A Brief History of the Hybrid Vehicle Essay Example for Free

A Brief History of the Hybrid Vehicle Essay First built in the early 1900s by inventors tinkering with combinations of the electric motor and the gasoline engine, hybrid vehicles were dropped when gasoline-fueled vehicles became more reliable and easier to start, and gasoline fuel more readily available. Research and development of hybrid vehicles was revived by concern about oil dependency in the1970s and about air pollution in the late 1980s. A number of hybrid vehicles have been built and tested since 1980. Some of these vehicles have impressed analysts with their performance and low levels of exhaust and petroleum consumption. Interest in hybrid vehicles jumped in late 1993 with the announcement of funding for two major collaborations. The US Department of Energy signed a five-year, $138 million development agreement with General Motors and a $122 million agreement with Ford to design and build preproduction hybrid prototypes that could be marketed in less than 10 years. [1] All these were done because hybrid electric vehicles are expected to be the future of vehicles worldwide. Definition One considers a vehicle to be a hybrid when it combines two or more sources of power. For example, a mo-ped (a motorized pedal bike) is a hybrid because it combines the power of a gasoline engine with the pedal power of its rider. Similarly, the gasoline-electric hybrid car is a combination of both an electric car and a gasoline-powered one. That is, it makes use of both electricity and gasoline to provide the energy to turn the wheels of the car. Figure 1 shows a gas-powered car. [2] Components Of A Gasoline Powered Car The 4-cylinder engine converts gasoline into motion so that the car can move. The easiest way it does this is to burn the gasoline inside the engine. Therefore is acts as an internal combustion engine i. e. combustion takes place internally. Gasoline powered car engines typically have over 100 horsepower and operate at speeds up to 8000 RPM. The fuel tank stores and supplies gasoline to the engine. It can typically store enough fuel to provide the engine with energy capable of moving the car through a distance of 300 miles or more. Figure 2 below shows an electric car, which has a set of batteries that provides electricity to an electric motor. The motor turns a transmission, and the transmission turns the wheels. [3] Components Of An Electric Car The batteries store and provide energy to the electric motor in an electric car just as the fuel tank does for the engine in a gasoline powered car. It usually gives the car a range of 50 100 miles which is much less than that typically provided by a fuel tank (300 miles). The electric motor is the device that provides motion in an electric car. It converts the energy it receives from the batteries into motion which is used to turn a transmission which then in turn rotates the wheels. It is able to spin up to 15000 RPM and has up to 100 kW of power. Since this motion is connected to the transmission, the transmission also spins the wheel up to this rate. Thus, electric cars would tend to move faster than gasoline powered cars. Components Common To Both The Electric Car And The Gasoline Powered Car The transmission is the device that does the actual turning of the wheel in both cars. There are several ways of combining the two sources of power found in a hybrid car. The Parallel Hybrid Car: This has a fuel tank which supplies gasoline to the engine. In addition, it has a set of batteries that supplies power to an electric motor. Both the engine and the engine motor can turn the transmission at the same time and the transmission then turns the wheels. Figure 3 shows a typical parallel hybrid. The fuel tank and gas engine connect to the transmission. The batteries and electric motor also connect to the transmission independently. As a result, in a parallel hybrid, both the electric motor and the gas engine can provide propulsion power. The Series Hybrid Car: The gasoline engine in this car turns a generator and the generator can either charge the batteries or power an electric motor that drives the transmission. Thus the gasoline engine never directly powers the vehicle. All of the components form a line that eventually connects with the transmission. [4] Hybrid Components Gasoline engine The hybrid car has a gasoline engine much like the one you will find on most cars. However, the engine on a hybrid is smaller and uses advanced technologies to reduce emissions and increase efficiency. The engine turns the generator. It is not able to power the car directly. Fuel tank The fuel tank in a hybrid is the energy storage device for the gasoline engine. Gasoline has a much higher energy density than batteries do. For example, it takes about 1,000 pounds of batteries to store as much energy as 1 gallon (7 pounds) of gasoline. Electric motor The electric motor on a hybrid car is very sophisticated. Advanced electronics allow it to act as a motor as well as a generator. For example, when it needs to, it can draw energy from the batteries to accelerate the car. But acting as a generator, it can slow the car down and return energy to the batteries. Generator The generator is similar to an electric motor, but it acts only to produce electrical power. It is used mostly on series hybrids. It is where the gas engines power gets converted to electrical power to drive the motor or charge the batteries. Batteries The batteries in a hybrid car are the energy storage device for the electric motor. Unlike the gasoline in the fuel tank, which can only power the gasoline engine, the electric motor on a hybrid car can put energy into the batteries as well as draw energy from them. They can store energy recovered from braking or generated by the motor. Transmission The transmission on a hybrid car performs the same basic function as the transmission on a conventional car i.e. turns the wheels. The motor can spin fast enough so that the transmission needs only one gear. Some hybrids, like the Honda Insight, have conventional transmissions. Others, like the Toyota Prius, have radically different ones like the CVT. CVT stands for Continuously Variable Transmission. It is used to vary the transmission ratio in vehicles continuously. The way CVT works depends on the type: Friction CVTs vary the radius of the contact point between two rotating objects, thus the tangential velocity; Hydrostatic CVTs vary the fluid flow with variable displacement pumps into hydrostatic motors; Ratcheting CVTs vary the stroke of a reciprocating motion, which is connected to a free-wheel, resulting unidirectional rotation. Image courtesy DaimlerChrysler The Mercedes-Benz M-Class HYPER a hybrid concept vehicle[5] Reasons For The Introduction Of Hybrid Electric Vehicles To reduce tailpipe emissions: Gasoline cars are a major source of these emissions. Many attempts are being made by several organizations to reduce the greenhouse gas emissions from cars through the development of hybrid electric vehicles. For example, Nutley, NJ-based Hoffman-La Roche, Inc. (Roche), the U. S. prescription drug unit of the Roche Group, recently announced plans to integrate Toyota Prius and Ford Escape hybrid electric vehicles into its pharmaceutical sales fleet in an effort to help achieve the companys goal of reducing greenhouse gas emissions by 10 percent over the next five years. [6] To improve mileage: Automakers in the US need to meet Corporate Average Fuel Economy (CAFE) standards as required by law. At present, all new cars sold should be 27. 5mpg (8. 55 liters per 100km). [7] To overcome the shortcomings of an electric car: Electric cars have a short charge. They lacked the range (energy density of electric-vehicle batteries hovered around 70 to 100 watt-hours per kilogram, which automotive engineers called unacceptable) and the quick recharge time the auto industry said it needed. An example is seen in the case where GM introduced the EV1 in 1996. It had a top speed of 183 MPH, faster than any other production car out. It had a limiter that would not let it get above 85 MPH, because to drive the car at 183 MPH would deplete the batteries of their charge within 10 minutes. [8] Energy Consumption: Hybrid Electric Vehicles consume less energy than Internal-Combustion Engine (ICE) vehicles. [9] Why Are Hybrid Electric Vehicles A Better Choice? An important aspect of hybrid electric vehicles is that they make use of smaller engines. There are many advantages to this: Big engines are heavier than smaller ones so the car uses more energy anytime it accelerates or drives up a hill. The displacement of the cylinders is larger so each cylinder requires a greater volume of fuel. Bigger engines usually have more cylinders, and each cylinder uses fuel every time the engine fires, even if the car isnt moving. These are the reasons there is a difference in the mileage of two cars of the same model with different engines. If both cars are driving along the freeway at the same speed, the one with the smaller engine uses less energy. Both engines have to output the same amount of power to drive the car, but the small engine uses less power to drive itself. In a hybrid car, the gasoline engine can be much smaller than the one in a conventional car and thus can be more efficient. The engine in the hybrid car is powerful enough to move the car along on the freeway, but when it needs to get the car moving in a hurry, or go up a steep hill, it needs help. That help comes from the electric motor and battery this system steps in to provide the necessary extra power. The gas engine on a conventional car is sized for the peak power requirement (those few times when you floor the accelerator pedal). In fact, most drivers use the peak power of their engines less than one percent of the time. The hybrid car uses a much smaller engine, one that is sized closer to the average power requirement than to the peak power. Ways Hybrid Electric Vehicles Reduce Energy Consumption Besides a smaller, more efficient engine, todays hybrids use many other tricks to increase fuel efficiency. Some of those tricks will help any type of car get better mileage, and some only apply to a hybrid. To squeeze every last mile out of a gallon of gasoline, a hybrid car can: Recover energy and store it in the battery Whenever you step on the brake pedal in your car, you are removing energy from the car. The faster a car is going, the more kinetic energy it has. The brakes of a car remove this energy and dissipate it in the form of heat. A hybrid car can capture some of this energy and store it in the battery to use later. It does this by using regenerative braking. That is, instead of just using the brakes to stop the car, the electric motor that drives the hybrid can also slow the car. In this mode, the electric motor acts as a generator and charges the batteries while the car is slowing down. Sometimes shut off the engine A hybrid car does not need to rely on the gasoline engine all of the time because it has an alternate power source the electric motor and batteries. So the hybrid car can sometimes turn off the gasoline engine, for example when the vehicle is stopped at a red light. Figure 5. The frontal area profile of a small and large car Use advanced aerodynamics to reduce drag When you are driving on the freeway, most of the work your engine does goes into pushing the car through the air. This force is known as aerodynamic drag. This drag force can be reduced in a variety of ways. One sure way is to reduce the frontal area of the car (Figure 5). Think of how a big SUV has to push a much greater area through the air than a tiny sports car. Reducing disturbances around objects that stick out from the car or eliminating them altogether can also help to improve the aerodynamics. For example, covers over the wheel housings smooth the airflow and reduce drag. And sometimes, mirrors are replaced with small cameras. Use low-rolling resistance tires The tires on most cars are optimized to give a smooth ride, minimize noise, and provide good traction in a variety of weather conditions. But they are rarely optimized for efficiency. In fact, the tires cause a surprising amount of drag while you are driving. Hybrid cars use special tires that are both stiffer and inflated to a higher pressure than conventional tires. The result is that they cause about half the drag of regular tires. Use lightweight materials Reducing the overall weight of a car is one easy way to increase the mileage. A lighter vehicle uses less energy each time you accelerate or drive up a hill. Composite materials like carbon fiber or lightweight metals like aluminum and magnesium can be used to reduce weight. [10] Despite the advantages of hybrid vehicles, they are a middling choice whose future is far from assured. They are likely to be a victim of regulatory circumstance in the near term, pushed aside by improvements in gasoline emissions and by the Zero Emission Vehicles (ZEV) mandate which states that a specified percentage of manufacturers sales consist of ZEVs. [11] In the longer term, they will be squeezed between improving batteries and emerging fuel cells. If only fuel cells and advanced batteries falter, hybrid vehicles would have considerable promise and could play a central role in creating a more sustainable transportation system. Nissan Motor Company CEO Carlos Ghosn announced that he is unsure whether hybrid electric vehicles (HEVs) will remain competitive in the compact car market if the price of gasoline drops in the future. Speaking at a news conference in Tokyo, Ghosn acknowledged that Nissan will unveil a new HEV in 2006 as planned, but only to meet tightening emission regulations in California. Ghosn expressed doubt that U. S. benchmark crude prices would remain at current levels of $50 per barrel, which is fueling strong demand for HEVs. Reuters said Nissan instead plans to market its new fuel-efficient, gasoline-powered Tiida compact car to environmentally conscious drivers. [12] Disadvantages Of Hybrid Electric Vehicles By combining two propulsion systems and their associated energy storage units, they are inherently more complex than both pure battery-powered electric and pure internal-combustion vehicles. Comments [1] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 101 [2] http://auto. howstuffworks. com/hybrid-car1. htm [3] http://auto. howstuffworks. com/hybrid-car1. htm [4] http://auto. howstuffworks. com/hybrid-car2. htm [5] http://auto. howstuffworks. com/hybrid-car3. htm [6]http://web1. infotrac. galegroup. com/itw/infomark/155/298/52759225w1/purl=rc1_ITOF_0_A122672547dyn=5! xrn_15_0_A122672547?sw_aep=swar94187, Electric and Hybrid Vehicles Today, Sept 30, 2004 p0 , Article A122672547 [7]. http://auto. howstuffworks. com/hybrid-car4. htm [8] http://www. morphizm. com/observations/borah/borah_corner1. html [9] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 100 [10] http://auto. howstuffworks. com/hybrid-car8. htm [11] Daniel Sperling; Future Drive: Electric Vehicles and Sustainable Transportation, pg 2 [12] Electric and Hybrid Vehicles Today, Oct. 7, 2004, p0; Article A122947647.

Revenge :: essays research papers

REVENGE   Ã‚  Ã‚  Ã‚  Ã‚  Love is a strange thing. It is strong, free, and blind. With it come many pleasures. However, what often occurs after love is the antithesis of love. Once love is lost in a person, a barrage of feelings inhabits that person. One of the darkest, strongest, most eminent emotions that occur in a person is the feeling of revenge. The Crucible and The Scarlet Letter are both classic and dated stories that are mostly based upon love, lost love, and revenge.   Ã‚  Ã‚  Ã‚  Ã‚  In The Scarlet Letter, Chillingsworth and Hester are supposed to be in love. They are married, which is a sacred bond tying two people together that love each other very much. When Hester senses that she may never again see her husband, who had all but abandoned her, she seeks comfort in the arms of another man. She thought that Chillingsworth would never find out. When he did find out, he became very angry at losing his wife; she had betrayed him. He responded by trying to kill the other party, Arthur Dimmesdale. Revenge had turned a once normal man into a blood seeking, greedy, stingy, and decrepitly weak old man.   Ã‚  Ã‚  Ã‚  Ã‚  Revenge was also the driving force behind the Abigail Walker’s, a character in The Chamber, accusations of Elizabeth Proctor being a witch. John Proctor and Abigail Williams once had an affair. John was lonely and in need of human comfort, comfort his wife was unable to give in her dying state. However when she regained her health, John left Abigail and went back to his wife. Abigail was furious at his decision; she would love to get back at the hurt he caused. Abigail found her opening once the witch trials transpired. She knew that to John Proctor, losing his wife meant losing his life. Abigail saw this as the way to get him back, so she screamed “witch'; upon Elizabeth, saying “ Proctor. Abigail was willing to kill a woman just to get back at John Proctor.

Nonverbal Communication

Introduction The saying goes, â€Å"Look into a person’s eyes, and you will see their soul. † But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for â€Å"eye contact is an invitation to communicate. If you look directly into a person’s eyes, [†¦] they will respond in some manner† (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words – what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as â€Å"the gestures, movements, and mannerisms by which a person or animal communicates with others† (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, â€Å"Teachers should be aware of nonverbal communication in the classroom for two basic reasons: to become better receivers of students' messages and to gain the ability to send positive signals that reinforce students' learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning† (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because â€Å"the pattern of behavior of the teacher affects the pattern of behavior of the learner† (Clark, 1978). With this, teachers must focus on changing the learner’s behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, â€Å"When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person to  not  communicate† (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for â€Å"eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. [†¦] Increasing [†¦] eye contact dramatically improves motivation in the learning process† (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary painting  Mona Lisa.Sent ence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Mona’s smile. This smile portrays more than just one emotion. In addition, Mona’s gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the best-known painting in the world (Riding, 2005, lines 4-6).In his book,  The Expression of the Emotions in Man and Animals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others’ perceptions. Oft en, our facial features correlate with our tone of voice in order to express a certain feeling, â€Å"The pitch of the voice bears some relation to certain states of feeling is tolerably clear† (Darwin, 1872, p. 03). This being true, one can easily sense another’s emotion, such as high spirits, by simply focusing on the unspoken word: A [person] in high spirits, though [he/she] may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid; the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers; lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body lan guage to help drive interaction and keep others engaged. But what happens when our body language is not the same â€Å"language† as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons: By incorporating the study of nonverbal messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders , co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers’ goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are â€Å"not sanctioned for verbal delivery by our culture† (Wiemann, 1975).As humans, we have a particular strength to respond quickly and unconsciously pick up clues to other’s nonverbal behavior so that we can respond and react; however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior i s difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture – it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teacher’s body language than they do their actual words. In fact, most teachers â€Å"are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language† (Spanjer, 1972). Peter Andersen (2004) claims immediacy behaviors, hich â€Å"signal approach and availability, and send warm, stimulating messages to other people,† help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smi ling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations; however, in the classroom, the most important immediacy behavior is eye contact, â€Å"Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students† (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students’ true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students’ motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students’ succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies [across K-college] found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. [†¦] Increasing immediacy behaviors dramatically improves students’ motivation† (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teacher’s body language in order to interpret the meaning of their words; however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because â€Å"nonverbal communication i s the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns† (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in education’s history with the passing of the Budget Bill by Governor Walker, â€Å"At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldn’t be greater† (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as â€Å"problem students,† â€Å"different,† and/or â€Å"difficult. This investigation began with the articleThe Nonverbal Advantage  (Goman, 2008) and the evidence of increasing student motivati on and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21st  century. This included reviewing research and articles from different time periods, even dating back to the late 19th  century.The information gathered proved the lack of current research existing in relation to nonverbal communication in a classroom setting; however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers’ views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students’ behavior and, ultimately, improve student achievement and motivation as well as schools’ success. Nonverbal communication pertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007).   The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles.   Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener.   Other paralanguage forms of nonverbal communication include the quality of the speaker’s voice and his style of speaking.   It should be noted that any features related to stress and rhythm of the speaker’s voice may also influence how a listener receives a speaker’s message. In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate.   It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company.   Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007). It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener.   These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener. a)   In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company.   Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office.   I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace. His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays.   In addition, the supervisor was sweating in his forehead hence this gave me two impressions.   Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about.   Secondly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem.   On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers. b)   When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office.   One co-worker asked why our supervisor came up with this plan. However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement.   At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company. c)   Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004).   For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice. d)   The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations.   For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around.   Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace. e)   An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinate’s message.   In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor.   The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying. Conclusion:   Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals.   Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals. Reference Hargie O and Dickson D   (2004): Skilled interpersonal communication: Research, theory and practice. Hove: Routledge Publishers. Knapp ML and Hall JA (2007): Nonverbal communication in human interaction, 5th ed. Wadsworth: Thomas Learning. Ottenheimer HJ (2007):   The anthropology of language: An introduction to linguistic anthropology, Kansas State: Thomson Wadsworth.                         Nonverbal Communication Nonverbal communication is a very large part of human communication behavior. The types of nonverbal communication can range from a simple smile to an obvious avoidance of eye contact, but each behavior carries a direct message that can be understood by all the individuals in a public communication situation. Nonverbal communication, for use in this analysis, is defined by Canary and Dindia (1998) as the form of communication that does not include words; messages expressed by nonlinguistic means, people s actions or attributes, including their use of objects, sounds, time and space, that have socially shared significance and stimulate meaning in others (Canary &Dindia, 1998). Nonverbal communication plays a role in all communication: it is impossible to communicate without sending out nonverbal clues. These clues help others determine the truth behind one’s words and their true feelings. Nonverbal communication is a powerful form of communication in that it expresses and reveals attitudes and attributes that may not be expressed by the words spoken. Through my own observation of a public communication situation, a set of rules for nonverbal communication for that situation was determined, yet it varied according to age and gender. Nonverbal communication rules may differ according to the situation.Sentence and Verbal Communication An individuals actions are different when riding on the subway than their actions when getting acquainted at the local pub. Actions when riding in an elevator may be perceived very differently when doing business at a post office. This analysis does not assume or argue that the rules for nonverbal communication are the same for every public communication situation. Rather, each situation has its own set of rules for nonverbal behavior, and the observation and experience of each situation determines its set of rules. Nonverbal communication pertains to the course of communication that involves the transfer and receipt of messages that are not related to the use of words (Knapp and Hall, 2007).   The messages transferred to the listener are generally associated with body language, as well as gestures, posture, external appearance or clothing, facial manifestations and even hairstyles.   Nonverbal communication is thus strongly influenced by visual messages which symbolize particular meanings to the listener.   Other paralanguage forms of nonverbal communication include the quality of the speaker’s voice and his style of speaking.   It should be noted that any features related to stress and rhythm of the speaker’s voice may also influence how a listener receives a speaker’s message. In the workplace, nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate.   It is well known that the employees at a workplace need to work together and cooperate in order to achieve the status of a productive company.   Cooperation and harmony are thus closely related to the trust and confidence of each employee to himself and to his co-workers and these factors are often influenced by both verbal and nonverbal communications among individuals in the workplace (Ottenheimer, 2007). It should be understood that even if the right phrases and words were expressed by an individual, the actual message of the spoken words and sentences are often changed by the accompanying nonverbal signals that the speaker is showing to the listener.   These nonverbal signs may or may not be consciously being shown yet it is a fact that these nonverbal signs often modify the message that is sent out to the listener. a)   In a meeting at my workplace, our supervisor was suggesting some changes to the organization and functioning of our small company.   Changes in our company are not a common occurrence, hence there was some shock among the members of the workplace as soon as the supervisor mentioned about the plan of modifying particular functions of specific members of the office.   I noticed that our supervisor was a bit uptight while he was proceeding to describe the changes that he would implement at the workplace. His voice was a bit hard and had a lower tone, which I usually do not hear during regular peaceful workdays.   In addition, the supervisor was sweating in his forehead hence this gave me two impressions.   Firstly, he was nervous, possibly because he knew that the topic he was discussing with the members of the workforce was not the best topic to talk about.   Secondly, I felt that our supervisor was not sure about his plan and he just wants to try out this new plan in order to determine whether this plan is indeed the right action to perform in order to solve the problem.   On the other hand, my co-workers were quiet while listening to our supervisor and there was not a single smile or voice from my co-workers. b)   When our supervisor finished explaining his plan of changing specific functions of particular individuals in our workplace, there were contradictions that came from some members of the office.   One co-worker asked why our supervisor came up with this plan. However, I also noticed that this particular co-worker gave out his question with a low voice, too, just the same as our supervisor and this low voice made me feel that our co-worker was not pleased and was actually upset over the changes that the supervisor was planning to implement.   At this point, the supervisor tried to explain his side of the plan with a normal pitched voice and this made our co-worker listen and understand why such changes would be implemented in our workplace, and that is to increase the sales of the company. c)   Nonverbal communications strongly influence the success or failure of communications because it provides additional senses and emotions to the messages that are being exchanged between individuals, including the sense of sight and even sound (Hargie and Dickson, 2004).   For example, it is easier to talk to a person who speaks in a soft voice than deal with a person who speaks with a very loud voice. d)   The use words in communication often involves meanings hence individuals should be careful with their choice of words because there a certain words that are linked to denotations or connotations.   For example, if a co-worker calls a female co-worker a queen, this may either mean that she is very productive and knowledgeable at work, or this may mean that she is only good for bossing people around.   Hence the use of words may be tricky and an individual should be cautious when describing specific individuals and issues at the workplace. e)   An effective listening technique that may be employed by a manager is to carry an attentive facial expression while hearing out a subordinate’s message.   In addition, a manager may also try to nod to the employee every now and then, in order to let the employee feel that he is welcome to express his ideas and concerns to his supervisor.   The nodding of the manager does not mean that he agrees to everything that the subordinate says, but it means that he is listening to what the subordinate is saying. Conclusion:   Nonverbal communication is generally associated with body language, gestures and posture as well as paralanguage forms that influence the success or failure of exchanges between individuals because it provides additional senses and emotions to the messages that are being sent out to other individuals.   Nonverbal communications play an important role in the interactions among co-workers, as well as the interrelationship between supervisor and his subordinate because it positive communications promote cooperation and harmony between individuals. Reference Hargie O and Dickson D   (2004): Skilled interpersonal communication: Research, theory and practice. Hove: Routledge Publishers. Knapp ML and Hall JA (2007): Nonverbal communication in human interaction, 5th ed. Wadsworth: Thomas Learning. Ottenheimer HJ (2007):   The anthropology of language: An introduction to linguistic anthropology, Kansas State: Thomson Wadsworth.                         Nonverbal Communication Introduction The saying goes, â€Å"Look into a person’s eyes, and you will see their soul. † But what is it about the eyes that hold so much? Why do the eyes embrace so much emotion, so many feelings? The eyes, along with other body aspects, are able to communicate to people in ways our words cannot, for â€Å"eye contact is an invitation to communicate. If you look directly into a person’s eyes, [†¦] they will respond in some manner† (Andersen, 2004).Albert Mehrabian (1967) stated that 55% of communication is body language, 38% of communication is tonality, and 7% of communication is the actual words that are spoken (Misunderstanding Section, line 2). Altogether, 93% of communication is unspoken words – what we use to give or withhold meaning from our words. Communication is a complicated, ongoing process of sending and receiving messages. These messages provide both implicit and explicit interpretations depending on the synchrony between the spoken word and the body language associated with it.Body language is defined as â€Å"the gestures, movements, and mannerisms by which a person or animal communicates with others† (Merriam-Webster, 2011). Knowing 93% of communication lies in unspoken word, teachers must put forth an effort to communicate through their actions and tone of voice, â€Å"Teachers should be aware of nonverbal communication in the classroom for two basic reasons: to become better receivers of students' messages and to gain the ability to send positive signals that reinforce students' learning while simultaneously becoming more skilled at avoiding negative signals that stifle their learning† (Miller, 2005).Teachers need to be more concerned about their teaching-learning situations because â€Å"the pattern of behavior of the teacher affects the pattern of behavior of the learner† (Clark, 1978). With this, teachers must focus on changing the learner’s behavior by changing their own behavior. By paying attention to nonverbal communication, teachers can better manage their classroom and the learners in that environment. One major aspect of body language is eye contact, â€Å"When you fail to make eye contact with someone, you are treating her or him as a nonperson and inviting that person to  not  communicate† (Andersen, 2004, p. 6). Teachers know that students respond to how they treat them. Therefore, when they choose to interact with them, they can help regulate behaviors by maintaining eye contact. In fact, eye contact from the teacher is the most important nonverbal behavior, for â€Å"eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students. [†¦] Increasing [†¦] eye contact dramatically improves motivation in the learning process† (Andersen, 2004, p. 42). Review of Literature In 1507, Leonardo da Vinci revealed his now legendary painting  Mona Lisa.Sent ence and Verbal CommunicationStudied by many and known by all, this painting was the first study to look at body language. It intrigues so many people because the painting is so complex, just like body language. The most interesting aspect of this painting is Mona’s smile. This smile portrays more than just one emotion. In addition, Mona’s gaze follows the viewer no matter the angle she is viewed from. There are many meanings and emotions hidden in this picture and that is why it arguably is the best-known painting in the world (Riding, 2005, lines 4-6).In his book,  The Expression of the Emotions in Man and Animals, Charles Darwin (1872) looked at how our emotions express our feelings and thoughts. Through his many studies, Darwin was able to prove that our expressions of emotions portray more than words. Darwin studied the eyes, nose, arms, voice, and many other body features in order to verify a correlation between body language and others’ perceptions. Oft en, our facial features correlate with our tone of voice in order to express a certain feeling, â€Å"The pitch of the voice bears some relation to certain states of feeling is tolerably clear† (Darwin, 1872, p. 03). This being true, one can easily sense another’s emotion, such as high spirits, by simply focusing on the unspoken word: A [person] in high spirits, though [he/she] may not actually smile, commonly exhibits some tendency to the retraction of the corners of his mouth. From the excitement of pleasure, the circulation becomes more rapid; the eyes are bright, and the colour of the face rises. The brain, being stimulated by the increased flow of blood, reacts on the mental powers; lively ideas pass still more rapidly through the mind, and the affections are warmed (Darwin, 1872, p. 696-697).Darwin claims that our emotions are intricately intertwined with our whole body. Our emotions, mind, and body work as one to send signals to other people. People use body lan guage to help drive interaction and keep others engaged. But what happens when our body language is not the same â€Å"language† as someone from another country? This poses a problem not only in society but in classrooms as well. Teachers are being asked more and more to create an atmosphere of inclusivity in order to accommodate for diverse populations including gender, ethnicity, religion, and ability. Debra Pitton et. al. 1993) stated teachers have a responsibility to provide the best possible educational experience day to day and this experience must include body language for many reasons: By incorporating the study of nonverbal messages into pre-service studies, teachers will more readily be able to help students become cognizant of culture, ethnicity, and gender as important variables in everyday life. This will also help students, as they will benefit from an increased appreciation of diversity when they assume their future roles as parents, teachers, community leaders , co-workers, employers, and citizens.An inclusive education should facilitate the changes in climate necessary to ensure ongoing change, and knowledge of culturally specific nonverbal communication patterns can enhance this process (p. 2). Teachers’ goals are to help their students be active participants in their community and in society. In order to do so, students must be able to understand verbal and nonverbal communication signals as they relate from one person and one context to the next. Nonverbal relates to the unspoken word and a means to send messages that are â€Å"not sanctioned for verbal delivery by our culture† (Wiemann, 1975).As humans, we have a particular strength to respond quickly and unconsciously pick up clues to other’s nonverbal behavior so that we can respond and react; however, we are culture-bound in what we see and can interpret those behaviors incorrectly depending on our background and experiences (Cohen, 1971). Nonverbal behavior i s difficult to control or to censor. Nonverbal behavior comes naturally to an individual based on true emotions, feelings, and culture – it is less likely to be deceptive as verbal communication can be (Galloway, 1993).With this, there seems to be a necessity for teachers to have complete control over their nonverbal behaviors in order to communicate to their students effectively. Students read more from their teacher’s body language than they do their actual words. In fact, most teachers â€Å"are not aware of the ways in which they transmit nonverbal messages to pupils. Classroom culture has its own nonverbal language and pupils absorb its nuances along with the spoken language† (Spanjer, 1972). Peter Andersen (2004) claims immediacy behaviors, hich â€Å"signal approach and availability, and send warm, stimulating messages to other people,† help teachers develop a positive relationship with their students. Some immediacy behaviors include touching, smi ling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing our conversations; however, in the classroom, the most important immediacy behavior is eye contact, â€Å"Teacher eye contact shows confidence, controls classroom interaction, and enables teachers to read the body language of their students† (Andersen, 2004).Being able to read body language gives teachers an advantage at recognizing their students’ true emotions, enabling the teacher to be more effective on a minute-to-minute basis. By increasing immediacy behaviors, students’ motivation in the learning process dramatically improves (Andersen, 2004). Teachers need to be aware of immediacy behaviors, such as eye contact, in order to help their students’ succeed in the classroom and, ultimately, outside of the classroom. When it comes to motivating students to complete their work, nonverbal behavior is a prime factor in teacher effectiveness. Research studies [across K-college] found that learners at all levels reacted more favorably to teachers who used nonverbal immediacy cues. [†¦] Increasing immediacy behaviors dramatically improves students’ motivation† (Goman, 2008). Andersen (2004) concluded people trust body language over the spoken word (p. 14).People trust body language because it is spontaneous, multi-channeled, and possesses redundant qualities that make it very hard to completely fake (Andersen, 2004). This is applied in classrooms as well. Students rely on the teacher’s body language in order to interpret the meaning of their words; however, teachers are not well educated in the area of body language. No prerequisite courses are offered to teachers during their undergraduate/graduate years that help prepare them in nonverbal communication because it is still a largely unexplored area (Ligons, 1973).Teachers must be aware of nonverbal communication in their classrooms because â€Å"nonverbal communication i s the medium through which relationships are maintained, regulated, and guided within culturally-prescribed patterns† (Grove, 1976). Focusing on professional success in the classroom is crucial, especially at a changing time in education’s history with the passing of the Budget Bill by Governor Walker, â€Å"At a time when it is widely recognized that professional success is achieved with or through other people, the power of, nd the need for, good interpersonal skills couldn’t be greater† (Goman, 2008). Method The examination underlying this paper is a better understanding of how adverse nonverbal behavior (in relation to the spoken word) will, ultimately, negatively impact students emotionally, behaviorally, and academically that teachers find as â€Å"problem students,† â€Å"different,† and/or â€Å"difficult. This investigation began with the articleThe Nonverbal Advantage  (Goman, 2008) and the evidence of increasing student motivati on and success in the classroom by changing behavior. Understanding the importance of body language in the classroom setting provided a pathway of inquiry related to immediacy behaviors, student motivation/success, and the classroom teacher of the 21st  century. This included reviewing research and articles from different time periods, even dating back to the late 19th  century.The information gathered proved the lack of current research existing in relation to nonverbal communication in a classroom setting; however, after reading multiple examples that verify the significance body language has in relation to student achievement, information regarding nonverbal behavior and its correlation to student motivation and achievement is imperative to know in order to progress not only certain classrooms but also schools as a whole.A short survey of nine multiple choice questions and one open-ended question (optional to answer) focused on teachers’ views of nonverbal behavior in the profession of teaching and working with children. The survey also provided information regarding their awareness of their own nonverbal behavior along with their thoughts on the ability to change their nonverbal behavior.The purpose of this research was to aid in providing valuable information to serve as a guide for teachers and administrators on how to change their behavior in order to change their students’ behavior and, ultimately, improve student achievement and motivation as well as schools’ success.

Literary Analysis Of Desirees Baby - 1022 Words

In Kate Chopin’s short story, â€Å"Desiree’s Baby,† Armand Aubigny experienced the happiest marriage one could ever hope for with Desiree. They even have a romantic â€Å"love at first sight† experience. But then all of this is thrown away because of Armand. â€Å"Desiree’s Baby† has a significant impact on its readers because of the irony of Armand’s actions. Chopin describes this through his complex characterization which may explain why racism is able to thrive for centuries. One charming feature of Armand’s character is his love for Desiree and his son. Desiree was adopted by the Valmonde family when she was a toddler. The speculation about her appearance was that she either came to the Valmondes by herself or she was left purposely by the Texans,†¦show more content†¦Or perhaps Armand caught on habits from his peers or the culture he was raised in. All we really know is that he was not as merciful to his slaves as his father. â€Å"‘And momma†¦ he hasn’t punished one of them- not one of them- since baby is born’† (178). Because Armand had a passionate love for his newborn son as well, the joy of having a son caused him to have more compassion to his slaves for the time being. Armand is softened through his greatest pride- his son. When the baby is three months old, Armand suddenly turns cold towards his wife and baby. He ignores them and provides no explanation. â€Å"He thought Almighty God had dealt cruelly and unjustly with him; and felt, somehow, that he was paying Him back in kind when he stabbed thus into his wife’s soul... This was his last blow at fate† (180). Whether or not Armand blames God or fate for the child’s black ancestry, his thoughts may provide an explanation for his actions toward black people. Though his line of exact thinking is not clear, one explanation might be that hurting his wife was like getting back at God or fate. Maybe he used all the wrong things going on in his life as an excuse to be cruel to his slaves and keep some kind of sadistic balance in his life. Feeling though she could not bear his silence anymore, Desiree confronted him. â€Å"‘Armand,’ she called to him, in a voice which must have stabbed him, if he was human† (179). Chopi n gave Armand a very subtleShow MoreRelatedLiterary Analysis Of Desirees Baby854 Words   |  4 Pages Desiree’s Baby by Kate Chopin Kate Chopin was a strong intellectual woman, but was she a racist? From my knowledge of reading â€Å"Desiree’s Baby† I believe that she is not a racist, but the story is and it contains a big factor of prejudice, but there is so much more to the story than just prejudice. This story contains motherhood, genetic inheritance, and of course racism. A true mother doesn’t see their child’s imperfections or their short comings. Madame Valmonde takes in this little girl inRead MoreDesirees Baby Literary Analysis1989 Words   |  8 Pagesstories Desirees Baby, The Story of an Hour, At the Cadian Ball, and A Pair of Silk Stockings, were written in the 19th century in times when women had no rights, and had to portray an image of a loving wife. They were considered selfish if they thought otherwise, and their job was to make their husbands happy at all times. This was the century of a turning point for women, in which they had desires test their limits imposed on their sex. Critics of her stories list the analysis of assumptionsRead MoreAn Analysis Of Armand Aubigny s Desiree s Baby 1538 Words   |  7 PagesArmand Aubigny’s Pride in â€Å"Desiree’s Baby† by Kate Chopin Through history, we have always yearned independence and equality as human beings. Undoubtedly, Kate Chopin is an extraordinary example She has landed a commendable place among American writers worthy of recognition. Born in St. Louis, Missouri in 1850, Kate was raised by strong women who taught her the value of an education. Her family gave her a revolutionary vision and a feminist personality, but it was her talented and passionate skillsRead MoreDesiree s Baby : A Literary Analysis1582 Words   |  7 PagesDesiree’s Baby—A Literary Analysis In the short story, â€Å"Desiree’s Baby,† Kate Chopin exposes the harsh realities of racial divide, male dominance, and slavery in Antebellum Louisiana. Although written in 1894, Chopin revisits the deep-south during a period of white privilege and slavery. Told through third-person narration, the reader is introduced to characters whose individual morals and values become the key elements leading to the ironic downfall of this antebellum romance. As Chopin takesRead MoreDesirees Baby Analysis Essay1415 Words   |  6 Pagesstory by Kate Chopin and its use of symbols, setting and characters. Desiree’s baby was perhaps one of the best stories I’ve ever read. Analyzing it was not easy at all. Its use of symbols was very hard to comprehend. At first, it doesn’t make sense. But as you think critically, all the symbols, and setting and the characters in this literature plunge together in one amazing story. Literary Analysis on Kate Chopins Desirees Baby â€Å"Tell me what it means!† she cried despairingly.† It means,†Read MoreEssay on Formalistic Analysis of Kate Chopins Desirees Baby946 Words   |  4 PagesFormalistic Analysis of Dà ©sirà ©e’s Baby  Ã‚   The short story â€Å"Dà ©sirà ©e’s Baby† is told by a third person omniscient point of view. The narrator, whose character or relationship to the story never receives any discussion, is a seemingly all-knowing observer of the situation. Although the narrator does not take sides towards issues that arise during the course of the text, her general view does shape the overall characterization of the white Southern society. The text exhibits interesting cluesRead More Kate Chopins Desirees Baby Essays1394 Words   |  6 PagesKate Chopins Desirees Baby This essay will focus on the short story by Kate Chopin and its use of symbols, setting and characters. Desiree’s baby was perhaps one of the best stories I’ve ever read. Analyzing it was not easy at all. Its use of symbols was very hard to comprehend. At first, it doesn’t make sense. But as you think criticallyRead MoreDesirees Baby by Kate Chopin Essay1239 Words   |  5 PagesImagine finding out that your entire life was a lie, and that every single thing you knew about your identity and your family was completely false! Armand Aubigny, one of the main characters in Desiree’s Baby by Kate Chopin, experiences this exact dilemma throughout this short story. Desiree’s Baby is a story about a young man and woman, who fall in love, but Desiree, who does not know her birth parents, is considered nameless. When she and Armand have a child, they are both very surprised becauseRead MoreAn Examination Of How Kate Chopin s Work1298 Words   |  6 Pagesinterest in feminism and suffrage did not have to do with a lack of confidence in women nor did it have a lack to do with a lack of any desire for freedom. She simply had a different understanding of freedom.† (Jhirad) Kate Chopin was, through her literary works, a champion of female independence. As a married woman, she made efforts to avoid the typically expected gender stereotyping of her day, living with a flare of impetuousness (Jhirad). As a mother of six children, she embodied the strength thatRead MoreEssay about Desirees Baby2009 Words   |  9 Pagesperson. Kate Chopin exemplifies these roles very accurately within her story, Desiree’s Baby. In the short fiction story, Desiree’s Baby, the author Kate Chopin incorporates many motifs, symbols, and imagery to describe gender assumptions and racial roles for both men and women in the 1800s by narrating the story of an adopted mother named Desiree, with no known lineage, and her prideful husband Armand. The most notable literary devices Chopin incorporates to convey her message about these well defined