Add Math Essay 2 Essays

Add Math Essay 2 Essays Add Math Essay 2 Essay Add Math Essay 2 Essay Additional Mathematics Project Work 2 Written By : Nurul Hazira Syaza Abas I/C : 940602-01-6676 Angka Giliran : School : SMK Kangkar Pulai Copyright 2011  ©. Hazira Syaza, All Right Reserve Numb| Title| Page| 1| Acknowledge| 1| 2| Objective| 2| 3| Introduction Part I| 3| 4| Mathematics In Cake Baking And Cake Decorating| 4 5| 5| Part II| 6 14| 6| Part III| 15 17| 7| Further Exploration| 18 21| 8| Reflection| 22 23| 9| Conclusion| 24| 10| Reference| 25| Table. of. Content Copyright 2011  ©. Hazira Syaza, All Right Reserve Acknowledge First of all, I would like to say Alhamdulillah, for giving me the strength and health to do this project work. Not forgotten my parents for providing everything, such as money, to buy anything that are related to this project work and their advise, which is the most needed for this project. Internet, books, computers and all that. They also supported me and encouraged me to complete this task so that I will not procrastinate in doing it. Then I would like to thank my teacher, Puan Andek for guiding me and my friends throughout this project. We had some difficulties in doing this task, but he taught us patiently until we knew what to do. He tried and tried to teach us until we understand what we supposed to do with the project work. Last but not least, my friends who were doing this project with me and sharing our ideas. They were helpful that when we combined and discussed together, we had this task done. Copyright 2011  ©. Hazira Syaza, All Right Reserve 1 Objective The aims of carrying out this project work are: * To apply and adapt a variety of problem-solving strategies to solve problems * To improve thinking skills * To promote effective mathematical communication To develop mathematical knowledge through problem solving in a way that increases students’ interest and confidence * To use the language of mathematics to express mathematical ideas precisely * To provide learning environment that stimulates and enhances effective learning * To develop positive attitude towards mathematics Copyright 2011  ©. H azira Syaza, All Right Reserve 2 Introduction Part 1 Cakes come in a variety of forms and flavours and are among favourite desserts served during special occasions such as birthday parties, Hari Raya, weddings and others. Cakes are treasured not only because of their onderful taste but also in the art of cake baking and cake decorating Baking a cake offers a tasty way to practice math skills, such as fractions and ratios, in a real-world context. Many steps of baking a cake, such as counting ingredients and setting the oven timer, provide basic math practice for young children. Older children and teenagers can use more sophisticated math to solve baking dilemmas, such as how to make a cake recipe larger or smaller or how to determine what size slices you should cut. Practicing math while baking not only improves your math skills, it helps you become a more flexible and resourceful baker. Copyright 2011  ©. Hazira Syaza, All Right Reserve 3 MATHEMATICS IN CAKE BAKING AND CAKE DECORATING GEOMETRY To determine suitable dimensions for the cake, to assist in designing and decorating cakes that comes in many attractive shapes and designs, to estimate volume of cake to be produced When making a batch of cake batter, you end up with a certain volume, determined by the recipe. The baker must then choose the appropriate size and shape of pan to achieve the desired result. If the pan is too big, the cake becomes too short. If the pan is too small, the cake becomes too tall. This leads into the next situation. The ratio of the surface area to the volume determines how much crust a baked good will have. The more surface area there is, compared to the volume, the faster the item will bake, and the less inside there will be. For a very large, thick item, it will take a long time for the heat to penetrate to the center. To avoid having a rock-hard outside in this case, the baker will have to lower the temperature a little bit and bake for a longer time. We mix ingredients in round bowls because cubes would have corners where unmixed ingredients would accumulate, and we would have a hard time scraping them into the batter. Calculus (DIFFERENTIATION) To determine minimum or maximum amount of ingredients for cake-baking, to estimate min. or max. amount of cream needed for decorating, to estimate min. or max. Size of cake produced. Copyright 2011  ©. Hazira Syaza, All Right Reserve 4 PROGRESSION To determine total weight/volume of multi-storey cakes with proportional dimensions, to estimate total ingredients needed for cake-baking, to estimate total amount of cream for decoration. For example when we make a cake with many layers, we must fix the difference of diameter of the two layers. So we can say that it used arithmetic progression. When the diameter of the first layer of the cake is 8? nd the diameter of second layer of the cake is 6? , then the diameter of the third layer should be 4?. In this case, we use arithmetic progression where the difference of the diameter is constant that is 2. When the diameter decreases, the weight also decreases. That is the way how the cake is balance to prevent it from smooch. We can also use ratio, because when we prepare the ingredient for each layer of the cake, we need to decrease its ratio from lower layer to upper layer. When we cut the cake, we can use fraction to devide the cake according to the total people that will eat the cake. Copyright 2011  ©. Hazira Syaza, All Right Reserve 5 Part 11 Best Bakery shop received an order from your school to bake a 5 kg of round cake as shown in Diagram 1 for the Teachers’ Day celebration. 1) If a kilogram of cake has a volume of 38000cm3, and the height of the cake is to be 7. 0 cm, the diameter of the baking tray to be used to fit the 5 kg cake ordered by your school 3800 is Volume of 5kg cake = Base area of cake x Height of cake 3800 x 5 = (3. 142)( d/2)? x 7 1900/7 (3. 142) = ( d/2)? 863. 872 = (d/2 )? d/2 = 29. 392 d d = 58. 784 cm Copyright 2011  ©. Hazira Syaza, All Right Reserve 2) The inner dimensions of oven: 80cm length, 60cm width, 45cm height a) The formula that formed for d in terms of h by using the formula for volume of cake, V = 19000 is: 19000 = (3. 142)(d/2)(d/2)   ? h 1900/(3. 142)2 = d   ? /4 24188. 415/h = d   ? d = 155. 53/ h Copyright 2011  ©. Hazira Syaza, All Right Reserve 7 Height,h| Diameter,d| 1. 0| 155. 53| 2. 0| 109. 98| 3. 0| 89. 79| 4. 0| 77. 76| 5. 0| 69. 55| 6. 0| 63. 49| 7. 0| 58. 78| 8. 0| 54. 99| 9. 0| 51. 84| 10. 0| 49. 18| Table 1 b) i) h 7cm is NOT suitable, because the resulting diameter produced is too large to fit into the oven. Furthermore, the cake would be too short and too wide, making it less attractive. b) ii) The most suitable dimensions (h and d) for the cake is h = 8cm, d = 54. 99cm, because it can fit into the oven, and the size is suitable for easy handling. c) i) The same formula in 2(a) is used, that is 19000 = (3. 142)( )? h. The same process is also used, that is, make d the subject. An equation which is suitable and relevant for the graph: Copyright 2011  ©. Hazira Syaza, All Right Reserve 8 1900= (3. 1420(d/2)   ? h 119000/(3. 142)h = d   ? /4 24188. 415/h = d   ? d = 155. 53/ vh d = 155. 53h(1-/? ) log d = log 155. 3h(-1/? ) log d = (-1/? )log h + log 155. 53 Table of log d = (-1/? )log h + log 155. 53 Height,h| Diameter,d| Log h| Log d| 1. 0| 155. 53| 0. 00| 2. 19| 2. 0| 109. 98| 0. 30| 2. 04| 3. 0| 89. 79| 0. 48| 1. 95| 4. 0| 77. 76| 0. 60| 1. 89| 5. 0| 69. 55| 0. 70| 1. 84| 6. 0| 63. 49| 0. 78| 1. 80| 7. 0| 58. 78| 0. 85| 1. 77| 8. 0| 54. 99| 0. 90| 1. 74| 9. 0| 51. 84| 0. 95| 1. 71| 10. 0| 49. 18| 1. 0| 1. 69| Table 2 Copyright 2011  ©. Hazira Syaza, All Right Reserve 9 Graph of log d against log h Copyright 2011  ©. Hazira Syaza, All Right Reserve 10 ii) Based on the graph: a) d when h = 10. 5cm h = 10. 5cm, log h = 1. 21, log d = 1. 680, d = 47. 86cm b) h when d = 42cm d = 42cm, log d = 1. 623, log h = 1. 140, h = 13. 80cm 3) The cake with fresh cream, with uniform thickness 1cm is decorated a) The amount of fresh cream needed to decorate the cake, using the dimensions Ive suggested in 2(b)(ii) My answer in 2(b)(ii) ==; h = 8cm, d = 54. 99cm Amount of fresh cream = volume of fresh cream needed (area x height) Amount of fresh cream = volume of cream at the top surface + volume of cream at the side surface The bottom surface area of cake is not counted, because were decorating the visible part of the cake only (top and sides). Obviously, we dont decorate the bottom part of the cake Volume of cream at the top surface = Area of top surface x Height of cream = (3. 142)(54. 99/2) ? )x 1 = 2375 cm? Volume of cream at the side surface = Area of side surface x Height of cream = (Circumference of cake x Height of cake) x Height of cream = 2(3. 142)( 54. 99/2)(8) x 1 = 1382. 23 cm? Therefore, amount of fresh cream = 2375 + 1382. 23 = 3757. 23 cm? Copyright 2011  ©. Hazira Syaza, All Right Reserve 11 c) Three other shapes (the shape of the base of the cake) for the cake with same height which is depends on the 2(b)(ii) and volume 19000cm? The volume of top surface is always the same for all shapes (since height is same), My answer (with h = 8cm, and volume of cream on top surface =1900/8 = 2375 cm? ) 19000 = base area x height base area = 1900/8 length x width = 2375 By trial and improvement, 2375 = 50 x 47. 5 (length = 50, width = 47. 5, height = 8) Therefore, volume of cream = 2(Area of left and right side surface)(Height of cream) + 2(Area of front and back side surface)(Height of cream) + volume of top surface = 2(50 x 8)(1) + 2(47. 5 x 8)(1) + 2375 = 3935 cm? Copyright 2011  ©. Hazira Syaza, All Right Reserve 12 Triangle-shaped base 19000 = base area x height base area = 1900/8 base area = 2375 x length x width = 2375 length x width = 4750 By trial and improvement, 4750 = 95 x 50 (length = 95, width = 50) Slant length of triangle = v (95? + 25? )= 98. 23 Therefore, amount of cream = Area of rectangular front side surface(Height of cream) + 2(Area of slant rectangular left/right side surface)(Height of cream) + Volume of top surface = (50 x 8)(1) + 2(98. 23 x 8)(1) + 2375 = 4346. 68 cm? Copyright 2011  ©. Hazira Syaza, All Right Reserve 13 3 – Pentagon Shaped Base 19000 = base area x height ase area = 2375 = area of 5 similar isosceles triangles in a pentagon therefore: 2375 = 5(length x width) 475 = length x width By trial and improvement, 475 = 25 x 19 (length = 25, width = 19) Therefore, amount of cream = 5(area of one rectangular side surface)(height of cream) + vol. of top surface = 5(19 x 8) + 2375 = 3135 cm? c) Based on the values above, the shape that require the least amount of fresh cream to be used is: Pentagon-shaped cake, since it requires only 3135 cm? of cream to be used. Copyright 2011  ©. Hazira Syaza, All Right Reserve 14 Part III When theres minimum? or maximum? well, theres differentiation and quadratic functions. The minimum height, h and its corresponding minimum diameter, d is calculated by using the differentiation and function. Method 1: Differentiation Two equations for this method: the formula for volume of cake (as in 2(a)), and the formula for amount (volume) of cream to be used for the round cake (as in 3(a)). 19000 = (3. 142)r? h (1) V = (3. 142)r? + 2(3. 142)rh (2) From (1): h =19000/(3. 142)r? (3) Sub. (3)into (2): V=(3. 142)r? +2(3. 142)r(19000/(3. 142)r? ) V=(3. 142)r? +(38000/r) V=(3. 142)r? +38000r-1 (dV/dr)=2(3. 142)r-(38000/r? ) 0=2(3. 142)r-(38000/r? minimun value therefore dv/dr=0 38000/r? =2(3. 142)r 38000/2(3. 142)=r^3 6047. 104=r^3 R=18. 22 Sub. r = 18. 22 into (3) H=19000/(3. 142)(18. 22) Therefore,h = 18. 22cm,d=2r=2(18. 22)=36. 44cm Copyright 2011  ©. Hazira Syaza, All Right Reserve 15 Method 2 : Quadratic Functions Two same equations as in Method 1,but only the formula for amount of cream is the main equation used as the quadratic functions. Let f(r)=volume of cream,r = radius of round cake: 19000 = (3. 142)r ? h (1) F(r)=(3. 142)r ? +2(3. 142)hr (2) From (2): F(r) = (3. 142)(r ? +2hr) factorize (3. 142) = (3. 142)[(r+2h/2) ? (2h/2) ? ] completing square,with a =(3. 142),b=2h and c=0 = (3. 142)[(r+h) ? -h ? ] = (3. 142)(r+h) ? -(3. 142)h ? (a=(3. 142)(positive indicates min. value),min. value = f(r)=-(3. 142)h ? ,corresponding value of x = r = -h) Sub. r =-h into (1): 19000=(3. 142)(h) ? h h^3=6047. 104 h=18. 22 Sub. h=188. 22 into (1) 19000=(3. 142)r ? (18. 22) r ? =331. 894 r=18. 22) therefore,h=18. 22cm,d=2r=2(18. 22)=36. 44cm Copyright 2011  ©. Hazira Syaza, All Right Reserve 16 I would choose not to bake a cake with such dimensions because its dimensions are not suitable (the height is too high) and therefore less attractive. Furthermore, such cakes are difficult to handle easily. Copyright 2011  ©. Hazira Syaza, All Right Reserve 17 Futher Exploration Copyright 2011  ©. Hazira Syaza, All Right Reserve 18 Best Bakery received an order to bake a multi-storey cake for Merdeka Day celebration, as shown in Diagram 2. The height of each cake is 6. 0 cm and the radius of the largest cake is 31. 0 cm. The radius of the second cake is 10% less than the radius of the first cake, the radius of the third cake is 10% less than the radius of the second cake and so on. Given: height, h of each cake = 6cm radius of largest cake = 31cm adius of 2nd cake = 10% smaller than 1st cake radius of 3rd cake = 10% smaller than 2nd cake 31, 27. 9, 25. 11, 22. 599,†¦ a = 31, r = 9/10 V = (3. 142)r? h, a) By using the formula for volume V = (3. 142)r? h, with h = 6 to get the volume of cakes. Volume of 1st, 2nd, 3rd, and 4th cakes: Copyright 2011  ©. Hazira Syaza, All Right Reserve 19 Radius of 1st cake = 31, volume of 1s t cake = (3. 142)(31)? (6) = 18116. 772 Radius of 2nd cake = 27. 9, 9, volume of 2nd cake = (3. 142)(27. 9)? (6) 14674. 585 Radius of 3rd cake = 25. 11, Radius of 4th cake = 22. 59 volume of 3rd cake = (3. 42)(25. 11)? (6) 11886. 414 , volume of 4th cake = (3. 142)(22. 599)? (6) 9627. 995 The volumes form number pattern: 18116. 772, 14674. 585, 11886. 414, 9627. 995,†¦ (it is a geometric progression with first term, a = 18116. 772 and ratio, r = T2/T1 = T3 /T2 = †¦ = 0. 81) b) The total mass of all the cakes should not exceed 15 kg ( total mass ; 15 kg, change to volume: total volume ; 57000 cm? ), so the maximum number of cakes that needs to be baked is Copyright 2011  ©. Hazira Syaza, All Right Reserve 20 Sn =(a(1-rn))/(1-r) Sn = 57000, a = 18116. 772 and r = 0. 81 57000 =(18116. 22(1-(0. 81)n))/(1-0. 81) 1 0. 81n = 0. 59779 0. 40221 = 0. 81n og0. 81 0. 40221 = n n=log0. 40221/log0. 81 n = 4. 322 therefore, n ~ 4 Verifying the answer: When n = 5: S5 = (18116. 772(1 ( 0. 81)5)) / (1 0. 81) = 62104. 443 ; 57000 (Sn ; 57000, n = 5 is not suitable) When n = 4: S4 = (18116. 772(1- (0. 81)4)) / (1 -0. 81) = 54305. 767 ; 57000 (Sn ; 57000, n = 4 is suitable) Copyright 2011  ©. Hazira Syaza, All Right Reserve 21 Reflection Copyright 2011  ©. Hazira Syaza, All Right Reserve 22 TEAM IS IMPORTANT! BE HELPFUL ALWAYS READY TO LEARN NEW THINGS BE A HARDWORKING STUDENT Copyright 2011  ©. Hazira Syaza, All Right Reserve 23 CONCLUSION * Geometry is the study of angles and triangles, perimeter, area and volume. It differs from algebra in that one develops a logical structure where mathematical relationships are proved and applied. * An arithmetic progression (AP) or arithmetic sequence is a sequence of numbers such that the difference of any two successive members of the sequence is a constant * A geometric progression, also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying he previous one by a fixed non-zero number called the common ratio * Differentiation is essentially the process of finding an equation which will give you the gradient (slope, rise over run, etc. ) at any point along the curve. Say you have y = x^2. The equation y = 2x will give you the gradient of y at any point along that curve. Copyright 2011  ©. Hazira Syaza, All Right Reserve 24 REFERENC E * Wikipedia * one-school. net/ * Additional Mathematics text book form 4 and form 5 Copyright 2011  ©. Hazira Syaza, All Right Reserve 25

Ten Ways to Avoid Gender Bias

Ten Ways to Avoid Gender Bias Ten Ways to Avoid Gender Bias Ten Ways to Avoid Gender Bias By Mark Nichol How do you write around the outmoded usage of the pronoun he or him when a male is not necessarily the subject of the reference? Here are ten strategies none ideal in every circumstance for achieving gender neutrality. 1. Use He or She Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the student whether he or she is prepared to give a presentation.† This solution is stiffly formal and is awkward in repetition; use sparingly. Using he/she, s/he, or any such alternative (or an invented neutral pronoun like ze) is not advised. 2. Alternate Between He and She Before: â€Å"Ask the student whether he is prepared to give a presentation. If he is ready, tell him that he may begin when he is ready.† After: â€Å"Ask the student whether he is prepared to give a presentation. If she is ready, tell her that she may begin when she is ready.† This solution works only in the case of two or more references to a hypothetical subject of either gender. In the proximity of the references in the examples, this solution is awkward, but when the references are at some distance from each other, it can be effective in moderation. 3. Omit the Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask whether the student is prepared to give a presentation.† This revision does not clearly indicate whether the student or another person is being asked; writers must recognize and respond to such lack of clarity if it affects comprehension. 4. Repeat the Noun in Place of the Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the student whether the student is prepared to give a presentation.† When the noun is repeated in the proximity shown above, the sentence is awkward; in a more complex sentence, the repetition may not seem so obvious. 5. Use a Plural Antecedent for the Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the students whether they are prepared to give their presentations.† Employing a plural noun and a plural pronoun may change the meaning somewhat; writers must be alert as to which other nouns, if any, should be made plural as well. 6. Replace the Pronoun with an Article Before: â€Å"Ask the student to prepare his presentation.† After: â€Å"Ask the student to prepare a presentation.† 7. Revise the Sentence to Use the Pronoun One Before: â€Å"A prepared student is more likely to succeed than if he has not done sufficient research.† After: â€Å"A prepared student is more likely to succeed than an unprepared one.† 8. Revise the Sentence to Use the Pronoun Who Before: â€Å"A student is more likely to succeed if he does sufficient research.† After: â€Å"A student who does sufficient research is more likely to succeed.† 9. Revise the Sentence to the Imperative Mood Before: â€Å"A student must be well prepared for his presentation.† After: â€Å"Be well prepared for the presentation.† 10. Use a Plural Pronoun Before: â€Å"Ask the student whether he is prepared to give a presentation.† After: â€Å"Ask the student whether they are prepared to give a presentation.† Many writers reject this solution because traditional grammar rules frown on using a plural pronoun when the antecedent is a singular noun. However, the bewildering absence of a gender-neutral plural pronoun in English calls for a radical solution. This one is widely used in informal writing and in conversation, and it’s commonsensical to welcome it in formal writing. That welcome, however, has not yet been forthcoming, and, regrettably, writers should use the plural pronouns them and they in place of singular pronouns with caution. Some writers reject the notion that one should avoid gender-specific pronouns in universal contexts at all. After all, why change long-standing usage that has only recently been challenged? But these writers, though sensible in the logic of their argument, are culturally insensitive and, ultimately, are on the wrong side of linguistic history. I hope, too, that integration of the singular they and them in any usage will eventually occur. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesDisappointed + PrepositionPreposition Mistakes #1: Accused and Excited

Psalms Description Essay Example | Topics and Well Written Essays - 1250 words

Psalms Description - Essay Example Chapter 9 begins by saying a man will have many years added to his life who fears the Lord.   Proverbs four through seven teach about lessons or warnings against adultery, and lust. Chapter one begins with instruction not to follow the evil path. The Word says in verse twenty-three that we should guard our hearts because it is the wellspring of life. Then Chapter one continues the discussion about the lust of the eyes. Proverbs 1:24-27 says"Put away perversity from your mouth; keep corrupt talk far from your lips. Let your eyes look straight ahead, fix your gaze directly before you. Make level paths for your feet and take only ways that are firm. Do not swerve to the right or the left; keep your foot from evil." Chapter five again has a warning against adultery. Proverbs 5:3-5, discusses adultery in the following words. "For the lips of an adulteress drip honey, and her speech is smoother than oil; but in the end, she is bitter as gall, sharp as a double-edged sword. Her feet go down to death; her steps lead straight to the grave." Proverbs in chapter six tell us to flee like a gazelle from the hand of the hunter. Proverbs in chapter fourteen through sixteen teaches us about wrath and anger. The fear of the Lord is mentioned throughout these three chapters. ... The Proverbs speak many times about the dangers of pride. If you boil all sin down the root of sin is pride. The fall of man can even be traced back to pride. The Word says "Pride goes before destruction, a haughty spirit before a fall." Proverbs 16:5 goes even further and says, "The Lord detests all the proud of heart." Furthermore, the Lord says humility comes before honor, and He will show grace to the humble. The Word speaks about gossip and how distractive this can be a friendship. This essay will discuss friendship and faithfulness related to Proverbs in chapter twenty-seven through thirty-one. Proverbs 27:6 tells us," Wounds from a friend can be trusted, but an enemy multiplies kisses." This proverb tells us that a true friend will speak the truth in love. Proverbs 31 describes a wife of noble character and reveals faithfulness in love and marriage in the following words, "A wife of noble character who can find She is worth far more than rubies. Her husband has full confidence in her and lacks nothing of value. She brings him good, not harm, all the days of her life." Proverbs 31:10-12. The Walvoord commentary gave a detailed exposition concerning the date and authorship of the Book. The introduction part of the commentary explained in detail the historical background and the literary style of Proverbs. The author of the commentary also pointed out that Solomon had written 3,000 proverbs as stated in 1 Kings. The exposition commentary went into detail about the themes of the Book of Proverbs.  

Membranophones Assignment Example | Topics and Well Written Essays - 500 words

Membranophones - Assignment Example Nonetheless, the Greeks did not have much use of the drums, unlike the Romans who used it in their armies and in their orchestras. They, however, neglected the patterns and rhythms that the Africans had developed but after their fall and invasion of the Moor, the rhythm was reinstated. The Moor used a different type of membrane for the drums. Unlike with the Africans who used animal skins, the Moor used the animal intestines. This made the drums make more distinct sounds unlike those of prior times, which formed the basis for the genesis of the physics of drums in the period of the Middle Ages. In the current age, however, we use metal strings instead of the animal intestines alongside other designs. The evolution of the modern drum of bass originated from different parts of the world. For instance, the Indians used the bass drums and it was taken to Europe through the Turkish trade routes. It then became a main instrument in the European culture due its large sound and application i n daily routines. The Europeans then went into North America to set up colonies and used the drums in numerous situations. The incoming of the slaves from Africa led to the incorporation of the missing patterns and rhythm. I like the drum due to it bass effect and makes the sound have a masculine effect. I suppose I also like the base since when I grew up, most of the music I used to listen to would be rated highly or lowly depending on the quality of the base and beats it had which resonates well with the beats of the drum.

The Role of Tragedy in Early Greek Legacy Essay Example for Free

The Role of Tragedy in Early Greek Legacy Essay Tragedies have been a big and important part of Greek culture and history. Greek tragedies are dramas performed before a large audience, usually during festivities of gods, that narrate the story of a hero and all the unusual challenges and sufferings that he has to go through in order to achieve something or learn an important lesson. Tragedies usually have complex plots wherein disasters happen one after the other and their resolutions reveal important lessons or realizations. These dramas have apparently started around the 5th century BCE, a pivotal time in Greek history that also marked a lot of their other contributions like democracy. Thespis, known as the father of drama, introduced the idea of one actor acting on stage that started the flourishing of tragic dramas (â€Å"Greek Tragic Drama†). Later on, three masters of tragedy emerged namely Aeschylus, Sophocles, and Euripides. Many of the tragedies that have survived from their time were written by these men who made Greek tragedies a real part of literature. But tragedies are not merely stories popularized just to be performed before an audience. Tragedies serve as an important expression of culture and creativity of Greek society. They are well supported by the Greek society because tragedies serve as means of reminding the Greeks of the moral lessons values that their culture upholds and believes in. The arrival of tragedies was in Greece was a very significant timing in history because it was around the time when Greek culture gaining momentum and flourishing. The â€Å"great surge in creativity catalyzed the concept of the Greek tragedy† (Reed 1). It encouraged the creation of dramas with crucial themes by presenting them as one of the highlights of festivities. A tragedy usually â€Å"depicts the downfall of a noble hero or heroine, usually through some combination of hubris, fate, and the will of the gods† (â€Å"Tragedy: the Basics†). Heroes are great men and women but remains imperfect humans capable of doing good and committing mistakes. They are not totally good nor totally bad, but they are usually prominent or greater than other people around them. They are also packaged as people destined to experience big transformations in their lives. Tragedies became avenues for the creative minds of playwrights to let their imagination and talent out. In the Greek society, tragedies also function as â€Å"lessons in behavior† because of the way they incorporate moral teachings into the changes of the lives of the heroes (Reed 1). The trials, successes, failures, and losses that the heroes experience serve as effective teaching tools for the Greeks. Tragedies convey different realities and some of the most common themes they present are that â€Å"actions do not go unpunished, and the gods work in mysterious – an often ironic – ways† (Reed 2). Since the characters of tragedies are not always perfectly virtuous, they are given certain tasks that challenge and influence the actions they take in their lives. The twists in the plots also give constant reminder of the intertwined quality of human life and the power of the wills of the gods. Tragedies function as manifestations of the reality that life is never perfect for men. They also serve as reminders for Greeks of the different experiences that could possibly happen to a human person, giving them idea what path should one take and what should be avoided. Tragedies are very easy to appreciate despite having heavy themes because they deal with specific instances of life. They revolve around adventures in families, in battles, and in religion. Tragedies usually follow relationships of people with others and with their gods as guides for their plots. Divine presence in everything in this world is a very significant character of Greek culture and many tragedies highlight the importance of faith in ones daily life. Tragedies are very important to the Greek society because they give lessons about virtue and warnings how people should live their life morally by using immense disasters that complicate a heros life. It is not easy being a hero in a Greek tragedy although â€Å"the hero need not die at the end, but he or she must undergo a change in fortune† in order to understand and live out the the different virtues of the Greek society (â€Å"Tragedy: the Basics†). The goal of every tragedy is to make the audience see what may come out with good values and what are the probable tragic events for every mistake or wrong action. These are specific warnings or reminders about life, about the use of power, and about morality as a part of everyday life. â€Å"Greek tragedies speak volumes about the lives of those dwelling in this ancient society† (Reed 3). They are representations of what was the culture of Greece in its early years. Through their plots, their characters, and the ideals incorporated in their stories, tragedies are able to preserve the culture and beliefs that the Greeks have. Tragedies have a unique way of teaching and passing on knowledge to people through the presentations on the stage. The Greeks â€Å"responded so well to this approach because their core values are being addressed in a way that enables everyone to participate† (Reed 3). Performed art was very close to the hearts of this creative and rich nation. â€Å"Classic Greek drama was a community art, not a business venture† and the dramatists are regarded with high importance in their society (â€Å"Greek Tragic Drama†). Tragedies serve the effective purpose of educating people about examples of moral actions, cleansing of souls, and other related religious and virtuous beliefs. Another significance of these tragedies is that they bind the Greeks together as one society. Tragedies are affairs that serve as a â€Å"community gathering largely sponsored by the government†(Reed 1). Presentations usually take a form of contests and have emerged to become annual events in Ancient Greece. Large venues are allotted for them because â€Å"performance of tragedies fostered a sense of community amongst the Greek people†and every citizen in the society are expected to witness them. Therefore, performances of tragedies gather thousands of people together to performances that entertain and educate, effectively passing on of political and religious messages promoted in Greek culture. Although very entertaining and usually presented in festivals, tragedies were not intended only for entertainment purposes only for they also unit the Greeks as one community. â€Å"With so many individuals, ranging from prominent politicians to peasants, a tragedy was something all people could share† (Reed 3). In a theater where tragedies are performed, people from different classes, educated or not educated, men and women, are all given the chance to appreciate and witness the tragic dramas. And through these events, people learn more about the roles of their government, their communities, and their religion in their lives. Tragedies are considered very important and significant in Greek society. Indeed, they are capable of making people more responsible in their roles in their communities and more respectful of their gods. Greek tragedies are also expressions of devotion to their gods because they describe the important role that gods play in the lives of humans. Today, a lot of tragedies still prevails and recognized as some of the most important contributions of the Greek civilization to people. They were elaborately supported by the Greek society because of the benefits they were able to share in making their community educated, prosperous, and peaceful. Tragedies usually challenge ideas of too much pride, injustice, foolishness, and other human flaws. They encourage knowledge and moral living. Tragedies present frank and definite examples of what happen to people who question the powers of gods or the intentions of the government. Because of this, they are able to nurture a citizenship well aware of the purpose and significance of their culture. Works Cited â€Å"Greek Tragic Drama. † Memphis University School. n. d. Web. 20 July, 2010. Retrieved from http://faculty. musowls. org/Sheltont/Literature/HO(gtd). htm. Reed, Sloane. â€Å"The Critical Role Greek Tragedies Played in Greek Society. † Associated Content. com 13 Nov. 2008. Web. 20 July 2010. Retrieved from http://www. associatedcontent. com/article/1180307/the_critical_role_greek_tragedies_played_pg3. html? cat=37. â€Å"Tragedy: the Basics. † Grand Valley State University. 2008. Web. 20 July 2010. Retrieved

How does Miller use Alfieri to inspire Sympathy for Eddie? Essay

How does Miller use Alfieri to inspire Sympathy for Eddie? How successful is he? In his play â€Å"A View from the Bridge†, Arthur Miller intends us to feel sympathy towards the protagonist, Eddie Carbone. Miller wants the audience to view Eddie positively, however Eddie displays negative personality traits like aggression, violence and over-protectiveness therefore there is a conflict between how Miller wants us to feel, that Eddie is a tragic hero, and how he actually does behave. The narrator Alfieri is deployed to often defend or explain Eddie’s actions. After Eddie has shown a negative characteristic, Alfieri is deployed to get the audience back on Eddie’s side. Without Alfieri, the audience would dislike Eddie and would immediately reject him. The audience’s views towards Eddie are constantly shifting throughout the play. Miller, like many playwrights, was influenced by Greek theatre. Alfieri’s role is similar to the way the chorus operated in Greek tragedy because he comments on the action throughout the play. Our first impressions of Alfieri are positive. In the ancillary text, he is described as, â€Å"a lawyer in his fifties† which suggests that he is an educated and mature man. Alfieri is well dressed in a suit and is very well mannered. It is extremely important that the audience likes and trusts Alfieri if he is to influence the audience’s views of Eddie during the play. This is why Alfieri is dressed smartly and looks experienced right at the beginning of the play. He speaks directly to the audience in an approachable and friendly way using the personal pronoun â€Å"you† which shows that he is trying to build a rapport with the audience right from the start of the play. Alfieri is articulate a... ...e is an element of contradiction to Alfieri’s final words because he believes that it is wise to compromise and yet he loves Eddie who refused to. This shows that it is not possible to have a fixed view on Eddie throughout the whole play. Miller uses Alfieri to constantly shift the audience’s view of Eddie by deploying Alfieri every time Eddie shows a negative trait. I think Alfieri finally does inspire sympathy for Eddie although some people may not sympathise with him but completely dislike him because of his negative behaviour. This is Miller’s intention throughout the play because of his use of Alfieri. I do not sympathise with Eddie but i pity him because he knew no better and he was a product of his cultural background. Eddie was not fully equipped for the predicament he faced and his limited intellect led to a tragic event at the end of the play.

Georg Ohm

Georg Simon Ohm was born on March 16th, 1789. He died on July 6th, 1854. He was a German physicist. As a high school teacher, Ohm began his research with the recently invented electrochemical cell [ (Unknown. ) ] Using his own equipment, Ohm determined that there is a connection between the electrical forces (voltage) applied across a conductor and the resultant electric current. This known as Ohm’s law, which is named after him. Ohm was born in Erlangen, Bavaria. His parents were Johann Wolfgang Ohm and Maria Elizabeth Beck. They were Protestants. Although his parents were not really educated, Ohm's father educated himself enough to have Ohm home schooled. His mother died when he was ten. From early childhood, Georg and his brother Martin, a well-known mathematician, were both taught by their father in math, physic, and chemistry. Georg Simon attended Erlangen Gymnasium from age eleven to fifteen (Unknown. ) His father, concerned that his son was wasting the educational opportunity, sent Ohm to Switzerland. Then in September 1806, he started as a math teacher (Britannica. Karl Christian van Langsdorf left the University of Erlangen in early 1809 to go to the University of Heidelberg. Ohm wanted to go with him to Heidelberg to restart his math studies. Langsdorf told Ohm to continue with his studies of mathematics on his own. Rather reluctantly Ohm took his advice but he left his teaching post in Gottstadt bei Nydau in March 1809 to become a private tutor in Neuchatel. For two years he carried out his duties as a tutor while he followed Langsdorf's advice and continued his private study of mathematics. Then in April 1811 he returned to the University of Erlangen. His studies had stood him in good position for his receiving a doctorate from Erlangen on 25 October 1811 and immediately joined the staff as a mathematics lecturer. After three semesters Ohm gave up his university post because of unpromising prospects while he couldn't make both ends meet with the lecturing post. The Bavarian government offered him a post as a teacher of mathematics and physics at a poor quality school in Bamberg and he took up the post there in January 1813. Feeling unhappy with his job, Georg devoted to writing an elementary book on Geometry as a way to prove his true ability. The school was then closed down in February 1816. The Bavarian government sent him to an overcrowded school in Bamberg to help out with the mathematics teaching. After that, he sent the manuscript to King Wilhelm III of Prussia upon its completion. The King was satisfied with Georg's work and he offered Ohm a position at a Jesuit Gymnasium of Cologne on 11 September 1817. Thanks to the school's reputation for science education, Ohm found himself required to teach physics as well as mathematics. Luckily, the physics lab was well-equipped, so Ohm devoted himself to experimenting on physics. Being the son of a locksmith, Georg had some practical experience with mechanical equipment. He published Die galvanishe Kette, mathematisch bearbeitet in 1827, which in English is The Galvanic Circuit Investigated Mathematically. Cologne's Jesuit College did not laud his work and Ohm resigned his professorial position there and instead applied to and was employed by the Polytechnic school of Nuremberg. He came to the polytechnic school of Nuremberg in 1833, and in 1852 became professor of experimental physics in the university of Munich, where he later died. He is buried in the Alter Sudfriedhof in Munich.

Eulogy of Piggy Essay

Hello, my name is Ralph. We gather here today to remember our dearest friend, Piggy. Piggy was a misunderstood, brave boy with a big heart, only wanting what was best for his friends, who’s been taken from us by savagery, stupidity and pride. I hadn’t met Piggy before the crash. All I remember was waking up after it happened, and found a boy lying near a tree. When I walked over to him, we introduced each other. I told him my name was Ralph, and waited for a reply in return. But he hesitated to tell me his name was Piggy, as he thought I would I would tease him, but I told him that I would never tease him about it. Later we found the conch to help us locate the other boys who had survived. When we went around introducing ourselves to the others, they weren’t so lenient on teasing Piggy. Piggy was a strong and good hearted boy, especially when the others teased him, took his glasses or talked over him. Even though Jack and his hunters again and again pushed him to the edge, he would stand strong and not lose his temper, and I greatly respect him for not letting his pride or emotions give in to the bullies. Another thing I valued in Piggy was that he was always supportive in the things I did, even if they went wrong or if Jack had something negative to say about it. Piggy had so many good qualities, that no one ever noticed which will be greatly regretted by many. To be truly truthful, Piggy was the closet thingy I had to a best friend, and it kills me to know that I will never see him again, and I guess if he was here with us today, he would say keep you head up Ralph, and everything will be alright. Piggy will be sorely missed.

Government on Computer Scams Essays

Government on Computer Scams Essays Government on Computer Scams Essay Government on Computer Scams Essay Computer scams entail the following: â€Å"1) computer network break-ins; 2) industrial espionage; 3) software piracy; 4) child pornography; 5) mail bombings; 6) password sniffers; 7) spoofing; 8) credit card fraud; 9) ‘phising’; 10) evil twin; 11) etc† (Computer.., n.d.).Although, there are so many things that the government provided to serve as preventive measures for the people, including the following: â€Å"not to provide personal information including mother’s maiden name, passwords, social security numbers to anyone, to be familiar with people being dealt with, to shred personal info, etc†, it is still the governments responsibility to regulate computer scams (Computer.., n.d.).First of all, it is the government’s responsibility to protect its citizens from danger (Computer.., n.d.).Second, Congress passed internet laws including: â€Å"1) The Communications Decency Act; 2) The Child Online Protection Act; 3) Th e Child’s Internet Protection Act† (National.., 2003). The aforementioned have been passed to address the problem on child pornography on the internet, that is why these should be properly and strictly implemented to regulate if not totally stop such unfortunate events (National.., 2003).Third, the people from the government are the typical ones who have the capacity to go after the ones involved in computer scams; the government have special tools to be able to captivate these people, stop them from carrying out their illegal activities and maybe even lock them up (National.., 2003).Last but not least, the government has the capability of monitoring the internet to be able to keep people away from cyber attacks, for instance, it can â€Å"install a monitoring capability that permits the law enforcers to interrupt and map out or search for traffic through the use of a court order† (National.., 2003). This is why the government should be involved in the regulation of computer scams (National.., 2003).

Best Summary and Analysis The Great Gatsby, Chapter 1

Best Summary and Analysis The Great Gatsby, Chapter 1 SAT / ACT Prep Online Guides and Tips In The Great Gatsby, Chapter 1, the table is set, both figuratively and literally. Figurative table setting includes meeting our narrator, Nick Carraway, and getting a sense of the wealthy Long Island neighborhood where the novel will take place. Literal table setting - well, that’s the dinner Nick has with his cousin Daisy, her husband Tom, and their friend (and Nick’s eventual love interest) Jordan Baker. Keep reading tolearn more about what happens in this chapter, understand how it touches on the novel’s main themes, and see close readings of key quotations! Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. The Great GatsbyChapter 1 Summary Nick Carraway introduces himself as a nonjudgmental observer of other people who has recently returned to his home in a wealthy Midwestern family from the East Coast after a devastating disappointment. This disappointment is the story he is about to tell, which happened two years before. After graduating from Yale, and fighting in WWI, Nick decides to become a bond trader and moves near NYC. Nick rents a house in West Egg, a Long Island suburb that is less fashionable than East Egg, which lies across the Long Island Sound. His tiny, cheap bungalow is next to Gatsby’s enormous, tacky mansion. Nick goes to have dinner with his cousin Daisy and her extremely rich husband Tom Buchanan, whom he knows slightly from Yale.Their house is overwhelmingly decorated. Tom is gruff, aggressive, and physically intimidating. Daisy and her friend Jordan Baker are wearing white dresses that look like balloons in the breeze.Daisy laughs a lot and speaks in a low, extremely appealing voice. Their conversation is scattered and shallow, and everyone talks over each other. During dinner, Tom suddenly reveals himself to be a racist, influenced by a book that argues that the â€Å"dominant white race† is in danger of being overwhelmed by minorities.The phone rings for Tom. After he goes to answer it, Daisy seems upset and leaves the room.Jordan tells Nick that the phone call is from Tom’s mistress in New York.The rest of dinner is tense and awkward and makes Nick feel like he should call the police. After dinner, Daisy takes Nick aside and tells him that she has become cynical.Nick asks Daisy about her two-year-old daughter. Daisy doesn’t seem to have any maternal feelings. When she found out that she had given birth to a daughter, Daisy’s first reaction was to cry. She hopes her daughter will grow up to be a â€Å"beautiful fool† (1.8).Despite the fact that Daisy seems to be baring her soul to him, Nick thinks this display of misery is some kind of an act. Daisy and Nick rejoin Tom and Jordan, and Nick realizes that Jordan is a relatively famous professional golfer. He’s seen her in magazines and has heard an unpleasant story about her. After Jordan goes to bed, Daisy matter-of-factly tells Nick to start a romantic relationship with Jordan. Tom, meanwhile, tells Nick not to believe anything Daisy told him when she took him aside.Tom and Daisy ask Nick about a rumor that he was engaged. Nick denies it. This rumor is actually one of the reasons he has come East. Nick leaves the house confused about why Daisy doesn’t simply take her daughter and leave Tom. However, he can see that she has no intention of doing so. Back at his house, Nick sees the figure of Gatsby outside his mansion. Nick thinks about introducing himself, but refrains when he sees Gatsby stretching his arms out toward a green light on the opposite shore of the bay. The green light on Daisy’s dock: an aurora borealis only Gatsby can see. Key Chapter 1 Quotes In my younger and more vulnerable years my father gave me some advice that I've been turning over in my mind ever since. "Whenever you feel like criticizing any one," he told me, "just remember that all the people in this world haven't had the advantages that you've had." (1.1-2) The opening lines of the book color how we understand Nick’s description of everything that happens in the novel. Nickwants to present himself as a wise, objective, nonjudgmental observer, but in the course of the novel, as we learn more and more about him, we realize that he is snobby and prejudiced. In fact, it is probably because he knows this about himself that he is so eager to start the story he is telling with a long explanation of what makes him the best possible narrator. Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men. (1.4) This is how Nick sums up Gatsby before we have even met him, before we’ve heard anything about his life. As you read the book, think about how this information informsthe way you’re responding to Gatsby’s actions. How much of what we see about Gatsby is colored by Nick’s predetermined conviction that Gatsby is a victim whose â€Å"dreams† were â€Å"preyed on†? It often feels like Nick is relying on the reader’s implicit trust of the narrator to spin Gatsby, make him come across as very sympathetic, and gloss over his flaws. "Well, it's a fine book, and everybody ought to read it. The idea is if we don't look out the white race will be- will be utterly submerged. It's all scientific stuff; it's been proved." "Well, these books are all scientific," insisted Tom, glancing at her impatiently. "This fellow has worked out the whole thing. It's up to us who are the dominant race to watch out or these other races will have control of things." (1.78-80) Tom says this at dinner about a book he’s really into. Tomis introduced as a bully and a bigot from the very beginning, and his casual racism here is a good indicator of his callous disregard for human life. We will see that his affinity for being â€Å"dominant† comes into play whenever he interacts with other people. At the same time, however, Tom tends to surround himself with those who are weaker and less powerful - probably the better to lord his physical, economic, and class power over them. â€Å"I'm glad it's a girl. And I hope she'll be a fool- that's the best thing a girl can be in this world, a beautiful little fool.† (1.8) Daisytells Nick that these are the first words she said after giving birth to her daughter. This funny and depressing take on what it takes to succeed as a woman in Daisy’s world is a good lens into why she acts the way she does. Because she has never had to struggle for anything, because of her material wealth and the fact that she has no ambitions or goals, her life feels empty and meaningless to her. In a way, this wish for her daughter to be a â€Å"fool† is coming from a good place. Based on her own experiences, she assumes that a woman who is too stupid to realize that her life is pointless will be happier than one (like Daisy herself) who is restless and filled with existential ennui (which is a fancy way of describing being bored of one’s existence). But I didn't call to him for he gave a sudden intimation that he was content to be alone- he stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seaward- and distinguished nothing except a single green light, minute and far away, that might have been the end of a dock. (1.152) The first time Nick sees him, Gatsby is making this half-prayerful gesture to the green light at the end of Daisy’s dock. This is our first glimpse of his obsession and his quest for the unobtainable. Gatsby makes this reaching movement several times throughout the book, each time because something he has strived for is just out of his grasp. I guess what I’m saying is that Jay Gatsby is a walking, talking demotivational poster. Chapter 1 Analysis Now, let's discuss the way this chapter works with the novel's themes, and also which major character events are key to take away from it. Themes and Symbols Society and Class. Right away, we see the difference between West Egg, the town of the vulgar nouveau riche and those driven by ambition to become them, and East Egg, the place where the old money elite lives in more classy luxury. Nick is hyper-aware of class differences when he has lunch with Daisy and Tom. Everything about them, from their house and its decor, to the way Daisy and Jordan flop on the furniture in carefree boredom, shows how incredibly wealthy and pampered they are. At the same time, Daisy’s half-joking remarks about her boredom and her cynicism show the darker side of having whatever you want whenever you want it - there stops being much point to life. Love and Relationships. Nick has several insights into Tom and Daisy’s dysfunctional marriage. First, that Tom is having an affair so indiscreet that everyone including Jordan knows about it. Second, that Daisy is clearly miserable about Tom’s cheating. But finally - and most importantly - that Daisy simply will not leave no matter how terrible she feels about his behavior. Their relationship, however flawed, works for the two of them - something Nick figures out almost immediately when he sees them standing next to each other as he leaves. This foreshadowing is crucial to keep in mind as we watch Gatsby’s attempt to win Daisy over. The Green Light. This chapter marks our first encounter with one of the most important symbols in the novel: the green light at the end of Daisy’s dock to which Gatsby assigns almost indescribable value. This light stands for everything that has been driving him over the past five years: the desire to be with Daisy, the quest for enough money to marry her, and the delusion that she has been as obsessed with him as he has been with her. The American Dream. More universally, this desire to obtain something that is forever just out of reach - and arguably can never actually be reached - is true for many of the novel’s characters as they pursue their versions of the American Dream (the idea that hard work alone will guarantee success). Reach exceeds grasp? Check. Unrealistic - nay, delusional - goal? Check. Yup, that pretty much sums up the American Dream as described by this novel. Crucial Character Beats Nick moves from the Midwest to West Egg, next door to Gatsby. He’s sick of his boring Midwestern life and wants to recapture some of the excitement of fighting in WWI. Nick has dinner with Daisy and Tom. They are rich, and their lives seem totally meaningless. Tom displays his racist ideas and Daisy displays a total lack of maternal feelings. Nick learns that Tom is having an affair, he figures out that Daisy is unhappy but will never leave Tom, and he meets Jordan Baker, who will become his romantic interest. What’s Next? Wondering why the book starts the way it does? For example, what does Nick’s dad’s advice mean? And what’s with that strange poem Fitzgerald uses as an epigraph? Check out the explanation of the novel’s beginning. Did you know that this wasn’t Fitzgerald’s first choice of title? Learn more about the history and meaning of the title. Move on to the summary of Chapter 2or go back to the overview of the whole novel. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Advertising Research Essay Example | Topics and Well Written Essays - 750 words

Advertising Research - Essay Example The different academic disciplines help in understanding these differences among the consumers. In this paper, three academic disciplines and their role in advertising research would be discussed. Psychology, perhaps, has the greatest role to play in Advertising research. The main purpose of advertising is to attract the customer and increase awareness of the brand through advertisement. In order to attract the customer, advertisers needs to understand the minds of the consumer. Consumers, nowadays, have placed a barrier around themselves and they have a cynic attitude towards advertising (Nyilasy and Reid, 2009). However, this has not changed anything. Advertisers still use advertising to reach and the customer. Many of the ads that consumers are exposed to make no impact on the product sales but sometimes an ad connects with the consumers and product sales increase directly as a result of the advertisement. An advertising connects with the consumer when it understands the consumer. Thus, understanding the consumer is vital. Psychology helps in understanding the consumer and it plays the role of effectively targeting the right consumer. Often research on a certain topic helps understand the consumer better and this then helps in improving advertising in the future. For instance, an apparel store can conduct a research on the impact on sales after using celebrity branding. This would help the advertisers to understand whether celebrity branding does impact the sales of the product. If it does, the store can use celebrity branding often to improve their sales. Thus psychology helps in advertising research by answering the simple question: Why do consumers behave the way they do? This is then used to make advertising more effective (Reijmersdal, Neijens, and Smit, 2009). Sociology is the study of human behavior within the society. Humans like to consider themselves as part of a group or a community and in order to understand a person, it is important to

In a 46 page Research Paper analyzing the paradox of international Essay

In a 46 page Research Paper analyzing the paradox of international donor gifts to improve gender equallity and primarily in the educational systems, how do don - Essay Example These are clear-cut monetary aids that can only improve the situation. The other element is more problematic. The "Gender Lens Tool" can be used to identify gaps in behavioural gender patterns of a society and, hence, to define differences in health information from a gender perspective. Even the non-feminist experts from NGOs of the historically developed countries were influenced by Ms. Black, for Black believes every woman who hopes for a successful, rewarding career needs a mentor ( Black) Consequently, she made the whole white middle class pushing their own priorities regardless. With this background, even if most chiefs and field-workers of the donors' NGOs were women ( while we know that rather the opposite is true ) they would not have much of an idea about the recipient's country history, culture, and built-in society's very different behaviour towards the gender question. Consequently, they would assume that the same social and sociologic environment as in their ( i.e. donor) home countries works in India ( and other Asian countries ) too. Listing a few facts from the recipient country and most likely reaction of donors' staff to them should make the problems facing the Western donors' clear. We start with educational issues first: (1) Scholarly studies and research projects have time and again established that if you educate a boy, you educate a person; if you educate a girl, you educate a "family and a benefit for entire community." Yet girls lag consistently behind boys in access to education throughout India. Reason is simple: girls help their mothers in household chores apart from making carpets. Thus they contribute to their household, and, perhaps, to the whole community economy ( Patel 2008).(2) The next big bias against women-gender at schools starts with textbooks. For example, The Story of Science is a description of man and his discoveries. To show that, with scientific advances, travel time has drastically reduced, the story is told of the 'beautiful young Chinese princess' who was sent by her father to marry the king of Persia but married his son instead because the king died in the two years it took her to reach Persia! The readers are informed that in today's world, she would have reached her de stination in two hours. The two scientists mentioned and whose pictures are given are Newton and Marconi ( Bhog 1640). Some textbooks carry the story of Madame Curie, an important role model for girls. Bhog argues that Maria Curie's portrayal is treated through a gender lens as the narrative highlights Maria's domestic responsibilities and emphasizes her ability to successfully take on the burden of home and work. To Bhog, these are narrative devices employed so that women are 'tamed into not being too out of this world, too different, too challenging' ( Bhog 1641).Bhog points out that in her review of 75 lessons in the language textbooks, barely three 'make a genuine attempt to represent women in a