Diet plays an important role in dental health

Tissues of the oral cavity which include the teeth as well as the soft tissue known as the gums or the gingival have nutritional requirements in much the same way as the rest of the body. We often neglect this aspect, and our ignorance of certain very basic issues, may lead onto severe oral problems such as caries (Kumar & Clarke, 2002), which is a very painful condition, which may eventually require tooth extraction. In addition, there may be other gingival problems which lead to halitosis, making the patient a social outcast, and bleeding, which can result in anemia.Teeth may be affected by nutritional deficiencies, nutritional excesses, and also the absence of oral hygiene following any eating process (Gussy, 2006) . Scurvy is an important example of the first condition, while in heavily industrialized states the dental region is badly affected by repeated high calorie food, which is injurious to teeth, as well as the ill effects of diabetes. The diet affects not only the developm ent of caries, but is a significant contributor to development of periodontal disease (gum disease). Undernutrition and Oral HealthThe lack of specific nutrients in the diet (vitamin C, niacin, etc. ) produces characteristic oral manifestations, which are often diagnostic signs for their deficiency. A typical example is the presence of glossitis in typical B-vitamin deficiency, ( tongue is red and swollen which â€Å"burns†), with other features in that the taste of food has changed, with development of ulcers at the lip commisures and labial margins (angular cheilosis) (Kumar and Clarke, 2002, Gussy, 2006). A second typical example is that of vitamin C deficiency.Here petechiae (small, hemorrhaging red spots) are seen in the oral cavity, apart from easy bruisability in other areas of the party due to poor collagen. In addition, the gums bleed upon brushing or by examination by dental instrument (Bruno, 2006). Nutritional deficiencies as a cause for dental problems is not the only problem, that affects teeth. Oral lesions are common in women and children with HIV/AIDS and may decrease the overall quality of life in these patients because of pain, dry mouth, and difficulty in eating.With advent of new diseases like HIV (Gennaro, 2008), but post cancer radiation affects dental hygiene adversely also, by reducing the saliva production which is a reason for caries also (Scrimger, 2006) Nutritional excesses Sugar-containing foods and beverages promote dental caries which is even worse when fluoride is provided in reduced quantity (like non usage of fluoridated toothpaste). On the other hand these foods also promotes dental erosion by not allowing restoration of dental ph.The reason for this problem can be clearly defined by understanding what a dental plaque is. This is a sticky substance containing bacteria, present on the surface of teeth. Its presence can be minimised by regular brushing with fluoride containing toothpaste Gussy, 2006) Plaque bacteria pro duce acids by fermentation of sugars ( from the diet which we have consumed, hence the role of excess sugars), decreasing the pH at the tooth surface. The production of these acids dissolve minerals in the enamel (calcium and phosphorus) by a process called demineralization (Gussy, 2006).But these acids produced by bacteria in the mouth nearly completely neutralised by saliva, which allows the ph in this region to become more than the critical pH. This increase in pH causes a return of the dissolved calcium and phosphate back to the tooth enamel (remineralisation). Therefore foods or drinks containing carbohydrate give hardly any time for the process of remineralisation to occur (Gussy, 2006). However, even if 2-3 hours of time is available between carbohydrate meals, the reparative capacity of the teeth allows self repair.Some foods protect against caries. Milk and dairy products, especially cheese raises the pH values in the mouth. They are both rich in calcium and phosphate and p romote remineralisation. They are also rich in protein which buffers the acid produced. Their consumption allows an increase saliva production which increases the pH level in the mouth, and encourages remineralisation (American Dental Association). Fibre rich foods also increase the flow of saliva as does sugar-free chewing gum, helping to clean the surface of the tooth (American Dental Association).Fluoride is a known protectant against tooth decay. Fluoride makes the enamel surface of the tooth more resistant to acid; it also allows a reduction in the production of acids by bacteria in the mouth, which thereby hastens the remineralisation process (Gussy, 2006, Boggess, 2008). In summary, dental hygiene is affected by both nutritional excess, nutritional deficiencies as well as general ignorance. Most of these problems are easily preventable by proper knowledge.

Aup Definition

Unit 5 Assignment 1: Testing and Monitoring Security Controls Learning Objectives and Outcomes ?You will learn to recognize security events and baseline anomalies that might indicate suspicious activity. ?You will learn to identify policy violations and security breaches and to appropriately monitor threats and control activity across the network. Assignment Requirements Refer to the handout Testing and Monitoring Security Controls. It contains information on security events or breaches and baseline anomalies. After studying the handout, answer the following questions: Identify at least two types of security events and baseline anomalies that might indicate suspicious activity. ?Given a list of policy violations and security breaches, select three breaches, and consider the best options for controlling and monitoring each incident. Identify the methods to mitigate risk and minimize exposure to threats or vulnerabilities. Required Resources Worksheet: Testing and Monitoring Security C ontrols Submission Requirements ?Format: Microsoft Word ?Font: Arial, Size 12, Double-Space ?Length: 1–2 pages ?Due By: Unit 6 Self-Assessment Checklist I have identified at least two security events and baseline anomalies. ?I have indicated the best options for controlling and monitoring three of the policy violations and security breaches from the list. ?I have identified the methods to mitigate risk and to minimize exposure to threats or vulnerabilities. Unit 5 Assignment 2: Define an Acceptable Use Policy (AUP) Learning Objectives and Outcomes ?You will learn to successfully identify inappropriate activity on a network and to develop a basic AUP that describes the handling of such incidents.Assignment Requirements Richman Investments requires the enforcement of strict ingress-egress filtering policies for network traffic. Certain traffic is expressly forbidden: ? No peer-to-peer file sharing or externally reachable file transfer protocol (FTP) servers ? No downloading exe cutables from known software sites ?No unauthorized redistribution of licensed or copyrighted material ? No exporting internal software or technical material in violation of export control laws ? No introduction of malicious programs into networks or onto systems ?No accessing unauthorized internal resources or information from external sources ? No port scanning or data interception on the network ?No denying service or circumventing authentication to legitimate users ? No using programs, scripts, or commands to interfere with other network users ? No sending unsolicited e-mail messages or junk mail to company recipients ? No accessing adult content from company resources ?No remote connections from systems failing to meet minimum security requirementsDefine a LAN-to-WAN, Internet, and Web surfing AUP that restricts usage of the company’s Internet connection and permits the company to monitor usage of the corporate Internet connection. Carefully evaluate the implications of each policy and how implementations might impact the IT infrastructure, both positively and negatively. Weigh the benefits and the disadvantages of each method. Consider whether or not a proposed solution causes an interruption to the legitimate users and how it might bring security at the expense of preventing a perfectly legitimate activity.Required Resources ?None Submission Requirements ?Format: Microsoft Word ?Font: Arial, Size 12, Double-Space ?Citation Style: Chicago Manual of Style ?Length: 1–2 pages ?Due By: Unit 6 Self-Assessment Checklist ?I have defined an effective LAN-to-WAN, Internet, and Web surfing AUP. ?I have evaluated the implications of each policy. ?I have carefully considered the benefits and disadvantages of each policy enforcement control. ?I have proposed strong ideas for acceptable and unacceptable resource usage.

Immunology Coursework Example | Topics and Well Written Essays - 1000 words

Immunology - Coursework Example In 1 sentence or less, explain what could explain the failure of this vaccine. 21. In 2002, Diane Mathis and colleagues discovered the function a molecule named AIRE that was critical for the prevention of multi-organ autoimmune disease. How would you best describe the function of AIRE? Vaccination refers to the injection of a microbe so as to accelerate the immune system to counter the microbe, thus preventing disease. Immunizations or Vaccinations, work through stimulation of the immune system. The fundamental concern, it is impractical to manage cellular processes to make sure that a virus that is replication-deficient will not naturally become replication-competent. If a virus turns into replication-competent, it possibly will re-acquire any characteristics of pathogenic connected to the wild-type germ and could lead to illness. Lymphocytes are believed to enter the lymph nodes through a cascade of steps. Step 1: Cells initially roll on and tether endothelium via selectin-mediated interactions; then go through a stimulated improvement in integrin activity (step 2. It then triggers them to abide firmly by endothelium through the connection of Ig super-family molecules of adhesion and integrins (step 3). The cells that are firmly attached then trail a chemoattractant incline into tissues (step 4). The integrins and selectins necessary for the first step involve L-selectin. Step 3 requires lymphocyte integrin LFA-1 (aLb2) that mediates firm adhesion through obliging to its ICAM-1, HEV-expressed counter-receptors. The molecules that are efficient in performing step 2 and step 4 functions are Chemokines. CD28 and CTLA-4 are homologs, which each bind B7; however, have opposing roles. Even though CD28 co-stimulates T cells, CTLA-4 prevents activation of T cells through blocking cell cycle progression and cytokine production. CTLA-4 is swiftly induced after activation of T cells and has remarkable inhibitory properties.

Social Interaction of Those with Genius IQs Essay

Social Interaction of Those with Genius IQs - Essay Example In the course of the research, varying and opposing definitions of genius were arrived at. The term genius was at first referred to as a "man endowed with superior faculties" referring to some popular figures as the famous author and lexicographer Dr. Samuel Johnson, Albert Einstein, Immanuel Kant, Abraham Lincoln, Isaac Newton, Leonardo da Vinci and many others. It was also referred to as a quality, "that everyone possessed, an animating spirit that represented one's character and interests as much as one's ability". Through time, there were changes in the understanding of the term and was then associated with "one's natural ability or talent, and eventually with the special ability of a few". (Benet, 2005) In some other references as in the article of David Every, he insinuated to link genius to insanity, and gave a definition "an abnormal IQ, to the point where the person is 1.5 times as "logical" as the average person, or basically testing beyond the 98th percentile (3rd or 4th deviation)". (2006) Genius was also linked to psychoticism as some form of madness, "associated with an above-average level of psychological disturbance, though in combination with high general intelligence". (Brand, n.d.) However, in the more recent century, when the interests shifted to psychometric methods of assessment, the term genius became associated with the quantitative concept "Intelligence Quotient or IQ". Intelligence Quotient Intelligence Quotient or IQ is "the ratio of an individual's estimated mental age and chronological age multiplied by 100". Alfred Binet, a French psychologist developed the Binet-Simon Intelligence Scale in 1905 that measured the intelligence quotient. The initial IQ classification geared a scale of, IQ -140 and over as genius or near genius, 120-140 as very superior intelligence, 110-120 as superior intelligence, 90-110 as normal or average intelligence, 80-90 as dullness, 70-80 as borderline deficiency, 50-69 as moron, 20-49 as imbecile and below 20 as idiot. The classification changed in 1997 by the David Welcher - the Adult Intelligence Scale, which classified IQ -130 and above as very superior, 120-129 as superior, 110-119 as high average, 90-109 as average, 80-89 as low average, 70-79 as borderline and 69 and below as extremely low. Welcher's terminologies used were noticeably more considerate and humane and avoided type casting. The term genius was not used anymore. (Benet, C lassification n.d.) Intelligence and Genius The conflicting issue is that studies did not show clear relationship with IQ and the popular meaning of genius. It was noted that IQs of popular personalities were approximated in the above 130 or genius level. But the concept used is that of popularity. The word genius was derived from the Latin word, "gignere" which meant to beget or to produce. The reference to genius is one's ability to create something, which, the IQ tests did not measure. Albert Einstein was, according to sources, not an achiever as a child. The development of his speech was delayed and he dropped out of his early school years. He was also report to have failed in the college admission test in Zurich. But Einstein was recognized

Marketing Essay Example | Topics and Well Written Essays - 2250 words - 2

Marketing - Essay Example All the shampoos and conditioners of the line are packed and labeled in a similar manner, but each type of the product has a different color of packaging (Palmolive Hair Care 2011). The bottles that are used for packaging all have a label that outlines the purpose of each separate product (for brilliant color or for smoothing hair, for instance), and stresses that the shampoo or conditioner includes natural ingredients. The life itself is called Palmolive Naturals. There are no extra services or products that the consumer gets when purchasing the product. Palmolive shampoos and conditioners are mass consumer goods (Kotler and Keller 2006). For this reason, their search cost is low – all similar products are located in one place, so a consumer can instantly compare them all and make a choice. Substitutes will be accepted as well. 1.2 Current Pricing The market of shampoos is rather competitive. Though it requires quite high entry costs, the number of current competitors of Colg ate-Palmolive is quite significant, and includes such large companies as Procter & Gamble, Church & Dwight Co, L’Oreal and Unilever. The market is characterized by strong buying power of retailers, high threat of substitutes and high degree of rivalty (Morningstar, Inc. 2010). Currently the price of Palmolive Naturals shampoo ranges from $4.45 (Getprice.com.au 2011) to $5.13 (Thefind.com 2011). The price for the conditioner ranges from $3.55 to $4.60 (Getprice.com.au 2011). At the same time, Thefind.com (2011) reports that Procter & Gamble Pantene shampoo prices start at $4.99. The price in most cases is higher than that of Palmolive shampoos. The cheapest L’Oreal shampoo sells at $5.49. So, Palmolive products seem to be the cheapest famous brand goods in their niche. Though there are some competitors’ products, the price of which is rather close to Palmolive’s, the number of such shampoos is not great. At the same time, the number of highly priced produc ts of the rivals is very significant. So price can be said to be one of the competitive advantages of Palmolive. Therefore, if Palmolive changes the price for its products, consumer demand for them may decrease since there will be more similarly priced substitutes. Since Palmolive is a mass-consumer shampoo, consumers do base their purchase decision on price: David Mercer outlines that individual consumers always tend to spend less (Mercer 1996). However, brand awareness is important as well. The price of the product is determined on the basis of business’s costs in the first place. Business’s costs determine the minimum price at which the product can be sold to cover the business’

Analysis of the Impact of the Macro Environment on the Pharmaceutical Assignment

Analysis of the Impact of the Macro Environment on the Pharmaceutical Industry - Assignment Example â€Å"Changing market forces and growing public expectations† (Wilson, 2000, p.12) have added business ethics to the mix. The external environment includes both competitive and industry factors. Interestingly, Johnson et al (2008) expect all competitors to be within the same industry when this might not be the case. Equally, not all industry players compete in the same markets. Thus the diagram reflects the less-than-tidy reality of players who exist within any industry, yet compete across industry boundaries and within different competitive environments, falling outside the rational approach to strategy. The underlying factor is the organization’s ability to control the external environment. An organization has influence in the competitive arena, using marketing tools to influence others, but no control over the macro (PESTEL/STEEPLE) factors and must react to changes when they happen. Strategy traditionally focused on rational future planning, what Whittington (2001) calls â€Å"classical† and Mintzberg and Waters (1985), â€Å"deliberate† strategy. But the effects of changing macro factors fall within Whittington’s (2001) â€Å"systemic† and Mintzberg and Waters’ (1985) â€Å"emergent† strategy as such changes cannot be predicted and consequently would not feature in any strategic planning. In analyzing the external environment, de Kluyver and Pearce (2009 p.59) use global tectonics, defined as â€Å"the process by which developing trends in technology, nature, and society† change the external environment. Three tectonics are identified:

Interview of Professor Graue Essay Example | Topics and Well Written Essays - 750 words

Interview of Professor Graue - Essay Example My interview with Professor Graue was truly enlightening. It offered me a whole new perspective on how â€Å"human† university professors actually are. Professor Graue was called into the teaching profession and he dutifully heeded this calling. Other than teaching, he also has to fulfill responsibilities in the University such as assisting students, running the Mathematics department and completing researches. Professor Graue employs a number of teaching strategies that would make it easier for students to learn and appreciate mathematics. He further says that in order to succeed and be happy as a university professor, one has to be continuously learning and must have the intrinsic love for teaching. My interview with Professor Graue proves why he is a campus favorite among students. He is truly a valuable asset in the teaching profession. His knowledge in Mathematics and passion for teaching makes him a gem in his chosen field.

Should students be assigned to classrooms according to their IQ level Research Paper

Should students be assigned to classrooms according to their IQ level why or why not - Research Paper Example One such issue is whether children should be placed in classrooms based on their age alone, or should their IQ also weigh in as well. There are various ways through which children with higher IQs are catered to in various educational institutions. Some techniques entail placing the â€Å"gifted† children in the same class as their peers, with specialized activities being created for them, different from those of the rest of the class. Still others involve having the gifted children take special classes after school hours, for instance private tutoring. There are certain schools that provide separate classrooms for gifted students altogether, whereas there are institutes that only cater to gifted children. This paper discusses the technique that advocates providing separate classrooms for children based on their IQ. ... Children with higher IQs tend to get bored in regular classrooms, where they are forced to hold back their intelligence, so to speak. This results in them not achieving their full potential. On the same note, children with average IQs, when placed with gifted children, will also experience frustration and confusion. Such feelings can often result in children either lashing out or withdrawing within their own selves. What is more, with the present public school system geared towards improving the standards of the average or deficient/lacking children, the needs of gifted children are often ignored. Assigning gifted children to separate classrooms enables them to challenge themselves and cause them to utilize their maximum potential, something not possible in a regular classroom. Placing such children in regular classrooms may even cause disruption as the gifted child, out of boredom or frustration, may cause distractions in class, thus disturbing the learning of other students. The pr oponents opine that as gifted children are lesser in number, therefore, in a bid to â€Å"fit in† they may end up playing down their intelligence, whether for the teachers or for their classmates. It is a normal phenomenon in a classroom that the teachers often do not call out children who they think would already know the answer, instead focusing on the average or lacking students. All these factors may cause the children to drop out of school altogether (Cloud, Badowski, Rubiner, & Scully, 2004). Once again, students at both ends of the spectrum will benefit greatly from being assigned to classrooms based on their IQ level. On the other hand, the opponents state that the system of measuring IQ, first of all, is not an exact science and

Use of 3D glasses in cinemas Research Paper Example | Topics and Well Written Essays - 750 words

Use of 3D glasses in cinemas - Research Paper Example Cinema, as we have them in modernity today, has had its share of evolution ever since film was invented. If they were once merely dark theatres with images projected on the screen, they have now become a luxurious avenue to provide utmost entertainment.Although many of these trends have arrived in the more recent years, the use of three-dimensional (3D) glasses in cinemas had been present in the 1950s. Also, such trend is only a recurring gimmick to attract movie goers, not necessarily giving viewers the â€Å"perfect† movie experience. Binocular Vision and 3D History Stereoscopy, or 3D imaging, began with Charles Wheatstone’s discovery of binocular vision or stereopsis, defined as â€Å"the ability to use the combined points of view from the two eyes or cameras to reconstruct three-dimensional solid objects and to perceive depth,† (Mataric 114) which is the backbone principle of stereoscopic cinemas.A brief history of stereoscopic cinema as presented by Ronfard is adapted in this paper. In the 1950s, movie theater audience was significantly reduced in the emergence of the television (TV), and stereoscopic cinema became an approach to bring them back. Thus, this caused the emergence of a flock of commercial stereoscopic films during the decade, but eventually died down because of the discomfort it gives the audience. 3D movies could not surpass the value of two-dimensional (2D), because the visual quality and cinematographic content of the former, brought about by lack of mastery in stereoscopic filming techniques therefore giving viewers a headache. The 1980s was again bombarded with stereoscopic films, but was not successful as well, not until technology needed to produce quality stereoscopic films, both for shooting and viewing, arrived. Animated movies in 3D then came with lower visual strain to viewers, paving a way for new experiments on the field. Thus, this period became 3D’s rebirth, giving us what we now have today (12-14). 3D Glasses There are two most commonly used types of 3D glasses: anaglyph and polarized. Anaglyph process uses colors to encode depth, thus it can be presented with a single color print and red and blue-filtered glasses (Kennel 157). These glasses would filter out red on one lens, and blue on the other lens, creating the 3D effect similar to that in binocular vision. Anaglyphic encoding is the cheapest of all 3D systems, the most largely distributed and available, and efficient in black-and-white 3D used in depth placement and correction (Mendiburu 56). Modern types of 3D glasses are polarized glasses, nowadays used in films as well as in theme parks and rides. When using these types of glasses, â€Å"two images are projected through different polarization filters onto a surface that reflects the light toward viewers, keeping the polarization of the incoming light (mostly) unmodified† (Mrak, Grgic, and Kunt 394). Polarized glasses have been adjusted according to linear or ci rcular polarization, where the latter is preferred in order to see the same image quality despite head position changes of the viewers. An advantage of this type of glasses is its ability to block the bright glare of horizontally polarized light by transmitting it to the surface and permits vertically polarized light, which are weaker, to pass (Raymer 254). 3D Films as Gimmick Audiences are important because they are the reason a film is made, and audience size and reaction often convey the success or failure of a media product (Rayner, Wall and Kruger). In viewing media as a source of entertainment, it has given us a number of innovations that would change our media experience, particularly with the invention of film and the genius of television. In this point, 3D film viewing is presented as merely a gimmick, and not as a necessity in order to create an extraordinary movie experience that surpasses 2D. As mentioned

Comparing Millennial Generation To Boomer Essay

Comparing Millennial Generation To Boomer - Essay Example These generations constitute strong possibilities for analysis as they represent polar opposites in terms of birth, with the Baby Boomers constituting the generation born immediately after World War II and the Millennial Generation those born between 1982-2001. This essay examines these generations in terms of educational opportunities, One of the prominent areas of consideration between the Baby Boomer Generation and the Millennial Generation is the nature of educational opportunities. A notable consideration in these regards is the understanding that both generations emerged in an era of relative prosperity where pursuing higher education was not only a possibility, but an expected course of action for much of the population. Within this area of understanding statistical figures further elucidate areas of differentiation between the two generations. In terms of male education for Baby Boomers, it’s indicated that 25% have some college and 13% have four years of college or mo re. This is compared to males in the Millennial Generation wherein 34% have some college and 15% have four years of college or more. In these regards, the figures for individuals completing college are highly similar. This is not true for females where the disparity between the generations is marked, with 20% of Millennials completing four years of college or more as compared to 11% of Baby Boomers. These changing educational opportunities are also indicative of the shifting of gender roles among the two age groups. While Baby Boomers matriculated in an era where the male was still seen as the primary bread winner, the Millennial Generation increasingly saw the increase of women’s responsibility in the workplace. Another prominent area of consideration is the relative level of diversity between the Baby Boomer Generation and the Millennial Generation. One of the main considerations occurs in the reduction of the majority ethnicity between the two generations. In these regards , the Baby Boomer generation is noted to constitute 77% white, 9% Hispanic, and 12% black. This is compared to the Millennial Generation which demonstrates a demographic make-up of 61% white, 19% Hispanic, and 13% black. The main distinction between the two is clearly the strong rise in Hispanic populations between the generations. While this is indicative of shifts within these generations, it is also highly indicative of general shifts in the overriding population, both demographically and socio-culturally. While educational opportunities and diversity levels are statistically correlated they are also indicative of a number shifting attitudes and perspectives between the generations. Within this context of understanding, a number of qualitative understandings have been articulated. Starbucker presents the Baby Boomer contrast to Don Tapscott’s seminal text on the Millennial Generation Growing Up Digital. Among the comparative elements Starbucker considers contrasting attitu des on the nature of freedom, with both generations valuing it, but the Millennial Generation achieving heightened levels with increased access to digital technology, such as cell-phones and portable Internet access. Another prominent differentiation between the two generations is the outlook on the advance of technology. While the Baby Boomer generation experienced great technological leaps in terms of medical care, the television, and advancing car efficiency, the Millennial Generation has come to be almost identified with the shifting nature of technological progress. Another prominent area of consideration is the shifting attitudes towards the political spectrum. From a broad and qualitative under

Investigating Rates of Reactions Essay Example for Free

Investigating Rates of Reactions Essay Investigate which factors out of temperature, surface area and concentration speed up the reaction between magnesium and hydrochloric acid the most. Chemical reaction: Mg (s)+ 2HCI (aq)== MgCI2 (aq)+H2 (g) Prediction: I think the most effective factor to speed up the rate of reaction will be temperature, I say this because when the molecules are at a higher temperature they will have greater kinetics energy and move more rapidly, so they will collide more frequently and most importantly with greater energy. Then surface area will be second greatest effect, increasing the surface area of the solid increases the number of collisions between solid and particles in solutions. If we take into consideration a cube with each side 1cm long it has a total surface area of 6cm2, halve each of the cubes so that there are eight cubes each with 0. 5cm long sides and the total surface area has doubled to 12cm, now halve the size of these smaller cubes. Surface area of 1 cube, sides 1cm= 6 sides x (1cm x1cm) = 6cm2 Surface area of 8 cubes sides 0. 5cm= 8 sides x 6 sides x (0. 5 x 0. 5)=12cm2 Surface area of 64 cubes, sides 0. 25cm= 64 cubes x 6 sides x (0. 25 x 0. 25)= 24cm2 Having the average size of the particles in a given quantity of solid, doubles the surface area. So making a solid reactant in a lump form into powder considerably increases the surface area. Concentration will be the third greatest factor, which will speed up the rate of reaction. Any increase in concentration should also increase the rate of reaction; if there are more molecules present there will be more collisions. Increasing the number of collisions does not always increase the rate of reaction. What matters is the numbers of effective, effective collisions have to involve the relevant molecules, in the correct orientation, with energy at the least equal to the activation level. Equipment   Conical flask   Hydrochloric acid of 4 different molars (0. 1, 0. 5, 1, 2) Stop clock Basin of water   Bung with the tube   Magnesium   Measuring tube   Top pan balance Plan: Concentration Four different concentrations will be used. (0. 1, 0. 5, 1, 2) firstly I will use the 0.1 molar of hydrochloric, 6cm of magnesium in conjunction with the 15 ml of hydrochloric acid. When the bung is put into the conical flask the amount of gas given off can be read. I will leave the magnesium and the acid for 1 minute and I will check how much gas is given off every 10 seconds and I will record it. This will be done for all the other ranges of concentrations. Temperature I will be using 4 different temperatures (fridge 12oC, room 24oC, 50oC, 60oC). The high temperature acids will be placed in a water of their designated temperature. The other acids will be placed in their obvious places. The acid will be put in the conical flask with 6 cm of magnesium then the gas given off will be read and recorded as done previously for the concentration. Surface Area For surface I will be using 5 different lengths of magnesium ribbon, (6, 5, 2, 1, 0. 5cm) I will also be using 0. 06g of magnesium powder. Each measurement of magnesium will be used in conjunction with 15ml of hydrochloric acid. When both elements are put into the conical flask the gas given off will be read and record in the same fashion as the other tests. For each test I will do it twice to make sure my results are realiable. Fair test To ensure that I carry out a fair test I will make sure I will use the same amount of magnesium apart from when I am testing that particular variable. Also I will also use the same amount of hydrochloric acid, also I will use the same concentration apart from when Im testing that variable. I will also time each test for the same amount of time. Safety   Safety goggles worn at all times.   Precautions taken when dealing with acids.   Follow all the rules of the lab so that I can work efficiently alongside others when they are doing their experiments. Results  Concentration 2nd set of results Temperature  Fridge 4 Conclusion From doing this investigation I have successfully achieved my aim, my aim was to investigate the factors, which affect the rate of reaction. My prediction was also correct. For concentration the gas given off for o. 1 molar of hydrochloric acid was much less that what was given off for 2 molar. When powder was used for surface area ample amounts of gas was given off where as when 6cm was used not much was given off. When the acid was at a higher temperature more gas was given off, this hypothesis wasnt backed up with the results from the first test, which is why it was good that I repeated all the tests. Evaluation On a whole I thought I worked quite well, but the investigation could have been conducted in a better fashion. The particular method we used to collect the gas wasnt that effective. If a gas syringe in conjunction with a clamp stand was used our results would have been much better. I think doing the investigation twice was a good decision because doing this made it manifest that the first set of results werent as reliable, this is because when the first set of results were compared to the 2nd set of results they were quite different especially room temperature and 50oC. In the experiment the amount of gas given off for those specific temperatures were lower than the second experiment. Scientific knowledge proves that when the temperature is raised the rate of reaction will be faster. Also another thing I could of done was to do all experiments in the method we did to collect gas and also kept everything the same but the variable to change could have been the method in which we collect the gas. By doing this I could of seen which method to collect the gas would have been most effective. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

The Social Contract Theory Philosophy Essay

The Social Contract Theory Philosophy Essay The term social contract describes a broad class of philosophical theories whose subject is the implied agreements by which people form nations and maintain a social order. In laymens terms, this means that the people give up some of their rights to a government in order to receive protection and social order. Social contract theory provides the rationale behind the historically important notion that legitimate state authority must be derived from the consent of the governed. The starting point for most of these theories is a heuristic examination of the human condition absent any social order, termed the state of nature or natural state. In this state of being, an individuals action is bound only by his or her conscience. From this common starting point, the various features of social contract theory attempt to explain, in different ways, why it is in an individuals rational self-interest to voluntarily give up the freedom of action one has under the natural state (their so called n atural rights) in order to obtain the benefits provided by the formation of social structures. Common to all of these theories is the notion of a sovereign will, which all members of a society are bound by the social contract to respect. The various types of social contract theory that have developed are largely differentiated by their definition of the sovereign will, be it a King (monarchy), a Council (oligarchy) or The Majority (republic or democracy). Under a theory first articulated by Plato, members within a society implicitly agree to the terms of the social contract by their choice to stay within the society and receive protection. Thus implicit in most forms of social contract is that freedom of movement is a fundamental or natural right which society may not legitimately require an individual to surrender to the sovereign will. The social contract theory has some basic features where it says- firstly. State is an artificial institution signifying that it is a means to an end, secondly, it is created by human beings with the help of a contract, thirdly, the contract must be based on the consent of one and all, and lastly that prior to formation of state me lived in a hypothetical situation known as state of nature. Thomas Hobbes (1651), John Locke (1689), and Jean-Jacques Rousseau (1762) are the most famous philosophers of the social contract theory, which formed the theoretical groundwork of democracy. Although the theory of natural rights influenced the development of classical liberalism, its emphasis on individualism and its rejection of the necessity to subordinate individual liberty to the sovereign will stands in opposition to the general tenets of social contract theory. According to Hobbes theory, without society, we would live in a state of nature (a hypothetical situation since it cannot be supported by historical data), where we each have unlimited natural freedoms. The downside of this general autonomy is that it includes the right to all things and thus the freedom to harm all who threaten ones own self-preservation; there are no positive rights, only laws of nature and an endless war of all against all. In other words, anyone in the state of nature can do anything he likes; but this also means that anyone can do anything he likes to anyone else. The state of nature according to Hobbes is presocial and pre political in nature and there is no scope for development to take place. To avoid this, we jointly agree to a social contract by which we each gain civil rights in return for subjecting ourselves to civil law or to political authority. In Hobbes formulation, the sovereign power is not a party of the contract but instead the sovereign is its c reation, and so is not bound by it. The command of the sovereign is law and the contract is irrevocable. Alternatively, some have argued that we gain civil rights in return for accepting the obligation to respect and defend the rights of others, giving up some freedoms to do so; this alternative formulation of the duty arising from the social contract is often identified with militia, or defense activity. State of nature is a term in political philosophy used in the social contract theories to describe the hypothetical condition of humanity before the states foundation and its monopoly on the legitimate use of physical force. In a broader sense, a state of nature is the condition before the rule of positive law and order comes into being. In some versions of social contract theory, there are no rights in the state of nature, only freedoms, and it is the contract that creates rights and obligations. In other versions the opposite occurs: the contract imposes restrictions upon individuals that curtail their natural rights. Hobbess philosophy English philosopher Thomas Hobbes in his famous work Leviathan first posited the concept of a state of nature in the 17th century. Hobbes described the concept in the Latin phrase bellum omnium contra omnes, meaning the war of all against all. In this state, any person has a natural right to do anything to preserve his or her own liberty or safety. Hobbes believed that human beings in a state of nature would behave with cruelty towards one another. Yet Hobbes argued that people had every right to defend themselves by whatever means necessary in the absence of order. He believed that such a condition would lead to a war of every man against every man and make life solitary, poor, nasty, brutish, and short. He believed that in the international arena, states behave as individuals do in a state of nature. Rousseaus theory Hobbess view was challenged in the 18th century by Jean-Jacques Rousseau, who claimed that Hobbes was taking socialized persons and simply imagining them living outside of the society in which they were raised. He affirmed instead that people were born pure and good; men knew neither vice nor virtue since they had almost no dealings with each other. Their bad habits were the products of civilization specifically social hierarchies, property, and markets Natural rights are those universal rights that are seen as inherent in the nature of people and not contingent on human actions or beliefs. One theory of natural rights was developed from the theory of natural law during the Enlightenment in opposition to the divine right of kings, and provided a moral justification for liberalism. The concept of natural rights can be contrasted with the concept of legal rights: A natural right is one that is claimed to exist even when the government or society as a whole does not enforce it, whereas a legal right is a right specifically created by the government or society, for the benefit of its citizens. Thomas Hobbes was an English philosopher who influenced nearly all-western political philosophy. He is best known for his contribution to the social contract theory of origin of state. Hobbes was greatly influenced in his ideas by the English civil war that broke out in 1642. This led Hobbes to produce a book to set forth his theory of civil government in relation to the political crisis resulting from the war. It was based on an unpublished treatise of 1640. The State, it now seemed to Hobbes, might be regarded as a great artificial man or monster, composed of men, with a life that might be traced from its generation under pressure of human needs to its dissolution through civil strife proceeding from human passions. The work was closed with a general Review and Conclusion; in direct response to the war, which raised the question of the subjects right to change allegiance when a former sovereigns power to protect was irrecoverably gone. In addition, he criticized religious doctrines on rationalistic grounds in the Commonwealth. Hobbess Leviathan had immediate effects because of its secular nature and he had to appeal to the revolutionary English government for protection, which explains his fondness for monarchy and gratitude for royal patronage. Leviathan was written during the English Civil War; much of the book is occupied with demonstrating the necessity of a strong central authority to avoid the evil of discord and civil war. Any abuses of power by this authority are to be accepted as the price of peace. In particular, the doctrine of separation of powers is rejected: the sovereign must control civil, military, judicial, and ecclesiastical powers. Hobbes explicitly states that the sovereign has authority to assert power over matters of faith and doctrine, and that if he does not do so, he invites discord. Jean-Jacques Rousseau was a Genevan philosopher whose political ideas influenced the French Revolution, the development of socialist theory, and the growth of nationalism. Rousseau had lived a poor life full of hardship and travelled all over observing the inequalities among the rich and poor and the different lifestyles. This led him to write a famous book of his known as Discourse on the Origin and Basis of Inequality among Men. Rousseau saw a fundamental divide between society and human nature. He contended that man was neither inherently good nor bad when in the state of nature (the state of all other animals, and the condition humankind was in before the creation of civilization and society), but is corrupted by society. This idea has often led to the attribution to Rousseau the idea of the noble savage. He held that humans are good because they are self-sufficient and thus not subject to the vices of political society. He viewed society as artificial and held that the development of society, especially the growth of social interdependence, has been inimical to the well-being of human beings. He claims that as humans were forced to associate together more closely by the pressure of population growth, they underwent a psychological transformation and came to value the good opinion of others as an essential component of their own well-being. Rousseau associated this new self-awareness with a golden age of human flourishing. However, the development of agriculture, metallurgy, private property, and the division of labor led to humans becoming increasingly dependent on one another, and led to inequality. The resulting state of conflict led Rousseau to suggest that the first state was invented as a kind of social contract made at the suggestion of the rich and powerful. This original contract was deeply flawed as the wealthiest and most powerful members of society tricked the general population, and thus instituted inequality as a fundamental feature of human society. Rousseaus own conception of the social contract can be understood as an alternative to this form of associatio n. In his famous work The Social Contract, he begins by saying, Man is born free, and everywhere he is in chains. One man thinks himself the master of others, but remains more of a slave than they are. Rousseau claimed that the state of nature was a primitive condition without law or morality, which human beings left for the benefits and necessity of cooperation. As society developed, division of labor and private property required the human race to adopt institutions of law. In the degenerate phase of society, man is prone to be in frequent competition with his fellow men while at the same time becoming increasingly dependent on them. This double pressure threatens both his survival and his freedom. According to Rousseau, by joining through the social contract and abandoning their claims of natural right, individuals can both preserve themselves and remain free. This is because submission to the authority of the general will of the people as a whole guarantees individuals against being subordinated to the wills of others and ensures that they obey themselves because they are, collectively, the authors of the law. While Rousseau argues that sovereignty should be in the hands of the people, he also makes a sharp distinction between sovereign and government. The government is charged with implementing and enforcing the general will and is composed of a smaller group of citizens, known as magistrates. Rousseaus ideas were influential at the time of the French Revolution although, since popular sovereignty was exercised through representatives rather than directly, it cannot be said that the Revolution was in any sense an implementation of Rousseaus ideas. In Thomas Hobbes book Leviathan- Parts One and Two, he presents a commonwealth ruled by a sovereign leader that is based on the laws of nature and the kingdom of God. At the root of the commonwealth is a social contract, which is a covenant binding the individuals of the society to wills and judgments of the sovereign leader. The contract explores the asociality of the human species and self- preservation, which is fundamental to the human drive. Influenced by Hobbes social contract, Jean Jacques Rousseau published On the Social Contract presenting his theory of the social contract that both expanded and differed from Hobbes principles. Rousseaus social contract presented the governing factor to be the general will. Although Hobbes and Rousseau have differing Social Contracts they each are represented by the phrase, A kingdom divided cannot stand; for, the former is a reference to a monarchy and the latter is a reference to the general will. In Hobbes Leviathan, he presents the asociality of human nature. Because, he notes, human kind is equal in both the body and the mind, men are in a constant state of war with one another. For, from equality arises the desire to attain our goals, which leads to competition between men who are seeking the same end. Thus, out of equality develops diffidence and war. In this state of war men, live without any common power and thus, every man is enemy to every man. Their only security is their strength compounded with the strength of their associates. Because man has no common strength or power, there are no governing laws; hence, there are no injustices. Accordingly, there is no place in the state of war for rights and wrongs. Hobbes notes, Force and fraud are in war the two cardinal virtues, both of these virtues are unjust. He concludes that the only motivation man has to seek peace is the fear of the consequences of war. The motivation of fear does not connote social tendencies of the human specie to aid one another; instead, it clearly notes humankinds selfish disregard of each other. In addition to humankinds tendency towards asociality, Hobbes presents people as being inclined towards self-preservation above all other concerns. The theme of self-preservation is presented in what Hobbes calls the right of nature. He explains this fundamental concept to be, the liberty each man has to use his own power, as he will himself, for the preservation of his own nature- that is to say, of his own life, meaning that any man can go to whatever lengths necessary in order to preserve his own life. Furthermore, an additional law of nature notes that, as a rule, a man is prohibited from behaving in a manner that is destructive to his life. Hobbes also supports what the Christian bible has entitled the golden rule, or the declaration that one should behave, as he or she would wish to be treated. This is a law of self-preservation, which, if ardently followed, would greatly increase peace. Yet, the golden rule is not often followed in the state of war; for, one is disinterested i n any other mans desires besides his own. Thus according to Hobbes, in a state of war man is allowed to behave in any manner he wishes; however, his primary interest and natural guide are the rules of self-preservation. Both humankinds nature of asociality and tendency towards self-preservation are incorporated into Thomas Hobbes social contract. His social contract presents a commonwealth in which there is one sovereign leader, to which all of his subjects have pledged a covenant to surrender their judgments to those wills and judgments of the sovereign. The covenant between the subjects and the sovereign entails very specific rules of conduct. First, the subjects are bound to maintain the same form of the government. They cannot lawfully make a new covenant among themselves; nor, can they break their covenant to the sovereign in any form. For, if one man dissents all of the other subjects should leave the commonwealth and return to a state of war, but this is a great injustice. In addition, they cannot try to replace their covenant to the sovereign with a covenant to God, for a covenant with God must be a lie, unless God, himself, contacted a subject, which, one must admit, is highly unlikely. Sec ond, a sovereign cannot break the covenant with his subjects. Thus, none of his subjects can be freed from his discretion and will. Third, the subject is never endowed with the power to punish the sovereign. Fourth, the roll of the sovereign is to perform whatever is necessary in order to maintain a state of peace and to defend for all of his subjects. In addition, the sovereign determines what doctrines are appropriate to teach his subjects. Fifth, the sovereign is endowed with the right to create governing rules. According to such rules, subjects must lead his life. Furthermore, he has the right to declare peace or war. Lastly, he develops a hierarchy within the subjects, pending on their level of honor. Thus, the sovereign has ultimate control. Hobbes believed that the sovereign ruler must be endowed with utter control; for he believed, a kingdom divided in itself cannot stand. He recognized that often the dissolution of a commonwealth occurs due to the division of the sovereign power. For instance, if two states join, yet each maintains their previous rulers, the subjects will never have a definitive ruler or social code. Dissolution of the commonwealth is also spurred by abuse of power, monopolies, conquering of a state during wartime, and private judgments of good and evil. Although it is always an injustice if a subject questions the rulings of the sovereign, Hobbes occasionally acknowledges that it is necessary. Thus, the premise of Hobbes social contract lies in a single leader with entirely obedient subjects. It is clear that Hobbes Leviathan influenced the social contract put forth by Jean-Jacques Rousseau entitled On the Social Contract. At the onset of his book, Rousseau presents the fundamental problem for which he has developed his social contract: Find a form of association which defends and protects with all common forces the person and goods of each associate, and by means of which each one, while uniting with all, nevertheless obeys only himself and remains as free as before. Rousseau presents the predicament of an association, which protects each associate, while heeding the common good, yet still obeys each associates judgment and will. To this, he proposes a social contract, which is composed of clauses defined by the nature of the act. These clauses are generally accepted and thus sprout from ones reasoning. A violation of this social contract leads to each person regaining their liberty established prior to that association, but losing the liberty the association provided. Rousseau further simplifies his social contract by explaining that these clauses are reducible to one clause. This simplified clause states that the man who breeches the contract from each associate in the community, shall incur alienation from all associates. Rousseau finally condenses his social contract into one statement: Each of us places his person and all his power in common under the supreme direction of the general will; and as one we receive each member as an indivisible part of the whole. Rousseau is concluding that each man places his power under the control of the general will or the balance of the sum of private wills with the sum of general interests. The largest difference between Rousseaus social contract and Hobbes is the state of nature. For, as previously stated, Hobbes state of nature between men was that of war and diffidence. Additionally, Hobbes believes that social order is a state of nature. Yet, Rousseau diverts from Hobbes on this matter. At the onset of his book, Rousseau notes that although the social order is sacred it is not a natural order. In addition, Rousseau explains that the state of war cannot exist solely between individuals, but a private war is one between two states. In such a case, individuals are enemies only due to the nature of war, not due to the nature of mankind. This gap is the primary reason that Rousseau and Hobbes social contracts differ. For, Hobbes social contract is pendent on the natural, perpetual state of war between men. Because of such a state, Hobbes feels that it is necessary to implement the strongest form of government, Monarchy. Accordingly, because Rousseau does not believe in t his natural state of war, he finds the people more capable of reasoning the publics best interest. Thus, he relies on the general will of all to determine the actions of the governing body. Despite this difference, Rousseaus social contract is very similar to that of Hobbes. They each are rooted in the principle of a divided kingdom cannot stand. It is clear that Hobbes social contract upholds said principle for it is based on the premise of the one sovereign leader. Additionally, Rousseaus social contract unifies the kingdom differently. For, according to Rousseau, the unity of the citizens lies in their general will. Thus, the government will act in a manner favorable to the general will and accordingly, the public is united. Hobbes Leviathan: Parts 1 and 2, presents a moral code of conduct established through prudence and science. His proposed commonwealth attempts to protect men from one another by unifying a group of subjects under one sovereign leader. His theory, however, does not account for potential lunatic dictators who incur mass genocide on their people or develop a state of divided classes, with an extremely impoverished lower class and an unnecessarily wealthy upper class, or overall misuse of their ultimate control. Yet, Rousseaus social contract has its negative points too. As Rousseau admits, the public does not have the intellectual capability to rationalize the general good. Individuals may maintain the best intentions of determining the general will, yet each response will be skewed. Thus one needs to take into account only their intentions; yet, it is impossible to accordingly determine the general will. Hence, neither Hobbes nor Rousseaus social contract is perfect.

Women As Victims Feminist Theories Sociology Essay

Women As Victims Feminist Theories Sociology Essay The feminist theory is based on the woman description, their human experience, and the crisis they face in the patriarchal society. It seeks social change in stopping the neglect and women subordination. In this regard, the experiences of women in the society are at the center of feminist theory. Most feminist theory believe that gender is a central component of life, and effects women in different ways and it should be well addressed in the various aspects of life. Patriarchy is an ideology that the society is under the rule and domination of the males ideas. In that view, society has laid structure and values that subordinate the women. The concept of patriarchy first is based on the value of male status achievement. It argues that males hold the high status roles. In this regard, women are in a lower positions either in responsibility or production , and they appear inferior to men. This form of patriarchy leads women powerless in determining the course of their lives. It leaves a considerable number of women vulnerable to domestic violence. The status inferred to them subjects them to suffering. In the book, Saving Bernice: Battered Women, Welfare, and Poverty, Bernice, an actual client of Jody Rapheal, suffers under the welfare institution, which abuses her. She is victimized in an attempt to liberate herself and children from the experience of battering. She faces numerous problems in an attempt to free herself from the batterer. Feminists hold that the patriarchal values, which have taken roots in the society, are responsible for the victimization of women. They hold that these values and cultural practices have subjected many women to suffering and victimization through domestic violence. The value of male dominance in patriarchy is also argued to play a significant role in the suffering of women. Feminists believe, dominance resides in males, and women have faced it in order to get their way. In lewd of this everything is male thought based which gives men power because women circumstances are not a consideration in some aspects of life which makes it hard for females. This has given men the way to be heavily involved in domestic violence and continue it. The sufferings of Bernice, an actual client of Jody Rapheal, in the book, Saving Bernice: Battered Women, Welfare, and Poverty, can be viewed as a product of patrichary , which subjects her to suffering as she seeks to free herself from domestic violence. The author notes that, domestic violence causes the victim to be vulnerable to the welfare bureaucracy. The author also talks about hurdles her client Bernice had to face to escape the abuse she faced. The text brings out clearly the many hurdles that women of the day face to escape, and be self-sufficient. As discussed in the slides, under feminist analysis, the society has reinforced patriarchy. This has led to women being denied the power of decision-making. This may be the reason responsible for the sufferings of women in society The slides also present the feminist view that many societies have had problems in defining woman battering as a crime problem. This form of context paves a way for the male dominant gender to have more power, and liberty to engage in this criminal behavior. The feminists theories view social institutions, such as family, job, churches, and other to be responsible for maintaining violence. As discussed in slides, the liberal feminists advocate for women to engage in the labor market as opposed to taking dominance in traditional roles of childcare. Notably, they feel that the traditional family as a social unit has subjected many women to suffering through women dominance in childcare, and the violence that takes place in the family. The slide on Marxist feminist argues that womens labor is reproductive and not productive; therefore, not creating surplus value because of their reproduction ability. According to Marist feminist capitalism is the evil. In capitalist nations, women are abused whenever they are deemed as reproduction tools to produce the labor for the next generation. The slide on radical feminism equally portrays a number of practices, which are practiced in the social institutions, such as, family, relationship and child rearing. Radical feminists argue that male power has been reinforced through numerous practices maintained by these institutions. The slide also mentions the practices of housework, marriage, child rearing involving women. As a result of this women end up abused by these institutions, by being allowed and sometimes must to take on some of the practices in certain ways, which subordinates them to their male counterparts. Feminists believe, the social patterns and institutions in the society play a critical role in affecting the efforts of women to seek to free themselves and their children from social and physical oppression. Social institutions such as the family and home matters maintained within the structures of patriarchy are said to affect the lives of women. This is because men establish the norms and values and beliefs in these social institutions. In addition, laws are as well established by men, which makes it harder for women to leave their violent partners legally. For example, in class we discussed when women attack their violent partner in seemingly harsh ways when the abuse wasnt currently and physically happening to the male made legal system this would be murder and not a act of self defense and survival. (Tandon 2008 p.123). In conclusion, the role of patriarchy in controlling women in society, and its influence on the domestic violence is very complex. social institutions encourage as well as sustain violence against women. Whether it be because of gender inequality, a view of liberal feminist. Economic class and their role in production and reproduction, which is a Marist view or lastly which in my opinion it is the most accurate and should not be view as radical because the word radical is viewed unconsciously negatively most of the time that male power is exercised through social intuitions, and jobs women general have in a family setting. However I dont not think all men are responsible of this but rather the system that was made by men by not meant to be it primary job condones difference between male and female ideas which eradiate hurdles that female have to make all of which is just an indirect outcome that was not foreseen.

Marketing Strategy Implementation in Higher Education Essay -- higher e

The scholarly article which I selected to review addressed the strategic implementation of marketing initiatives within international higher education entities (Naidoo & Woo, 2011). This article was of particular interest to me due to its specific focus on marketing within higher education entities (HEI’s). The authors focused their research on 10 universities which recruit international students; specifically, on 570 questionnaires from mid-level marketing managers responsible for strategic implementation of marketing initiatives. (Naidoo & Woo, 2011, p. 1117) The authors note the disparity in success between HEI’s in addressing the international student market, and raise the implied question of whether differences in successful strategic implementation could be contributory. This study focuses on strategic implementation, as contrasted with strategic formulation, as a driver for marketing success. The premise of the authors is that by focusing on the factors whic h influence successful strategic implementation, HEI’s can enhance marketing program success. In addition to highlighting strategic implementation as a marketing success factor, they emphasize the value of a higher education focus in their research. Although this business category has achieved prolific growth in recent years, most marketing research has been focused on a general business environment. The research found that strategic implementation is viewed by marketing management as operations-driven in nature. The authors uncovered 4 primary constructs from their data: implementation related outcome variables, dimensions of commitment, strategy factors and role factors. (Naidoo & Woo, 2011, p. 1122) Put in simpler terms, the authors identified strategy commi... ...ting program success. They have demonstrated that mid-level marketing managers within Higher Education view individual commitment to the selected strategy, as well as the perceived significance of their role in implementation, as critical factors to role performance, and ultimately program success. Suggestions for follow up may include a closer analysis of successful and less successful HEI’s, to further understand how these factors influence the success or failure of these organizations’ marketing programs. Works Cited Kotler, P., & Keller, K. (2012). A framework for marketing management. (5 ed.). Upper Saddle River, NJ : Pearson Hall. Naidoo, V., & Wu, T. (2011). Marketing strategy implementation in higher education: A mixed approach for model development and testing. Journal Of Marketing Management, 27(11/12), 1117-1141. doi:10.1080/0267257X.2011.609132

RIP American Motors: 1954-87 :: Free Essays Online

RIP American Motors: 1954-87 In the early 1900's, automobile manufacturing was a growing business. Independent automakers such as Auburn, Hudson, Nash, and Studebaker served a focused market, catering to small car drivers, not covered by the "Big Three" makers: Ford, General Motors, and Chrysler. Many of these independent automakers saw their last days during the Great Depression. After World War II, there was just a handful left. American Motors was formed by the merger of two of these independents: Nash and Hudson. Nash President George Mason and Vice President George Romney saw the inevitable, to survive, the independents had to merge. Mason first talked to Packard who could not agree to a merger. After Mason tired of Packard's reluctance to join, he approached his second choice, Hudson. Hudson President, A.E. Barrit saw that Hudson was quickly losing money and decided that a merger would be the best course of action. On May 1, 1954, Nash and Hudson joined, forming American Motors. (Foster 11) Mason was named chairman of the board, president, chief executive officer, and general manager. His assistant George Romney was named vice president, and Barrit became a director of the company. For the first year of production, all of the old Hudsons were dropped, either for being dated or just not doing well in the market. The all-new Hudsons were based on existing Nash bodies with design features to keep them different. All Hudson production was also moved out of Detroit into Nash's main plant at Kenosha, Wisconsin. In October, six months after the merger, Mason fell ill and unexpectedly died. The next day, Romney assumed all of his titles and responsibilities. At the end of 1955, American Motors closed its West Coast plant at El Segundo, California, and moved all production to Kenosha. This move increased production, but still ended the year with a loss of $6.9 million. (Foster 18) The 1956 model year brought out a new car, The Rambler. This was not a new name, but the car came out with no mention of Nash or Hudson. The press raved the new Rambler with its improved power, larger interior, and smoother steering. The rest of the American Motors line however, still carried the dated styles of 1952.

Essay about Curley’s wife -- English Literature

Essay about Curley’s wife Curley’s wife is the only female character in the novel Of Mice of Men; Curley’s wife is never given a name and is only referred to in reference to her husband. Like the other people on the ranch, she is very lonely and has dreams of a better life which never come true. The author John Steinbeck introduces Curley’s wife in a symbolic ness way, this is shown when George is talking to Lennie about the dream and when Curley’s wife first meets both the men. â€Å"Both men glanced up, for the rectangle of sunshine in the doorway was cut off. A girl was standing there looking in.† The symbolic ness of the word sunshine is hope, freedom, happiness and dreams. This foreshadows that she may cause trouble or come in the way and could ruin it all for Lennie and George. Steinbeck also describes her as a ‘girl’, which tells us that she is very playful, childish and vulnerable. Curley’s wife is trying to make her self attractive by applying make up and dressing up as if she was going to a party. This is clear shown as Steinbeck describes her â€Å"She had full, rouged lips and wide-spaced eyes† This suggests she is trying to be provocative and incongruous. Curley’s wife also wears red, red gives the symbolic ness of danger and seductiveness. Curley’s wife is described â€Å"Heavily made up. Her fingernails were red. Her hair hung in little rolled clusters, like sausages. She wore a cotton house dress and red mules, on the insteps of which were little bouquets of red ostrich feathers.† Again the red on her fingernails and the red mules are symbolic to danger. Steinbeck is again suggesting that women are trouble makers who ruin everything for the men. Curley’s wife is in a ranch and she dresses up as if... ...alk.† Steinbeck is clearly suggesting that not a single person would trust each other on the ranch. The presentation of Curley’s wife’s death was astonishing due to the way Steinbeck described her after the death. Steinbeck is suggesting that she was under pressure, trying to gain attention and she was mean. Steinbeck described her as she was â€Å"the meanness and the planning’s and the discontent and the ache for attention were all gone from her face. She was very pretty and simple, and her face was sweet and young† This suggest that she was under pressure all the time but when she died everything was just normal. It also suggests that the entire ache for attention was just gone and a simple beautiful woman was lying dead. Overall Steinbeck is suggesting that all the characters are cruel because they’re powerless and they all want to exercise their power.

BTEC Apprenticeship Assessment Workbook Essay

1. The apprenticeship and your role In this induction section you will show that you understand the employer/employee relationship and what someone who works in the health and social care sector is required to do. The Workbook will help you to show that you follow agreed ways of working. KNOWLEDGE AND UNDERSTANDING Task 1 WorkSkills: Unit 1: 1.1, 1.2 Task 1a Complete the spider diagram below to show that you understand what each component of the Apprenticeship is for and how it is assessed. †¢ In each box, for Number 1 say what the component is for. Read more: Explain the principle of informed choice in child care essay Diploma 1. Generic, dementia and learning disability. alongside other components. 2. Checked by the assessor Employment Rights and Responsibilities 1. ERR BTEC 1. Social care level 2 and 3 2. Checked by the assessor 2. Checked by the assessor alongside other components. Apprenticeship components alongside other components. Key/Functional Skills 1. 2. Functional skills English, Math Checked by the assessor alongside other components. Personal, learning and thinking skills 1. Skills for working life 2. Checked by the assessor alongside other components 2 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care †¢ For Number 2 say how it is assessed. Types of assessment are given in a list below. Choose the most appropriate one or two. Assessment methods: †¢ portfolio †¢ online test †¢ paper-based test. One example has been done for you. WorkSkills: Unit 1: 3.1, 3.2 ERR/WorkSkills: Unit 3: 4.1, 4.2, 4.3 1 Task 1b In the table below write a list of different careers that you could aim to have after your Apprenticeship. In the second column, write in where you could get advice about how to progress on this career pathway. In the third column put two possible routes for this career path. An example has been done for you. Career Nurse Where to ï ¬ nd advice NHS careers advice website (www.nhscareers.nhs.uk/nursing.shtml) Union website (www.unison.org.uk/healthcare/nursing/education) Progression routes 1. Level 3 BTEC 2. University Care Assistant Care Assistant advice website (www.careruk.orgs) 1. Level 2 NVQ Diploma. 2. BTEC Level 2 Diploma Senior Care Assistant Senior Care Assistant advice website 1. Level 3 NVQ Diploma 2. BTEC Level 3 Diploma Manager Care Assistant Manager Care Assistant advice website 1. Level 5 NVQ Diploma 2. College Original text and illustrations  © Pearson Education Limited, 2011 3 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 6:1.1 Diploma: Unit 6:1.1 Task 2 Task 2a For each of the ï ¬ gures below, ï ¬ ll in the box for who you have personal or working relationships with and the box on why. An example has been completed for you. Personal relationship Who? Why? Family Love Enemys Friends Ignore Friendship Working relationship Who? Why? Colleagues Managers Residents Team working Supervisory Between professionals BTEC: Unit 6: 1.2 Diploma: Unit 6: 1.2 Task 2b The table below lists different types of relationship. For each type, write what the relationship is. An example has been completed for you. Relationship type Supervisory Colleagues Between teams Between professionals With others Example e.g. Me and my manager Me and other care assistants Me and other staff members Me and the residents Me and their family 4 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care BTEC: Unit 4: 3.1, 3.2 Unit 5: 3.1, 3.2, 3.3 Unit 7: 5.5 Unit 9: 2.2 Diploma: Unit 7: 5.4 ERR/WorkSkills: Unit 3: 1.1, 1.2, 1.3, 1.4 Task 2c i) Below are some case studies of problems at work. Select the aspect of employment law that each one relates to from this list. Aspects of employment law: †¢ discrimination †¢ working hours †¢ holiday †¢ sickness absence and sick pay †¢ data protection †¢ health and safety. 1 1 Salina was told that because of stafï ¬ ng shortages she would be expected to cut short her holiday this year. Aspect of employment law: 2 Although he was more experienced, Marc believes that he did not get promotion because of his sexual orientation. Aspect of employment law: 3 Melanie has not yet attended the moving and handling of people training but has been asked to help someone with limited mobility into their bed from a chair. Aspect of employment law: 4 Gina overheard staff discussing private information about her which she had shared with her supervisor. Aspect of employment law: Original text and illustrations  © Pearson Education Limited, 2011 5 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 ii) List the main features of current employment legislation: †¢ †¢ †¢ †¢ iii) Complete the following sentence: Employment legislation exists because †¦ PLTS: IE3 iv) What kinds of information and support are there to help you with Employment Rights and Responsibilities? Complete the list below. An example has been done for you. †¢ HR department †¢ †¢ †¢ †¢ †¢ †¢ What kinds of information and support are there to help you with Employment Rights and Responsibilities? 6 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care BTEC: Unit 8: 1.2, 1.3 Diploma: Unit 8: 1.1, 1.2, 1.3 Task 3 Produce a leaï ¬â€šet about health and safety for new starters at your workplace. You can ï ¬ ll in the example shown below or do your own, following the same structure, to give to anyone starting work. 1 HEALTH AND SAFETY IN OUR WORKPLACE There are many pieces of legislation that relate to health and safety. The main ones include: †¢ Health and Safety at Work Act 1974 †¢ †¢ †¢ †¢ The main points of health and safety procedures that affect you are: †¢ Dealing with accidents and injuries †¢ †¢ †¢ †¢ Everybody in the workplace has responsibility for health and safety. You Look after your own health and safety Your Employer Provide training where necessary Others Look after their own health and safety Original text and illustrations  © Pearson Education Limited, 2011 7 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 Task 4 BTEC: Unit 6: 2.2, 2.3 Diploma: Unit 6: 2.2 WorkSkills: Unit 1: 1.3 Task 4a It is important to be clear about the agreed ways of working in your organisation. i) Using the table below, complete the list of the documents that set out details of your employment. For each document on the list state where it is stored and how it can be accessed. Your assessor may ask to see the documents on their visit but you do not have to photocopy them. The list has been started for you. Fill in the blank spaces with any other documents. Exactly which documents are included on your list will depend on your organisation. It might include any of the following: †¢ health and safety policy and procedures †¢ equality and diversity policy †¢ policy on conï ¬ dentiality and data protection †¢ policy on harassment, bullying and conï ¬â€šict management. Documents setting out relationship with employer Job description Grievance procedure Employee handbook Contract of employment Apprenticeship Agreement Where they are stored/how to access Company website/from HR page ii) Why is it important that you have access to up-to-date versions of these documents? iii) What is the purpose of the Apprenticeship Agreement? 8 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ERR/WorkSkills: Unit 3: 2.1 Task 4b Complete the following information about your role. My working hours are: 1 My place of work is: If I cannot attend work I should: If I am sick I should: If I am still sick after †¦.. days I should: If I continue to be sick my employer will: My sick pay entitlement is: My notice period is: Original text and illustrations  © Pearson Education Limited, 2011 9 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 My probationary period lasts for: During probation, my notice period is: BTEC: Unit 2: 1.1,1.3 Unit 6: 2.2 Diploma: Unit 2: 1.2. 1.3 ERR/WorkSkills Unit 3: 2.5 Task 4c Complete the following examples to show how and when you have complied with policies and procedures in your workplace: i) To maintain my organisation’s good reputation I have: If I do not do this the consequence is: ii) To comply with my organisation’s health and safety policy and procedure, I have: If I do not comply the consequence is: iii) To comply with my organisation’s equality and diversity policy and procedure, I have: 10 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care If I do not comply the consequence is: 1 iv) To comply with my organisation’s conï ¬ dentiality and data protection policy and procedure, I have: If I do not comply the consequence is: v) To comply with my organisation’s policy on harassment, bullying and conï ¬â€šict management I have: If I do not comply the consequence is: vi) Ways in which I make sure that my personal attitudes or beliefs do not affect how I work with people using my services or with my colleagues include: †¢ Reï ¬â€šecting on my own work †¢ †¢ †¢ †¢ Original text and illustrations  © Pearson Education Limited, 2011 11 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 ERR/WorkSkills: Unit 3: 2.4 Task 4d i) What personal information should you keep up to date with your employer? †¢ Phone number †¢ †¢ †¢ †¢ †¢ ii) Why does your employer need to have this up-to-date information? BTEC: Unit 6: 2.1 Diploma: Unit 2: 1.1 Unit 6: 2.1 ERR/WorkSkills: Unit 3: 3.1, 3.2, 3.3, 3.4 Task 4e i) What is your role? You need to show that you understand what your job description means for you. Where there are job titles (for example reports to †¦ , responsible for †¦ ) you need to list the names of the actual people. Where it lists your duties, provide an example of what you should do. You can either write the information on a copy of your job description or complete the table below. The job description says . . . What this means is . . . 12 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ii) How does your role help to improve the service provided for the people who use your organisation? 1 iii) Complete the spider diagram below to show how your role links to the wider sector. An example is completed for you. e.g. local mental health team refer people to my centre My role . . . Original text and illustrations  © Pearson Education Limited, 2011 13 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 Representative body UNISON iv) The table below lists some of the representative bodies in the health and social care sector. Complete the table showing their roles and responsibilities. Role in the sector Skills for Care and Development British Association of Social Workers Care Quality Commission Criminal Records Bureau v) Why is it important that you do not carry out tasks which are not part of your own job description? ERR/WorkSkills: Unit 3: 2.3 Task 4f i) What happens when things go wrong? Give an example of something that could be handled within the grievance procedure: 14 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care ii) Look at the grievance policy of your organisation. Do a ï ¬â€šow chart to show each step of the process that should be taken. You may add more boxes if you wish. 1 ERR/WorkSkills: Unit 3: 2.2 Task 4g Do you know where your money goes? Annotate one of your pay statements with an explanation of what each section covers. BTEC: Unit 5: 1.1 Diploma: Unit 4: 1.1 PLTS: IE1 Task 5 Task 5a Duty of care is an important idea when working in health and social care. Choose which of the statements below you think are true. 1 a) Duty of care is a legal obligation. b) Duty of care is not a legal obligation. 2 a) You are required to work in the best interests of the person using the service. b) You are required to work in the best interests of the service provider. 3 a) You must carry out care only within the limits of your role. b) You must carry out any type of care the individual requests. Original text and illustrations  © Pearson Education Limited, 2011 15 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 5: 1.2 Diploma: Unit 4: 1.2 PLTS: IE2, IE6, EP3, EP4 Task 5b Complete the spider diagram below showing how duty of care affects your own role: I am accountable for my decisions and actions How duty of care affects me BTEC: Unit 5: 2.1, 2.2 Diploma: Unit 4: 2.1, 2.2 Task 5c i) Sometimes you will come across problems where an individual’s wishes go against your duty of care for them. For example, an individual may want to do something that could cause them harm. Write down an example of when this has happened in your workplace. 16 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care Remember that in order to meet conï ¬ dentiality requirements you must not include any information which will identify individuals. 1 ii) When you have a problem like this, there are many places you can go for advice and support. List three of them below. 1. 2. 3. ERR/WorkSkills: Unit 3: 5.1, 5.2, 5.3, 5.4 Task 6 i) The health and social care sector is often in the news. List three occasions when concerns have been raised about the sector. Check in newspapers or on the internet. †¢ †¢ †¢ ii) For one of your examples, ï ¬ ll in the table below showing how three different people might feel about the event. Management of the service involved Relative of the person involved Person who works at the service involved (for example care worker) iii) How do you think negative coverage of the health and social care sector changes the views of the public about the sector? Original text and illustrations  © Pearson Education Limited, 2011 17 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 a) Do they feel more or less positive about people who work in the sector? b) Are they happy with the service they or their relatives are receiving? iv) Have public concerns about the health and social care sector and the way services are delivered made any changes to your workplace? BTEC: Unit 2: 1.2, 2.1, 3.1, 3.3 Diploma: Unit 2: 2.1, 3.1 PLTS: CT6, RL5, CT3 Task 7 i) It is important to consider your personal development. Throughout your Apprenticeship, your assessor and manager will encourage you to think about or reï ¬â€šect on what you do at work. How can reï ¬â€šection help you to develop your knowledge and skills? 18 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care It is important to consider your personal development 1 ii) Describe a learning activity that improved your own knowledge, skills and understanding. iii) What did you learn? Original text and illustrations  © Pearson Education Limited, 2011 19 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 iv) Where can you go for support in your learning and development? v) This is a template for a Personal Development Plan. Below it are statements about what you should put in different sections. Match each statement to the correct section of the plan. Personal Development Plan 1. Review of strengths and weaknesses relevant to current and future roles 2. Learning topic to be targeted in the plan and how the learning will be used Name: 3. Knowledge to be learnt 4. Skills to be learnt and developed 5. Learning activities and dates 6. Assessment and dates 20 Original text and illustrations  © Pearson Education Limited, 2011 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care Insert the number of the correct section of the plan next to each description. This space should include a brief description of the area the person will be trying to develop and what difference the learning could make to their role. This space should include detailed information about which skills the person will develop. Objectives should be SMART (speciï ¬ c, measurable, achievable, realistic and time-bound). This space should include a description of what the person does well and where they do less well in the job. It should be based on evidence. It should identify changes in the job and possible changes in career and the relevant strengths and weaknesses of the individual. This space should include target dates for achievement and space for the comments of the person and their manager to assess the success of different objectives. This space should include detailed information about what knowledge the person will gain. Objectives should be SMART (speciï ¬ c, measurable, achie vable, realistic and time-bound). This space should include a description of any learning activities the person will do, what knowledge and skills they will gain and when the activities will take place. You will need to complete your own personal development plan. If your workplace does not have its own template, you may want to use the one above. You should complete the plan together with your manager. 1 Original text and illustrations  © Pearson Education Limited, 2011 21 BTEC Apprenticeship Assessment Workbook Level 2 Health & Social Care 1 BTEC: Unit 2: 3.2, 3.4 Diploma: Unit 2: 2.2, 3.2, 3.3, 4.1, 4.4 WorkSkills: Unit 1: 2.1, 2.3 Unit 9: 1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5 PLTS: EP4 EVIDENCE GATHERING In this activity you will identify an area of your work that will capture evidence of how you operate as a team leader. Your assessor will help you to identify suitable items of evidence. You need to gather evidence of activity within areas of your work to demonstrate: that you can complete a personal development plan and assess your own knowledge and skills. Suggested evidence may include: †¢ completed personal development plan †¢ diary or reï ¬â€šective account of your own learning †¢ witness testimony from manager about your participation in the process of building a personal development plan. Your assessor may wish to ask you some follow-up questions on the personal development plan process. These may include the following: †¢ How should you agree a personal development plan? †¢ What are the beneï ¬ ts of a personal development plan? †¢ Why should you meet deadlines and be organised? †¢ How has a learning activity improved your knowledge, ski lls and understanding? †¢ What happens if you do not complete learning on time? 22 Original text and illustrations  © Pearson Education Limited, 2011

‘Billy Liar’: Which of Billy’s three girlfriends is best suited to him?

The play ‘Billy Liar' concerns a nineteen-year-old boy who has three girlfriends. The Fisher family live in a typical lower middle class house in an industrial town in the north of England. The furniture is quite new but of dreadful taste. The Fisher family is very dysfunctional. The family consists of: Billy, a compulsive liar, who uses sarcasm to try and show his intelligence. He seems to be confused about life in general and is also very lazy. Billy is very intelligent. We know this, as there is evidence of this throughout the play. Billy has three girlfriends, I think this a signs of irresponsibility and that he is not very mature. Billy's mother, Alice, is a housewife. She is constantly fussing over Billy and mothering him. An example of Alice mothering Billy is ‘how do you mean? A job in London? What job in London? ‘ questioning Billy because she worries about him. Maybe this is one of the causes of Billy's many dilemmas. Alice seems very easy going. Geoffrey, Billy's father, does not have a good word to say about Billy. He does not trust his son one bit and has no faith in him. Geoffrey has his own business and he also has an obsession to saying the word ‘bloody'. Finally, there is Florence. This is Billy's Grandmother, Alice's mother. She is extremely racist and also forgetful. She is forgetful. She is almost senile and throughout the play she is found rambling to herself. She blames Alice for Billy being spoilt. At the beginning of the play when Billy is discussing Barbara with Arthur, he seems unbelievably sexually frustrated. He has had a plan to seduce Barbara by using a ‘passion pill'. Barbara is a girl of about nineteen who is large and well built. This gives the impression that Barbara is relatively old fashioned and prudish. Barbara has strong morals and refuses to have sex before marriage. We know this as in one part of the play Billy puts is hand on Barbara's knee (after she has taken the passion pill) and Barbara says ‘it seems†¦ indecent, somehow' this certainly makes Billy sexually frustrated. Barbara is very gullible. We can tell this because she believes all of Billy's lies. Also Billy's mother approves of Barbara and thinks she looks respectable. When Billy greets Barbara her reply ‘hallo, pet. ‘ Is spoken callously and flatly. This gives the impression that her feelings for him are not as strong as she believes them to be. Billy also tells Barbara more lies such as ‘Oh yes, I made all the furniture', and ‘ she might have to have her leg off' (talking about Florence) which Barbara again believes. One thing that Billy and Barbara have in common is that they fantasize extensively. Evidence of this is the way that they plan together their dream cottage in Devon with a little Billy and a little Barbara. They have really planed this in minute detail, down to the colour schemes and garden plans. My personal opinion is that Barbara has a greater passion for oranges than for Billy and is constantly eating them. Barbara and Billy address each other using pet names such as ‘pet' and ‘darling'. This shows some sense of relationship between them. Billy gets so frustrated at Barbara's addiction to oranges and lack of passion that he picks up her bag of oranges and, in total fury, throws it across the floor. Barbara is exceptionally helpful when she visits the Fisher household. She does the dishes and is egger to help Alice. This makes her seem incredibly domesticated. Alice thinks really highly of Barbara. I know this because she says ‘I'm glad he's found himself a nice sensible lass for once. I think Barbara and Billy are suited in one way because they both fantasize but in many other ways they are not. Barbara has some direction and plan to her life while Billy has no direction at all. Barbara has very strong morals; she does not believe in sex before marriage or in mixed sex holidays but Billy certainly does. I do not think that Barbara and Billy are well suited at all.. The y obviously do not love each other. Rita is first introduced in a phone conversation between herself and Billy. In the conversation Rita is being very forceful and she puts Billy on the defensive. While this phone call takes place Barbara is in the house. Rita wants her engagement ring back, the ring Billy has given to Barbara! This shows that he does not have respect for either of the girls. He is desperately trying to get the ring back off Barbara to return to Rita who is very annoyed. Rita is a small girl with blonde hair. She is seventeen years old but ‘dresses to look much older'. She is ‘common and hard' and works in a snack bar. When Rita is first seen she is coming to claim her ring back from Billy. As soon as she enters the garden, she instantly insults Billy, saying to him ‘look what's crawled out of the cheese'. This gives the impression that they do not really have any affection towards each other. When Billy tells her one of his extravagant lies Rita is not as gullible as Barbara. Billy and Rita do not have mutual respect in their relationship. You can tell this in their language and tone of voice. Despite all the negative points in their relationship, there is definite sexual chemistry and physical attraction. I know this because Billy attempts to quieten down Rita by kissing her passionately and, sure enough, Rita responds to this by kissing him back. Yet Rita threatens Billy by saying that her father is not happy that she has not got her ring back. I think she is trying to blackmail Billy here. Rita eventually leaves extremely angry and without a ring. She has left Billy in a predicament because has threatened that her father will come and sort him out! Later that day Rita returns to the Fisher house. She is now furious. She does not knock before going in. This is extremely rude. Rita is not intimidated by older people we can see this in the manner in which she talks to Billy's mother. While talking to people Rita frequently mocs the way they talk. She comes up with some amazing insults and dishes them out, one being ‘squint eyed, bow legged, spotty snotty nosed streak of nothing'. She directs this insult Barbara. She does not think much of Barbara at all. She says that Barbara needs to wash her ears because she has got ‘carrots growing out of them'. This means that she thinks that Barbara is naive and stupid. She is probably right in thinking this. I do think that Rita and Billy are suited because there is a definite sexual attraction between them. Yet that is all they have in common because they are both from different back rounds. Rita comes from quite a rough back round and this is probably the cause for her acting in the way that she does. Billy comes from a lower middle class up bringing. Billy's mother definitely would not like Billy marrying Rita as she would not fit in with their family. We do not meet Liz until the very end of the play. I like this aspect of the play because we hear about Liz very near the beginning of the play so this leaves a bit of mystery surrounding her character. At the beginning of the play Arthur makes a remark about Liz's skirt. He says ‘it's about time somebody bought her a new skirt'. He refers to her as ‘scruffy Lizzie' that agrees with comments that Alice makes about her. She says ‘that scruffy one' and also ‘her in that mucky skirt'. The play ‘Billy Liar' was written in the 1960's. We can see evidence in the way that society's view of women in the way that people think through the play; Alice's opinion of Liz's skirt which now seems to be a very old fashioned view. Also we can see how society has changed in the way Barbara views sex before marriage and mixed sex holidays. This also fits with the class Barbara comes from. Liz is a free spirit who travels around the country from job to job. Maybe this is why people cannot relate to her or regard her as a threat. During the time of which the play was set, people tended to stay within their own locality. Despite everyone making rude remarks about Liz, Billy seems to have genuine feelings. During one part of the play Barbara is talking to Alice about Liz and she says that ‘she used to put a lot of ideas into his head'. Possibly she is jealous of Liz, because she knows that Billy still has feelings for her. So she is trying to ensure that Alice does not like Liz. Right at the very end of the play Liz enters the scene with Arthur. Although Liz is about the same age as Barbara and Rita she has maturity and ‘self-possession'. She is dressed casually and is, infact, not as scruffy as we have been led to believe. She is not particularly pretty but is obviously a girl of ‘strong personality'. When she comes into the scene they just make polite conversation and Billy asks Liz when she got back. He seems hurt that Liz had not phoned him. After Liz and Billy have been talking for a while, Liz gets the idea of going away to London with him. Billy gives the impression that he definitely wants to go to London with Liz. When Billy tries to lie to Liz he cannot quite go through with it. Liz is a very good judge of Billy's character. Despite this it does not stop her from loving him. Liz gets the bizarre idea that she wants to marry Billy. She does not want to get engaged and she does not care about getting a ring, unlike Barbara and Rita. Billy and Liz seem to share the same dream. Billy loves talking to Liz. We can see this in the length of his of his speeches. At the end of act three, we can see that Liz is more optimistic than Billy. She makes her mind up about going London. She is sure but Billy is unsure and to some extent pessimistic about going. Liz just makes her decisions on impulse. Liz and Billy get along really well and enjoy each other's company. They have interesting conversations in which they are both fully involved. It seems as if they are sole mates. But maybe they would be suited better as just good friends. I do not think any one of the three girls is really suitable for Billy. Billy has things in common with each of the girls. Barbara and Billy both fantasize, Billy and Rita have a lot of sexual chemistry between them while Billy and Liz can talk to each other very well. But Billy has big relationship issues. He cannot commit in a relationship; he shows this in the way that he decides not to go to London at the end of the play. He cannot make decisions; he shows this numerous times throughout the play and one of his main goals should be to stop lying! I think Billy could learn to love each of these girls. But I am unsure he would be able to live with them or get married. Billy cannot keep still; he cannot stick to one girl; he cannot make a sensible decision. Billy is highly intelligent but his inability to make decisions stops him getting anywhere in life.