P.I.E.S

This is where a life is forming growing bigger and bigger every day. At 4 weeks, the baby's spinal cord, the formation of arms and legs are beginning to develop. At this stage, the little life form is now an embryo. By 8 weeks, all major organs and external limbs would be developing, continuing to grow in size, also the eyes. The baby's heart begins to beat with a regular rhythm and the determined sex organs begin to develop. This Is when the fetus begins to look more like a human but only reaching roughly an Inch long In size. Also, the umbilical cord has become more visible.By 12 weeks, the baby's nerves and muscles begin to work with catheter which can be shown but the baby making a fist. Also at 12 weeks, you are able to fled out whether your baby Is a girl or a boy as the external sex organs become visible. The baby's eyes will have eyelids that have recently developed which will then cover the eyes to protect them from other fluids until later on in the pregnancy when they will be able to control the movement of their eyes. By muscles, tissue and skin starts to form, giving an even more defined human shape.Although the skin is now being developed, at this stage, the skin is quite transparent. Intellectual and Emotional – The intellectual part of pregnancy is very important to the Mother's mental preparation for birth. This would be anything from buying your baby's first clothes and necessities to decorating the nursery. Things like this keep the mother's mind from worrying about things such as whether her baby will have any Issues, or If she would have any Issues Glenn birth. The mother will also need a lot of love and support during pregnancy because her hormonal changes will make her very emotional.Pregnancy can mentally affect the mother especially if she is one to worry, mainly because of the changes that are going on with her body. For the baby, the intellectual stage is when the brain is fully developed and it is said that by his stage, the b aby is actually able to dream. Birth and Infancy: P. I. E. S Physical – Between birth and the age of 3, babies begin to develop different strengths and skills. This is from learning basic strengths like rolling, then crawling then standing to walking then running, to learning to talk and sing.Muscle development in a baby starts from the head down. This is why they go from lifting their head the running. The first control a baby will learn will be control of their neck. Intellectual – Straight from birth, babies are already beginning to communicate and Interact with other people especially adults. This can be from crying to clenching their fists around a finger. Also, as the baby Is Intellectually developing, they are being able to express their needs and emotions using gestures.As the baby develops into infancy, they are how to use their emotions properly like crying if they are hurt or not getting what they want, and laughing and smiling when they are happy or find so mething funny. Emotional – At birth, the only emotion that a baby has is the ability to cry. They don't understand emotions yet until they further develop. When a baby is born, they need a lot of love and care. This is extremely important, because it ensures that the baby feels safe and secure. This is vital for the baby to grow up feeling comfortable and safe in their home and in their family.By about the age of 1-3 they learn how to smile and laugh which lets them express their emotions when they are happy. They learn different emotions and express them in ways that they understand such as pulling tantrums or laughing at something funny. By the age of 3, an infant should pretty much know all emotions and when they know which emotions are relevant to different situations. Social – From 0-3, the only social development will be speech and sutures with close individuals especially the parents and other family members.This actually builds their self esteem and confidence which is very important because it creates good social skills for their future social interaction with others. Getting to the age of 2-3, the infant becomes more aware of other people like strangers on a bus; they will wave or say hello to other individuals, sometimes even animals. This improves their social skills because by the age of 3, the infant may even have friends. Usually this will be from cousins; to maybe other infants they regularly see such as neighbors or other infants at playgroups. Childhood: P. I. E.S Physical – At this stage, children will enjoy the fact that they can walk and run, and they will learn how to dance, climb, ride bikes (with stabilizers to Just two wheels), how to swing, and possibly swim. This is very exciting for them because they are able to discover different activities and are able to have fun and express individual activities that they may enjoy as a regular hobby; such as football, swimming, riding, racing etc†¦ At this stage, it is important that children are supervised with everything they do because it teaches them how to be safe with what they do for themselves ND others around them.From birth to the age of 3, a child grows quite fast, at the childhood stage, the child's growth slows down but they can have growth spurts height wise. Intellectual – This stage is the most important stage for the development of the brain and mind. Especially educationally. At this stage, children will become a lot more interested in pretty much everything. They will be prone to asking loads of questions about anything from what they have seen or how they feel. They are most likely to be a lot more interested in their environment, their society and different cultures.They express this by the interest in costumes and they like to do performances. Also at this stage, they will be going through primary solicitation and secondary solicitation so they will be learning many different things every day. They will also pay more attention to where they live. Emotional – In the childhood stage, children are learning to deal with other individuals feelings as well as theirs. They also learn new skills and how to behave well such as learning manners. They learn how to deal with their own emotions especially when they are interacting with others especially other children.Children will start forming bonds with other children who can even become life long friends; they learn how to respect others, and they also learn how to connect with other children similar to them. Social – During childhood, developing long term social relationships whereas others are better at keeping close friends only for a short time. The most important part of solicitation in this stage is that children learn the importance of good relationships and friends. Adolescence: Physical – This is one of the most changing life stages. At this stage, teenagers will become Men and Woman.Their body will be going through many cha nges; this is called puberty. Boys; for boys, puberty consists of the breaking of their voice (their voice becomes deeper) due to the ‘dropping of their testicles. They begin to grow a lot faster in height, and baby fat begins to disappear or turn into muscle. They begin to grow facial hair and hair in intimate areas and the armpits. This is all due to the production of testosterone. Girls; for girls, puberty consists of the formation of the breasts, menstrual periods; preparing them for motherhood, they begin to grow bodily hair and hair on intimate areas.This is all due to the production of estrogen. Intellectual – At this stage, teenagers are able to imagine different experiences that they may not have seen or done before. Also, they begin to imagine their future and would have a better idea of what they want to achieve in their future. They become more alike adults in terms of dealing with problems. Also in this stage, teenagers will be looking at their first Job ev en if it is Just a small part time Job, it prepares them for future bigger work opportunities and also gives them experience and responsibility.Emotional – At this stage teenagers are experiencing hormonal changes; meaning hat their emotions can be off balance causing mood swings and aggression in some cases. This could be difficult for family and friends, and can have an affect on the opposite sex such as pressure on relationships and friendships. At this stage feeling masculine is very important towards a guys self esteem and confidence. You wont often see them cry, and they may tend to show off inferno of their fellow friends. This makes them feel more superior and dominant. For a woman, they like to feel wanted and sexy.They will wear clothing that shows more skin and will show off their curves. Like men, this is important to the development of self esteem and self- confidence. Teenagers will have created long term relationships as friends and some maybe a long term girlf riend or boyfriend; their emotions will be much stronger and will become more attached to others around the same age. They become a lot more emotionally attached to people and stronger bonds are formed. During adolescence, teenagers will be most likely to experience love for the first time; some more than once, some actually find their soul mate.Social – Teenagers become a lot more independent so they begin to not rely on their family as much and tend to rely a lot ore on their friends or their peer group for support and advice. This can put pressure on their family and friends. Teenagers desire the need to belong to a group. They will express this through what they wear and their interests/hobbies. A main part of this stage is experiencing their sexuality. This is when they start experiencing sexual contact, and different relationships.At this stage, some teenagers can become confused with their sexuality and may want to experience relationships and sexual experiences with t he same sex. Adulthood: P. I. E. S During this stage, adults may progress to the need of glasses for reading and/or rating, due to changes in sight. They may also experience difficulties in their hearing leading to the need of hearing aids. Another change would be change in hair color (grey) and sometimes even loss of hair; mostly occurring in men. This is the stage where growth stops and your body processes begin to slow down and become more relaxed.By the age of 45-55, women are most likely to experience menopause which is when their periods stop and they lose the ability to have children. Intellectual – At this stage, adults are more likely to be in a stable Job. The older adults will have earned a lot from previous experiences which will give them skills and benefit them in future opportunities. The older adults are also a lot more wiser, and will know what is best to do in situations and will know what is best for younger individuals. Emotional – During this life stage, adults go through many emotions mainly to do with relationships and their career.They will feel a lot more stress due to work and also to do with pressure of having a partner or not having one. Also, this is the life stage when families are beginning to be created; couples are deciding to have children, some even have their first grandchildren. Also during this life strange, relationships with family members improve and adults feel closer to their parents than ever before; either because they realize that family are the ones who are actually always there for them and/or because they have a family of their own and understands how it must have felt.Social – The younger adults gain more sexual experience, some of them; it will be their partner who they feel they will have a future with. As years have past, it has become more regular that adults are having children younger and younger. With the older adults, partnership and marriage comes more into light which becomes very important to adults self. It becomes a key aspect of their social life; it is important to have a stable social life at this age because it builds your self esteem and confidence which are key skills for employment.Employment; it is key to be in paid employment at this stage, because at this stage, adults have a lot more responsibility for themselves and need to be reliant on themselves rather than their parents. This is key for building their own future and is important for their social life. Older 65+: P. I. E. S Physical – At this stage, older adults become a lot more weaker and less able or national. Everything they do (what they can do) takes a lot longer to do than what it would an adult. This can be from difficulty breathing, their bodies become weaker such as their bones, muscles, organs etc†¦ Hey become a lot less mobile. At this stage, older adults are more prone to illnesses and can develop conditions such as arthritis. Also, visually, you change, you produce rankles, skin spots and other visual signs of aging. Intellectual – At this stage, mental ability decreases; older adults forget things, are not able to solve problems or cope with them as well and will have many difficulties. On the other hand, older adults who are more healthy and enjoy their exercise are more able to keep their mental abilities and their knowledge can carry on developing.At this stage, they will be at most wise and this can still increase. At this age, older adults will have had their whole life as experience and will have many memories which adds to their knowledge about anything. An example would be someone who may have experienced an historic event such as a war. Future older adult will be useful. Emotional – The main thing emotionally at this stage is mentally staying strong through the sense of old age and any problems that may or eave occurred. At this age, older adults are likely to lose their confidence and self esteem because of the way th ey are treated.Individuals of this age who have a family especially if it is a large family, they are more likely to keep their self esteem and confidence because they will receive comfort, support, stability and encouragement; strong bonds with grandchildren are common and give the older adults a sense of being young again, also older adults like to see themselves as role models for their grandchildren. Social – Older adults lives vary. At this stage, older adults are more likely to to be retired.This is a good way to socialize and make friends especially if they are in retirement homes or go to activities or centers based for their age. Having a family is important because a family provides emotional and practical support through anything that happens such as health problems or if they Just need support for something such as work or decisions. Health problems can have a strong effect on an older adults social life and they could end up feeling isolated from society; which i s why family and friends are important at this stage. An older adults norms and beliefs will also become more important to them.

Portrayals of jesus in the gospels Essay

Each of the four gospels contained in the New Testament portrays a different and unique portrait of Jesus. Mark’s gospel represents Jesus as the suffering servant, while Matthew shows Jesus as the new Moses. Luke stresses Jesus’ inclusion of the outcasts and then John’s non-synoptic gospel shows Jesus as God’s presence and as an otherworldly figure. Mark portrays Jesus as a powerful yet unrecognized and suffering Messiah. Stories throughout the gospel show Jesus to have control over storms, water and demons. He is able to heal lepers, cripples and people with withered limps. He also has undaunted authority over everything including sin and Sabbath laws. Yet the theme of the messianic secret is major within this gospel. Jesus often tells people â€Å"to tell no one† of the miracles he performs. This theme is part of the climax of Mark’s gospel when Peter proclaims that Jesus is Christ and Jesus responds by giving him strict orders to tell no one. He therefore is the unrecognized Messiah. Mark wrote his gospel to a suffering and fearful faith community. He wrote to inspire faith in them. That is why Mark emphasizes Jesus’ suffering to his readers so that they can relate and see that there is no glory without suffering. He therefore shows that in order to have true dominance one must first encounter suffering, just as Jesus had. Matthew writes his gospel from a Jewish standpoint. He is careful to connect Jesus as the legitimate heir to the royal house of David in order to establish Jesus’ Hebrew roots. Matthew often refers to Hebrew scripture to show Jesus as the fulfillment of the scriptures. He says that Jesus is God present with us. Jesus is portrayed as the new lawgiver in this gospel. He is a teacher who concentrates on the overall being of a person, meaning their actions as well as their thoughts. Matthew stresses that it is just as bad to think impurely as it is to act impure. Jesus has come to perfect the law and to provide ethical teachings to guide his followers. Matthew shows Jesus to pity the under privileged in his interpretation of the Sermon on  the Mount where Jesus gives us the Beatitudes. He also shows Jesus scolding much of the upper class, especially the Pharisees whom Jesus is shown to argue with numerous times throughout this gospel. Luke does the opposite of Matthew by writing from a Gentile point of view and directing his gospel toward a Greco-Roman audience. Luke concerns himself with showing that in Jesus the Gentiles are included in the promise of God’s covenant. The major theme of this gospel is that Jesus is savior. He is the savior of the whole world not just the Jews. Luke portrays Jesus as a passionate messiah by stressing his inclusion of the outcasts. Jesus associated with the tax collectors, woman and physically disadvantaged. Jesus denounces the rich and comfortable in this gospel during the Sermon on the Mount. Luke also downplays Jesus’ suffering by excluding much of it from his gospel. An example of this is the absence of the crown of thorns in his gospel. Luke does this to once again portray the more compassionate Jesus. He instead exclusively included Jesus’ praying for the forgiveness of the crowd and for the criminal next to him on the cross and to give more attention to Jesus’ resurrection and the appearances of the risen Jesus. John’s whole gospel is a portrait of Jesus. He includes new titles and truths that are not contained in any other gospel. Two important titles John quotes Jesus using are â€Å"I am† and â€Å"the word.† By using the term â€Å"I am† John is saying that the kingdom of God has come and that Jesus has always been. â€Å"The word† is God’s â€Å"logos.† This represents the basic idea of God revealing himself to mankind. It says that Jesus is the one whom God the father used to create the world. John therefore stresses Jesus’ incarnation and emphasizes the faith factor of believing without seeing. The four gospels are all very unique in portraying Jesus. They cover much of the same material but see Jesus from different point of views because of their different backgrounds. Luke and Matthew are perfect examples because they both believe so dearly in Jesus yet have different views because of their different cultures. The evangelists show that no matter who you are you can relate to Jesus just as they did. By studying the gospels you can see Jesus through your own lens and therefore paint your own portrait of the  messiah.

Harper Lee Biography Research Paper Example | Topics and Well Written Essays - 250 words

Harper Lee Biography - Research Paper Example Harper Lee was different from her college-mates in that she was not quite as interested in dating, makeup, and fashion as others were. She instead focused all her efforts on improving her writing skills. She was a member of the glee club as well as of the literary honor society. â€Å"Pursuing her interest in writing, Lee contributed to the school’s newspaper and its humor magazine, the Rammer Jammer† (â€Å"Harper Lee†). Harper Lee particularly got famous from a controversial novel title To Kill a Mockingbird, which depicted race relations in the USA among many other issues. Harper Lee was awarded the Pulitzer Prize for writing this novel, though no other book has been published by her ever since. About herself, Harper Lee said, â€Å"I am still alive although very quiet† (Lee cited in Lombardi). Harper Lee has received several honorary doctorates since June 1966 when she was named by the President Johnson to the National Council of Arts. Harper Lee presently lives in New York (â€Å"Biography of

The Formula One Motorsport Research Paper Example | Topics and Well Written Essays - 2000 words

The Formula One Motorsport - Research Paper Example Formula one motorsport is one of the most exciting games. It is a sport that incorporates motocross racing. It is highly exhilarating, both to the participants and to the spectators. On the other hand, it has elicited mixed reactions in some parts of the world. It is nowadays not a new phenomenon to find people who get agitated due to the sport. The paper describes the formula one sport. It highlights its history together with the historical implications associated with it, economic issues, cultural perspectives, the sanctioning bodies as well as the science that drove to the technology being utilized in the sport. Formula one racing is a motorsport that is characterized by open-wheeled race cars. They are single-seat races, implying that there are no co-drivers in the sport. The sport began in 1906. It is at this time that France held its first ever Grand Prix, an event that was organized and implemented by the Automobile Club de France. Being the first time the race was organized, the event organizers did not anticipate much success. However, at the end of the sporting activity, an evaluation indicated that the sports success had superseded the set expectations. Harris (2007) posits that the first event attracted about thirty-two cars. The event took place in Le Mans with the cars covering sixty-five miles. The first Formula One race was won by Levassor using the Panhard ET Levassor car.

Responses Essay Example | Topics and Well Written Essays - 500 words - 1

Responses - Essay Example Toby Stephens was portrayed as a very rich and passionate individual with an unkempt appearance and who seems to have a mystery to himself. He just does not seem the person he has played in films like die another day, so I would say that he acted really well. Ruth Wilson as Jane Eyre was also very sensible and composed just like the book describes the character as a woman of intellect. The best part was that Ruth Wilson’s eyes actually have a very deep feel to them as if she is scanning a person’s character with her look. In the 1996 version of the film, I personally felt that William Hurt looked like a sweet lover with nothing going beyond that face which I felt Toby Stephens was able to convey; Charlotte Gainsbourg does not look as unconventional a heroine as does Ruth Wilson. Chapters 23-28 in the book are part of the time when Jane is in Thornfield. The first time Jane Eyre sees Bertha is when Bertha comes in her room one night and tears apart her wedding gown. Bert ha was Mr. Rochester’s first wife who had lost control of her senses, which was a disease that ran in her family. I really liked the connection of the red cloth that hung from the window of the room where Bertha was locked.

Plan 9 from Outer Space Essay Example | Topics and Well Written Essays - 750 words

Plan 9 from Outer Space - Essay Example However, the designer displays his bad taste in costumes with regards to the Eros (the alien being) and his accomplice Tanna, who both very obviously human were dressed in really shiny clothings that resembled nightsuits. Any form of realism was killed by their overly shiny night gowns and comical guns. The other characters were better off such as the dead wife of Bela Lugosi who resurfaces as the Vampire girl. She is slightly more believable with her black Adam’s family inspired gown, jetblack hair and scary long finger nails. Inspector Clay, who becomes her victim, is dressed up in a sharp detective suit which together with her hat makes for a decent get up. However, his acting could not have been more dreadful. The Army Colonel Edwards is also appropriately dressed in detective’s clothes. Set Design The set was very obviously bargain central. There is very little variety in scenery and the most used background is the cemetary, which is kept so simple it is obvious th e director was very short on cash. The movie opens with the cemetary where the Vampire girl is buried and most of it keeps resurfacing there. It is shot from only one angle with what seems like a fixed frame. The set barely has any room for movement. Jeff Trent’s house, which is next to the cemetary is no more realistic. It is the middle of summer but the couple chooses to keep the windows closed at night just to prevent any wandering breeze from flowing in and cooling them down. The worst part is how they presented the space ships. The presence of space ships was a central concept in the movie and the fact that a kind of tin material was used to present them makes it very humourous. The moments where the aliens fly by in their saucers is supposed to be scary, but it is hard to be scared when all you see are wheelcaps waivering in the sky. The cockpit where Jeff shoots his airplane scenes is also victim to cheap design. There is what seems like a shower separator which is the link between the cockpit and the rest of the aircraft. The waitress often comes through it as if she has no restrictions between the curtain and the supposed passengers sitting behind. Not to mention the inside of the alien saucer where only a few wooden tables and dials represent the inside of a very high-tech machine capable of travelling to earth from a different planet. Dialogue The dialogue is very comical. It makes the movie very odd and does not help the flow at all. While the mourning of Vampire girl in the opening of the movie, along with the supposedly ‘scary’ moments where Jeff and his wife experience the alien saucer were somewhat passable, they get specially hard to follow during the rest of the movie. The really unreal dialogues come in when Jeff and the team of alien hunters enter Eros’ spaceship where Eros, in a moment of anger and pity, explains, â€Å"All of you Earth are idiots†. The exchange of dialogue that follows pretty much reduces the movie to a comic strip. Eros explanation of the human race does not present any depth to the movie the director must have hoped for. Instead, when Eros says things like solarmanite â€Å"causes sunlight to explode,† it is hard to control your laughter. Of course, Criswell presented the intro and the outro to the movie and his presentation is worth mentioning. It is hard to ignore his poise when delivering his speech, â€Å"My friends, we cannot keep this a secret any longer, let us punish the guilty, let us reward the innocent.† To describe it as a cliche would not be justified. His straight face may be funny but he delivered it with conviction. Criswell’s dialogues should be given credit. Special Effects The effects could not have been anything greater given the budget the

Professional Mentoring Report Coursework Example | Topics and Well Written Essays - 2000 words

Professional Mentoring Report - Coursework Example It is based on a sequence of questions, which could be used within an assessment relating to self assessment. 2 Self Assessment Currently I am enrolled for completing my bachelors in â€Å"Computing in Application and Support†. However, my short term objective is to complete the current semester. Furthermore, my medium term objective is to complete my degree program successfully with terrific scoring points. Moreover, my long term objective is to become a computer teacher/ instructor. However, in the current scenario, I am in the process of completing my short term objective i.e. to complete the current semester with substantial scoring marks. Selecting my current field related to computing contains certain factor that inspired me to set my long term objectives as a computer teacher / instructor. 3 Personality Profile I have a great interest swimming. I like listening to all types of music and attend a variety of concerts and shows. I love to travel and experience different cu ltures and countries. I also have a flare in learning computing technology in which I am studying in the hope to take my interest as a career. In the year 2000, I complete my ECDL certification from Castleblayney College. In fact, I experienced interaction with computing devices via ECDL. (, ECDL / ICDL for Life - European Computer Driving Licence Foundation) â€Å"ECDL sets the foundation for Certified Computer Skills with these three advancements: Communicate with friends and family   Connect with virtual communities of like-minded people through, for example, web browsing, email, or blogs Interact using online technologies, for example,  Instant Messaging, webcams, Internet telephony, or online education and entertainment† Moreover, getting through ECDL, I learnt how to utilize the Internet enabled computing devices to interact with online technologies. For example, online shopping, online banking, communicate with friends and colleagues via instant messaging, accessin g news etc. Furthermore, after being inspired by the online capabilities of revolutionary technology, I decided to enroll in a website development course from Monaghan Institute in the year 2001, immediately after completing my ECDL. In order to enhance my computing skills, I completed level 5 with majors in Information Technology from FETAC (Further Education and Training Awards Council) in the year 2008 with a remarkable highest grade i.e. Distinction. Inspiration came from personal interest in computing technologies. Furthermore, high scores in level 5 motivated me enroll in FETAC level 6, majoring in Advanced IT and Business Administration. The FETAC level 6 was completed in the year 2009. Moreover, in the same year I was enrolled for a degree program. However, my work experience is contradicting as compared to my education in computing technologies, I maintained a pace for practicing computing along with business administration. There were many options available for me, but the reason for choosing computing technologies is only because of the inspiration from revolutionary computing technologies with new inventions. As I learn more and more, it becomes more interesting for me that also suits my â€Å"self motivation† factor. 4 Self Analysis 4.1 Passion Without passion, it is unattainable to become a terrific teacher. If I do not uncover subjects overwhelming, how can I foresee my students to? This is not a significant issue, but worth mentioning, as still it is always vital to accentuate. I have a passion for learning

Macro9C Essay Example | Topics and Well Written Essays - 1000 words

Macro9C - Essay Example Further, economists use different level for recognizing money (like M0, M1 etc.). And economists define a money multiplier to see the ratio of money supply and the actual monetary base in the economy. Now, the recent financial crisis has affected some parts of the definition of money especially as a store of value. The financial upturn has shown that most assets and asset classes previously believed to be the â€Å"safe† stores of value for money are in fact all driven by risk and can at some point in time not be â€Å"so safe†. For example, houses are one the largest stores of value but the global deterioration of property prices has made this option less valuable. Similarly, government bonds which were considered as the safest bets for store of value were actually no longer safe either as we see the example of Greece and their impending default of payment and/or restructuring of debt in Greece. Bank deposits were badly hit as storage of value with the bank-runs seen i n Northern Rock, UK and several other banks in the US. Currencies by nature of being subject to market demand and supply appreciate and depreciate with time and cannot be considered as safe stores of value either as was seen in the example of Asian financial crisis of the late 1990s. Secondly, the money multiplier, m, as explained by economists is supposed to be 1/R where R is the reserve requirement for banks. As seen during the financial crisis, this equation was not valid at all. Figure 1 below shows the variation of money multiplier from 1984 to present. We see that as soon as the financial crisis hit, even though there was little or no change in the reserve requirements, the money multiplier saw a huge drop to end up at less than 1.This means that while the government was creating supply of money, banks were reluctant to lend. Figure 1. M1 Money multiplier in the US – 1984 to March 2011 Source: Federal Reserve Bank of St. Louis Given the turnout of events as happened dur ing the financial crisis, there seems to be no readily identifiable group of assets that economists would consider as money. To be accepted as money by all, none of the assets satisfy all the criteria – bill of exchange, bonds, equities, deposits. Gold, silver and precious metal come close but as these are rare, and cannot really meet the demand for money, they cannot really be considered as money. Question 2 The structure of Federal reserve system is shown below in figure 1. Figure 1. Structure of Federal reserve system The components of the federal reserve system and their functions are described below: 1. Board of governors: they are appointed by the US president and confirmed by the US senate. The primary responsibility of the Board members is the formulation of monetary policy. The Board sets reserve requirements and shares the responsibility with the Reserve Banks for discount rate policy. 2. Federal Reserve banks: The 12 Federal Reserve banks operate under supervision of the board of governors. Each bank has 9 directors who appoint the bank presidents who form part of the Federal Open Market Comittee. The main role of the reserve banks is to influence the flow of money and credit in the economy. The Federal Reserve Banks hold, in their vaults, collateral for government agencies to secure public funds that are on deposit with private depository institutions. The Federal Rese

Customer loyalty in Business Essay Example | Topics and Well Written Essays - 1000 words

Customer loyalty in Business - Essay Example Customer loyalty is considered to be the propensity or inclination of the consumer to select a particular product or service, which meets his or her needs. In the business domain, customers are labeled as brand loyal as they are most likely to select a particular brand as compared to the alternatives available. Customer loyalty is the product of well structured, organized and planned programs, which concentrate on the retention of customers (East, Wright & Vanhuele, 2008, 45). Research suggests that customers, who become targets of customer loyalty programs, are most likely to remain loyal to a particular brand. For customer or brand loyalty, habit is considered to an important element. It is considered to be the main element, which can influence the overall progress and development of the organization. It is used by different organizations in order to retain existing customers and to win potential customers. As mentioned earlier, business is mainly dependent on it customers. Researc hers have identified five main types of customer loyalty, which are discussed below.Monopoly loyalty is considered to be that loyalty in which the choices of customers are restricted. It is rare and extreme case and the loyalty of the customer is away from loyalty and devotion. Research suggests that monopoly loyalty is considered to be resentful. From customer satisfactions surveys conducted, it was concluded that consumers were dissatisfied and discontented when their choices were restricted.(Reinchheld, 2006, 103). Cost of change loyalty In theory, each and every supplier is in competition with one another, which indicates that their customers may use substitutes. However, in actual practice, customers are most likely to remain loyal to their existing supplier because of difficulties they experience in switching suppliers. Turning to substitutes only takes place when the customers are dissatisfied with their existing product or service (Reinchheld, 2006, 105) . Incentivised Loyalty Incentivised loyalty is considered to be the result of excessive marketing to promote the product or service in the market. It might influence consumers, who are not using their own financial resources(Reinchheld, 2006, 109). Research suggests that majority of the people in United Kingdom are most likely to have more than one loyalty cards of different competing super markets, petrol stations or airlines. Loyalty points are considered to be discount tools, which would assist in meeting their needs and requirements that wider range. Habitual Loyalty Habitual loyalty is often termed as â€Å"everyday form of repeat business† (Reinchheld, 2006, 111). Time is considered to be an asset and therefore, several consumers resort to familiar habits and routines in order to achieve with maximum utilization of time. For instance, a weekly to the same superstore is conducted as it is convenient and habitual. Colleagues meet in the same restaurant for lunch(Reinchheld, 2006, 112). Consumers are most likely to visit the same petrol situation in order to save time. From this perspective,

Media and Mass Communications Development on a Healthy Mature Culture Essay Example for Free

Media and Mass Communications Development on a Healthy Mature Culture Essay This argumentative essay is specially made to discuss the possibility for media and mass communication to nurture the development of a healthy, mature culture. Overall, the process of media and mass communication media development has already caused changes in the public sphere. The digitalization of media dramatically increases the chances of the people to get an access to the information, which is transferred instantly and often has not been edited by the people in government or media bosses. Thus, the information is now very complicated to control and therefore public has more opportunities to form its own opinion by comparing the facts from the different sources. The major problem, which could be seen right away, is the relation between the today’s process of media development and the actual development of a healthy culture. An assumption could be suggested that media and mass communication are able to influence the development of a healthy and mature culture, but it will require some significant changes form both media owners and their employees, as well as from society itself. Let’s de-construct the elements of the question and consider them in details in order to provide the better analysis. Strinati (2004) claims that the coming of the mass media and the increasing commercialization of culture and leisure resulted in the rise of issues, interests and debates which are still with us today. The researchers talk about culture, but what exactly is a culture? The word origin of culture or, the Latin root of the term is â€Å"colere,† meaning anything from cultivating to inhabiting, protecting, or worshipping. Modern definition of culture is the following: it is a growing sum of â€Å"knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations. † (Muller, 2005) Cultures differ depending on the mentioned elements of culture. As the examples of different cultures, the culture of Eastern and Western countries could be named. Mature† means the situation or the final condition when the full desired growth or development has been reached. â€Å"Healthy† means the robust and well condition; it is also an efficient and sound being. â€Å"Development† is a positive change; it is also a process of growth and an evolution. The word â€Å"nurture† means the act of helping to grow or develop; it is also an act of cultivation of some characteristics. â€Å"Media† are the means of communication that reach large numbers of people, for example, television, newspapers, radio and internet. In agreement to Morley (2000) the current global culture is the culture of hyper mobility where â€Å"we often engaged in border-crossings of one kind or another, but the nature and functions of borders themselves are shifting†. (Morley,2000) We live in the information economy era, in the era of new progressive technologies and communications that break the borders, in the times of social and economic evolution, the public sphere experiences new challenges and face new opportunities in this world full of complexity. Without a doubt the influence of modern mass communication over the culture is considerable. The shifts in the social and other aspects that are influenced by the spread of technologies and new media are powerful and they change our lifestyle, our habits and hobbies: they change the way we are living. Power and Scott (2004), argue the significance of mass media technology for economic and social life may be shown by considering certain developments of the 21st century. The situation in the 21st century in terms of the cultural development and its influence on people is much more complex than ever before. The introduction of internet has a significant influence over business and education because it provides greater learning opportunities than ever before. It is clear that the benefits of new technologies and mass communication for the education are enormous. Many experts claim that media influence the way we live in both positive and negative ways. An individual that aims to gain a significant social success almost can’t achieve it without at least slight use of the information gained through mass communication. Therefore these options can’t be ignored because they affect the majority of spheres of life and bring certain experience of social change. The development of mass media presents some outstanding social opportunities. But at the same time, the successful rise of mass media has also brought up concerns about the negative consequences of its spreading. There no doubt that mass communications and media have the tremendous influence over society and its culture. Bloomfield, Coombs Knights, 2000) These changes lead to â€Å"new era economics† also known as a knowledge economy, non-linear effects, an unpredictable future, a redefinition of terms, time/distance changes, and much greater transparency. (Bloomfield, Coombs Knights, 2000) Without a doubt, media sector experience dramatic transformations both in terms of the access to the information, the speed of the information spreading throughout the world and the increasing inability to control the information by the media o wners or the government institutions. The processes of total digitalization and media convergence have started in 2000s and the majority of mass media indicate the possibility of turning the print media into fully digital forms by 2020 or 2025. Digital media has potentially revolutionary impact on the lifestyle of society. There is also an idea that media development and digital revolution are the ways â€Å"into an unknown and fundamentally changed future. † (Feldman, 1997) New media and new way of communications not only influence the culture of society, but they also change the way and manners of the socialization of its members. The major advantage of electronic communication and information technologies is the capability to transfer the information faster, at a lower cost, and to more people while also offering increased data communality, and processing. Another important aspect in which the media and mass communication can influence and nurture the development of a new healthy culture is the improved opportunity of learning by obtaining necessary information much faster and easier than ever before. Information acquisition is the process by which information is obtained from the environment and added to the collective stock of knowledge of a person or society in general. Fast information distribution provided by the modern mass communication allows sharing information sources among members of society freely, without the governmental control. The new mass communication also store information, and it plays a critical role in the development of culture, since socially accepted past experiences need to be accumulated for future use.

How Modern And Ancient Military Conflict Differs History Essay

How Modern And Ancient Military Conflict Differs History Essay How does modern military conflict differ from ancient military conflict? What accounts for these differences? Ancient warfare began before history was recorded to the end of the ancient period. Ancient warfare was more centered on organization than technology. During Ancient warfare, mass was the key element for battles. Modern warfare is the methods, concepts, and technology that came out of World War II. As a result total war created the need to develop war policy with changed the awareness of tactical, operational, and strategic information. Ancient and modern warfare are different from the make-up of the armies, the tactics and weapons, and the transition to total warfare. In Ancient Warfare, the beginnings of modern armies began to rise. There were four main ways the armies were in ancient times, infantry, cavalry, chariot and naval. Infantry was the beginning of armies. It allowed for many countries to win by accumulated mass. Then the use of horses allowed for cavalry to be created. Further development created the use of the chariot as a device both of transportation and of battle became the central weapon. The naval power also began during ancient times as the method to control the seas. There are several types of modern warfare. It also includes a similar setup that ancient warfare used. The types of modern warfare are: asymmetrical, biological, chemical, electronic, ground, guerrilla, psychological, naval, and nuclear. Asymmetrical warfare is also known as terrorism. Biological warfare is fought by using germs. Chemical warfare is the use of toxic substances. Electronic warfare is cracking the enemyà ¢Ã¢â€š ¬Ã¢â€ž ¢s code or jamming their system s. Ground warfare includes the infantry, armor and artillery. Guerrilla warfare if fought with irregular troops. Psychological warfare is used to instill fear and terror to support the achievement of national objectives. Naval warfare is fought on a larger scale in the oceans and nuclear warfare uses nuclear weapons. The development of technologies created what is known as modern warfare today. With these technologies tactics, strategy, and weapons were also developed. During ancient times, the ancient strategy focused broadly on two goals. To convince the enemy that continued war was more costly than submitting, and make the most gain from war as possible. Forcing the enemy to submit generally consisted of defeating their army in the field. Once the enemyà ¢Ã¢â€š ¬Ã¢â€ž ¢s force was routed, the threat of siege, civilian deaths, and the like often forced the enemy to the bargaining table resulting in gaining simple profit. In modern warfare, the goals are simply to stop one from controlling the entire world. The use of tactics in ancient times depended on the sizes and skill levels of both armies, the unit types of both, terrain and positional advantages of both armies, and the weather. In a modern sense, the battles are always fought no matter what the opposition has, the terrain, nor the weath er. Ancient weapons consisted of the bow and arrow, the sling; pole arms such as the spear and javelin; hand-to-hand weapons such as swords, spears, clubs, maces, axes, and knives. Catapults, siege towers, and battering rams were used during sieges. Modern weapons consist of more missile type weapons such as the gun. There are also grenades, mines, missile launchers, and many other systems. During Ancient times, Greek warfare was a limited and ritualized form of conflict. Armies of hoplites would meet on the battlefield and decide the outcome in a single day. During the Peloponnesian War, however, the fighting lasted for years and consumed the economic resources of the participating city-states. In modern times, the United States underwent total mobilization of all national resources for the Second World War. Previously untouched sections of the nation mobilized for the war effort. Academics became technocrats; home-makers became bomb-makers, massive numbers of women worked in heavy industry during the war; union leaders and businessmen became commanders in the massive armies of production.  The great scientific communities of the United States were mobilized as never before, and mathematicians, doctors, engineers, and chemists turned their minds to the problems ahead of them. There is a big evolution from ancient warfare to modern warfare. Ancient warfare was mostly centered on organization, such as the use of the phalanx, and modern warfare focuses on technology and the use of information. During ancient times, the goals of the civilization were to have personal gain of simple profit and in modern times the goals are to stop one person from controlling the entire globe. Also ancient warfare focused on hand-to-hand combat while modern warfare focuses on the use of missiles and information. There was also the transition from limited warfare to total warfare to develop technologies need for a countries goal. Overall, ancient and modern warfare are different from the make-up of the armies, the tactics and weapons, and the transition to total warfare. OVERALL GRADE: 86.5/100 CONTENT: 40/50 You did an average job explaining some of the differences between ancient warfare and modern warfare. But, you got some of it wrong. Also, you did not adequately tell me WHY these differences occurred. I realize that this paper was written in a 2 hour time period, but I certainly hoped that you would have done a slightly better job at organizing your thoughtsà ¢Ã¢â€š ¬Ã‚ ¦Remember, this type of writing is relatively simple. Step 1: come up with your thesis (opinion). Step 2: state three facts that support you thesis. Step 3: conclude your paper by telling me your opinion, again, and quickly reviewing your supporting arguments. Spelling, grammar, punctuation, etc: 46.5/50

Future of Islam Essay -- essays research papers

The Future of Islam When first approached with the question â€Å"what the future of Islam is?† my mind raced around many places and had lots of different thoughts. I had no clue what the future of this religion would be I thought there are people for the American Gov. who are being payed a lot of money to figure this out and I don’t think they even know. So I decided to do research to figure out what my opinion on this matter was. I found that there could be different futures for different places, like Islam in the United States and Islam in the Middle East. I found that in the pre 9/11 days Muslims were a proud people and one of America’s largest populations. Post 9/11 there was a lot of ignorance and hatred towards Muslim people. Most Americans did not know the difference between a law abiding Muslim and one of the terrorists who attacked our country. Soon most Americans were educated in this matter and learned about the religion, and how a Muslims interpretation of the Koran affected what kind of Muslim they were and how they viewed the western civilization. They found that most Muslims are in fact great people and are no threat to our society. They also learned about the radical Muslims that interpret the Koran as saying that they should defend by all means anyone who is a threat to there religion (The United States and the Western World ). I think in America Islam has a bright future where one can practice there religion in peace and where the population understands and ...

Human Resources Conflict :: Human Resources Essays

Human Resources Conflict In this section I will be identifying possible areas of conflict between the various human resources functions in Southgate College. The human resources functions are: Selection Recruitment and Training In Southgate College the recruitment process for teaching staff can take a long time there are several reasons for this: 1.Some skills are in very short supply such as electrical instillation, plumbing and construction and also motor vehicle maintenance. This is because these skills earn far more money in the labour market than if people with these skills be paid if they came to work at Southgate College as a teacher. 2.Owners of these skills would be expected like all teachers in further education, to undergo 2 years training part time for the certificate of education, which is a government requirement. But many plumbers and electricians are already well qualified and resent the fact that they have to do another period of training 1 day a week for a job in which they earn far less money than if they stayed as plumbers and electricians without the qualifications. So it will be better for the plumbers and the electricians to carry on doing there own jobs rather than becoming a teacher. This is the reason why these courses are hard to come by. So as this shows the rapid decrease in staffing in these occupations has lowered the amount of teachers to teach these courses. This has now forced many colleges to stop these courses as there is better money for them in their own profession rather than teaching it. The main problem with this is that all the staff have to undergo the 2-year training course for the CoE this is a waste of time and effort for this type of job. They already know how to teach their profession so this leads them not to teach and stay where they are. If Southgate College chooses not to train its workforce it will be faced with additional recruitment costs. This is because when skills are required existing employees will have to be made redundant. The importance of Training and Development at Southgate College is that If they neglect and do not train the staff it you will be caught out in the end either by staff leaving due to low moral; Southgate college may not perform at its peak because staff may not know how to use equipment properly or are not sure what the correct procedure is or your business falls behind because either you or your staff have not been given the opportunity to update their skills or knowledge within the college. Recruitment and Appraisals

The Social Triangle and A Retrieved Reformation :: Author Writer O Henry

In the short stories "The Social Triangle" and "A Retrieved Reformation", O. Henry uses the literary devices of symbolism, plot twists, and characterization. The time period in which O. Henry's finest works created, occurred in the late 1800's to the early 1900's where he dazzled readers with his unorthodox, romantic style. A short story titled "A Retrieved Reformation" written by O. Henry, who sold it to George Tyler who later turned the work into a Broadway show. "Alias Jimmy Valentine"as it came to be called dazzled America, England, France, and Spain for over a decade. In the short stories "The Social Triangle" and "A Retrieved Reformation", O. Henry uses the literary devices of symbolism, plot twists, and characterization. "The Social Triangle" one of the great works by O. Henry, uses symbolism, plot twists, and characterization. The triangle includes a poor hard-working, lower-class man named Ikey Snigglefritz who uses his whole weeks pay to setup drinks for a middle-class man named Billy McMahon. Ikey's wife and her three sisters become outraged at his actions. Despite their animosity toward him, he gladly gave up his pay to spend it on someone whom he admires and the way he spent his wages is a symbol of achievement. "Ikey threw is week's wages in a crumbled roll upon the bar." With only slight hesitation, Ikey made a friendly gesture to a man of a higher class who will probably never know how hard it he worked to get that money. Both Ikey and Billy got their jollies by shaking the hand of someone from a social class above them. Van Duyskink got his jollies by shaking the hand of the impoverish Ikey Snigglefritz which happens to classify as a plot twist. "To solve the improbable triangle, Van Duyskink...impulsively leaves his car to grasp the hand of Ikey Snigglefritz. The plot appears to be twisted because nobody expects Van Duyskink to be happy to shake the hand of a poor man due to the fact that he is a millionaire. O. Henry developed Ikey and Billy through the story by using characterization. Henry describes Billy McMahon as "...the greatest man, the most wonderful man...flushed and triumphant and mighty. Henry goes on to represent just how important and wonderful this man is. Ikey is described by Henry when he says that Ikey is, ". The Social Triangle and A Retrieved Reformation :: Author Writer O Henry In the short stories "The Social Triangle" and "A Retrieved Reformation", O. Henry uses the literary devices of symbolism, plot twists, and characterization. The time period in which O. Henry's finest works created, occurred in the late 1800's to the early 1900's where he dazzled readers with his unorthodox, romantic style. A short story titled "A Retrieved Reformation" written by O. Henry, who sold it to George Tyler who later turned the work into a Broadway show. "Alias Jimmy Valentine"as it came to be called dazzled America, England, France, and Spain for over a decade. In the short stories "The Social Triangle" and "A Retrieved Reformation", O. Henry uses the literary devices of symbolism, plot twists, and characterization. "The Social Triangle" one of the great works by O. Henry, uses symbolism, plot twists, and characterization. The triangle includes a poor hard-working, lower-class man named Ikey Snigglefritz who uses his whole weeks pay to setup drinks for a middle-class man named Billy McMahon. Ikey's wife and her three sisters become outraged at his actions. Despite their animosity toward him, he gladly gave up his pay to spend it on someone whom he admires and the way he spent his wages is a symbol of achievement. "Ikey threw is week's wages in a crumbled roll upon the bar." With only slight hesitation, Ikey made a friendly gesture to a man of a higher class who will probably never know how hard it he worked to get that money. Both Ikey and Billy got their jollies by shaking the hand of someone from a social class above them. Van Duyskink got his jollies by shaking the hand of the impoverish Ikey Snigglefritz which happens to classify as a plot twist. "To solve the improbable triangle, Van Duyskink...impulsively leaves his car to grasp the hand of Ikey Snigglefritz. The plot appears to be twisted because nobody expects Van Duyskink to be happy to shake the hand of a poor man due to the fact that he is a millionaire. O. Henry developed Ikey and Billy through the story by using characterization. Henry describes Billy McMahon as "...the greatest man, the most wonderful man...flushed and triumphant and mighty. Henry goes on to represent just how important and wonderful this man is. Ikey is described by Henry when he says that Ikey is, ".

People and culture Essay

In this essay I am going to compare to poems present people and culture. Whether it be using words, imagery or the tone of the poem. The two poems I will be comparing are ‘What were they like’ by Denise Levertov and ‘presents from my aunts in Pakistan’ by Moniza Alvi. Both people consider the prospect of loosing a culture but the will loose them in different ways to each other, through war and the pressures of society also peer pressure. In ‘what were they like’ by Denise Levertov we are first confused about what the poem subject matter may be until we delve into the meaning of the poem and explore the history of the Vietnamese war and the people and culture caught up in the conflict. After reading into the poem we can see that it is about how people after the Vietnamese war believed their culture would be lost forever and that they would need story tellers and educators to continue their cultures story. The poem considers issues that are still relevant today such as the possibility of the loss of the culture and tradition in Afghanistan and Iraq due to the ongoing hostilities. The poem heavily romanticises the war and the Vietnamese people when saying things like ‘life was in rice and bamboo.’ This implies that the Vietnamese are simple folk, their lives are painted in a sympathetic portrait of a gentle, kind and humble race living and working in the paddy fields, which may be perceived as a patronising view of the Vietnamese people. This would not necessarily be how the poem was intended to be presented. ‘Presents from†¦Ã¢â‚¬â„¢ has similarities and differences to ‘What were they like’ is about. In ‘presents from my aunts in Pakistan’ Moniza Alvi is curious of her culture that she was torn away from at an early age. She receives presents from her aunts in Pakistan but is embarrassed of them. This poem is written through the eyes of a 16 year old girl who is curious, confused and embarrassed about a culture that she knows so little about but is such a big part of her as a person. When friends come round she hides her presents to avoid further embarrassment and ridicule. She is considering what culture to embrace and what culture to reject, peer pressure from both her friends and relatives are forcing her into a corner from which she is made to choose from and has nowhere to turn. The way this poem is both different and similar to ‘what were they like’ is that in both cases they are being forced to loose their culture, in ‘Presents from†¦Ã¢â‚¬â„¢ by peer pressure and in ‘What were they like’ by military force, in this way they are also similar because it is not their choice to loose their culture, this is how both poems present people and culture, how people can make their own choices and that people need to stand up for themselves. In this section of my essay on people and culture I will be comparing the structure of both ‘Presents†¦Ã¢â‚¬â„¢ and ‘What were†¦Ã¢â‚¬â„¢ how they are similar and different in shape, rhyme, punctuation, repetition, refrain and stanzas/sections. The structure of both poems are similar as they are original in the way they are presented. The structure has been greatly considered to show the poem is a certain way. In ‘Presents†¦Ã¢â‚¬â„¢ there appears to be no structure or reason to the bizarre way the poem is written at first reading. When we consider that the poet is confused and curious about her other culture she has moved away from, it becomes clear that that are the scattered ideas running through the mind of a troubled young girl. There need be no beginning or end to this poem; it is possible for the poem to start in many places, as this is set out to be as though someone has jotted down ideas and thoughts that have possibly no link between lines. There is no rhythm or flow through the poem, broken up by the lack of sense and constant change of path the poem takes. There is still some structure to the poem, there is punctuation where is should be, maybe even mare so as she pauses to throw more ideas and thoughts onto the page. There are full stops and capital letters where expected at the start and end of ideas. Ideas are split into stanzas which shows the poem is not completely free from structure. There is no repetition or refrain which is only to be expected in a poem such as this, where there is no regular shape or structure. I believe the poet has intended for their to be no structure, as it shows turmoil in the writer’s mind as she throws up the pro’s and con’s of embracing or rejecting her culture of which she knows so little about. It could also be written in this way to celebrate culture and diversity, by displaying her work in a unique and diverse way, I think this is the way Moniza Alvi wanted to display people and culture through the structure of her poem. In ‘What were†¦Ã¢â‚¬â„¢ the structure is also unorthodox in the way it is presented. We may be puzzled the first time we read it and question why the poem is written in such a way. As I have said before, it is not until you read deeper and research into the meaning of the poem that you can fully understand why it is written the way it is. You can then understand that it is written about the Vietnamese people and their battle to keep their culture. It appears to be children asking their teacher, Vietnamese people or American war veterans that fought in the war about the past and the culture or way of life the Vietnamese had. The way the poem is set out even as a question and answer poem is not as you would expect it to be, all the questions and all the answers are grouped together in two block paragraphs divided by a small gap. I thin Denise Levertov wrote the poem in this way because it shows that there are two different speakers to the poem and it draws a clear line between then to avoid confusion. I also think it is written in this way to show that there is a bombardment of questions from the children, as when the war was over people would have wanted to ask a lot of questions about the war, what the felt and how their culture has been affected. This is how I think Denise Levertov intended and used the structure of the poem to present how the people both Vietnamese and the group questioning them felt about the war. In the next section of my essay I will be exploring how the poets used language and poetic devices to display people and culture. Poets use different poetic devices to display their work in different ways depending on which way they would like their work to be perceived. ‘What were†¦Ã¢â‚¬â„¢ is a good example of where metaphors are used affectively to creat a clear image in your mind of what the poet is tring to get accros. A good example of this is ‘Sir, laughter is bitter to the burned mouth’, this could mean a few things, it could mean that they can no longer laugh as nothing is funny after the horrors they have seen, nothing would seem funny after the amount of death and destruction they have seen. Another meaning that is linked to laughter being hard to come by, could be that after seeing charred bodies and charred mouths that can no longer physically laugh. The poem is very ambiguous and could have many meanings that are not clear at first. The poet, Denise Levertov could have intended for this to happen and used it as a devise to make you continue reading to see if it became clear over time the exact meaning of this poem. It may also be ambiguous because the poem was written before the end of the Vietnamese war and ideas they may have been proved wrong or be different to the knowledge we have now, I think it was accidental that the people and culture are displayed in such an ambiguous way, but the way imagery, metaphors and similes have been used is very effective and presents well people and culture in the Vietnamese war. In ‘Presents†¦Ã¢â‚¬â„¢ imagery is also used all of the time to help you imagine the presents that are sent from her aunts in Pakistan. At the same time similes and metaphors are used to describe the items of clothing by comparing the exotic items of clothing to other more familiar objects, such as when it says ‘They sent me a salwar kameez peacock blue, and another glistening like an orange split open.’ This is very useful when trying to imaging other items of clothing that are sent. It is much better way of describing what the thing looks like and a much clearer way of presenting the people and culture in the poem when we can relate to everyday items and not just a name that we cannot pronounce properly. One of the dresses is personified when it says ‘ I tried each satin-silken top was alien in the sitting-room’. This puts a clear image in your mind of how Moniza feels towards her new clothes, it shows that she is confused about her Pakistani culture as if it were alien to her. Personification is not used in ‘What were†¦Ã¢â‚¬â„¢ but is used very effectively in ‘Presents†¦Ã¢â‚¬â„¢

How Groups Can Influence People in Positive and Negative Ways Essay

Groups influence people in positive and negative ways. Looking at research and studies we will see how the roles we play in groups can influence our behaviour. We will see how groups we gravitate to help raise our self-esteem and give us a sense of belonging but at the same time how conflict is created with other groups. Groups we belong to help to give us a sense of identity but we will see how we can lose this as we conform to group behaviour and the impact this can have. Finally, we will look at Kondo’s research and how changing cultures slowly changed her identity and how this affected her on her journey emphasising her positive and negative influences. As we grow we will have many social identities which influence the groups we belong to. These groups can range from friends to family and further out to groups like nationality and ethnicity. Within these groups we have different roles to play which influence our behaviour. A controversial experiment by Zimbardo (1971) (Spoors et al.) shows how a groups of males were separated into two groups of guards and prisoners in a make shift prison. After six days of a two week experiment it was stopped. The guards became abusive while the prisoners showed signs of emotional disturbance. Lots of factors could have influenced the participant’s behaviour but this experiment shows us the effect that roles have on us in a group and how quick we are to adapt to them. We see how an individual can turn abusive and also how individuals can be walked over an abused. Regarding Zimbardo’s experiment we can identify two groups. Psychologists call these our ‘in’ and ‘out’ groups. Evidence suggests our ‘in group’ raises our self-esteem, we gain a sense of belonging, identification and a sense of status. Our ‘in group’ also gives us an opportunity to compare with our ‘out group’ this can create conflict as an us and them divide is formed. Positively we show favour to our ‘in group’ and negatively we discriminate against our ‘out group’. Tajfel et al. (1971) (Spoors et al.) showed this when he assigned teenage boys to a ‘virtual group’ that did not exist. The boys still showed favouritism to their ‘in group’. We see this behaviour in an experiment conducted by Sherif et al. (1961) (Spoors et al.). He set two sets of boys in a summer camp into groups. Separately the groups interacted, group norms were followed, they joked and had secret codes. The groups were set against each other in competition and within their own groups co-operation and loyalty were heightened but hostility, aggression and prejudiced was seen between the groups. Observing Sherif’s study we see positively how group members found a sense of belonging in their own group and how loyalty and co-operation were heightened by competition. Negatively we see their behaviour changing when clashing against their ‘out group’ becoming hostile, aggressive and prejudiced. Prejudism against our ‘out group’ bolsters self-esteem as it allows us to see other groups as inferior. We feel safe and part of our ‘in group’ but through group pressure we may conform to the rest of the group and the sense of identity we gained we could start to lose as we become more influenced by the rest of the group. Asch (1951) (Spoors et al.) looked at this and conducted an experiment on conformity. Participants had to match two lines out of a group of four that were similar in length with a group of other people. Participants conformed with the group who deliberately gave wrong answers. This was repeated and seventy five per cent of participants gave a wrong answer at least once. Asch’s experiment shows the influence of group pressure. Negatively this influence can have disastrous implications. Spoors et al. (2011) use the example of the ‘Heavens Gate’ cult. Thirty nine of their members committed suicide believing their souls would be transported to a spaceship behind Hale Bop comet. Psychological factors need to be recognised but would they have acted this way left to their own devices? Positively Asch’s experiment shows us how we like to feel part of a group and not left out. Society would be chaos if people did not conform to some degree. Just going to the cinema and being quiet we are conforming to the silence so others are not offended. Cultures will have an influence on conformity as Collectivist cultures emphasise groups more than Individualist cultures so all depending where we live in the world cultures influence our behaviour in groups. As our behaviour changes so will our own social identities and this can finally lead us onto research by Dorinne Kondo (1990) (Spoors et al.) Dorinne Kondo was a Japanese American raised in the U.S.A. She moved to Japan to take part in research involving participant-observational study moving in with a Japanese family. Over time she found her American identity diminishing and her new identity flourishing encountering both positive and negative influences on her journey. Negatively she describes being confronted with bewilderment, embarrassment even anger on her linguistical mistakes and when conforming wrongly to Japanese customs also when ‘proper’ behaviour meant she had to behave subserviently. She describes her conflicts surrounding expectations of gender especially her role as a young woman. Positively she describes being left with a warm positive feeling to her live in family when being affirmed for behaving with proper Japanese etiquette. After time she found herself losing her American identity. In her tea ceremony class she explains her awkward, exaggerated western movements had been replaced with Japanese grace. Kondo’s research demonstrates the positive and negative influences we encounter in different cultures and how they can change us as a person as our identities evolve. We have seen how groups can influence people in both positive and negative ways. Zimbardo’s prison experiment shows us how quick we take up roles in a group and the extent to which we act out these roles. Sherif’s summer camp study shows how we look for a sense of belonging and to raise our self-esteem in a group but how we discriminate when conflict is created. These same groups who we look to for affirmation can influence us so greatly we will make the wrong decisions. We have also seen from research how different cultures can influence our positive and negative behaviour in groups and the impact this has on us as our identities evolve.

Ece Lab Manual Ece 315

LABORATORY MANUAL ECE 315 MICROPROCESSOR BASED SYSTEM DESIGN LABORATORY 1 TABLE OF CONTENTS S. No. Title of the Experiment Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i). Write a program to add two 8-bit numbers. (Or) Write a program to add two 16- bit numbers. (ii) Write a program to subtract two 8-bit numbers. (Or) Write a program to subtract two 16-bit numbers.Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Write a program to multiply two 8 bit numbers by repetitive addition method (Or) Write a program to multiply two 8 bit numbers by rotation method. (ii)Write a program to divide 16-bit number by 8-bit number. Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Finding 1’s and 2’s complement of an 8-bit number. (ii) Finding 1’s and 2’s complement of an 16-bit number.Perform the following using 8085 Simulator an d 8085 Microprocessor kit in assembly language: (i) Write a program to count number of 1’s in a program. (ii) Split hex data into two nibbles and swap the higher nibble and lower nibble of that number. Write a program to convert a 2-digit BCD number into its binary equivalent number. Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Write a program for displaying BCD down counter. Counter should count numbers from 99 to 00 and it should increment after every 1 sec. (ii) Write a program for displaying binary up counter.Counter should count numbers from 00 to FFH and it should increment after every 0. 5 sec. Interfacing of Seven segment display with 8085 microprocessor. Interfacing of D/A converter with 8085 microprocessor to generate RAMP wave. Interfacing and control of stepper motor using 8085 microprocessor. Design 8085 Microprocessor based Traffic light control. Page No. 1 3 2 7 3 11 4 15 5 17 6 19 7 8 9 10 21 23 25 26 2 Exper iment 1 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to add two 8-bit numbers. (Or) Write a program to add two 16bit numbers. ii.Write a program to subtract two 8-bit numbers. (Or) Write a program to subtract two 16-bit numbers. Equipment required: 8085 microprocessor kit 2. Learning Objective: a. To acquaint with 8085 microprocessor performance. b. To determine the addition and subtraction of two numbers. 3. Program Program ( i. a ): Program (i. b): 3 Program ( ii. a): 4 Program ( ii. b ): 5 4. Required Results: Input: 1st number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2nd number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Addition of two numbers: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Subtraction of two numbers: †¦Ã¢â‚¬ ¦.. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. . Learning outcomes: Mathematical operations using 8085 kit. 6 Experiment 2 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to multiply two 8 bit numbers by repetitive addition method (or) write a program to multiply two 8 bit numbers by rotation method. ii. Write a program to divide 16-bit number by 8-bit number. Equipment required: 8085 Microprocessor kit. 2. Learning Objective: a. To acquaint with 8085 microprocessor performance. b. To determine the division and multiplication of two numbers. 3. Program Program (i. a): 7 Program ( i. b): 8 Program (ii):MVI E, 00 : Quotient = 0 LHLD 2200H : Get dividend LDA 2300 : Get divisor MOV B, A : Store divisor MVI C, 08 : Count = 8 NEXT: DAD H : Dividend = Dividend x 2 MOV A, E RLC MOV E, A : Quotient = Quotient x 2 MOV A, H SUB B : Is most significant byte of Dividend > divisor JC SKIP : No, go to Next step MOV H, A : Yes, subtract divisor INR E : and Quotient = Quotient + 1 SKIP:DCR C : Count = Count – 1 JNZ NEXT : Is count =0 repeat M OV A, E STA 2401H : Store Quotient Mov A, H STA 2410H : Store remainder HLT : End of program. 9 4. Required Results: Input: 1st number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2nd number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Multiplication of two numbers: †¦Ã¢â‚¬ ¦.Division of two numbers: †¦Ã¢â‚¬ ¦.. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Mathematical operations using 8085. 10 Experiment 3 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Finding 1’s and 2’s complement of an 8-bit number. ii. Finding 1’s and 2’s complement of an 16-bit number. Requirements: 8085 Microprocessor kit. 2. Learning Objective: Complement of a number using 8085 kit. 3. Assembly language: Program (i. a): Program (i. b): 11Explanation: This program finds the 2’s complement of an 8-bit number stored in memory location 3000H. Let us assume that the operand stored at memory location 3000H is 85H. The operand is moved to accumulator from memory location 3000H. Then, its complement is found by using CMA instruction. One is added to accumulator by incrementing it to find its 2’s complement. The result is stored at memory location 3001H. Program (ii. a): Explanation: This program finds the 1’s complement of 16-bit number stored in memory 3000H3001H. There is no direct way to find 1’s complement of 16-bit number.Therefore, this can be accomplished by finding the 1’s complement of two 8-bit numbers. Let us assume that the operand stored at memory locations 3000H-3001H is 45H-6AH. The operand is loaded into H-L pair from memory locations 3000H-3001H. The lower-order is moved from register L to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register L. Then, the higher-order is moved from register H to accumulato r. Its complement is found by using CMA instruction. The result obtained is moved back to register H. Now, the final result is in H-L pair. 12 The result is stored from H-L pair to memory locations 3002H-3003H. Program (ii. b): Explanation: ? ? ? ? ? ? ? ? ? ? ? ? ? This program finds the 2’s complement of 16-bit number stored in memory locations 3000H- 3001H. There is no direct way to find 2’s complement of 16-bit number. Therefore, this can be accomplished by finding the 1’s complement of two 8-bit numbers and then incrementing it to get 2’s complement. Let us assume that the operand stored at memory locations 3000H-3001H is 12H05H. The operand is loaded into H-L pair from memory locations 3000H-3001H.The lower-order is moved from register L to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register L. Then, the higher-order is moved from register H to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register H. H-L pair is incremented to get 2’s complement. Now, the final result is in H-L pair. The result is stored from H-L pair to memory locations 3002H-3003H. 4. Required Results: Input: 8-bit number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16-bit number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Output: 1’s and 2’s complement of 8-bit number: †¦Ã¢â‚¬ ¦. 1’s and 2’s complement of 16-bit number: †¦Ã¢â‚¬ ¦. . Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Student will be able to learn how to use logical instructions. 14 Experiment 4 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to count number of 1’s in a program. . ii. Split hex data into two nibbles and swap the higher nibble and lower nibble of that number. Requirements: 8085 M icroprocessor kit. 2. Learning Objective: Swapping of lower and higher nibble of a number. . Assembly language Program ( i ) : MVI B,00H MVI C,08H MOV A,D BACK: RAR JNC SKIP INR B SKIP: DCR C JNZ BACK HLT Program ( ii ) : LDA 2200H ; Get the packed BCD number ANI F0H ; Mask lower nibble RRC RRC RRC RRC ; Adjust higher BCD digit as a lower digit STA 2300H ; Store the partial result LDA 2200H ; Get the original BCD number ANI 0FH ; Mask higher nibble STA 2301H ; Store the result LDA 2300H ; Get the contents of memory location 2300H into accumulator MOV B, A ; save the contents in B register LDA 2301H ; Get the contents of memory location 2301H into accumulator.STA 2300H ; Store the contents of accumulator at address 2000H. MOV A, B ; Get the saved contents back into A register STA 2301H ; Store the contents of accumulator at address 2200H HLT ; Terminate program execution 15 4. Required Results: Input: Enter the number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: number of one’s in number: à ¢â‚¬ ¦Ã¢â‚¬ ¦. Result after swapping: †¦Ã¢â‚¬ ¦. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn mathematical operations using 8085 kit. 16 Experiment 5 1.Aim: Write a program to convert a 2-digit BCD number into its binary equivalent number. Requirements: 8085 Microprocessor kit. 2. Learning Objective: BCD to binary conversion of a number. 3. Program: Sample problem: (2200H) = 67H (2300H) = 6 x OAH + 7 = 3CH + 7 = 43H Sample Program: LDA 2200H : Get the BCD number MOV B, A : Save it ANI OFH : Mask most significant four bits MOV C, A : Save unpacked BCDI in C register MOV A, B : Get BCD again ANI FOH : Mask least significant four bits RRC : Convert most significant four bits into unpacked BCD2 RRC RRC RRC MOV B, A : Save unpacked BCD2 in B register XRA A : Clear accumulator (sum = 0) 7 MVI D, 0AH : Set D as a multiplier of 10 Sum: ADD D : Add 10 until (B) = 0 DCR B : Decrement BCD2 by one JNZ SUM : Is multiplication complete? i if not, go back and add again ADD C : Add BCD1 STA 2300H : Store the result HLT : Terminate program execution 4. Required Results: Input: Enter 2 digit BCD number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Equivalent binary number: †¦Ã¢â‚¬ ¦. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. . Learning outcomes: Student will be able to learn the use of stack pointer and subroutines. 18 Experiment 6 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language : i. ii. Write a program for displaying BCD down counter. Counter should count numbers from 99 to 00 and it should increment after every 1 sec. Write a program for displaying binary up counter. Counter should count numbers from 00 to FFH and it should increment after every 0. sec. Requirements: 8085 Microprocessor kit. 2. L earning Objective: Implementation of BCD down counter and Binary UP counter. 3. Program ( i ) : LXI SP, 27FFH : Initialize stack pointer MVI C, 99H : Initialize counter = 99 BACK:CALL Display : Call display subroutine CALL Delay : Call delay subroutine ADI 99H : See Addition below DAA : Adjust for decimal CPI 99H : Compare with last count JNZ BACK :If no, repeat HLT 19Program ( ii ) : LXI SP, 27FFH : Initialize stack pointer MVI C, OOH : Initialize counter BACK: CALL Display : Call display subroutine CALL Delay : Call delay subroutine INR C : Increment counter MOV A, C CPI OOH : Check counter is > FFH JNZ BACK : If not, repeat HLT : Stop Delay Routine: Delay: LXI B, count : Initialize count BACK: DCX D : Decrement count MOV A, E ORA D : Logically OR D and E JNZ BACK : If result is not 0 repeat RET : Return to main program 4. Cautions: a. Before enter the program press RST key on 8085 kit. b.Proper care must be taken while handling the microprocessor kit. 5. Learning outcomes: mathem atical operations using 8085. 20 Experiment 7 1. Aim: Interfacing of Seven segment display with 8085 microprocessor. Requirements: 8085 Microprocessor kit, Seven Segment LED & wires. 2. Learning Objective: Seven segment interfacing using 8085 kit. 3. Circuit Diagram: 4. Program: MVI A, 80H OUT CR K: LXI H, 2000H MVI B, 10H KK: MOV A, M OUT PA CALL DELAY INX H JNZ KK 21 JMP K HLT Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 5.Inputs: 2000: 40H, 79H, 24H, 30H, 19H, 12H, 02H, 78H, 00H, 18H, 08H, 03H, 46H, 21H, 06H, 0EH 6. Result: On the Seven segment LED we can see all the Hexadecimal no’s displayed with some delay as mentioned. 7. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 8. Learning outcomes: Students will be able to learn how to interface seven segment with 8085. 22 Experiment 8: 1. Aim: Interfacing of D/A converter with 8085 microprocessor to generate RAMP wave.Requireme nts: 8085 Microprocessor Kit, DAC0808, 100nF(2), 1k, Op-Amp 741. 2. Learning Objective: Digital to analog converter interfacing. 3. Circuit Diagram: 4. Program: MOV A, 80H OUT CW MVI A, 00H KK: OUT PA CALL DELAY INC A JMP KK RST 5 Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 23 5. Result: On the CRO we can see a RAMP wave generated. 6. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 7. Learning outcomes: Students will be able to learn how to interface digital to analog converter with 8085. 4 Experiment 9 1. Aim: Interfacing and control of stepper motor using 8085 microprocessor. Requirements: 8085 Microprocessor kit, Stepper Motor, Motor driver circuit (ULN2003) & wires. 2. Learning Objective: Stepper motor interfacing with 8085. 3. Program: i) To rotate in Clock Wise direction MVI A, 80H OUT CR MVI A, 44H KK: OUT PA CALL DELAY RRC JMP KK RST 5 ii) To rotate in Anti-Clock Wise directi on MVI A, 80H OUT CR MVI A, 44H KK: OUT PA CALL DELAY RLC JMP KK RST 5 Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 4.Result: Stepper motor rotates in Clock wise & Anti-clock wise direction. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn how to interface and control stepper motor with 8085. 25 Experiment 10 1. Aim: Design a 8085 Microprocessor based Traffic light control for figure shown below with the following conditions: Allow traffic to flow from N to S & S to N for 1sec Glow all Yellow lights for 0. sec Allow traffic to flow from W to E & E to W for 1sec Glow all Yellow lights for 0. 2sec Make this process continues. Requirements: 8085 Microprocessor Kit, 9 LED’s, 5K resistors (9) 2. Learning Objective: Traffic light control system using 8085. 3. Circuit Diagram: 4. Program: MVI A, 80H : Initialize 8255, port A and p ort B OUT CR ;(CR) : in output mode START: MVI A, 09H OUT PA; (PA) : Send data on PA to glow R1 and R2 MVI A, 24H OUT PB; (PB) : Send data on PB to glow G3 and G4 MVI C, 28H : Load multiplier count (40 ) for delay 26CALL DELAY : Call delay subroutine MVI A, 12H OUT PA; PA : Send data on Port A to glow Y1 and Y2 OUT 81H ;PB : Send data on port B to glow Y3 and Y4 MVI C, 0AH : Load multiplier count (10 ) for delay CALL: DELAY : Call delay subroutine MVI A, 24H OUT 80H ;PA : Send data on port A to glow G1 and G2 MVI A, 09H OUT 81H; PB : Send data on port B to glow R3 and R4 MVI C, 28H : Load multiplier count (40 ) for delay CALL DELAY : Call delay subroutine MVI A, 12H OUT 80H : Send data on port A to glow Y1 and Y2 OUT 81H : Send data on port B to glow Y3 and Y4 MVI C, 0AH : Load multiplier count (10 for delay CALL DELAY : Call delay subroutine JMP START Delay Subroutine: DELAY: LXI D, Count : Load count to give 0. 5 sec delay BACK: DCX D : Decrement counter MOV A, D ORA E : Check whe ther count is 0 JNZ BACK : If not zero, repeat DCR C : Check if multiplier zero, otherwise repeat JNZ DELAY RET : Return to main program 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn how to design microprocessor based traffic light system using 8085. 27

Of Mice and Men Assignment Essay

Q. With reference to chapter four, what do you learn about prejudice and injustice in 1930’s America? â€Å"Of Mice and Men† was set around the 1930’s in California, America; where at the time of this classic novel was located. The New York Wall Street stock market had hit an all time low which led to and helped contribute to â€Å"The Great Depression†. Unemployment had hit and harsh poverty too had meant that migrant workers travelled to California in search of work. As the paragraph continues, we learn that the living conditions and working conditions were very poor. Workers couldn’t do their jobs properly and were always worried about being â€Å"canned as they say†. Living conditions weren’t very good either; the ranches were very dirty, compact etc. I believe that Steinbeck wrote this novel because of his past experiences. He was a labourer, he worked very hard, the characters in this book can relate to Steinbeck himself, he wanted to express his views for everyone to see. Also, you can really tell that in Steinbeck’s opinion he is in favour of the workers in this novel. He being a labourer sways his views as in favour of the workers; you can tell he really thought â€Å"The Great Depression† was an awful experience to be involved in. When you see what his characters are saying, they reveal his feelings and thoughts, give good and bad memories, only inside a book. As we are in chapter four, we learn many things about some of the main characters. At the very beginning, we learn about the relationship of some of the characters with each other. The scene is set in Crook’s room, many of the men have gone to the cathouse which is basically a ‘whore house; most of the men have gone but Crooks, Lennie, Candy and Curleys wife have not gone. The most probable reason for this is due to the fact that Crooks, is a black stable buck and also an outsider, Lennie was told not to go by George, Candy is a very old man and Curley’s wife is a woman. Even though Lennie doesn’t really understand, he stumbles across Crooks room and decides to go in. Lennie really sets this chapter alight; he breaks off the divide between black and white and wants to make friends with Crooks: â€Å"Lennie smiled helplessly in an attempt to make friends†. Despite not knowing he is doing it, he is helping out a divide of people and bringing it together. He is such an interesting character but he wouldn’t really know that he is so different to the other characters. â€Å"Noiselessly Lennie appeared in the open doorway and stood there looking in†¦Ã¢â‚¬  no one else in the bunkhouse would have had the guts to enter Crooks’s room although Lennie didn’t really know he wasn’t supposed to. Lennie does quite the opposite to the others, which makes him so astonishing. A major part in this chapter shows how the other characters act when he is around. His actions and works influence others to bring back memories of their childhoods and really open up to him. k†I was born right here in California. My old man had a chicken ranch†¦Ã¢â‚¬  is one example of Crooks opening up to Lennie as he would do to no other person. The characters relax more with Lennie in reflection of this chapter. One more interesting thing in this section of the book is the way Lennie is and is not affected by prejudice and injustice. At one part, he is affected by prejudice and injustice as he witnesses it happening and is picked on by others; â€Å"Listen Nigger, you know what I can do to you if you open your trap?† This shows prejudice and injustice around him towards Crooks. On the other hand, he is not affected by it as he has George to protect him from it and also doesn’t really understand what it is. A vast part of prejudice and injustice in his book is the way Crooks is treated. Crooks is a middle aged black man who has had to work hard all of his life. Sadly, his role on the ranch is an unfortunate one. He is not allowed in the bunkhouse at all, or play games with the other members or be with them at certain times. He lives way out of the way of everyone else in a small room and spends most of his time there. This really shows how black men were treated in this period of time. Luckily, Crooks is not treated as badly as he could have been. He has an education and can read and write which can and also cannot help him at times. For instance, he can understand what others are saying about him, which is not very good. They don’t like him because of the colour of his skin. â€Å"Listen Nigger.† This shows the colour of his skin being used against him by Curley’s wife. As Lennie enters the room, Crooks does not really want him to come in, â€Å"You got no right to come into my room.† Soon after, they get into conversation and are soon talking normally after opening up to each other like friends would. When Candy enters, he tells him he might as well come in as ‘everyone else’ is. Soon, he joins in conversation too. Not until Curley’s wife enters though, do we see a change in Crooks. He doesn’t have any power over anyone in the ranch and soon goes back into his shell. Women were not treated well either, of course, but Curley’s wife could say or do whatever she wanted to a black man, including Crooks. â€Å"You know what I can do to you if you open your trap?† This shows Curley’s wife overpowering Crooks and unfortunately Crooks cannot do anything about it. With Crooks being educated and able to read, he has set himself real goals. He has learned how to cope with the bullying and racism and knows what to do. By not setting his goals too high, he does not expect anything too good, therefore does not mean he is too sad about what happens to him through his lie. Another person who plays a part in giving and experiencing racism is Curley’s wife. She has certain powers compared to other women yet is still treated badly like other women. We learn that with women along with black people, had less power and were discriminated badly; therefore this shows that Curley’s wife situation was similar to most other women, they were not respected and were treated badly. The men do not really like her in reflection, the likes of George, Crooks etc. don’t really warm to her at any time. Her reaction to this is to snap at Crooks in this particular part of the book, she cannot take her anger out at anyone as she does not really have the power to apart from Crooks, so she bullies Crooks in this part, â€Å"Well, you keep your place then, Nigger. I can get you strung up on a tree so easy it ain’t even funny.† Curley’s wife enters Crooks room with auction, she asks a question to which she knows the answer to, so she can join them, â€Å"Any you boys seen Curley?† shows this. In this chapter, we have to feel a bit sorry for her. We see how lonely she is at this time and since she is not allowed to be with anyone else, she cannot help herself looking for companionship. The reason behind her being so bitter about her life is simple; nothing has ever really gone right for her. By marrying Curley it has not helped her at all and she really thought she would make it as a Hollywood star, however, this did not turn out to be the life that she wanted, â€Å"Think I’m gonna lead with his left twice and then bring in the ol’ right cross?† This piece shows her loneliness and her trouble which leads on to when she is told she is not wanted by the guys, she tells of her sadness and also decides to take it out on Crooks to help herself, it shows a similarity with Crooks , deprived of her rights and very lonely. Finally, the last person in this chapter to experience injustice and prejudice is Candy. A very old man, he was a typical old man who was not well liked, lonely and had a poor time of living with a bad job too. Candy, like most old men back then had a big worry of being ‘canned’ as he was not really needed. There was no pension schemes or benefits, he would have had no where to go and would have probably just died. â€Å"I planted crops for dam near everybody in this state, but they wasn’t my crops, and when I harvested them, it wasn’t none of my harvest.† This shows Candy has worked very hard but does not have much and is not appreciated. The dream to have a place with George and Lennie means so much to him as if it does not happen, he will be eventually canned and have nowhere to go, â€Å"You god dam right were gonna do it.† This shows passion for the dream ranch. In truth, Candy is very similar to the dog he had. He, like the was old, not wanted and not of much use. This is very significant as you can see how much he was appreciated by everyone; not at all. In conclusion, we learn so much about life in the 1930’s in America. We have four different accounts of people being treated unfairly and having injustice upon them. Lennie, Crooks, Curley’s wife and Crooks all experience racism in some way. Lennie is abused for being quite clumsy and slow as well as being big, Crooks was racially abused for being old and black, Curley’s wife is not liked because she is a woman and Candy is abused for being an old man. As you can see, there is not ethnic minority groups that escaped being abused; 1930’s America was a racist and prejudice place to be. The writer Steinbeck is really sending a strong message out to the readers here. He tries to tell us all about how life could be if you were in a minority group. He repeats certain phrases and words to show enthusiasm of how bad it really was. All of his characters have strong points of view towards one another and really act as if they were real people. Basically, John Steinbeck shows that racism and injustice were strong in the 1930’s and whoever you were, you could not really avoid it. Steinbeck gets this message across very well to the readers, by showing the characters different attitudes towards each other; most of the time there were not very pleasant. Whether you were black or white, male, female, disabled or anything else, you had a very good chance of either giving or being racially abused in America in the 1930’s.