An Adventure in Space Summary 2

The mission was carried out successfully and I was on my way back to earth with my friends. Suddenly, an unidentified flying object appeared and it somehow forced our spacecraft to land on another planet. On the planet, a very strange looking creature met us. This creature took my crew and me to see its master. I saw another alien sitting on a very high throne. That must be their master. It wore a crown and looked like all the strange looking creatures in the room but its head was very much bigger. All the aliens had four eyes, two heads and six legs. They had a white body and no hair. The strange unknown planet looked like a prison, no worst †¦ a dungeon. There was a very high wall all around the planet. It had many buildings and everywhere you went, you could hear the wailing sounds coming from small cells. We were scared but they gave us some food, which smelt like rotten fish. The smell was so strong that we had to hold our breath in order not to faint. No one dared to touch the food. The next day, we were given a long list of things to do but they were in a language that we could not understand at all. They whipped us and put us in a small cell. After that, they conducted experiments on us. A few of us died but the rest of us who survived were put back into the cell. One day, the aliens who brought us to our cell forgot to lock the door so we escaped through the door. Soon we boarded our own spaceship and flew back to earth. We had a horrifying experience but no one believed us! After this, I never dared to go into space ever again.

Examine Shakespeare’s presentation of Ophelia Essay

Throughout the play, Ophelia is treated as an inferior by the men in her life. She is instructed and also used by them to achieve their own selfish goals. As Rex Gibson states, Shakespearean women were ‘virtually helpless pawns in the power games of their main relatives. ‘ Her tone towards them is most often submissive and accepting of their commands, although the audience is given occasional glimpses of the seemingly intelligent and opinionated young woman beneath her clichi d exterior. In the play, she is merely a side story. She has no particular role in the play rather than to reflect the traits of other characters, and this secondary importance to the plot reflects Shakespeare’s presentation of her. Upon Ophelia’s first appearance in the play, it becomes obvious that she and her brother have a close relationship. Laertes tells Ophelia, ‘let me hear from you’, to which she replies ‘Do you doubt that? ‘ Laertes mentions Hamlet as a cause for concern, ‘weigh what loss your honour may sustain, If with too credent ear you list his songs, Or lose your heart, or your chaste treasure open To his unmastered importunity. ‘ He believes that Hamlet’s intentions are dishonourable. He is quick to form this opinion, and as he feels he knows Hamlet’s true motives, this suggests that men of the era shared this abusive attitude towards women. While he may be expressing a genuine concern for his sister’s well-being, there is a tone of authority in his voice. He is not her father, but as a male he talks down to her. His primary concern may be more for the honour of his family, which Ophelia would destroy should she conduct a relationship with Hamlet. She does however retort defensively with, ‘Do not as some ungracious pastors do, Show me the steep and thorny way to heaven, Whiles like a puffed and reckless libertine Himself the primrose path of dalliance treads’. Here she is warning him against hypocrisy and recognising that some men (‘ungracious pastors’) are promiscuous while expecting women to be virtuous. In seeing that society has double standards, the audience is shown that there is a side to Ophelia deeper than is obvious in most of her appearances in the play. A modern audience would feel that her reply is justified, and would respect her for standing up for herself. She has a more relaxed attitude to verbalisation of her thoughts when she is in the presence of her brother, but still respects and accepts his will. In conversation with Polonius for the first time in the play, the audience sees the submissive side to Ophelia. Polonius is also quick to suspect Hamlet’s motives, reinforcing the suggestion that all men of this time have a common view of women. Polonius’ treatment of her reflects the double standards of Shakespeare’s society, as he at first seems disgruntled that she acts like an inexperienced ‘green girl | Unsifted in such perilous circumstance’ and then goes on to say ‘think yourself a baby’, enforcing her inexperience. Ophelia implies her own inability to form an opinion – ‘I do not know my lord what I should think’. This seemingly ‘air-headed’ behaviour could cause much annoyance to a modern audience, whether she simply cannot think for herself or has an opinion and is too intimidated to voice it. Polonius’ perception of his daughter becomes clear with the statement ‘you have ta’en these tenders for true pay | Which are not sterling. Tender yourself more dearly’. The financial references here show that these ‘tenders’ are worth nothing to Polonius unless they become cash, or ‘stirling’, in his hand. The acquisition of wealth comprises all of Ophelia’s uses to him. She is a possession and a tool to him. This is noted by Gibson, ‘women were regarded as possessions, as capital to be exploited. ‘ He also harbours selfish concerns about his own social standing, and that Ophelia will ‘tender’ him ‘a fool’, as her behaviour reflects upon him as a father. Ophelia concludes by submitting yet again, ‘I shall obey, my lord. ‘ Despite the fact that Ophelia has firstly rebelled against expectations by meeting with a man without the permission of her father, or has ‘gone against social mores’ (Pitt), she continues to treat her father as her superior and conform to his wishes. Again the audience witnesses the dual personality of Ophelia. This could leave an audience confused, and unsure of exactly what to think of her as a character, as her true identity remains a mystery until her death. After Hamlet advances upon her looking like ‘he had been loosed out of hell’, Ophelia runs to her father, seeking protection and comfort. She enters the room saying ‘O my lord, my lord, I have been so affrighted’. Modern audiences may draw comparisons between this and the behaviour of a small child. Not only is she treated like one by men, but at this point she proves their treatment to be right. This might anger a modern audience who could perceive her to be lacking common sense and therefore totally unable to deal with a hostile situation. To increase the antagonism of a post-feminist audience, she then goes on to relate that she was ‘sewing’ in her ‘closet’ at the time of incident – while to a Shakespearean audience sewing was part of life for women, a modern audience would see this as a stereotypically effeminate activity being used by Ophelia to play up her helplessness. As stated by A. C. Bradley in the Victorian era, ‘a large number of readers feel a personal kind of irritation against Ophelia; they seem unable to forgive her for not having been a heroine. ‘ While this does not represent the viewpoint of today’s audience, it shows that even in Victorian times when women were still much less free than they are now, Ophelia’s helplessness is exaggerated to the point of irritation. We witness Ophelia’s utter submissiveness yet again, and her acting as if she has no thoughts of her own – ‘I do not know, | But truly I do fear it. ‘ Ophelia incessantly addresses her father submissively as ‘my lord’. It can be presumed that Ophelia has been taught to address him thusly, reflecting on Polonius as a father, who is an example of men at the time of the play. Polonius sees Ophelia as being far inferior to him. He speaks to her in short commands – ‘Come, go with me’, rather than asking her to do things. He also seems to think that she is untrustworthy, as he questions her, ‘Have you given him any hard words of late? ‘ suspecting that she has not done what he told her to do. As Ophelia’s letters are read aloud, she stands on the stage in silence to endure this harsh and humiliating experience. She is utterly powerless as her most intimate secrets are exposed to the King and Queen. Her father has granted her no right to privacy, to the point that he publicly proclaims and meddles in her affairs. Polonius says ‘I have a daughter – have while she is mine’, this bluntly suggests his intentions to ‘sell’ her, and continues ‘Who in her duty and obedience, mark, | Hath given me this’. Here, it is as if he is marketing her, making her ‘good’ qualities known to the King and Queen, telling them to ‘mark’, possibly in the hopes that they approve of her as a wife to Hamlet. In this situation Polonius’ social standing would vastly improve. She is certainly seen by him as ‘capital to be exploited’. Upon the King’s questioning Ophelia’s chastity, Polonius asks him ‘What do you think of me? ‘ This shows that in a Shakespearean society, the behaviour of a daughter was seen to be an indication of how honourable her father was, again proving that women were taught ‘chastity, modesty, obedience and faithfulness to their husbands’ (Gibson), to be used as social and financial tools. Elaine Showalter accurately describes Ophelia as ‘that piece of bait’. She is used to confirm whether or not Hamlet’s separation from her is the cause of his madness. Before the first conversation between Hamlet and Ophelia (which is held under surveillance by Polonius and the King), Ophelia is not even given a greeting, but is spoken to only by the Queen, and exclusively about Hamlet – ‘And for your part Ophelia, I do wish That your good beauties be the happy cause Of Hamlet’s wildness’. Their main concern is Hamlet’s return to his prior sane state and hope to be able to use Ophelia as a way of bringing it about. Ophelia herself has absolutely no control over events relating to her. She speaks briefly, only when spoken to, and to express her desire to see Hamlet well again – ‘Madam, I wish it may. ‘ Her father again talks to her commandingly, as if she were a dog, ‘Ophelia, walk you here’. When she is at first left with Hamlet, she remains silent onstage throughout his long monologue, until he mentions her. A conversation begins with Ophelia’s greeting Hamlet, ‘Good my lord’, and hereafter she uses the words ‘my lord’ repetitively. When she mentions ‘rememberances’ that she as ‘longed long to re-deliver’, she is shunned by Hamlet, as he says ‘I never gave you aught’. Ophelia further shows the audience that she is an intelligent young woman rather than a girl who is full of nonsense. She elaborates on her feelings for Hamlet with the words: ‘My honoured lord, you know right well you did, And with them words of so sweet breath composed As made these things more rich. Their perfume lost, Take these again, for to the noble mind Rich gifts wax poor when givers prove unkind. There my lord. ‘ The audience sees here through her passionate statement that these ‘words’ held great importance to Ophelia and that she is expressing the depth of her emotion. With Hamlet she gives the first indications of her true feelings, things that she would not share with her father. She is however belittled and mocked by Hamlet (‘Ha, ha, are you honest? ‘). Her clever response to Hamlet’s mad ramblings gives us another insight into the more hidden side of Ophelia. Fundamentally, however, Ophelia is a side story, and is of secondary importance to the main plot and ‘has no story without Hamlet’. ‘She appears in only five of the play’s twenty scenes’ (Showalter) and is used to inform the audience of what Hamlet was like before his descent into madness. As stated by Angela Pitt, ‘Ophelia’s main function in the play is to illuminate a particular facet of Hamlet’s decline. She has known him in both friendship and gallant devotion’. She fulfils this role: ‘O what a noble mind is here o’erthrown! The courtier’s, soldier’s, scholar’s, eye, tongue, sword, Th’ expectancy and rose of the fair state, The glass of fashion, and the mould of form’. While we see here that she is articulate, is underestimated by Polonius and does have something of value to say, it is quite tragic that this outburst of expression is not of herself, but of Hamlet’s personality prior to his father’s death. As she is used throughout the play by men, here Shakespeare uses her as a way of imparting information to the audience. At this point in the play, the audience can sympathise with Ophelia, as the pain of rejection by a lover exists outside of time. By proving to the audience that she is intelligent and educated, she wins respect, as modern society values these qualities highly in both men and women. Just before the play, Hamlet initiates a tirade of sexual references directed toward Ophelia. It begins with ‘here’s metal more attractive’, a mocking reference to her looks. He goes on to say to Ophelia ‘Lady, shall I lie in your lap? ‘ to which she replies ‘No my lord’. He persists in trying to humiliate Ophelia with phrases such as ‘Do you think I meant country matters? ‘ and ‘That’s a fair thought to lie between maid’s legs’. Ophelia’s responses are short and she again repeats ‘my lord’ – ‘No my lord’, ‘Ay my lord’, ‘I think nothing, my lord’. Her words are sharp and brief as she denies Hamlet the pleasure of provoking an outburst from her. While this repetition could show her merely being weak and submissive, as she is forced to take his insults, it can also be argued that she knows here exactly what she is doing, as she later goes on to retaliate, ‘You are naught, you are naught’ – ‘Ophelia’s naivety must be assumed and not genuine, because later she gives as good as she gets’ (Pitt): ‘Ophelia. You are keen my lord, you are keen. Hamlet. It would cost you a groaning to take off mine edge. Ophelia. Still better, and worse’. Here she neglects to say ‘my lord’, which shows that her tone has changed, and she has given up trying to be tolerant of Hamlet. Ophelia’s descent into madness portrays her in an ironic and rather tragic light. Her condition has caused her to be more vocal and to reject authority. Now people notice that Ophelia is speaking, and try to understand what she says, when her mind is not her own – nothing she says makes sense. Even though she is louder, her position is still largely unchanged – her madness expresses itself through her, but does not allow her to express her own true thoughts. At the time, women who were vocal and opinionated, who challenged authority or sought freedom were often portrayed as being insane. This overly emotional, nonsensical state was also thought to be womanhood in its purest, unsuppressed form – ‘Ophelia might confirm the impossibility of representing the feminine in patriarchal discourse as other than madness, incoherence, fluidity, or silence †¦ Ophelia represents the strong emotions that the Elizabethans as well as the Freudians thought womanish and unmanly. ‘ (Showalter). The themes of her songs are death and true love – the two issues that have most recently affected her. Firstly, her exploitation by Hamlet: ‘And I a maid at your window, To be your Valentine. Then up he rose, and donned his clothes, And dupped the chamber door, Let in the maid, that out a maid, Never departed more. ‘ In Shakespearean times, it was extremely important that a woman maintained her chastity – it is implied quite obviously by these songs that Ophelia did engage in sexual relations with Hamlet. This would have meant the loss of her reputation altogether. People will now take notice of these open declarations, as a woman her promiscuity is condemned, whereas a man’s promiscuity (Hamlet’s) will be overlooked. This exposes Shakespearean society’s double standards. A woman of high social standing such as Ophelia was expected even more so to exhibit virtue, and so was very vulnerable and open to condemnation, with every relationship putting her in a potentially life-destroying position. Now, when the relationship has dissolved, she is in a difficult position. Her imprisonment is particularly distressing to a modern audience, who are very used to seeing women with much more freedom. While today’s morals are not quite as tight as Shakespearean morals, a modern audience will still feel a lot of sympathy for the poor abused and abandoned Ophelia. As well as being an issue of chastity, it also involves trust. She trusted Hamlet with her love and her reputation – wrongly. Secondly, she sings about her father’s death: ‘At his head a grass-green turf, At his heels a stone. ‘ His death has marked the loss of two of the men in her life who, while they were controlling and dictating, were all that she had, and both of whom she loved dearly. When Ophelia falls into the river where she eventually perishes, she does nothing to save herself. She is as passive at the moment of her death as she was throughout life, doing nothing to save herself. Gertrude is able to describe Ophelia’s death in detail, down to the exact type of flowers Ophelia had decked herself with (‘crowflowers, nettles, daisies, and long purples’). This may be seen as Gertrude’s expression of genuine sympathy for her fellow woman. Ophelia’s death can be seen as a suicide, but Gertrude, perhaps to prevent Ophelia from being denied a Christian burial, which would have deepened Laertes’ grief, describes her as having been ‘one incapable of her own distress’, suggesting that she fell in and simply did not care enough to get out. Ophelia’s last influence in the play is her funeral, where Laertes jumps into her grave in grief. Hamlet however jumps in after him, and they begin to grapple irreverently, arguing over who loved her more: ‘Hamlet. I loved Ophelia, forty thousand brothers Could not, with all their quantity of love, Make up my sum – what wilt thou do for her? Hamlet persists in trying to out-do Laertes in his love for his sister, to the point of ridiculousness – ‘Woo’t drink up eisel, eat a crocodile? | I’ll do’t. ‘ This sudden display of affection for Ophelia from Hamlet contrasts hugely with his treatment of her during her life, and seems unrealistic. Laertes’ grief for Ophelia is overshadowed by his desire for revenge as Hamlet has destroyed his family. The two use their ‘love’ for Ophelia as an excuse to let private rivalries surface, even at her funeral. This is symbolic of how she has been used throughout the play, by Polonius to get closer to the king and by Hamlet to portray his insanity. To a Shakespearean audience, people’s treatment of Ophelia would have been typical of the way in which women were treated. Her silence and oppression would have been met with sympathy, as well the empathy of women of the time. While her situation with regards to Hamlet and his cold rejection of her still holds poignancy with a modern audience, people today may question more why she made little attempt to defend herself in certain situations, and why she so blankly followed the instructions of her father and brother at the expense of her own mental and emotional well-being. Bibliography Shakespeare, William, ‘Hamlet’, Heinemann, 1996 Pitt, Angela, ‘Shakespeare’s Women’, David and Charles, 1981 Gibson, Rex, Cambridge Student Guide: ‘Hamlet’, Cambridge University Press, 2002 A. C. Bradley, Shakespearean Tragedy, 1904 Showalter, Elaine, ‘Representing Ophelia: Women, Madness and the Responsibilities of Feminist Criticism. ‘ in ‘New Casebooks: Hamlet’, Macmillan, 1992 Eleanor Crossey Malone L6G.

A Dangerous Method Essay

David Cronenberg’s latest film, â€Å"A Dangerous Method,† recounts the relationship between two psychiatry pioneers, Sigmund Freud and Carl Jung, in the early part of the 20th century. Michael Fassbender as Jung, Viggo Mortensen as Freud, and Keira Knightley as Jung’s patient and future psychoanalyst Sabina Spielrein. It’s Jung around whom the story revolves, as a rising young intellect attempting to build on Freud’s fledgling theories of psychoanalysis. In Cronenberg’s version, we watch as their professional relationship evolves from student-teacher to one more like father-son, before eventually fracturing. Jung has a wife (Sarah Gadon) who spends most of the film either pregnant or lamenting that she’s popped out yet another girl. It’s a stable, normal relationship, exactly the type of thing to send a driven man like Jung into the arms of another woman. He can’t help himself, and he has a willing and ready partner in Spielrein. Knightley’s Spielrein is a patient of Jung’s during this time. See more: Satirical elements in the adventure of Huckleberry Finn essay With Spielrein’s committal and therapy sessions with Jung, she states, â€Å"I’m vile, filthy, corrupt! †, after admitting she found her father’s sexual and physical abuse arousing. The complexity of the situation is demonstrated by her academic and personal development. After an unusual on-off affair with Jung, whose disagreements with Freud are presented simultaneously, But it’s her romantic relationship with her mentor, in addition to varied professional differences, that Cronenberg tells us is at the center of Jung’s falling-out with Freud. There are reasons that doctors shouldn’t sleep with their patients, many of which surface during the course of Jung and Spielrein’s romance. As the relationship breaks down, things are further complicated by the fact that Spielrein is a psychiatric student herself, allowing her to analyze her doctor/lover right back. Spielrein eventually seeks out Freud to be her new analyst, which further poisons the Jung-Freud relationship. Sexuality issues portrayed in this film were the arousal from the beatings from her father and the affair that Spielrein was having with Jung. The beatings she first remembered started when she was four years old. Her father told her to go to this little room, then told her to take off her clothes, he then beat her. After the beating she then wet herself, and her father then beat her again for wetting. This excited her very much. After that every time she got sent to that room she got excited, then even more excited after her father beat her. She would instantly have to go masturbate after the beatings. After a little time it wasn’t just the beating that got her aroused, it was any kind of embarrassment. The more embarrassing the more excited she would become. One instance in the movie Spielrein dropped her coat on the ground, Jung picked it up and started hitting it with his cane to get the dirt off of it and she instantly needed to go back to her room because she was so excited that she needed to masturbate. The affair with Jung was of course inappropriate in many ways, but for Jung I saw it as a way to keep his life exciting. His wife always seemed to be pregnant and very low key and having the extra woman on the side kept him going. Not that it makes it okay, especially since it was clients that he was sleeping with. Even after Jung put a stop to the relationship with Spielrein, later when she came back to talk about her dissertation they then had another intimate encounter. The more Jung spoke with her, the more they explored her past with her father, and this gave Jung a better understanding of what things made her more aroused then others. At one point in the movie Spielrein is asked about her troubles sleeping at night. She explains that she feels like something is in bed with her and it felt slimy on her back. Jung then asked if she was naked, and her response was yes. He then asked if she was masturbating, and her response again was yes. This told him it wasn’t all her imagination it was also parts of her arousal while masturbating. I loved this film, I have now watched it three times. It shows how sometimes peoples pasts can really affect their daily life with something such as embarrassment, or being beaten as a child. It was very eye opening to me to see how easily Jung started sleeping with his clients, and how his wife just didn’t say much at all about the affairs. Almost like if she didn’t say anything then it didn’t make it real. The first time watching this movie I found myself on the edge of my seat, waiting to see what was going to happen next, and how they were going to deal with her outbursts and situations. I think this movie would be great for awareness, because it seemed so easy for them to go into a relationship, but really it is very wrong to become emotionally attached to a client, let alone sleep with them. I know this movie probably isn’t quite for everyone, but going into a human services field I think it would be a great movie to show in one of the many classes that regards to client and helper relationships. I found it intriguing and informational and I love building my knowledge when it comes to situations with helpers and clients.

Conflict Resolution Research Paper Example | Topics and Well Written Essays - 250 words

Conflict Resolution - Research Paper Example This makes it dependent on inspirational communication. Unlike persuasive communication, the latter aims at motivating and promoting growth in an organization (DuBrin, 2011). Listening skills enhance effective communication in a powerful way so that the listeners easily get the message. The art of listening is an essential item of communication; thus, when the audience adapts to the necessary listening skills, the process becomes easy. For example, the audience should remain calm during communication to avoid distractions that could tamper with the message. Asking questions depicts a picture of good reception. The audience should not be biased about the speaker but be open-minded and listen to their content. For example, during a conversation the participants should practice turn taking and listen to their partners. These skills result in an effective communication process (Downs & American Society for Training and Development, 2008). In order to avoid the barriers in cross-cultural communication, people should learn and appreciate each other’s cultures. In the process, they comprehend different languages, thus facilitating successful cross-cultural communication. In addition, the use of non-verbal communication enhances proper intercultural communication. When an individual cannot hear, signs and observation play a vital role in understanding the message being delivered to them, such as eye contact (Stringer & Cassiday, 2009). To overcome cross-cultural barriers that already exist, the creation of cultural awareness is extremely essential. This aims at educating people on the importance of cultural diversities and urges them to be open-minded and respectful. In addition, in public places an interpreter should be provided for the audience. This is an effective strategy that prevents conflicts and misinterpretation of information (Stringer & Cassiday,

Social Policy Essay Example | Topics and Well Written Essays - 750 words - 1

Social Policy - Essay Example The essay "Social Policy" talks about the social policy which refers to the study of social relations essential for the well-being of humans and a framework that will ensure the well-being is maintained. Social policy entails the integration of different disciplines that are critical for human comfort.Social security refers to a laid down framework by the government to enhance the living standards of its citizens through assistance. This component of social policy identifies the reality that affects the population of a country. The gap between the rich and the poor in a given state can widen if measures are not taken, thus having immense implications to the poor. The government is obligated to offer aids that will ensure those unprivileged members of the society can access essential needs such as housing, food, and health. Social security has been beneficial for the unemployed, elderly, and physically challenged. There should be no discretion nor contributory aspect when offering soc ial security. Health is considered to be a fundamental right for all citizens irrespective of the country one hails. However, this cannot be taken on light terms because the quality of health services available to the public is a major concern. In most developing countries, it has been noted that health is considered as a basic right, but the quality of service is wanting. A government that does care about its citizens should have a framework through a legislation that will ensure they have access to better quality healthcare.

Condom Ads Essay Example | Topics and Well Written Essays - 500 words

Condom Ads - Essay Example This essay examines the serious sides of these ads, and considers why these ads have been banned. The two advertisements in question promote condoms. The first advertisement depicts a boy that is about to go on a date. As he approaches his date an army of sperm charge towards her only to be captured in a condom (‘Banned Commercials – Durexy’). While one intention of this advertisement is the promotion of condoms, it also seems to indicate that the boy on the date is highly sexually charged and that the sperm chasing towards the woman are the symbolic manifestation of his desire. The other advertisement features a screaming child in a grocery store; the child is clearly a pain and at the end of the ad there is simply the phrase ‘condoms’ (‘Banned Commercials – condoms’). This ad is tacitly saying that one should use condoms or potentially have a child that will cause such terror. Even while these advertisements are seemingly not as morally charged as content on some popular television programming they were banned. It seems to an extent the nature of advertisement is held to a different standard than television programming. One considers that with television shows the viewer generally chooses to watch, whereas advertising is random and involuntary. The nature of the advertisement can also have a more powerful impact on the viewer than a single television show. Even as the content in the show is temporary, advertisements are oftentimes shown repeatedly as a means of gaining viewer attention. While the advertisement with the child is relatively harmless, one can also interpret some sinister meaning in the first advertisement. In these regards, the sperm charging at the woman seems to encourage an attitude of sexual pressure and promiscuity; an extreme interpretation would even claim date rape. Ultimately, from some perspectives, these advertisements could pose a greater threat to the moral

Memo format Essay Example | Topics and Well Written Essays - 1000 words

Memo format - Essay Example The author and purpose of the video The author of this video is one Dr. Clarke John from New York. In 2009, this video won in the video PSA contest, defeating over 200 other videos. Video PSA contest was mainly concerned with the prevention of flu, and strategies that can be employed to prevent spread of flu. The purpose of this video is therefore, to enlighten people about the H1N1 virus, how it spreads, and the preventive measures that one can take to avoid infection. The audience This video does not target a specific audience, instead; it is intended for the whole public. Since the H1N1 virus affected the whole of USA, the public must be enlightened on the preventive strategies they can adopt to avoid future occurrence of the condition in the USA. Therefore, all Americans, children and adults, men and women, professionals, among others are therefore, audience of this video, since all are capable of catching H1N1 virus. What the author values, and what he appears to assume about th e audience’s values The author of this video chose to spread the word about H1N1 virus through lyrics. Specifically, he uses the music genre of rap to deliver his message. As his primary choice of message delivery, this means that the author values music, specifically rap music. The author intended this message for an audience. This therefore, shows that the author assumes that the audience too value rap music. Since this is the best way he thought his message could reach the audience, it seems he assumes that Americans love rap music, therefore, will easily receive the message. How the author establishes credibility and character The author establishes credibility and character in his video mainly through the manner he presents himself, and the ideas in his message. For instance, he dresses decently in his white lab coat. Dressing this way is decent, and brings him out as a professional in the medical field. Therefore, the audience will value the message he delivers, as they will view it as credible. Although it is a rap video, this contrasts with the mainstream rap videos in the popular culture, as in this video, the author upholds professionalism, as seen in his decent attire. Professionalism is also evident in his presentation of facts, which enhances credibility and character. He uses formal and decent language while rapping. Most rap videos use informal and sometimes indecent language. Therefore, this makes the video and message therein credible, and brings out the character of the author in a positive manner. Additionally, the end of the video was shot in the author’s office. This is a different setting, as the rest of the video part was shot at a strategic point in the streets of New York. An office environment increases the seriousness of the message and incorporates an element of professionalism in the rap clip. Credibility of the message in the video is also increased when the author lets the audience know the main source of his messag e in the video. It turns out that he got his message from a trusted government website on flu. It is more likely that the audience will trust the message and do as it says, since the information is credible, and from an individual with a credible character. How the author appeals to the audience In order to appeal to the audience, the author uses an element

Sharp Corporation Essay Example | Topics and Well Written Essays - 2000 words

Sharp Corporation - Essay Example The founder played a great role in the establishment and maintenance of the company. His good timing provided the company a significant and profitable market share. The company was not a leader in a wide range of technologies, initially; it led only in a narrow section of the market. Also, it did not receive any benefit of financial backing from the zaibatsu conglomerates or the government. Hayakawa and his company were forced to produce devices for the military during the Second World War and was renamed as the Hayakawa Electrical Industries in 1942. The company re emerged after the war much damaged but still motivated to go on. The company has been through all the ups and downs in this long period but has not only sustained itself but has emerged as one of the leaders in electronic product market. Innovation and technological prowess along with diversified product portfolio has been the reason behind the success of sharp corporation behind its success. It is note worthy that the product mix has been kept changing so that they are not outdated and people expect more out of sharp products. This leads to investment in R& D and the cutting edge technology which acts as a driving force behind the successful sustainment of sharp as the leader in technology domain. The cutting edge technology combined with a never ending quest for creating newer products that have never been seen before has brought the company to where it is today. The spirit of creating new and innovative products has been the major driving force for the success of this company which has passed down over generations as the "DNA of creativity". The companies R&D works on the basic motto as mentioned by its founder, Tokuji Hayakawa, "make products that others want to imitate". In his words "products that get imitated are good products that consumers want; products that sell. Therefore, if you always try to come out with products that your competitors imitate, your company will steadily grow. Imitation gives rise to competition, raises the level of technology, and leads to progress in society" and this has been something what the company has been trying to do since its inception. Sharp attributes its success to the company's wide range of electronic products including the IMAGER series of copiers and networkable copier/printers ranging in speed from 15 to 50 pages-per minute and its solar panels (Sharp 2008) 2. .In what ways does being a Japanese company contribute to Sharp's success Sharp Corporation is a Japanese electronic company which was founded in the year 1912 by its founder Tokuji Hayakawa. The company initially started as a small metal workshop. The company was not a leader in the market at that time and had a low profile. Then the innovative product "ever sharp pencil" gave the company a boost in 1915. Slowly and steadily the company started to make more and more profit. It started focusing on innovative technologies and newer products. It followed two basic principles of "creativity and sincerity". The company started to make newer innovative products which people would like to imitate. In the year 1973, the company started focusing on liquid crystal displays (LCD) and then later on more lifestyle products were introduced in the market. Down the line Sharp

Cuban Missile Crisis Assignment Example | Topics and Well Written Essays - 250 words

Cuban Missile Crisis - Assignment Example In 1896, the decision of Plessy v. Feguson held that the Jim Crow rule did not violate the American Fourteenth Amendment. The Decision was ignorance that black facilities were inferior (Bennett 214). Due to the subservient position of African Americans, In 1955 Rosa Park defied the norm of the time. She refused to give up a seat in a bus in Alabama, Montgomery. The refusal instigated mass protest among blacks who boycotted the bus transport. The boycott led many blacks to follow Martin Luther King Jr as patron of the newly founded Montgomery Improvement Association. The support made King very popular amongst blacks where he himself adopted Gandhi approach of non-violent approach as a way of advocating for non-white rights (Bennett 216). The maturity of black’s movements was gradual, blacks were relentless in their course, due to this, major campaigns were widespread, this leading to Birmingham case where non-violent demonstrators were hurt by law enforcers. The result made white perceive that the black nationalism might occur and this led president Kennedy to introduce civil rights act of 1964 and London to introduce in 1965 the voting rights amongst blacks (Bennett 217). The October crisis or Cuban missile was a result of Suspicion and fear on spread of communism in America. According to Allison and Zellikov (110), it was a confrontation among Cuba, United States of America and the Soviet Union in 1962. The origin was a result of USA failure to overthrow Cuba regime. Due to this, the Cuban and its allies Soviet governments began to build different ballistic missiles which were perceived to have ability to hit and destroy US. Castro and his counterpart from Russia, Krushchev were ready to invade US if USA invaded Cuba, which the Soviet saw as their only option to spread communism in Latin America (Allison and Zellikov 112). After the confrontation had ended, Soviet Union dismantled the

Emotion and Behaviors Essay Example for Free

Emotion and Behaviors Essay This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presentedyou may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most import antin all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that dont result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what youve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructors name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers development. In this exercise, you will be concerned with describing and analyzing the childs speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the childs speech in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each conversation is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the childs vocabulary? In particular, examine the childs speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the childs vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group settingfree-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the childs specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each childs language behavior in terms of what youve learned about development during the preschool years. II. PRESCHOOLERS PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the childs observation of adults; other play seems to stem from the childs fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Partens Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Partens classification of play behaviors. D. Procedure Familiarize yourself with Partens classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each childs play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what youve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individuals behavior, facial expressions, and the event that preceded and might have caused the feeling. A childs emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the childs emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the childs obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the victim and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the childs behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the childs affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the childs feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in childrens emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each childs behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each childs behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

The benefits of Globalisation and International Trade

The benefits of Globalisation and International Trade Every coin has two sides, something like that in globalisation. We can see two sides; one is about the opportunities and second is the threats. Opportunities are the plus point for our organisation, but threats are not good for our organisation, thats why we need to knows the threats and devise strategies against the threats. In my assignment I will mention and explain here threats and organisations strategy in globalisation. Benefits of Globalisation Increase in Opportunities The opportunities for people increase by a large amount as the there is availability of large number of industries and resources. Globalisation makes more job opportunities for peoples this also opens the way for many people to moving abroad. Altimetry immigration rates increase as well. Thus it can say that this is the chance for many people to grow their economical and social life. For example, increase development in BPO sector in India there is more opportunity is now available for Indian public. competitive advantages for coca-cola company: An advantage of firm  has  over its competitors, allowing it  to generate greater sales or margins and/or  retain more customers than its competition.  There can be many types of competitive advantages including  the firms  cost structure, product offerings,  distribution network and customer support. For example, Pepsi is continually trying to maximize profits, minimize losses, and gaining more market share. Competitive advantage makes coca-cola stand out from its strong competitors such as Coca-Cola. Economies of Scale: If countries can specialise in certain goods they can benefit from economies of scale and lower average costs, this is especially true in industries with high fixed costs or that require high levels of investment. The benefits of economies of scale will ultimately lead to lower prices for consumers. For example, in UK the 10,000 mobile is made by 100 people and the cost of production is came 100,000 while in China same people make 50,000 mobile with same production cost. Challenges of Globalisation POLITICAL: In the overseas country you want to examine political policy for that organisation, which is coming from outside of their country because if the policy is rood and not in favour of good business environment, we cant expand our business in that country. We want also know the political stability of that country. Because if the government is working with other political parties, means in a situation of hung parliament they cannot taking decisions freely because of different thinking and different opinion. In this situation we want to change our strategies and change the country for our business. EXAMPLE: In India Enron project of UK established in west Bengal. It was a very big project. But because of internal politics project was stuck-down and company has got very big loss in very short time. After that they have left the project. Thats why we need to examine political stability and their behaviour for business environment. CULTURE: Culture is a main thing for every organization in the world. Like, dislike, different thinking, different languages, different food, different environment and different body structure Organization has to set their business in different condition. So they want train their employee, or select the employee of that country who are used to from it. EXAMPLE: In Pakistan their religious did not allow their women to wear fashionable cloths so the manufacture of fashion cloths are suffer for running their business successfully in Pakistan. DIFFERENT GOVERNMENT SYSTEM: Its a matter of low. Low about the tax, low about the income, and low about the government policy should be permanently. If we established our organization and after that they will change the low, we will affected by that and we will getting loss or our organization will collapse. Second thing is that before the business expands in other country we want to know the lows very well. EXAMPLE: If wine company established their organization in overseas country. But because of some reason government makes a new low against the wine. After that company or organization will collapsed. Question 2 Organisational Structure In an organization of any size or complexity, employees responsibilities typically are defined by what they do, who they report to, and for managers, who reports to them. Over time these definitions are assigned to positions in the organization rather than to specific individuals. The relationships among these positions are designed graphically in an organizational chart. The best organizational structure for any organization depends on many factors including the work it does; its size in terms of employees, revenue, and the geographic dispersion of its facilities; and the range of its businesses. As per globalisation there are mainly two structures are present. This structure is as: Divisional structure Matrix structure Network structure Mainly global company is use divisional structure for the organisation. There are two types of divisional structure means that the division is done by two different methods as, product division structure and geographical division structure. In product structure the division is done be product wise while in geographical structure the division is done by global region wise. But in general all structure has chairman, CEO, president, managers, etc. are in a proper manner which help organisation or company to achieve their goals. Based on net revenue, PepsiCo is the second largest food beverage business in the world which uses geographical structure. Within North America, PepsiCo is ranked (by net revenue) as the largest food and beverage business. Geographical division Structure Organizations that are spread over a wide area may find advantages in organizing along geographic lines so that all the activities performed in a region are managed together. In a large organization, simple physical separation makes centralized coordination more difficult. Also, important characteristics of a region may make it advantageous to promote a local focus. For example, marketing a product in Western Europe may have different requirements than marketing the same product in Southeast Asia. Companies that market products globally sometimes adopt a geographic structure. In addition, experience gained in a regional division is often excellent training for management at higher levels. From above structure of PepsiCo, inc. we can see that division is done in geographical region. At the top of the structure the chairman, president and CEO is president. And at the bottom of structure there is a different department like HRM, Finance, Manufacturing and Marketing. The person of bottom line has to report at the top persons. PepsiCo, Incorporated is a Fortune 500, American global corporation headquartered in Purchase, Harrison, New York, with interests in the manufacturing, marketing and distribution of grain-based snack foods, beverages, and other products. PepsiCo was formed in 1965 with the merger of the Pepsi-Cola Company and Frito-Lay, Inc. PepsiCo has since expanded from its namesake product Pepsi to a broader range of food and beverage brands, the largest of which include an acquisition of Tropicana in 1998 and a merger with Quaker Oats in 2001 which added the Gatorade brand to its portfolio as well. As of 2009, 19 of PepsiCos product lines generated retail sales of more than $1 billion each and the companys products were distributed across more than 200 countries, resulting in annual net revenues of $43.3 billion. This structure has been developed with as few layers between manufacturer, the dealer and the customer. By removing layers and giving leaders increased accountability, PepsiCo, inc. allow them to move faster and focus on what needs to be done. Section B Question 2: Business Ethics Ethics and compliance play a tremendous factor in the overall success of an organization. They are excellent tactics for building organizational trust and transparency. Ethics and compliance empowers the organization to minimize risk and maximize your culture of integrity. Role of Ethics and Compliance in Pepsi-Cola The Pepsi-Cola company is strongly committed to delivering sustained growth through empowered people acting responsibly and building trust, (PepsiCo Inc.,  2010). Pepsi-Cola aspires to be a environmentally and socially responsible company and upholds their commitment with six guiding principles: Take care of the customers and consumers; sell high quality products; always speak the truth; equally balance both short-term and long-term goals; win with both inclusion and diversity, and always respect others and succeed as a team. The compliance committee is responsible for managing Pepsi-Colas compliance program, using issue resolution strategies and making recommendations to support them. The Chief Compliance Official and Vice President, lead the Pepsi-Cola compliance program, and chairs Pepsi-Colas compliance committee. The compliance is broken down into four sub-committees. These subcommittees include: Anti-trust- which focuses on the organizations sales; Safety and Environment- which focuses on operations, fleet, plants, and the personnel that staffs them; Human Resources- which primarily relates to labour issues and employment; Finance- which encompasses all financial integrity, recent overlay of Sarbanes-Oxley, and the requirements that has been placed on the company. PepsiCo Procedures Ensuring Ethical Behaviour PepsiCo is committed to strict corporate standards to ensure accountability for the company actions. This is evident by the many corporate governance standards in place. The processes and policies that are in place include the Amended and Restated Articles of Incorporation, Audit Committee Charter, By-Laws, Compensation Committee Charter, Corporate Governance Guidelines, Disclosure Committee Charter, Nominating and Corporate Governance Committee Charter, and the Policy for Audit, Audit-Related and Non-Audit Services. The Amended and Restated Articles of Incorporation states the guidelines of the incorporation process regarding PepsiCo Inc. This includes the proper name of the company; that the company is to have perpetual existence; the official address; and the purpose of the organization being incorporated along with the product description as stated by North Carolina law (PepsiCo Inc.,  2010). The Audit Committee charter is the charter that handles the financial governance. It is made up of independent directors that have expertise in financial literacy, which guide and monitor the financial reporting and accounting policies of the company (PepsiCo Inc., 2010). The next area of governance is the company by-laws. The by-laws are the rules and procedures the company uses to run the company. These by-laws also document the expectations of the shareholders, officers, and directors of the company and the rights and power of each position (PepsiCo inc., 2010). Along with setting the rights and pow ers of the executive branch of the company is the need for monitoring and setting policies on compensation; therefore, the compensation committee charter was put into place. This committee is made up of entirely independent directors (PepsiCo Inc., 2010). It is important to implement successful ethics and compliance guidelines in any organization. PepsiCo utilizes compliance committees and guidelines which help to take the guesswork out of building risk reduction and setting forth standards of the highest ethical standards to ensure that the organization is running at optimal effectiveness comprehensively. These committees helps the organization to also meet unique ethics and compliance requirements that delivers sustained growth through empowered people acting responsibly and building trust. Question 2 Recommendation and Regulation of Corporate Governance Corporate governance is a set of relationship between a companys management, its board, its shareholders and other stakeholders. Corporate governance provides a structure in favour of organisational objective, means they can set the structure with objectives and they can monitor the performance as well. Good corporate governance should provide proper incentives for the board and management to pursue objectives that are in the interest of the company and shareholders and should facilitate effective monitoring, thereby encouraging firms or companies to use resources more efficiently. Corporate governance means The system by which companies is directed and controlled (Cadbury report, 1992) Implement a suitable recommendations and regulations in an organisation for the organisational objectives. The Cadbury committee has four recommendations for good corporate governance. The responsibilities of directors: The primary objectives of the Directors of the Board of Directors (the Board) of General Motors Company (GM or the Company) are to: 1) identify individuals qualified to serve as members of the Board and, where appropriate, recommend individuals to be nominated by the Board for election by the stockholders or to be appointed by the Board to fill vacancies consistent with the criteria approved by the Board; (2) develop and periodically review and assess a set of corporate governance guidelines applicable to the Company and make appropriate recommendations to the Board for adoption and, where appropriate, modification of such principles; (3) oversee an annual evaluation of the performance of the Board; (4) recommend to the Board the compensation of directors; and (5) perform a leadership role in shaping the Companys corporate governance practices and provide oversight with respect to its corporate governance conduct. The case for establishing audit committee: The purpose of the audit committee is to assist the General Motors board of directors in its oversight of the integrity of GMs financial statements, GMs compliance with legal and regulatory requirements, the qualifications and independence of the external auditors and the performance of GMs internal audit staff and external auditors. The committee shall: Independently and objectively monitor the effectiveness of GMs financial reporting process and systems of disclosure controls and internal controls; Review and appraise the audit process of GMs external auditors and internal audit staff; Provide for open, ongoing communications regarding GMs financial position and affairs between the Board and the external auditors, GMs financial and senior management, and GMs internal audit staff; Review GMs policies and compliance procedures regarding ethics and legal risk; Oversee the preparation of the Audit Committee Report for the annual proxy statement (to the extent applicable); and Provide periodic status reports to the Board. The principal responsibilities of auditors: Discuss with management and the external auditors the annual audited financial statements and quarterly financial statements (to the extent applicable) prior to filing. This will include Managements Discussion and Analysis of Financial Condition and Results of Operations and GMs earnings announcements, including the use of pro forma or adjusted non GAAP information, as well as financial information and earnings guidance provided to analysts and rating agencies, and the results of the external auditors reviews. These discussions may be general, covering the type of information to be disclosed and presentation to be made, and need not take place in advance. The Committee may be represented by the Chair or a subcommittee to review earnings announcements. Companies Act 2006: This regulation was reviewed in 2002 and it was implementing in late 2006. The main aim was improvement of corporate governance in UK. They add some new provisions which effect to shareholders, directors, auditors and company Secretaries. The act draws on the findings of the company law review proposal. The main point is as follow. . Good communication with shareholders through electronic communication system by company. . Service address of directors can be on public record instead of their home address. . Shareholders are not fully responsible for directors liability. . .Articles of association is carrying simple for private company. . Company secretary is not necessary in private company. . AGM of private company hold in some situation. . Shareholders will get all information more regular. . Institutional investors to disclose how they can use their vote Financial Services Authority: This regulation was reviewed in September 2006 by Financial Service Authority. Area of discussed was- corporate governance, continuing obligations and the financial information. The Turner review was published in 2009.The points were risk free remuneration policy, increase the independence of risk management functions and none executive directors required a skill and time commitment to effectively perform their role. Conclusion In the global business world the strategy and resources are not enough to fulfil organisational objectives. Along with the benefit globalisation has some drawback as well. Business needs good corporate governance effective business ethics and appropriate organisational structure. All these factors push organisation objectives towards success.

DSP-OFDM Modulator Project

DSP-OFDM Modulator Project Chapter One Introduction to the DSP-OFDM Modulator Project 1.1 Introduction The Orthogonal Frequency Division Multiplexing (OFDM) digital communication technique has been attracting a great concern of researchers all over the world, due to its unique characteristics. The designers and engineers of mobile wireless communication systems and wireless multimedia broadband are looking forward to exploit the OFDM to be the air interface of these devices and systems. This exploitation has already been done with several systems and standards such as Wireless Local Area Networks 802.11a and Digital Video Broadcast-Terrestrial (DVB-T). The DSP-OFDM Modulator project studies the essential parts of the OFDM modulator and demodulator and implements the OFDM modulator and demodulator on two separate DSP boards. For the OFDM modulator, the project studies the hardware DSP implementation of the OFDM modulators different parts such as the QAM mapper and the IFFT. This applies on the OFDM demodulator too. Additionally, for the OFDM demodulator, the project studies the carrier recovery issue to recover the OFDM information signal from the carrier signal and the OFDM symbol timing recovery issue to correctly pinpoint each OFDM symbols boundaries. The Projects involves several aspects of the digital communications and the theoretical and practical DSP and uses the MATLAB and the Code Composer Studio (CCS) to analyze and simulate the designs to be practically implemented. 1.2 The Aim and the Objectives The aim of the DSP OFDM Modulator project is to implement OFDM modulator and demodulator on two separate DSP boards. The implementation is not tied to any existing OFDM standard such that used in the DVB-T or other standards. The DSP hardware implantation comprises many DSP and digital communication operations to be implemented through writing the C codes that perform these operations i.e. the QAM mapping and de-mapping, the IFFT and FFT, the digital IIR filters and the synchronization. Therefore, the implementation will be first simulated by MATLAB and the Code Composer Studio (CCS) part by part before and with the hardware implementation on the DSP boards. The CCS will be used to simulate not only the modulator and demodulator but also the subparts of the hardware implementation such as the FFT and IFFT C codes. For example, the C code that will be used to perform N-Point IFFT to a complex array containing N complex elements to produce N outputs. These N outputs or discrete values will be compared with those N outputs or discrete values obtained from performing N-Point IFFT to the same N element-complex array in MATLAB in order to check that this C code will work properly in the DSP real time implementation of the OFDM modulator. 1.3 The Research Background and Motivations The good presentation of the theoretical and practical DSP during the taught part of the course encouraged me to tackle this project, as I had not done any practical DSP before I enrolled in the MSc Wireless Communication Systems course. The good understanding of the discrete Fourier transform (DFT) allows presenting the Conjugate Symmetric approach. The use of the Conjugate Symmetric distribution of the subcarrier vectors on the IFFT input points makes the IFFT produce a multicarrier signal with a real part (In-phase) (I) only in the time domain, as the imaginary part (Quadrature) (Q) is always set to zero. It is easier to modulate and demodulate the OFDM information signal with a real part only, as the quadrature modulation is no longer required. The Conjugate Symmetric proposal allows applying the FM modulation to transmit and receive the multicarrier OFDM information signal. 1.4 The Thesiss Organization The thesis consists of five chapters. Chapter two is considered as a literature survey. Chapter two explains the OFDM spectrum and the principles of the OFDM modulator and demodulator. It illustrates how the OFDM information signal carries or represents the digital data bits and how the IFFT N outputs (discrete values) are actually the samples of the OFDM multicarrier information signal for the current OFDM symbol being generated. It will be shown how the OFDM symbol has longer duration than those of other digital communication modulation techniques without affecting the data rate to be more resilient with dispersive channels and many other aspects of the OFDM modulation technique. This project is not tied to any existing OFDM standard. However, it resembles these standards in terms of the general block diagrams of the OFDM systems and the use of the pilot carriers, hence the employment of the OFDM in the DVB-T and the WLAN 802.11a are described briefly in chapter two. Chapter three shows and simulates by using MATLAB the approaches and ideas that will be used for the hardware DSP implementation. It discusses the (Conjugate Symmetric) proposal that has come out of this project to facilitate the modulation and demodulation of the OFDM information signal and the use of the squared cosine method to recover the OFDM information signal from the modulated carrier signal. The use of the cyclic prefix (CP) to recover the OFDM symbol timing is also discussed in chapter three. Chapter four presents the hardware implementation of the DSP OFDM modulator and demodulator on two separate DSP boards and shows the different results of the hardware implantation on the oscilloscopes screen as well as it shows the results of the CCS simulation of the OFDM modulator and demodulator and compares the OFDM spectrum of the generated OFDM information signal generated by the Conjugate Symmetric approach with that generated from the traditional method. Chapter five is for the conclusion points that have come out of this project and the further work to be implemented in the future. The attached CD contains the real time DSP implantation CCS projects of the OFDM modulator (OFDM-TX project) and OFDM demodulator (OFDM-RX project) and the CCS simulation of the OFDM modulator and demodulator (Simulation project) as well as the MATLAB codes and an electronic copy of the thesis. Chapter Two OFDM Basics 2.1 Introduction In the digital communications, the transmitted signal over a wireless channel is more preferred, when the symbol duration is significantly greater than the delay spread (s) of this channel to avoid the intersymbol interference (ISI) due to the time dispersion of transmitted symbols. But unfortunately, the symbol duration is reversely proportional to the bit rate which means a great constraint when high data rate transmission is required over a wireless channel with a relatively high delay spread due to the multipath environment of that channel [1]. The OFDM technique produces the solution to this problem, as it divides the high rate bit stream into (N) very low rate bit streams that are transmitted simultaneously using (N) orthogonal subcarriers for every OFDM symbol. Each of these low rate bit streams modulates an individual subcarrier. Therefore, the symbol duration is increased as many as (N) times without reducing the actual bit rate. 2.2 The Spectrum of the OFDM Subcarriers Figure (2-1) y(t) (the dotted curve) is the algebraic summation of the 5 sinusoidal waves Figure (2-2) the spectrum of y(t) in the frequency domain (five stems or tones) Figure (2-3) the rectangular function with (?t) duration in the time domain Figure (2-4) the spectrom of the rectangular function in the frequency domain Figure (2-5) the spectrum of the OFDM symbol with five subcarriers Suppose y(t) is a signal consisting of the algebraic summation of five sinusoidal waves (subcarriers) in the time domain with five different frequencies (f1, f2, f3, f4 and f5) respectively figure (2-1). Suppose these subcarriers have the same frequency spacing (?f) between each adjacent subcarriers in the frequency domain. The spectrum of y (t) in the frequency domain in terms of the magnitude has five stems at f1 to f5 respectively. Each stem (single tone) represents one of these five sinusoidal waves or subcarriers figure (2-2). Now, suppose an OFDM symbol (with symbol duration = (?t)) consists of the same five sinusoidal subcarriers mentioned earlier. The spectrum of this OFDM symbol in the frequency domain does not now consist of five stems; instead the spectrum is like that one in figure (2-5). The spectrum in figure (2-5) consists of five overlapped sinc functions each of which represents an individual subcarrier. Actually, our OFDM symbol is not identical to y(t). More precisely, it is a (truncated y(t)) with truncation duration equal to the OFDM symbol duration (?t). When a signal is truncated in the time domain with equal gain over all the truncated points within the period (?t), that means mathematically multiplying this signal with a rectangular function in the time domain with a time duration equal to (?t) figure (2-3). The shape of the spectrum of rectangular function in terms of the magnitude is single sinc wave in the frequency domain cutting the horizontal axis at points equal to the integer multiples of the reciprocal of the time duration (1/?t) figure (2-4). Basically, when any two signals are multiplied in the time domain, the resultant signal of this multiplication has a spectrum in the frequency domain equal to the convolution of the spectrums of the two original signals. Therefore the spectrum in figure (2-5) represents the resultant of the convolution operation between the fiv e stems of y(t) figure (2-2) and the sinc of the rectangular function figure (2-4) in the frequency domain. Looking at figure (2-5) again, it is easy to notice that the peak of each subcarrier sinc occurs at a point where all other four sincs have magnitudes equal to zero at which. This situation is the condition of the orthogonality between the subcarriers as it ensures the least interference between the subcarriers in the frequency domain. The orthogonality between subcarriers is not achieved, unless the frequency spacing between the subcarriers (?f) is equal to the reciprocal of the OFDM symbol duration (1/(?t)) [2]. 2.3 The OFDM Modulator The OFDM Modulator uses the Quadrature Amplitude Modulation (QAM) Mapper and the Inverse Fast Fourier Transformer (IFFT) to simultaneously generate and modulate the subcarriers of each OFDM symbol. Figure (2-6) shows a general block diagram of the OFDM modulator. The OFDM modulator builds and transmits each OFDM symbol consisting of a number of subcarriers equal to N as follows. The QAM mapper maps the data bits to (N) QAM vectors. Each of these vectors has real and imaginary components and represents a single subcarrier. The number of data bits that are mapped to each QAM vector (subcarrier) depends on the QAM order (M) as shown in table (2-1). Using QAM mapper with higher order produces higher data rate. However, this will be at the cost of the reception quality as the constellation of higher order QAM allows higher Bit Error Rate (BER) for a given The QAM Mapper stage maps data bits to QAM vectors in accordance with the QAM constellation. The Serial to Parallel (S/P) buffers the QAM vectors of each OFDM symbol to prepare them for the IFFT operation. The IFFT stage converts the buffered QAM vectors (the subcarriers) from the frequency domain to produce an OFDM symbol sequence equivalent to the algebraic summation of these sinusoidal subcarriers in the time domain to be buffered in the next stage. Guard Interval Insertion and Parallel to Serial stages add the guard interval to each buffered OFDM symbol sequence and produces it serially to the next stage. The DSP Low Pass Filter (LPF) and The Digital to Analogue Convertor (DAC) stages are to smooth the signal and convert the digital sequence into analogue signal. The Up Conversion and The Power Amplification stages. Figure (2-6) general block diagram of the OFDM modulator. The 4-QAM constellation, which is identical to Quadrature Phase Shift Keying (QPSK) constellation, gives the receiver more tolerance to the changes of the amplitude and phase of any received QAM vector and allows the receiver to de-map it to the correct 2-bit-combination, as long as it still lies in the same quadrant from which it was originated at the transmitter, whereas 16 and 64 QAM constellations give less tolerance to the change in the phase and amplitude of the received QAM vector due to the noise and interference. Not all subcarriers of an OFDM symbol are used to carry the data bits, some of which are used as pilot carriers for the synchronization and channel estimation purposes and for providing the receiver with specific information such as the order of QAM being used by the transmitter. The Serial to Parallel (S/P) stage buffers the N vectors from the QAM stage for each OFDM symbol to produce them in parallel way to IFFT stage. The number of IFFT points is always greater than the number of the subcarriers (N), so the (S/P) pads the remaining IFFT points, which have not been assigned QAM vectors, with zeroes. The IFFT stage is the heart of the OFDM modulator. It gives the QAM vectors the mathematical ability to be considered as the OFDM subcarriers in the frequency domain and converts them to the time domain to form the multi-subcarrier information signal. In other words, as all the (N) QAM vectors of each OFDM symbol are the parallel inputs of the IFFT operation, the IFFT stage considers these QAM vectors as tones or stems in the frequency domain and converts them into correspondent subcarriers in the time domain for the given OFDM symbol duration. Each QAM vector has a specific phase and amplitude which corresponds to the bit combination this vector represents in accordance with the QAM constellation. The IFFT coverts each QAM vector into a correspondent sinusoidal subcarrier in the time domain with amplitude and phase directly related to those of that vector and a frequency that is directly proportional with the sequence of IFFT point, to which the vector has been assigned. That means if a QAM vector with sequence (n) (assigned to an IFFT point with sequence n) generates a subcarrier with frequency equal to (f), the vector with sequence (n-1) generates a subcarrier with a frequency equal to (f ?f) and the vector with sequence (n+1) generates a subcarrier with a frequency equal to (f + ?f). The IFFT stage can simultaneously produce all the N-subcarriers for each OFDM symbol as it performs the conversion from the frequency domain to the time domain for N (QAM vectors) in one parallel operation for each OFDM symbol. The OFDM symbol signal in the time domain represents the algebraic summation of all subcarriers of that symbol. Now, it is obvious how the OFDM modulator divides the high rate bit stream into (N) lower rate bit streams which are simultaneously transmitted over (N times higher OFDM symbol duration) without reducing the actual bit rate. The Guard Interval Insertion stage appends a guard period at the beginning of each OFDM. The Guard Interval (GI) (also called the Cyclic Prefix (CP)) makes a separation between the consecutive OFDM symbols to contribute in the ISI reduction and to eliminate the Intercarrier Interference (ICI) between the subcarriers. The guard interval must be greater than the highest path difference duration. As a result, multipath signals with delay smaller than the GI cannot cause ICI [3]. The guard interval is generally equal to or less than the quarter symbol duration [4]. Practically, the guard interval is generated by taking an exact copy of the end part of the OFDM symbol and adding it to the beginning of the symbol. The guard interval (GI) can be used by the receiver to determine the beginning and end of each received OFDM symbol through the cross correlation operation. Now, the sequence of the OFDM symbol is converted into serial sequence. The Guard Interval Insertion and the Parallel to Serial (P/S) stages are shown as one stage in figure (2-6). The DSP LPF smoothes the information signal. The Digital to Analogue Convertor (DAC) converts the incoming digital sequence into analogue signal. Finally, the Up Conversion and Power Amplification stage mixes the information signal with a locally generated carrier and boosts the resulted signal to be transmitted. The input data bits to the OFDM modulator in figure (2-6) may be first scrambled for the security purposes, encoded for the Forward Error Correction (FEC) purposes and interleaved (to randomize the bursts of error [5]). Therefore, scrambler, encoder and interleaver blocks may precede the other stages to provide the OFDM modulator with scrambled, encoded and interleaved coded bits [6]. It is also possible to up convert the signal whilst it is still in the digital signal processing domain before converting it to the analogue form. The Carrier Recovery and the Down Converting stage recovers the information signal from the carrier signal. The Sample and Hold circuit and the Analogue to Digital Convertor (ADC) stage converts the information signal from the analogue form to produce the digital sequence for the DSP processing. The Guard Interval Removal and the Serial to Parallel (S/P) stage removes the cyclic prefix (CP) and produces all the useful samples of the current OFDM symbol being processed to the FFT stage simultaneously. The FFT stage converts the subcarriers of the OFDM symbol from the time domain to the frequency domain and produces them to the QAM De-mapper as vectors through the (P/S) buffer. One tap Equalizer can be used to equalize the vector constellation after the FFT stage. The Parallel to Serial (P/S) stage buffers the vectors of each OFDM symbol to produce them serially to the QAM De-mapper. The QAM De-mapper assigns each vector to the correspondent bit combination to produce the data bits. Figure (2-7) general block diagram of the OFDM demodulator. 2.4 The OFDM Demodulator The OFDM modulation operation is completely reversed in the demodulator. At first, the information signal must be recovered from the carrier. This is done by the carrier recovery and down converting stage. Figure (2-7) shows a general block diagram of the OFDM demodulator. The analogue to digital convertor (ADC) converts the information signal into a digital sequence. The guard interval removal stage removes the inserted guard interval or cyclic prefix from the beginning of each OFDM symbol. The OFDM demodulator could use the cyclic prefix at the beginning of each OFDM symbol to pinpoint the beginning and end of each symbol, as the cyclic prefix at the beginning of each OFDM symbol is identical to the end part of that symbol within a duration equal to the cyclic prefix duration. Now, the digital sequence of each OFDM symbol, which represents the algebraic summation of the subcarriers signals in the time domain, is simultaneously presented to the FFT stage to convert these subcarriers into their correspondent vectors in the frequency domain. The parallel presentation of the symbols digital sequence to the FFT stage involves the idea of serial to parallel conversion of this sequence. The subcarriers may also be equalized before being presented to the QAM de-mapper using a one tap equalizer. The QAM de-mapper assigns each vector in the frequency domain to the correspondent binary bit combination in accordance with the QAM constellation being used in the transmitter and receiver. The serial sequence of the received coded bits must be de-interleaved and then decoded and descrambled, if the scrambling, encoding and the interleaving are applied in the transmission side. The number of data bits per each OFDM symbol can be easily calculated by multiplying the number of subcarriers that are used to carry the data bits (Payload subcarriers) by the number of bits represented by the QAM vector in accordance with the QAM constellation table (2-1). The carrier recovery operation can also be done after the sample and hold stage within the digital signal processing unit. 2.5 Digital Video Broadcasting-Terrestrial (DVB-T) The DVB-T employs the OFDM due to its excellent performance in the multipath environments which are common in the terrestrial broadcasting, as the OFDM distributes a high bit stream over a high number of orthogonal subcarriers, each of which carries a low bit rate stream simultaneously, which makes the symbol duration much higher than the delay of the indirect paths [7]. The DVB-T has two modes 2K and 8K. As 2K and 8K modes have the same data rata, selecting which mode should be used depends on the requirements. The 2K mode has about 250 Â µ S symbol duration and 4 KHz spacing between its subcarriers, whereas the 8K mode has about 1 m S symbol duration and 1 KHz spacing between its subcarriers. These characteristics make the 8K mode with its higher symbol duration more resilient with multipath situations and channels with a high delay spread but the 2K mode resists better the shift in the frequency caused by Doppler effects due to the relative mobility between the transmitter and receiver, as it has higher frequency spacing between its subcarriers. The DVB-T has (FEC) similar to that of the DVB-S (Satellite) [8]. It has the following code rates (1/2, 2/3, 3/4, 5/6 and 7/8). Not all subcarriers are used as payload carriers to carry the coded bits (data bits + redundant bits); some subcarriers are used for channel estimation and correction. These subc arriers are the pilot carriers which have vectors lying on the I (In-phase) axis of the QAM constellation with angles equal to either 0 degrees or 180 degrees, hence they have only real components unlike the payload vectors which have real and imaginary components in order to recognize between them. The mapping of the pilot carriers to be delivered as vectors to the IFFT stage in the OFDM modulator is achieved through the BPSK modulation which uses the I (in-phase) axis of the constellation. Figure (2-8) shows the locations of DVB-T subcarriers on the 4-QAM constellation. The locations of the payload carriers The locations of the continual and scatter pilot carriers The locations of the TPS pilot carriers Figure (2-7) general block diagram of the OFDM demodulator. The DVB-T uses 4, 16 or 64 QAM to modulate the coded bits to be represented as payload subcarrier vectors, therefore each payload subcarrier can carry 2, 4 or 6 coded bits every OFDM symbol respectively. The DVB-T uses a guard interval length equal to (1/4, 1/8, 1/16 or 1/32) of the OFDM symbol duration [8]. 2.5.1 The DVB-T OFDM Subcarriers The DVB-T 2K mode has 2048 subcarriers, but it only uses 1705 subcarriers and sets the rest to zero. The 1705 carriers are numbered from 0 to 1704. It uses 1512 subcarriers as payload carriers and the remaining 193 subcarriers as pilot carriers. There are three types of the pilot carriers the continual pilots, scatter pilots and the (Transmission Parameter Signaling) (TPS) pilots. The continual pilots have fixed positions in the OFDM symbol spectrum. For example the sequences 0, 48, 969, 1683 and 1704 in the range (0 1704) are reserved as positions for the continual pilots. The continual pilots are used by the receiver to estimate the amount of phase rotation of the received QAM vectors. Every group of 12 subcarrier vectors has only one scatter pilot. The scatter pilots do not have fixed positions. Among each 12 carriers positions there is one variable position for one scatter pilot. The position of each scatter pilot regularly varies from symbol to symbol by jumping 3 positions for ward with respect to its position in the previous symbol. The scatter pilots are used to estimate the channel too. The TPS pilot carriers have fixed positions and are used by the transmitter to inform the receiver about the transmission parameters such as. The DVB-T mode (2K or 8K) Modulation type of the payload subcarrier vectors (4, 16, or 64) QAM FEC code rate (1/2, 2/3, 3/4, 5/6 or 7/8) Length of the guard interval (1/4, 1/8, 1/16 or 1/32) Like the continual and scatter pilots, the TPS pilot carriers lie on the I (in-phase) axis. Each OFDM symbol in the 2K mode has 17 TPS pilot carriers with fixed positions. Within the same symbol all the 17 TPS pilots are either at 0 degrees or 180 degrees. The receiver determines the state of TPS pilots whether the TPS pilots of the received symbol are at 0 degrees or 180 degree based on the majority voting rule. Through the TPS pilots, the transmitter sends the receiver 67 information bits every OFDM frame. The OFDM frame consists of 68 OFDM symbols. The TPS pilots are Differential Bi-Phase Shift Keying (DBPSK) modulated. That means the receiver considers receiving an information bit = (0), if the state of the TPS pilots change from the previous symbol to the current symbol and considers receiving an information bit = (1), if the phase or state of the TPS pilots does not change from the previous symbol to the current symbol. 68 OFDM symbols are required to transmit the 67 informatio n bits, as the first symbol is used to determine the initializing state of the TPS pilots. The 67 bits inform the receiver about the transmission parameters, for example: Bits 26 and 27 represent the QAM order (00=4, 01=16, 10=64) Bits 31, 32 and 33 represent the code rate (000=1/2, 001=2/3, 010=3/4, 011=5/6, 100=7/8) The DVB-T 8K mode has 6817 subcarrier per each OFDM symbol. The subcarriers of the 8K have the same principles and use of those of 2K with difference in their numbers only. Table (2 2) shows the different subcarriers of both 2K and 8K modes. The scatter pilot carriers have two different numbers of the subcarriers, as the scatter pilot carriers coincide with fixed locations of the continual pilot carriers due to their jumping [8]. 2.6 WLAN 802.11a Wireless Local Area Networks (WLANs) 802.11a employ OFDM as a digital communication technique for reliable and high data rate transmission. Each OFDM symbol is expressed by 64 subcarriers, but the actual used subcarriers are (52) (64 52 =12 subcarriers are set to zero). There are 48 payload carriers to carry the coded bits (data and redundancy bits) and 4 pilot carriers. The frequency spacing between the subcarriers is (?f = 312.5 KHz). The required channel bandwidth can be calculated by multiplying the total number of subcarriers by the frequency spacing = 312.5 K * 64 = 20 MHz. To achieve the orthogonality between the subcarriers the OFDM symbol duration (?t) must be equal to the reciprocal of (?f) (?t = 1/ ?f), hence ?t = 1/312.5 KHz = 3.2 Â µs. 802.11a appends a guard interval (GI) equal of (1/4) the OFDM symbol duration at the beginning of each OFDM symbol (GI = 0.25 * 3.2 Â µs = 0.8 Â µs), therefore each OFDM symbol occupies (3.2 Â µs + 0.8 Â µs = 4 Â µs) time interval. That means a wireless device transmits 250,000 OFDM symbol per second. 802.11a allows wireless devices to have (8) transmission data rates or modes (6, 9, 12, 18, 24, 36, 48 and 54) M bits/sec. 802.11a uses (BPSK, QPSK, 16-QAM or 64-QAM) to modulate the payload carriers and uses (1/2, 2/3 or 3/4) code rate for the FEC in accordance with transmission data rate being used. The different (8) modes use different modulation types and different code rates as shown in table (2-3) [6]. 802.11a uses BPSK modulation to modulate the payload carries in modes 1 and 2 unlike the DVB-T which only uses QAM modulation to modulate the payload carriers. For each mode, the OFDM symbol has the same total duration (4 Â µs) (250,000 OFDM symbol/Sec) and the same channel bandwidth (20 MHz), as it has the same number of subcarriers (48 payload carriers and 4 pilot carriers). Looking back at table (2-3) (Mode (8) 54 Mbps), as the 64-QAM modulation is used to modulate the payload carriers, each payload carrier in the OFDM symbol carries (log2 (64) = 6 coded bits). Each OFDM symbol carries (48 payload carriers/OFDM symbol * 6 coded bits/payload carrier = 288 coded bits / OFDM symbol). The number of data bits per each OFDM symbol = 288 * (code rate = 3/4) = 216 data bits / OFDM symbol. There are 250,000 OFDM symbols / Sec, hence the data bit rate = 216 * 250,000 = 54 Mbps. Chapter Three The MATLAB Analyses for the Hardware Implementation Approaches 3.1 Introduction Throughout this chapter the ideas and approaches that will be used for the DSP hardware implementation of the OFDM modulator and demodulator on two separate DSP boards will be discussed and simulated by using the MATLAB. There are mainly three approaches. The use of the (Conjugate Symmetric) with the carrier vectors which are the inputs of the IFFT stage in the OFDM modulator to produce an OFDM information signal in the time domain with a real part only for easier modulation and demodulation, which is the proposal that has come out from this project. The use of the squared cosine to recover the OFDM information signal from the carrier signal in the receiver (the synchronization of the carrier frequency signal). The make use of the guard interval (GI) or the cyclic prefix (CP) for the synchronization of the OFDM symbol (i.e. The Symbol Clock Recovery) to allow the receiver to know the correct boundaries of each received OFDM symbol to set the FFT window at the correct positions of the received OFDM signal. 3.2 The Mathematical Analysis of a Multicarrier Signal To understand the idea of the (Conjugate Symmetric) and the role of the IFFT and FFT in the OFDM system, lets consider y(t) as a continuous multicarrier signal with a real part only in the time domain consisting of the algebraic summation of five sinusoidal waves or subcarriers which have the following frequencies (1, 2, 3, 4 and 5) KHz and phase shifts (p4,,3p4, 5p4, 7p2, 9p4) respectively with equal amplitude = (28) for each. For our y(t), each two adjacent subcarriers (in the frequency domain) have 90 degrees phase shift. y(t) can be expressed in the time domain as in Eq. (3-1) It is not necessary for the five subcarriers forming y(t) to have the same magnitude. It is just to simplify this discussion. Now, if y(t) is sampled with sampling frequency (Fs). Fs must be greater than (2 * 5 KHz = 10 KHz), where 5 KHz is the highest frequency of y(t) according to the Nyquist-Shannon theorem. Nyquist-Shannon theorem stipulates that the sampling rate or frequency must be at least two times greater than the highest frequency of the sampled signal to avoid the aliasing which prevents providing the DSP system with a right copy of the sampled signal [9]. When a continuous signal in the time domain is sampled, a sample is taken at every (t = n * Ts). Ts is the sampling interval (Ts = 1 / Fs) and n is zero or positive integer number representing the sequence of the sample. y(t) is no longer continuous. Now, y(t) represents a sequence of discrete values. In Eq. (3-1), y(t) is replaced by y(n) in the left hand side and (t) is replaced by (n * Ts) or (n / Fs) in the right hand side as in Eq. (3-2). If Fs is set to 16 KHz (16 KHz > 10 KHz) and 16-point FFT operation is performed to y(n) to produce y(n)s spectrum in the frequency domain in order to study it. The 16 point FFT operation needs 16 discrete values or samples of y(n) for n = 0, 1, 2,13, 14, 15. The results of 16 point FFT operation are 16 complex vectors in the frequency domain. The 16 discrete values (samples) of y(n) are the inputs of the FFT in the time domain and the outputs are 16 complex vectors of Y(m) which represents y(n)s spectrum in the frequency domain. Table (3-1) lists the 16 discrete values of y(n) in the time domain and table (3-2) lists the 16 vectors