Wednesday, July 31, 2019

Poetry – Love in Vain

When I first laid my eyes on her, I thought I May never see again: she emitted Such a blinding light from her appearance A mastermind criminal she was to Steal the stars and trap them in her eyes which Left the earth in a starless blanket. A glance towards her would leave memories Worth remembering forgotten I was Swallowed by her heavenly features which With ease would take you. The red painted sky At sunset was reflected in her cheeks And the crimson of rage locked in her lips. She was the food on my plate and the drink In my glass, the water in the lake and The pump of my blood. She was the scent of A flower, the fire in a furnace, the Glow of a light, the words in a poem She was everything and all revolved Around her. Lavishly sweet was the taste On her lips, which only a touch will leave You dazzled and the stress which you once had Would diffuse into nothing. Just with a wink In our sight, she'll have anything she wants For you'll be pampering to her needs. It is better to say ‘stay away from Such devils' you would give them your life and They'll leave you lifeless; you'd make them happy But experience it? No you will not. They'll strip you of your wealth; to think you were In love would be the notion of a fool. Hell would upsurge if you deprive her of A single thing; such creations of God, Beautiful in stature, should not have hearts Of fiery temper like a volcano. Unless you obliterate her from your Mind from the first sight, you'll be ensnared. Censor her from your mind and you'll be free. Generous was god, when he let me be Free from this trap, like a fly from a web. And now I am free as a bird in the sky, And like the bird I watch below at those That fall into the similar hole to Me but to deep for them to climb back out. Those sorrowful memories play in my Head, but the pleasurable time I will Never forget. But was my love in vain? Or was it her playing me with her games? I find it hard to believe that I was Merely a pawn in the grasp of such a Woman, but was she ever a woman?

Tuesday, July 30, 2019

Bmw Marketing Mix

History: The origins of BMW trace back to 1913 when Karl Friedrich Rapp, who was a  Bavarian(well-known engineer in a German aircraft company in Munich. The company specialized in airplane engines. But it was a  problematic area. He had a  financial difficulties and decided to form new company owners Franz-Jozef Popp and financier Camillo Castiglioni and relaunched Motoren Werke and because Rapp was Bavarian there was a  new name Bayerische Flugzeug-Werke (BFW) was formed after a  short time the name was changed to BMW and from the beginnig they started to produce airplane engines.At the beginning of the 20? s BMW slapped their logo, which is unchanged until today. After the 2. world war the treaty of versailles prohibited BMW to switch to manufacturing air brakes for railway cars. After this treaty company started to focus on developing motorcycles engines. Ower a  2 years they built 2 motorcycle models(Victoria, Flink) and after this they built their first BMW factory. Two-wheeled vehicles quickly turned into four-wheeled ones in 1928. With their motorcycles they made world records, because they were the fast motorcycles.In 1932 they launch new car model 3/20 PS. As time passed by, BMW got bigger and bigger and, shortly before the Wold War II outbreak, took over some more factories in the vicinity of Berlin. Due to BMW's versatility and need for mechanized faming implements and spare parts, the first BMW bicycle was born. They started to export their motorcycles to new york in 2 decades. The last one at the beginning of the 40? s. The 1955 Isetta, powered by a 12/13 hp motorcycle engine, becomes a favorite among customers.Over 160,000 units are sold, transforming the Isetta into a symbol of the post-war decade. They had a  lot of technological improvements on their cars. With the help of Herbert Quandt, BMW, still a share-owned company, is brought one step closer to independence. The 60's brought a multitude of achievements with the 1500 and 160 0 series, as well as a range of new sedans, the 2500, 2800, American Bavaria and the 2. 5 CS and 2800 CS coupe models. Production lines that would become worldwide pieces of success soon came out, such as the 6 and 7 series and the recently reconstructed BMW M1 model.By the end of the 70's, BMW had dug deep into other car-improvement related fields as well, and electronics proved to be the perfect ground for growing BMW's next generation of computerized car devices. Economic fuel research then became top priority. Research started to be heavily reinforced and reached new uncharted areas through the employment of over 6,000 people. Once the Z1 one came along, the profits kept pile-up trend. Caring for the customer and staying ahead of competition was proof enough that BMW had turned into a true, mature brand. Business development:BMW has various sources for research and product development: A well known BMW location is the Engineering Center (FIZ) in Munich. This institution was laun ched in 1987, implementing the idea of co-location. Co-location stands for bringing together all people into one site, who are concerned with the product development process, incl. suppliers. Nowadays about 5,000 researchers, engineers and technicians are working at the FIZ. A design studio in California, which provides trendy designs from one of the most creative places of the world. A project team in Japan, which serves as an antenna into Japanese technical developments.BMW-Technik GmbH, which was launched in 1985 and is responsible for idea generation off-site, equipped with own design facilities, acoustic wind tunnel and various other facilities for noise reduction. This company employs about 100 people. Company mission and business focus: Reading the BMW Group mission statement, it's easy to understand why the BMW Group is clearly associated with premium products, premium prices, and premium experiences. The BMW mission statement is†¦ The BMW Group is the world's leading p rovider of premium products and premium services for individual mobility. Beyond that, each brand of vehicle under the BMW Group umbrella has its own distinct brand identy†¦ BMW Brand – â€Å"The BMW brand stands for one thing: sheer driving pleasure. Sporting and dynamic performance combined with superb design and exclusive quality. † MINI Brand – â€Å"The MINI brand wins hearts and turns heads. MINI is refreshingly different: extroverted, spontaneous and in every respect something out of the ordinary. † â€Å"For over 100 years, motor cars of the Rolls-Royce brand have stood for truly outstanding engineering, quality and reliability.The BMW Group is the world's leading provider of premium products and premium services for individual mobility. † Focus: he concept of premium will be increasingly defined through sustainability in the future. BMW, like no other brand, will still stand for vitality and driving pleasure in the future. But it will also represent efficiency and environmental friendliness. .. We have introduced our fuel-saving technology, Efficient Dynamics, as a standard feature in all series. It uses start-stop technology, brake-force energy recovery and other methods to drastically reduce fuel consumption, while at the same providing more power.We call this â€Å"Sheer Driving Pleasure 2. 0. MARKETS OF BMW The main markets for BMW automobiles have been in Europe, the USA, Japan and the Pacific region, with the markets of Germany and the US accounting for almost half the total car sales. Important markets have also been the fast-growing UK, and the Italian, French and Japanese markets. Sales in the USA market have been particularly successful, as they grew by over 8 per cent on the previous year to 277,000, becoming the biggest market for the group and overtaking the Lexus brand for the first time.At the end of 2003, the outlook for 2004 by group management and industry observers was upbeat. This view was s upported by the successful launch of the new 5-series, the consolidation in Europe and Asia of the BMW Z4, the introduction of the BMW X3. The new BMW 1 Series and the BMW 6 Series cabriolet were launched early in 2004. By far the most successful models were the MINI, the 3-series and the 5-series, but the other models were also in significant demand. In the Chinese markets there was growing demand for the higher end models of the range, specifically for 7-series and 5-seriesTarget customers: Upper middle class — professional employees at the upper part of corporate ladder such as financial analysts Product policy: Assortment: cars: BMW 1 series (3, 5 door, coupe, convertible), BMW 3 series (sedan, coupe, convertible, touring, compact) BMW 5 series (sedan, touring) BMW (coupe, grand coupe, convertible) BMW 7 series (sedan) BMW X1-X6, BMW Z4 roaster, BMW M series( 3,5,6) also MINI :MINI is one of the most entertaining cars on the road, with dynamic performance and handling and an unmistakable appearance that makes it instantly recognisable.It is currently available in a range of models including: MINI Hatch (MINI One, MINI Cooper, MINI Cooper D, MINI Cooper S), MINI John Cooper Works, MINI Convertible (MINI One Convertible, MINI Cooper Convertible, MINI Cooper S Convertible) and MINI Clubman (MINI Cooper D Clubman, MINI Cooper Clubman, MINI Cooper S Clubman). MINI is produced in England and is now sold in over 70 countries worldwide. The Rolls–Royce Motor Cars :Rolls-Royce launched the Drophead Coupe in 2007 which has a V / 12 / 48 engine, reaches a top speed of 149 mph and does 0-100km/h in 5. 9 seconds. The Rolls-Royce Phantom features a 6. 5 litre light alloy V12 engine that provides 460PS (453bhp) of power. Rolls–Royce also launched the Centenary Experimental 100 EX and the limited edition Centenary Phantom in 2004. Summer 2008 saw the production of the new Phantom Coupe, the most driver-orientated model in the Phantom line. Motorcycles : SPORT, TOUR, ROASTER,ENDURO,URBAN MOBILITY SPORT: S1000 RR, K  1300S TOUR: F800GT, R 1200RT, K  1600GT, K  1600GTL, ROASTER: F800R, R1200R ENDURO: G 650 GS, S  650 GS sertao, F 800 GS, R 1200 GS, R 1200GS adventure URBAN MOBILITY: C 600 sport, C 650 GT Scooters: BMW C 600 Sport BMW C 650 GTBMW C EVOLUTION e-Scooter Acessories: DVD systems, radios, car care, lights, navigations,air condition†¦ Clothes Quality: in 2008 BMW received a score of 3 out of a possible 5 points in the averaged category of Overall Quality( like ford, kia, nissan) Logo: The BMW logo consists of a thick black ring encircled by a silver lining. The letters ‘BMW’ are inscribed in a non-serif font in the top half of the black ring. The gap within the ring is divided into four equal alternative blue and white quarters. The BMW logo, commonly known as â€Å"roundel†, was created and registered in 1917.The created logo design is remarkably simple and projects an identity that is sma rt, clear, sporty and image-conscious. It is one of the most distinctive logo designs in the world, speaking highly of a brand-led company. The 1929 Dixi was the first vehicle to carry the famous BMW logo. The BMW logo has been altered very rarely and minutely and has maintained its original look throughout the company's history. Here are some of the logos that have been used since 1917. People think that the BMW logo is based on a rotating airscrew. The origin of this interpretation is the cover of a BMW aircraft magazine.This picture (shown below) was taken in 1929, years after the logo first came into existence. BMW chose the Bavarian national colours as a  symbol Innovations: BMW Innovations With a constantly updated menu of inspired new technologies and products, BMW is leading the charge in automotive evolution. We engineer our renowned vehicle lineup to be the most advanced in the world. And we continuously push the limits of efficiency and performance. We do this because o ur goal is not to be ahead of the curve; we are determined to be ahead of everything else on the road. Connected Drive:BMW is focused on connecting you, the driver, in meaningful ways to your vehicle, and to your world at large. Intelligent innovations provide you with unprecedented mobility, so you enjoy the best possible combination of safety, comfort, entertainment, and – above all – driving pleasure. Head-Up Display: BMW's full-colour Head-Up Display projects critical driving information, such as speed, directions, and alerts, directly in your field of vision, so distraction is minimized. This virtual image appears approximately two metres ahead of you, at the end of the hood, seamlessly integrating into whatever scenario your find yourself in.Your eyes and attention stay focused on the road, where they rightfully belong. BMW Apps: Introducing a new way to stay in touch. With the BMW Apps you can bring Facebook, Twitter, your calendar, or even your favourite web ra dio station into your car on the iDrive screen. Your Control Display can show the latest status updates from your Facebook or Twitter account, as well as upcoming events, while the car's audio system can read them out using the text-to-speech function. Get ready for the next generation of mobile communication and entertainment – with your iPhone and BMW ConnectedDriveBMW Concierge: There's much more than just a welcoming voice on the other end of BMW Concierge. Whether you're looking to book a flight or hotel, find the nearest ATM, or make a reservation at your favourite restaurant, our customer relations agents are always there for you. BMW Concierge is available 24/7 and transfers address data directly to the Navigation System of your BMW. And in case of emergency, BMW Assist is equipped with a host of helpful tools, including Emergency Request, Enhanced Roadside Assistance, Remote Door Unlock, Advanced Automatic Collision Notification, Stolen Vehicle Recovery, and more.Nig ht Vision: Your command of the road doesn't end when the sun sets. BMW Night Vision is our exclusive infrared technology that allows you to see through the dark, up to a class-leading 300 metres ahead. Objects, animals, and pedestrians are instantly distinguished, leading you to safer nighttime driving. Google MyInfo: Use Google Maps to send points-of-interest information directly to your BMW using your e-mail address and BMW Assist account.Find restaurants, friends' homes, or even the location of your next meeting. With Google Maps, you can send any destination to your vehicle from your computer, and then accept the information into the Navigation System once in your car. You can even call your destination using Bluetooth integration by selecting the displayed telephone number. http://www. bmwvictoria. ca/BMW/Innovations/tabid/206/Default. aspx tam videa Services: Financing, insurance,credit cards, leasings, Pricing policy: Price strategy-

Monday, July 29, 2019

Analysis of Corporate Governance by Monks, Robert & Minow, Nell Article

Analysis of Corporate Governance by Monks, Robert & Minow, Nell - Article Example As a result, the managers strengthened the company’s governance by ensuring that their imperative efforts focused on their judicial systems reforms, property rights, and informational freedom as well as evaluating other institutions that were vital for realizing democratic market economies. In addition, Banca Comerciala Romana of Romania experienced successful cases of good corporate governance in 2004. Due to itemized corporate governance, the institution was able to access cheaper debt that made it possible for the bank and its affiliate rating agencies to access lower borrowing costs. Fitch Ratings upgraded both individual ratings and long-term counterparty ratings from C/D and BB- to D and B+ respectively. The company cited the upgrading of the ratings came because of the improvement of corporate governance. They were able to manage the bank’s risks that led to changes that brought the bank back to European Union standards hence acting as a role model for the other financial institutions in the region. Furthermore, good corporate governance brings success in companies since it helps facilitate profit-making operations. With good corporate governance, investors will not just assume whether the company will perform better, but knows it will perform best due to better corporate governance (Monks & Minow, 63).  Ã‚   According to the study, the companies transformed due to affirmed systems of good corporate governance. The refining and developing of standards of corporate governance often followed cases of failures within the subjugated company. For instance, in the late 1990s, there were bursts of high technology bubbles associated with telecommunication companies. As a result, there was the development of interests by both brokers and analysts that led to conflicts, underpinning the ability to introduce the principle that would bring advice and analysis into the new system of corporate governance. Enron is one of the companies that felt the heat of failed corporate governance as it pointed the source of its failures to the auditing committee. The auditor and audit committee was an independent body thus mistakes involved during corporate governance application led to deficiencies due to failed accounting standards. Enron’s system of corporate governance failed due to lack of advice and an alysis principles. Another failed case of corporate governance is that of Parmalat. The Parmalat is a group of companies in Italy that deals with dairy food business worldwide. In December 2003, the company’s management team announced the collapse of the company due to lack of funds and entered into the bankruptcy protection program.  Ã‚  

Sunday, July 28, 2019

ADULT EDUCATION CURRICULUM Research Paper Example | Topics and Well Written Essays - 250 words

ADULT EDUCATION CURRICULUM - Research Paper Example The new perspective in adult literacy is that the focus should move from just acquiring new skills on numeracy and literacy to using these skills aught on community development perspectives. One of those models is the New Literacy Studies Model (NLS) which recognizes multiple illiteracies, James, C (2011). NLS takes into account the issue of contentions in relations of power varying in time and space that is in different cultures. It gives respect to social practices but also takes into account these same cultural practices can be impediments to adult literacy.NLS takes a multidisciplinary approach taking into respect innovations in cultural psychology and sociology with emphasis in social-cultural history and social practice theory. The approach goes beyond reading and writing as acquisition of new skills and emphasizes adult literacy as a means to examine ones position in terms of socioeconomic status, education, gender and race. The NLS approach has been widely used in the developing countries where adult literacy has been closely linked with alleviating the socioeconomic status of most communities and individuals, Armstrong, C (2010). With such basic skills in tailoring, carpentry, entrepreneur skills being taught hand in hand with writing and literacy skills. Most individuals have opened business with the skills learnt, raising their standards of living and the general economic status of their communities. James, C (2011). Literacy as social reproduction and social transformation: the challenge of diasporic communities in the contemporary period. In: International journal of educational development, 31 (6)

Global banking issues Assignment Example | Topics and Well Written Essays - 500 words - 1

Global banking issues - Assignment Example The best example of barter system is that suppose there are two persons, one of them has a goat and the other has a cow and they both want the goods possessed by each other. In such condition the barter system is created so as to get into an agreement for the procedure of goods exchange. However even if the goods are exchanged successfully there would be a time when the goat and cow would die and hence it can be stated that these goods are not able to maintain their initial value over the time. In such a scenario there was evolution of a new concept in the form of money which served as exchange medium (Schwartz 361).This medium was accepted widely by all the traders as it was able to solve the problem that was associated with goods that deteriorated with time. One of the most important functions of money is that it can be considered to be unit of account that facilitates a mechanism through which value can be placed on the services and goods. This is simply because such a function is a standard unit in monetary terms for value measurement on services and goods. For instance when a person goes to a supermarket the monetary value of goods can be observed by the person through the price tags on the goods. There even exists monetary value on services such as when a person goes for a spa and gets the required service the person in return pays money to the concerned individual for the availed service. Thus unit of account as a function of money can be regarded as value measurement for services and goods. The supply of money can be considered as liquid instrument and total stock assets at a particular time and this in turn in an economy of a country is accepted as medium of exchange. The Federal Reserve System takes into control the supply of money in America. The supply of money comprises of three essential components such as the

Saturday, July 27, 2019

Ethics Reflection Paper Essay Example | Topics and Well Written Essays - 1000 words

Ethics Reflection Paper - Essay Example The stakeholders are any persons dealing with the company directly and indirectly from its work force, clients and the general public in which the organization operates. The organization ensures the development of ethical guidelines and standards, and its implementation followed by each and every member of the organization. This can be done through training and cultivation of an ethical culture, which would enable the satisfaction of each and every stakeholder. Good ethical principles in an organization increase customer satisfaction and retention translating into better financial standings at all times, with healthier profit margins. There is also better retention of employees and customer confidence from the public and regulatory authorities, which is suitable for business. High ethical standards can be achieved through strategic planning and development of an ethical oriented business culture. This is through training and reinforcement of ethical codes of conduct by policies and r egulations in an organization. Corporate social responsibility has become an integral part of the business organization strategic planning tool. ... CSR plays a crucial role in the long term premeditated setting up of a business in the recruitment and retention of competitive employees (Habisch, 2005). An exemplary corporate social responsibility policy that focuses on stakeholder satisfaction improves an organization’s perception by potential recruits and employees, which also boosts productivity and efficiency in organization operations. Strategic planning in managing potential risk from corruption, health scandals and environmental accidents has been the greatest task in business organizations (Eisingerich & Ghardwaj, 2011). A crisis can bring reputable organizations down from the effects of lost customer confidence, which results in low sales. However, social responsibility policies implemented to prevent any scandal emerging in an organization helps in strategically avoiding this. Corporate social responsibility also gives an organization a competitive edge over its competitors in the international markets through cus tomer satisfaction and loyalty. Comprehensive customer responsibility policies also open up more markets through fewer legal hindrances to operate. This is because governments are increasingly giving health safety and environmental conservation priority when licensing new organizations. Discuss how your ethical perspective has evolved throughout the UOP MBA program The MBA program has changed my ethical perspectives approach to management, obligations to self, society, and means to achieve personal and organizational goals. Ethics and social responsibility training expose people to different and varied ways of decision making, management, and strategic

Friday, July 26, 2019

Digital revolution in the music industry Research Paper

Digital revolution in the music industry - Research Paper Example Nevertheless, the digital revolution has posed several challenges especially on management in the music industry. This has been mainly due to piracy and illegal downloading of music. Ways to mitigate these challenges have been found, for example introduction of legitimate downloading services and lawsuits for illegal downloading of music. The music industry has also restructured its strategies and focused on developments such as involvement in advertisements, computer games, the television, films, as well as sale of ringtones, which are alternative revenue streams. Industries are basically concerned with the production of goods for mass consumption. Apart from production, industries today are also involved in marketing and distribution of most of their products, which include intangible goods and services. The term music industry has had numerous definitions, which make the meaning of the term unclear. Some definitions suggest that song writers, producers, musicians, music publishers, and record companies form the core of the definition of the music industry. At this point, live music is regarded to be part of the performing arts industry. According to Wikstrom, â€Å"the music industry consists of those companies concerned with developing musical content and personalities which can be communicated across multiple media† (2009, p. 49). The music industry however constitutes recording, publishing, and live performance. The music industry began with the commencement of mass distribution and commercial use of music. The industrialization of music began in the late nineteenth century, and was marked by â€Å"mass production and organized marketing of musical instruments and sheet music copies, plus the organization of professional musical entertainment in the theatre, vaudeville show, music hall or dance hall† (Horn, Laing, Oliver, & Wicke, 2003, p. 251). The second half of the nineteenth century was marked by great expansion in the

Thursday, July 25, 2019

Dr. Pepper Research Paper Example | Topics and Well Written Essays - 250 words

Dr. Pepper - Research Paper Example vices  (HHS), Department of Agriculture  (USDA), National Institute of Standards and Technology  (NIST), United States Department of Commerce among others (National Research Council, 2002). These governmental agencies, especially FDA and HHS, are directly responsible for overseeing the health aspect of the food industry (National Research Council et al, 2010). The agencies oversee that food industries such as Dr. Pepper provide the best food products to the population using the stipulated guidelines. On the other hand, NIST, and United States Department of Commerce oversee that any business related activities are done in accordance with the stipulated guidelines, rules, and regulations (National Research Council, 2002). Dr. Pepper being a business entity has to be bound by the regulations of these commerce and standards agencies. The above agencies would be of utmost importance when doing research on Dr. Pepper. They would provide profound information both in health and commerce aspect of Dr. Pepper. However, gathering information about Dr. Pepper from any of the aforementioned agencies would require proper authorization from each agency. Although the requirements for different agencies may be different, research ethics protocols may be needed from any of the

Wednesday, July 24, 2019

Family law Essay Example | Topics and Well Written Essays - 2000 words - 1

Family law - Essay Example No institution indeed more nearly concerns the very foundations of society†¦.than that of marriage†1. It is evident that the relationship between law and social behaviour has always posed a difficult balancing act for legislators. Any social issue or trend inherently proliferates at a staggering rate with any responsive legislation arguably being out of date and inadequate on implementation. In English law, the classic paradigm of marriage is defined by the famous dictum of Lord Penzance in Hyde v Hyde was stipulated as the â€Å"voluntary union for life of one man and one woman to the exclusion of all others2†. This definition clearly asserts the heterosexual nature of marriage, which is further bolstered by the provisions of section 11(c) of the Matrimonial Causes Act 1973 (MCA), which provides that a marriage shall be void on grounds that the â€Å"parties are not respectively male and female†. However, some commentators have criticised this legal position and Bradney asserts that â€Å"this principle has a mythical status in English law, widely cited disregarding its inherent legal falsity†3. Indeed, it is further arguable in light of the Civil Partnership Act 2004 and the Gender Recognition Act 2004 that the basis upon which section 11(c) of the MCA and the Hyde definition of marriage operates is now doubtful and the focus of this analysis is to critically evaluate the extent to which the traditional legal definition of marriage is still applicable to English law in light of recent developments. In doing so, I shall evaluate the traditional legal definition of marriage and how this legal framework for regulating relationships has come under fire for excluding valid relationships outside purely heterosexual union. If we consider the basis of the traditional definition of marriage, English law has characteristically adopted a conventional position of asserting the primacy of heterosexual union4. O’Donovan

Tuesday, July 23, 2019

To What Extent Does Shift Work Contribute to the Stress of Working as Essay - 1

To What Extent Does Shift Work Contribute to the Stress of Working as a Paramedic in Adelaide - Essay Example I can also access them when working in order to observe them in their natural working environment and get the feeling of what stress they are encountering as they work in their different shifts (both night and day shifts and the difference between these two shifts).   The sampling technique will be simple random. This is convenient because I will not be biased when conducting the field research and the results will ensure diversity in conditions, the gender of the paramedics and other important factors that other sampling techniques may overlook. I will randomly choose the workstations of the paramedics and then also randomly chose the paramedics I will be observing and those I will be interviewing and minimize biases and sampling error. I will carry out 3 observations (of each shift since the shifts are of 8hours), 7 different interviews (one of the interviews will be for the supervisor and who is also the one in charge of the shifts and organizes the duty calendar), while the other six will be for the different paramedics (randomly chosen). Lastly, I will carry out a focus group discussion that will include all the available paramedics and this will be aimed at getting the general feeling about the shifts not captured in the interviews. Some of the structured interview questions will include: what shift they currently are in? How long does it take before there is a rotation of the shift? Which of the three shifts is the toughest on both the physical and mental strength? Is there a difference health wise of the shifts (this includes having headaches, fatigue, anger, over or under eating, depression or drugs and substance abuse). The rest of the questions will be unstructured in order to get more explanations. One of the ethical problems I foresee is that the interviewees may refuse to be honest due to fear of lack of confidentiality and even anonymity even though this will be assured to them. The other is on the issue of getting voluntary participants to participate in the focus group and especially if the supervisor will be around watching them.  Ã‚  

Monday, July 22, 2019

The Typical American Essay Example for Free

The Typical American Essay Donald Trump has done much for the image of the typical American through his show, â€Å"The Apprentice,† and its focus on brand marketing to an individual. Throughout time, especially when it comes to advertising, the focus has been to nail down, specifically, what it is that makes a typical American a typical American. But are those traits just stereotypical of Americans as they used to be? Or do they suggest something much deeper about the American public—that behavior as a consumer can be actually be targeted, without much overall difficulty, using a combination of internal and external marketing by focusing on stereotypical beliefs, psychological profiles, and an understanding of basic human intelligence. To begin with, internal marketing focuses exclusively on the individual â€Å"you† of a company, striving to spotlight on their motivations and beliefs while gaining trust and reputation. For example, Ford Motor Company would use internal marketing to evaluate the needs of their employees and to become a better employer for those needs. This can be seen in media advertising as well, as more and more commercials focus on the audience â€Å"you.† Everyone can relate to the stressed out mom with the Renuzit spray as she cleans up her kid’s soccer mess. While the consumer here is not part of the Renuzit company, they feel, by the method of advertising, that they relate to the message presented. External marketing is more about the business itself and how they manage to position themselves in front of the consumer. This medium of marketing is more difficult to qualify because it is in the presentation itself that makes this mode effective. For example, Ford Motor Company is advertising at a dog show and at a car show. At the dog show, they will surely be overlooked as anything more than annoying sales people because their method of presentation holds no true meaning for them, while the car show would explode with excited consumers because they are positioned in front of their target audience. So, to be honest, the factor that has the greatest influence on an average consumer (like me) is both internal and external marketing. It would be hard to feel the deep Renuzit â€Å"homey† vibe when watching a stressful horror flick on the Sci Fi channel, but it would be a much more well received bit of advertising if the Learning Channel was on and Martha Stewart was cooking something yummy in the kitchen. Even in something so small and simple as random household commercial, both internal and external marketing are essential to see decent results. Moreover, the internet has taken this idea to a whole new level in advertising. It used to be that a basic site could attract visitors simply because it existed out there in the vast world wide web. But things have changed. Now, for a website to have any luck, whatsoever, they have to not only have targeted content, but also targeted keywords. Whole businesses have sprung up claiming to be able to properly optimize a website for the search engines—their philosophy: target a consumer based on stereotypical beliefs, psychological profiles, and an understanding of basic human intelligence in how people go about searching for the information they are hoping to find (Word Partners Ink). This process is just as complicated as it is for traditional advertisers because the potential visitors have to be exclusively targeted to get any results. This means that if a website is selling cat food, they have to use keyword rich content illustrating the most common search terms for cat food. Maybe name brands, or maybe even breed. The fact is that even as technology grows and looking at Americans as â€Å"typical† by using stereotypical methods sounds politically incorrect, it is still the only method for effective sales, even in the online media. According to the article by Anne Cronin (written more than a decade ago) the â€Å"typical American† exhibits certain identifiable traits. Since some of the traits are so outlandishly true, it’s best to go over each set and compare to the â€Å"typical American† now. Cronin begins with a â€Å"white woman who is 32.7 years old, [who is] married and a mother, owns a home in the suburbs with three bedrooms, two telephones, no answering machine, with two TV sets, cable, and a VCR.† This woman is the woman of â€Å"Stepford Wives.† Her home is her castle and she is still young enough to feel beautiful while she keeps things clean. This woman could still exist today, but with a few modifications. It would be hard to find a household without two TV’s (most probably have four, with two computers), but the telephones would be cell phones, as even kids as young as nine are getting them now that companies like Disney and Verizon have hit on that need, and the woman would probably be divorced with two kids while still living in the suburbs off a nice alimony check. Cronin continues with the woman’s lifestyle: â€Å"she works for a private company as a clerical worker, she (and probably her husband) does not own a gun, does not smoke, does not know anyone with AIDS, spent two hours driving yesterday (probably errands, maybe work), and she read a newspaper today.† The hilarious part is that this woman probably does not exist today. If she doesn’t smoke, she probably knows someone who either has AIDS or has died from AIDS, and if she isn’t a clerical worker, she probably didn’t read the newspaper today. Cronin’s article attempts to pinpoint the â€Å"typical American† woman from the early nineties. Things have definitely changed, but her reasoning is sound. And, her theories could still be applied to identify the traits of the typical American today by focusing on beliefs, psychological profiles, and an understanding on basic human understanding. The world has changed drastically in the last decade. War, tragedy, terrorism, and disease are vastly more prominent than they were just ten years ago. With the hit on 9/11, not only was security throughout the nation revamped, but so was the American consciousness; meaning that men and women had to take a broader understanding of their world if they wanted to survive it. And, perhaps that understanding is a bit more cynical than it used to be. Suburbia has essentially been replaced with powerful business women and internet entrepreneurs. Analyzing and pinpointing the typical American has become something of a carnival game on the internet on OK Cupid’s website. Here, a visitor can take the â€Å"Are you a Typical American test† to find out how they rank as a typical American. The questions are quite illuminating, as are the results. There are 25 questions in all (and a screen name must be chosen at the end to view all results), much reminiscent of the questions found on the â€Å"Are you Smarter than a Fifth Grader† TV show hosted by Jeff Foxworthy. But this doesn’t mean that they are easy. In fact, many of the questions have more to do with lifestyle than outside knowledge (though many United States history questions are asked), which makes for interesting criteria for the â€Å"typical American.† After taking the test, despite being somewhat mortified by the results, it became clear just how easy it is to call a typical American a â€Å"typical American.† Even shows like â€Å"Millionaire† and â€Å"Identity† (to the far extreme) hit on this ideal: that the typical American exhibits particular traits, mainly targeted by how much they weigh, how much fast food they eat, how much they watch television, and how much they know about their country. Sadly, that’s all it takes. A marketing genius would be hard pressed to find any other determining factors (they might throw in homey comfort and hobbies, but that’s about it). Overall, pinpointing the traits of the typical American has become something of a pastime for â€Å"typical Americans.† With the rise of the internet and TV game shows, this ideal has hit a new high. But, so has the effects on the marketing and advertising world. As the world changes, and the typical American changes with it, so must advertising and how those traits are analyzed and determined. However, while these things change, even drastically, the methods for identifying the traits of the typical American have not. Still, no matter the mode, the method must focus on beliefs, psychological profiling, and a basic understanding on how the average American thinks. Works Cited. Cronin, Anne. â€Å"Typical American.† New York Times. 1992, pg ES5. OK Cupid. â€Å"Are you the Typical American Test.† 2007 Human Rainbow. http://www.okcupid.com/tests/take Word Partners Ink. â€Å"Search Engine Optimization.† 2007 Word Partners Ink. http://wordpartnersink.tripod.com/searchengineoptimization

Isoelectric Focussing Essay Example for Free

Isoelectric Focussing Essay Isoelectric Focussing The method of separating proteins according to their isoelectric points in a pH gradient is called isoelectric focusing. This technique was discovered by H.Svensson in Sweden. This method has a high resolution power because ordinary paper electrophoresis resolves plasma proteins into six bands where as isoelectric focusing resolves it into 40 bands. In conventional electrophoresis the pH between anode and cathode is constant and the positively charged ions migrate toward the cathode and the negative ions migrate toward anode. But in isoelectric focusing, a stable pH gradient is arranged. The pH gradually increases from anode to cathode. When a protein is introduced at a pH which is lower than its isoionic point, it will possess a net positive charge and will migrate in the direction of the cathode. Due to the presence of pH gradient, the net charge of the molecule changes due to ionization as it moves forward. When the protein encounters a pH where its net charge is zero, it will stop migrating. This is the isoelectric point of the protein. Every protein present in the mixture will migrate to its isoelectric point and stops its migration there itself. Thus, once a final stable focusing is reached, the resolution will be retained for a long time. Enzyme proteins resolved by IEF are then separated in a second dimension based on their molecular weight. To conduct this, IEF gel is extruded from the tube and placed lengthwise on a slab gel of polyacrylamide saturated with SDS. When an electric current is applied, the enzymeproteins migrate from the IEF gel into the SDS gel and then get separated according to their mass. This method helps in excellent separation of cellular enzyme-proteins. Uses: The two dimensional gel electrophoresis is used in developmental biochemistry to monitor the increase or decrease in the intensity of a spot representing as specific protein as a function of cell growth. It is a standard method of judging protein purity.

Sunday, July 21, 2019

Issue Of Single Sex And Coeducational Physical Education

Issue Of Single Sex And Coeducational Physical Education There has been a constant debate surrounding the idea as to whether or not students would benefit more from a single sex environment or mixed sex environment for education (Mael, 1998). This debate has led to extensive research into this issue whereby some researchers have supported single-sex classes while others have supported mixed-classes the two nature of classes have been particularly discussed in relation to issues such as socioemotional, academic, as well as interpersonal development (Harker, 2000). The purpose of this study is to investigate whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables will be examined. In addition, the study attempted to delve into the impact of these variables upon the effectiveness of physical education learning for girls. The study involved both qualitative and quantitative study techniques, whereby, a total of 50 female students were interviewed. To collect more information, the researcher repeated this process on 10 female physical education teachers. Questionnaires were designed and administered to both the female students and the teachers, in which case the questions that were asked were both open-ended and closed-ended. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk, accessed 22.02.2013). Analysis of the results of the interview presented quantitative variables for establishing the girls effectiveness for learning football skills, which was statistically significant, meaning that single-sex environment was preferred. Similarly, the conclusion from the qualitative data was that single-sex physical education environment is a better learning environment,as it offers a more supportive and comfortable environment for girls than a coeducational environment (Elwood and Gipps, 1999). To review the differences of female participation levels in both single sex PE and mixed sex PE Introduction The issue of single-sex and coeducational physical education is a grand debate and has no sign of ending any time soon. Numerous research regarding the pros and cons of coeducational against single-sex has been undertaken in the UK and the world at large, though its results have been largely mixed and unclear (Mael, 1998). In other words, the results of these studies and reviews has been lacking of consistency or strong evidence about the disadvantages and advantages of signal-sex classes over coeducational classes (Mael, 1998). Nevertheless, one of the stronger suggestions is that, when evaluating the effectiveness of either single-sex or coeducational classes, it is important to assess both the social and and the cultural context of the school environment (Smithers and Robinson, 2006). This study is aimed at identifying the all-round debate that concerns the issues of social cultural environment including learning achievement, curriculum design, social issues, and the experience of children in learning physical education among many others. Historically, the issue of gender and education has led to a perception of schools as crucial roots of fostering development of equal society and social change, whereby a social situation for the women is perceived to be less repressive (Salomone, 2004). Nevertheless, the approaches to the question of single-sex physical education can be taken from different perspectives. In this regard, some academic sources provide that, in order to prepare women to stand out academically, it is also important to make sure they take part in physical education, a subject which is becoming compulsory in schools around the world (Oloffsson, 2007). Although this can only be successful if issues of structure, and conditions of physical education classes are put into consideration while designing an all inclusive educational curriculum. Unfortunately studies show that it is a constant battle to get girls to even participate in physical education as shown by Evans (2006) who states that 35% of girls do not enjoy PE compered to a mere 17% of boys. Most importantly, it is argued that girls in single-sex schools can excel academically simply if the lesson is structured to encourage and motivate girls to acquire specific skills, even in areas that are perceived to be male domain, including the sciences (Salomone, 2004). It is also argued that schools should be symbols of equality and environments that can provide students with early knowledge and experiences of gender equality in order to avoid nurturing a society that propagates unequal gender patterns (Warrington and Younger, 2001). In respect to gender equality, the position has been that coeducational classes are a preparation for a society that values gender equality, however it is stated by Hoffman et al. (2008) that females experience gender inequality from a young age as males receive more direct attention from teachers from nursery through secondary school. Nevertheless, provided that gender inequality in most societies is natural, it is important to instill the virtue o f gender equality and awareness in the stakeholders including teachers to avoid the reproduction of gender inequity in academic training (Salomone, 2004). The current educational environment focuses on the achievement of qualifications such as GCSEs and general academic success. However, the educational experience of students throughout their school years must not be ignored. Many researchers have shown how girls experiences within a coeducational PE environment is difficult for them in a number of different ways. For example, it was suggested that teachers intellectually motivated boys and rewarded girls for exhibiting suitable feminine characteristics. Evans (2006) also comments to suggests that girls feel self conscious when par taking in physical activity as being sporty is not considered to be a desirable feminine trait. It was also found that the boys had a tendency of dominating the classes, in which case the teachers supported their domination by taking their contributions more seriously than that of the girls. Howe (2001) suggests that this is due to sports being viewed as a mans game possibly resulting in teachers over looking girls contributions. Notably, the tendency of boys to dominate classes does not affect all boys and at the same time some girls are not typically silent, but exhibit the behaviour of boys. More recent research has shifted focus towards the differences within and between gender groups. The way that students experience schooling is affected by factors such as social class, ethnicity and race; however, the patterns of gender identified in early research is carried on throughout coeducational schools in the present day. This, however, does not mean that the educational system in single-sex environments is entirely positive thus showing why this study is necessary to explore this rather undisputable issue. The issues of coeducational and single-sex physical education classes has been largely researched but the long-term social implications have been scarcely studied this study will explore this aspect in an extensive view. Notably, most of those who support coeducational classes can encourage males and females to work together constructively. In other words, coeducational set ups proponents suggest that the classes should be structured to mirror a real-life situation. In contrast, the proponents of single-sex class argue that, since the female classes do not reflect a real-life situation, it is only important to have single-sex classes. In other words, they propose that, since the western societies are male-dominated and since women plays a second fiddle when it come to opportunities, power, and payments amongst other issues there is a need to separate females and males classes. It is, therefore, important for the students as well as the educators to change this wave of inequality in schools and physical education in particular. Those who have supported single-sex have maintained that single-sex educational environment can present girls with an opportunity to deliver themselves from the strings of discrimination and get an opportunity to prove that they do not have to play a second fiddle to boys. The little evidence that has been presented in relation to the long-term social implications of mixed and single-sex physical education classes has not shown any significant discrepancies in regards to personal development differences between males and females in coeducational and single-sex environments. However, on overall, more questions have been left unanswered in respect to this issue. Therefore, this study investigated whether it is advantageous to run single-sex physical education classes as opposed to coeducational classes, in which case the relationship between several variables was examined. In addition, the study attempted to establish the impact of these variables upon the effectiveness of physical education learning for girls. Literature review A mixed-gender Physical Education (PE) has sparked a lot of argument amongst many stakeholders including researchers and educators (Issues, 1999), most of whom are interested in promoting the learning environment for the females so they can be educated effectively just like the male students (Carpenter Acosta, 2001). Many of those who have studied this area have thought that integration of male and females during PE lessons would remove the problem of discrimination since both genders would receive similar instructions as well as the curricular content (Griffin, 1983). However, many other researchers have contradicted this observation because they found that mixing girls and boys during PE lessons did not amount to equitable treatment for girls (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002; Hutchinson, 1995). In a qualitative study conducted by Griffin (1983; 1984), integration of both genders during physical education was presented as neither conducive nor equitable for girls and some boys. The capacity of girls to learn in such environments was inhibited by the behaviuor of boys including display of physical contact, verbal harassment and taking of girls turns (Griffin, 1983). On the other hand, girls did not inhibit the performance of boys and actually opted to stay away from them (Griffin, 1983). Another highly influential factor that affected the mixed-gender classes is the manner in which boys controls the activities during the PE classes, hence rendering the girls more or less inactive (Chepyator-Thomson Ennis, 1997; Derry Phillips, 2002). Furthermore, girls have a tendency of losing enthusiasm during interaction with their peers in the course of physical education this makes them to develop a fearing attitude and a negative feeling towards the interactive physical activity, whi ch in effect reduces their level of participation (Kunesh, Hasbrook, Lewthwaite, 1992). Furthermore, the settings of physical education classes are important in shaping the attitudes of girls towards participating in physical education. Researchers such as Sallis and McKenzie (1991) have agreed that the participation in physical education, by adolescents, is largely influenced by positive learning experiences. Research studies have also disclosed that girls are increasingly ending their participation in physical activities at the high school level (Jaffee and Ricker, 1993; Douthitt, 1994). The level of girls participation in physical activities is influenced by factors such as self-esteem, level of enjoyment, the time of engaging in learning, perceived athletic competence, and the health benefits gained by taking part in the physical activities (Brustad, 1993; Jaffee Manzer, 1992). The debate by different researchers regarding the suitability of mixed-gender PE has been highlighted by many researchers, with Koca (2009) reporting that many researchers have found that mixed-gender PE provides an opportunity for the learners to interact socially and share positive ideas. However, on the flip side of the coin, the likes of Olafson (2002) supported an argument that the perceived social interactions during mixed-gender PE classes is the same factor that makes adolescent girls to avoid taking part in the coeducational classes. In a study conducted by Treanor, Graber, Housner and Wiegand (1998), which aimed at interviewing the students to find their opinion regarding the best approach to physical education; that is, the one between coeducation or single sex physical education is better and most suitable. The findings of this study were that a majority of the students prefers single-sex classes over the mixed-gender classes. Nonetheless, Treanor, et al. (1998) noted tha t the views of the students alone could not be relied upon to resolve that single -sex classes are the most suitable for middle school physical education especially because their views are biased and lack any credible ground. Although most of the students implied that their preference for single-sex classes was based on issues such as better behaviuor, more practice time, less fear of injury and better competition, most of their opinions was not subject to their personal conviction, but on gender-bias attitudes. Derry (2002) echoed the findings of Treanor et al by supporting that an awesome 75% of the students interviewed pointed out single-sex classes as their preferred mode of classes. Derry (2002) also added that 84% of the girls that participated in single-sex physical education classes maintained that they liked such an environment and would like to continue with it next time. Ideally, it is known that as students approach their adolescent age, they become less physically active. This problem has been cited as the major determining factor in the attitude of students before they enter the adolescent age and after they are past the adolescent age (Harmon Ratliff, 2005). The results as presented by Harmon Ratliff (2005) shown that the percentage of girls who are active in physical exercises decreased from 31% in the 9th grade to 17% in the 12th grade. Similary, Treanor, et al. (1998) found that males have a relatively high level of participation in physical education in all the three middle school grades. To add to this, Felton et al. (2005) found that 45% of the 12th grade girls and 67% of the 9th grade girls were found to take part in an energetic physical activity about 20 minutes for at least three days per week. Whitlock (2008) disclosed that indeed adolescence is a stage of dramatic change and hence it is a period that a young girls undergoes a lot of hardships. In this stage, girls undergo a dynamic and developmental life when they make very important decisions regarding their typical behaviours such as physical activity, diets, use of tobacco and alcohol, and participation in social activity among other aspects of life that shapes their health and wellbeing up to the time they become adults (Whitlock, 2008). Essentially, developmental changes, under which the young adolescent girls undergo a traumatic experience, cause them a lot of trouble for example, because of sexual harassments and incidents of upsetting remarks that is common in environments of mixed-education (Derry Phillips, 2004). Some of these facts were affirmed in Olafsons (2002), where one of the girls reveled that , like they dont know the emotional pain they cause when they call you bad names (p. 2). This student was comp laining about the way she is usually offended my the male students who use offensive names when referring to girls. Olafson (2002) found that the tendency of girls to skip physical education is mainly because they have an attitude that such activities are totally embarrassing. The reason for this is because the girls kept complaining that the boys used offensive language and insulted them severally hence they would rather keep off such activities. Olafson also realised that the girls behaved in a strange manner in order to avoid attending the PE classes, including presenting notes from their parents claiming that they have been told not to attend PE classes, refusing to put on gym outfit, and skipping classes altogether. The male students have been found to mock girls in respect to their body type and also putting them, something that really annoys girls. Constantinou, Manson, Silvermans (2009) studied the behaviuor of girls when attending physical education classes and found that boys show no regards to the girls abilities but rather belittle and disrespect them. Actually, they found that the offensive acts that were perpetrated to humiliate girls were not common amongst the boys themselves. Several studies have associated self-esteem with physical education It has been suggested that thegirlss participation in physical activities is largely as a result of self esteem. Eriksson, Nordqvist, and Rasmussen (2008) defines self esteem as the extent to which individuals like themselves as persons. A commonly determining factors of the girls self-esteem when they are in their adolescent age includes their body type and size this determines whether their self -esteem is positive or negative. Some of the female students in Olafson (2002) claimed that they avoid physical activities at school because they have a negative feeling towards showcasing their bodies especially in front of male students. In fact, it has been found that girls who participate in physical education lessons struggle to improve the outlook of their body so they can have the kind of body type and image that they perceive to be perfect. The girls were found to have perfected an image of favorable body types in their minds and also observed to have developed a habitual tendency of evaluating the body of their peers through constant gazes (Olafson, 2002). It was ideally learnt that girls were expected to be always in control, to be graceful, and generally to be able to do at least all things. It was expected the girls should stay composed even if they got injured in the course of the physical exercises. When girls accidentally got injuries in the their face and looked funny, the boys mocked and looked down upon them (Olafson 2002). Besides being offended based on the way girls appear, the studies have also found that the nature of boys including their competitive behaviuor and body size is a significant factor that turn off girls during coeducational classes. Derry (2002) found that boys were very domineering during physical education and this was causing girls to reduce their level of participation. According to girls, boys have the habit of taking over everything in coeducational classes. A case in point is whereby boys have the perception that girls are less capable of doing things and hence always find themselves taking charge of everything (Derry, 2009). This concept is also found in Derry (2009) whereby a girl that was interviewed claimed that she did not like playing with boys because if she is given a chance to enter the pitch with them, she can hardly get a chance to touch the ball. On the other hand, the comments of teachers regarding this issue show that boys look down upon girls and have a perceptio n that physical education is too competitive for them to take part (Koca, 2009). Furthermore, girls are intimidated by the physical size and strength of boys. They also do not like their aggressive and intimidating attitude (Derry, 2002). Despite the degrading manner in which girls are treated by boys, Constantinou, et al. (2009) found that girls have a conviction that they are competitive and athletic. Constantinou, et al. (2009) added that the female students who believe they are athletic feel comfortable participating in physical activities together with boys because, as they said, this makes physical learning a fun and an interesting experience. Their findings were echoed by Olafson (2002) who agreed to the fact that they had fun in physical learning. In summary, there are study findings that have revealed that coeducational physical education is advantageous,, but at the same time there are other studies that have supported the idea that physical education should be based on single-sex. Generally, the students who were asked about their opinion regarding coeducational physical education, maintain that positive interaction with the other gender is the main advantage (Osborne, et al. 2002). Additionally, it is believed that coeducational environment promotes exchange of diverse ideas from both genders; but overall, the studies show that the majority of the students supports single-sex physical education (Osborne, et al). Methodology This study interviewed a total of 50 female students, 25 of whom will come from coeducational classes and the last 25 will come from single-sex physical education classes. The students that were selected to participate in the study had to be in the age bracket of 12 and 15 years and within school years 7 and 9. The female participants were asked a series of open-ended and semi-structured questions regarding their personal physical education experiences. To gather more information, the researcher repeated this process on 10 female physical education teachers, 5 of whom came from single-sex classes and 5 from coeducational classes. Throughout the interview, an audiotape was used to record the conversation and later transcribed for analysis. In order to supplement the audio interview with observable features, the researcher videotaped the proceedings with a camera. The study included 4 different secondary schools two of which were single sex physical education and the other two were coe ducational. To identify common themes, different categories were identified and grouped depending on the nature of the ideas, and henceforth the frequency counts were computed and responses were coded. Any information that was of no use was discarded appropriately. To ensure informed participation, Cone and Foster (2003) pointed out that it is critical to seek informed consent from the participants and also ensure their confidentiality. In this view, the researcher will ensure that a clear, informed and voluntary agreement is made by the participants (Ellis and Earley, 2006). The kind of informed consent, which will be used in this study, will have to meet specific requirements including a statement that the study is about research, specification of any experimental procedures, a description of the procedures that will be involved, an explanation of the purpose of the research, and details of the expected period of participants involvement (http://www.strath.ac.uk/, accessed, 22.02.2013). Results As discussed, the research involved both qualitative and quantitative techniques. The hypothesis that collected quantitative data stated that girls in single sex classes achieved significantly higher goals for learning football skills than girls in mixed-sex physical education classes. To achieve this, a questionnaire was adapted from the Fennema and Shermans Self-Confidence for Learning Mathematics Scale (1976), which was filled out by the students to reveal their opinions regarding their level of learning football skills. This scale is divided into three sub-scales levels that quantify goal achievement, which was categorised into footballs suitability of gender, confidence of learning, and effectiveness of football. To this effect, the researcher identified standard deviations, means, as well as t-test, with the aim of identifying the relevant relationship amongst different variables. Table 1 presents the standard deviations and the means of the sub-scales as derived from the SPSS. On the other hand, the results for the t-Test have been presented in Table 2, this shows the comparison of groupings which was taken after the tests. The total number of the questionnaires completed was 50, 25 from the mixed-sex settings and 25 from the single sex settings. The students answered 15 questions, which were allocated scores ranging from 1 to 4, whereby the highest scale represented the highest confidence level. This has shown that the means and standard deviations from the sub-scales reveal that girls in single-sex settings had a higher achievement of goals for learning football than girls in mixed-sex learning environments. The results of a t-test of the relationship between girls in mixed-sex settings and effectiveness variables of single sex classes revealed that the 2 groups were significantly different since the p-value for single-sex was higher than that of the mixed-sex (before-test 0.57 From the results of the interviews, the divide was apparent with some students preferring coeducational classes while others preferred single-gender physical education classes. The preference for either of the two PE environments was conducted with the help of a questionnaire and allowing the researcher to analyse the common themes qualitatively. Many of the girls explained that they preferred single-sex classes over mixed-education because they did not like the behaviour of boys who kept domineering and telling the teachers what to do hence causing a lot of trouble. One of the girls who provided this sentiment commented that coeducational PE is an unstable as the teachers are forced to waste a lot of time trying to force discipline into the uncooperative boys. These sentiments are similar to those proposed by Osborne et al. (2002), who observed that the majority of girls dislike the uncooperative nature of boys during coeducational PE classes and linking back to point made by Hoffma n et al. (2008) where he stated that boys receive more attention in class than girls. It may be that these girls have a preference for coeducational classes as they want to prove their abilities and skills to their opposite sex. In this respect, one of the female students maintained that she is good in sports and therefore felt good when sharing a pitch with boys so she could show them that she is also capable of playing football and others sports just like them or even better. Another female student revealed that she hated sharing a pitch with boys because she was worried about her looks, an observation that contrasted with Obsbone et al. (2002) conclusion that girls perform better when soccer is inclusive of both sexes. Koyucu (2010) agrees with this telling us that many young girls a very self conscious about their image, this mainly comes from the media and the way in which they portray many women. Students participation in physical education is ideally dependent on the environment of learning (Derry Phillips, 2004). The way students partake in the education environment in turn influences factors such as skills development, off-task behaviour, and activity time. One student who supported same-sex PE classes maintained that she did actually learn more when in a single sex environment simply because the instructor does not waste time trying to discipline the errant boys. She added that she concentrated more in single sex classes, and therefore gets a chance to practice what she has been taught. This observation had been echoed by Derry and Phyllips (2004), who noted that students who joined same-sex classes interacted more with teachers and had more time to learn. The interaction in same-sex classes was characterised by more girls approaching their instructors to ask questions than their counterparts in coeducational classes. From the open-ended questions as well as the observab le features, it seemed the structure in the PE classes was a great determinant of the way students interacted in classes. Apparently, the students as well as their teachers agreed that the classes are more fulfilling when students have more friends to interact with in the class. In this regards, a female student mentioned that she liked to play football in class when she had many friends to mingle with, because it made football more interesting. Elsewhere, a female student remarked that provided she was friendly to other classmates, she enjoyed working as a team with them because she communicated well with them. Another female student maintained that the majority of the boys were not only bigger, but also stronger than girls and this has caused girls to avoid boys during physical education. The comments of these students amplified those of Derry (2000), which found that girls are usually aware of the high athletic ability exhibited by boys, in addition to their noticeable strength a nd physical size, which supersedes those of girls. The differences between boys and girls was ideally a source of intimidation on the part of girls and hence they ignored boys that had bigger body sizes. In regards to class structure and social impact, the students and teachers revealed that the way peers treated each other was a critical factor influencing the way the students interacted. This perception was tied to the expectation set by teachers as well as the nature of the classroom environment. The students that were interviewed seemed to be very much aware of their learning environment as well as the way other people perceive their activities. Discussion The quantitative results from this study revealed that the effectiveness of learning football skills for girls in a single-sex environment is better than the girls effectiveness within a coeducational setting. A previous study by Lirgg (1994), has found that the girls in single-sex environments were more confident while learning PE lessons than their mixed-sex counterparts. It was also evident that the students skill levels were positively associated with the type of class. Those girls that were confident of their skills in football cited coeducational environment classes as their preference while the girls that were described as non-authorities identified with single-sex classes. The information regarding the opinion of girls on the way boys conducted themselves during physical education classes as well as the way the boys viewed their own conduct showed a rather negative side of boys. Many girls maintained that the boys have notoriously made the classes troublesome and were not cooperative at all. As such, the girls lamented that the uncooperative behaviour exhibited by boys was particularly annoying and caused trouble to the class environment. The girls were perturbed by the fact the teacher had to keep on ordering the boys to pay attention during PE classes. Perhaps, the boys could have had an opinion different from that of the girls because, from the review of literature, they do not perceive their conduct as disorderly and considers their behaviour as suitable. Hargreaves (1994) suggests that t

Saturday, July 20, 2019

Air Resistance on a Fan Car :: science

Air Resistance on a Fan Car Problem: When a large fan is blowing air against the fan car at three different speeds (high, medium, and low), then will the overall speed be lowered? Materials:  · Fan car (K’NEX pieces, small, battery-powered fan, wheels with tires)  · AA batteries  · Large 3-speed fan  · Timer  · Masking tape Process: 1. Load two AA batteries into the fan that is attached to the K’NEX car. 2. Mark a starting line and a finish line two meters away from each other with small pieces of masking tape. 3. Plug in the large fan and place it approximately 5 centimeters away from the finish line. 4. Place the fan car on the starting line with the small fan facing opposite the large fan. 5. For the first test, test the amount of resistance when the large fan is off. 6. Turn the small fan on and time how long it takes for it to reach the finish line with the timer. 7. Repeat this test for three trails and record times and observations. 8. For the second test, put the large fan on a low setting and time the fan car’s progress. 9. Repeat this test for three trails and record observations and results. 10. On the third test, switch the large fan to the medium setting and time. 11. Repeat the test three more times and record observations and times. 12. For the last test, turn the fan on the highest setting and time the fan car. 13. Record observations and organize all trails and times into a table and find the average time of each trail. Observations: In this particular lab there weren’t many things that I observed, though I will state the small amount that I did. I saw that there was a slight incline on the surface that we were testing the car on. I also observed that the wheel alignment kept making the car veer off to the right. When the small and large fans were on I could hear their engines going. And when I turned the small fan off I found that it was very warm in my hands. Hypothesis: If the fan car goes up against the wind provided by the large fan, then the car will go slower with increasing resistance, because there is more opposition between the two with every increase of speed. Data/Results: I organized my times, trails, and averages into a table and a graph to present my information. Results Chart Setting Trail 1 Trail 2 Trail 3 Average Time Distance Speed Air Resistance on a Fan Car :: science Air Resistance on a Fan Car Problem: When a large fan is blowing air against the fan car at three different speeds (high, medium, and low), then will the overall speed be lowered? Materials:  · Fan car (K’NEX pieces, small, battery-powered fan, wheels with tires)  · AA batteries  · Large 3-speed fan  · Timer  · Masking tape Process: 1. Load two AA batteries into the fan that is attached to the K’NEX car. 2. Mark a starting line and a finish line two meters away from each other with small pieces of masking tape. 3. Plug in the large fan and place it approximately 5 centimeters away from the finish line. 4. Place the fan car on the starting line with the small fan facing opposite the large fan. 5. For the first test, test the amount of resistance when the large fan is off. 6. Turn the small fan on and time how long it takes for it to reach the finish line with the timer. 7. Repeat this test for three trails and record times and observations. 8. For the second test, put the large fan on a low setting and time the fan car’s progress. 9. Repeat this test for three trails and record observations and results. 10. On the third test, switch the large fan to the medium setting and time. 11. Repeat the test three more times and record observations and times. 12. For the last test, turn the fan on the highest setting and time the fan car. 13. Record observations and organize all trails and times into a table and find the average time of each trail. Observations: In this particular lab there weren’t many things that I observed, though I will state the small amount that I did. I saw that there was a slight incline on the surface that we were testing the car on. I also observed that the wheel alignment kept making the car veer off to the right. When the small and large fans were on I could hear their engines going. And when I turned the small fan off I found that it was very warm in my hands. Hypothesis: If the fan car goes up against the wind provided by the large fan, then the car will go slower with increasing resistance, because there is more opposition between the two with every increase of speed. Data/Results: I organized my times, trails, and averages into a table and a graph to present my information. Results Chart Setting Trail 1 Trail 2 Trail 3 Average Time Distance Speed

Friday, July 19, 2019

Aldous Huxley’s Brave New World Essay -- Literary Analysis

What happens when society’s greatest love becomes the ultimate threat? A few years ago Neil Postman wrote a preface about the media’s effects in which he suggests that Aldous Huxley’s predictions in Brave New World come to pass. Postman reiterated Huxley’s points saying that our society might eventually turn into a version of Brave New World. Some may argue that Postman’s theory is incorrect but with further consideration it is more likely to be true. In Aldous Huxley’s book, Brave New World features Bernard Marx who questions the aspects of the society that he lives in. His society is controlled through happiness; he attempts to change the culture but despite his efforts to rebel he fails. Thus, reinforcing Huxley’s foresight. Postman and Huxley reveal three striking parallels to today’s society. To begin with, pleasure is viewed more important than relationships. Moreover, drugs cloud one’s reality and ultimately cause one to become a slave to drugs. Lastly, relying on technology causes one to sacrifice independence, which gives governments more control. Huxley fears that the things civilization loves will ruin civilization; his fear may soon become reality. Firstly, indulging in lustful activities is one of the greatest weaknesses of humanity. In Huxley’s Brave New World, pleasure is used to control society. The leader, Mustapha Mond, knows by providing ultimate pleasure he can control the general populace. Subsequently, Mond has the society revolved around pleasure. He creates a saying, â€Å"everybody belongs to everyone else†, this proverb creates equality so everyone one will be pleasured. He has children exposed to sexual pleasure at a very young age, women are portrayed as objects, and he obliterated the family. The rule of ... ...pondences to the current society of today. Primarily, relationships are obsolete because pleasure is considered more important. Furthermore, drugs distort reality ultimately causing one to be imprisoned to narcotics. Lastly, as technology advances, governments acquire more control over society. Postman and Huxley are right to fear that what humanity loves will ruin civilization; â€Å"For the love of [power] is the root of all evil.† 1 Timothy 6:10. Works Cited Huxley, Aldous . Brave New World. Great Britain: Vintage Canada, 1932. Print. The Holy Bible ESV: English Standard Version : containing the Old and New Testaments.. 2001. Reprint. Wheaton, Ill.: Crossway Bibles, 2007. Print. Not, Available. "Alcohol Statistics." Drug Rehab Alcohol Drug Rehabilitation Addiction Treatment Programs. N.p., 3 June 2012. .

August Wilsonâ??s Fences :: essays research papers

August Wilson’s Fences August Wilson''s 1985 Pulitzer Prize-winning play, "Fences" thoughtfully examines the escalating racial tensions in America during the 1950s. The playwright deftly handles such complex social issues as racism and adultery without smug commentary. The subtle discussion of black America offers more insight than lecture, which heightens the dramatic impact upon the audience. Wilson recognizes that the family lies the foundation for American society as a whole, and shrewdly chooses family as the emphasis for "Fences." The play''s central focus is the Maxson''s, the instrument Wilson uses to introduce African-American culture to those who are unfamiliar. In the mid-1950s, America was still experiencing a post-World War II economic boon, and could at last allow foreign affairs to take a back seat to domestic issues. The social climate was becoming increasingly heated with the 1954 Supreme Court decision Brown v. The Board of Education of Topeka, which ruled school segregation was unconstitutional. This landmark ruling ignited racial tensions across America, which had been slowly simmering for years. The protagonist of "Fences" is former baseball player-turned Pittsburgh garbage man Troy Maxson, and the antagonist is clearly racism. It is racism which has defied Troy Maxson at every turn and his skin color stood in the way of his quest to grab a piece of the American dream for himself and his family. Racism creates the conflict, which causes Troy to feel that he has been "fenced" in by a discriminatory society. It has heated tensions within the Maxson home between Troy and his wife, Rose, and Troy and his son Cory. August Wilson establishes an impression of the 53-year-old Troy Maxson early in Act I, writing that he is "a large man with thick, heavy hands; it is this largeness that he strives to fill out and make an accommodation with.

Thursday, July 18, 2019

Left Brain vs Right Brain Learning Styles Essay

People learn in many different ways, but do you ever wonder why that is. Why are we so different and learn so differently? The brain is the answer to that question. The brain gives us what we need to determine what and who we are as people. Because of the human brain’s complexity, professors and teachers are starting to see that one way of teaching is not always the best way from everyone. â€Å"Each child processes new information in ways are related to environmental, emotional, sociological, physiological, and psychological elements† (Green, 1999, p. 684). When it comes to the process of learning and thinking, the average person has two sides of the brain that determines how they learn. The two main halves of our brain are the right brain and the left brain hemispheres. Each hemisphere performs different functions and communicates information differently. One hemisphere is not more important than the other but they do determine how we see things and interpret them in our mind. With the left brain hemisphere, the characteristics are mathematical and analytical and with the right hemisphere the characteristics are more creative and imaginative. The brain is very complex to understand. Once we learn how the left side brain learns and how the right side brain learns, then we can better develop a way of learning for all types of students and people. The left side hemisphere of the brain include characteristics such as language skills, mathematical concepts, analytical skills, and logic and reasoning. Those individuals that have this brain hemisphere dominance are good with letters, numbers and words (Sousa, 1995, p. 88). The concepts of learning for the left side brain hemisphere is based on step by step instructions. A person who is dominant on their left side hemisphere learns better by having a plan to follow with organization. Learning facts and solving problems are some of the many ways to teach people with a dominant left side. Those people do not like surprises and they don’t like to learn courses that have no connection to the real world. They tend to want to deal with things the way they are in real life, not in a fantasy world. Left side learners are affected by their environment and have a hard time adapting to changes in their environment. Some of the other things that left side dominant learners are good at over the right side is they are better at memorizing facts and doing hands on work. They are list people and process things in a linear manner. Everything must be in sequential order to make things easier to learn. This is why math comes so easy for them because that is all math is a sequential order of steps to get to a solution. Left side learners do have trouble expressing themselves in words which makes the right side learner more dominant in that area. The right side hemisphere of the brain is quite different. The right side dominant people prefer to discover the possibilities and are good at grasping new concepts. They are more comfortable with abstractions and do not like courses that involve a lot of memorizing and routine calculations. The right side learner usually needs background information before a lecture or to have an abstraction before they read a book or chapter. This helps them better prepare for their class or what they are about to begin. They want to see, feel, or touch the real object. They have a need for things to be concrete, not theory. The right side learner does not like repetition unlike the left side learner. They need to see words and how a formula works in order to grasp the concept of how it works. Creative arts, music, and facial recognition are the dominant portions for the right side learner. Because they are color sensitive, right side learners try to use color to learn sequence. For example how to get to the grocery store from where they live. They would try to match up places and how they looked to where they might need to turn or go to. It is known as the Artist Brain because it is in charge of creative talents. Since both sides of the brain are not equal in the way that a person learns things, each side serve their purpose. For everyone, one side of their brain is more dominant than the other but no one is just right side or left side alone. â€Å"When learning is new, difficult, or stressful we prefer to learn in a certain way† (Hopper, 2007, p. 2) . Both sides of the brain are needed to function and communicate with each other through the corpus callosum which sends messages back and forth to each other between the right and left hemispheres. So now that we know that not everyone learns the same due to the left or the right hemisphere being more dominant than the other for those people, how do we become better teachers to provide a better learning environment for both sides. â€Å"While brain research alone can’t tell us how to teach people, understanding the brain leads to uncovering underlying learning mechanisms† (Worden, Hinton, & Fischer, 2011, p. 10). With this understanding of how both sides of the brain work, teachers and researchers can better train and teach students how to do things based on what side brain they use the most. There should not be just one way of learning something. Teachers have a hard job, but with knowledge and understanding they can better equip today’s leaders with the right tools to success. In conclusion, both sides of the brain are powerful in their own ways. The left side hemisphere learn by logical process and right side hemisphere learns by more creative ways. With understanding what each side does and how both sides might work together, we can come up with better ideas on how to teach students better for all types of learners. There is no one right way to teach someone something. It is finding that way to get them to understand things that poses as a challenge for us today. Each side serve their purpose and help each other along the way. With this understanding, we can become better teachers for the average person to the mentally disabled. References Green, F. E. (1999). Brain and Learning Research: Implications for Meeting the Needs of Diverse Learners. Education, 119(4), 682. Hopper, C. (2007). Learning Styles. Retrieved March 3, 2013, from Learning Styles: http://frank. mtsu. edu/~studskl/hd/learn. html. Sousa, D. R. (1995). How the brain learns. Reston, VA: NASSP. Worden, J. M. , Hinton, C. , & Fischer, K. W. (2011). What Does the Brain Have to Do with Learning?. Phi Delta Kappan, 92(8), 8-13.

Wednesday, July 17, 2019

To what extent do the novels Nineteen Eighty Four and the Road support or refute this view?

The dystopian novels The bridle-path and Nineteen lxxx iv designate the push and pull betwixt the Utopian and dystopian societies in their floors. Dystopian writings often come pops to be a encumbrance to the referee the nightmarish bearingstyles donation ten enamord to us by apiece individual protagonist characters dehumanise due to the abandon and barren briostyles presented in each text. still, de raise this, the bleak settings get holdm to send messages of optimism, and to some design hope, by dint of the interactions of characters in each novel.In The high focussing the boy and the beginner atomic number 18 waitn to be deuce citizenry left who ar not dehumanise by the invigorated apocalyptic society. They do not set to throw forthnibalism, rape or murder barely their piece is tested finished the desolate embellishs and their overleap of human contact and refusal to service of motion those they do meet in this tender society. Although t he stupefy only has the boy his beneficence is clear as they are each other military mans entire showing he only lives for his give-and-take. We can correspondingwise see the boy make dos that without his let he would not be able to defend for himself and would be l onenessly.When the father asks him what would you do if I died the news replies if you died I would want to die overly/. so I could be with you This chicane mingled with the boy and the father allows us to over look the apparent nakedness the boy has, with the humanity between the dickens characters shining through. Conflict does exist between the father and the son, when they suck up varied opinions on whether to help fellow survivors or not, soon enough the conflict itself is not destructive as they al meanss come to a knock decision.Jon Wilkins. Theoretical evolutionary biologist and professor at Santa Fe Institute intend the son and the father are deuce individuals with separate wills exactly the ir paths and fates are native. McCarthy makes subroutine of graphology, or rather a drop of it, to show how desolate and take down life has become, or perhaps draws wariness to the things in life that really division when characters are travelling a dystopian landscape. The setting is said to be sublime.To aggrandise the point, the authors use of declarative sentences makes his prose bleak, and certainly positions the reader in such a way as to be able to infer with the stark backbone of grim being that the man and boy are confronted with. McCarthys accept remark that he sees no indigence to blot up the page with supernatural little marks using as little punctuation as possible, enables him to present a narrative whose prose is as barely and unwelcoming as the actual highway itself.These sorts of geomorphologic decisions on the writers part add to the sense of inhumanity in The highroad still ironically alike contribute to the penny-pinching of the relationship be tween the father and son although the narrative may appear to lack conventional direction the relationship between the two characters certainly does not. Another way in which the human spirit seems to be alive in McCarthys dystopian landscape lies in the absurd nature of the universe of discourse that is presented. The father and son must slip away walking to survive, despite the item that where they are walking to or from is not always clear.As a moment their efforts often seem pointless given(p) the inevitability of their death at the give of roaming bands of cannibals. However, what is clear is that they repeat the same casual e truly day, drawing parallels to the absurdity of life this reachs to thee Greek Mythology gauge Sisyphus whose existence consisted of furled a boulder up a hill only for it to fall down on a daily basis. terrene as it is like a nightmare, it is continual nonetheless it is through this repetition that the two characters manage to develop th eir close bond.It may be the case that the absurd of their move around is dehumanising yet it is through this cyclical process that McCarthy allows their humanity to shine through. In legal injury of The way the man and boy must walk, further as Sisyphus had to roll, however the absurdity of their existence is somewhat lesser than that of Winston from Nineteen fourscore Four. Winstons life is also presented as absurd. Orwell reachs a knowledge base capable of inducing suicide. The narrative is filled with a nihilistic and insensitive atmosphere, where on that point is no God present, devising the world seem like there is no meaning and no essence to life dehumanising the protagonist.This continues to the portrayal of the dangers of living in a totalitarianism society when has the main bearing of control over its subjects to any extent emphasising the absurdity of life. Through oppression and discovery away basic human mightys through extreme restriction making, loose chum salmon himself seems like an absurdist. Although there is no prescribed law about it, it seems to be park knowledge what it is expected for them to do so they are not punished and displace in room 101.Orwells capital of the United Kingdom becomes to a greater extent absurd when there is no semiofficial rule to punish Winston, and and then more dehumanising as it is difficult to tell what arbitrator is if individuals can not be unbiased on what you know is wrong and right, blurring the lines in terms of what the public know Big Brother is doing. Through the allusions to Everyman, where the Father in The itinerary, and Winston in Nineteen Eighty= quaternary cultivate as characters they also play a part of the Christian from the Pilgrims Progress, this is allude to the journeys and challenges presented to both of the men bringing other sense of optimism to themselves and to the reader.While this journey tends to out way the dangers and hardships they are going aspect on their way. McCarthys journey is a pilgrimage, the father and boy are searching for a place of hope, and it is a contrast with Winston. He is searching for truth in a society that is make waterd through lies, and make stories of the departed. righteousness seems to be absent in The Road there is no theology, but a slight biblical reference thither is no God, were his prophets suggesting that he and the boy are meant to spread the knowledge of the last society. He said if he is not the ledger of God, God never spoke. McCarthy seems to use taken them from this world.So that we would compute the prophets were taken from this world, and suggest a unearthly war may have undone civilisation. Contrasted within Nineteen Eighty Four where religion is apparent and focused on the antagonist Big Brother as a god like figure although there is no formal religion. He seemingly has omnipotent and omniscient qualities that dehumanise those around him into fear of him as a substitute of pa triotic feeling, as they know that Big brother is watching you. We see his use of power through the defensive structure of the past and ever changing present that Winston has to work to keep the system work the way Big Brother wants it to. gum olibanum creating a society with no storage framework, they can not be sincerely counted as real if they have no recollection events as they continue to change, they plainly go along with the next bosh because they have no way of thought otherwise. This is familiar to how God can see everything and how it seems that they are continuously scrutinized this could dehumanise them as there is no sense of privacy, but in this society there is no way to avoid neither him nor can they get away from his followers. He also seems to be in a god like place as there is no way to tell where he is, or even if he exists at all.Although this could confuse the protagonists as they have their right to choose their own religion taken, so their individualit y has been demolished and decided for them. still it seems to give the impression of a very primitive religion based around human sacrifice, although the sacrifices themselves seem to be presented as punishment for those who are deemed evil to a lower place the acts of a powerful of the saviour delineate furthermore dehumanising the protagonists as they have to extract but to be part of the sacrifice.Echoes of atravism doings are present in The Road with to us with the flashbacks the father has, each create a different feeling like with the Coca Cola he remembers a time when he was happy and whence tries to hand over these memories to his son. It provokes a wishful feeling in the father. He also recalls the time where he was close to his wife, he wanted to save her scent although remembering this is dangerous as it distracts him from the grim interlocking between life and death against the bands of cannibals.However the son doesnt appreciate this as he was born into the pos t apocalyptic world and does not share the feelings of his father. It is also unmistakable when they enter digests the son is cautious of the house when the father seems to assume that the one from his past is safe like in the memories, and how to the father it brings a sense of home, in spite of this it is still dehumanising as he is estrange himself from the new world it also dehumanise him to knows it is impossible for him to get back to these times.The insensitive nature in Nineteen Eighty Four suggests there is a lack of aspiration their lives are laid out for them they have no spirit to do anything in a different way. withal in spite of this experience Winston metalworker offers hope to the reader through his actions, galore(postnominal) of which present humanity in an approbative light. For instance, there is hope within the proles as there are no restrictions as they are seen no better consequently animals, but they are free. Winston seems to be prehensile when he wa tches the prole woman sing freely a song which was manufactured by the totalitarian world, making him have an ironic feel to it.In The artifice of Fiction David Lodge suggests that Orwells novel should be read as prophetic as it was written for the future. This view adds weight to the business line that it is not just a keep about stripping away humanity if the reader sees it as prophetic accordingly it would seem that Orwell is suggesting that the future might too hold hope, as well as the threat of inhumanity. Lodge remarks that Orwell draws on umteen recognizable features of life in ascesis post-war Britain, as well as on reports of life in Eastern Europe, to create a depressing atmosphere of London.Orwells vision is bleak is beyond question, but to suggest that there is no flatus of humanity and decency in the text would be missing one of Orwells key themes that he apposes alongside the cautionary nature of the book. Eventually, the worlds which Orwell and McCarthy crea te dehumanise the individuals from their societies in the protagonists eyes, therefore making them outcasts from their societies, the lack of justice present backs this, as they both have lost legal systems and punishments are not officially known, although in the Road justice as the new post apocalyptic society seems to be chaos.Winston is an outcast but no one else seems to care or even notices and therefore he is dehumanised although he does align in the end, it is forced on him whereas the father and the son are outcasts within the Road as two of the few people left who are not dehumanized by the new apocalyptic society. They do not conform making them different as they try to hold on to the fathers past giving them aspects of atavism, and an outcast for it, these characters commonly can not survive in the new society, Neither society is allowed privacy, soul is always looking into their lives whether they are a controlling leader or a cannibal