A Website Usability Test Coursework Example | Topics and Well Written Essays - 1500 words

A Website Usability Test - Coursework Example The most accepted and recognized methodology of identifying important usability issues with the end user remains usability testing with actual representatives. It is possible to evaluate how users respond when they try common responsibilities on the company site and site using face-to-face test session moderated using the purpose built usability testing stations (Ward, Shadle, and Mofield, 2008, p. 70). All through, the observer can supervise the usability session in other rooms that remain comfortable and serving as the observation centre. The portable usability testing kit allows people to carry out usability testing in their offices. It also includes field testing where the supervisor views users in action that remains the natural habitat and remote testing to widen the reach. Among many others benefits of usability testing include increasing the conversion rates of online conversion. In this case, using the example would be a banking client hiking submissions of loan application forms by fourteen percent from thirty-five percent in a period not exceeding one-and-a-half months. Secondly, usability testing supports online migration. Scholars would point at a tolling company reducing calls to its call centre by more than sixteen percent following successful implementation of various recommendations from the company. Usability testing plays part in increasing employee productivity. A company would for instance, increase work completion rate by employees from forty-eight percent to around.

Levers in the Body

Levers in the Body First-class Levers Typical examples of first-class lever are the crowbar, seesaw, and elbow extension. An example of this type of lever in the body is seen with the triceps applying the force to the olecranon (F) in extending the nonsupported forearm (W) at the elbow (A). Other examples of this type of lever may be seen in the body when the agonist and the antagonist muscle groups on either side of a joint axis are contracting simultaneously with the agonist producing force while the antagonist supplies the resistance. A first-class lever is designed basically to produce balanced movements when the axis is midway between the force and the resistance. When the axis is close to the force, the lever produces speed and range of motion (triceps in elbow extension). When the axis is close to the resistance, the lever produces force motion (crowbar). In applying the principle of levers to the body it is important to remember that the force is applied where the muscle inserts in the bone and not in the belly of the muscle. For example, in elbow extension with the shoulder fully flexed and the arm beside the ear, the triceps applies the force to the olecranon of the ulna behind the axis of the elbow joint. As the applied force exceeds the amount of forearm resistance, the elbow extends. This type of lever may be changed for a given joint and muscle, depending on whether the body segment is in contact with a surface such as a floor or wall. For example, we have demonstrated the triceps in elbow extension being a first-class lever with the hand free in space where the arm is pushed upward away from the body. By placing the hand in contact with the floor, as in performing a push-up to push the body away from the floor, the same muscle action at this joint now changes the lever to second class because the axis is at the hand and the resistance is the body weight at the elbow joint. In a first class lever, the weight and force are on opposite sides of the fulcrum: A small force can be used to advantage over a heavy weight if a long force arm  or lever arm can be used. Examples of this lever include scissors, crowbars, and  teeter-totters. An example of a first-class lever is the joint between the skull and the atlas  vertebrae of the spine: the spine is the fulcrum across which muscles lift the  head. Here the fulcrum lies between the effort and the load. In our bodies, a lever of the first class can be found when the head undergoes nodding movements, i.e. when the occipital condyles articulate with the facets of the atlas. The weight of the face and the head are the resistance. The contraction of the neck muscles is the effort to lift the weight. Another example of a lever of the first class is when the bent arm is straightened . A lever of the first class serves a twofold purpose, i.e. it increases the speed of movement and it overcomes the resistance. In doing so, the resistance (load) is moved in the opposite direction. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/1_class.gif Lever of the first class Second Class Lever This type of lever is designed to produce force meovements, since a lage rsistance can be moved by a relatively small force. An example of a second-class lever is a wheelbarrow. Besides the example given before of the triceps extending the elbow in a push-up another similar example of a second-class lever in the body is plantar flexion of the foot to raise the body up on the toes. The ball of the foot (A) serves as the axis of rotation as the ankle plantar flexors apply force to the calcaneus (F) to lift the resistance of the body at the tibial articulation (W) with the foot. There are relatively few occurrences of second-class levers in the body. In the second class lever, the load is between the fulcrum and the force: A smaller effort can be used to advantage over a larger weight. An example of  this lever is a wheelbarrow. An example in the human body of a second-class lever is the Achilles  tendon, pushing or pulling across the heel of the foot. Here the load lies between the fulcrum and the effort. A lever of the second class operates on the same principle as a wheelbarrow. A small upward force applied to the handles can overcome a much larger force (weight) acting downwards in the barrow. Similarly a relatively small muscular effort is required to raise the body weight. In our bodies, a lever of the second class can be found in our feet when we stand on our toes and lift our heels of the ground. The resistance (load) is the weight of our body resting on the arch of the foot. The effort is brought about by the contraction of the calf muscle attached to the heel. This leverage allows us to walk. The main purpose of a lever of the second class is to overcome the resistance. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/2_class.gif Lever of the second class Third Class Lever With this type of lever the force being applied between the axis and the resistance, are designed  to produce speed and range of motion movements. Most of the levers in the hman body are of this  type, which require a great deal of force to move even a small resistance. Examples include a  screen door operated by a short spring and application of lifting force to a shovel handle with the  lower hand while the upper hand on the shovel handle serves as the axis of rotation. The biceps  brachii is a typical example in the body. Using the elbow joint (A) as the axis, the biceps applies  force at its insertion on the radial tuberosity (F) to rotate the forearm up, with its center of gravity  (W) serving as the point of resistance application. The brachialis is an example of true third-class leverage. It pulls on the ulna just below the elbow,  and since the ulna cannot rotate, the pull is direct and true. The biceps brachii, on the other hand,  supinates the forearm as it flexes, so that the third-class leverage applies to flexion only.  Other examples include the hamstrings contracting to flex the leg at the knee while in a standing  position and using the iliopsoas to flex the thigh at the hip.  In the third class lever, the force is between the fulcrum and the load: In this case, there is no force advantage force is NOT increased. In fact, a  larger force is actually needed to move a smaller weight, so there is a force  disadvantage. The use of this lever is in the gain in speed of movement of the  weight. Examples of this lever class include: The inside door handle of a car, the coiled  spring pulling on a screen door, a pair of finger-nail clippers, and tweezers.   An example of a third-class lever in the human body is the elbow joint: when  lifting a book, the elbow joint is the fulcrum across which the biceps muscle  performs the work. Here the effort lies between the fulcrum and the load. In our bodies, an example of a lever of the third class is when the biceps contracts, allowing us to lift something in our hand. The elbow is the fulcrum, the hand and its contents are the resistance (or load) and the biceps muscles creates the effort. The load can be moved rapidly over a large distance, while the point of application moves over a relatively short distance. The main purpose of this type of lever is to obtain rapid movement. http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/images/man/3_class.gif Lever of the third class More Information About Levers A Brief Review F A lever is characterized by a fulcrum, a force arm and a weight  arm. F The force arm is the distance from the fulcrum to the point where  force is applied. F The weight arm is the distance from the fulcrum to the center of  gravity of the weight. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ First Class Lever: The fulcrum is between the force and  the weight. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Second Class Lever: The weight is between the fulcrum  and the force. à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã†â€™ Third Class Lever: The force is located between the  fulcrum and the weight. F Most of the movements of the body are produced by third class  levers. F Third class levers give the advantage of speed of movement rather  than strength. F Second class levers give the advantage of strength. F First Class levers can give the advantage of strength or speed  depending on where the fulcrum is located. F Since the human body is made up mostly of third-class levers, its  movements are adapted more to speed than to strength. (Short  force arm/long weight arm) http://www.botany.uwc.ac.za/Sci_Ed/grade10/manphys/skel_mus.htm Relationship of the length of lever arms The resistance arm is the distance between the axis and the point of resistance application. The distance between the axis and the point of force application is known as the force arm. There is an inverse relationship between force and the force arm just as there is between  resistance and the resistance arm. The longer the force arm, the less force required to move the  lever if the resistance and resistance arm remain constant. In addition, if the force and force arm  remain constant, a greater resistance may be moved by shortening the resistance arm. There is also a proportional relationship between the force components and the resistance  components. For movement to occur when either of the resistance components increase, there  must be an increase in one or both of the force components. Even slight variations in the location  of the force and resistance are important in determining the effective force of the muscle. Decreasing the amount of resistance can decrease the amount of force needed to move the lever. The system of leverage in the human body is built for speed and range of movement at the  expense of force. Short force arms and long resistance arms require great muscular strength to  produce movement. In the forearm, the attachments of the biceps and triceps muscles clearly  illustrate this point, since the force arm of the biceps is 1 to 2 inches and that of the triceps less  than one inch. Many other similar examples are found all over the body. From a practical point of  view, this means that the muscular system should be strong to supply the necessary force for  body movements, especially in strenuous activity. Most human activity, and especially strenuous activity, involves several levers working together. As with throwing a ball, levers in the shoulder, elbow, wrist, hand, and lower extremities  combine to propel the ball. It almost assumes the effect of one long lever from hands to feet. The  longer the lever, the more effective it is in imparting velocity. Forces in the Body Athletes display some of the wonderful shows of force that the human body is capable of performing. Such force is only possible through the arrangement of the muscles, bones and joints that make up the bodys lever systems. Bones act as the levers, while joints perform as living fulcrums. Skeletal muscles create motion by pulling on tough cords of connective tissue called tendons. These tendons in turn pull on the bone which creates motion. Muscles move bones through mechanical leverage. As a muscle contracts, it causes the bone to act like a lever with the joint serving as a fulcrum. Muscle exerts force by converting chemical energy (created during respiration) into tension and contraction. When a muscle contracts, it shortens, pulling a bone like a lever across its hinge. Muscles move and this causes us to move. We are capable of performing a wide variety of movements, but, muscle itself moves only by becoming shorter. They shorten and then they rest a muscle can pull but it cannot push. There are almost 700 skeletal muscles of the human body, controlled by a few basic principles involving muscle movements or muscular activity. F Skeletal muscles produce movements by pulling on bones or tendons. The tendon gives a very firm anchorage. The point where a muscle is connected to a bone is called the point of insertion. F The bones serve as levers and joints act as fulcrums for the levers. Muscles can only contract a short distance, but since they are attached near a joint, the movement at the opposite end of a limb is greatly increased. The biceps muscle of the arm may contract only 89 to 90 mm, but the hand will move about 60 cm. F The skeletal or voluntary muscles act in pairs rather than singly. One of the muscles produces contraction while the other allows relaxation. Flexion (bending) occurs when contraction causes two bones to bend toward one another, while extension (straightening out) occurs from contraction of muscles, resulting in an increase in angle between two bones. Such pairs of muscles are called antagonistic. Often antagonistic muscles are in groups, for example, both the brachialis and the biceps muscles flex the arm at the elbow and antagonize the triceps, but only when the palm is facing upwards. In pairs or groups of antagonistic muscle, one is usually much stronger than the other. The biceps, which flex the arm are larger and more powerful than the triceps which extends it. F When the body is at rest, the some of the antagonistic skeletal muscles remain in a state of contraction, called muscle tone, which holds the body in rigid position. If the person becomes unconscious, or is asleep, muscle tone is lost as the muscles relax completely. Questions: 1. A first class lever has the ____________ in the middle. 2. Give an example of a first class lever: ____________________________ 3. Draw a diagram of a first class lever: 4. A second class lever has the ______________ in the middle. 5. Give an example of a second class lever:_________________________________ 6. Draw a diagram of a second class lever: Bones as Levers 8 M. Poarch 2002 http://science-class.net 7. A third class lever has the _______________ in the middle. 8. Give an example of a third class lever: ____________________________ 9. Draw a diagram of a third class lever: 10. For EACH of the three classes of levers, explain the advantage gained by using this type of lever. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 11. What type of lever do we find most often in the human body? ___________________________________________________________ 12. Explain how a muscle exerts force: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Bones as Levers 9 M. Poarch 2002 http://science-class.net 13. Examine the following diagrams, write down next to each picture which class of lever the picture represents and explain why: Lever in the body: Type of lever and why: Bones as Levers 10 M. Poarch 2002 http://science-class.net 14. Describe each of the following: a. Advantage (mechanical advantage) b. Antagonistic c. Effort d. Extension e. Flexion f. Force g. Force arm h. Fulcrum i. Insertion j. Joint k. Levers l. Limbs m. Load n. Muscle tone o. Resistance p. Tendon q. Weight arm 15. Circle and label each one example of each class of lever on the skeleton. Label the fulcrum, effort and load for each class of lever. GLOSSARY CENTER OF GRAVITY: The point in any solid where a single applied force could support it; the point where the mass of the object is equally balanced. The center of gravity is also called the center of mass. (When a man on a ladder leans sideways so far that his center of gravity is no longer over his feet, he begins to fall.) GRAVITATION (GRAVITY): The force, first described mathematically by Isaac Newton, whereby any two objects in the Universe are attracted toward each other. (Gravitation holds the moon in orbit around the earth, the planets in orbit around the sun, and the sun in the Milky Way. It also accounts for the fall of objects released near the surface of the earth. Objects near the surface of the earth fall at a rate of 32 feet per second.) FREE FALL: In physics, the motion of a body being acted on only by gravity. FRICTION: The force of one surface sliding, rubbing, or rolling against another. Friction slows down the motion of objects, and can create heat. Friction can also stabilize motion. FULCRUM: The fixed point about which the lever moves. The point at which energy is transferred. INERTIA: The tendency for objects at rest to remain at rest, and objects in uniform motion to continue in motion in a straight line, unless acted on by an outside force. LEVER: A rigid rod or bar to which a force may be applied to overcome a resistance. A lever (or a combination of levers) is a simple machine used to gain force, gain speed, or change directions. LEVERAGE: To wield power with levers. Understanding where the fulcrum is located allows us to position ourselves to gain our greatest leverage. MACHINE: A device (or system of devices) made of moving parts that transmits, send or changes a force. Machines are often modeled on how the human body works. SCIENCE: An organized body of information or HOW THINGS WORK! SIMPLE MACHINE: Machines powered by human force (as opposed to batteries, electricity or burning fuel) LOAD In bio-mechanics, the body mass is referred to as load. If an object is picked up, the load will be that of the body plus the object been picked up. The body weight place a load on the bone and muscle structures. If no load is applied, the body will stand still (inertia). To move the body load, force needs to be applied. A lighter body load requires less applied force to be moved and a stronger body will be able to move the body load faster. The secret of success is for the body to become stronger without the body gaining weight. 2.2. FORCE (MOTIVE FORCE) Force = Mass x Acceleration. Force is the strength of the muscle push or pull required to move the body mass (load). As long as the force applied on the muscle is equal to the load of the body, the body will not move and will be in equilibrium (state of rest). The force applied by the muscles must be bigger than the body mass (load) for the body to move. Strengthening the muscles will enable the body to apply a larger force on the bones. The more force muscles apply on the bones, the faster the movement of the limbs will be. The long jump run-up clearly demonstrates how the body angle change in accordance with the force applied. The body angle will change to accommodate the force applied. The key factor is how much strength training can be applied on the muscle in an attempt to develop force before an injury will occur in the form of a torn muscle or a broken bone. 2.2.1. Static force is a force that does not produce motion (The set position in the 100m start). 2.2.2. Centrifugal force is the force pulling outwards during rotation (The discus pulling in the hand during rotation). 2.2.3. Centripetal force is the force pulling inwards during rotation. (The force pulling in the shoulder while delivering a discus). 2.2.4. Eccentric force is an off-centre force. The centre of gravity in the human body is more or less situated at the navel. Delivering a shot needs an eccentric force to deliver the shot, as the shot is held next to the shoulder while delivering the shot. Eccentric force requires more muscle strength than force executed in line with the centre of gravity. In the sketch it can be seen that the shot is not in line (above) with the centre of gravity. The key-factor is to reduce movement away from the centre of gravity by either bringing the source that requires the applied force e.g. the shot, closer to the body to avoid muscle injury. 2.2.5. Internal forces will be the force that is applied by the muscles on the bones in the limbs. 2.2.6. External forces will be the force acting outside the body such as the gravity of the earth and friction between bodies such as the feet and the ground. 2.3. INERTIA Inertia is the bodys resistance to change position (Newtons 1st law Law of inertia). If no force is applied on the body, the body will not move. 2.3.1. Moment of inertia = mass x radius squared. Moment of inertia, normally a very short period of time, is the moment the body is standing still or in a state of rest e.g. in pole vault, the trajectory of the body will follow an upwards and downwards motion. At the point where upwards motion change to downwards motion, a moment of inertia will exist. 2.4. WORK Work is force x distance in the direction of force e.g. the amount of time the push or pull of the muscles is required to move the body over a 1500m x the 1500m = work required. The key factor is to develop the capacity of the body to operate at a work rate of e.g. 110% during training. The athlete will then be able to operate at 91% (100% à · 110%) during competition to achieve success, with less injury risk to the body. If an 800m athlete wants to run 60 seconds per 400m lap in competition, the training repetitions should be at 54.6 seconds. Training at repletion times of 54.6 seconds will enable the athlete run at 91% capacity and run a time of 60 seconds in per 400m lap. Mechanical work = product of weight lifted x distance lifted 2.5. GRAVITY Gravity is a force that is always present. It is the magnetic force of the earth which pulls objects vertically downwards to the centre of the earth. 2.5.1. Centre of gravity is the point in a body where force acts through. A solid body like the shot or discus will have a fixed centre of gravity but in the human body the centre of gravity will be determined by the position of the body. 2.6. TORQUE Torque is the force causing an object to rotate x length of lever arm e.g. a longer arm requires more force to deliver a javelin than a shorter arm. Key factor If sufficient force can be exerted on a longer arm, the longer arm is likely to generate more torque e.g. a longer arm will throw a javelin further than a short arm because more torque can be applied on the javelin during the process of delivery. 2.6.1. External unbalanced torque must be applied to create angular velocity. Newtons 1st law A body will remain at rest, or motion will be in a uniform straight line, until an external force is applied to change its direction is relevant. To deliver a javelin, an upward and forward movement of the arm is required. The arm holding the javelin will have to exceed the force required to move the javelin forward as well as to overcome the downward force of gravity, before a javelin will be able to travel in a temporary upwards trajectory after delivery. 2.7. AXIS An axis is a straight line about which a body rotates. 2.7.1. Vertical axis of the body passes through body from top to bottom when standing in the upright position. 2.7.2. Sagittal (also called anteroposterior) axis of the body is an axis parallel to the ground which passes through the body from front to back. Key factor The sprinter will move from start to finish as fast as possible without changing the distance of the sagittal axis from the ground (Moving up and down). 2.7.3. Frontal axis of the body is the axis parallel to the ground passing through the body from side to side e.g. the shortest distance between 2 points is a straight line. Key factor The sprinter will move from start to finish as fast as possible without changing the distance of the frontal axis from the sagittal axis (Moving side to side). 2.7.4. Horizontal (also called transverse) axis is an axis which is parallel to the ground and can be sagittal or frontal. The sketches below show how the 3 axiss is applied in bio-mechanics: 2.8. ACCELERATION When the body is moving, the speed that it is moving, and the time it takes to move from one point to the next point defines acceleration. Acceleration is the rate of change of velocity. Acceleration of the body is in proportion with the force applied by the muscles in the body. More force will ensure greater acceleration. 2.8.1. Angular acceleration is the rate of change of angular velocity e.g the angular acceleration of a high jumper crossing the cross bar. 2.8.2. Positive acceleration means the velocity increases faster and faster e.g. a sprinter running the 1st 100m of a 400m sprint. 2.8.3. Negative acceleration is velocity decelerating (slowing down) e.g. a sprinter running the last 100m of a 400m sprint and exhaustion is resulting in a reduced muscle force. 2.8.4. An object free falling downwards accelerates at 9.8m/sec. e.g. to deliver a javelin, the force applied must be more than the body mass, the mass of the javelin and gravity force. After delivery of the javelin in an upwards direction, gravity will continuously pull the javelin back to earth at a rate of 9.8m/sec. The point of return will be when the combined force of the body the javelin and gravity are reduced to a force less than the force of gravity (9.8m/sec). The trajectory of the javelin will consist of positive acceleration (going up), a moment of inertia (changing direction) and negative acceleration (going down). Key factor The bigger the eccentric force applied during the delivery of the javelin, the longer negative acceleration will be delayed. (The javelin will travel further before returning to the ground). 2.9. SPEED Speed is the rate of change of a position. For a sprinter speed will mean the stride length x stride frequency. For a jumper speed will mean the speed during take-off. For a thrower the speed will mean the speed during delivery of the implement. 2.10. VELOCITY Once the force applied on the body (muscle contraction), is bigger than the load (body mass), the body will start moving (positive acceleration). The speed per second that the body change position in a given direction = velocity. If a sprinter covers 100m in 10 seconds the velocity of the athlete will be 100 à · 10 = 10m/s. 2.10.1. Optimal velocity is sometimes called maximum velocity 2.10.2. Angular velocity is the angle through which the body turns per second e.g. during the period of time that the jumper travels through air after take off. 2.11. MOTION Motion is the continuous change of position. As long as force is applied, motion will take place e.g. as long as the athlete is running motion takes place. 2.11.1. Linear motion is movement in a straight line from one point to another e.g. a sprinter from start to finish. 2.11.2. Rotational motion is movement around an axis of rotation e.g. the arms and legs of a sprinter is moving in circular movements while moving forward. 2.11.3. General motion is a combination of linear motion and rotational motion e.g. In the 100m, the body of the sprinter is moving forward in a straight line but the arms and legs is moving in a circular motion. In discus the thrower moves from the back of the circle to the front of the circle while the body is turning around in circles in an attempt to gain maximum speed of the discus prior to delivery. 2.11.4. Uniform motion is steady, constant motion with unchanged speed e.g a 10000m athlete will try to run economically in an attempt to maintain the pace of running (uniform motion) as long as possible. 2.12. MOMENTUM Momentum is the quantity of motion of a moving body. Momentum = mass x velocity 2.12.1. Angular momentum is the moment of inertia x angular velocity 2.13. FRICTION The level of smoothness of two surfaces making contact will determine the level of friction. The smoother the surfaces, the more likely a gliding (slip) motion will appear when force is applied at an angle. A sprinter has to accelerate as fast as possible. To do this force has to be applied through the feet onto the ground in a running action to ensure forward movement. Fast acceleration may cause the feet to slip on the ground. To avoid slipping the friction between the feet and ground is increased. This is done by wearing spikes in the running shoes to create as much friction as possible between the surfaces of the track and the running shoes. 2.14. EQUILIBRIUM Equilibrium is another word for balance. When the resultant of all forces acting on a body are zero (neutralizing each other), the body is in equilibrium. A body at rest is in equilibrium. The sprinter in the set position is in equilibrium. When you lie still on a bed, the body is in equilibrium. The force of the body pressing against the bed and the force of the bed pushing back are equal, resulting in the body lying still. (Newtons 3rd law: Law of reaction For every action there is an equal and opposite reaction). 2.15. ENERGY Energy is the capacity to do work. There are 2 types of energy: 2.15.1. Potential energy When the body is standing still (equilibrium) no energy is used, but the potential for it to move is always there. 2.15.2. Kinetic energy is created when the forces applied on the body causes the body to move. The force applied to stop the body will equal the energy used to move. The more force is applied, the faster the body will move and the more kinetic energy the body will have. Injuries occur when kinetic energy is transferred to potential energy to quickly e.g. when the body come to a standstill due to external forces such as in a car accident, or the pull on the muscle is to big for the muscle to handle and the muscle will tear. It is important that once kinetic energy is created and the result is a fast moving object, the slowing down process must be within the capacity of the muscles that causes the decelerati

To Age or not to Age :: Essays

To Age or not to Age (1) In â€Å"Dr. Heidegger’s Experiment," Nathaniel Hawthorne expresses [Diction] that if given the chance to regain your youth, some would not have learned from their past mistakes, to change the way would live their life again. In â€Å"Dr Heidegger’s Experiment† Hawthorne uses his characters to describe how life experiences should have an impression in our lives. (2) Dr Heidegger was an old scientist, who has a very strange way of presenting himself. He works by himself in his study. Which many find to be a â€Å"very curious place.†(Pg. 578) [Frag -1] In his study there is a picture of a women [Hostage 50] who once was his lover. She was going to be the one that he was going to marry, but she had been affected with a disorder and had taken some of the pills he prescribed and died. â€Å"She had swallowed one of her lovers prescription’s and died on the bridal evening.†(Pg. 579) It is thought that Dr. Heidegger might have had something to do with her death, but it was unknown. â€Å"The greatest curiosity of the study remains to be mentioned.†(Pg. 579) [Why was this uotation included?] The doctor had an experiment that would turn back the hands of time, but he would not have any part of it, he just wanted to observe. [How is this paragraph related to the thesis?] (3) Dr. Heidegger called on four of his friends to help him with his experiment. [This topic sentence suggests a plot summary.] Mr. Medbourne who was a prosperous merchant in his early day (Pg. 579), Colonel Killigrew wasted his years on sinful pleasures (Pg. 579), Mr. Guscoigne was a ruined politician (Pg. 579), and Widow Wycherly was a beauty in her younger day, but had been isolated from society (Pg. 579). All of the friends had lived a life of relationships with all three men, [homosexual?] which almost caused them to kill each other over her, â€Å"had once been on the point of cutting each other's throats for her sake.†(Pg. 579) [This quotation is inaccurate.] This is what caused for her to be an outcast with the town. â€Å"scandalous stories which had prejudiced the gentry of the town against her.†(Pg. 579) [Frag - 1] When asked to participate in the experiment, they were all a little skeptical.

Case Anaylsis -Dr. Pepper Snapple Inc.

Dr. Pepper Snapple Group, Inc. (DPS) is an integrated beverage brand owner, manufacturer, and distributor of non-alcoholic beverages in the U. S. , Canada, and Mexico and the Caribbean. Their headquarters is in Plano, Texas, and Dr Pepper Snapple Group, Inc. is a leading provider of flavored carbonated soft drinks and non-carbonated beverages. They have built their success through strategically acquiring beverage brands and then building them into leaders in their category. Examples of their notable acquisitions included the Duffy-Mott Company (later known as Mott’s), Canada Dry, Sunkist, Crush and Sun Drop.According to the text, through focused strategic development the company has sought to continually establish their firm as a leader in the higher margin segments of the non alcoholic beverage industry. Therefore, the company’s corporate level strategy entails building and enhancing their leading brands, as well as focusing on leading opportunities with high growth an d high margin. In addition, the company wants to increase their presence in high margin channels and packages. Furthermore, the company wants to strengthen their route-to-market through acquisitions and improve their operating efficiency.Throughout, the current economic downfall, DPS has maintained growth because a key element of their corporate level strategy is adding others soda brands, and changing emphasis among the different soda brands. By doing this the company is making the right moves to establish their positions in the industry and achieving an appropriate amount and kind of diversification in the soda industry in order to continually grow. Another aspect of the company's strategy, involves building a uniquely strong and distinctive competencies in their soda brand i. e. he taste and marketing of Dr. Pepper. This is crucial to their success and is used to maintain a competitive edge over their competitors. In order to establish their competitive advantage amongst competit ors the company uses the best-cost provider strategy. Their strategy is trying to give customers the best cost/value combination, by incorporating a key good-or-better product characteristics at a lower cost than competitors. In other words, there are numerous types of sodas on the market; but DPS strives at making their soda distinctive but with an affordable price.The company faces several strategic issues within their industry. Within the industry, factors such as economic stability, consumer tastes and preferences, and commodites prices are issues that DPS are facing. Since carbonated soft drinks are a discretionary item, sales are considerably impacted by weakness in the economy; consequently, economic stability is a huge factor that DPS would have to face. Due to the economic downturn discretionary spending as a percentage of total consumer spending dropped below 16 percent, lower than it had been for over 50 years.As discretionary spending decreased, consumers turned from fla vored soft drinks and colas to less expensive alternatives, including tap water. Not only did the economy influence confidence, the recession significantly increased commodity prices. Specific to the beverage industry, the prices for aluminum, natural gas, resins, corn, pulp and all other commodities increased. These types of commodities are used in the production of beverages, exerting a considerable amount of pressure on industry margins. Moreover the most significant issues that DPS will have to face is the increasing market trend in health and wellness.Consumers are reducing caloric intake and are looking for products richer in vitamins. Therefore the less-healthy sectors of the beverage industry are expected to decline, while demand for healthier alternatives like low or no calorie soft drinks and noncarbonated drinks such as sports drinks, ready-to-drink teas and flavored and regular bottled water are projected to grow. DPS should continue implementing their corporate level st rategy and competing in the industry as a best cost provider in order to maintain market growth.The recession has impacted several companies; but it is important to maintain adequate marketing ploys to appeal to consumers i. e. The Sun Drop Commercial. Regardless, of the recession DPS should focus on delivering a quality product despite the increase in their commodity prices. In addition, their market target shall expand more overseas to reach more consumers. By doing more creative advertising and appealing to consumer; the company shall see more sales growth. Since there is an increase in commodity prices, the company might also consider divesting products that are not doing well.In addition, DPS needs to be more innovative in their research and development for developing a healthy soft drink that consumer will enjoy. Since, the U. S. which is their biggest market section, is going on a â€Å"diet† or in other word becoming more health conscious. DPS might want to jump on th e bandwagon of producing a healthier soda but the company should not try to mimic what other companies are doing. Instead try to invest in the R that is focused healthier trend soda to reach more consumers.

Think Like A Man

Think like A Man Battle of the Sexes Think like a Man: Battle of the Sexes â€Å"Don't hate the player, change the game†, this influential quote in Steve Harvers book starts a battle of the sexes in four relationships when the women read it in the movie Think like a Man (2012). The movie exploits different dating stereotypes that lead to conflict and upset the balance of power in romantic relationships. The types of power and different communication climates are all different in reach relationship because of how Steve Harvey says, in his book, to deal with each stereotype the women are dealing with.The women are all willing to listen to Harvey because he has expert power, and was endorsed by Opera which in a way almost gives him designated power as well. They learn how to deal with â€Å"non-committers†, â€Å"dreamers†, â€Å"players†, and â€Å"mama's boys†. However, when the men learn about this book and start to fght back with plays of their own , conflicts arise that can only be resolved with Meta communication rather than strategy. The first battle between the â€Å"non-committer† Jeremy and the â€Å"girl who wants the ring† Kristin begins when Kristin reads that she must â€Å"demand† a proposal in order to get one.They have been dating for seven years so in order to get what she wants Kristin uses the intimacy power she has over Jeremy by forcing him to get rid of his childish collection that he loves. Throughout this conflict Kristin uses disagreeing messages in order to express that she feels Jeremy should grow up. For example, when Kristin redecorates she makes an assertive statement by saying the couch needs to go. Then, as Jeremy refuses to agree she become aggressive as she accents her argument with gestures and a louder tone while reminding him his aunt peed all over it last Christmas.When Jeremy starts to read the book he realizes that he is going to have to present himself as growing up in order to make Kristin happy with him. He does this at first by structuring the conversations to avoid the topic of work, yet later loses control and lies to Kristin about putting in the resume at Neversoft. When Kristin realizes Jeremy nad betrayed ner trust and lied to ner sne moves in witn a triend and practices encounter avoidance in order to suppress her feelings towards Jeremy.After a moment of realization, Jeremy then comes to Kristin when she cannot avoid him and pologizes, he came to the compromise of finally proposing to Kristin in order to her back in his life. Their relationship highlights the natural tendency of progression in interpersonal relationships and the importance of recognition as a couple in the bonding stage. The next battle is between Dominic â€Å"the dreamer† and Lauren â€Å"the woman who is her own man†. Lauren has been unable to find love because she is caught in the emotional fallacy of should when it comes to her men.Whereas Dominic has had trouble finding women who are willing to believe in his dreams and ower their financial expectations in a boyfriend. Lauren first falls for Dominic because he presented himself as a wealthy, successful chef and she saw many tangible rewards in a relationship with him. Steve Harvey warns successful women that they don't need a man to be equal to them in power in order to be happy. So, on their first date the topic of work was avoided by both parties so they would not scare each other away from a relationship.However when Lauren realizes Dominic is a waiter at her company's event her expectations contradicted reality and she became uninterested. Dominic becomes upset when Lauren becomes very impersonal when terminating the relationship which makes Lauren realize that in order to have a deep connection you need intimate meta-communication to make it work. Only after a date with a successful business man does Lauren realize she needed a man that was complementary to her, not simila r and finally makes that clear when disclosing to Dominic her feelings about him.Their relationship highlights the importance of emotional rewards in interpersonal relationships and how the fallacy of perfection can ruin perceptions of significant others. In the battle between Maya â€Å"the 90-day rule girl† and Zeke â€Å"the player† Zeke believes he is in control because of his referent power that he typically has with women. However, because she had gotten her feelings hurt by men like Chris Brown's character who have slept with her yet did not know her name, Maya truly was winning the battle because she had reward power by making Zeke wait 90 days before getting â€Å"the cookie†.These two very different dating stereotypes created the largest clash of power when it came to goals of the relationship. Maya's unwillingness to sleep with Zeke until the 90 days were up made im work harder to figure out the compromise in this situation. Once Zeke gets a hold of t he â€Å"playbook† he realizes that he has to play the part of a loving boyfriend, without realizing that he actually is becoming one. When those â€Å"three magic words† slip out he is no longer Just practicing face work of a boyfriend he actually means it and in return, Maya compromises and â€Å"lets the cookie out of the Jar†.Zeke had been using strategy in order to get what he wanted from Maya, and when she found that out she was hurt because he betrayed the intimacy power she had given him. In rder to fix the problem he needed to be honest about his feelings towards Maya and regain her trust by taking on the role of a serious boyfriend. Their relationship highlights the importance that trust, specifically when it comes to not betraying intimacy, has in maintaining interpersonal relationships.In the battle between â€Å"single mom† Candice and â€Å"mama's boy' Michael there is a lot of outside influence on their relationship. Their conflicts occur when the balance between internal and external dialectical tensions arise. Michael succeeds in the tlrst test when ne is willing to include Candice's son Duke in their activities. However, tensions rise when Michael's mom is unwilling to be nice to Candice and that mother-son relationship seems out of the norm for Candice.She is intimidated by the idea that Michael is so close to his mother and that is why she does not like Candice, this is the fallacy of approval. It is upsetting for Candice that his mother has coercive power over Michael that is allowing him to put Candice in second place behind his mother. Once Michael reads the book and his friends point out to him, even though he is in denial, that he is the â€Å"mama's boy' chapter, Candice starts reappraising her thoughts because they eemed irrational once he changed his mother's caller id in his phone.She started to rationalize the unsettling feelings she had about the mama's boy until she answered his phone one day and fo und out that Michael was lying. In order to get Candice back, Michael needed to show in a big gesture that Candice was the number one women in his life. Their relationship highlights the importance of being a priority to another personal in an interpersonal relationship. The movie Think like a Man expresses dating stereotypes that lead to conflict in romantic relationships. These ifferent stereotypes result in different types of power within the relationships.Kristin and Jeremy highlight the importance of progression in a relationship and the effect of compromise when it comes to meta-communication about the future. Dominic and Lauren explain the concepts of complimentary attraction to others and how expectations and reality often clash while there is conflict in the relationship. Zeke and Maya are examples of the importance of commitment and communication about values of the relationship; they also highlight the necessity of honesty in a erious relationship through meta-communicati on.Candice and Michael represent the struggle between internal and external influences on a relationship and the importance of balancing priorities in interpersonal relationships. All conflict came from dating stereotypes and was influenced by the linear communication model of Steve Harvey's book. This movie is a representation of communication flaws that occur in interpersonal romantic relationships, and the appropriate, effective and ethical ways of reaching a compromise despite all outside influences and stereotypes. Think Like A Man Think like A Man Battle of the Sexes Think like a Man: Battle of the Sexes â€Å"Don't hate the player, change the game†, this influential quote in Steve Harvers book starts a battle of the sexes in four relationships when the women read it in the movie Think like a Man (2012). The movie exploits different dating stereotypes that lead to conflict and upset the balance of power in romantic relationships. The types of power and different communication climates are all different in reach relationship because of how Steve Harvey says, in his book, to deal with each stereotype the women are dealing with.The women are all willing to listen to Harvey because he has expert power, and was endorsed by Opera which in a way almost gives him designated power as well. They learn how to deal with â€Å"non-committers†, â€Å"dreamers†, â€Å"players†, and â€Å"mama's boys†. However, when the men learn about this book and start to fght back with plays of their own , conflicts arise that can only be resolved with Meta communication rather than strategy. The first battle between the â€Å"non-committer† Jeremy and the â€Å"girl who wants the ring† Kristin begins when Kristin reads that she must â€Å"demand† a proposal in order to get one.They have been dating for seven years so in order to get what she wants Kristin uses the intimacy power she has over Jeremy by forcing him to get rid of his childish collection that he loves. Throughout this conflict Kristin uses disagreeing messages in order to express that she feels Jeremy should grow up. For example, when Kristin redecorates she makes an assertive statement by saying the couch needs to go. Then, as Jeremy refuses to agree she become aggressive as she accents her argument with gestures and a louder tone while reminding him his aunt peed all over it last Christmas.When Jeremy starts to read the book he realizes that he is going to have to present himself as growing up in order to make Kristin happy with him. He does this at first by structuring the conversations to avoid the topic of work, yet later loses control and lies to Kristin about putting in the resume at Neversoft. When Kristin realizes Jeremy nad betrayed ner trust and lied to ner sne moves in witn a triend and practices encounter avoidance in order to suppress her feelings towards Jeremy.After a moment of realization, Jeremy then comes to Kristin when she cannot avoid him and pologizes, he came to the compromise of finally proposing to Kristin in order to her back in his life. Their relationship highlights the natural tendency of progression in interpersonal relationships and the importance of recognition as a couple in the bonding stage. The next battle is between Dominic â€Å"the dreamer† and Lauren â€Å"the woman who is her own man†. Lauren has been unable to find love because she is caught in the emotional fallacy of should when it comes to her men.Whereas Dominic has had trouble finding women who are willing to believe in his dreams and ower their financial expectations in a boyfriend. Lauren first falls for Dominic because he presented himself as a wealthy, successful chef and she saw many tangible rewards in a relationship with him. Steve Harvey warns successful women that they don't need a man to be equal to them in power in order to be happy. So, on their first date the topic of work was avoided by both parties so they would not scare each other away from a relationship.However when Lauren realizes Dominic is a waiter at her company's event her expectations contradicted reality and she became uninterested. Dominic becomes upset when Lauren becomes very impersonal when terminating the relationship which makes Lauren realize that in order to have a deep connection you need intimate meta-communication to make it work. Only after a date with a successful business man does Lauren realize she needed a man that was complementary to her, not simila r and finally makes that clear when disclosing to Dominic her feelings about him.Their relationship highlights the importance of emotional rewards in interpersonal relationships and how the fallacy of perfection can ruin perceptions of significant others. In the battle between Maya â€Å"the 90-day rule girl† and Zeke â€Å"the player† Zeke believes he is in control because of his referent power that he typically has with women. However, because she had gotten her feelings hurt by men like Chris Brown's character who have slept with her yet did not know her name, Maya truly was winning the battle because she had reward power by making Zeke wait 90 days before getting â€Å"the cookie†.These two very different dating stereotypes created the largest clash of power when it came to goals of the relationship. Maya's unwillingness to sleep with Zeke until the 90 days were up made im work harder to figure out the compromise in this situation. Once Zeke gets a hold of t he â€Å"playbook† he realizes that he has to play the part of a loving boyfriend, without realizing that he actually is becoming one. When those â€Å"three magic words† slip out he is no longer Just practicing face work of a boyfriend he actually means it and in return, Maya compromises and â€Å"lets the cookie out of the Jar†.Zeke had been using strategy in order to get what he wanted from Maya, and when she found that out she was hurt because he betrayed the intimacy power she had given him. In rder to fix the problem he needed to be honest about his feelings towards Maya and regain her trust by taking on the role of a serious boyfriend. Their relationship highlights the importance that trust, specifically when it comes to not betraying intimacy, has in maintaining interpersonal relationships.In the battle between â€Å"single mom† Candice and â€Å"mama's boy' Michael there is a lot of outside influence on their relationship. Their conflicts occur when the balance between internal and external dialectical tensions arise. Michael succeeds in the tlrst test when ne is willing to include Candice's son Duke in their activities. However, tensions rise when Michael's mom is unwilling to be nice to Candice and that mother-son relationship seems out of the norm for Candice.She is intimidated by the idea that Michael is so close to his mother and that is why she does not like Candice, this is the fallacy of approval. It is upsetting for Candice that his mother has coercive power over Michael that is allowing him to put Candice in second place behind his mother. Once Michael reads the book and his friends point out to him, even though he is in denial, that he is the â€Å"mama's boy' chapter, Candice starts reappraising her thoughts because they eemed irrational once he changed his mother's caller id in his phone.She started to rationalize the unsettling feelings she had about the mama's boy until she answered his phone one day and fo und out that Michael was lying. In order to get Candice back, Michael needed to show in a big gesture that Candice was the number one women in his life. Their relationship highlights the importance of being a priority to another personal in an interpersonal relationship. The movie Think like a Man expresses dating stereotypes that lead to conflict in romantic relationships. These ifferent stereotypes result in different types of power within the relationships.Kristin and Jeremy highlight the importance of progression in a relationship and the effect of compromise when it comes to meta-communication about the future. Dominic and Lauren explain the concepts of complimentary attraction to others and how expectations and reality often clash while there is conflict in the relationship. Zeke and Maya are examples of the importance of commitment and communication about values of the relationship; they also highlight the necessity of honesty in a erious relationship through meta-communicati on.Candice and Michael represent the struggle between internal and external influences on a relationship and the importance of balancing priorities in interpersonal relationships. All conflict came from dating stereotypes and was influenced by the linear communication model of Steve Harvey's book. This movie is a representation of communication flaws that occur in interpersonal romantic relationships, and the appropriate, effective and ethical ways of reaching a compromise despite all outside influences and stereotypes.