Argo Case Study Leadership Analysis Essay Example | Topics and Well Written Essays - 3000 words

Argo Case Study Leadership Analysis - Essay Example In addition, they have noted some areas that are certainly in need of improvement. This report addresses each. 1. Part A - Leadership Criteria: From the case study of ARGO, select ONE sub criteria from the Leadership section and assess it using the RADAR methodology and EFQM requirements of the Leadership criteria. 1.1 Two Strength areas (things ARGO did well as related to applying the requirements stipulated in the criteria or the RADAR) Let us consider section 1 d of the leadership portion of the case study. This section details that ARGO leaders are to reinforce a culture of excellence with the organization’s people. As of recent assessment, it was felt that the manager were not living up to this part of the vision, partly because they themselves felt cut off from the corporate culture of ARGO. This was understandable, but certainly an area that could be improved upon. One strength area that was implemented rested in the CEO of the company taking two days in February to hos t a retreat style event over two days. This event provided the entire company a chance to connect with its various leaders and to be reminded of the corporate vision of ARGO. The nature of the work that the company is quite stressful, and given the remote location of many of the job sites, disconnect can often set it. These events provide an opportunity not only for the CEO to share what has been happening in the company, but also to hear from various managers about aspects of the business that need improving. In this sense, the company has done well an deploying a system of enablers, under the RADAR logic of the EFQM model. Rather than simply sending out corporate memos that dictated company policies on a continent wide scale, the company has enabled its respective managers to carry out leadership functions based on their own unique situations, as long as they within the company vision. By meeting together once a year, in a strategic environment, the company is further enabling an atmosphere of teamwork and congeniality to be developed that should serve to enhance the quality of relationships experienced by all employees. A second strength exhibited in this area involves the change to have all managers leave their enclosed office and work out amongst their staff in an open plan layout. This puts the focus on the employees. It makes them feel that they are valued and important. In addition, it allows the manager to have a better grasp of the overall work culture in the office. You see, when a manager remains in a closed office, or even one with a strong open door policy, they cannot possibly pick up on the attitudes and feelings of their staff. They do not know the struggles that are potentially being encountered by the team, nor do they really know what is going well. By sitting amongst the staff, problems can often times be headed off before they emerge into serious situations. This also enables the managers at ARGO to truly reinforce a culture of excellence that is being talked about in this leadership section. When sitting in a closed office, the staff are not really able to see what the manager is doing. If things are not going well within the organization, the manager will be the one initially to blame because the staff will no see that they are truly performing their duties in line with the culture and vision of the company. This has been express before on EFQM self-assessments where the employees do not always believe

HIV virus Essay Example for Free

HIV virus Essay The HIV virus that causes AIDS is said to have originated from non-human primates i. e. monkeys and chimpanzees in sub-Saharan Africa and was later transferred into humans in the late 19th century. It is thus proposed that the origin of HIV is the Simian Immunodeficiency Virus (SIV) which affects monkeys given those strains of SIV found in monkeys and chimpanzees corresponds with those of HIV-1 and HIV-2 respectively and that it was transferred to human through Zoonosis. The spread of HIV from West Africa was concurrent with the development of colonial cities (Emlet, 20). AIDS has become a pandemic due its high rate of mutation or variation making it escape thus rendering drug therapy ineffective. Additionally, developing countries are facing a rapid and uncontrolled spread of AIDS. This is attributed to ignorance, poverty and traditions which makes majority of these people to indulge in unprotected sexual behaviors thus facilitating the high rate of spread of the virus. HIV is a retrovirus which is part of lentivirus that attacks’ the immune system and they take a long time before they can produce any adverse effects in the body where it stays in a latent form. Acquired Immune Deficiency (AIDS) is a condition that sets in when the Human Immunodeficiency Virus (HIV) has killed many T-helper cells in the white cells resulting to lower immune system which cannot resist infections. The characteristics of the virus are that they have many strains and mutates rapidly. This has made its cure to be difficult given that it does escape vaccines or treatment (Emlet, 32). An infected person will only test positive at a seroconversion point which is the level in which the HIV antibodies are detectable. HIV virus is transmitted through conduct of a mucous membrane or the blood stream with a bodily fluid containing HIV like blood, semen, vaginal fluid, breast milk or preseminal fluid. Possible causes of the virus are; unprotected sex with a person who is infected which either be oral, anal or vaginal. Use of contaminated needle especially drug users, blood transfusions, and mother infecting her child during pregnancy, labor or after delivery via breast milk and any other exposure to one of the bodily fluids (Emlet, 43). The effect of HIV virus is that it suppresses the T-helper cells by deranging or binding them together to the point that they become functionless thus not able to fight pathogens. Given that the immune system is down, the familiar AIDS complications like infections and neoplasm results. Consequently, further cell damage or cytopathy, oral health problems like candidiasis, kaposi’s sarcoma and AIDS dementia complex arises too. Moreover, it has the economical effect for it deprives the society its resources and manpower since the treatment for the disease is costly thus requiring a lot of money. The most common symptoms of the virus infection in their primary stages are; fever, aching muscles and joints, swollen glands, sore throat and malaise. Mononucleosis, recurring respiratory tract infections, prostatitis, oral ulcerations, tuberculosis, and pneumonia are later symptoms of the condition in view of the fact that the body defense mechanisms have been tampered with. In conclusion, the HIV virus has become a universal concern given that no cure, vaccine or treatments have been found which can deal with the epidemic. More research is being conducted on possible treatment and in the next twenty years, a solution could have been found. Continual usage of antiretroviral therapy, sex education and protected sex are key measures for dealing with AIDS (Emlet, 68). The research on a caraguard which is a microbicide gel derived from seaweed is believed to destroy viruses is being tried for prevention of the virus. The protein discovered within the T-cells which are attacked by the virus in order to suppress HIV replication thus there is hope for an effective treatment in the future.

Marc Forster’s Monster’s Ball Essay -- Marc Forster Monsters Ball Ess

Marc Forster’s Monster’s Ball Marc Forster’s Monster’s Ball is a depiction of one man’s journey to overcome his lifelong ignorance, but this seems to be the film’s only accomplishment. The grisly drama attempts to address pressing racial issues, but instead it creates a monstrous web of unanswered questions and unfulfilled plotlines cleverly masked by brilliant acting and cinematic beauty. The first half of Monster’s Ball revolves around a family of executioners responsible for the last days of a black death-row inmate. Billy Bob Thornton is striking as Hank Grotowski, a native Georgian who has spent his life following in his father’s footsteps both as a corrections officer in the state penitentiary and as a racist. Peter Boyle plays Thornton’s retired father and delivers a gritty performance that is a welcome change from his role as the wise-cracking Frank Barone on CBS’s Everybody Loves Raymond. Heath Ledger is Sonny Grotowski, Thornton’s son, a third-generation corrections officer who never lives up to the family’s tough-guy standards and dares to have black friends. Hank and Sonny are part of an execution team assigned to Lawrence Musgrove, a cop-killer skillfully portrayed by Sean Combs, whose impressive performance suggests that his acting career may have as much earning potential as P. Diddy’s current line of work . Thornton’s portrayal of Grotowski is flawless—his best since 1996’s Sling Blade—and helps one forget such disappointments as 1998’s A Simple Plan. He becomes Hank and leaves no trace of Billy Bob on the screen. Grotowski’s dialogue is limited and purposely lacks profundity, forcing Thornton to convey meaning through action. When Hank descends his front porch to meet his son’s two black friends with a s... ...m—when the â€Å"monster† himself, Lawrence Musgrove, is awaiting death. Chesse creates depth and parallelism between Lawrence and Leticia, bouncing back and forth between the activities on death row and in Leticia’s home. The scene is reminiscent of Dead Man Walking, but Combs’ Musgrove is a welcome departure from Sean Penn’s Matthew Poncelet in that Musgrove accepts his fate and doesn’t fight death. This allows him to be fully effective in conveying what is the film’s best line of dialogue as well as its main theme: â€Å"It truly takes a human being to really see a human being.† Monster’s Ball had the potential to be a gripping tale of love lost and love found, but that potential is lost in a sea of subplots that drowns the main narrative. Forster is left with a film that is little more than a star vehicle for Berry’s and Thornton’s most compelling performances to date.

Outline on the Effects of Reality Tv

Outline: Research Paper: Reality TV and its influence on the younger generation I. Introduction A. Media has a huge impact on how people truly see themselves, particularly in women and young female teens. Reality television has made the standards of beauty quite high these days and there is a definite change in society’s view on what is truly beautiful. Turning off the TV has simply become too hard when it comes to reality TV shows 1. Turning into their favorite movie star is becoming more normal than ever.Skipping meals to look like the girl on the cover of the magazine keeps many people wandering what other lengths girls will go to to look like someone else. 2. These reality TV shows are gruesome and harmful to one when they say, â€Å"Reality television is a relatively new fad in America that is sweeping the networks’ ratings and redefining programming altogether. Viewers cannot seem to get enough of the torture, embarrassment, temptation, and above all, drama of ot her regular, everyday people being placed in unrealistic settings and manipulated for the world to see†(Pontius).Leaving an everlasting affect, these shows do a lot of damage. B. Children consider makeup a necessity at a younger age. Reality TV has caused an obsession that is unavoidable. It is a crude form of entertainment, but so many people watch it and it becomes hard to turn it off. But why are people so interested? Somebody else’s lives and somebody else’s problems. 1. Women fighting over ‘their man’ 2. People trying to survive in the dessert 3. People suffering from drug addictions C. But they give off the wrong message to young girls.Though some TV programs support healthy lifestyle choices, viewers do not realize that these shows can easily damage one’s self-esteem and body image. The female audience needs to recognize the false reality of television and realize that the women on reality TV are in fact, nothing close to real. 1. Reali ty TV is powerful and influential D. Reality TV is the main source for eating disorders. Media exposes girls to anorexia and eating disorders. Girls see themselves as overweight when some are not even close to being overweight. 1. Bulimia is regurgitating food after overeating to rid them of the food. . Anorexia is not eating at all or eating very small amounts such as a small pile of lettuce. They are starving themselves to lose weight II. Eliminating reality TV shows will keep children from partaking in unprotected sex. A. Since 2005 teenage pregnancy rates have increased significantly 3. 5 percent. 1. Shows such as â€Å"Teen Mom† were created to show the hardships of teenage pregnancy and deteriorate children from wanting to have kids. Instead it has showed them having children is not the worst thing to happen to a girl. Having a kid ensure your boyfriend stays with you. . While teen pregnancy would have been a major issue 20 or more years ago, in today’s day and a ge it has become more common. â€Å"The MTV show 16 and Pregnant and its spin-off Teen Mom have fetishized teenage motherhood and, bizarrely, made it glamorous. 16 and Pregnant, a reality series that began last year, purported to show the hardships endured by teen mothers but somehow evolved into a soap opera in which the central figures, with badass boyfriends and bewildered parents, became intriguing figures – even figures to be emulated† (Want be American R3).Glamorizing pregnancy only intrigues young girls and makes it seem like something fun when it can change their life. B. Children are learning from what happens on TV. They learning it is okay to get pregnant before you complete high school 1. Kids learn from what they see when people say; â€Å"Therefore, the study of television fiction products specifically targeted at young audiences can contribute knowledge on what kind of images and portrayals of teenagers they will consume†(Munoz Fedele 133). When k ids see something happens on TV they are most likely to reenact what they saw in their everyday lives.C. As teens and young adults continue to feast their eyes upon these â€Å"real† teen pregnancy shows, the more the teen pregnancy rates increase. Kids also have mistaken this show for an excuse to experiment with sexual desires. While high school students are taught to abstain from sex in numerous health classes, they learn from MTV that a lot of teenagers participate in sexual intercourse. This gives them the idea that sex is normal for young teens and that they should join the bandwagon too III. Kids experiment with drugs and alcohol when they see other kids their age on TV doing the same thingsIV. Young girl’s self-images are influenced by the reality TV shows they watch. A. Girls especially are influenced by what they see on TV. 1. Most girls will do whatever it takes to be skinny and look like the stars that weigh 100 pounds â€Å"†¦ the media influence on the cultural phenomenon of dieting and the perfect body. â€Å"Commercials and reality TV shows make you feel bad about yourself so you buy into the fad,† Cohn said. The diet industry earns $50 billion each year on diet pills, and $8. 4 billion is spent every year on cosmetic surgery.Women — and men, Cohn stressed — want to be thin, because large men and women are ridiculed† (Demmel). Eating disorders continues to be problem among young girls because of their role models. Girls on reality TV shows have that ‘perfect' body and girls what to be everything like them. B. Influences girls to want to alter their bodies through plastic surgery 1. Plastic Surgery has expanded to more people than ever. Most of the people watch reality TV and strive to be like the person they see on TV. Plastic surgeon John Persing and his colleagues found that 57 percent of patients, whose average age was 36, regularly watched one or more reality shows† (Boodman E4). Si nce more people are watching Reality TV shows and the number of plastic surgery’s has increased, one can assume the people watching the shows are the people who are getting plastic surgery so they can look similar to people on TV. 2. Every little girl dreams of being a star and by watching these shows, most of them think they can only be one if they look like the girl on TV when said, â€Å"But in 2010, when Heidi Montag's bloated lips plaster every agazine in town, when little girls lust after an airbrushed, unattainable body ideal, there's a growing bundle of research to show that our bias against the unattractive–our â€Å"beauty bias,† as a new book calls it–is more pervasive than ever† (Bennett 46). Persuading little girls to want plastic surgery. C. Shows girls they can’t be comfortable in their own body’s unless they have a certain body type that is skinny 1. Many women don’t feel comfortable in their own bodies because of what they see on reality TV.They see thin girls on TV and assume they have to fit the same stereotype to be liked when said â€Å"Girls and women in our culture are bombarded with so many messages about being thin and perfect that it can be really, really hard to truly believe we are beautiful just the way we are. That doesn't mean that we're failures in any way; it's really the culture that has failed us†(Help yourself other) some women find it so hard to believe they can be happy if they aren’t as thin as that girl they saw on Jersey Shore or The Hills. V.Watching reality TV affects the way children deal with conflict or crude situations in school and out of school A. Aggressive B. drama VI. Reality TV shows affect the way girls perceive the world. A. What girls see on TV is what they expect to happen to them. 1. Affecting everyday actions, reality TV has a big impact on individuals. When said, reality TV tends to be the center of all problems in our culture. It c reates a memory that affects the way one thinks and acts (Course Examines How). It can persuade someone to act a different way than normal.According to how they saw someone on a show act, they feel the need to act or try in act in the same way. B. Watching reality TV makes it difficult to distinguish between reality and non-fiction 1. When people see something on TV, they assume it’s something that will happen to them. They assume the things on TV are real life situations when practically they could be impossible. They still focus on it when said, â€Å"This type of show that largely impacts on young people and generations, do not reflect the style of life in our society† (TV Values Destructive).With this motto in mind, it can affect the way young people live their lives. 2. Watching reality TV allows a child to believe what happens on TV is only what can happen to them. It has been proven that; â€Å"The mere fact that it is called reality is misleading in itself and I think it is giving them a very limited view of what is possible,† she said, adding that many young viewers were unaware that reality shows were heavily manipulated, edited and commercially driven† (Hazelhurst qtd. in Edwards). Many children don’t know the extent behind reality TV shows. . Many agree that often times things come a lot easier on TV or are made a lot simpler when said, â€Å"On the screen, any major life problem is portrayed as simple, or at the very least, not as complicated as in real life. On television, any time a woman unexpectedly gets pregnant, she debates whether she should have an abortion, but coincidentally has a miscarriage right before she has to decide† (Pritchard). When kids see something bad happen then automatically something well then more times than not they will do something that will result in something worse.When that good thing doesn’t come to save them, they feel lost. VII. Conclusion A. Drilling into kids hea d that being skinny or looking the best or being the best is important, Reality TV shows have mislead the way children see things. If something isn’t done to stop what’s being shown on TV, kids will continue to starve themselves to be the skinniest, abuse drugs and alcohol, and teen pregnancy rates will continue to increase. Not all of these cases are a result of media and reality TV, but it plays a big contribution. . Most people agree children would be much better if reality TV was no longer available when they say, â€Å"I confess I find TV such a corrupting phenomenon that I believe the best solution to combat the damage it causes would be to do away with it entirely† (Gatto 45). Without reality TV, kids would be able to focus on more important things 2. Reality TV shapes the way kids think when researchers say; â€Å"Especially with young, impressionable minds out there, more honest portrayals need to circulate.The real world is meaningful and exciting in its own right, so why not represent it at least somewhat accurately on screen† (Pritchard). Their minds are shapeable and reality TV shapes them into believing the wrong things about life. 3. B. Reality TV shows that were created to show teenagers the hardships of life and is actually glamorizing the worst of the worst to make kids want to experiment, should be forced to bring to a halt any new recordings of the ones already recorded should be removed from TV. 1. The Federal Communications Commission’s is in charge of regulating what’s on TV.By persuading the lawmakers to pass a law that dismisses any sort of crude reality TV shows from being aired, children can learn to behave and act in a way accepted in society. C. Bridalplasty was a show that aired that showed 12 brides competing in order to get the grand prize, plastic surgery of their choice for their wedding. Young girls are growing up with the mentality that they won’t be perfect unless they have s ome kind of plastic surgery and it’s no wonder they think this with the kind of shows on TV.

Philosophical View of the Little Prince Essay

Sartre believes that most relationship start out not because they are attracted to one another, but it is because of how one makes the other feel about himself/herself by how the other looks at him/her. They need each other in order to see themselves by basing it on the look of the other. This arrangement is often mistakenly known as love but it is really just both participants being enslaved by the look of the other that they feel the need to prove that they have control over the look. According to Sartre, love is the first attitude that one develops towards the other. But with this so-called â€Å"love†, one tries to understand the other’s freedom while also trying to preserve his freedom, thus creating conflict between the two participants. The paper will focus on love and the self-other relation through the story of the Little Prince. Through this book, the real essence of love is to be explained in line with the self-other relation. The concept of â€Å"The Lookâ €  will be used to explain the conflict of the characters in the story, especially the story of the rose and the Little Prince. â€Å"The Look† is to see yourself how others see you. You are conscious of your existence because you are aware that others see you. The book of The Little Prince tells us the story of a pilot who crashed and was stranded in the desert – which is also a personal experience of the author – where he meets the Little Prince. The Little Prince tells the pilot about his journeys and his experiences. The paper intends to tackle love and the self-other relation through the Little Prince, The Little Prince’s journeys, and the Pilot himself. In relation to love and the self-other relation, the story of the rose and the Little Prince is a good example to explain the real essence of love. The Little Prince’s love for his planet is to be given emphasis in this paper in line with him being the caretaker of it. Also, the paper will talk about the journey of the Little Prince and use this to explain why adults do not see what is deep inside but sees what is on the surface. The Pilot’s low opinion of adults will be explained through the self-other relation based on the experiences of the Little Prince in his journey. Lastly, the conversation between the fox and the Little Prince will be singled out to full answer and explain why we are responsible for the one/s we love. â€Å"It is only with the heart that one can see rightly; what is essential is invisible to the eye.† Using the quote, the real essence of love is to be explained and reason out the conflicting feelings of the Little Prince towards the rose before and after his conversation with the fox. HOW IMPORTANT WAS THE ROSE TO THE LITTLE PRINCE? WHY DID THE LITTLE PRINCE LEAVE HIS PLANET? The Little Prince sees himself as the caretaker of Asteroid B-612 because that is his home. The asteroid is so tiny that he can watch the sunset forty-four times in a single day. His whole existence, his life has been nothing but a bore, doing the same thing every single day. He watches every seed that sprouts out of the ground making sure that those seeds are not Baobabs and are not a threat to his home. He does nothing but makes sure that the Baobabs are taken out every time they start to sprout so that they would not destroy his home. Until one day, a peculiar seed shot up from the ground and he worried that this might be a new kind of Baobabs but it ended up being a flower he has never seen before; a rose so beautiful that he could not restrain his admiration. For the first time, he felt like he had another purpose in the planet and that is to love and protect the rose from harm. The Little Prince took care of the rose by watering it, protecting it from the wind, and from other p otential harm. Through the rose, the Little Prince saw himself as something much more than he was before the rose came. It was like the rose gave him another reason to exist. He needed the rose to realize his own importance and to seek another meaning for his existence. For example, when Lestat turned Louis into a vampire, he was happy because he found a friend, he knew that Louis needed him and that gave his vampire-existence meaning. Louis needed Lestat as a friend, as a teacher, and a lover. A friend in terms of giving each other company, as a teacher since he is new to this life, and a lover because Lestat makes and tells Louis that he is a beautiful creature – no one is to be compared to Louis beauty. Lestat, knowing that Louis needs him, makes him feel like he is important and suddenly, there is more than just being a vampire. In relation to the story of the Little Prince and the rose, the Little Prince felt his importance because he knew that the rose needed him to survive. Without him, the cold winds of the night would just take the rose away, ending its life. The Little Prince knew this so he took care of the rose very well because he cannot afford to lose the rose. He was attached to it and he knew that he loved the rose. The rose makes him feel very special and he sees himself as the caretaker of it because the rose sees him as its caretaker. He finds the definition of his being through the rose and when he started doubting the rose because he caught it lying, he also doubted his being. He felt like that him, being the caretaker and the lover of the rose, is not the real him because the rose lied to him and the rose could be lying to him the whole time. He could not see himself as the caretaker, the friend, and the lover of the rose because he also started doubting himself when he started doubting the rose. He also questioned his â€Å"love† for the rose and said â€Å"†¦but I was too young to know to love her†. He started doubting his knowledge about love when at the start, it was already evident that he knew about love because of how he took care of his planet and the more when the rose arrived. He saw himself as the rose saw him so when the rose lied to him, he saw himself as nothing. He felt like the rose didn’t see him as someone special because it lied to him and so he saw himself as nothing special. This led him to leave his dear planet but he didn’t leave without putting everything in order. Even before it leaving it, he still showed love for his planet and to the rose even if he himself doubts his own love. He needed to see himself in another way aside from how the rose sees him and he hoped to find this through his journey. WHY DO ADULTS TEND TO SEE WHAT IS ON THE SURFACE INSTEAD OF WHAT LIES BENEATH ACCORDING TO THE PILOT? HOW IS THIS EVIDENT BASED ON THE LITTLE PRINCE’S JOURNEYS? â€Å"I would bring myself down to his level. I would talk to him about bridge, and golf, and politics, and neckties. And the grown-up would be greatly pleased to have met such a sensible man.† The Pilot’s notion about the adults never changed. He always sees adults as ones who need constant explanations for them to be able to understand things. The adults only see what they think is important to society and they tend to neglect what is deep inside. Take the Turkish astronomer for an example, when he presented his findings in his local attire, the adults made fun of him and did not believe him. But when he changed what he was wearing into something more acceptable and presented the exact same thing, the adults believed him and accepted his findings. The Turkish changed his appearance because he needed the society to accept him and for this to happen, he needed to change. He saw himself as someone worthless and someone to be made fun of just because the others saw his works worthless and made fun of him. He was not a Turkish astronomer without his audience accepting his works. Also, in the Little Prince’s journey where he met the King. The King saw himself as the King of everything because he believes that that is his purpose. His commands are already what the people are expected to do. He sees himself as king because he thinks that he controls the stars, by commanding them to shine, and they do of course because they are stars – but the stars, being the other, is a very important factor in the King’s self because through the stars â€Å"obeying† his command, he believes that he has rule over them, therefore he is king. Same as the other people or things he thinks that he has control over just because he is already commanding them something they are supposed to do. The Little Prince’s visit on the planet of the conceited man was very short for the conceited man does not know anything but to be admired. Without his admirers, he is nothing. To be able to be vain, he needed constant admiration from the visitors of his planet. The Little Prince simply did not understand why the conceited man needed to be admired. The Tippler, on the other hand, cannot live without his bad drinking habits because that is what makes him the â€Å"tippler†. If he chose not to drink ever again, then he would no longer need alcohol and then he would lose sense of what he really is for being a tippler is what he has been his whole life. The businessman, who counted stars because he thinks that by doing this he owns them and could buy more if any are to be discovered, knew nothing but to count stars. Again, without the stars, he is nothing. There is nothing else to count that would require a lifetime. He found his being through the stars and by doing so, he felt like he owned the stars and is responsible for them. By doing so, he took away his own freedom by obsessing over the stars and letting the stars control his life. The Little Prince’s visit to the lamp lighter was different because according to him, the lamp lighter was not absurd like the others. The lamp lighter was faithful to his orders and he knew what he was doing and it served a purpose. To light the lamp at night means to give light in darkness, and to put it out in daylight because there already is light. The lamp lighter’s lamp is the Little Prince’s rose. The lamp lighter is responsible for the lamp the same way the Little Prince is responsible for his rose. The geographer was just like the others whose job is a little bit absurd. He is a geographer but has not explored any planet, even his. He just sat behind his desk and writes whatever his explorers have for him. All of the Little Prince’s visits, the adults spoke of the same thing: â€Å"matters of consequence†. The adults only saw what is important to the eye because through this, they find themselves important too. They think of the material things because this has value – concrete value – and to own something with great value means being one of great value too. This is all evident because they are all concerned with matters of consequence. The adults do not see what is beneath because they worry about how caring about something foolish would make them foolish and they cannot let see others see them foolish because then, being foolish would be their identifier. The adults concern themselves with only important things so that others would see them as important and they only see themselves as important because others see them that way. WHY ARE WE RESPONSIBLE FOR THE ONE/S WE LOVE? †The Little Prince asked,â€Å" What is it to tame?† The fox replies, â€Å"It is to establish ties†¦ to me, you are nothing more than a little boy who is just like a hundred thousand other little boys and I have no need of you†¦ But if you tame me, then we shall need each other. To me, you will be unique in the entire world. To you, I shall be unique in all the world.†Ã¢â‚¬  In this dialogue between the fox and the Little Prince, the fox explains to the Little Prince the value of taming one. He explained that through taming, you are able to establish a relationship with each other. Because of this, the Little Prince was enlightened on how the rose is still unique even if he found a garden of rose in the desert. He took care of the rose until it grew and they established a relationship. They needed each other. The Little Prince needed the rose because he was the one who nurtured it and the rose needed the Little Prince because it needs someone to nurtur e itself. He realized that all the other roses are â€Å"beautiful but empty†. He knew that his rose is beautiful and unique because they share something that the other roses do not have. They have love for each other and they have given each other the gift of friendship. His love makes him responsible for the rose because it was his love for it that started the attachment. He encouraged the rose to depend on him and by showing it that he will always be there to protect and nurture it, hence him being responsible for it’s safety and existence. When you start to love someone, by showing your care and affection for him/her, you are somehow taming him/her, therefore making you responsible for him/her. With this realization, the Little Prince was happy because he knew that what the rose told him was not really a lie and so he saw himself again as someone special; special because he is responsible for the rose, which is of great value for him for he has tamed it. Not only did the Little Prince learn about the important of his rose and his own importance, he also learned about love. The thing he thought he was too young to know of, is now something he knows best about. â€Å"It is only with the heart that one can see rightly; what is essential is invisible to the eye.† The Little Prince’s mind is now clear of his doubts for the rose. He now knows why the rose is very important to him. â€Å"It is the time you have wasted for your rose that makes your rose so important.† â€Å"You become responsible, forever, for what you have tamed. You are responsible for your rose.† The Little Prince kept repeating this to himself so that he would no longer forget and doubt the rose’s uniqueness, causing him to also forget and doubt his. CONCLUSION Love and the self-other relation was the explained through the story of The Little Prince. Three main arguments were presented: (1) the rose’s importance to the Little Prince and his reason for leaving his planet, (2) the probable reason why adults only see what is on the exterior and not what is inside, and (3) to give explanation on our responsibility towards the people we love. To explain the rose’s importance to the Little Prince, the Little Prince as the caretaker of his planet was used to why the rose’s existence changed his. He was just a simple prince; taking care of his planet until a flower of such beauty arrived and he had another purpose in the planet. This newfound purpose was used to elaborate why the Little Prince felt the need to leave his planet and clear his mind of his doubts. The journey of the Little Prince and his stories about the different habitants of each planet he visited were used to reason out the adults’ way of perceiving things, in line with the self-other relation and through the use of â€Å"The Look†. Finally, the last part of the paper explains one’s responsibility for the things or people he/she loves through the wise words of the fox to the Little Prince. The quote, â€Å"you become responsible for what you have tamed†, was used to explain why exactly are you responsible for it by aligning it with why the rose is that much of important to the Little Prince. In summary, love and the self-other relation are closely related because â€Å"love† is the first attraction that develops towards the other. Some just find conflict with the other because they let the look consume their freedom too much that they often confuse their feelings for it for something else. References: 1. Antoine de Saint-Exupà ©ry, The Little Prince (London: Egmont Books Limited, 2002), 5-89. 2. Noelle L. de la Cruz, Sartre on being-for-others & Interview with a Vampire (1994) (presentation at De La Salle University, Manila, Philippines, November 19, 2012). 3. Foxfoo, The Little Prince-Personal Footnotes, http://foxfoo.blogspot.com/2008/01/little-prince-personal-footnotes.html (January, 2008).

Proper nouns in translation Essays

Proper nouns in translation Essays Proper nouns in translation Essay Proper nouns in translation Essay Abstraction Proper nouns are considered to be so fiddling in interlingual rendition that sometimes transcribers pay no attending to them. Some transcribers are of the sentiment that there is no demand to interpret them at all. However, if we look profoundly into interpreting procedure, we realize that it is wholly contrary to the above-named scheme. Therefore, transcribers have suggested different schemes sing the interlingual rendition of proper nouns. They can convey about some problems for transcribers particularly in the class of interlingual rendition between different civilizations. Therefore, masterful attending must be paid to them. The survey intends to convey to the surface the schemes that have been used in interpreting proper noun in the plants Alice in Wonderland , David Copperfield and Little Prince . For this intent, we as research workers have chosen the Vermes’ ( 2003 ) manner of interlingual rendition schemes for rendering proper nouns. It has been manifested that the tr anscribers have preferred to utilize the transference scheme more than other schemes for interpreting proper nouns in the aforesaid plants for the interest of lucidity. Introduction: Translating proper nouns is non a simple undertaking because it can convey some issues to the surface if they are mistranslated or non translated at all ; furthermore, transcribers have to be really careful when they want to interpret proper nouns. Assorted interlingual rendition schemes have been suggested by Hervey and Higgins ( 1986 ) , Newmark ( 1988 ) , Theo Hermans ( 1988, ) Vermes ( 2003 ) , Farzane Farahzad ( 1995 ) , Anthony Pym ( 2004 ) , Lincoln Fernandes ( 2006 ) , and Heikki Sarkka ( 2007 ) . Consequently, Vermes ( 2003 ) states that The interlingual rendition of proper names has frequently been considered as a simple automatic procedure of transference from one linguistic communication into another, due to the position that proper names are mere labels used to place a individual or a thing. ( ) the interlingual rendition of proper names is non a fiddling issue but, on the contrary, may affect a instead delicate decision-making procedure, necessitating on the portion of the transcriber careful consideration of the significances the name has earlier make up ones minding how best to render it in the mark linguistic communication. Newmark ( 1993, p. 15 ) believes that proper nouns are a interlingual rendition trouble in any text and it should be determined whether the name is existent or invented. In unliterary texts, transcribers have to inquire themselves what if any extra explanatory or classificatory information has to be supplied for the TL readership . Every linguistic communication has specific proper nouns, some of them are wholly related to the civilization of that linguistic communication. Consequently, these nouns can convey about particular apprehension jobs for the readers of that text. Proper nouns may convey specific significance and excluding this specific significance can sometimes destruct the whole interlingual rendition. Translating or maintaining proper nouns chiefly depends on the nature linguistic communication. The nature of the beginning and mark linguistic communication should be taken into history. Whether they are from the same household or proper nouns are trans-cultural names. All of them should be considered in the procedure of interlingual rendition. This shows the importance of rendering a name that may look so simple in the class of interlingual rendition and that it might have no attending. The text type is besides of premier importance. Whether the text is belong to the sphere of literature or non. Whether it is written for kids or non, but it should be translated for the kids readers ; and many other factors can impact the procedure of interpreting proper nouns. Children s literature encompasses narratives, books, magazines, and poems that are devoted to kids, hence, it has ever been critical for transcribers to render the proper names in kids literature in a proper manner so as to convey the significance more easy and do the interlingual rendition more comprehendible for the kids. When we talk about kids literature the construct of cultivating and foreignizing is highlighted. From our point of position, every transcriber should see different parametric quantities before interpreting any kinds of text as for kids literature this factor can be age. The chief intent of our research is based on the probe of the proper names in Children Literature. We, as research workers, have been led to believe that different transcribers have adapted different schemes to interpret proper names. We will to the full size up the schemes taken by these transcribers in Alice in Wonderland, David Copperfield and small Prince. In the aforesaid plant we have found different types of proper nouns all the three work follow the same form, hence, we merely reference Alice in wonderland in this subdivision. In Alice in wonderland we found 2 types of proper nouns. First, the names that explicitly refer to the author’s existent universe and original references particularly in the verse form of the narrative such as Mary Ann, Ada and Mabel which refer to the author’s existent universe we besides found proper nouns that explicitly refer to the original and historical references in the narrative such as Australia, London, Rome . Second, we found n ames that refer to fabricated characters such as Alice, Bill, and Pat ) LIT Different researches have been done with the same topic and assorted consequences have been produced sing interlingual rendition of proper nouns. Puurtinen ( 1995 ) suggested that the being of many foreign names with hard diction brings about myriad of obstructions for the immature kids due to their unnatural spelling and phonological sequences. Name signifiers such as Ahoshta Tarkaan clearly shed visible radiation on the phonological differences of between two linguistic communications. Hence, It is more preferred to alter the native proper noun in such a manner to rid of this phonological differences and do the reading easier for the kids. In the same line Lia Wyer ( 2003 ) besides suggested that some in some instances interlingual rendition of proper nouns can non be accepted due to some phonological and morphological differences in the two linguistic communications ; moreover, he pointed out that interpreting proper nouns to in kids sallies can be both negative and positive. Children sometimes find it hard to pronounce the native names, hence, in this instances interlingual rendition should be done in a manner to ease the readability for the kids.However, He claimed that when the phonological and morphological system of a proper noun in the beginning text is changed for the interest of readability in some instances this process destroys the nature of the beginning text. Sanaty Pour ( 2010 ) asserted that interpreting proper nouns can be a challenging and burdensome undertaking for both advanced and novice transcriber and overlooking the interlingual rendition of proper noun can be harmful both to the transcriber and the reader. Furthermore, she suggested that proper names are culture-bound names, hence, this should be taken into history when interpreting them particularly in kids literature because holding information about the civilization of the mark linguistic communication can assist the transcriber to reassign the proper noun in a manner which suits best to the civilization of the mark linguistic communication. Clouet ( 2002 ) compared the Gallic and Spanish interlingual rendition of proper nouns in Harry thrower and concluded that Spanish transcriber kept the proper nouns unchanged and added that the Spanish were of the sentiment that any version in the signifier of the proper noun would estrange the immature reader from the beginning text and the full significance.On the other manus, the Gallic transcriber opted to interpret and alter the signifier of proper nouns because they believed that readability is of premier importance for the immature reader and it should be done even at the monetary value of destructing the originality of the beginning text. Morarasu ( 2006 ) studied the interlingual rendition of proper nouns in Dickensian novels and pointed out that the scheme of maintaining the native proper nouns unchanged is more preferred than other schemes. She asserted that any alteration in the signifier of proper nouns will overthrow the rubric of the books ; nevertheless, the transcrib ers sometimes encounter some obstructions that they find to alternative to transcribing the proper nouns. Method Two chapters of each plants have been to the full scrutinized by research workers as the chief beginning text of this survey and their Iranian interlingual renditions by †¦Ã¢â‚¬ ¦ We have investigated the schemes applied by the transcriber in rendering proper nouns in Alice in wonderland by Charles Lutwidge Dodgso, David Copperfield by Charles devils and small prince. For making so, each extracted proper noun of the beginning text was compared with its opposite number in the mark text. Then, it has been put in the relevant interlingual rendition class. The class which the research workers have applied in this survey has been discussed in the undermentioned subdivision. In the Present survey, the classification proposed by Vermes ( 2003 ) has been chosen. Vermes provinces that the schemes that the transcribers may utilize to render proper nouns can be categorized into the undermentioned procedures: Transference, Translation, Substitution and Modification ( pp. 93-94 ) . In present survey, we have added the following procedures to them every bit good: skip, add-on, generalisation, and transference plus phonic version. 1) Transferenceis the scheme utilizing which the transcriber makes usage of the beginning text proper noun without using any alterations in the mark languages. In line with it, Newmark references that transference is the procedure of reassigning a SL word to a TL text as a interlingual rendition process. 2 ) When the transcriber uses the conventional letter writer of the beginning linguistic communication noun in the mark linguistic communication, the procedure is calledpermutation. This scheme can be used for most of the geographical nouns. Apparently, utilizing the conventional equivalent is the transcriber subconscious pick. Vermes believes that transcribers are normally forced to use the conventional signifier in the mark text. 3 )Translationscheme is used when the noun is rendered in the mark text by the transcriber ( Vermes, 2003 ) . Consequently, Newmark ( 1988, p. 5 ) provinces that rendering the significance of a text into another linguistic communication in the manner that the writer intended the text is called interlingual rendition. Translators use this scheme to render the original noun or portion of it in the mark text, for illustration, the last name or the first name ; they use a name in the mark text with the same or about the same intensions. 4 )Alterationis the scheme of utilizing a replacement in the mark text for the original noun which is non related or merely partially related to the beginning linguistic communication noun conventions or logics.It brings a considerable alteration in signifier or intensions in the mark text. Vermes considers alteration as a general term that includes skip, add-on and generalisation in itself. However, in the present survey, skip, add-on, and generalisation are non regarded as sub-sects of alteration but as separate interlingual rendition schemes in rendering nouns. 5 )Omissionis the scheme where the transcriber substitutes the SL noun or portion of it with none in the TL. In other words, the transcriber merely removes the original noun or portion of the noun in the interlingual rendition due to different grounds. He may believe that it is non of import or it may do ambiguity for the TT readers or he may follow the skip scheme for other factors. 6) Additionis the scheme in which the transcriber will utilize enlargement in the interlingual rendition of the beginning linguistic communication noun. He can utilize this add-on in chief organic structure of the mark text or as fringy notes. Addition is used for different grounds such as giving the readers more information or extinguishing the ambiguities for the readers. There are instances where the TL does non hold the SL noun due to cultural differences and the transcriber, alternatively of utilizing transference, uses paraphrasis scheme or descriptive replacement get bying with that noun ; we besides consider these instances as add-on scheme. 7) Transference plus phonic versionis the scheme that can be applied by the transcribers for interpreting proper nouns. This is the instance that transcribers transfer the beginning text name into the mark text but with phonic versions so as to fit it with the TL conventions.

How Authors Can Get the Most Out of Twitter

How Authors Can Get the Most Out of Twitter How Authors Can Get the Most Out of Twitter Nathan Bransford is the author of the Jacob Wonderbar series and How to Write a Novel, which NY Times bestselling author Ransom Riggs called â€Å"the best how-to-write-a-novel book I've read." He writes a popular blog on writing and publishing  and  is also available for book editing and consultations on Reedsy. In this guest post, Nathan explains his belated love affair with Twitter.Let me tell you a story about how I joined the human circus, otherwise known as Twitter.I didn’t join it at all.In 2008, while I was boasting to friends that I would never do that whole social media thing, someone created a fake Twitter profile of me, photo and all, and started tweeting out my blog posts! Real people were replying to me and everything.Once I got wind of what was happening, I wrested control of the rogue account and grumpily determined it was time to succumb to social media.So yes. I now have around 93,000 Twitter followers and social media has become a foundational aspect of my entire professional career, but I can also relate to the deep reluctance some of you might have to engage with social media.Take it from me: it pays to be active on social media. Even if you don’t want to be.Here’s how to get the most out of Twitter. Learn 5 ways authors can get the most out of Twitter 1. Learn the basicsLet’s face it. If you're looking for the pulse of the publishing industry, Twitter is the place to go.It’s where many important industry conversations are happening, it’s where agents and editors are tweeting their manuscript wish lists, and it’s where people get into spectacularly heated arguments about arcane publishing topics that may utterly bewilder you.For the uninitiated, Twitter is essentially a stream of short posts. Twitter posts (â€Å"tweets†) are limited to 280 characters so there’s an incentive to be concise, punchy, and witty.You can â€Å"retweet† someone’s tweet, which pushes that tweet out to your followers - some tweets end up going viral and are retweeted tens of thousands of times. You can also share links, post a series of tweets in a â€Å"thread,† and share photos and videos.Speak your heart but mind what you say - everything but Direct Messages is public!2. Start nowDo you hav e any social media questions for Nathan? Or top Twitter tips to share? Let us know in the comments below!

A Guide to Socratic Ignorance

A Guide to Socratic Ignorance Socratic ignorance refers, paradoxically, to a kind of knowledge–a person’s frank acknowledgment of what they don’t know.  It is captured by the well-known statement: â€Å"I know only one thing–that I know nothing.†Ã‚  Paradoxically, Socratic ignorance is also referred to as Socratic wisdom. Socratic Ignorance in Plato's Dialogues This sort of humility regarding what one knows is associated with the Greek philosopher Socrates (469-399 BCE) because he is portrayed displaying it in several of Plato’s dialogs.  The clearest statement of it is in the Apology, the speech Socrates gave in his defense when he was prosecuted for corrupting the youth and impiety.  Socrates recounts how his friend Chaerephon was told by the Delphic oracle that no human was wiser than Socrates.  Socrates was incredulous since he didn’t consider himself wise.  So he set about trying to find someone wiser than himself.  He found plenty of people who were knowledgeable about specific matters such as how to make shoes, or how to pilot a ship.  But he noticed that these people also thought that they were similarly expert about other matters too when they clearly were not.  He eventually drew the conclusion that in one sense, at least, he was wiser than others in that he did not think he knew what he did not in fact know.  In short, he was aware of his own ignorance. In several other of Plato’s dialogs, Socrates is shown confronting someone who thinks they understand something but who, when questioned rigorously about it, turns out not to understand it at all.  Socrates, by contrast, admits from the outset that he does not know the answer to whatever question is being posed.   In the Euthyphro, for instance, Euthyphro is asked to define piety.  He makes five attempts, but Socrates shoots each one down.  Euthyphro, however, does not admit that he is as ignorant as Socrates; he simply rushes off at the end of the dialog like the white rabbit in Alice in Wonderland, leaving Socrates still unable to define piety (even though he is about to be tried for impiety). In the Meno, Socrates is asked by Meno if virtue can be taught and responds by saying that he doesn’t know because he doesn’t know what virtue is.  Meno is astonished, but I turn out that he is unable to define the term satisfactorily. After three failed attempts, he complains that Socrates has benumbed his mind, rather as a stingray numbs its prey.  He used to be able to speak eloquently about virtue, and now he can’t even say what it is.  But in the next part of the dialog, Socrates shows how clearing one’s mind of false ideas, even if it leaves one in a state of self-confessed ignorance, is a valuable and even necessary step if one is to learn anything.  He does this by showing how a slave boy can only solve a mathematical problem once he has recognized that the untested beliefs he already had were false. The Importance of Socratic Ignorance This episode in the Meno highlights the philosophical and historical importance of Socratic ignorance.  Western philosophy and science only get going when people begin to question dogmatically help beliefs.  The best way to do this is to start out with a skeptical attitude, assuming one is not certain about anything.  This approach was most famously adopted by Descartes (1596-1651) in his Meditations. In actual fact, it is questionable how feasible it is to maintain an attitude of Socratic ignorance on all matters.  Certainly, Socrates in the ​Apology doesn’t maintain this position consistently.  He says, for instance, that he is perfectly certain that no real harm can befall a good man.  And he is equally confident that â€Å"the unexamined life is not worth living.†

Framework for Assessing the UK Toy and Game Industry Term Paper

Framework for Assessing the UK Toy and Game Industry - Term Paper Example The paper will describe the uses of a framework for penetrating in the retail toy segment of the United Kingdom. The company chosen for the paper is Mattel which is one of the biggest toy-producing companies internationally. The objective of the paper is to illustrate the opportunities served by the foreign market and measure the market efficiency for Mattel to launch its own retail outlet in the UK. Framework for Assessing the UK Toy and Game Industry In order to develop a framework, one needs to understand the vital aspects of business which are competitors, purchasers, suppliers, substitute products and market risks. Assessing these aspects can be beneficial to assist in developing an understanding of the competitive situation and the strengths of the competitive position in which Mattel desires to shift itself. With clear understanding of where its strengths are preserved, Mattel can take the advantages of its competencies to recover its condition of weakness and evade from taking risky strategies. Developing a framework is helpful for recognizing whether the products of Mattel have the ability to strengthen its foothold in the UK market. However, the framework must be quite instructive to identify the impression of competitors’ power, purchasers, suppliers and substitute products in the foreign market environment along with the market size, costs of entry, channel of distribution, and awareness of customers (Arnold, D., â€Å"Mirage of Global Markets: How Globalizing Companies Can Succeed as Markets Localize†). Competition among Organization The areas which will be covered under this topic are industry growth, concentration of competitors and level of differentiation in toy products. Industry Growth The toy market of the UK has numerous product groups with various opportunities and threats for foreign companies. The toy market segment comprises introduction of new technology into traditional toy-making process as a major drift (Euromonitor International, â€Å"United Kingdom - Entering the Toys Market†). The recent day phenomenon of business conditions can be observed to be partly ruled by strong competition from foreign toy producers which seek to gain bigger share in the local market. The demand of new toys at the production level has impacted by the fragile progress of disposable income of people in the UK. The low disposable income has decreased the spending power of customers and increased the

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

Ideology of Advertising - Essay Example We live in the age of conspicuous consumption. We are proud of having an opportunity to buy more and more goods and products. We do not realize why do we really need all this stuff, but we DO realize that we really want it! A greedy worm lives inside of our minds and hearts and it eats out our moral principles, while filling the gaps in our minds and hearts with the ideas of greediness. It is better to talk about these related phenomena, i.e. advertising and ideology and explain the way they are related and what this relation means to us. Ideals in Ads "Advertising, as the mouthpiece for capitalism, presents values and assumptions that color consumers" perceptions of reality (Cunnigham 2003, p. 229). It is true, as we have already mentioned, because the pace of our world's development determines the principles of our performance in the real world though we look at reality through a prism of artificially created world of ads. Cunnigham (2003) develops the following argument: "Advertisers’ common defense – if you don’t like the advertising, don’t watch it or don’t buy the products it promotes. But do we have a choice?" We can talk about a specific nature of advertising ideology. Very often not the interests of an individual, which lead to positive results, are taken into account, but a promotion of bad habits is usually adopted by the audience after consuming ads. The advertisement on TV promotes the images of slim women. Vice versa, ads promoting tobacco and alcohol are focused on the audience, which can easily consume these harmful goods. If we talk about ideology of advertising, we should pay attention to the very notion of the concept 'ideology'. This word is derived from the world 'ideal'. Still, this ideal is created by advertising campaigns of different companies. It is evident that attractive butts, appealing eyes, tempting lips and rosy cheeks with high cheekbones are ideal in the modern context for women. They want men to want them†¦ This happened in a different way many years ago. We can see that the modern society is changing and the ideals it promotes are changing too. Unfortunate ly, every individual can hardly differentiate his idealistic allusions from hard realities of the factual world. There is no fire without smoke. Therefore, women appeal for clinical surgery, they are easily driven into temptation while having a strong desire to be slimmer and become anorectic women. The global limits of the world are spreading by means of products, goods and services. We live in the world of colors and dynamism, so we have to get used to rapid changes and paths of current developments. In previous years the companies were interested in the brand's name development, improvement and support. Currently we can see different paths of development. The strategies of advertising are usually reflected in different means of printed media, TV or radio. Nowadays we are absorbed into a picturesque world of billboards, Tweet and Facebook and instant ads have totally grasped our attention! Different means of interactivity and transparency, as well as strategies of innovations impl ementation and creative performance updates are high on the agenda. This fact can be described in the following way: the main idea of the modern ad is focused at the

Conjunctiva in Contact Lens Wear Research Proposal

Conjunctiva in Contact Lens Wear - Research Proposal Example In a study conducted by Aragona P, Ferreri G, Micali A, Puzzolo D. in 1998 to detect the morphological changes of the conjunctival epithelium in contact lens wearers evaluated by impression cytology, it was found that cellularity, nucleus to cytoplasm ratio and goblet cell distribution were altered. In another study by Knop E, Brewitt H. in 1992 , where they discovered using the impression cytology technique on contact lens wearers that enlargement of the conjunctival cells took place as well as flattening of their cells. They also noted a decrease in the number of goblet cells. The late finding was contrary to what Connor C.G., Campbell J.B., Steel S.A., Burke J.H. have found in 1994 of an increase of goblet cells in daily contact lens wearers. As the conjunctiva has an important functional demand on the eye helping in keeping the eye moist and its cleansing effect through tears, it is thus an important first defence against debris and pathogens. Direct in vivo observation of the co njunctiva at a cellular level using the confocal microscope is likely to provide important new insights into the impact of contact lens wear on the ocular surface. This study is aimThis study is aimed to conclude results from in vivo research of those contact lens wearers. The significance of this research is to give more focused results on the effect of contact lenses contributing to add more knowledge to this specific aspect and whether or not any compromisation of the conjunctiva takes place. Please add a new paragraph as follows:- Program of research and investigation: - Under this heading, I would like you to write about To Clearly State the research problem, research key questions, sub question or hypotheses or key issues that will be tested or addressed This research will perform its investigation to describe the possible effects of lens wearing on 20 candidates to discuss the conjunctival hazardous effects (if present) and either confirm or deny the hypothesis in question. Inspection will be done at a cellular level to further investigate any changes that may occur in the conjunctiva cells including epithelial cells, goblet cells and cellular density. According to Adar S, Kanpolat A, Surucu S, Ucakhan OO 1997 "Epithelial changes were noted to be more frequent and more severe in symptomatic patients than in those without any complaints." Moon JW, Shin KC, Lee HJ, Wee WR, Lee JH, Kim MK. 2006 also found that "The ocular surface changes in keratoconus may be directly related to contact lens wear" The hypothesis is that contact lenses do not produce any significant effect on the conjunctiva, mainly superficial conjunctival epithelial cell density (it is unclear whether this would be an increase or decrease) and results in a decrease in

Reflections of a Pencil Essay Example | Topics and Well Written Essays - 750 words - 1

Reflections of a Pencil - Essay Example Teaching is likened to a pencil†¦. funny though, the thought of me being stick thin with a rubber head!...but seriously, like a pencil, everything I do leaves a mark†¦an impression that can be read and emulated by my students. It is important for me to build their trust in me as establish a relationship with them more than just being their teacher. Engaging them in conversations outside the academic subject matter we share during class time and focusing on their own interests would make them feel that I am truly interested in them as persons and not just in the school performance they can give out as students. One example is attending their extra-curricular events. Reaching out to their parents would definitely be beneficial not only to them but also to me. I would get a peep into their home lives and a more holistic view of my students, so I could more appropriately customize my teaching to them. Maintaining good and regular communication with parents gives me a lifeline of support in understanding my students better. Being a good role model not only to the students I teach but to everyone else is a tall order for a fallible creature like me, but that is what is called for as a teacher. Especially to my students, I am to embody what is true and good, a wellspring of values virtues wherefrom the youth can drink to sustain them in the building a good character. Thinking about such a noble task, makes me realize just how far I am from that ideal. Like everyone else, I am still a work in progress and very prone to commit mistakes. I lose my cool, I tend to favor some students over the others, and I don’t do a thorough lesson plan. These mistakes I could correct and rectify just like the pencil as I have become when my trusty rubber head comes in to erase my failures to provide me with a clean slate that can help me start a-fresh.   

Tesco Customer Experience Case Study Example | Topics and Well Written Essays - 1000 words

Tesco Customer Experience - Case Study Example People believe that they the company can use its size and success to be a force for good. This challenge is indeed accepted by Tesco with enthusiasm and commitment. Consumers identify a brand's distinctive capabilities based on their perceptions that have themselves been created by the marketers over a period of time. A genuine brand is "the internalized sum of all the impressions received by the customers and consumers resulting in a distinctive position in their mind's eye based on perceived emotional and functional benefits" (Knapp). A brand, in general, conveys certain aspects like attributes, benefits, values, culture, personality and user. According to a recent study, Tesco is believed to have the strongest brand image online and this fact is clearly visible from its official website. Tesco implemented the Club card rewards program to gather necessary customer information, which it then used to cater to specific customer needs and potential wants. When shoppers signed up for the card, they automatically submitted their age, gender, and income. Tesco was able to segment their shoppers based on these factors. As soon as the shopper used the card when shopping online or in-store, purchased product information was automatically uploaded into Tesco database. Product information was used to cross-sell additional products and services such as grocery delivery services. This way, Tesco strives continuously to keep all its customers satisfied and ensure quality shopping every time they visit the store or the website. A new strength that has been adopted among the staff at Tesco stores is called future, instead of having criteria to meet every store, the strengths, weaknesses, opportunities and threats are discussed with staff in each store and problem are sorted out, making each stores SWOT that little bit different, although the main goals are not ignored. Another ploy on Tesco's behalf to win the customers loyalty it that of vouchers for schools a scheme where one voucher I given for every five pounds that is spent in store, not only does this encourage adults to help their children but will make the children encourage the adults to shop at Tesco's to help their school. Tesco as a company uses clear values to underpin what they do. Their core purpose is based on "Creating value for our customers to earn their life time loyalty. Tesco has invested one billion pounds. Tesco believes in one important thing, i.e. they offer the best quality on a broad range of products and believe that they offer the best value. They have invested one billion pounds since 1996 on the campaign to reduce prices to customers and that continues to build as they go in to 2004. They offer outstanding customer service; every customer is offered help at the checkout. Location and convenience is another reason to choose Tesco, they have introduced a staggering 200 in the last two years that stay open 24 hours a day and they plan another 1540 new express stores, which are Tesco mini stores linked on to esso garages and forecourts. Another key

Reflections of a Pencil Essay Example | Topics and Well Written Essays - 750 words - 1

Reflections of a Pencil - Essay Example Teaching is likened to a pencil†¦. funny though, the thought of me being stick thin with a rubber head!...but seriously, like a pencil, everything I do leaves a mark†¦an impression that can be read and emulated by my students. It is important for me to build their trust in me as establish a relationship with them more than just being their teacher. Engaging them in conversations outside the academic subject matter we share during class time and focusing on their own interests would make them feel that I am truly interested in them as persons and not just in the school performance they can give out as students. One example is attending their extra-curricular events. Reaching out to their parents would definitely be beneficial not only to them but also to me. I would get a peep into their home lives and a more holistic view of my students, so I could more appropriately customize my teaching to them. Maintaining good and regular communication with parents gives me a lifeline of support in understanding my students better. Being a good role model not only to the students I teach but to everyone else is a tall order for a fallible creature like me, but that is what is called for as a teacher. Especially to my students, I am to embody what is true and good, a wellspring of values virtues wherefrom the youth can drink to sustain them in the building a good character. Thinking about such a noble task, makes me realize just how far I am from that ideal. Like everyone else, I am still a work in progress and very prone to commit mistakes. I lose my cool, I tend to favor some students over the others, and I don’t do a thorough lesson plan. These mistakes I could correct and rectify just like the pencil as I have become when my trusty rubber head comes in to erase my failures to provide me with a clean slate that can help me start a-fresh.   

THE ROLE OF WOMEN IN TODAY SOCIETY VERSUS THEIR TRADITIONAL ROLE Essay

THE ROLE OF WOMEN IN TODAY SOCIETY VERSUS THEIR TRADITIONAL ROLE - Essay Example However, with the passage of time, the writer forgot about the beauty the river exuded and instead concentrated only on thoughts of the usefulness the river in helping the author to safely row his steamboat. Moreover, instead of admiring the beauty of the river, he started finding out the negative traits the river had. He was more concerned in looking at a single living branch of a tall dead tree, difficulty in steering the steamboat in the night and other such problems the river may pose. The plain simple lives when people had time to watch the elegance of a woman has been lost with the passage of time. The author pities all those who overlook the gracefulness, elegance and charm a woman exudes especially doctors (Twain, 1883). Take the example of the legendary Egyptian queen Cleopatra. She was known for her beauty and charm. At the same time she was a great ruler and her achievement as a queen has spurred many stories (Tour Egypt, 2011). This is a single case. In the traditional so ciety life of women spiralled around the house and family. Most women got married at an early age and were thrust with the responsibility of bearing and caring off offspring. The role of modern women today is much greater. She has to equally take care of the house, family and also venture out to work.

American football positions Essay Example for Free

American football positions Essay Play design is two fold 1. To get to the outside and take advantage of our TB’s speed. 2. To create vertical seams so that we can take advantage of over pursuing defenders Oline Frontside- Reach Overtake Rules O-line Backside- Cut backside Defensive tackle Playside receivers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦GOTTA MAN UP AND GET PHYSICAL HERE!!!! QBOpen at 4 or 8 o’clock and find the running back. Once you have handed off the ball Boot away from the play (Right) and carry out your â€Å"Winter†. Get on your horse to handoff the ball. TB is NOT waiting for you. LTStretch Rules LGStretch Rules CStretch Rules RGStretch Rules RTStretch Rules WPearl Route XWheel route YMan block. ZMan block FbMotion up to the line and block the Sam linebacker. If he is inside the box then go get him. TBLine up 7-8 yards from the line of scrimmage (in Pistol) or 2 yards behind the QB and directly behind the guard (in Gun). ONCE THE QB HAS THE BALL open up and aim 5 yards outside the play side tackle. Your read is the last man on the line. If the Tackle has him sealed then stay on your track to the outside, if we don’t have the edge cut it upfield RIGHT AWAY!!!! Coaching Points JESUS=CROSS Play designed to get our X receiver lost in coverage. Play also allows for us to take a shot if we have a coverage mismatch on the outside. QBAlthough this is our 30 series so it’s a quick 5 step drop. In any man coverage we are looking for the X receiver as he clears the tackle. In cover three (Cut and Hold) we are looking for the Y receiver who is hooking up in the zone. LTSlide Pro LGSlide Pro CSlide Pro RGSlide Pro RTSlide Pro WGo route. Get inside position and get upfield. Get on your horse as you are an option on this play. XDrag at 4 yards. If there is a linebacker in your track go underneath him. Make sure that you are going underneath both the FB and Y receiver. You should almost brush by them as you pass them. YRun a drag at 5 yards and once you get on top of the tackle, turn it into a hook. (you are setting the last â€Å"pick† for the X receiver coming across the formation) Don’t make the pick look deliberate, just turn and look for the ball forcing the defender to go around you. ZGo route. Get outside position and get upfield. Get on your horse as you are either getting the ball deep, or clearing out that area for the X receiver. FbMotion into the line and run a drag at 5 yards. You should look to brush by the X receiver as you pass by ONTOP of him. RbEarly Motion. Set up behind inside leg of tackle, and cover up that gap. If no one comes release to the flats. Coaching Points (H)awaii-Hooks QB’s know where you are going with the ball pre snap, and throw the ball on time on your third step QBPresnap read: FS for cover zero, and Man or Zone off motion. Cover 1 we are looking backside (W) . Cover zero we are looking to Go route (X). Cover 3 Hold and Cut we are looking for the Y receiver. If there is a blitz or interior pressure from a blitz we are checking down to FB. LTSlide Pro LGSlide Pro CSlide Pro RGSlide Pro RTSlide Pro WHook breaking 7 yards back to 5. Get inside position on your DB and attack the ball when its in the air. XGo route. In cover zero look for the ball as soon as you have cleared your defender. Get inside position on your defender ASAP. YGet inside position on your defender and Hook at 10 yards, work back to 7 yards. Break and come back to the QbDont wait for the ball to come to you, go get the ball ZGet inside position on your defender and Hook at 7 yards, work back to 5 yards. Break and come back to the Qb Dont wait for the ball to come to you, go get the ball FbDrag at 3-5 yards. RbEarly Motion. Set up behind between backside tackle and guard. You are responsible for anything that comes through this gap.

Media Essays Magazines Men Women

Media Essays Magazines Men Women Magazines Men Women Literature Review Many scholars have argued the media play an increasingly central role within contemporary society, and the shaping of identities (Holmes, 2007; McRobbie, 2000). Kellner (1994, cited in Durham, 1995, p.2) argues the media provide individuals with the materials to forge their identity and sense of selfhood; including our notions of male and female and what it means to be good or bad. As a medium, magazines have not been studied in as much depth as newspapers, television and radio. However they are still an important cultural tool and a valuable medium to study, with a unique function ‘to bring high-value interpretative information to specifically defined, yet national audiences’ (Abrahamson, 1996, cited in Holmes, 2007, p.511). The analysis of images within magazines is a valid way of studying gender roles and relations according to Butler and Paisley (1980, p.49). They argue images formed from mediated precepts become part of a viewer’s conception of themselves. Vigorito and Curry (1998, p. 136) point out that popular culture is ‘increasingly visual’, and that magazine pictures ‘carry significant messages about cultural norms and values, including the norms of gender relations’. In a study of the pictorial images featured in Playboy and Cosmopolitan, Krassas et al (2001, p.752) argue that images within magazines ‘have a demonstrable effect on how we think about ourselves’, and that they ‘explicitly advise the reader about how to look and act’. The following study that is predominantly image-based analysis is therefore a legitimate and valid way of studying the sample material. Research into masculinity and male depiction within women’s magazines has been scarce according to many scholars (Holmes, 2007; Farvid and Braun, 2006; Vigorito and Curry, 1998), with most research focused on ‘the social construction of femininity’ (Vigorito and Curry, 1998, p.135). However, with an established theory that identifies gender as a social construct that defines masculinity as historically reactive to changing definitions of femininity (Kimmel, 1995, p.14), the study of the representation of men and their roles within women’s magazines has become increasingly significant. As Farvid and Braun (2006) explain: The focus on men is particularly relevant because, in a heteronormative world, male and female sexualities are constructed simultaneously. Therefore, although previous examination of femininity/female sexuality in magazines have been useful, they are only partially complete, as female (hetero)sexuality is also constructed through the magazines’ account of male (hetero)sexuality (p.298). The following study concerned with the sexual representation of men in contemporary women’s magazines is therefore pertinent to existing theory. As the majority of studies are also American and at least five years old, there is justification for a contemporary, English study on the sexual presentation of men in women’s magazines. In his observation of women’s magazines, Gauntlett (2002, p.51) notes that the changes in content coincide with societal changes in gender relations. The 1940s and 1950s saw the emphasis was centred on a domesticated ‘simpering housewife’, that saw education and careers as the masculinisation of women. The 1960s saw the sexual revolution that marked the seeds of change within society and women’s magazines. From this time the sexual longings of all women including the ‘respectable’ and the unmarried, could openly be acknowledged and discussed (Wouters 1998, p.188). In the 1970s and 1980s magazines continued to change, to account for women and their changing positions within society (Gauntlett 2002, p.52). Attwood (2004, p.15) argues since the 1990s popular media has depicted ‘new sexualities’, which break existing norms of feminine behaviour by addressing women as ‘knowing and lustful’. McNair (2002, p.88) has also noted that we increasingly live in a ‘striptease culture’ that is focused on ‘sexual confession and self-revelation’, that manifests itself within print media. On a broad level, the following study is concerned with how this emerging sexual discourse within the media and society is manifested within women’s magazines. Alongside changing societal values and morals, there are strong arguments suggesting the content of women’s magazines can be directly influenced by the interests of advertisers. In the relentless search for new markets by advertisers, erotic images of men are designed to appeal to both liberated women as well as the new male consumer (Rohlinger, 2002, p.61). In the 1990s, rumours circulated that women’s magazine Company, had found a sales formula relating to circulation figures with the number of times the word ‘sex’ appeared on the cover lines (Gough-Yates, 2003, p.139). Consumers that buy young women’s magazines also have the most desirable demographic to advertisers – young, single, employed, well educated and urban – and are the most likely to buy a magazine for it’s coverage of sex (Rohlinger, 2002, p.61). There is a general agreement that the content of women’s magazines has reached a sexual peak in today’s society. Sex ‘sets the tone, defines the pace, and shapes the whole environment’ of women’s magazines (McRobbie, 1996, p.177). There is currently a ‘lust revival, an acceleration in the emancipation of sexuality’ (Wouters, 1998, p.200). Winship (2000, p.43) argues sexual discourse, which was once a private dialogue, has been re-positioned in a public space, moving it from a private to a public discourse. Attwood (2004, p.15) supports this idea, arguing that ‘sexy images have become the currency of the day’. Not only has the sheer volume of sexual coverage increased dramatically, Scott (1985, p. 387) points out that there has also been a complete liberalisation of the treatment of sex within women’s magazines. Sexuality has replaced romance as the ideological focus – with a more pronounced emphasis on ‘strong, frank, and explicitly sexual representations’ (McRobbie, 1996, p.192). With sexuality replacing romance as the ideological focus of women’s magazines, Giddens (1992, p.1-2) argues sexuality has been released from the confines of a heterosexual, monogamous, procreative hegemony and has been replaced with ‘sexual pluralism’, a sexual identity defined and structured by individual choice. This individual choice and ‘sexual pluralism’ can be seen within the pages of women’s magazines as young women are actively encouraged to be ‘sexual actors, even predators’ in their search for sex (Gauntlett, 2002, p.206). Gauntlett (2002, p.97) supports Giddens arguments for a post-traditional society, referring to the increased levels of divorce and separation as individuals move from one relationship to another. Furthermore, Wouters (1998, p.208) argues there is now a ‘sexualisation of love and an eroticisation of sex’. With the liberalisation of women’s magazines in favour of a more sexually confident standpoint, debates surround the change in attitude and treatment towards men in favour of an objectified, sexist approach. Men, it has been argued, are no longer treated with respect ‘but could be seen as inadequate, or the butt of jokes’ (Gauntlett, 2002, p.53). As Wolf (1994) explains: Male sexuality, once cloaked in prohibitions that kept women from making comparisons, is under scrutiny, and the secrets of male virility are on display (p.24). After years of women complaining about the objectification of their bodies, the male body was ‘on display: cut up, close up and oh! so tastefully lit’ (Moore, 1988, p.45). As women’s magazines became more sexual, the availability of men’s bodies as sex objects became ‘central to this emergent discourse’ (Ticknell et al, 2003, p.54). Counter to the argument of women’s magazines as a stage for demeaning and objectifying men, is the admittance this it is something men’s magazines have been doing for decades, and since both sexes chooses to do so it probably doesn’t matter in sexism terms (Gauntlett, 2002, p.174). Women’s magazines also do not treat men as just bodies or ‘sex machines’ all the time; they are also presented as thoughtful, emotional beings (Gauntlett, 2002, p.188). Additionally, it could be argued that far from being an ‘emergent’ discourse, the male appearance has been available for the viewing pleasure of women for centuries. In the nineteenth century, a man’s physical appearance was taken as a sign of intelligence and morality, and women were invited to view men’s bodies as a sign of their superiority and harmony (Stern, 2003, p.220). Despite evidence to suggest it is not a valid criticism that women’s magazines objectify men; the viewing of men’s bodies in today’s society is done so in a mainstream context, using mechanisms historically associated purely with men and how they look at women, signalling that, for the first time, ‘erotic spectacles had crossed gender boundaries’ (Moore, 1988, p. 47). Laura Mulvey, in her essay ‘Visual Pleasure and Narrative Cinema’ (1975), first introduced the idea of the ‘male gaze’; Mulvey argued that mainstream Hollywood cinema primarily sets out to satisfy the unconscious desires of men. She argued that male characters do most of the looking within films, making them the (active) subjects, and female characters are looked at, making them the (passive) objects. Male spectators identify with the male protagonist, and female spectators, Mulvey says, are also compelled to take the viewpoint of the central male character, denying women of their own perspective. A temporary masculinisation is the only way Mulvey can offer pleasure for the women viewer. And while the male hero in the film cannot be viewed as a sexual object, ‘according to the principles of the ruling ideology’, he can be admired by men narcissistically as an ideal version of the self (1975, p.14). Perhaps the biggest problem with Mulvey’s argument is the denial of a female gaze (Gauntlett, 2002, p.39). As Moore points out, To suggest that women actually look at men’s bodies is apparently to stumble into a theoretical minefield which holds sacred the idea that in the dominant media the look is always already structured as male. (Moore, 1988, p.45). Support for Mulvey’s masculinised female viewing is found in Krassas et al’s (2001) comparative study of gender roles in Cosmopolitan and Playboy. The study concluded that both magazines reflected the male gaze, regardless of audience, because both portrayed women as sex objects and the main concept within both was the idea of women attracting and sexually satisfying men. Additionally, if gaze behaviour is characterised by the viewing of a passive object, Schauer (2005, p.57) argues men are often pictured in traditional roles with power tools, hammers, army uniforms and so on, to show a engagement in an activity as a ‘strategy to offset the passivity of being looked at’. If this is the case, Mulvey’s framework of the gaze cannot be applied to women. However, since their earliest days, movies have included and celebrated attractive men whose sexual magnetism has no doubt drawn women into cinemas (Gauntlett, 2002, p.39). Since Mulvey’s argument, various writers have argued for the inclusion of the female spectator within the framework of the gaze and Gauntlett describes Mulvey’s argument as ‘untenable’ (2002, p.39). Van Zoonen (1994, p.97) argues Mulvey’s analysis of patriarchal cinema is ‘dark and suffocating’, which has lost ground to an alternative ‘more confident and empowering’ approach to female spectatorship that allows a ‘subversive’ way of viewing the texts. Moore (1988, p.59) also makes the case for a female gaze, arguing that it does not simply replicate a ‘monolithic and masculinised stare, but instead involves a whole variety of looks and glances – an interplay of possibilities.’ Attwood (2004, p.15) argues that in today’s society, objectification is a necessary precondiction for erotic gazing in a narcissistic culture ‘where the body is widely represented as an object for display’. In this climate, there is a ‘strong encouragement for a female gaze and the creation of a space for male narcissism’ (MacKinnon, 1997, p.190). Therefore, securing the gaze of others connotes ‘desirability and self-importance for both women and men’ (Attwood, 2004, p.15). It could be argued therefore, that women’s magazines may provide a stage for the objectification of men which in a ‘narcissistic culture’ is both inevitable and desirable. The following study is concerned with whether there is evidence of a female gaze within women’s magazines that fits within Mulvey’s framework of gaze. Thus, whether men are actively viewed by women as passive objects. Furthermore, Mulvey points out that the appearance of women are often coded for strong visual and erotic impact, so that they can be said to connote ‘to-be-looked-at-ness’ (1989, p.10). This element will be analysed in the examination of the images of men within the three chosen magazines to discover if men display the same visual codes and therefore imply they are receiving a female gaze. The growing preoccupation with sex and male bodies within women’s magazines has come under much debate by theorists, with one of the most passionately critical arguing they are morally reprehensible, offering ‘a depressing portrait of the modern British woman’ (Anderrson and Mosbacher, 1997, p.18). Women were described as dishonest and crude, with ‘no moral standard at all’ (p.56). Women can be, once corrupted, both more disgusting and degraded than men. As Shakespeare said, ‘Lilies that fester smell far worse than weeds’. (Burrows in Anderrson and Mosbacher, 1997, p.57) Despite the passionate and dramatic way the report denounced the content of women’s magazines and their sexual content, the arguments put forward were branded as outdated and rigid, with the overwhelming consensus agreeing that the liberalisation and sexualisation of magazines were, although not perfect, a good and liberating thing nonetheless. Magazines borrow from feminist discourse, which imply to their readership a genuine commitment to the equality of men and women in their sexual worth (Tyler, 2004, p.96). The depictions of female sexuality are an empowered one, as there are representations of young women as sexually active and independent with the right to desire sex and receive sexual pleasure. The magazines can therefore be seen as sexually liberating and offering an image of sexual agency for women (Farvid and Braun, 2006, p.299). The main elements and issues covered by women’s magazines all figure ‘high in the feminist agenda’, and confirm that women’s magazines strive to provide an image of equality (McRobbie, 1999, p.57). Others argue however, that regardless of the emergent sexual discourse which implies women’s magazines provide a feminist message for readers; the obsession with men in the magazine’s reinforce an earlier notion that believes men are the route to happiness, and in reinforcing this attitude, they are legitimising and naturalising patriarchal domination (Farvid and Braun, 2006, p.296). The ideological underpinnings conform to rigid and traditional norms. These constructions position women as objects of male desire and underscore women’s subordinate position in contemporary society’ (Durham, 1995, p.18). Furthermore, it has been argued that women’s magazines use sex as a faà §ade to represent women as dangerous and daring through sex when in fact, the sexual acts represented are only ‘mildly transgressive’, and are actually based on traditional gender roles (Machin and Thornborrow, 2003, p.455). The theory of women’s magazines presenting traditional and stereotypical gender roles in the subtle undertones of the magazine’s, mirrors the opinion theorists felt about women’s magazine’s in the 1940s and 1950s; that they projected the image of a ‘simpering housewife’. Admittedly the appropriate roles for men and women were referred to more explicitly in those times, however it still implies that both present essentially the same message: that men are the route to happiness (Klassen et al, 1993). Goffman’s (1979) study into gender stereotypes within advertisements commented on how different poses portray messages about masculinity and femininity. He found that ‘women were often portrayed in very stereotypical ways, such as in submissive or family roles and in lower physical and social positions than men’ (Baker, 2005, p.14). A number of theorists adopted his methods for analysing magazine images, all of which supported his findings that gender is stereotyped within images; with women portrayed as submissive and passive, and men as dominant and superior (Kang, 1997; Klassen et al, 1993; Krassas et al, 2001; Vigorito and Curry, 1998). Similarly, Kim and Ward (2004, p.48-49) argue that women’s magazines skew the portrayal of males and females to their target audience so that editors, writers and advertisers can take advantage of gender myths and fears. In contrast to this traditional view of gender is McRobbie’s (1999, p.50) argument that it is wrongly assumed the ideology of the magazine’s will be absorbed in a direct way by readers. Hermes (1995, p.148) supports this argument suggesting that readers only connect with part of what a magazine is saying, and cultural studies makes the mistake of assuming that ‘texts are always significant’. Additionally Gauntlett (2002, p.207) points out that the encouragement of women to be active in their search for sex is a rejection ‘of passive femininity’, and ‘is feminist progress’. He adds that while women’s magazines may have a large proportion of content concerned with finding the right man, women are aggressively seeking out partners rather than waiting for a ‘nice husband to come along’ (p.191). He therefore rejects the idea of women being presented as passive, subservient beings which is a traditional notion of femininity. The presence of men as objects to be viewed by women is in itself also a way in which traditional gender ideologies is subverted within the magazines. This approach to men is traditionally only associated with the way men have treated women (Gauntlett, 1999, p.188). Though there are convincing arguments for both sides of the argument; that women’s magazines either present a feminist message, or a traditional ideological message, most scholars agree women’s magazines ‘do not construct a single mythic meaning of feminine identity, or present one ideological position for their readers. Instead, the discourses of women’s magazines are mixed, somewhat contradictory’ (Bignell, 1997, p.56-57). The oppositional arguments surrounding the extent to which gender is presented within women’s magazines leads McRobbie (1994, p.163) to believe there are ‘spaces for negotiation’ within women’s magazines, and that they bring ‘half a feminist message’ to women that would not otherwise receive it. In support of this, Hollows (2000, p.195) argues the feminist messages that are within women’s magazines produce spaces ‘where meanings can be contested, with results that might not be free of contradictions, but which do signify shifts in regimes of representation.’ Within the following study I wish to identify to what extent gender is portrayed as stereotypical and traditional, and how this is negotiated within the ‘emergent’ sexual discourse of the magazine’s, specifically in the objectification of men. Alongside this aim, I also wish to identify whether there is evidence of a female gaze in which men are presented in a way that implies they will receive an active sexual objectifying gaze.