Wwii (690 words) Essay Example For Students

Wwii (690 words) Essay WwiiLooking ahead 1) What do you think is meant by practical consumerism compared toimpractical or design consumerism? I think that practical consumerism is like for instance buying something forthe sake of function like buying a telephone for the sake of talking tosomeone instead of buying a phone for its color or the way it looks thiswould be considered impractical consumerism. 2) How does this film demonstrate impractical consumerism? This film demonstrates impractical consumerism by instead of having agood steady wood or steel shelf and or other household things this plexiglass would look lavish and stylish in your somehow emaculantpenthouse. Technicolor for industrial films 1) Explain why the use of color in advertising had historical and culturalsignificance during the 1950s? Using color instead of black and white made it possible to catch thepublics eye using vivid colors and be able to demonstrate the truepurpose of the product its look and style. We will write a custom essay on Wwii (690 words) specifically for you for only $16.38 $13.9/page Order now Design for dreaming 1) Design for dreaming uses several big ideas to promote GMs cars. What are these ideas? List them and write a brief explanation of each. Utopias means place of well being or Nirvana Gender Roles means women was in the kitchen then after she magicallybaked a cake quickly were out playing tennis and parting. Sexual Politics having to do with gender roles like a women wearing ahot dress and an apron in the kitchen. Domestic Labor being in the yard or a beautiful place doing somesupposedly hard task quickly and easily without any effort at all. Futurism The looking ahead in future toward profit. Once upon a honeymoon Explain the benefits and the disadvantages created by the wide availabilityof telephones during the 1950s. You had to rent and pay phone bills, you couldnt own your own phone itmay have made people anti-social. The good thing is convinced peoplewho were unable to afford transportation, not have to waste gas goingfrom place to place and you could talk to your family and friends thatwere long distances away. 2) How do modern communication methods like pagers, computers,cellphones impact our culture today? I find all of the above very annoying because you cant escape them forinstance if I wanted to go out into the woods by myself and not talk toanyone I would of course be called by someone every hour on the cellphone in the car and I would feel obligated to answer it and itseverywhere but on the other hand if I got stuck in the mud I would beable to call for help so its got good and bad points. Frigidaire Finale 1)In Terms of portraying the future, in advertising, how did the 1930sand 1950s compare? In the 1930s for instance they would have said wow look we can keepyour food cold, no more burring your food in root cellars in the 1950sthey would have said look at this slick unit its got all th ese custom colorsand sleke designs they had lost all focus on the function and all on thelook of things. 2)Why did consumers shortages in the war years result in a shift awayfrom futuristic themes? Because during war times people didnt want to thinkabout death they wanted to think about peace and other happy thoughts. America look 1)How does the film demonstrate how the manufactures of the 50sfelt that god design was the key to marketing? The film stated that people were concerned with look notfunction. 3) How did the film promote a Upper Middle Class ? How is this adestroyed view of the fifties? A touch of magic 1)This film presents the 1951 GM cars. Now that the sixties are herewhat clues from the film let you know that things are different? Because thing again were flashy and for instance GM produced the exactsame chassey but with 3 different car models. The only difference wasthe body style. .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 , .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .postImageUrl , .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .centered-text-area { min-height: 80px; position: relative; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 , .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:hover , .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:visited , .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:active { border:0!important; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .clearfix:after { content: ""; display: table; clear: both; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:active , .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .centered-text-area { width: 100%; position: relative ; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:hover .ctaButton { background-color: #34495E!important; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46 .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue7b7e20b2d3fcde6b6d0e71cb9a7ac46:after { content: ""; display: block; clear: both; } READ: Human Population - Changes in survival Essay 2) The futuristic design elements from the early fifties are gone in this film. What was going on during this period that might make advertisersuncomfortable with portraying the future. Because there was a war going on and people didnt want to think of thecasualties and death that war might bring. History Reports

Help Astronomers Classify Galaxies

Help Astronomers Classify Galaxies The world of science is one of careful measurements and analysis. Theres so much scientific data available to scientists today across all disciplines that some of it had to wait for a scientist to get to it. In recent decades, the scientific community has been turning to citizen scientists to help them analyze it. In particular, the worlds astronomers have a rich treasury of information and imaging available and are working with citizen volunteers and observers to help them sift through it all   In astronomy, not only are they working together on analysis, but in some projects, amateur observers are using their telescopes to observe objects of interest to professionals.   Welcome to Citizen Science Citizen science brings people of all walks of life together to do important work in such diverse disciplines as astronomy, biology, zoology, and others. The degree of participation is really up to the volunteer whos interested in helping out. It also depends on the projects needs. For example, in the 1980s, amateur astronomers banded together with astronomers to do a massive imaging project focused on Comet Halley. For two years, these observers took pictures of the comet and forwarded them to a group at NASA for digitization. The resulting International Halley Watch showed astronomers that there were qualified amateurs out there, and luckily they had good telescopes. It also brought a whole new generation of citizen scientists into the limelight. Nowadays there are various citizen science projects available, and in astronomy, they literally let anyone with a computer or a telescope (and some free time) explore the universe. For astronomers, these projects get them access to amateur observers and their telescopes, or people with some computer savvy to help them work through mountains of data. And, for the participants, these projects give an exclusive look at some pretty fascinating objects.   Opening the Floodgates of Science Data Several years ago a group of astronomers opened up an endeavor called Galaxy Zoo  to public access. Today, its called Zooniverse.org, an online portal where participants look at images of various subjects and help analyze them. For astronomers, it includes images taken by survey instruments such as the Sloan Digital Sky Survey, which is a massive imaging and spectrographic survey of the sky done by instruments in the northern and southern hemisphere. The idea for the original Galaxy Zoo was to check out images of galaxies from surveys and help classify them. There are trillions of galaxies. In fact, the universe IS galaxies, out as far as we can detect. To understand how galaxies form and evolve over time, its important to classify them by their galaxy shapes and types. This is what Galaxy Zoo and now Zooniverse asked its users to do: classify galaxy shapes. Galaxies typically come in a number of shapes - astronomers refer to this as galaxy morphology. Our own Milky Way Galaxy is a barred spiral, meaning it is spiral-shaped with a bar of stars, gas, and dust across its center. There are also spirals without bars, as well as elliptical (cigar-shaped) galaxies of varying types, spherical galaxies, and irregularly shaped ones.   People can still classify galaxies on Zooniverse, as well as other objects and not just in science. The system trains users in what to look for, no matter what the subject is, and after that, its citizen science.   A Zooniverse of Opportunity Zooniverse  today includes research areas on a wide array of topics in astronomy. It includes such sites as Radio Galaxy Zoo, where participants check out galaxies that emit large amounts of radio signals, Comet Hunters, where users scan images to spot comets, Sunspotter (for solar observers tracking sunspots), Planet Hunters (who search out worlds around other stars), Asteroid Zoo and others. Beyond astronomy, users can work on Penguin Watch, Orchid Observers, Wisconsin Wildlife Watch, Fossil Finder, Higgs Hunters, Floating Forests, Serengeti Watch, and projects in other disciplines.   Citizen science has become a huge part of the scientific process, contributing to advances in many areas. As it turns out, Zooniverse is just the tip of the iceberg! Other groups have also put together citizen science initiatives, including Cornell University.   All are easy to join, and participants will find that  their time and attention really DO make a difference, both to scientists and as contributors to the worlds general level of scientific knowledge and education.

Catalase on Hydrogen Peroxide

The aim of this study was to test the rate of reactivity of the enzyme catalase on hydrogen peroxide while subject to different concentrations of an inhibitor. The hypothesis was that hydrogen peroxide will be broken down by catalase into hydrogen and oxygen, where a higher concentration of inhibitor will yield less oxygen, resultant of a lower rate of reaction. Crushed potato samples of equal weight were placed in hydrogen peroxide solutions of various temperatures. The results showed that less gas was produced as the concentration of the inhibitor rose. This Is because more enzymes were inhibited, and so less active sites were available for reaction. Reasearch and rationale Hypothesis: Catalase will break down hydrogen peroxide in water and hydrogen. A higher concentration of inhibitor will yield a slower rate of reaction, thus yielding less oxygen in a given time. Null hypothesis: Catalase will break down hydrogen peroxide in water and hydrogen. The concentration of the inhibitor will have no effect on the rate of this reaction. Supporting knowledge: Enzymes function as biological catalysts, increasing the rate of reactions that take place within organisms. Catalase is an enzyme found in the vast majority of organisms that are exposed to oxygen, making it very common. It catalyses the decomposition of hydrogen peroxide into water and oxygen. Hydrogen peroxide is a molecule that can attack sulphur atoms and metal ions in protein molecules, and with the aid of iron ions is potentionally mutagenic. Catalase is an extremely effective enzyme, and can break down millions of hydrogen peroxide molecules in a single second. As such, it can be seen how important and effective catalase is to oxygen-exposed organisms. As with the majority of enzymes, it has an optimum pH of approximately 7, though the optimum can vary by species. Haliotis discus discus, a type of shellfish, for example, has catalase which works at an optimum pH of 10. 5. There are a number of factors which affect the rate of reaction of catalase. As stated, pH is one. Concentration of both catalase and hydrogen peroxide, concentration of co-enzymes (Fe3+ in human catalase) and temperature are all variables that affect the rate of reaction. These can all be regarded as limiting factors, as they can only affect the rate of reaction to a certain point when alone. That is to say, the reaction will not work as best it can if all factors are not at an optimum standard. The poison cyanide acts as a competitive inhibitor, it strongly binds to the haem of catalase, stopping an enzyme-substrate complex from forming. Heavy metal ions, such as copper ions in copper (II) sulphate, act as non-competitive inhibitors on catalase. Competitive inhibitors act by binding to the actual active site of the enzyme, thus stopping an enzyme substrate complex from forming. Competitive inhibition, this can be reversed by increasing the concentration of the substrate. Non-competitive inhibitors bind to a site other than the active site, known as the allosteric site. As such, it is able to bind even to an enzyme-substrate complex. These inhibitors are usually reversible, but are not affected by concentration of the substrate in the way that competitive inhibitors are. Copper acts as a non-competitive inhibitor of catalase. Copper, as a heavy metal, reacts strongly with sulphydryl groups in proteins. This can cause the protein to precipitate, and thus change the shape of the active site. This type of inhibition is irreversible, as the protein becomes covalently modified. Inhibition affects the rate of enzymatic reactions differently than extremes of pH and temperature, which both affect the protein in a non-specific way. These factors reduce the rate of reaction by a process called irreversible enzyme inactivation. This is where the whole protein structure is destroyed, or denatured. Non-competitive inhibitors work by specifically altering the struc ture of the enzymes active site. Due to the decrease in available active sites, the rate of reaction will decrease. In this sense, it is similar to reducing the concentration of enzymes, as there are less active sites available. Planning I will be studying the rate of catalase activity on hydrogen peroxide while varying the amount of inhibition, which should influence the rate of the reaction, and thus the amount of oxygen, observed in a given time. The concentration of the inhibitor will therefore be the independent variable, while the amount of oxygen will be the dependent variable. There should a smaller volume of oxygen observed as the concentration of the enzyme increases. As I am comparing two variables to each other, it would be wise to calculate the correlation of the two variables. To calculate the correlation, I should use Spearman’s rank correlation coefficient. To find a suitable correlation, I should use at least 8 samples. After plotting a scattergraph, I will proceed to find out the correlation if the correlation looks reasonable enough. Variables Temperature: Temperature is an extremely important variable to consider, as it can affect the rate of reaction in a number of ways. If the temperature of a system is increased, more molecules will reach the activation energy and the rate of reaction will increase. The number of collisions will also increase. As enzymes must collide with substrates, an increase in temperature and thus kinetic energy will result in more collisions occurring in a given time. Increasing the temperature will also increase the heat of the molecules. This will in turn increase the molecules’ internal energy. If the energy increase is too great, the weaker hydrogen bonds that determine the tertiary structure of the protein may break. This may change the structure of the active site, stopping any reaction between enzyme and substrate. Therefore beyond a certain temperature, the rate of reaction will decrease. To control the temperature, each system must be heated to the same temperature. For this experiment, I have chosen to keep each system at 30oC. This is because room temperature can vary in a lab, as some days can be warmer than others, and the room’s ventilation can also affect the temperature of the system. This is also to allow the reactions to happen at an efficient enough rates to collect results. pH: Any change in pH affects the ionic and hydrogen bonding in an enzyme and so alters it shape. Each enzyme has an optimum pH at which its active site best fits the substrate. Variation either side of this pH results in denaturation of the enzyme and a slower rate of reaction. The optimum pH for catalase in potatoes is generally 7, but can differ depending on the acidity of the soil it was grown in. In this experiment a pH 7 buffer was used. This is because the optimum pH of most types of catalase is 7, and so that the systems can all be kept constant. Concentration of solutions: the concentration both the enzyme and substrate have to be taken into consideration. The concentration of substrate for example will affect the rate of reaction in a positive way until all the active sites are occupied. The same applies to the concentration of the enzyme. An excess of either will not negatively affect the rate of reaction. Both concentrations will be kept constant for each experiment. I will ensure this by using catalase and hydrogen peroxide from the same batch in each experiment. Potato: Obtaining catalase from potato involves crushing the substance. This can be standardised by first cutting the potato into small cubes, then crushing. This can ensure that there are as little lumps of potato left as possible. If multiple potatoes are used, there is a risk of using catalase of different concentrations. This can be remedied by using a large enough potato. As each sample of potato is 5g, and twelve samples are taken 3 times each, then 180g worth of crushed potato are required. A large potato can easily weigh around 500g, so the problem then comes with different concentrations of catalase distributed within the potato. This can be controlled by evenly mixing the crushed potato. It is then safe to assume the catalase is randomly distributed throughout the potato. Lab air exposure: As the crushed potato would be left exposed to the air during the duration of the experiment, this could affect the enzymes ability to catalyse the reaction, and would yield misleading results. As such, any potato that is not in use should be covered in cling film to prevent exposure as much as possible, although not entirely. Preliminary Method My preliminary experiment involved testing only 5 different concentrations of inhibitor, to see whether the results show any reasonable difference. By this, I mean that the results should show a correlation above the critical level where p = 0. 05, n = 6. By doing a trial experiment, I can make sure my experiment will run safely and successfully, as well as determine any factors of my experiment I should change. Apparatus: -Potato -6% Hydrogen Peroxide solution 5cm -Copper (II) Sulphate solution (2%, 1%, 0. 75%, 0. 25%, 0. 1%) 10cm -Deionised water -Measuring cylinders -Weighing boat -Mass balance -Peeler -Scalpel -Pestle and mortar -Cling film -Test tubes -Test tube rack -Water bath -Thermometer -Bunsen burner Tripod -Gauze -Metal tongs -Delivery tube with bung attached -Gas syringe -Clamp stands, boss and clamp -Stopclock Method Peel and dice the potato in roughly 3x3cm cubes and mash them. Cover the crushed potato when not being used. Set up a gas syringe horizontally supported with stands and clamps, high enough to reach test tubes in a water bath. Attach a delivery tube to the syringe. Prepare a water bath of 30oC. Measure out 5cm3 of Hydrogen Peroxide into 6 test tubes. Add 10cm3 of the 2% Copper (II) Sulphate solution. Heat the solution to 30oC using a water bath. While heating, prepare a weighing boat with 5g of potato. When 30oC, place the potato in the solution, quickly attaching it to the delivery tube and starting the stopclock (a helper is advised here). Allow the catalase to react for 3 minutes, and note the gas collected. Repeat the same process for each concentration. Add 10cm3 of deionised water to the final test tube as a control. Health and Safety Pureed potato may irritate some people’s skin. Wash any potato splashes off skin immediately. Hydrogen peroxide is an irritant, and a powerful oxidising agent and bleach.

Framework for extra-curricular involvement Research Paper

Framework for extra-curricular involvement - Research Paper Example As a function of such an understanding, it will be the intent of this brief analysis to discuss some of the means by which this author will seek to engage in communication and leadership development through extra-curricular activities. As such, this brief analysis will consider extracurricular activities that will be planned and engaged with as a means of furthering the knowledge that has thus far been learned in the classroom. Further, a level of metrics will be applied which will help to categorize the means by which such extra-curricular activities can be measured for overall success in each activity. With regards to the first extra-curricular activity that can be engaged as a means of furthering my education beyond the boundaries of the classroom is with regards to volunteering as an assistant for a local community health drive. Ultimately, the process of volunteering as such as one that allows the individual to bring to bear many of the skills and techniques which have thus far been taught in class. Although there were a number of different aspects that prompted me towards volunteering for a community-wide health outreach, the main determinant was the ability to engage with individuals that had hitherto received little if any attention. Moreover, with regards to the metrics of the participation in such an extra-curricular, this will be judged based upon the degree to which the core concepts and understandings from the coursework can be applied in a satisfactory manner as a means to benefit those individuals within the community which I will be directly serving as a function of the voluntary work. Finally, with respect to the unique level of core challenges that this will provide me, it can be understood that such a course of application will allow me the unique opportunity to utilize many of the core competencies I have thus far been acquainted within in the field of course material that has been studied. Although the course material itself is vitally impo rtant towards helping the individual student to come up with an actionable means of approach to a variety of different

Emerging technologies proposal Essay Example | Topics and Well Written Essays - 1000 words - 1

Emerging technologies proposal - Essay Example An interesting consequence of this is that materials with a negative refractive index have been constructed that can focus light much more finely than conventional lenses and can also be used for energy harvesting (Ball, 2007). The study and construction of metamaterials has given a new direction to the field of Plasmonics, the study of Plasmons. These are small waves of electron density that are produced by using light. Using Plasmons, optical signals can be squeezed into very small wires. The induction of plasmons in metamaterials can induce extraordinary optical and magnetic properties in them. Together, these two developments can be used to envisage higher capacity optical data storage and telecom systems that are ultrafast, compact and highly integrated (Atwater, 2007). The Technology Review, the publication from the Massachusetts Institute of Technology, has identified Metamaterials as one of the top ten emerging technologies in a special review. They offer significant size reduction in optical data storage and computation. When combined with plasmonics, they demonstrate electromagnetic properties that are impossible to achieve with conventional materials. Thus, they can be effective circuit elements of very small size but increased complexity and performance. They can also enable the Radio Frequency (RF) signals to be shaped and controlled in a completely novel way. This will miniaturize the devices and processors for computers, help the information processing be faster. Eventually, this technology could change the future of telecommunications and data storage. I am interested in the application of plasmonic metamaterials to computer chips in the IT industry. Miniscule plasmonic devices with arrays of metamaterial stripes and gaps can be produced to act as computer chips. The arrangement of these arrays acts as a plasmonic circuit that can convey much more data at a significantly higher rate than conventional

Brown V. Board of Education Essay Example for Free

Brown V. Board of Education Essay Brown v Board of Education is a historical landmark case that dismantled segregation laws and established a great milestone in the movement toward true equality. The Supreme Courts unanimously decided on Brown v. Board of Education that separate but equal is inherently unequal. Ruling that no state had the power to pass a law that deprived anyone from his or her 14th amendment rights. For my historical analysis I will use Richard Kluger’s â€Å"Simple Justice†, in which he argues, â€Å"that the Declaration of Independence was marred by hypocrisy—all men were not equal if black†. His book will assist me in learning the policies that lead to and surrounded this case. Using interviews I conducted, where I questioned inner city high school students of their schooling experience in comparison to my brother who attends a predominately white privileged private school, I will ultimately uncover the many inequalities that still exist today. While researching I interviewed my great-Aunt Bertha, who grew up in the state of Mississippi, she had a first-hand experience of life before Brown v Board of Education and life after the Supreme Court ruled on the case, her life was changed forever. My research will focus on not only a historical analysis of what occurred, but how far America has claimed to truly come in dealings with race relations, and the inequalities that still exist today. The American Civil War was fought from 1861 to 1865 between the United States also known as the â€Å"Union† and the few southern states that announced their separation from the United States known as the â€Å"Confederates†. The war was based mainly on differing opinions on the issue of slavery. The war lasted about four years and the results yielded in the Confederacy being defeated by the Union. Upon defeating the Confederates, the Union abolished slavery. From that moment on the process of rebuilding the Union as a strong united nation began. This Union was to guarantee freedom to slaves and began the process of having former slaves obtain rights entitled to all citizens. Once the Civil War had ended, so did the policy of legal slavery. However former Confederate leaders did not intend on allowing the former slaves to have all the same rights as whites nor did they intend for former slaves to be counted equally as citizens. Just before the end of the war, congress had passed the Morrill Act of 1862. This act was to provide for federal funding of higher education. Former slave-holding states decided to find loop holes in allowing former slaves to benefit from the new federal funding as they were not ready to asked them as citizens or even human for that matter. Post-Civil War, the fourteenth amendment to the United States Constitution granted equal protection under the law to all citizens. Although the amendment was put into effect Congress knew the transition from slave to citizen with a hand full of rights would be difficult for former slaves so to help with the transition process Congress created the Freedmen’s Bureau. This program was created to assist in the integration of former slave into society as citizens. At the end of the reconstruction period in 1877 former Confederate states implemented random laws that would blatantly go against the federal law and the constitutional right granted b y the 14th amendment to all including African Americans for equal treatment under the law. Southern state believed they could somehow obey federal orders by having equality yet keeping order by having races remain separate. For many years the court at both state and federal level claimed the 14th amendment applied only to federal, not state, citizenship, therefore they had no control over how a state thought to treat or label an African American on their land. This was proven true of the court in the 1863 Civil Rights Case heard before the Supreme Court. This case was made up of five lower level court cases and made into one because they all had the same claim. In this case The Court held that Congress lacked the constitutional authority under the enforcement provisions of the Fourteenth Amendment to outlaw racial discrimination by private individuals and organizations, rather than state and local governments. After the end of Reconstruction, the federal government generally did not hear racial segregation cases instead advising the issue be left up to each individual state to handle. In understanding Brown v Board of Education one must first understand a little about Plessey v Ferguson. The issue in this case was can the states constitutionally enact legislation requiring persons of different races to use â€Å"separate but equal† segregated facilities? And the Court ruled, yes. The states can constitutionally enact legislation requiring persons of different races to use â€Å"separate but equal† segregated facilities, this coming from the highest Court of the land. The trouble with this ideology was that it is contradictory even in its simplest form. Although the Constitution required equality, the facilities and social services offered to African-Americans were almost always of lower quality than those offered to white Americans; for example, many African American schools received less public funding per student than nearby white schools. Public water fountains, which were label â€Å"colored†, were always of lower quality than those labeled for â€Å"whites†. Life went on lived with this flawed idea of serrate equality for many years creating an inferior class of citizens, black were at the bottom and therefore not equal. Many people have tried to challenge the â€Å"separate but equal† rule but most went unheard and those that were heard failed have a change occur. Eventually in 1954 a case did make it on the Supreme Court docket, that case was Linda Brown v. Board of Education. Brown v Board of Education asked the Supreme Court to answer the question of does the segregation of children in public schools s olely on the basis of race deprive the minority children of the equal protection of the laws guaranteed by the 14th Amendment? Blacks wanted justice and wanted this question to be answered and clarified for all the nation that they too are people entitle to all the same rights as whites. Thurgood Marshall was one of leading attorney, and civil rights activists, who fought against the segregation laws and policies that were violating the rights of African Americans, especially the children. Kulger â€Å"†¦the African Americans were going to ask equal treatment from top to bottom; buses, buildings, teachers, teacher’s salaries, teaching materials. Everything the same. Anything less was patently in violation of the Fourteenth amendement, Thurgood Marshall explained. â€Å" (18) Thurgood Marshall was one of leading attorney, and civil rights activists, who fought against the segregation laws and policies that were violating the rights of African Americans, especially the children. Kulger Black children were denied admission to public schools attended by white children under laws requiring or permitting segregation according to the races. Linda Browns father though it to be insane that just based solely on the color of his daughters skin she would have to travel really far across train tracks to go to the black only school when they lived near by a school that happened to be labeled whites only. The National Association of the Advancement of Colored People picked up his case, making Linda Brown the poster girl for the cause; She was the embodiment of young black students that were not getting an adequate education that they are entitled to. Brown embellished the ideal look of an average, young, innocent girl, just trying to go to school like any other White child would. The NAACP hired a team of lawyers and civil rights activist to petition the court to hear out the constitutionality of this issue. The lawyers on the case complied many other cases into the same bulk because they all asked of the court the same question, which was the constitutionality of the separate but equal. The Supreme Court ultimately decided in favor of Brown and cited, â€Å"despite the equalization of the schools by objective factors, intangible issues foster and maintain inequality. Racial segregation in public education has a detrimental effect on minority children because it is interpreted as a sign of inferiority. The long-held doctrine that separate facilities were permissible provided they were equal was rejected. Separate but equal is inherently unequal in the context of public education.† This decision called for an end to all state maintained racial segregation. Although the legal end was called for the mentality of many remained the same some going so far as to verbally and physically torture blacks that would dare utilize the same facilities as whites. Brown v Board of Education was decided in 1954 approximately 60 years ago but the strong effects of life before the decision still live on today even in the State of New York which is known to be progressive and libe ral I find myself surround by many disparities. Within the New York Public school system for example. Although we are not literally labeled certain schools as a black school or a white schools the idea of zoning children into schools based on their address is just the new form of â€Å"separate but equal† in my eyes. I had the pleasure of interviewing a fellow political science major at The City College of New York. John Miller shared with me his experience within the New York City public school system, where he was educated until his graduation from high school or as he called it â€Å"aging out† of the system. John described in detail his experience of never having shared a classroom with a white person before enrolling at City College. John was born and raised in the Bedford Stuyvesant section of Brooklyn, New York. Bedford Stuyvesant is widely known as the black cultural mecca of Brooklyn, similar to what Harlem is to Manhattan. He explained to me the way New York City public school system works from kindergarten through 9th grade. Children are assigned a school tha t is in close proximity to their neighborhood. If they don’t like the school they are assigned to, which many do not, the answer from authority figures is â€Å"tough luck† or simply â€Å"move†. Unfortunately John was one of the students that had to stay in his underfunded school. He also told me about his best friend who was one of the lucky few that gained admission into a charter school (which seems to be the only way out of the failed Bedstuy public schools) in downtown Brooklyn. His friend was admitted into the school because his mother’s employer noticed what she felt was great intelligence for someone whose mother was a simple housekeeper. While he spent the day watching his mother clean her house she simply made a phone call to one of her friends who happened to be a big donor to the charter school and in just a few weeks he was being bussed to a 21st century private charter school. He was one of the lucky few to made it out. Miller is now at the University of Chicago studying biology, I hope of becoming a doctor. Most of their childhood friends from the neighborhood are either in prison most for crimes of necessity given their unfortunate circumstances. He described how another friend would frequently steal from the local grocery story to supply his family with food. Miller would like to point out that he is not trying to create excuses for the crimes committed, however he is sympathetic to their reasoning. He is also not oblivious to the fact that not all the crimes his childhood friends are being incarcerated for are crime of necessity but rather some are crimes of pure boredom. He is not sure where to place blame or on who in either circumstance. The past stories accounts for the majority of the men John knew but the women are not excluding from this group of underachievers. Most became pregnant at an extremely early age giving birth to children out of wedlock. They gave birth with the expectation that there is always â€Å"food stamps/welfare† I don’t need a job† while others are working dead end jobs making minimum wage. In his community education is clearly not something to value and I would make the claim that it is because from kindergarten the schools in this community are underfunded and have teacher who don’t care working in the system. If the teachers don’t care neither will the students and so the cycle continues. Was this system plan and created by our white socioeconomic counter part? We were taught to believe Brown v Board of Education would change our lives forever. Once the high Court made the claim that â€Å"separate but equal† actually was impossible to accomplish and an oxymoron within itself. Mississippi was so defiant towards the Brown v. Board of Education case, schools in the state refused to integrate. Therefore the federal courts in 1969 had to modify the Mississippi â€Å"desegregation order†. People still had their racist ideologies and even today 4 of the schools are â€Å"single-raced†, although it is legally outlawed. My aunt Bertha was a student in the Mississippi public school system in the year prior to and post Brown v. Board of education. She vividly recalls sitting with her family around a radio and hearing the Chief Justice announce the courts decision to declare â€Å"separate but equal† unconstitutional. Making separate schools for whites and black she thought would immediately become a something of the past. She admits to being very nervous yet excited about the idea of going to schools that white people would also go to. She even recalls telling her dad â€Å"maybe we wont have to share books anymore† pointing to the fact that her school was so underfunded and there weren’t enough books to go around. Bertha says 2 years after the decision was handed down by the court she remained a student at a school on the east side of the track which were for black and the whites remained enrolled in the other school. She visits once a year now for her high school reunion and is just now starting to notice some integration almost 60 plus years later the principle proudly announced we â€Å"now have a white population of 2.3 percent† although she was proudly to see Brown v. Education being implemented into her hometown she still is saddened by the fact that people of color on her side of the track could potentially go through life without ever having much interaction with the other race if they so chose. This saddens her because we are now living in 2012 and our President is black however whites and some blacks still seem very uncomfortable with they idea of being together, not just in the classroom but also in all aspects of life. â€Å"Segregation was an unmitigated evil, and no black man anywhere in America was free of its scar so long as the Supreme Court tolerated it† (290) We are still living in a systematic world of segregation in the New York City School System in the public and private sector. Schools where most of the students are minorities get underfunded. Is this a problem of economics? Distribution? Or an ongoing internal racism that often gets ignored? BIBLIOGRAPHY Kluger, Richard. Simple Justice: The History of Brown v. Board of Education and Black Americas Struggle for Equality. New York: Vintage, 2004. Print. Mississippi Schools Still Segregated Despite Court Order. Breaking News for Black America RSS. NewsOne Staff, 4 May 2011. Web. 18 Dec. 2012. Miller, J (2012, 5 October) Personal Interview Moore, B (2012 15, October) Telephone Interview

The Role of Queen Guinevere in King Arthur and His Knights Essay

She is the most perdurable female figure in King Arthur and his Knights. Without her the suspense and the plot flow could not have been achieved. Her influence has enabled her to penetrate into men’s world a trait that distinguishes her from the rest of the women. Knights are referred to as the queen’s knights. We could say the same of the ladies who accompany the queen and keep the knights in good company (pg.52) .Queen Guinevere, as the King’s wife, is acknowledged by males. But despite her access to the Round Table, she has no legitimate power. She is a woman figure who can be discarded as desired. Her presence in the male dominated arena is a source of discord among them. She is resented as a threat to the bonds of men, an eventuality which will lead to the end of the Round Table. She is represented as a danger to the misogynist circle. Malory gives Guinevere a maternal character, whose love is expected to be impartial to her children, and in this case to her knights. By being the king’s wife, Queen Guinevere acquires a political and a symbolic duty in the kingdom, but this status does not exempt her from male’s contempt towards the female gender. All her attempts to improve her status are watered down by male rivalry. Queen Guinevere does not find pleasure in the male company. Love, the only benefit she could reap from men is given no room. Guinevere’s preference for Sir Lancelot creates animosity amongst the Knights of the Round Table. Her illegitimate affair is resented by Sir Modred as betrayal. The latter’s concealed jealousy towards Sir Lancelot turns into an open demonstration of loyalty to the King Arthur and eventually to unprecedented war. Queen Guinevere is a source of trouble among the Knights of the Round Tab... ... the male gender, for it is the only language men decipher with ease. Love, a probable ground on which men and women can converge is divisive and destructive to all those who turn to it in their efforts to bridge the gender gap. The capacity to conceive and give birth adds value to the women in Malory. Lady Igraine’s significance is only mentioned in relation to King Arthur’s birth. Through Galahad, Elaine’s importance is underlined, but all the glory goes to Lancelot and Galahad himself. Queen Guinevere is childless and this could be the reason why she is not appealing to King Arthur. The latter focuses his attention on Sir Gawain and Sir Lancelot as his possible heirs. Sir Thomas Malory’s female characters are centered on male ideals and traits. Women can only be considered in relation to heroic male actions, roles which they complement or defy.

How Does the English Language Vary at Individual?

How does the English language vary at individual, societal and international levels? English has become the first `truly global language` (McCrum et al. , 2002, p. 9). As a result of advances in technology and transport, varieties of English have spread throughout the world. This internationalisation has been described by Shreeve as an `identified phenomenon` (1999, p. 1). English now underpins the lives and cultures of a broad spectrum of people, with one in four people in the world now fluent users of English (Crystal, 2002, p. 10).Language involves making meaning and individual identity. It has been defined by Emmit et al. as mediating `between self and society [†¦], a way of representing the world to ourselves and others` (2006, p. 17). There are strong links between how individuals use different varieties of English and the social implications of why they do so. According to Swann: `Language varieties are not simply linguistic phenomena. They carry important social meanings ` (2007, p. 11). Many social factors have affected the English language, leading to the numerous varieties that are recognised and used today.Variety can be seen in the way every individual uses the English language, the interaction between social groups and in the way different countries are utilising the language. The numerous dialects in use in the UK demonstrate the diverse nature of the English language. Dialects include variations in syntax, morphology, lexicon and phonology. It has been argued from a prescriptive perspective, by linguists such as Quirk and Greenbaum, that dialects are not true forms of English and that there needs to be a `common core of English` (Quirk, 1972; in Kachru et al, 2009, p. 513).This is the pure and stringent form known as Standard English, which is traditionally linked to educated society. Standardisation consists of `language determination, codification and stabilisation` (Trudgill, 1992, p. 117). It is a model to be consulted; a unified code to refer to. Standard English is a publicly recognised, fixed form, a mastery of which affords `social and educational advantages` (Eyres, 2007, p. 16). It was formed by a particular social group, the group with the highest degree of social capital (Bourdieu, 1986, pp. 241-258), power and prestige (Rhys, 2007).Rhys, however, perceives that Standard English is a `social dialect` (2007, p. 190) and argues that it is not superior to other dialects (Rhys, 2007). Labov states that: `all languages and dialects should be viewed as equal in terms of their ability to communicate` (1969; in Bell, 1997, p. 241). While a standard form of English can be seen as a social and communicative necessity useful for educational and international affairs, vernacular forms should not be discounted or regarded as inferior. Dialects represent a smaller locality and are therefore more personal.A relevant example is the use of dialects in regional BBC news broadcasting. While the national news is presented in S tandard English, a code with a particular grammar, pronunciation and register, the BBC’s regional programmes showcase a local identity that cannot be found in national broadcasting. Interviewees and `talking heads` often have strong regional accents and speak in the dialectal forms familiar to their viewers. The regional programmes are personal to their audience and emphasise the benefits of language variation. Dialects represent social bonds and form because of linguistic choice.The formation of dialects has been explained by Freeborn: `Different choices were made among the varied speech communities forming the speakers of English in the past. These choices are not conscious or deliberate, but pronunciation is always changing, and leads in time to changes in word form` (1993, p. 43). The English language has fragmented into pockets of dialect due to social difference and geography. This is a microcosm of how international languages form; distance causes change. Freeborn beli eves that `all dialects of a language are rule-governed systems` (1993, p. 0). All vernaculars are consistent, although they may not have the written grammar core (Quirk, 1972; in Kachru et al, 2009, p. 513) that Standard English can boast. There is great variation in dialect throughout the United Kingdom. In 1921, Sapir classified his notion of `dialect drift`. He explained how `language moves down time in a current of its own making. It has a drift` (1921; in Rhys, 2007, p. 2007). This idea relates to how language evolves; lexical and phonological elements are absorbed and new dialects are formed.However, while language is ever-changing, it is apparent in some cases that dialects are actually becoming more similar. This is defined by Rhys as dialect levelling (2007); when `regular contact between speakers of different dialects [causes them to] lose linguistic features of their dialect` (2007, p. 204). In the modern world this levelling process is a consequence of improved transpor t links, migration and the growth of media and broadcasting. The urbanisation of the UK means that rural areas are not as isolated from cities as they were when Sapir wrote of a dialect drift.Advances in technology and industry mean that the boundaries of dialect, known as `isoglosses` (Freeborn, 1993), are being broken down. People within dialect boundaries hear more varieties of English than they used to, so they naturally accommodate words and pronunciations into their speech. This process of change, however, occurs over a long period of time. Therefore, making sweeping statements about the future of dialects is difficult. Major changes to language and dialect will not be visible for decades.Different speech communities will always make different language choices (Freeborn, 1993), so there will always be regional variation. While language varies because of social groupings, there is also great variety within the speech patterns of an individual. Cheshire has found evidence that ` speakers continually reassess the context and adjust their speaking style accordingly` (1982, p. 125). People alter the way that they speak depending on the person or group that they are speaking to, the location that they are in, the type of conversation and the topic being discussed (Swann and Sinka, 2007).Bell is adamant that the `person or people you are speaking to will have the greatest effect on the type of language you will use` (1991; in Swann and Sinka, 2007, p. 230). He believes that the presence of another person or group causes people to change their linguistic code. This is known as the theory of `Audience Design` (Bell, 1997, p. 240). People feel the urge to fit in and adapt their language to meet their social and psychological needs. Audience Design can also be related to the idea of language performance (Hodge and Kress, 1988). People take on a variety of roles in their conversations due to a feeling of being atched and critiqued. Swann and Sinka perceive that `spea kers can be seen as relatively creative designers of language` (2007, p. 255). Language is a creative medium, in which the performer changes their approach depending on the recipient. The way that we utilise language and make choices suits our individual discursive requirements. People improvise with language as they try to adapt to new linguistic codes. Individuals feel the need to inhabit certain conversational personas and to adopt the linguistic features of their interlocutors. This phenomenon is an element of `Communication Accommodation Theory` (Giles, 1971).Giles and Powesland explain that accommodation can be `a device by the speaker to make himself better understood` (1997, p. 234) and that it can also be regarded as: `an attempt on the part of the speaker to modify or disguise his persona in order to make it more acceptable to the person addressed` (1997, p. 234). The concept of disguise is often associated with deception, but the linguistic adaption proposed by Accommodat ion Theory derives from constructive ideals. The ability to alter and weave linguistic codes in different situations is a socially integrative mechanism.Variety in an individual’s use of language exists to meet the expected communicative requirements of society. The English language is forever evolving and is gradually becoming a global language. This is due, in part, to globalisation. Contemporary globalisation is often associated with the ‘shrinking’ of time and space. This has affected international trade and industry and also the way that the English language is used at global level. Rapid developments in technological and digital communications have led to the description of the world as a global village (Hollis, 2008, p. 38). As the world becomes theoretically smaller, the development of English as a global language mirrors how our own standard form has developed in the UK. The world requires a stable and recognisable common code for effective global commun ication in sectors such as business, science, politics and commerce. It could be argued that both Standard English and a new international standard are impersonal varieties of English. These language forms are functional; a means to an end, whereas dialect and variety within a country could be seen as representative of a more personal identity.Crystal perceives that there are the `closest of links between language dominance and economic, technological and cultural power` (2003, p. 7). In the case of English developing into a global language the dominant force is the USA, which holds economic and political power. Due to the global position of the USA, countries which hold a lower international status are driven to adopt the English language. It appears that a universal, international standard is developing from an `urgent need to communicate at world level` (Crystal, 2002, p. 11).An example is Kenya, which holds English as a joint official language with Swahili. While English is `not necessarily welcomed`, it is learnt in Kenyan schools and `enjoys a high status` associated with social and economic success (Heardman, 2009, p. 20). The Kenyan adoption of the English language demonstrates a need for their country to function in an international realm. There are opposing views on the idea that English should become the first global language. Some see it as an encroachment on culture and diversity, while others regard it as imperative to communication in a modern world.In 1994, French legislation was passed in order to halt the advance of English into French language and culture. The `loi Toubon` (named after the Minister for Culture, Jacques Toubon), called for a ban on: `the use of foreign [English] in business or government communications, in broadcasting, and in advertising if â€Å"suitable equivalents† existed in French` (Murphy, 1997, p. 14). This law was a linguistic intervention, an attempt to prevent the fragmentation of the French language and to retain national identity. In this case, the `borrowings` (Dubois et al, 1973; in Swann, 2007, p. 4) that the French language had taken from English were becoming too frequent and were seen as being detrimental to France’s status as a historical and international power. The arrival of the internet, however, led French lawyer Thibaut Verbiest to enquire: `How can the Touban law be applied to internet sites created in languages other than French, that may be needed for the discharge of someone’s duties? ` (2005, in Swann, 2007, p. 37). As France and other countries have discovered, the adoption of the English language for global means is a modern, national necessity.The positive effects of English are apparent in other countries around the world. In India: `English acts as a levelling rather than divisive agent, smoothing out the intra-vernacular conflicts of a multi-lingual nation` (Chakrawarti, 2008, p. 39). While language variety in every country is vital to culture an d national identity, English as an international language offers a common form to be consulted and utilised. Evidence that a global language does not encroach on national identity can be seen in forthcoming changes to the English National Curriculum.Andalo reports that: `from 2010, it will be a compulsory part of the National Curriculum for children from the age of seven to fourteen to study a modern foreign language` (2007). The English government holds foreign languages in high regard and sees them as vital to a rounded education. The English language is a stabilising force, rather than a dominating one. The evolution of global English is linked to linguistic `stabilisation` (Trudgill, 1992, p. 117); a question of international need in a digital age, rather than a means of eliminating international language diversity and national identities.Language helps us to form ideas and process information on an individual level. It gives us our identity and allows us to make meaning within our social groups. Language will develop further as globalisation continues, as we strive to share meaning and communicate internationally. Crystal has suggested the idea of a `universal bidialectism` (2002, p. 294). His perception is that: `We may all need to be in control of two Englishes – the one which gives us our mutual or local identity, and the one which puts us in touch with the rest of the human race` (2002, p. 284).However, it could be suggested that we will be universally tridialectal. There is the descriptive regional variation within our national language, the prescribed standard form required for educational purposes and then the newer globalised form of English with which we communicate with the world. The evolution of the English language will derive from international necessity, but will not eliminate the fact that language always returns to the individual and their place in the world. List of References Andalo, D. (2007) All Primary Schools to Teach Foreign Languages by 2010. Online]. Available at: http://www. guardian. co. uk/education/2007/mar/12/schools. uk [Accessed: 2 November 2009] Bell, A. (1997) ‘Language Style as Audience Design’. pp. 240-257, in Coupland, N. and Jaworski, A. (eds) Sociolinguistics: a Reader and Coursebook. Basingstoke: Palgrave Macmillan Bourdieu, P. (1986) ‘The Forms of Capital’. Handbook of Theory and Research for the Sociology of Education. 24 (1) pp. 241-258 Chakrawarti, P. (2008) ‘Decolonising and Globalising English Studies: The Case of English Textbooks in West-Bengal, India’.English in Education. 42 (1) pp. 37-53 Cheshire, J. (1982) Variation in an English Dialect: a Sociolinguistic Study. New York: Cambridge University Press Crystal, D. (2002) The English Language: A Guided Tour of the Language. 2nd edn. London: Penguin Books Ltd Crystal, D. (2003) English as a Global Language. 2nd edn. Cambridge: Cambridge University Press Emmit et al. (2006) Language and Lear ning: An Introduction to Teaching. 3rd edn. Oxford: Oxford University Press Eyres, I. (2007) English for Primary and Early Years: Developing Subject Knowledge. 2nd edn.London: SAGE Freeborn, D. (1993) Varieties of English: An Introduction to the Study of Language. 2nd edn. Basingstoke: Macmillan Giles, H. (1971) ‘Patterns of evaluation in reactions to R. P. , South Welsh and Somerset accented speech’. British Journal of Social and Clinical Psychology. 10 (1) pp. 280-281 Giles, H. and Powesland, P. (1997) Accomodation Theory pp. 232-239 in Coupland, N. and Jawowski, A. eds. (1997) Basingstoke: Palgrave Macmillan Heardman, K. (2009) An Introduction to Linguistics – The Study of Language. [PowerPoint Presentation].Faculty of Education: University of Plymouth Hodge, R. and Kress, G. (1988) Social Semiotics. Cambridge: Polity Press Hollis, N. (2008) The Global Brand: How to Create and Develop Lasting Brand Value in the World Market. Hampshire: Palgrave Macmillan Kachr u, B. (2009) The Handbook of World Englishes. Oxford: Wiley-Blackwell McCrum, R. et al. (2002) The Story of English. London: Faber and Faber Murphy, C. (1997) ‘The Spirit of Cotonou’. The Atlantic Monthly. 279 (1) pp. 14-16 Rhys, M. (2007) ‘Dialect Variation in English’. pp. 189-221, in Graddol, D. t al. (eds) Changing English. Abingdon: Routledge Shreeve, A. (1999) `The Power of English`. English in Education. 33 (3) pp. 1-5 Swann, J. (2007) ‘English Voices’, pp. 5-38, in Graddol, D. et al. (eds) Changing English. Abingdon: Routledge Trudgill, P. (1992) ‘Standard English: What it Isn’t’. pp. 117-128, Bex, T. and Watts, R. (eds) Standard English: The Widening Debate. London: Routledge Swann, J. and Sinka, I. (2007) ‘Style-Shifting, Code-Switching’. pp. 227-269, in Graddol, D. et al (eds) Changing English. Abingdon: Routledge

Nutritional Needs over a Life Span Essay

As we grow older, our nutritional needs begin to change. Not only do they change throughout different stages of life, but they also vary depending on whether you are male or female. The following are nutrient requirements for the lifespan of both men and women: Infants Infants of both sexesleave the mother’s womb and live on their mother’s breast milk for the first four to six months of their life. If breastfeeding is not possible, then the infant should be formula fed.This provides all the necessary nutrients to sustain good health during this time frame. From age six to 12 months, infants can begin eating solid foods such as rice, oatmeal, soft fruits, cooked veggies and meats. After they are a year old, they can graduate to eating larger, raw fruits, vegetables and lean meats. Teenagers Teens have to keep a well balanced diet because they are growing during these years. They also have to be able to concentrate in school and get adequate nutrition to help them play sports, as well. They need sufficient iron in their diet; teenage girls usually do not get enough of this. Protein, calcium and Vitamin D are particularly important during a teenager’s growth spurt. This includes fish, chicken breast, skim milk, cheese and low fat yogurts. Boys usually need more calories than girls because they have more muscle mass and tend to grow taller. Another facet of teenage life, particularly for women is the pressure to stay thin. They are more likely to suffer from eating disorders and inadequate nutrition, than males. Read more:Â  Essay on Nutritional Requirements Adults Adult men and women have different nutritional needs based on their occupation and activity level. Those who have sedentary jobs, can get away with eating a 1500-1800 calorie a day diet, without weight gain. However, those who work in field such as construction, cleaning, fitness instruction, etc..require a greater calorie intake of at least 2000-3000 calories daily. Women of child bearing age, must eat plenty of iron rich foods like cooked fish and poultry products, as well as spinach and other leafy green vegetables. Just before and during pregnancy, women have to pay close attention to the diet, as this can affect the health of the baby. Along with obtaining nutrients from all of the major food groups, she may take folic acid supplements to aid in proper development of the child’s spinal cord. They should also avoid raw foods that may contain poisonous bacteria, like fish, eggs and soft cheeses. Older Adults Older adults are not as physically active as younger adults, so their calorie needs are reduced. Calcium is very important to maintain strong bones. Women are particularly susceptible to developing osteoporosis later in life, so they should increase their calcium intake Fiber rich foods such as multigrain breads and slow cooked oatmeal aid in the digestion of older adults. A variety of B-vitamins plus protein help maintain a healthy central nervous system and protects body tissues from damage.

8 Signs You Need To Get Out of Corporate America

8 Signs You Need To Get Out of Corporate America There are a lot of perks that come with working in corporate America: the pay is usually good, there are usually decent benefits, and sometimes you get to sit in beanbag chairs and get your work-out in during your lunch break. But there are also a ton of drawbacks. Here are 7 reasons you’re probably not well suited to the corporate climate and might consider getting out. You shouldn’t necessarily quit and run off to join the circus, but, you know, start looking around for other opportunities.1. You’re not a natural brown noser.Schmoozing is a requisite for the corporate world. Your talent and skills and the work you deliver- no matter how top notch- is not enough to get ahead. You could be by far the strongest link on the team and still get passed up for promotion in favor of some guy who just knows how to kiss butt. If you’re not the type to cultivate this skill, or you find the whole process abhorrent, maybe corporate is not for you.2. Phonies make you s ick.Ever had a conversation with someone in the business world where you can tell they’re not really listening, not really there? Laughing at jokes like a zombie chorus when the jokes aren’t even funny? Coming out with lines that sound right out of an HR ad? Spewing corporatese left and right with no idea what they’re really trying to communicate? If you can’t handle a world of fake smiles and meaningless buzzwords anymore, just remember: it’s not you, it’s them.3. You yearn to be in charge.You’re not in the driver’s seat for your career- the corporation is. It will look after itself first and foremost: its own health, goals, longevity, and profit margin. If you want more control or agency in the way your career moves forward, try smaller businesses or other career avenues.4. Benefits go bye-bye.You used to get great perks and full benefits packages in corporate gigs. But nowadays, more companies are cutting costs by passing th ose costs on to their employees. Keeping their workers loyal, healthy, and happy is not as much of a priority anymore compared with profit margins and appeasing shareholders. You’re just a cog after all- and totally replaceable. If you want to be valued for your loyalty, maybe start looking elsewhere.5. You’re not into being cutthroat.People are leaping over the backstabbed dead bodies of their colleagues to get ahead. And this type of behavior will always be rewarded. If you’re a bit too tenderhearted for this, then you should rethink where you’re working. Especially considering you’re not necessarily being rewarded for your talents.6. It’s all about the money.No one cares about you personally in a corporate job- and certainly not your partner, your aging parents, or your kids. No one really cares about making a difference or saving the world- despite what their commercials lead you to believe. What they care about is profit. That’s the bottom line. If you’re more altruistic, or just a little bit less profit-obsessed, maybe move along.7. The hours are too much to handle.It’s one thing putting in ridiculous hours for a job you really love, one that’s really doing something for your life and career goals, i.e. doing what you love. It’s another thing entirely to be slaving away nights, weekends, after hours, when you know you’re not personally valued and the work you’re doing isn’t making much of a difference in the world.8. You’re too creative.Never mind being too tenderhearted for the vicious Game-of-Thronesy work climates, you’re just too darned creative for the structure and the monotony of meetings and memos that comprise the corporate 9-to-5. Maybe you find yourself unable to focus with all the meaningless noise. Maybe you’re not productive on the normal daily schedule, and work best from, say, noon to six. Maybe your brain works best in f its of productivity, with plenty of time to roam around and do other tasks in between, to rest your juices. Maybe you’d be much better off getting paid a higher amount per hour, and working fewer hours. Maybe you just feel a cubicle is a cage for your brain. Maybe numbers aren’t your jam. And maybe, just maybe, you’re incredibly talented and need a bit of an unorthodox structure in a place that values your particular set of skills. Either way, you’re very likely to be stifled in the corporate world.

Financial Ratio Analysis for BAE Systems Plc Case Study

Financial Ratio Analysis for BAE Systems Plc - Case Study Example After the September 11 tragedy which shocked the global business environment becomes a grim reminder for nations to improve their defense systems. BAE Systems Plc (BAE) traces its origin to the 7.7 billion merger of Marconi Electronic Systems which is the defense electronics and naval shipbuilding subsidiary of the General Electric Company Plc and British Aerospace which specializes in the manufacture of aircraft, ammunition, and naval systems. Out of these prestigious business organizations, its establishment in 1999 equipped with a unique competitive advantage which enables it to position itself as the third largest global defence company and sixth largest US defense company employing 97, 500 highly skilled people. Financial ratio analysis is a very essential tool in assessing the financial health of a business entity. It enables a financial analyst to spot trends in a business and to compare it with the performance of similar business enterprises within the same industry. This tool is currently utilized by business managers, investors, creditors, suppliers, and other decision makers in order to determine the financial performance and well being of a business organisation. ... These are profitability ratios, financial leverage ratios, liquidity/solvency ratios, and efficiency ratios. In order to get a deeper insight of BAE's financial performance, its computed financial ratios will be benchmarked with its competitor's Cobham Plc. The rationale of choosing these two business organizations is simple. It should be noted that both of them are regarded as important players in the global pharmaceutical industry. Being in the same line of business and the same industry, it is right to assume that BAE and Cobham Plc both face the same challenges and opportunities in the sector under consideration. This assumption justifies the comparability of their financial performance during the fiscal years. 2.1. Profitability Ratios Profitability ratios measure the ability of the company to generate income from its investments less the costs incurred (Fraser & Ormiston 2004). The ratios computed for this category are return on capital employed, sales profit margin, and return on equity. Return on capital employed is a variant of return on investment which measures how well the company is utilizing its capital. The computed sales profit margin, which is the ratio of operating income to sales measures as a percentage of sales, show the excess revenue from sales over cost of normal operation excluding financing. On the other hand, return on equity measures how much wealth is created for the company's stockholders for every shares that they have on hand (Fraser and Ormiston 2006). Logically, higher performance ratios indicate a healthier financial condition. Table 1. Profitability Ratios Comparison Table 1 shows the comparative profitability

Website Critique of Novotel Hotel Essay Example | Topics and Well Written Essays - 3000 words

Website Critique of Novotel Hotel - Essay Example Novotel conducts business in both Brick & Mortar and Click & Mortar modes. Novotel has got offices and a chain of luxurious hotels in major cities all over the world. They provide residential and event arrangement services as well as consultancy for travelling and tourism ventures. Novotel can be approached by conventional means i.e.any one can walk into the office and acquire their services or hire their expertise, such a setup is referred to as Brick & Mortar. Companies and business that do business online as well as by conventional means are referred to as Click & Mortar. Click and Mortar is quite different from pure Click setups yet it is possible to get mixed up between the two. How ever the basic difference is that pure click setups only offer their services online where as Click & Mortar setups do business both online as well as the old fashioned face to face way. Novotel tries to attract individual tourists to use their services in the long run and facilitates its customers in great deal. Novotel offers several packages for summer tours, family packages which are all aimed at locating travelers and tourists round the world in specific seasons. The company wants to retain its customers in the long run and offers several products like loyalty card which provides several facilitations to the customers. Here the web portal acts like a Business to Customer portal i.e. B2C. Novotel intends to attract corporations for establishing their corporate business model. Novotel accomplishes this by offering to organize their business meetings, dinners/lunches, meetings, seminars, conferences and other events at their prime locations. With all these services Novotel secures clients in the corporate sector who need arrangements for their new product launching ceremonies at their premises. Novotel also offers special rates to the corporate delegates, business tour plans and wants to establish long term business relationships with the corporate