrase was created "the only good Indians I ever saw were dead." There were many men like Sheridan who hated the Indians and looked down upon their senseless acts of violence. However, men like William Tecumseh Sherman had a deep respect and admiration for the enemy and his fighting skill. In fact, both Sheridan and Sherman confessed to pity and compassion for the Native Americans they had set out to destroy. Even men like General Nelson A. Miles who had personal reasons for revenge against the enemy showed a deep respect, almost reverence, for the red man. Colonel John Gibbon proclaimed that the record of white hostility and treachery would force any man to fight. Gibbon raised more questions about his own culture than he answered about his enemies. To many soldiers who had the same ideals as Gibbon, the courage and bearing of the red man suggested a purer way of life before the coming of the white men. Some men like General George Crook became more of an Indian than some Apaches. Crook's argument about the Indian violence was that their nature is responsive to treatment which assures him that it is based upon justice, truth, honesty, and common sense.

Teaching Practices Essay -- Education, Early Childhood Education

In this essay Te Ao Maori, Te Reo Maori, Tikanga Maori and Treaty of Waitangi will be examined. The relevance of these to the teaching practices will be reflected upon. Few appropriate strategies will be discussed to support the implementation of a bicultural curriculum in early childhood education. According to Irwin (1984) for Maori, the creating myths form an important part of their world view, â€Å"conveying myth messages that people practice as ideals and norms in their lives â€Å"(p.1). The Maori creation myths begin with three stages te kore, te po and tea ao Marama. In the beginning there was Te Kore, the nothingness. Then came the te po the night , it was this night that the seven gods began crawling in the narrow space between their parents bodies, who were Rangi (sky father) and Papa (Earth mother). One day Tane –mahuta god of forest, began separating his parents apart so that there was enough room for them to move around in. So when Tane became successful in separating his parents, the world of light – te ao marama was created . The sun used to move across the sky quite rapidly and it used to be hard for the people to finish their daily chores such as cooking, hunting due to the insufficient time of the sun in the sky. So, Maui the demi – god decided one day that he needs to slow down the sun. As stated by Reed (2007) â€Å"Maui battered the sun until he was weakened (p.28). Ultimately, the people were able to finish their chores as sunlight was there for more hours. Te Ao Maori has played a significant role in my teaching practice, because the creation of the Maori myths is similar to showing the children how to grow a seed into a plant, the different growing stages of the plant depict the Maori strategy of growing of ... ... some aspects of treaty and the government has tried to settle the claims and set of tribunals to look into this aspect. Foreshore rights are one of the contributions issues. Government feels the treaty is an important part of New Zealand history and culture. (State Services Commision , 2004). Te Ao Maori, Te Reo Maori, Tikanga Maori and Treaty of Waitangi are an valuable asset of New Zealand and they are protected under the Treaty of Waitangi. Te Ao Maori explains us the creating of myths and legends through the Maori perspective and also that Te Reo Maori (Maori language) is a living treasure (taonga) of New Zealand. Tikanga Maori tells us the importance of the values and beliefs in Maori culture. Treaty of Waitangi holds a special value in the history of New Zealand. Therefore, all the Maori perspective add a significance in the wealth of knowledge.

Review of the IT Administrator’s Task

You are an IT administrator for a company with an existing AD Forest. The company is adding two, new branch offices and you have been tasked with designing a replication strategy prior to DC deployment. Branch1 will be connected to the Main Office via a pair of bonded T1 lines and will contain a Call Center with high employee turnover. Branch2 will be in a very remote location and will be connected to the Main Office via a 56K POTS line.The run a replication topology in multisite network should be run off of Intersite Topology Generator. This will allow you to replicate between the two new offices. There are three attributes to control the behavior of replication traffic over the site link: cost, schedule, and frequency. Assigning a cost to a site link object allows the administrator to define the pate that replication will take. The schedule of the site link object determines when the link is available to replicate information. A site link’s frequency determines how often inf ormation will be replicated over a particular site link.Active Directory uses two protocols: Remote Procedure Calls over Internet Protocol by default for all replication traffic. The other protocol is called Simple Mail Transport Protocol is an alternative solution for intersite replication when a direct or reliable IP connection is not available. SMTP site links use asynchronous replication meaning that each replication transaction does not need to complete before another can start because the transaction can be stored until the destination server is available.After reviewing all of these protocols and the replication strategy that I have provided should give you a good understanding of which needed for each office building. Good luck on adding your two new branch offices.

Social Work and Data Protection

CYP3. 3: Understand how to safeguard the well being of children and young people 1. 2 Explain child protection within the wider concept of safeguarding children and young people Child protection is much more than safeguarding or protecting children from direct abuse. The ‘Safe action plan’ is a piece of legislation that is very similar to the outcome of the 10 year strategies which we have here in Northern Ireland. It shows an understanding that children need protected in a wider view of safeguarding and has recognised a number of aspects in areas of protection . Keeping children safe. . Crime and bullying . Forced marriage Missing children . Actively promoting their welfare in a healthy and safe environment. This action plan is designed to work in a more holistic nature and be more ‘child centred’ promoting a happy safe environment for the child, supporting the child in areas of social and emotional wellbeing, healthy eating e. g. Healthy eating vouchers, n o tolerance to bullying. 1. 3 Analyse how national and local guidelines, policies and procedures for safeguarding affect ‘day to day work with children and young people. As it is the responsibility that anyone who comes into the contact of children directly or indirectly have a duty to keep children safe. And have the ability to recognise if a child is at risk of harm or abuse the local guidelines, policies and procedures have some clear guideline responsibility exist to ensure children are protected. The table below shows the English equivalent to the ‘Department of Health, Social Services and Public Safety’(DHSPSS) which issues guidance for or four local health and social service boards in Northern Ireland. THE LINE OF RESPONSIBILITY TO ENSURE CHILDREN OR PROTECTED There is a multitude of services and people who work directly with children and are guided by regional policies such as professional nurses, doctors, social workers. Teachers, classroom assistants and education officers. Also those who offer leisure activities such as football coaches, piano teachers, drama club leaders etc. all of which will need to be familiar with their settings/ organisations policy and procedures. The policy and procedures in my setting is also based on the guidance of the DHSPSS. It is made available for all in the setting to be made aware of and to know how to follow. Each setting including my own has a flow chart of steps to follow in the case of suspected abuse. ( please see copy of flow chart attached. The guidance in my setting are clear and if I had to report an incident of suspected abuse I would know who and how to report this. By following the flow chart guidelines I would be able to do the above in a professional manor keeping the child’s best interest foremost. 1. 5 Explain how the processes used by own work setting or service comply with legislation that cover data protection, information handling and sha ring. My organisation and myself understand that data protection is a legal legislation where the information held on service users must be kept safe, must be accurate, kept up to date and used only as needed. In my work setting data protection is held very highly as the information held in the setting about service users may be of a very sensitive nature and not for public knowledge. Staff are required to complete mandatory training on confidentiality, and are aware of the consequences if they breach the policies and procedures of the organisation regarding data protection and confidentiality. As all information on a service user is covered by the data protection/ confidentiality policies there are times when this information can not be kept secret e. g. when abuse is suspected. There is procedures set up to pass this information on but keeping it to a need to know bases. E. g. designated child protection officer who will then pass it on to the appropriate organisations. Social worker, police etc. CYP3. 3 LO 1. 1-5 Department of Education- overall responsibility for safeguarding and child protection in England Issue statutory and non statutory guidance to local authorities Local authorities – use guidance to produce procedures for services and practitioners Services use basis for their own polices and procedures.

Taylor Swift “Love Story” Analysis

The song â€Å"Love Story† was written and sung by Taylor Swift. It was published on September 12, 2008. Throughout â€Å"Love Story†, Taylor Swift, uses many poetic devices in the narrative in order to make the whole story and lyrics more enhanced as a whole.She creates an allusion comparing her love for a guy and that of Romeo and Juliet. In Romeo and Juliet, they are banned from seeing each other by their parents and they are willing to die in order to be together. Similarly, Taylor recounts the time she was told not to see the man she loved. So in her song, she compares this to Romeo and Juliet.Swift also used metaphors in â€Å"Love Story†. She says, â€Å"Cause you were Romeo, I was a scarlet letter†. She is comparing herself to a scarlet letter but there is also a relation between the scarlet letter and the story of Romeo and Juliet.They both tell the story of true love but they both involve misfortune. Another metaphor in this song is when Swift sa ys, â€Å"That you were Romeo, you were throwing pebbles.† She is comparing the man she loves to Romeo. He was not actually Romeo, but just someone who was calling for her attention and love.Another poetic device Taylor Swift used is imagery. After a flash back to the time she met the man she loves, Swift recalls seeing â€Å"the lights†¦ the party, the ball gowns† and seeing him â€Å"make your way through the crowd and say hello†. Then it is also at the end of the song when he proposes to her she says, â€Å"He knelt to the ground and pulled out a ring†.Taylor Swift is able to evoke an image in the imagination of the listener by using descriptive language. Also, the audience members that have been in similar situations are able to connect with the song and the circumstances. Overall, Taylor Swift’s elegant use of poetic devices enhances the lyrics of â€Å"Love Story†.