A comparison of two female heroes Nora in Ibsens A Dolls House and Antigone in Sophocles Antigone Essay Example

A comparison of two female heroes: Nora in Ibsens A Dolls House and Antigone in Sophocles Antigone Paper The character of Nora in Ibsens A Dolls House and Antigone of Sophocles Antigone, two women that chose to rebel against society in order to achieve something that they believe strongly in. The different cultures that embrace these two plays, allow for many parallels between the values of both men and women. These two protagonists are definitely similar in some ways, due to the fact that in both situations these is an obvious repression of women and that these women are both striving for something that is against the law. However, there are several key differences between the characters of Nora and Antigone. These differences, although not guarding them from reaching their ultimate goals, do manage to give us a clear distinction between the two protagonists.. Antigone, based in ancient Greece, repeatedly demonstrates examples of the oppression of women. From the first scene, when Antigone is talking to Ismene about her plan to bury Oedipus, the repression of females is evident. Ismene is clearly terrified of defying Creons laws, which would put ultimate disgrace upon their lives. Ismene emphasizes this point by stating that [They] are women and such are not made to fight with men. (Sophocles, 193) By this statement, Ismene shows us that the society has forced the inferiority of women so strongly, that even they believe that their sex is helpless against the superior, male sex. Antigone however, steps over this barrier and puts her brothers burial in front of not only the law, but also the values of their society. The view of women in the times of Ancient Greece was more extreme than that of the late 19th century, the time when Ibsens, A Dolls House takes place. We will write a custom essay sample on A comparison of two female heroes: Nora in Ibsens A Dolls House and Antigone in Sophocles Antigone specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A comparison of two female heroes: Nora in Ibsens A Dolls House and Antigone in Sophocles Antigone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A comparison of two female heroes: Nora in Ibsens A Dolls House and Antigone in Sophocles Antigone specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In A Dolls House, the oppression of women is a little more passive; the people of this time referred to the subject with a certain degree of subtly. Instead of openly stating that women are inferior, as Creon does in Sophocles play, Torvald uses certain euphemisms to portray these values. For example, when Torvald and Nora are discussing Noras spendings, Torvald says, My little song-bird must never do that again. A song-bird must have a clean beak to chirp with no false notes. (Ibsen, 26) Torvalds view of Nora is like a doll, except one that also cleans the house and takes care of his kids. This notion of a perfect housewife is one that is constantly reoccurring in Ibsens novel. The audience does not feel the oppression of women as much in A Dolls House as they do in Antigone. This is because of the large difference in the time periods of the two plays. Also, Torvald seems to approach Nora in a very passionate way, one that masks the strong feeling of superiority that men felt. Even though the view of women in Antigone might seem more radical, especially when Creon throws out comments such as: No woman while I live shall govern me. (Sophocles, 214) or You womans slave! (Sophocles, 224), the euphemisms that Torvald uses are actually just as repressive, if not more so. His significantly older age does not is not that much of a factor in his relationship with Nora, the fact that she is a woman, who is also willing to play this role, is what creates the seemingly parent-child-like relationship between the two. Torvalds somewhat loving comments represent where women were placed in the society; they were looked at as little housewives. In fact, this notion of a perfect little housewife, or a delicate young woman who takes care of the house, is still somewhat present in todays society. Another difference between the two women is the path which they take in order to make their statement against the laws of the state. Antigone has a strong sense of rebellion from the beginning of the play, whereas Nora expresses some thoughts against the Society, yet she only realizes her repression at the end of the story. Antigone states her rebellious position and questions the state throughout the whole play, not hiding any of her thoughts. Nora on the other hand, is slightly more delicate with the approach. She tries until the last moment to hide the fact that she has forged her husbands signature. She seems to have some kind of doubts about her social status but does not react, as Antigone did, until the end of the play before she leaves the house. When talking to Mrs. Linde, Nora gets upset after she is told that she hasnt accomplished anything important in her life. My dear! Small household cares and that sort of thing! You are a child, Nora. (Ibsen, 11) The fact that Nora is disturbed by the thought of being useless, shows that she has some sort of will to raise her status in the society. When Mrs. Linde tells her that everything she has done so far are just small household cares, Nora wants to be recognized as something more than that. Antigone on the other hand, is not protesting on the behalf of herself. Her reason is the respect for her dead brother, not her own respect for herself. We, as the audience, can see that Antigone is actually sad to leave all of her life behind and die at such an early age: Unwept, unwedded, unloved I go On this last journey of all. Eye of the blessed sun I shall miss you soon. (Sophocles, 230) However, Antigone believes that a respectful burial of her brother is more important than any achievement that she could have reached. In some way Nora also risks her life by forging her Husbands signature, in love for her husband. However, she does not want to tell this to Torvald because she is afraid that it would upset [their] mutual relations altogether; [their] beautiful happy home would no longer be what it is now. (Ibsen, 13) Here, Nora displays the fact that her role is somewhat fake; she agrees to play the role of the innocent housewife, mostly because it is something that Torvald feeds off. When Nora tells Torvald about the forgery he first scolds her for being irresponsible but later calms down and confesses that There is something so indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his wife forgiven her freely (Ibsen, 64) At this point, Nora changes her position in the conversation; she begins to question the law. The fact that she says this to Torvald shows a great change in her personality, almost a striving for freedom. This striving is something that Antigone experiences quite early in the novel, carrying it all the way through to the end. The stubbornness of Antigone almost makes her seem manly, and the audience sees her as being more of a tragic hero than Nora, who does not dare disagree with Torvald until the end of the play. It is at the end of both plays however, when the two characters switch personalities. Nora becomes a strong, stubborn woman whereas Antigone, while keeping her belief that what she is doing is right, resorts to mourning for what she will miss. Nora walks out of the house, saying Oh Torvald, I dont believe anymore in wonderful things happening. (68) We can see that Nora has realized some things about the society that she is living in. Her constant hope that something good will happen turns out to be nothing more than a dream. Antigone on the other hand, is in despair before being taken away: So taken, so am I led away: A virgin still, no nuptial song, no marriage-bed, No children to my name. An outcast stripped of sympathy. (Sophocles, 232) These lines are very tragic; Antigone is being killed a nd she is naming all of the experiences she has not had, and yet she doesnt regret what she has done, and still keeps her faith. This definitely is a trait of a tragic hero; however, this dignity is also her flaw and is what causes her death. There are definitely some similarities between Nora and Antigone. However, these similarities mostly have to do with the fact that both women are in a society where women are oppressed. The differences in their personalities are very evident, and create a fine line between the two. While Nora is more of a submissive character, at times mocking the society, What do I care about this tiresome Society? (Ibsen, 15), Antigone is not the typical quiet housewife. Antigone has a stronger character, one of a true hero. Perhaps it is Antigones social status that somehow plays in to her being such a powerful character. Being of a royal family, it is understandable that Antigone wants proper respect for her brother no matter how much of an enemy he is to the state. Nora is also somewhat victorious; just like Antigone, she also loses certain aspects of her life, her children and house and husband. However, Nora learns that her main duties are Duties to myself. (Ibsen, 65)

The Factors that Contribute to Effective Use of iPads with PMLD Pupils The WritePass Journal

The Factors that Contribute to Effective Use of iPads with PMLD Pupils Introduction The Factors that Contribute to Effective Use of iPads with PMLD Pupils . Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction The Factors that Contribute to Effective Use of iPads with PMLD Pupils ) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards. An important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (20 12), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a device that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012). 2.4. Conclusion Pupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barriers to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment. 1. Methodology The following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as the prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data. 1. Research Strategy According to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. This is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) advoc ates developing a timeline of enquiry. The timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties. 3.2. Data Collection According to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accurate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data coll ection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry. Questionnaires The questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect and analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Gen erally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012). Observation The observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A. Interview The aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specific questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners. 1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pupils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the num ber of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger Casey, 2009 for a discussion regarding sample size when using qualitative methods. 4. Ethical Considerations Of prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promotes the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the resear cher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission from parents. In a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information. References Bean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at: https://www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012). Boote, D.N. Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6): 3 – 15. Carpenter, B., Egerton, J., Brooks, T. Durdle , R. (2011). Engagement in Learning. Available at education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learningkey approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012). Condie, R., Munro, B., Seagraves, L. Kenesson, S. (2007). The impact of ICT in schools – a landscape review. Becta. Cunningham, J. (2010). Profound education: learning and PMLD. SEN magazine, January 2010. Available at: senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012) Davis, P. Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. Department for Education and Skills. Available at education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (Accessed 03.08 2012). Department of education and early childhood development. (2010). iPads in special education. Available at: ipadsforeducation.vic.au (accessed 05.08.2012). Department for Education and Skills (2004). Research Report Number 578: Inclusion and Pupil Achievement. DfES Publications, Nottingham. Florian, L. Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. Open University Press. Foyle, A. (2012). Switched on to education. SEN magazine, January 2012. Available at: senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (accessed 29.08.2012) Hannan, A. (2007). Interviews in education research (online) University of Plymouth. Available at: edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed: 03.08.2012). Healy, D., Noonan Walsh, P. (2007). Communication among nurses and adults with severe and profound intellectual disabilities: Predicted and observed strategies. Journal of Intellectual Disabilities 11(2), 127-141. Herr, K. Anderson, G. (2005). The Action Research Dissertation: A Guide for Students and Faculty. Sage Publications, CA. Iovannone, R., Dunlap, G., Huber, H. Kincaid, D. (2003). Effective educational practices for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 18: 150 – 166. jwinchester25 (2012). iPad in a SEN Environment: Some of the uses. Available at: http://senclassroom.wordpress.com/2012/03/17/ipad-in-a-sen-environment-some-of-the-uses/ (accessed 15.08.2012). Kuh, G., Cruce, T., Shoup, R., Kinzie, J. Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79 (5): 540–563. Krueger, A., and Casey, M. (2009) Focus groups, a practical guide for applied research (4th edition) Sage, Los Angeles. Lacey, P. (2009). Developing the thinking of learners with PMLD, PMLD Link 21 (2): 15-19. Lacey, P. (2011) A profound challenge. Available at: senmagazine.co.uk/articles/396-designing-a-curriculum-for-pmld-a-profound-challenge.html (accessed 29.08.2012). Lewin, K. (1946) Action research and minority problems. Journal of Social Issues 2(4): 34-46. Longhorn, F. (1998). A Sensory Curriculum for Very Special People. London: Souvenir Press Ltd. Mary Elliot School (ipad case study, apple site) Available at: apple.com/uk/education/profiles/mary-elliot/ (accessed 04.08.2012). Marlow,W., Wolke, D., Bracewell, M. Samara M. (2005). Neurologic and developmental disability at 6 years of age following extremely preterm birth. New England Journal of Medicine 352 (1), 9-19 Mcniff, J. (2003) Action research for professional development: Concise advice for new action research (3rd Edition). Available at: jeanmcniff.com (Accessed 03.08.2012). Mills, G. E. (2006). Action Research: A Guide for the Teacher Researcher (3rd Edition). Prentice Hall. Ofsted (2004a), Report: ICT in schools – the impact of government initiatives: School Portraits – Eggbuckland Community College. London: Ofsted Ofsted (2005,) Embedding ICT in schools – a dual evaluation exercise. London: Ofsted. Piaget, J. (1977). Gruber, H.E.; Voneche, J.J.. eds. The Essential Piaget. New York: Basic Books. Qualifications and Curriculum Authority (2007). Marker Training 2007. National curriculum assessments monitoring report. QCA/07/3421 Rahman, S. ( 2012). Getting started: pads for special needs. Rahman Publishing. Reason, P. Bradbury, H., (2002). The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development, UK. Sparrowhawk, A. Heald, Y. (2007). How to Use ICT Effectively With Children With Special Educational Needs. Edition. Learning Development Aids. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. Watson Hyatt, G. (2010). The iPad as an affordable communicator. Initial review May 15. Available at: doitmyselfblog.com/2010/the-ipad-as-an-affordable-communicator-initial-review/ (accessed 29.08.2012). Williams, P (2005), Using information and communication technology with special educational needs students: The views of frontline professionals. Aslib proceedings: new information perspectives 57 (6): 539–553. Willis, J., Inman, D. Valenti, R. (2010). Completing a professional practice dissertation: a guide for doctoral students and faculty. IAP. Wright, J, Clarke, M, Donlan, C, Lister, C, Weatherly, H, Newton, C, Cherguit, J and Newton, E (2004). Evaluation of the Communication Aids Project (CAP). London. Available at: DfES. dfes.gov.uk/research/data/uploadfiles/RR580.pdf (accessed 14.08.2012).

Building Services Essay Example | Topics and Well Written Essays - 750 words

Building Services - Essay Example Thermal: If rooms are too hot or too cold the occupants obviously feel uncomfortable and their performance efficiencies are diminished. Excessive cold or heat may also create health problems. Since all the rooms have controlled mechanical ventilation systems it is advisable that, if the climate is too cold, a heat recovery system be installed. Convectional loss can be reduced by having windows with glass panes so that heat loss is contained while natural lighting is made available. The rooms should also be otherwise airtight and the fenestration performance of the building envelope should also be highly efficient. Air change per hr at 0.25 cfm/sq ft of building envelope measured at 50 Pascal is recommended for the building envelope to assure comfortable indoor thermal ambiences. Visual: Inadequate lighting may create eye problems over extended periods of time and headaches and visual problems over shorter ones. Natural lighting of spaces, as for the rooms with external walls, should be considered prior to specifying electric illumination systems. Acoustics: Noise is specifically the most distracting influence on occupants. It can cause undue stress and loss of performance efficiency, especially in a delicate learning environment like the lecture room. The general office will also be susceptible to high noise levels. Noise irritates in two ways - it impairs hearing and it deprives of speech privacy. The second is more irritating than the former. The following ways can reduce noise pollution, specifically in relation to the lecture and general office rooms: Maximum unoccupied noise levels should be kept down to 45 dBA. 0.6 sec reverberation time maximum for unoccupied areas should be maintained. Exterior noises from sources like

What do The Bell Jar and Catcher in the Rye identify as the main Essay

What do The Bell Jar and Catcher in the Rye identify as the main concerns of the 1950s for young people - Essay Example Holden Caulfield, the protagonist of Catcher in the Rye and Esther, the protagonist of The Bell Jar are characters deeply rooted in this conflicting and confusing time. It is probably no accident, then, that both these characters seek professional help in dealing with what may be madness or insanity, or what must may be the stress of living in a time that is not easily understood or explained. Women in America went to work after the bombing of Pearl Harbor and the entry into World War II, and many of them decided that they liked it; American men took it upon themselves in the 1950s to attempt the enforced removal repression of that desire to remain at work. Until America joined the war to fight the dreaded Hun (and the Japanese) in the latter part of 1941, women as a rule really hadn’t had much of a choice in terms of vocation. Unless they were raised on the farm, women basically had the choice of becoming a wife and possibly mother, or, if they desired to enter the work force, taking a job in one of the male-approved female jobs such as secretary or nursing. With the depletion of male work force into the service from 1941 to 1945, women all over the country got a taste of what it was like to work in a variety of jobs ranging from factory worker to professionals. As Tucker writes, women in the 40s were â€Å"commonly portrayed as performing her patriotic duty†”taking a job so that a man could fight† (18). The symbol of the American woman’s liberation was Rosie the Riveter and Hollywood applauded the working woman throughout the films of the early 40s. The only problem is that once the men came home and got their jobs back, many women were not expressing the jubilation of going back home that was expected. Esther’s alienation in The Bell Jar and Holden’s somewhat paternalistic attitude toward women reflect the confusion and tumult

Person centered approaches (nursing- learning disability ) Essay - 2

Person centered approaches (nursing- learning disability ) - Essay Example In terms of social aspects, Mary has been leading an active life by going out on shopping trips and taking walks in the park. Moreover, she enjoyed collecting seashells and likewise, desired to decorate objects with those. Mary was even fond of hearing music and singing. However, the stroke, which she suffered, left her in the state of immobility. Prior to the stroke, Mary was able to communicate verbally with others and thus, enjoyed signing along to her CDs. After the stroke, Mary failed to communicate effectively and her left side of the body was consequently paralysed. In general, stroke is regarded as an unexpected attack in brain, caused at the time when blood flow gets interrupted in a human body to be reached into brain (WebMD, LLC, 2014). In addition, Mary became prone to the episodes of coughing. On certain occasions, she also became quite much reluctant towards eating as well as drinking. Thus, it is obvious that the above stated complications have been affecting the healt h conditions of Mary that restricting her to conduct daily activities smoothly. These complications can be managed in the form of adopting varied measures that may comprise taking medicines within due time, making Mary to take lesser pressure in brain as she already went through stroke and taking initiatives from preventing another stroke. From a theoretical perspective, it can be affirmed that the adoption as well as the execution of the above stated assessment may aid in providing effective care to Mary despite possessing adverse health conditions through various ways. These ways generally include determining the level of social interactions made by Mary, identifying the psychological functions that perform by Mary and most vitally making viable biological assumptions among others (Munson & Vogelsang, 2013). Gaining confidentiality and developing researches based on informed consent are the prime needs for an effective nursing practice. This eventually

Income Inequality Reduction in South Africa

Income Inequality Reduction in South Africa â€Å"The disparate distribution of a nations gross domestic product amongst its population†. That is how (Sullivan Sheffrin 2003) define income inequality. It is usually characterised by two underling issues; the inability of an economy to efficiently utilise its factors of production, and limited social mobility ranging from social classes to ethnicity and even nations. History demonstrates how inequality can act as a barrier to sustainable development; highlighted in the Brundtland Report (UN, 1987). â€Å"Quality economic growth† is the significant expression emphasised in the report in an attempt to illustrate the requirements of a more equal and democratic society. Up until recent times, South Africa has boasted the largest economy in Africa. This has resulted in heavy examination of economic growth levels in the country. Between 1960 and 2013, the country recorded average growth rates of approximately 3.25% (World Bank 2013). However, this growth hasn’t been enjoyed by the masses, approximately 23.7 per cent of the country’s labour forces were unemployed in 2009 and 25 per cent in 2012 (World Bank 2013). In South Africa, there are combinations of factors working together causing income disparity in the country. However, even in post- apartheid South Africa, race is still a significant factor responsible for the gap between the rich and poor. (Sherer, 2000) and (Ozler. 2007). This is significant because it has been observed that societies that are more equal experience longer periods of economic growth (UN, 1987). The Gini coefficient measured at 0.6314 in 2009, is incongruously high for an upper-middle-income nation (World Bank 2 013) Gini Coefficients: South Africa According to (World Bank 2013) the Gini index â€Å"measures the extent to which the distribution of income or consumption expenditure among individuals or households within an economy deviates from a perfectly equal distribution†. Gini coefficients measures the variances between all pairs of incomes and their and sum their absolute difference. Between 1948 and into the early 1990s no official data was collected with regards to inequality levels in South Africa. Throughout this period, South Africa was still under the apartheid regime and the government were far from concerned by the clear inequality in the country. Observing the graph above it appears that inequality decreased following the dissolution of the apartheid regime and has gradually increased for most of the first decade in the most-recent millennium. Having said that, perspective is required as the data set is extremely limited, and it is possible that fluctuations may be a result of standard economic business cycles. Therefore it is impossible to use Gini data to provide empirical evidence for or against income inequality patterns. Lorenz curves: South Africa â€Å"The Lorenz curve plots the percentage of total income earned by various portions of the population when the population is ordered by the size of their incomes† (Gastwirth, 1971) Figures in the graph below are centred on monthly per capita household expenditures in 2000 ZAR (South African Rands) The Lorenz curve illustrated above is a graphical representation of the distribution of income among the South African population. It is clear for the graph that the Lorenz Curve for South Africa in the year 2000 is underneath that of the year 1995 until it reaches the 85 per cent percentile. The Lorenz principle is void in this case as there is a intersection in the Lorenz curves. Results from the Lorenz curve should not be taken as factual as it does not take into account key dynamics that are responsible for income inequality. For example, trade union bargaining, land ownership and educational achievement (Azam Rospabà ©, 2007). Kuznets Ratio: South Africa The Kuznets ratio can be defined as a measurement that observes the income share attained by the richest 20 per cent of the population divided by that held by the poorest 40 per cent. Data for Kuznets ratio table in South Africa is based on data available from the World Bank to date. Above is table illustrating the Kuznets ratio in South Africa, this table is based on the data available from the World Bank to date. Looking at the table it is clear that the disbandment of the apartheid lifestyle inequality seems to decrease. This is observable by comparing the 1993 and 1995 Kuznets ratios. From the data available it can be deduced that from 2000, inequality in South Africa has been increasing (7.24 in 2000, and then 9.30 in 2009). This hypothesis matches that of the Gini-coefficient data which proposes a notion of inequality rising since the turn of the twenty-first century. 20:20 Ratio: South Africa The 20:20 ratio is a measurement of the income share of the richest 20 per cent compared to that of the poorest 20%. Its methods in measuring inequality are similar to that of the Kuznets ratio. However the 20:20 ratio can be more revealing of the actual impact of inequality in a society. This is because the effect of outliers is reduced on the top and bottom and prevents the middle 60 per cent concealing inequality levels. Data for 20:20 ratio table in South Africa is based on data available from the World Bank to date. Results from the 20:20 ratio follow similar patterns to that of the Kuznets ratio. Inequality is seen to decrease between 1993 and 1995, however again like the Kuznets ratio it increases at the turn of the twenty first century; (20.5 in 2000 but then 25.26 in 2009). Theil-T index: South Africa The Theil-T index is another statistic that measures inequality in societies. The Theil-T index however is unique compared to other economic inequality measurements. It is a specialised form of the entropy index, differentiating inequality between and across various groups in society. According to (Woolard, 2002) approximately 40 per cent of inequality in South Africa is between races. 33 per cent is â€Å"intra-African† and 21 per cent â€Å"intra-White. Average household monthly wage by race and spending quintle (ZAR) Mean hourly wages by racial group (ZAR/Hour) The unproductive nature of rural farming in rural South Africa has had an effect of encouraging a culture of dependency. Rural families have become heavily reliant on migrated â€Å"family member’s remittance†. Due to this culture, labour market access has played a key role in providing income for job seekers, and to those who depend on them to repatriate income. (Allanson Atkins 2005) claim that African worker’s wages have improved by roughly 30 per cent. It is believed that the introduction of minimum wage policies (OECD 2010) has caused this change. These policies were introduced in an attempt to start rectifying the injustices of apartheid. Looking at the figure 6 above, it is clear that there has been an improvement in the wages of rural migrants. Pro-labour acts as well as increases in labour mobility have meant that more rural migrants have been able to find employment in urban areas. However, the introduction of minimum wage policies as mentioned before has not been completely successful. In fact, it has significantly contributed to the high unemployment levels currently witnessed in South Africa. The African National Congress (ANC) attempted to combat this problem through wage subsidies. However this attempt has been mostly unsuccessful in reduce inequality as businesses prefer highly-skilled workers (Delfin 2010) Access to Crop Land and its use in Rural Areas â€Å"Apartheid institutionalised both conflict and environmental degradation †¦ by allocating, through the homelands system, 14 per cent of the nations land to 72 per cent of the population† (UN, 1987). Figure 7 above illustrates how, across rural South Africa post-apartheid, the three most deprived quintiles, measured by consumption, had relatively smaller quantities of land which were shared communally, and were un-irrigated. Research undertaken by (UNDP, 2003) has hypothesised that inequitable land distribution within the country has been a stumbling block to the eradication of extreme poverty in rural South Africa. (UNDP, 2003) also highlights how â€Å"In 2002, 37.3 per cent of households’ disposable income was from property†. This indicates that the property right concentration policy enforced under the 1912 Native Lands Act, continues to extend income disparities in South Africa. At this time the African National Congress (ANC) was the new party in power. They developed a â€Å"reconstruction and development programme† (RDP) in order to combat the underlying issues in South Africa. The foundation of the programme was based around three key land-reform pillars; restitution, redistribution and tenure reform. The ANC took a market-led ‘willing seller, willing buyer’ approach. The main objective of this approach was to promote economic growth, social and food security (UNDP, 2003). According to the work of (Philip David, 2003) roughly 1 per cent of entitled South Africans applied for restitution under the above-mentioned RDP. (UNDP, 2003) cites the fact that since redistribution was not complemented by the provision of a sufficient support scheme, success has limited. Cross-sectional studies conducted in Limpopo, (province in South Africa), established that the resources required by rural farmers to make land arable were too expensive (Eastwood, Kirsten, Lipton, 2006). The Department of Agriculture and Land Affairs (DALA), who is responsible for implementing the land reforms, were allocated only a third of a per cent of the South African national budget in 2002 (UNDP, 2003). A DALA report on the quality of life of South African farmers, found that only 22 per cent of those farmers who profited from the land reform were able to make sufficient revenue from the land (UNDP, 2003). Academic specialists of rural South Africa believe that â€Å"suitably adapted land reform could play an important part in restructuring the rural sector in South Africa† (Deininger, 1999). This hypothesis is backed up by the fact that pilot studies led by the South African government have successfully increased rural farmer’s income. This increase has been a chieved by facilitating joint schemes between White and African commercial farmers, resulting in increased access to credit, technology and consumer markets (UNDP, 2003). http://en.wikipedia.org/wiki/Income_inequality_metrics Unequal access to humdamian capital has been one of the biggest income-inequality drivers within post-apartheid South Africa. It has led to racial wage discrimination, both as a result of skills biased technological change and institutional racism (Azam Rospabà ©, 2007). These factors have led to an increase and fall in the demand for white and black workers respectively (Michaud Vencatachellum, 2003). These low returns to education for black children have negatively affected African parents’ human capital investment. As shown in Graph 7, South Africa, in comparison to most other Sub-Saharan African countries, has had relatively high levels of primary school enrolment. However, it is also worth observing that during the apartheid, the 1953 Bantu Act restricted the quality of education available to ‘non-whites’ (Michaud Vencatachellum, 2003). â€Å"Roughly, for every 4 R spent on a White child, only 3 R were spent on an Indian child, 2 R on a Coloured child an d 1 R on a Black child.† (Thomas, 1996). A panel study in Cape Town found that the amount of African students enrolled in school was positively correlated with grade repetition (Lam, Ardington, Leibbrandt, 2011). This was as a result of the inadequate internal assessment procedures undertaken across predominantly-black public schools. Hence, grade progression within these schools was sparsely linked with cognitive ability. The study concluded that, often, for African students grade advancement is a lottery. Inadequate management within South Africa’s public school system makes human capital investment too costly for poorer African households (Edmonds, 2006). The inability of the poorest South African parents to invest in future generations’ educational attainment has exacerbated income inequality. A study into the effects of credit constraints on schooling decisions, found that, amongst the poorest black South African families, the opportunity costs of sending children to school decreased as anticipated pension eligibility increased (Edmonds, 2006). The study found that â€Å"each additional schooling year of exposure to a male pensioner increases the probability that a male completes primary school by three percentage points. (Edmonds, 2006)†. Another study (Duflo, 2004), found that increases in an elder female’s pension increased the height of younger females in the same households by 1.16 standard deviations. Cash transfers in South Africa have had successful re-distributional effects, which have extended beyond their recipients in the form of increased spending on children’s wellbeing. Within both state-run and private South African educational institutions, school fees directly limit the quality of education poorer households have access to (Seloda Zenou, 2003). The schools with higher fees tend to offer better facilities and higher teacher-student ratios, but are often further away from the black students. A study (Seloda Zenou, 2003) assessed the cross-cultural human capital effects of transportation subsidies, private-school vouchers and public-school spending in Central Business Districts and Black Townships. The study found that a ‘restricted-voucher’ policy, which could be offered to low-income families, would offset the fee-setting behaviour in predominantly-white areas. The study estimated that if the policy was financed by a 1% income tax rate, it could increase black student’s access to better schools by over 50 per cent (Seloda Zenou, 2003) . In conclusion, income inequality reduction measures have been, for the most part, unsuccessful in South Africa. Market-led principles, which have driven reforms in education, labour and land markets, have not achieved the desired trickle-down effect on many of the poorest South Africans. Rather, they have directly increased the returns to factors which have traditionally been monopolised by the white minority population (Murray Leibbrandt, 2010). However, more recent signs indicate that inequality may be falling across races but increasing within them (OECD, 2010). In light of falling world commodity prices and an uncertain global economic outlook, I believe the long-term success of South Africa’s economy primarily hinges on initiatives, such as cash transfers, which will help poorer households finance their children’s access to higher-level human capital.

Agape Love Essay -- essays research papers fc

What is love? I remember a time when â€Å"I love you† was the hardest phrase to say to the person you really had feelings for because you knew when you said those words it would change the course of your relationship forever. But what is the true meaning of love? â€Å"The dictionary defines love as a feeling of strong personal attach-ment induced by sympathetic understanding or by ties of kindred; ardent affection for one’s children; man’s adoration for God; strong liking; fondness; good will, al love of learning; love of country.† (Bell, pg. 10) According to Bell all of these definitions convey the outward appearance of love. He says that when looking at love that we need to take an inventory of our feeling to find out if we are truly displaying the type of love that God calls agape love. Bell says we need to ask ourselves the following questions: Do I return love? In any relationship love is a two way street. A marriage or relationship will not last v ery long if only one person is showing love and the other is not responding in kind. As a matter of fact, a spiritual relationship works in pretty much the same way. The bible says that God first loved us, but if we do not return that love to Him the relationship may diminish. As a Christian we must first love the unsaved person just enough to go to them and share the good news of the gospel. Then after that person has received the gospel of Jesus it is then up to them to accept it and return the love by giving their life to Christ. â€Å"Ministry is the first stage of this exchange of love.† (Bell, Pg 11) The second question is: Do I try to force love? Since the beginning of time God has always given man a choice or free will. We have a free will to love Him. A free will to obey Him. And a free choice to do His will. As a matter of fact God does not even force His love upon us. Anytime love has to be forced you may as well just call it rape. Even in personal relationships love cannot be forced. If love is forced, it usually results in the person rejecting the love altogether. Christian love does not demand love in return, but it does open the pathway to receive love if love wants to be given. The next question is one that is very personal to me because it is something that I have to work on improving and that is: Do I express love regularly? Sometimes it is easy to take the people you love for granted. We sometimes assu... ... of justice and kindness and devotion; pray and fast without fainting, and spend all of our time in some form of religious worship; if the things that we do were such to get us a name throughout the world, and make us famous to all future generations, it would all be in vain without sincere love to God in the heart. Furthermore, we understand that it is not the external work done, or the suffering endured, that is worth anything but yet it is the extent of love that is displayed that means something in the sight of God. BIBLIOGRAPHY Bell, Donald A. In Christian Love. Convention Press Nashville, Tennessee (1968). Edwards, Jonathan. Charity and Its Fruits: Christian love as manifested in the   Ã‚  Ã‚  Ã‚  Ã‚  heart and life. The Banner of Truth Trust London (1969). Evans, Anthony T. Returning to Your First Love: Putting God Back in First Place.   Ã‚  Ã‚  Ã‚  Ã‚  Moody Press Chicago, Illinois (1995). Lea, Thomas D. The New Testament: Its Background and Message. Broadman &   Ã‚  Ã‚  Ã‚  Ã‚  Holman (1996). Ellsworth, Roy Mail Call: Prisoners Need Love Too. The Ellsworth Letters Christian   Ã‚  Ã‚  Ã‚  Ã‚  Endeavors (2000).

Organizational structure of international Dairy Queen Essay

International Dairy Queen is a subsidiary of William Buffett’s Berkshire Hathaway Group. Charles â€Å"Chuck† Mooty is the President and CEO. Charles Chapman is COO while James S. Simpson is CFO, Treasurer and Controller (Hoover’s Inc. 2007). According to President and CEO, Charles Mooty, the main asset of the company is people being a service company. Moreover, the company has franchisees and should be assisted to maintain growth (Jossi 2001). Dairy Queen was originally run as a family corporation until shareholders decided to sell to Berkshire Hathaway. Mooty’s strategy includes the development of people, brand and presence (Jossi 2001). Recent lawsuits filed by franchisees against the mother company had caused too much rift in between the company and the franchisees. Mooty aimed to put the past behind and rebuild the relationship with the franchisees so that IDQ and the franchisees operate as a singular system (Jossi 2001). To revitalize the market, DQ also introduced another concept restaurant, the DQ Grill and Chill. It is a more pricey dining experience that would cost a customer on the average at $6 USD per head. According to Wolkowitz (2005), there are 51 restaurants, two of which are company owned while the rest belonged to franchisees. Jawad Business Group owns and operates the DQ Grill and Chill in Bahrain. The organization structure of International Dairy Queen could be illustrated in the diagram below. Since International Dairy Queen (IDQ) is a subsidiary of Berkshire Hathaway, the management team of IDQ is under the auspices of the mother company. Figure 1 – Organization Structure of International Dairy Queen IDQ has the traditional top-down organization where the mother company determined its management and the conduct of business (Berkshire Hathaway). Berkshire Hathaway has accountability to its shareholders. The structure is perceived as such because it was the shareholders who originally approved the sale of Dairy Queen to Berkshire. Therefore, any decision by the management should have the approval of the shareholders before it can proceed. If Dairy Queen’s original owners did not sell their shares to Berkshire, DQ would still remain a family-run corporation. Bibliography â€Å"A Story of Sweet Success† n. d. [Online] Available at: http://www. dairyqueen. com/en-US/About+Dairy+Queen/Corporate/History/default. htm [Accessed 20 July 2007] AgExporter. 1996. Arabian Gulf: Hot Markets for US Foods [Online] Available at: http://www. allbusiness. com/agriculture-forestry-fishing-hunting/557170-1. html [Accessed 21 July 2007] Badawy, M. K. 1980. Styles Of Mideastern Managers. California Management Review . Spring 1980; Volume 22, Issue: 3; 51-58. Bahrain This Month. 2007. Eating Out [Online] Available at: http://www. bahrainthismonth. com/restaurants/cuisine. fastfood. php [Accessed 22 July 2007] Garber, A. 2004. Quick-serve Concepts Upscale Image, Elevate Prices. Nation’s Restaurant News; Volume 38, no. 18;1-4. Ford, C. W. , Nonis, S. A. and Hudson, G. I. 2005. A Cross-Cultural Comparison of Value Systems and Consumer Ethics. Cross Cultural Management; Volume 12, Issue 4; 36-50. Hill, C. W. L. , & Jones, G. R. 2004, Strategic Management Theory: An Integrated Approach 6th ed. , Boston: Houghton Mifflin Hoffman, K. 2005. Drive Thru Gourmet / New Blizzard Flavors May Leave Competitors Quaking in Their Boots, Houston Chronicle. Houston, Texas: 10 Hoover’s Inc. 2007. International Dairy Queen, Inc. Overview. [Online] Available at: http://www. hoovers. com/dairy-queen/–ID__13811–/free-co-factsheet. xhtml? cm_ven=PAID&cm_cat=INK&cm_pla=CO1&cm_ite=dairy-queen [Accessed 21 July 2007] Jossi, F. 2001. A Royal Challenge [Online] Available at: http://www. qsrmagazine. com/issue/interview/chuckmooty.phtml [Accessed 21 July 2007] Kavoossi, M. 2000 The Globalization of Business and the Middle East: Opportunities and Constraints. Westport, CT. Quorum Books. â€Å"March Into Spring as DQ ® Goes Green,† n. d. [Online] Available at: http://www. dairyqueen. com/en-US/About+Dairy+Queen/Corporate/Press+Releases/March+Into+Spring+as+DQ%C2%AE+Goes+Green. htm [Accessed 20 July 2007] Porter’s Diamonds of National Advantage 2007 [Online] Available at: http://www. quickmba. com/strategy/global/diamond/ [Accessed 21 July 2007] Toffler, A. 1990. Powershift: Knowledge, Wealth and Violence at the Edge of the 21st Century. Bantam. New York. US Foreign Commercial Services and US Department of State 2004. Doing Business In Bahrain: A Country Commercial Guide for U. S. Companies [Online] Available at: http://www. export. gov/middleeast/country_information/CCG/Bahrain/Doing%20Business%20in%20Bahrain%20FY%202005%20(CCG)%20-%20Final. doc [Accessed 21 July 2007] Wolkowitz, D. 2005. DQ Grill & Chill: Well-Known Ice-Cream Brand Turns Up the Heat with New Look, Expanded Menu, Nation’s Restaurant News [Online] Available at: http://findarticles. com/p/articles/mi_m3190/is_5_39/ai_n9523126/pg_1 [Accessed 21 July 2007].

Using Más in Spanish as an Adverb, Noun, or Pronoun

Using Ms in Spanish as an Adverb, Noun, or Pronoun Ms is the word most commonly used in Spanish as the equivalent of more and sometimes most. It typically functions as an adverb but sometimes as an adjective or pronoun. Here is a guide to its usage: Using Ms to Mean ‘More’ or ‘Most’ In its most simple use, ms can come before an adjective or adverb to mean more or most, depending on the context. In the same way, ms is often the equivalent of the English suffix -er or -est.  ¿Cul es el idioma ms fcil para aprender? (What is the easiest language to learn?)Es ms difà ­cil vivir en el à ©xito. (It is more difficult to live with success.) ¿Si me baà ±o en cloro serà © ms blanco? (If I bathe in chlorine, will I be whiter?)La propulsià ³n warp de Star Trek se usa para viajar ms rpido que la luz. (Star Treks warp propulsion is used to travel faster than light.)El monte Fujiyama es conocido como la ms hermosa montaà ±a en la Tierra. (Mount Fujiyama is known as the most beautiful mountain on Earth.) When it comes before a noun, ms can function as a masculine or feminine adjective and also be translated as more. Its use as an adjective to mean most is possible but uncommon. Hay ms felicidad en dar que en recibir. (There is more happiness in giving than in receiving.)Puedes enviar una invitacià ³n por correo electrà ³nico a dos o ms personas a la vez. (You can send an invitation by email to two or more people at a time.) ¿Causa la contaminacià ³n del aire ms muertes extra al aà ±o que el tabaco? (Does air pollution cause more additional deaths each year than tobacco?) Ms can also function as a pronoun in the same way where it substitutes for ms noun: Tengo ms que tà º. (I have more than you.)Compramos ms cuando tenemos hambre. (We are buying more when we are hungry.)Lo ms que puedes lograr es ser nà ºmero dos. (The most you can accomplish is to be number two.) Ms Que vs. Ms De The phrase more than is nearly always translated as ms de or ms que. However, the two phrases are used in different ways, arent interchangeable, and should not be confused with each other. Ms de is used with numbers and quantities: Las olas, de ms de siete metros de altura, hicieron estragos. (The waves, more than 7 meters high, created havoc.)Habà ­a ms de un mil espectadores. (There were more than 1,000 spectators.)Es importante beber ms de dos litros de agua al dà ­a. (It is important to drink more than two liters of water per day.) Ms que is used otherwise. As in the second example below, an adjective or adverb can come between the ms and the que. Hoy te amo ms que ayer. (I love you more today than yesterday.)La paz es ms difà ­cil que la guerra. (Peace is more difficult than war.)Somos mucho ms que amigos. (We are much more than friends.) Using Ms With Verbs Although ms is often translated as more when used as an adverb following a verb, often it is better to let the context suggest a different translation:  ¡No puedo vivir ms con mis padres! (I cant live any longer with my parents!)Pienso ms cuando no hay distracciones. (I think better when there arent any distractions.)Esta pilas recargables duran ms. (These rechargeable batteries last longer.) Using Ms in Arithmetic In mathematical formulas, ms is the equivalent of plus: Dos ms dos es igual a cuatro. (Two plus two equals four.)La suma de cero ms cualquier nà ºmero da dicho nà ºmero. (The sum of zero plus any number gives that number.) Ms vs. Mas Ms should not be confused with mas, even though the two words sound alike and come from the same origin. Mas is a preposition meaning but. You wont hear it used very often- mas has a mostly literary use and in real life the word choice for but is pero. Centuries ago, ms and mas started out as the same word, with the former eventually getting the accent because it would get the stress as its more and but meanings diverged. Key Takeaways Ms is usually used as an adverb to mean more or most.Ms can also be used as an adjective or pronoun meaning more.Ms and mas are not the same word; the latter is a literary word meaning but.

Audio Processing Techniques and Processors

Audio Processing Techniques and Processors Introduction Today, the development of music technology depends on using a variety of audio processors to add and correct the definite sound effects, to produce a sound of a certain quality. Modern audio processors can be operated as plug-ins and work according to different types of software. The other processors can be used as the hardware to change the parameters of the sound.Advertising We will write a custom report sample on Audio Processing Techniques and Processors specifically for you for only $16.05 $11/page Learn More Different audio processors are used to add such effects as delay and reverb to the sound and correct latency. The aim of the report is to provide the description of such audio techniques and parameters as delay, reverb, and latency and examine the characteristics of the processors used to produce the associated effects. Audio Processors Used to Provide Delay Effects. Audio Delay Software Delay can be explained as the specific audio eff ect, which creates the repeating sound or echo. This effect is achieved with the help of regulating the signal line and making it to play back several times (Hodgson, 2010). Thus, the delay effect can be successfully controlled using certain audio processors. Audio delay processors can be presented in the form of hardware as the Universal Audio Delay Processor AD-340 or in the form of the software-based programs (Universal Audio Delay Processor, n.d.). It is important to note that the first hardware delays were developed as analogues, which then were replaced with the digital systems. The software delay processors modelled on a classic device are used today by many musical engineers. It is necessary to pay attention to GNUitar audio processor, which can be used with the help of such programs as Pro Tools as the traditional guitar processor (GNUitar, n.d.). The effect of delay is actively used by many pop and rock musicians to create the complex and impressive sound. Such software pr ocessors as GNUitar often provide a range of functions to create a number of audio effects along with the effect of delay or echo. GNUitar is used to create the different combinations of delay and echo effects to change the quality of the sound. It is easy to use GNUitar in the studio when hardware delay processors are used for the live performances (GNUitar, n.d.). For instance, this function is important for electric guitarists to change the texture of the sound with references to the definite musical phrase. Thus, in the song â€Å"Welcome to the Jungle† performed by Guns N Roses, there is an opening riff, which is accentuated with the delay effect produced with the help of the audio delay processor.Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is necessary to note that contemporary studio variants of the song can depend on the delay effect presented with the help of t he audio processor as the software when the traditional variant of the song is performed with the help of the processor as hardware. The delay effects are used to create the atmosphere of the urban jungle because of its special horror and artificial effects. From this point, â€Å"some of the best musical moments of Welcome to the Jungle come from the bands fruitful attempts to suggest the sounds of the (urban) jungle through musical mimicry† (Welcome to the jungle music, n.d.). Audio Processors Used to Provide Reverb Effects The effect of reverb can be explained as the effect of reflecting the sound and making it longer and more complicated. The reverb and echo cannot be discussed as the same effects because the reverb provides the reflective wave which is not separated from the initial sound as it is in echo or delay. The reverb effect is often added to make the sound of electric guitars more complex (Reverb effects, n.d.). It is possible to add the reverb effect to the sou nd with the help of hardware processors and audio processing software. For instance, The VSS3 Stereo Source Reverb for Pro Tools is software developed for working with the sound in studios. The advantages of this audio reverb processor are in its flexibility in adding the effect of reverb to different sounds in relation to their quality. The work of the VSS3 is based on the definite algorithm, which is interconnected with the work of Pro Tools software. Such audio reverb processors can be used for changing the sounds of vocal, guitar, piano, horns and many other instruments (VSS3 Stereo Source Reverb, n.d.). Modern reverb software is characterized by a lot of parameters and functions to add different reverb qualities to the sound. Audio reverb processors are used to enhance the sound, make it natural or unnatural, or better than it was before correcting. The sound becomes full and complex. Moreover, the reverb can add some dramatic effect to the melody as it is in the song â€Å"So rrow† performed by Pink Floyd (Echoing acoustics, n.d.). The reverb effect can be discussed as appropriate for the live performance as well as for making recordings in the studio. The intro in â€Å"Sorrow† is almost the separated part of the song, which is accentuated with the help of the reverb effect (Reverb – good or bad?, n.d.).Advertising We will write a custom report sample on Audio Processing Techniques and Processors specifically for you for only $16.05 $11/page Learn More Audio Processors Used to Correct Latency Latency is one of the most typical audio effects, which make the sound worse and should be corrected with the help of audio processors. Thus, latency is a rather short delay â€Å"that occurs in audio systems due to the time it takes for sound to travel from place to place, and/or due to the time it takes for digital components to perform calculations† (Opening Pandora’s Box?, n.d.). Latency can be audible and not. When latency is longer than several seconds it should be corrected to make the recording qualitative. The problem is in the fact latency is often the result of changing the sound with the help of definite devices (Hodgson, 2010). Latency emerges when the producer or musical engineer uses definite digital filters to create the sound with certain parameters. The duration of latency can depend on the number of filters used (Hodgson, 2010). If delay and reverb effects can be added using hardware as well as software processors, latency can be effectively corrected with the help of software modeled on a device. Pro Tools HD software works with the Automatic Delay Compensation, which is developed to reduce the latency (Latency and delay compensation, n.d). Moreover, â€Å"in cases where delay compensation is necessary to ensure that audio stays time aligned, there is a way to manually compensate for plug-in latencies by using the DigiRack Time Adjuster plug-in, or by slightly mo ving or â€Å"nudging† tracks† (Latency and delay compensation, n.d). To provide the example of reducing latency, it is necessary to refer to Lester and Boley’s research in which they studied different effects of latency and the ways of its reduction. It was stated that latency is more critical during the solo performance and with references to the vocal when the effects of latency on playing instruments is not so significant (Lester Boley, 2007). Conclusion Different types of audio processors can be used to enhance the sound and add such effects as reverb and delay to the sound. Hardware and software are appropriate and can be utilized with references to the work in studio or live performance. To correct latency, it is more effective to use software, which can be developed as the part of the audio delay processor. References Echoing acoustics. (n.d.) Retrieved from http://tvtropes.org/pmwiki/pmwiki.php/Main/EchoingAcousticsAdvertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More GNUitar. (n.d.) Retrieved from hitsquad.com/smm/programs/GNUitarWin/ Hodgson, J. (2010). Understanding records: A field guide to recording practice. USA: Continuum.  Latency and delay compensation. (n.d.) Retrieved from http://akmedia.digidesign.com/support/docs/Delay_Comp_PT_Host_Systems_33000.pdf Lester, M., Boley, J. (2007). The effects of latency on live sound monitoring. Retrieved from lsbaudio.com/publications/AES_Latency.pdf Opening Pandora’s Box? (n.d.) Retrieved from http://whirlwindusa.com/support/tech-articles/opening-pandoras-box/ Reverb effects. (n.d.) Retrieved from mediacollege.com/audio/reverb/effect.html Reverb – good or bad? (n.d.) Retrieved from gilmourish.com/?page_id=806 Universal Audio Delay Processor. (n.d.) Retrieved from http://hallresearch.com/files/manuals/AD-340.pdf VSS3 Stereo Source Reverb. (n.d.) Retrieved from spectrumaudio.com/tc-electronic-vss3-tdm.html Welcome to the jungle music. (n.d.) Retrieved from shmoop.com/welcome-to-the-jun gle/music.html

Racial Prejudice in the film Devil in a Blue Dress compared to Term Paper

Racial Prejudice in the film Devil in a Blue Dress compared to prejudice in today's society - Term Paper Example The relations of blacks and whites, the inequality prevailed in the society is presented in the movie. Corruption over Blacks, segregation, the Black image of the American Dream and the alienation suffered by blacks are portrayed in the movie. The story of the missing white woman who was last found at a black-only club presents the dark faces of race and racism. The movie presents the race-oriented life of the 1940s; racism and segregation were the accepted way of life during that period. In the movie we find that the skin color is not just a background issue, it is rather the core theme of the lives of the people of those times. Race was the first thing people notices. Racial discriminations could destroy marriages, break careers and end lives. The movie brings before the viewers the black life in Los Angeles. The disadvantaged life of the blacks is watched from the perspective of the 1940s and 1960s. This picture can be very much paralleled to the lives of the blacks in the 1990s. The movie is relevant even in the present world. Segregation is not uncommon in the United States in the modern world also. Prejudice and stereotyping is common in almost all societies. Multicultural societies are under the curse of prejudice and discrimination. Considering the United States as an example we can find that prejudice is the most crucial feature of the society. It is nothing but prejudice that has caused discrimination, oppression and tensions among various racial and ethnic classes in the United States. Prejudice results in racial profiling, alienation, housing segregation, dangerous ethnic jokes and various other problems. Prejudice demolishes all types of fellowships. No relationship would abide in the presence of prejudice. Prejudice reflects segregation, and it has completely blocked the progress of the nation. This strange racial prejudice has resulted into an isolated, ill developed and racially segregated society that has encouraged racial mistrust, senseless c onflicts and other discriminations that prevents the society from obtaining true racial equality. Prejudice hinders cooperation and mutual respect and destroys relationships. Prejudice dissolves the good relationship between people of different race, ethnicity and nationality. Racial prejudice and segregation has resulted in systemic inequalities that stand as a barrier to the development (of the whole society) and personal improvement of individuals. Prejudice has contributed for the widening of the socio-economic gap between superior group (whites) and the minorities (blacks). The racism found in the movie Devil in a Blue Dress  is prevalent in the modern society of the United States. There are various practices that humiliate and trouble the negatively privileged blacks and women in America, for example racial profiling. Thousands of complaints from the victims of various ethnic groups have proved that racial profiling is a real happening. Victims of racial profiling are not on ly common people but also famous and rich people, celebrities, sports stars and people from all walks of life. There were cases when respected members of the society, like judges, lawyers, state legislators, and even representatives claimed that they were victims of racial profiling. This discriminatory stopping and checking by the police is disturbing thousands of pedestrians, innocent drivers, and shoppers and other helpless people across the nation. ‘War on Drugs’ as well as ‘War on Terror’

Oviatt and Mcdougalls Theory of International New Ventures is an Essay

Oviatt and Mcdougalls Theory of International New Ventures is an Alternative Theory to Johanson and Vahlnes Uppsala Model - Essay Example This essay discusses the field of internationalisation, that has a come a long way from the initial concepts of internationalization process theory, which were based on firms demonstarting Internationalization in a slow and rather incremental manner. Since there has been enough time to analyse and study the critical assumptions underlying these internationalization process models, and to empirically examine the concept, several paradoxes and disagreements have now emerged relating to them. Exhaustive evaluations of these export stage models have questioned their sufficiency and impressed the need for novel idead. The consequent result was the theory of development of international new ventures that from their inception, engage in international business. However, time and changing industry trends have witnessed further modifications and perhaps evolution of the definition of this concept. A most contemporary definition is provided by much more widely-accepted and comprehensive definit ions of International Entrepreneurship McDougall and Oviatt. To quote the last of them international enterpreneurship would be â€Å"the process of creatively discovering and exploiting opportunities that lie outside a firm’s domestic markets in the pursuit of competitive advantage† It is concluded then thus each theory has made a significant contribution to the research on the area, it has led to the evolution of a multidimensional conceptualisation of diversified list of frameworks and co-existent effective approaches.