Belonging Speech Essay Example for Free

Belonging Speech Essay To me belonging is a sense of enlightenment felt when an individual gains an understanding of themselves in relation to others and the wider world. To actually feel as if we belong, we must first accept ourselves and be accepted by others. A real sense of belonging can be determined by self-acceptance and acceptance by a group. However, when difficult situations are experienced, an individual may gain a sense of belonging through self-acceptance alone. This is clearly represented in the novel, ‘The Passage’, written by Justin Cronin, the poem, ‘St. Patricks College’, composed by Peter Skrzynecki and the film, ‘The Perks Of Being A Wallflower’ directed by Stephen Chbosky. These three texts clearly reflect how one would belong through self-acceptance. ‘The Passage’ is a post-apocalyptic thriller about an ancient vampiric disease that destroys society and leaves only a handful of people alive including Amy, the protagonist, who incidentally holds the key to the survival of the human race. The main protagonist, Amy, with specific reference to chapter 23, is travelling the apocalyptic landscape of America where she gains a certain self-acceptance due to the difficult situation that she is dealing with. The difficult situation being that Amy is scientifically immortal and has kept to living on her own and ultimately, surviving on her own. Cronin reveals â€Å"It was summer again and she was alone. Alone with no one but the voices she heard, everywhere and all around. † To us, it reveals how alone Amy really is and ultimately how she has come to accept herself for what she is. This revelation of Amy’s has come from the situation she has had to deal with and in a way, grown up with. The situation being that the world has ended, she is immortal and she has no one to belong with. Due to the difficult situation that Amy is in she has had to draw her own sense of belonging from herself as opposed to feeling as if she belongs with other people. For Skrzynecki in ‘St. Patricks College’ he has had to accept himself, like Amy, though a difficult situation is faced he has still been able to feel a sense of belonging with himself. Skrzynecki feels â€Å"Like a foreign tourist,† whenever he attends St. Patricks College or whenever he is among others who attend St. Patricks College. This highlights the feelings of Skrzynecki and how he as an individual feels as though he does not belong with them. Skrzynecki even reveals that he is â€Å"Uncertain of† his â€Å"destination†. This yet again implies how much Skrzynecki does not belong at St. Patricks College or in that case with any other student who attends St. Patricks College. Obviously, this situation has forced Skrzynecki to adapt to his surroundings of the College and learn to accept himself to feel the sense of belonging that isn’t really expressed within the text. The Perks Of Being A Wallflower’ is a film set in the early 1990’s and addresses the problems that Charlie, the main character, faces while attending high school after his best friend from middle school had committed suicide only months before hand. For anybody, being a semi-depressed teenager is a difficult situation to be in; Char lie faces this during the entire film all the way up to the very last moments. At the beginning of the film while we hear Charlie’s voice over of him writing his first letter to his â€Å"friend† he talks of alienation from his ex-middle school friends such as Susan. Charlie writes â€Å"I thought maybe my old friend Susan would want to have lunch with me† but because of Charlie’s extremely difficult situation that he is dealing with Susan â€Å"doesn’t like to say hi† to Charlie anymore. The use of voice over in this scene creates a connection between the audience and Charlie and provides sufficient evidence of how alienated Charlie is among his peers. Charlie even admits â€Å"If my English teacher is the only friend I make today, that would be sort of depressing. † This emphasises how alienated Charlie is and how much he doesn’t fit in. Due to this being a difficult circumstance for Charlie he has learnt to belong with himself even though he feels he does not belong with anyone else. In ‘The Passage’, Amy faces her situation head on which in Chapter 23 reveals that, in a way, Amy has been forced to see belonging as an unimportant aspect of her life. This has pushed Amy to accept herself and disregard the need for others. We learn this when Amy is thinking to herself when she thinks â€Å"Are we the all? For I have seen no one, no man or woman, in all the years and years. Is there no I but I? During this moment Amy is feeling a negative connection with the Virals, the vampires, she concludes her thoughts where Cronin writes â€Å"Go now, she thought, and closed her eyes; and when she opened them again she found she was alone. † Cronin pieces together Chapter 23 with finesse and understanding of Amy. He was able to show us two things: the first is that Amy did not want to belong with anyone as she feared for their safety and the second was that even though we must be accepted by others to belong, we are able to belong if we are to accept ourselves if we are involved with a difficult situation. For Skrzynecki in ‘St. Patricks College’ he also finds belonging an unimportant aspect of his life while he attends the College. This might not be as bad as Amy’s situation but to Skrzynecki it is still daunting. Skrzynecki â€Å"†¦ stuck pine needles Into the motto On my breast. † This shows the lack of caring for the motto and in turn the College. As Skrzynecki doesn’t really care for the College belonging obviously does not matter as much as Charlie from ‘The Perks Of Being A Wallflower’ wants to belong. For Skrzynecki saying, â€Å"The Lord’s Prayer In Latin, all in one breath† was a feat clearly showing his disregard for the significance of The Lord’s Prayer. The Lord’s Prayer is clearly connected to the College for religious reasons and because Skrzynecki misses the significance of the prayer it proves that Skrzynecki didn’t want to necessarily belong. Due to Skrzynecki being alone and feeling excluded from the college he has had to rely on his own self-acceptance to feel his own sense of belonging. ‘The Perks Of Being A Wallflower’ is a film where the main theme is belonging. Charlie reflects just that and begins to accept the fact that he is a â€Å"wallflower† and feels a sense of belonging with himself. Aside from this, Charlie wants to feel included, he wants to belong and eventually he feels that with Sam and Patrick. At Charlie’s first party Patrick makes a toast to Charlie of which Charlie questions with â€Å"what did I do? † where Patrick responds â€Å"you didn’t do anything, we just wanted to toast our new friend† this conveys a sense of belonging among the audience as well as Charlie and the other characters. This is different from Amy in ‘The Passage’ and Skrzynecki in ‘St. Patricks College’ because they do not want to belong or don’t feel the need to whereas Charlie wants to belong and wants to fit in. Accompanying this is the use of camera angles. When the camera is facing Charlie it is in a high angle position showing Charlies vulnerability and when it points at Patrick it’s a low angle position demonstrating the importance of Patrick. This is a clear representation of how one would feel a sense of belonging when they are accepted by others as well as how one would feel a sense of belonging when they accept themselves. To feel as if you belong, you must accept yourself and be accepted by others but when dealing with difficult situations you can rely on self-acceptance to feel as if you belong. This is without a doubt clearly represented in ‘The Passage’, ‘St. Patricks College’ and ‘The Perks Of Being A Wallflower’. These three very similar texts all show how a sense of belonging can be determined by self-acceptance and acceptance by a group. However, when difficult situations are experienced, an individual may gain a sense of belonging through self-acceptance alone.

Strategies to Detect Neutrinos

Strategies to Detect Neutrinos Thomas Kayll What are Neutrinos and how do we detect them A neutrino (ÃŽ ½) is a subatomic particle from the lepton family with a lepton number of +1, a charge of 0 and a spin of  ½. There are three flavours of neutrino the Muon Neutrino, Tau Neutrino and the Electron Neutrino1. Neutrinos rarely interact with matter because they are so small and have no charge and are also not affected by the strong nuclear force. So the only way a neutrino can interact with matter is through the weak nuclear force. Neutrinos are about 100,000 times smaller than electrons but there are so many neutrinos being emitted into the universe that even with their incredibly small mass they outweigh the amount of matter in the universe9. Figure 1 Neutrinos were hypothesised in 1930 by Wolfgang Pauli8, he theorised that another particle must be emitted in beta decay other than the electron as not all the energy from the decay carried by the electron so Pauli suggested that another particle was emitted and was carrying the rest of the energy given off. It was expected that the electron would carry all the energy but this is not what was found. The law of conservation of energy states that Energy can’t be created or destroyed, but it can be changed into a different form, also that in a closed system it cannot be lost. The red line represents the energy the electron should have if none was shared from the beta decay of carbon 14 and the blue line represents the actual energy of the electrons. The first people to detect the neutrino were Reines and Cowan. They did this by using the prediction the nuclear reactors were meant to produce high amounts of neutrino fluxes. When one of the antineutrinos collides with a proton a neutron and a positron are given off6. These positrons then collide with electrons and annihilate via pair-annihilation. When this happens two gamma rays are produced as radiation in opposite direction. Figure 8 Reines and Cowan soon realized that detecting the gamma bursts wasn’t enough evidence to categorically say they had found neutrinos. So they aimed to detect the neutron given off as well. Reines and Cowan set up a new experiment where they constructed a tank of water and lined it with a scintillating material to detect the gamma radiation. A scintillating material is a material that fluoresces when hit by a photon or a charged particle. This is then picked up and amplified by photomultiplier tubes. They also put cadmium into the tank; cadmium absorbed the neutrons given off in the reaction between the antineutrino and the proton and becomes an exited form of cadmium witch give off gamma radiation1.1. Figure 9 The gamma rays form the exited cadmium were detected 5X10-6 seconds after the positron electron annihilation. This gave enough evidence to prove that neutrinos did exist. Reines and Cowan repeated the experiment in a different location with better cosmic ray shielding. Cosmic rays comprise of very high energy particles such as high energy photons, these particles can interfere with very sensitive electronics used in the experiments and can create false readings. Form this they got more reliable results1.1. In a reaction the baryon number, lepton number and the strangeness must stay the same. So in beta decay where an electron is given off an anti lepton must be released to make the lepton number 0 again. I am going to be looking at how the Super-Kamiokandeis able to detect neutrinos. The Super-Kamiokandeis a large experiment where 50,000 tonnes2 of ultra pure water is held in a stainless steel spherical tank covered in 11,146 photomultiplier tubes all of this is located in a old mine 1,000 meters underground to stop cosmic ray interference. To be detected, a neutrino would interact with a H2O molecule and would cause an Electron to be discharged and this would be travelling faster than the speed of light in water causing Cherenkov radiation to be emitted. Cherenkov radiation is emitted when a particle travels faster than the maximum velocity of a photon in that medium. This radiation produces a ring of light which is detected by the photomultiplier tubes witch amplify the signal, using this we can calculate where the neutrino interacted and what flavour of neutrino it was3. Photomultiplier tubes are needed as they are able to amplify the signal by around 100 million times. When a photon from the Cherenkov radiation hits the photocathode then a photoelectron is released vie the photoelectric effect , this is then attracted to the first dynode with a pd of approximately 100V this electron gains kinetic energy and then hits the dynode liberating more electrons (typically 3-4) then these are attracted to the next electrode with a pd of 100V and a charge of 200eV and the same happens again until there is a strong enough signal and the electrons hit the anode and then the detected signal is sent off to the computer4. For each electron liberated on the dynodes the energy is The 100eV the electron carries is enough to liberate around 4 new electrons on the next dynode. With some electrons not hitting the dynodes and some not liberating exactly 4 new electrons then the figure that the signal is amplified by 100 million times and that (3-4) electrons are liberated by on electron make are correct. From research it seems that the dynodes have a work function (ψ) of around 5eV this means that about 80eV is lost when the electron hits the surface of the material. Figure 5 This Is the Super-Kamiokande form the inside. Each dot is a photomultiplier tube, and there are two people checking them on the surface of the water in a dingy. The first recorded instance of an observation of a neutrino was in 1970 on the 13 of November. The event was observed when a neutrino collided with a proton and created a mu-meson (muon) and a pi+-meson (pion). A pi+-meson is a particle which consists of a quark and an anti-quark. A pi+-meson consists of an up quark and an anti down quark. A muon is a member of the lepton family in the standard model. This all occurred in a hydrogen bubble chamber. A bubble chamber is a vessel that holds super heated liquid (in this case hydrogen); it is used to detect charged particles that enter it. It is able to crate observations of these particles as when a charged particle passes through the chamber it causes an ionisation path which causes the surrounding liquid to vaporise and form bubbles which size are proportional to the specific particles energy loss. This is all captured by cameras which can produce a picture of the event5. Figure 6 This is the original picture of the collision This is an annotated picture showing the paths of the colliding particles. Muon (ÃŽ ¼), proton (p), neutrino (ÃŽ ½ÃŽ ¼) and the pion (Ï€+). When the neutrino and the proton collide the proton moves to the left. The neutrino is turned into a muon which keeps going forwards and the pion is created from the collision5. The annotation to the right shows what is happening at the sub atomic level with quarks. In 2011 the OPERA experiment conducted which came across the odd results that neutrinos were travelling faster than the speed of light. The results were declared as anomalous as anything going faster than the speed of light in a vacuum is considered to go against special relativity. The scientists conducting the experiment set investigations into why they got the results they did. From these investigations it was found the there were two faults in how the experiment was set up. One was that a fibre optic cable was improperly connected and that a clock oscillator was set to fast. Taking both of these errors into account meant the reading were not actually faster than the speed of light. In 2012 it was reported that the speeds of neutrinos are the same as the speed of light. This information was gathered by numerous different scientific groups including OPERA. There are many different sources of neutrinos such gamma ray bursts, supernovas, neutron stars, nuclear fission and cosmic rays. Neutrinos are defiantly not rare with potentially about 100,000 billion passing through your body every second. All of these sources are some of the most energetic/violent processes in the universe. The main source of our neutrinos that are detected by places like ice cube and Super-Kamiokande is the sun through its nuclear fission which gives off many neutrinos. Here you can so that a neutrino and a positron are emitted when two H1 atoms collide and coalesce to form a H2 atom. Ice cube is another neutrino detector in the South Pole that uses the same idea as the super-Kamiokande in that it detects the gamma rays from when a neutrino collides with a water molecule. Ice cube is a hexagon that is around 2,450 meters deep and has 86 lines of sensors with 60 sensors on each line so a total of 5,160 sensors. Conclusion From my research into what neutrinos are and how we can detect them I have found out the fundamental nature of neutrinos and how we are able to detect something that rarely interacts with matter. I have learnt that neutrinos are harder to detect than I had imagined and that there are different methods such as detecting the Cherenkov radiation from the neutrinos colliding with water molecules or by seeing their ionising path in a bubble chamber. I have also found out some of the reasons behind why neutrinos are so hard to detect in the first place, for example that neutrinos are extremely small, have very low mass, are not charged and only really interact through the weak nuclear force. Over all, neutrinos are very elusive and one of the weirder particles that we have discovered and there is still a lot we do not know about them. Bibliography Date accessed: 23/11/2014 1 URL: http://hyperphysics.phy-astr.gsu.edu/hbase/particles/lepton.html URL: http://hyperphysics.phy-astr.gsu.edu/hbase/particles/cowan.html Hyper physics is a reliable website source because it is hosted by the physics and astronomy department at Georgia state university and has professors who teach the subjects input also it should be non biased as there is no gain for it providing false information. Hyper physics states that their second experiment at Savannah River Plantwas 12 meters underground and states the cross-section of the reaction to be 6X10-44 and the same figures are stated http://en.wikipedia.org/wiki/Cowan%E2%80%93Reines_neutrino_experiment Date accessed: 23/11/2014 URL: http://physicsworld.com/cws/article/news/1998/jun/05/super-kamiokande-finds-neutrino-mass Physics world is a website that publishes the new and old physics topics and has many different topics that it has published. It is a reliable source as it is backed by some very credible companies, such as Angstrom Sciences and Moxtek Inc. It also has scientist informing and righting as well which further proves the reliability of the website. Date accessed: 21/11/2014 URL: http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Super-Kamiokande.html Princeton.edu states that the page is sourced from Wikipedia URL: http://en.wikipedia.org/wiki/Super-Kamiokande. it is reliable as Princeton university would not be publishing wrong information on their site as that would be bad for them so that gives this information some credibility. Also physics world URL:http://physicsworld.com/cws/article/news/1998/jun/05/super-kamiokande-finds-neutrino-mass states that the super-Kamiokande is 1000m underground and holds 50,000 tonnes of water which is the same as on the Princeton page this back up the reliability of the data. Date accessed: 23/11/2014 URL: http://en.wikipedia.org/wiki/Photomultiplier The data that I found on Wikipedia on photomultiplier tubes was backed up from the equations I used to try and estimate the number of electrons hitting the anode, which gave similar figures to my calculations. Also the theory behind how photomultipliers work was the same as explained in http://micro.magnet.fsu.edu/primer/digitalimaging/concepts/photomultipliers.html this website also stated gains around 100 million which is my calculated and Wikipedia’s stated value. All this shows that it is a reliable source. Date accessed: 26/11/2014 URL: http://abyss.uoregon.edu/~js/ast123/lectures/lec22.html This is an educational site from the University of Oregon who should not be biased as they have no reason to put incorrect information on their website as it would have a negative effect on them and they wouldn’t gain anything. It is reliable as it is written by scientists. The date stated on the page November the 13th 1970 is the same as stated on http://commons.wikimedia.org/wiki/File:FirstNeutrinoEventAnnotated.jpg. Date accessed: 26/11/2014 URL: http://t2k-experiment.org/neutrinos/a-brief-history/ T2k is a website dedicated to neutrinos. The website is primarily about news in the field and the t2k experiment of neutrino oscillation. It is a reliable source as it is written by professionals.† the positron annihilates with an electron to create two gamma rays† this statement says the same thing as http://hyperphysics.phy-astr.gsu.edu/hbase/particles/lepton.html says on the topic. Date accessed: 30/11/2014 URL: http://icecube.wisc.edu/science/depth Ice cube is a website dedicated to the ice cube particle detector in the south-pole that is trying to detect neutrinos and more. Its primary funding source is the national science foundation, this is a US government organisation that funds and conducts many different projects. Their aim is to keep US science at the forefront of the world in discovery. The web site ice cube should be reliable as it has major government input and would not gain anything from false publication. On ice cube it states that the detector has 5,160 detectors this is the same at http://phys.org/news/2013-11-world-largest-particle-detector-icecube.html. Phys is a large physics news blog with articles written by universities and scientists so it is a reliable website as it is written by people who have extensive knowledge in what they write. â€Å"Advanced Physics†, Steve Adams, Jonathan Allday/oxford university press/November 2nd 2000, p416 Advanced physics is a book published by oxford university press. It is reliable because Oxford University is a highly regarded university that would get a negative publicity if what they published was incorrect. Oxford should not be biased as it doesn’t have any large Companies or influential people pressuring them to publish false information. â€Å"Neutrino†, Frank Close/oxford university press/ February 23rd 2012, p2 The book neutrino talks about what neutrinos are and how we detect them, their history, their discovery, their sources and many different topics related to them. The point of the book is to inform and educate people on neutrinos. Professor Frank Close the author is a professor at Oxford University this shows he knows what he is talking about and that the book is reliable as he is a regarded physicist. Oxford press is a reliable publisher as I have stated in reference 8. Figures Date accessed: 23/11/2014 URL:http://upload.wikimedia.org/wikipedia/commons/thumb/0/00/Standard_Model_of_Elementary_Particles.svg/2000px-Standard_Model_of_Elementary_Particles.svg.png Date accessed: 26/11/2014 URL: http://t2k-experiment.org/neutrinos/a-brief-history/ Date accessed: 23/11/2014 URL: http://hyperphysics.phy-astr.gsu.edu/hbase/particles/lepton.html Date accessed: 23/11/2014 URL: http://www.ocr.org.uk/Images/165501-unit-g495-advance-notice-june-2014.pdf Date accessed: 21/11/2014 URL:https://www.google.co.uk/url?sa=irct=jq=esrc=ssource=imagescd=cad=rjauact=8ved=0CAUQjhwurl=http%3A%2F%2Fpprc.qmul.ac.uk%2F~still%2Fwordpress%2F%3Fpage_id%3D138ei=iSBnVK2IG5XWaqubgfAJbvm=bv.79142246,d.d2spsig=AFQjCNH_tc4ZUVMJfiVeSgUvb3ba_uDsqA Date accessed: 26/11/2014 URL:https://www.windows2universe.org/sun/Solar_interior/Nuclear_Reactions/Neutrinos/neutrino_picture_big.gif Date accessed: 26/11/2014 URL:http://abyss.uoregon.edu/~js/ast123/lectures/lec22.html Date accessed: 23/11/2014 URL:http://hyperphysics.phy-astr.gsu.edu/hbase/particles/cowan.html Date accessed: 23/11/2014 URL:http://hyperphysics.phy-astr.gsu.edu/hbase/particles/cowan.html

Effects of humor in advertising

Effects of humor in advertising Humor in advertising is like a gun in the hands of a child. You have to know how to use it. Otherwise, it can blow up on you. (Miller, 1992) According to Marc G. Weinberger and Charles S. Gulas (1992), Humor is by no means a guarantee of better ads, but its effect can be enhanced with careful consideration of the objectives According to Fugate D. (1998), Advertising humor refers primarily to the ability of audiences to respond positively when one or others are portrayed in a playful manner. Employ of humor in advertising propose that as much as 30.2% of prime time television advertising is planned to be humorous (Weinberger and Spotts 1989). Numorous researches conducted by others has also indicated similar high (or still higher) levels of practice of humor in television ads (Kelly and Solomon 1975; Markiewicz 1972; Speck 1987) and in radio (Weinberger and Campbell 1991).whereas the use of humor is high, the effectiveness of humor as a interactions device remains doubtful. In attempts to describe its impact, humor has confirmed to be extremely indefinable. This lack of information has led advertising managers and researchers similar to both honor and criticize the usefulness of humor in advertising as explained in the opening quotes. The truth is that humor is a difficult theme that has been experimentally deliberate by advertisers in numerous dozen studies over the past few years. Humor is a diverse idea that is affected by a wide range of factors. As an outcome of the many contingencies forced by preferred aim, style of humor, medium, placement and viewers , generalizations about the effect of humor are filled with pitfalls (Stewart-Hunter 1985). However the open question of humors usefulness in advertising is unanswerable, we can bring together the accounts of humor research in the perspective of suitable constraints to increase insights about its belongings. For that reason, the more suitable questions to ask are: 1) What communications objectives are mainly expected to be accomplished through the utilization of humor?; 2) What communication factors are likely to influence the result?; 3) For what audience is humor most suitable?; and 4) What product factors advise the use or non-use of a humorous approach? The intention of this paper then is to analytically observe the research that has been conducted to increase insight into the belongings of humor with respect to these questions.The extensive use of humor, attached with the unsettled questi ons regarding it, has drawn the attention of several communication researchers. In a commonly cited analysis of the early literature in the field, Sternthal and Craig (1973) drew some uncertain conclusions about the use of humor on a number of communications objectives. These conclusions must be viewed as uncertain because, although based on a thorough analysis of the existing literature in 1973, this literature base was fairly small and consisted about completely of non-advertising studies as there was merely slight previous work in advertising to review. In the years since the Sternthal and Craig work, humor has established widespread extra analysis in over 30 studies that have appeared in the marketing literature, and a vast many more studies that have appeared in the literature streams of education, communication and psychology. This paper has the relevant aspects of this literature in order to modernize and broaden on the Sternthal and Craig work. Thus, the design to be followe d will be to observe the result of humor as it applies to a variety of communications objectives and then to broaden on this work by including implementation, placement, audience, and product factors that have come to light in the past few years. The nature of the communication objective plays a main role in the suitability of the use of humor. Sternthal and Craig (1973) scheduled advertising objectives and the impact of humor on each of these objectives. Revisited after few years of prevailing research some of these conclusions remain logical, while others come out to be in need of modifications. Humor and Attention Studies have revealed that 94% of advertising practitioners see humor as an useful way to increase attention. Moreover, 55% of advertising research executives find humor to be better to non-humor in gaining attention (Madden and Weinberger 1984). Whereas the special views of advertising executives should not be equated with accurate hypothesis testing, these views do mirror a knowledge base built on years of day to day understanding with proper research outcome. Furthermore in the case of attention, these practitioner views find to be well supported by the available experimental proof. inside studies of real magazine ads (Madden and Weinberger 1982), television ads (Stewart and Furse 1986), and radio ads (Weinberger and Campbell 1991) in average industry ad testing situations, humor has been found to have a positive effect on attention . Likewise, this attention effect has also been verified in the laboratory. In a detailed test of attention effects in the adverti sing field, Speck (1987) compared humorous ads with non-humorous controls on four attention measures: early attention, constant attention, predictable attention and on the whole attention. He found humorous ads to do better than non-humorous ads on each of the attention measures. The attention attracting capability of humor has also been verified in education research (Powell and Andresen 1985; Zillmann et al. 1980). In a review of the education literature, Bryant and Zillmann (1989) conclude that humor has a positive effect on attention, the advisory attitude taken by Bryant and Zillmann is suitable for all the humor attention studies. While the outcome seem to point out a positive impact on attention, and in common the past few years of research mainly supports the conclusion drawn by Sternthal and Craig (1973) , future researchers should be attentive that all humor is not shaped equal. Associated humor, that is, humor directly associated to the product or problem being promoted, appears to be more thriving than unassociated humor (Duncan 1979; Lull 1940; Madden 1982). In detail, controlling for the associated factor makes the result of the investigational studies in advertising undeniable in their support for a positive effect of humor on attention. This explains that the mere inclusion of canned humor into a given ad is not likely to have the same impact on attention as the use of a more incorporated humor cure. Humor and Understanding The literature is assorted on the outcome that humor has on understanding. In a study of 1000 broadcast commercials, Stewart and Furse (1986) found humorous substance to enhance the understanding of an ad. Other studies have found alike positive outcomes (Duncan, Nelson and Frontczak 1984; Weinberger and Campbell 1991; Zhang and Zinkhan 1991). On the other hand, these studies distinguish sharply with the outcomes of other advertising researchers who have found a negative association between humor and understanding (Cantor and Venus 1980; Gelb and Zinkhan 1986; Lammers et al. 1983; Sutherland and Middleton 1983). This negative outlook of the effect of humor on understanding is shared by the group of research executives (64%) at U.S. ad agencies. While findings indeed fail to determine the true effect of humor on understanding, they do call into question the reality of a global negative effect hypothesized by Sternthal and Craig (1973). It is important to look f or factors that may sort out these findings. To this extent, it appears that some other factors seem to explain much of the lack of conformity in the studies. First, there is a lack of a reliable definition of understanding among studies. Depending on the exact measure used, recall may be an signal of understanding or it may merely draw attention. More significantly, the measures engaged may have an impact on the outcomes found. Those studies that use several measures of understanding (Speck 1987; Weinberger and Campbell 1991) are more expected to discover positive or mixed positive effects on understanding than those studies that utilize solitary measures (Cantor and Venus 1980; Lammers et al. 1983), representing that a positive understanding effect may be missed by comparatively narrow measures. Further confirmation of the significance of measures is found in the work of Murphy and his colleagues (Murphy, Cunningham and Wilcox 1979). Their study of framework effects demonstrates t hat diverse measures of recall may create different recall outcomes. Secondly, humor styles may be an important determinant in understanding effects. In one study which directly compared the effects of various humor styles on understanding, Speck (1987) found major differences due to styles. His findings point out that some humorous ads do better, and some do worse than non-humorous ads on expressive and message understanding and that this differential act was attributable to humor styles. Comic wit was found to under perform non-humorous treatments while all other humor styles(i.e., satire, full comedy, sentimental humor and sentimental comedy) out performed the non-humor treatment. Lastly, the nature of product advertised appears to play a vital role in the impact of humor on understanding. This product factor is collected of two dichotomies, high involvement vs low involvement products. Those studies employing high involvement products (Speck 1987; Stewart and Furse 1986; Weinber ger and Campbell 1991; Zhang and Zinkhan 1991) in general indicate a positive effect of humor on understanding. On the other hand, studies employing low involvement products (Cantor and Venus 1980; Gelb and Zinkhan 1986) have found a negative effect of humor on understanding. we believe that these studies do present a thorough test of the association between humor and understanding that can present insight into the impact that humor may have on advertising understanding. An study of the related non-advertising studies shows eight studies that report a positive effect of humor on understanding and eleven studies that indicate a null or mixed effect. None of the non-advertising studies reports a negative effect of humor on understanding, which again challenges the conclusion drawn in 1973 by Sternthal and Craig. Of the education literature, possibly the strongest support for a positive relationship between humor and understanding appears in work conducted by Ziv (1988). This study ind icates that humor can drastically improve learning. Humor and influence Sternthal and Craig (1973) concluded that the interruption effect of humor may lead to influence. However, they note that the influential effect of humor is at paramount no superior than that of serious appeals. These conclusions seem to agree with the opinions of U.S. ad executives. Madden and Weinberger (1984) found that only 26% of these practitioners approved with a statement claiming humor to be more influential than non-humor. whereas U.S. advertising executives mainly agree with the conclusion of Sternthal and Craig (1973), this opinion is in sharp distinction to that of their British counterparts, 62% of whom found humor as more influential than non-humor and only 7% of whom were found to conflict with this claim (Weinberger and Spotts 1989). Audience Factors The majority of practitioners consider that humorous ads are best appropriate to a target audience composed of better educated younger males (Madden and Weinberger 1984). The advertising literature usually supports this faith. Quite a few studies have indicated an communication between gender and humor efficacy (Gorham and Christophel 1990; Lammers et al. 1983; Madden and Weinberger 1982; Stewart- Hunter 1985; Whipple and Courtney 1980,1981). The effect of gender may be moderately explained by obvious differences in humor admiration. In a review of the literature, Whipple and Courtney (1981) conclude that men appear to enjoy aggressive and sexual humor more than women do, and women emerge to have a better admiration for nonsensical humor. However, they warning that the results are not convincing and that these preferences may be shifting as society changes. Additional, the perception of the initiator of the humor may be an key mediator, as will be discussed. Contrary to the hold of the findings in marketing, research in education generally has not found major gender effects on humor response. Both in an broad educational experiment discussed earlier (Ziv 1988), and in other experiments (Davies and Apter 1980; Weaver, Zillmann and Bryant 1988; Zillmann et al. 1980), the positive effect of humor on learning was not found to be different by gender. The dichotomy of outcome of gender effects on humor raises some attention-grabbing issues. Humor is very closely attached into the culture, experiences, and points of suggestion that are shared between the humor creator and the humor receiver. For instance, research has recommended that the gender response to sexual humor is reversed when the creator of the humor is female (Gallivan 1991), and the individuality of the joke may persuade which audiences discover the joke funny (Gruner 1991). If this is certainly the case, then much of the distinction based on gender, and maybe race and age as well, may be explained by different perspectives of the creator of the humorous treatment and the receiver of that treatment. Thus, the shared point of view between the initiator of a humorous ad and the target of the ad is a potentially significant dominant variable in humor effectiveness. This problem has been largely ignored by researchers. In addition to gender, race, and age, other audience factors may impact the competence of humor and are worthy of thought. Humor is a common human practice exhibited by people of all cultures and throughout all of recorded history (Alden, Hoyer and Lee 1993). Though, the research that has examined humor in advertising cross-culturally indicates degree of difference in use of humor among countries, equally in humor types employed and in supreme levels of humor used (e.g. Alden, Hoyer and Lee 1993; Weinberger and Spotts 1989). Moreover, experimental proof indicates that people of diverse cultural backgrounds respond to humor in a different way. In an experi ment that compared Israeli Jews of Eastern and Western descent, Weller and his colleagues found significant differences in the admiration for ridiculous jokes between the two groups (Weller, Amitsour, and Pazzi 1976). They conceive that these differences are due to habits of thought and mental attitudes ingrained in cultural backgrounds. These findings entail that even when language differences are uninvolved, jokes may not be easily exchangeable among cultures. An additional audience factor of note includes audience and product relations such as prior brand attitude. Chattopadhyay and Basu (1989) indicate that humor has better positive effect, with regard to influence, for those audience members with a prior positive brand attitude. These and other audience factors should be reserved in mind in the blueprint of humorous ads and upcoming humor study.

Case Analysis: Calling 911 Essay -- Case Study, Emergencies, Human Fa

1. What human factors problems did you identify in the case study? The first human factors problem I identify is the sparking electric night-light. It is the cause of the fire and thus it is definitely had the design problem from the aspect of human factor. Next is the design of installation of steel security bars at each and every window. Although the design of the steel security bars is to protect the residents of the house, it has a fatal disadvantage which is limited the escape action of the residents. The case study proposed a solution to it which is panic hardware. However, the house only installed one set of panic hardware and this indicated another human factor problem that occurred in setting up the security system of the house. Moreover, the one and only set of panic hardware in the house was required to be stomp harder for activation. This reflected poor human factor design of the panic hardware. Another human factors problem that I identify in the case study is the miscommunication between the 911 operator and the Fire Department dispatcher and also between the Fire Department dispatcher with the nearby fire station unit. Although the operator clarified the address was No.9 to the dispatcher, the 911 operator missed the word â€Å"avenue† as part of the address when the operator was informing the Fire Department dispatcher the location of the fire incident. Moreover, due to the miscommunication between them, the rescue actions had delayed more than four minutes. To make the situation worse, the dispatcher sent wrong address, 3100 block of 9th Street in his order to the nearby fire station for rescue action which should be 3102 block 9th Avenue. Besides the above problems, as written in the case study, the likene... ...can prevent the occurrence of accident. In addition, the pressure needed to activate the set of panic hardware does not fit the emergency situation and the user too. It should be easier and faster in activation as it is designed for emergency escape plan. Last but not least, the city should put some effort in differentiate the street names to avoid the misunderstood or misinterpretation of the address which will cause latent failures. Works Cited Health and Safety Executive. (2014a). HF in accident investigations. Retrieved from http://www.hse.gov.uk/humanfactors/topics/core2.pdf Health and Safety Executive. (2014b). Identifying human failures. Retrieved from http://www.hse.gov.uk/humanfactors/topics/core3.pdf Health and Safety Executive. (2014c). Safety critical communications. Retrieved from http://www.hse.gov.uk/humanfactors/topics/common3.pdf

The Joy Luck Club :: essays research papers

-The Sisters of Misunderstanding-   Ã‚  Ã‚  Ã‚  Ã‚  Parents always want what is best for their children, regardless of culture or ethnicity. In The Joy Luck Club, by Amy Tan, and in â€Å"Life With Father† by Itabari Njeri, the parents express their parental methods upon their daughters. Children will all react differently to their parent’s methods, as do Waverly, June, and Itabari, but they still share a common resentment for their parents. It is shown in the two stories how parental methods expressed to children can be misinterpreted, thus influencing the child’s behavior.   Ã‚  Ã‚  Ã‚  Ã‚  June’s mother wants her to become a successful piano player. The problem with this is that June possesses no talent or determination to do so, so she doesn’t practice. Her mother cleans an old deaf piano teacher’s apartment in exchange for June to be taught piano, but the teacher can’t correct June when she makes a mistake, because he cant hear. June’s mother encouraged her to practice and would always brag about how good she was to everyone. June’s mother enjoyed having pride in her daughter, as she thought her daughter was a representation of how successful she was herself. June did not appreciate this at all. After making a fool of herself at the talent show she vowed to never play piano again. Her mother’s wishes for her success were mistaken for her mother’s selfishness. June thought her mother was only pushing her to find something in her daughter that was not in herself.   Ã‚  Ã‚  Ã‚  Ã‚  Waverly was the same as June, in that her mother also wanted her to become great at something. Waverly’s mother saw her being a child prodigy of chess. Once she saw that Waverly was good at it, she encouraged her to play. Waverly enjoyed chess and took it upon herself to get good at chess. June could possibly have been successful with the piano, but she would not embrace her mother’s hopes to that degree. It seemed that Waverly had an ability inherited from her mother to conceal feelings and strategies, much like what is needed to win a chess match. Waverly got along better with her mother than June did, but June’s mother pushed her in a direction she didn’t want to go in, rather than taking credit for success. Both actions were misconceived however.   Ã‚  Ã‚  Ã‚  Ã‚  Waverly has the ability to humiliate June, as she did at the New Year’s dinner. Those with self-confidence such as Waverly easily insult June.

The Families of Flowering Plants :: essays research papers

Asphodelaceae (Aloe Family) CLASSIFICATION Dahlgren et al. (1985) divided the Monocotyledons into several superorders of which the Liliiflorae is the largest. The order Asparagales is the largest of the five orders within Liliiflorea. One of the families within Asparagales recognized by Dahlgren and his co-workers was Asphodelaceae (Chase et al. (2000). Asphodelaceae consists of the sub-families, the Asphodeloideae and the Alooideae. The Alooideae consists of six genera of which Aloe is the largest. The sub-family Alooideae are noted for their spectacular secondary growth, a characteristic used to define the Alooideae as monophyletic. On the other hand, some workers within the taxa have considered the above two subfamilies were for sometime, considered to be separate families, the Asphodelaceae and Alooideae (Dagne and Yenesaw 1994). Determining the proper phylogeny was difficult because some authors have argued that Aspodeloideae is not a monophyletic group. Also, the Aspodeloideae are more varied and share a great deal of m orphological similarities between other groups (Chase et al. 2000). The latest generation of chemical information on species belonging to these two groups is believed to reveal the relationships among the various taxa and to assist in establishing taxonomic classifications at various levels (Dagne and Yenesaw 1994). However, there is still not strong enough evidence suggesting both sub-families should not be included in a single family, the Asphodelaceae (Bisrata 2000). MORPHOLOGY Asphodelaceae is a distinct family from other liliod monocot groups by a combination of several morphological and reproductive features: simultaneous microsporogensis, atypical ovular structure, lacking steroidal saponins, producing seeds with arils, and the general presence of anthraquinones. Basic morphological features of genera within the Asphodelaceae consist of mostly herbs, shrubs, and sometimes arborescent, which grows into woody forms with trunks that can grow up to several meters high. The leaves are arrangement is alternate, spiral or 2-ranked that usually form rosettes at base or ends of the branches. The leaves are often thick and succulent with parallel venation. The succulent aloes vary in size and morphology from the dwarf rosettes (Adams et al. 2000). Vascular bundles are arranged in rings around mucilaginous parenchyma tissue, the bundles have parenchymatous aloin cells in inner bundle sheath near the phloem poles. The association of aloin cells and central gelatino us zones are synapomorphic for species with Alooideae (Judd et al. 1999). The perianth is usually bisexual and showy, with 6 distinct to strongly connate, non-spotted tepals. Reproductive flower parts have 6 distinct stamens and 3 connate carpels and a superior ovary that contain nectaries in septa.

A well run business Essay

J. B. Priestley ‘An Inspector Calls’ is a play set in 1912 in the Birling’s family dining room. It was written in 1945 and set in Brumley. It features a typical affluent upper class family who own a well run business. The play starts with a small family celebration in which the daughter, Sheila Birling, is getting engaged to Gerald (a business man of the same class). The head of the family, a very prominent opinionated man, makes several toasts to the couple and lectures them about his knowledge of the world. Everything is going cosily until an unexpected visitor turns up on the Birling family’s doorstep. It’s a very sleek, mysterious inspector. The Inspector brings news of a young girl’s suicide. The Birling Family and Gerald first deny all connections with the suicide until the inspector rigorously questions each one of them and their shameful secrets are revealed. One of the reasons why J. B. Priestley’s ‘An Inspector Calls’ has remained popular is because there is some hope for the younger generation. During most of the play the atmosphere is depressing, drab and sad. The play is based on the inspector accusing each member of helping with the suicide of the young girl. The family all concentrate on how it’s not their fault. They try to blame it on each other and remain in a haze of selfishness. Towards the end of the play the younger generation, mostly Sheila, rise above this haze and look at the consequences. Sheila says ‘But you’re forgetting one thing; everything we said had really happened and if it didn’t end with the girl’s suicide, then lucky for us. But it might have done. ‘ Sheila rises above the dilemma and tries to turn the investigation of the inspector from a depressing and pointless conversation to a well learned lesson. During this Mr and Mrs Birling seem not to care about their harsh involvement with the girl. The younger generation care more and are deeply affected with their participation of the suicide. During ‘An Inspector Calls’ both the children argue with their parents. Eric accuses Mr Birling as ‘Not the kind of father a chap could go to when he’s in trouble. ‘ Mr Birling disagrees sternly with Eric and makes a point that he has treated him more than fairly. Mr Birling argues back with ‘Your trouble is that you have been spoilt. ‘