Fast Food Advertisements Essay Example for Free

Fast Food Advertisements Essay 1.Junk food advertising does not force parents to buy the food Just because junk food is advertised does not mean that parents should buy it for their children or give their children the money to buy it. It is important to recognise that parents have the final say, and also are ultimately responsible for what their children eat. We should place greater responsibility on parents, and if we are concerned that they are buying junk food for their children, we should attempt to address that problem. But, this has less to do with junk food advertising and more to do with informing the health decisions of parents. 2.If we apply the principle of individual responsibility, advertising is fine It is important not to hold businesses and advertisers responsible for the choices of individual consumers. If a consumer wants to purchase a good, the supplier should not be blamed for supplying it. The buyer wants to be pulled in by junk-food advertisements, and does not hold back their mind from unhealthy food. There are ads for health foods, buy consumers don’t want to buy vegetables or fruits, and therefore hold back their mind from buying them. It is solely how to consumers want to react to their own decisions, and has nothing to do with the supplier. If a producer advertises their good, they should not be blamed for the consumer finding their good attractive. There are people who don’t like junk food at all, and they control their minds like that. It is simple how the person controls their mind to think. Just like in movies, or in the real world, there is or always needs to be some components of good and bad. The people themselves decide on which group they want to be in. Sadly though, these days, majority of people decide to be in on junk-food. We must maintain the notion of individual responsibility, or people will start blaming each other for their own bad choices. 3.Parents must talk to their children about health eating habits The truth is that ‘there is certainly a place for junk food in every diet’. Elizabeth Berger, author of â€Å"Raising Kids with Character† says, â€Å"Parents must talk to their children about the healthy amount. In the real world, children will be exposed to all sorts of advertisements and their parents will not always be able to protect them. Therefore, their parents must begin to teach them while they are still children†. 4 .Children have little or no money It is not sensible to aim advertisements at children because they have little or no money, and can’t afford to buy the junk food anyway. Also, by the time children do have enough money, and are able to transport themselves to a fast-food place without their parents, they will have grown older and have the age to take the correct decisions for themselves. Even if they do take the wrong decision, then it is completely their own fault, as they are old enough and responsible enough to make their own decisions. Children that are much younger need their parents for help. Also, when you are growing older with some pocket money, learning to manage money for the correct causes and reasons is a part of growing up. 5.Discipline plays a big part Believe it or not, discipline plays a big part in this whole issue. Fast food advertising has no magical power to create unnatural desires for food. Children who nag are simply badly brought up. Poor parenting and undisciplined children cannot be solved by banning food advertisements during children’s television shows, as children have many other influences which can still stimulate these desires. 6.Children naturally like foods that are rich in fats, proteins and sugar. Their craving is not started off by advertisements. They give them the energy to play energetically and grow healthily. It is true that eating only such foods is bad for people, but this is again a problem of bad parenting rather than the fault of food advertisements. And off course, it advertising junk-food is banned, than children will grow naive, and as they enter into the real world, they will then become inundated with ads, because they will have not learnt the skills of ignoring ads when younger. 7.Fast food advertisements appear not only on TV, but you can also hear them on other sources, such as radios. Say the government does ban fast food advertisements during children’s TV shows. Children also watch many other programmes that adults also enjoy, but these programmes still have fast food ads during them, remember. Does this mean we should extend this ban to all television advertising? And, why stop at television when children are also exposed to radio, cinema, the internet and billboards in the street as well? But, any restrictions will be impossible to enforce, as television is increasingly broadcast by satellite across national borders and cannot be easily controlled – nor can the internet. 8.Banning advertisements is a severe restriction upon freedom of speech Companies should be able to tell the public about any legal products (such as fast-food). Children also have a human right to receive this information from a wide range of sources and make up their own minds about it. They are far from being brainwashed by advertisements, which form only a small part of their experiences; family, friends, school and other television programmes are much more important and all give them alternative views of the world.

Compare three pre-20th Century poems about London Essay Example for Free

Compare three pre-20th Century poems about London Essay I am going to compare three very different poems about London. The first poem is London by William Blake, written around 1800. Upon Westminster bridge is the second poem , by William Wordsworth, again written around 1800. The third poem by Mary Ann Evans in the mid-19th century is called In a London drawing room. William Blake was a man of strong opinions, he was a strange person who painted horrific art and walked around naked in his garden. He was a strict Christian and wrote hymns. People disliked him for his strange ideas and strong criticism of what he felt was wrong. William Wordsworth lived in the Lake District, and wrote poems about where he live; the countryside. Whilst visiting London he wrote a poem about what he could see from Westminster bridge. Mary Ann Evans lived in London she was a tomboy by the name of George Elliot. Her father was a vicar. She moved to London to live a more interesting life. Working for a printing company she realised how mistreated women were. The story behind Upon Westminster bridge is:- London looks very beautiful. Youd be sad not to be impressed. Its about what Wordsworth sees from Westminster bridge. His theme is simple; He likes what he sees. London has a very different theme: William Blake lives in London and cant stand it. The story is very simple the poet wanders through Londons streets thinking about what he sees. In a London drawing room also has a simple story; Mary Ann Evans is in a drawing room looking out into the street. Her theme is much more complex She talks about how London through this window is dull, grey and boring. When she says this she actually means thats how she feels inside and expresses it through her poetry. Upon Westminster bridge is a sonnet because it has fourteen lines praising Londons beauty, it has only one verse. It has a regular iambic rhythm all the way through: Giving the poem a joyful sound. There is no regular rhyming pattern but some lines rhyme. London uses quatrains which means it has four equal lines into four verses. London has a regular and joyful rhythm, which is ironic because of its sad message. The rhyming follows an ACBD pattern (A rhymes with line C-B rhymes with line D.) In a London drawing room has no verses, twenty lines which have each ten syllables in them. There is no regular rhythm, because of the regular enjambment. Cutting the sky with one long line of wall Like soled Fog: Far as the eye can stretch. The enjambment causes lines to run into each other. There is no rhyme a tall in the poem. There is a lot of figurative language in Upon Westminster bridge. wear The beauty of the morning; silent bare, This a personification because the city wears the beauty of the morning like a dress. The river glideth at his own sweet will: In line twelve names the river a he. This poem has a lot of imagery, one of them mentions valley, rock and hill, putting the picture of the valleys, hills and rocks on the horizon. In a London drawing room too uses figurative language, The world seems one huge prison-house and court, this is a similar because the world seems to be like a prison-house. A metaphor would be, Cutting the sky with one long line of wall, this is calling the row of houses a wall cutting the sky. The figurative language in London are, The mind-forgd manacles I hear. Means the people in London believe they are in manacles. The metaphor at the end of the third verse is about the old war soldiers begging outside wealthy houses, And the hapless soldiers sigh Runs in blood down palace walls. In Upon Westminster bridge most of the play on words are to keep the rhyme and rhythm in a pattern. London plays on words quiet a lot compared with Upon Westminster bridge. At the end of the first verse there is an element of alliteration, Marks of weakness. Marks of woe, woe is a much more powerful word to use than sad plus it alliterates with weakness. The second verse uses in every. Four times to get the point that this is serious across more strongly. The mind-forgd manacles I hear, is an alliteration of the letter M. On the last line, the last two words are marriage and hearse (car that carries a coffin) this is called juxtaposition; because marriage is associated with beginning and hearse is associated with the end they are opposites. This is an interesting way to end the poem. The only real play on words in in a London drawing room was the last line because the three last words are the only positive words (colour, warmth and joy) in the whole poem but just before it says with lowest rate of. So they might be positive but shes saying there is no colour, warmth or joy. I feel London is the most effective poem. This is because I like the irony in the rhythm and rhyme which sounds happy but its meaning is sad. I also like the Juxtaposition in the last line Marriage hearse. He uses clever words and sentences to put down London. I dont like In a London drawing room because it drags on so as to lose its meaning. Upon Westminster bridge I quite like because its cheerful but I still prefer the way London is written because it uses good words and clever poetry.

A Synopsis Of Operating Systems Computer Science Essay

A Synopsis Of Operating Systems Computer Science Essay Many people use computers without knowing how it works. The main software when using the computer is the operating system. The operating system defines all the experience when using a computer; it manages the hardware and software resources of the computer system, provides a way for applications to deal with the hardware without having to know all the details of the hardware, and it is the software that makes all the programs we use work, and it organizes and controls the hardware on our computers. The operating system is the first software we see when we turn on the computer, and the last software we see when the computer is turned off. Its important to know and understand that not all computers have operating systems. For example the computer that controls the microwave oven in your kitchen doesnt need an operating system, it has only simple tasks to perform, very simple input and output methods (a keypad and an LCD screen). For a computer like this, an operating system would not be needed; it will only add things that are not required. Instead the computer in a microwave oven only runs one program all the time. When using computer systems that are more complex than a microwave oven you need an operating system in order for the computer to work. All desktop computers have operating systems. The most common are the Windows family of operating systems, the UNIX family of operating systems and the Macintosh operating systems, and there are hundreds of other operating systems available for special applications. The operating system plays the role of the good parent, making sure that each application gets the necessary resources while playing nicely with all the other applications, as well as husbanding the limited capacity of the system to the greatest good of all the users and applications. Even if a particular computer is unique, an operating system can ensure that applications continue to run when hardware upgrades and updates occur, because the operating system and not the application is charged with managing the hardware and the distribution of its resources. Windows 98 is a very good example of an operating system because it can accommodate thousands of different printers, disk drives and special peripherals in any possible combination. When dealing with computers you need to know what is the best operating system for the tasks you want to perform. There are four different kinds of operating systems. There is a Single-user single task, Single-user multitasking, Multi-user, and Real-time operating system. Its important to understand the differences between multi-user operating systems and single-user operating systems that support networking. Windows 2000 and Novell Netware can each support hundreds or thousands of networked users, but the operating systems themselves arent designed for multi-user operating systems. The system administrator is the only user for Windows 2000 or Netware. The network support and all of the remote user logins the network are enabled, in the overall plan of the operating system, a program being run by the administrative user. Single-user, single task: This operating system is designed to manage the computer so that one user can effectively do one thing at a time. The Palm OS for Palm handheld computers is a good example of a modern single-user, single-task operating system. Single-user, multi-tasking: This is the type of operating system most people use on their desktop and laptop computers today. Windows 98 and the MacOS are both examples of an operating system that will let a single user have several programs in operation at the same time. For example, its entirely possible for a Windows user to be writing a note in a word processor while downloading a file from the Internet while printing the text of an e-mail message. Multi-user: A multi-user operating system allows many different users to take advantage of the computers resources simultaneously. The operating system must make sure that the requirements of the various users are balanced, and that each of the programs they are using has sufficient and separate resources so that a problem with one user doesnt affect the entire community of users. Unix, VMS, and mainframe operating systems, such as MVS, are examples of multi-user operating systems. Real-time operating system (RTOS): Real-time operating systems are used to control machinery, scientific instruments and industrial systems. An RTOS typically has very little user-interface capability, and no end-user utilities, since the system will be a sealed box when delivered for use. A very important part of an RTOS is managing the resources of the computer so that a particular operation executes in precisely the same amount of time every time it occurs. In a complex machine, having a part move more quickly just because system resources are available may be just as catastrophic as having it not move at all because the system is busy. The operating systems tasks, in the most general sense, fall into six categories: Processor management: The heart of managing the processor is related to two things first ensuring that each process and application receives enough of the processors time to function properly, and using as many processor cycles for real work as is possible. The basic unit of software that the operating system deals with in scheduling the work done by the processor is either a process or a thread, depending on the operating system. Memory management: When an operating system manages the computers memory, there are two broad tasks that have to be accomplished first each process must have enough memory in which to execute, and the second it can neither run into the memory space of another process nor be run into by another process, and the different types of memory in the system must be used properly so that each process can run most effectively. The first task requires the operating system to set up memory boundaries for types of software and for individual applications. Device management: device management is the way the operating system works through a set of instructions Storage management: Storage management is Disk storage and it is one of the memory types that must be managed by the operating system, and is the slowest. Ranked in order of speed, and it is divided into three types of memory in a computer system and they are High-speed cache: This is fast, relatively small amounts of memory that are available to the CPU through the fastest connections. Cache controllers predict which pieces of data the CPU will need next and pull it from main memory into high-speed cache to speed up system performance. Main memory: This is the RAM that you see measured in megabytes when you buy a computer. Secondary memory: This is most often some sort of rotating magnetic storage that keeps applications and data available to be used, and serves as virtual RAM under the control of the operating system. Application interface: Just as drivers provide a way for applications to make use of hardware subsystems without having to know every detail of the hardwares operation, application program interfaces (APIs) let application programmers use functions of the computer and operating system without having to directly keep track of all the details in the CPUs operation. Lets look at the example of creating a hard disk file for holding data to see why this can be important. User interface: Just as the API provides a consistent way for applications to use the resources of the computer system, a user interface (UI) brings structure to the interaction between a user and the computer. In the last decade, almost all development in user interfaces has been in the area of the graphical user interface (GUI), with two models, Apples Macintosh and Microsofts Windows, receiving most of the attention and gaining most of the market share. There are other user interfaces, some graphical and some not, for other operating systems. While there are some who argue that an operating system should do more than these six tasks, and some operating-system vendors do build many more utility programs and auxiliary functions into their operating systems, these six tasks define the core of nearly all operating systems. One question concerning the future of operating systems revolves around the ability of a particular philosophy of software distribution to create an operating system useable by corporations and consumers together. Linux, the operating system created and distributed according to the principles of open source, could have a significant impact on the operating system in general. Most operating systems, drivers and utility programs are written by commercial organizations that distribute executable versions of their software versions that cant be studied or altered. Open source requires the distribution of original source materials that can be studied, altered and built upon, with the results once again freely d istributed. The continuing growth of the Internet and the proliferation of computers that arent standard desktop or laptop machines means that operating systems will change to keep pace, but the core management and interface functions will continue, even as they evolve.

Michael Moores ‘Bowling for Columbine’ Essay -- Michael Moore, Bowlin

Michael Moore was born on April 23rd 1954. He’s An American film maker, author and a liberal political commentator. He has directed and produced four of the eight highest grossing documentaries of all time. In 2005 Time Magazine named Moore one of the world’s ‘Hundred most influential people’. The documentary ‘Bowling for Columbine’ explores the possible causes for the Columbine High School massacre. It has won the ‘Best Documentary feature’ at both the Academy and Independent Spirit Awards, together with the CÃ ©sar award for ‘best foreign films’. In this sequence we see American fighter jets dropping bombs on residential areas of a village in Kosovo. Then the American President, Bill Clinton, says they are ‘trying not to hurt innocent civilians’. Following this there’s a caption reading ‘one hour later’ with the President talking about the shooting at Columbine High School, now a transition occurs where the screen fades to a picture of the schools entrance, showing a plaque which reads ‘Columbine High School-Home of the Rebels. The video changes to a subjective point of view shot, showing someone walking into school while the audio is of a sad, acoustic guitar. As the person walks through the school with his camera he ironically stops and takes footage of a soldier with a gun in his hand. CCTV (close circuit television) footage is then shown of the children at the school scurrying around trying to protect themselves from the onslaught of ammunition and explosives. A shot of Eric Harris a nd Dylan Klebold firing rounds of ammunition and throwing grenades around the hall is followed, during this a telephone call to the emergency services from Eric’s father saying that his son was involved in the shooting is played over the top. We... ... also exposes the U.S government because when President Clinton states that ‘they are trying to minimise the civilian casualties’, he ‘forgets’ to say that the Americans targeted hospitals and primary schools. If I was an American I would feel disgraced and ashamed of my people. Michael Moore uses all the techniques of film making like location, lighting and body language to help the viewers identify the genre and context of the film. He produces a brilliant and enthralling documentary on the Columbine shooting. I think the sequence is quite thought provoking. Perhaps it’s just a subtle reminder for us to stop and think for a moment if we are heading in the right direction or should we turn a blind eye to whatever is happening around us? My opinion is that such violence, the use of guns and ammunition, should be totally condemned in any part of the world.

The Power of Computers and Technology :: Exploratory Essays Research Papers

The Power of Computers While I was sitting at my PC, I began looking for a song to download. All of the sudden, the screen went blank. I knew that I hadn't touched the power strip, so I was dumbfounded by its sudden halt. I used every key possible to try and revive my dying machine. I frantically decided to turn the power off, but, before I could, a small green cursor blinked on the screen. I tried to type but nothing worked. Not knowing what to do, I switched the power to off and was amazed that the blinking green cursor was still alive. It was a normal boring day. I had returned home from work and decided to fool around on my computer. The computer lived in my room; it had its own space and a small lamp that provided light for typing. Although my computer was the most recent edition, it had once been infected with one of the many viruses. Because of this I decided to go on the net and sign up for a trial virus doctor, which is a program that helps to get rid of computer viruses. Being so disgusted with myself for obtaining the awful disease, I downloaded the program without reading any of the labels. I then proceeded to look for a new to download when all of a sudden the screen went blank. The emerald cursor skipped across the screen typing as it went. " Initializing data and preceding with extermination of hostile data." My mouth dropped to the floor as I sat there speechless. I then typed in " Stop program." The computer then replied, "Why do you want me to stop doing what you hired us to do?" "Us? Who do you mean by us?" "I mean the network of computers that you hired to fix your PC. It figures, all of you humans never do any research before jumping into things." " What are you talking about? I don't even know what's going on here." "See, that's exactly what I'm talking about. You just downloaded me a few minutes ago, and now you are mad because we're doing our job." " No! Wait one minute! I downloaded a virus doctor to fix my computer, not some psycho program so a kid could hack into my computer." " Wow you really don't know what's going on.

Grammatical Style in Lumpkin’s The Making of a Southerner :: Lumpkin Making Southerner

Effective Use of Grammatical Style in Lumpkin’s The Making of a Southerner Katharine Du Pre Lumpkin has many effective uses of grammatical style. In the first full paragraph on page 86 of The Making of a Southerner this is evidenced. She begins the sentence with an adverbial which ties this paragraph to the previous one. Lumpkin uses the quotation â€Å"’stir up the Negroes’† to cause the reader to feel like he/she is present during this time period. The quotation draws the reader into the paragraph because of its status as a first-hand account, which lends credibility to the argument being presented. Later in the first sentence Lumpkin uses a dash as a sentence interrupter. This pause places much emphasis on the phrase after the dash, causing the reader to give it more weight. Indeed, this phrase is the focus of the entire paragraph, and Lumpkin has adroitly set it apart. Following the first sentence, Lumpkin uses questions to enhance the feeling of ‘there-ness.’ In other words, Lumpkin presents the material in an argumentative fashion in order to draw the reader further into the mind-set of the white male of whom she speaks. Lumpkin uses her position as narrator to step back and give someone else a voice. She argues as though she herself were a white male in the late 1800s to early 1900s. This The quotes continue to support her argumentative style by giving examples of the names and rumors floating during this time now past. On and on Lumpkin extorts the reader to feel what it is like to be a scared white male after the Civil War. Question after question repetitively persuade the reader to vividly imagine the â€Å"drunken Negroes [. . .] burning down plantation homes† as well as the â€Å"armed recruits, former slaves [roaming] the countryside demanding of white men to get their vehicles off the road to make room for these unifo rmed freedmen† (86). The imagery skillfully hidden in the questionnaire is astounding. Then, of a sudden, a dash appears to bring the reader full circle. We are now aware again that the narrator is asserting a voice of her own with the small apposition â€Å"the rumor said so† (86). This phrase gives the reader the sense that Lumpkin now disagrees with this attitude once held by her father. It belies the view that Lumpkin is apparently trying to hide for an unbiased second-hand account of the period.

Interpersonal interactions in health and social care Essay

In health and social care we use many various methods of communication and interpersonal interaction to communicate effectively in various environments. These methods can be influenced by many factors which may interfere with how the information we have communicated is transmitted such as language needs, self-esteem, proximity and sensory impairment. In my essay I am going to explain how sensory impairment and language needs may influence effective communication and interpersonal interactions in health and social care environments. The term sensory impairment encompasses visual loss, which also includes blindness and partial sight, hearing loss and multi-sensory impairment (Shaw Trust, 2014). I will now explain how sensory impairment may influence the way we effectively communicate and interpersonally interact within health and social care using Argyle’s communication cycle. The communication cycle is arranged into 5 stages, Argyle(1972) believed that communicating interperson ally was a skill that could be developed, much similar to learning to drive. In the first stage of the communication cycle Argyle states that ideas occur. An example of this stage of the cycle would be a doctor recalling the information they wish to communicate to a patient who suffers from multi-sensory impairment with complete loss of hearing and sight. The Department of Health defines individuals suffering from multi-sensory impairment if their combined sight and hearing impairment cause difficulties with communication, access to information and mobility (Action on Hearing Loss, 2011). During the second stage of the cycle the message that is being communicated is coded, during this stage a doctor would decide how to communicate their message towards their patient. In order to communicate effectively the doctor must take into consideration which method of communication fits the patients needs such as British sign language, visual sign framing or tactile signing. In the third stage of the communication cycle the message is sent, during this stage the doctor has now communicated their message to the patient , however the doctor has communicated his message using British Sign Language instead of tactile signing. In the fourth stage of the cycle the message is received by the patient, during this stage the patient should have successfully received the information that the doctor has communicated to them however the patient has not received the message as she has lost a complete loss of sight and therefore cannot visually see the signs the doctor is signing. During the  fifth and final stage the message is decoded, Agyle theory suggests that during this stage the information has now been received and understood and the cycle will now repeat. This stage of the cycle is dependant on if the person delivering the message has used the correct and appropriate form of communication based on the individuals needs and the circumstances, however this is where the communication cycle has been unsuccessful due to the wrong choice of method of communication. Another common factor which may influence the way we effectively communicate and interact with people within health and social care is the language needs of the individuals. The language needs of an individual will be based upon many factors, a common language need may include an individual who speaks English as a 2nd language moving to the United Kingdom, the needs of the individual such as the use of an interpreter will depend on how fluent the individual is in speaking English. Using Tuckman ’s theory of group formation I will explain how language needs can affect the way we effectively communicate and interpersonally interact in health and social care environments. Tuckmans theory of group formation is arranged into 4 stages, these stages are known as forming, storming, norming and performing. During the forming stage, the group of people are just getting to know each other, for example in relation to health and social care, this would be the stage where a group of newly employed student nurses meet the team they will be working with. During the storming stage, Tuckman (1965) explains how the group of people are unclear about each-others roles within the group and the aims of working together, this is the stage where the newly formed group of student nurses would be trying to communicate verbally and non-verbally with each other in order to discover their roles, strengths and weaknesses within the group. During this stage, the group of individuals would be asking questions about each other and assessing their roles within the group. Thirdly is the norming stage, during this stage the group of people develop a shared understanding of what each-o thers roles are and share a common aim, during this stage one individual in the team approaches the others and tells them he is a foreign exchange student and has only been speaking English for the past 5 years, therefore he is still trying to understand the different dialects around him. The student nurses may begin to ask and discuss with the individual about the extent of his knowledge in speaking English. During this stage the  individuals will also understand and be able to identify areas of weakness in speaking English and be able to adapt their methods of communicating with the individual in order to meet these needs. Any specific language needs of an individual should be met immediately when communicating in order to progress through to the final stage of Tuckman’s theory, the performing stage. During this stage the group of individuals are now working together effectively as a team, for example during this stage the student nurses are now able to meet the language needs of the foreign exchange student and can continue to work as a progressive team.