The Deep Dive free essay sample

In this activity, you will watch a group of professionals work to solve a design problem in just five days. Answer the following questions as you watch The Deep Dive. A class discussion will take place following the broadcast. 1. â€Å"From the buildings in which we live and work, to the cars we drive, or the knives and forks with which we eat, everything we use was designed to create some sort of marriage between _________________ and _________________. † 2. The folks at IDEO state that they are not experts in any given area. But, they do claim to be experts on the _____strange_______________, which they apply to the innovation of consumer products. 3. After the team of designers is brought together, told the problem, and informed they have five days to â€Å"pull it off,† what phase of the design process do they immediately engage in? brainstorming 4. Give two examples of what the team members did during this phase. We will write a custom essay sample on The Deep Dive or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page |a. |They deffered between the good and the bad | |b. Made it better | 5. List five rules-of-thumb that IDEO employees follow when they share ideas during the brainstorming phase: |a. |Stay focused. Build on ideas | |c. |One convwersation at a time | |d. |Encourage wild ideas | |e. Differ judgement | 6. Why should wild (and sometimes crazy) ideas be entertained during the brainstorming phase? they need ideas to build on to make them fun and more safe 7. After the brainstorming phase was over, the team narrowed down the hundreds of ideas by _____________ for those ideas that were not only â€Å"cool† but also _________________ in a short period of time. What phase of the design process is this called? 8. IDEO believes that the ideas and efforts of a _____group_________ will always be more successful than the planning of a lone genius. 9. Once the ideas were narrowed down and divided into categories, the group was split into four smaller teams. What phase(s) of the design process was each of these groups responsible for? #3. research and generate ideas 10. The leaders at IDEO believe that ______fun__________ behavior and a _______playful_______ environment are two important reasons why their employees are able to think quickly and creatively to produce innovative results. 1. Sometimes, people come up with great solutions that work by trying their ideas first, and asking for _________answers________ later. 12. Design is often a process of going too far and having to take a few steps back. What phase of the design process would the critique of the four mock-ups come under? #5. explore possibilities 13. Upon critique of the four teams’ models, it was obvious that none of the teams had developed an optimum solution. However, the people at IDEO believe that it is important to _____fail________ often in order to _____finish________ sooner. 4. What percentage of the entire week’s time did it take to fabricate the final prototype? 3 days 15. Instead of showering his design team with a tremendous amount of praise, what did the boss require his employees to do with their new design? go out and see what people think about it 16. Of all the things that we are surrounded by every day, what has not been placed through the design process? Conclusion 1. What did you find to be the most impressive part of the team’s effort? 7. What advantages are there to having a design team with members that have non-engineering backgrounds? 18. There was a point in the process where a self-appointed group of adults stepped up, stopped the ideas, and redirected the group to break up into teams. Why was this done? 19. At the end of the video, Dave Kelly states, â€Å"Look around. The only things that are not designed are the things we find in nature. † Can you think of anything that would contradict this statement?

Which High School Classes Do Ivy League Schools Require

Which High School Classes Do Ivy League Schools Require SAT / ACT Prep Online Guides and Tips College admissions can seem like a giant puzzle, especially if you’re hoping to attend an Ivy League or other extremely selective school. Planning your high school schedule carefully is definitely important, but these schools' expectations aren’t as inflexible as you might think they are. In this article, I’ll provide a conciseoverview of what Ivy League admission requirements are forhigh school transcripts and give you some tips on how to map out your classes so you have the best shot at being accepted. What Are Ivy League Schools Looking For in Your Transcript? Ivy League schools want to see students who have consistently challenged themselves throughout high schoolby taking progressively more advanced courses and earning high grades. Here area few examples of Ivy League admission requirements from the school websites so you can see exactly what they say about their expectations for applicants' transcripts. All bold emphasis is mine. Yale â€Å"It is very important that we see a high level (or an improving degree) of rigor and success throughout your high school years.† â€Å"When the admissions committee looks at your transcript, it will not focus on whether you have taken any specific course. It will be far more interested to see that you have challenged yourself with difficult coursework and have done well.† Columbia â€Å"We hope to see that a student is challenging herself or himself with a rigorous course load.† â€Å"The admissions process at Columbia is a 'holistic' one, taking many factors into careful consideration. We do not rely on standardized testing and grades alone and instead look at all parts of every application to help inform our judgment.† Dartmouth â€Å"The majority of applicants have taken the following courses: 4 years of English 4 years of mathematics (often through calculus, if available) 4 years of social science 4 years of laboratory science 4 years of a foreign language† â€Å"Here’s what we want to know: Given the courses that your school offers, have you enrolled in a challenging curriculum? Have you had academic success that suggests that you'll thrive in the classroom at Dartmouth? If we answer YES to these two questions, then we look deeper into your application to better understand your particular areas of academic strength and weakness, subjects that interest you most, and your motivation for learning.† Based on these statements, you can expect a comprehensive review of your application by admissions officers at Ivy League schools, with an eye toward overall course rigor combined with impressive grades. If you’re taking the most challenging courses available at your high school and earning high grades, you’re on your way to a strong application.In the next section, I’ll talk more specifically about which classes you should take if you’re hoping to attend an Ivy League school. Start strong and stay on track. Keep running in circles until you realize that you have homework to do and this was just a metaphor. Which Classes Should You Actually Take? If you want to get into an Ivy League school, you’ll need to take the highest level classes that are available to you (usually Honors and AP courses) in most subjects.These schools expect you to challenge yourself more and more throughout high school and earn high grades up through your senior year. That being said, you don’t have to go crazy with a million APs senior yearto show how much you’ve grown.If you have a strong interest in math and science, for example, and aren't such a fan of English and foreign languages, you might be able to get by without taking the most difficult classes in your weaker subject areas. As long as you show that you are an extremely strong student in your specific area of interest (and have relevant extracurricular achievements to back it up), you will have a solid chance at Ivy League colleges. We saw in the section above that the majority of Dartmouth applicants have taken four classes in each core subject,which isn't too out of the ordinary.To give an even less demanding example of curriculum requirements for applicants, Princeton expects students to take four years of math (with calculus for students interested in engineering), English, and foreign language, and at least two years each of history and lab science.This is a perfectly reasonable expectation for almost any high school student. The mentality of â€Å"the more classes the better† can be very harmful.Don't overload yourself with extra courses in which you could end up dropping the ball.A failing grade is not something you want on your transcript, no matter how many hard classes you take! If you’re looking to fill out your schedule beyond the core curriculum, decide which subject areas are of special interest to you, and then take the most challenging classes or electivesavailable in those areas. Don't put yourself in a situation in which you're doing the academic equivalent of one-handed no-legged (?) pushups and trying desperately not to fumble. I'll give you a sample of what your core course record might look like in high school if you’re hoping to attend an Ivy League school. This isn't the be-all and end-all of schedules, so don't feel as though you have to copy it. It's just helpful to see everything laid out: Freshman Year Honors French 2 Honors Geometry Honors English Honors World History Honors Science and Engineering Sophomore Year Honors French 3 Honors Algebra 2 Honors English AP US History AP Biology Junior Year Honors French 4 Honors Pre-Calculus Honors English AP Government AP Chemistry Senior Year AP French AP Calculus AP Literature AP Psychology Honors Physics I modeled this loosely after my own high school schedule (which I can verify did get me into Dartmouth), and as you can see, it’s not an insane number of classes. Keep in mind that this is just a sample. Your school might offer more or fewerAP classes, or structure course tracks differently.For example, some schools have AP World History or Economics classes, which were not an option at my high school.Other schools might offer only a few AP classes or none at all, in which case you'd just take all Honors classes (or IB classes, if that’s an option).Colleges are aware of these limitations and will take them into account when reviewing your application. If you're an advanced student, you might finish the course track at your high school for a subject before your senior year. This happens especially with math and language classes. If you're done with AP Calculus after your sophomore or junior year, don't worry about being penalized if you decide not to take another math class in high school; you've already reached the level in math that Ivy League schools expect from most students. In this case, you might double up on science classes or classes in other academic areas that interest you during your last one or two years of high school. Try to maintain a relatively even balance of courses in different core subject areas as a baseline, while also taking care to emphasize your strengths. Not too interested in languages but love social studies classes? Even if you haven't finished the entire language course track, you can make the choice to take two social studies classes and lose the language.This shouldn’t hurt your chances as long as you’ve taken a language for three years already and are enrolled in the most challenging social studies classes. Make your passions apparent so your transcript gives colleges a sense of the unique qualities you’ll bring to the school. If you don't like studying languages, this might as well say "Welcome ... to your nightmares (a sus pesadillas)!" What’s More Important: Good Grades or Course Difficulty? Overall, selective colleges value a rigorous course load over perfect grades.An Ivy League school might accept a student who had all As and one or two Bs in the highest-level classes, but it probably wouldn’t accept a student who had flawless grades in mid- or low-level classes. These schools are looking for students who are up for an intellectual challenge and genuinely enjoy learning.If you’re in lower-level classes and earning straight As, you might not be challenging yourself enough.Taking the easy route to a good grade won't win you any points on your application. On the flip side, be careful about enrolling in a course schedule that's too intense for you.If your schedule becomes overwhelming, you might end up tanking your GPA (and your mental health!). It’s a delicate balance to strike between earning high grades and taking hard classes. Just know that you don’t have to take eight AP classes your senior year to get into an Ivy League school. If your schedule gets too intense, your hair could start turning gray, and in severe cases you might even be driven to purchase shutter shades. How Should You Go About Actually Choosing Your Classes? If you're the planning type (which you probably are since you're reading this article), you can map out your entire high school schedule early on in your freshman year. Structure your schedule so that you end up taking courses that are relevant to your strengths as a student while also fulfilling core curricular requirements.Your school shouldhave a course directory that you can look through for this purpose. Leave some spots in your schedule open to more than one option in case your goals change as you progress through high school. For example, if you're interested in both AP Psychology and AP Government but only have room for one, you can give yourself the option to pick between them later on. It's also smart to consult with your guidance counselor in the process of choosing which classes you'll take. If you have a specific college in mind, look at the application requirements toverify you'll fulfill them.Since your guidance counselor will know how other students with certain course schedules fared in the college application process, he or she might be able to give you advice based on the experiences of past students who were admitted to the school that interests you. Talking to your guidance counselor can be helpful, but make sure they're always holding an official-looking folder. That's the only way you know you can trust them. Stock photos never lie. What Else Should You Do If You Hope to Attend an Ivy League School? Apart from your grades and course schedule, your test scores will also be important to these colleges. On the SAT, you should score above 1500 for a solid chance of admission.On the ACT, you should score at least 33.Expectations might even be a bit higher depending on which Ivy League school you're targeting. If you want a good chance of attending one of these schools, especially the most selective Ivies, you'll also need to develop your application apart from test scores and grades. If you can accomplish something in high school that goes above and beyond what most students have done, you'll stand out from the crowd.This could be anything from winning an artistic competition to designing an app to making a breakthrough scientific discovery.These are just random suggestions, and everyone is different. But if you show that you're passionate about something and capable of acting on that passion to produce something unique, you'll have a leg up on the competition. For more details, read our comprehensive guide on how to get into an Ivy League school! Become one with the yellow flower. What's Next? If you're hoping to attend a very competitive college, you may be interested in your high school class rank. Read this article to find out what a good class rank might mean for you. Think you might be interested in branching out on your own academically in high school? Learn more about how to take an independent study class. If you've already completed a semester (or a few semesters) of high school, you can use the information in this article to calculate your current GPA and see how you measure up. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Volswagen in the United States Case study Essay

Volswagen in the United States Case study - Essay Example The purpose of this paper is to analyze Volkswagens American operations, examine the effects of globalization on Volkswagen, and to describe the strategies that Volkswagen has developed in order to improve its position in the US. The paper is divided into three sections. The first section provides brief literature review on globalization within the context of the automotive industry wherein VW operates. This will be followed by background information on Volkswagen’s global operations, with a particular emphasis on its operations in America. The second section discusses globalization and the issues affecting Volkswagen with respect to its promotion and distribution strategies. The final section explores the international structure most appropriate for VW based on its current position in the world market. At its most fundamental, globalisation refers to the world as one big market and source of information. It is characterised by a free flow of goods, people and information around the world, an internationalization of economic processes and the emergence of world markets (Lemoine, W. and Dagnaes, L., 2002). Consequently globalization has given rise to new concepts such as global industries, organizations and strategies used to market and sell global products, brands and services. A global industry has been defined as ‘an industry in which the strategic positions of competitors in major geographic or national markets are fundamentally affected by their overall operations’ (Porter, 1980, p.275). The automotive industry has been recognized as a global industry in the sense that business activities or transactions made by a multinational automotive enterprise would not likely follow the business model from its host country. Shimokawa (1999) pointed out that these activities would include: On the one hand, an organization may generally be considered as global when it ‘operates in more than one country and captures R&D, production,

Public Policy Initiative Essay Example | Topics and Well Written Essays - 1250 words

Public Policy Initiative - Essay Example Another important factor is the rapid population growth which contributes more to the economic problem of scarcity and towards the selection of a public policy that has to fairly deal with all the related aspects. The next major aspect to be considered while designing a policy is the context of job development in the ever increasing global society. This containment should not only fulfill the white collar attitude instead it should look forth on a relatively larger scale thus improving upon efficiency and equity. The main critic on this approach is that in a perfectly competitive environment there can be a case that a firm might enable itself to drive away all other competitors thereby becoming a natural monopoly is an exception owing to the absence of the required many sellers that would set the so-called invisible hand of competition in motion1. To our concern and knowledge Adam Smith's laissez faire theory relies on this hidden hand to attain efficiency in markets. Why it is important is just because in an ideally competitive economy every firm tries to maximize social profits i.e. the concept of deriving maximum utility out of each resource or profit maximization, this could be called as the net benefits consumers and producers receive from participation in markets. Why to support Weimer and Vining is because there are a number of factors that make the Free Market approach much more effective than (government) regulated markets. They are; Production-motivation/Capital-attraction this means that there are just adequate monetary remunerations that make these economic agents to fulfill the customer demand at a desired price and this is well termed as the production-motivation. Through this approach, the supplier tends to keep on producing the desired product and eventually he tries to expand the scale for further remuneration thereby adding more to his incentives for profit maximization that is achieved by "economies of scale". Efficiency2 ensures that goods & services are provided at the lowest possible cost. Again, the concept is that the supplier tries to minimize cost and maximize sustainable profit. Demand Control & Consumer Rationing is essential to avoid waste of resources, this means that the market system can effectively limit consumption by individuals and only those who can afford enjoy the fruits. But this well leads to a failure as well because the market system fails to provide with some necessities that are termed as public goods as these do not provide with any fruitful remuneration to the producer so they are avoided within the market constraint. The rationing mechanism however allows the level of prices to achieve what economists call as the only real economic function of prices that have the ability to influence the

Liberalism remains hugely influential in British Politics Essay Example for Free

Liberalism remains hugely influential in British Politics Essay Liberalism remains hugely influential in British Politics, moulding the value systems and policies of all the mainstream political parties.’ Discuss. The prime focus of Liberalism is freedom and liberty; the type of liberty they strive for depends, however, on which of the two types of Liberalism is being referred to. Firstly; classical Liberalism, believing in negative freedom and progressive Liberalism leaning more towards positive freedom. I would argue that Liberalism does still have an influence in British politics; however I would not go as far as to say that it is ‘hugely’ influential. Firstly, I would outline that the Labour Party is possibly the least liberal in their political approach. Their manifesto does not set out many liberal policies due to their economical stance. The fact that Labour is traditionally a moderately socialist party, concentrating on equality within society and for this reason, they would steer away from the free-market and limited government intervention approaches that liberals may take to politics. The limited government that Classical liberals see as ideal would not appeal to the Labour party as they strive for the equality of their citizens and would feel that they need to impose policies, such as their policy on housing set out in their 2010 manifesto ‘No stamp duty for first-time buyers on all house purchases below  £250,000 for two years, paid for by a five per cent rate on homes worth more than  £1 million.’ This policy shows a socialist side to New Labour, highlighting a ‘from each according to his ability, to each according to his need’ ideology within Labour politics. However, progressive liberalism may be seen to have had more of an influence on Labour Party politics. The fact that the Labour party believes in imposing policies of equality on society implies that they value positive freedom. Policies put forward such as the Equality Bill; which has been justified as a consolidation measure bringing different strands of anti-discrimination law together while implementing EU directives; highlight the controlled aspect of the Labour party’s equality regime. It could be argued that in the past, aspects of Liberalism, although neither truly Classical or Progressive, such as Neo-Liberalism have had a significant influence on British politics as well as the policies and value systems of the Conservative party in particular. During Thatcher’s time in office, she highlighted an ideal of a pragmatic means to progress. The Thatcherite Conservative party saw Neo-Liberalism as an obvious way to adapt to the constantly changing nature of modern political thought. Tony Blair’s New Labour could also be seen as a Neo-Liberal third way government, on both a social and economic scale. The current Conservative party however, seem to be significantly less affected by Liberalism. Arguably, the free-market ideals that Cameron appears to hold are seen as Neo-Liberal; however, it is apparent that in the current coalition government that Britain is currently led by, this free-market and Neo-Liberal philosophy has been limited to the catch-all demands of mainstream politics. This is apparent in Conservative economic policies such as that put forward in their 2010 pre-general election manifest: ‘A five per cent pay cut for Ministers followed by a five-year freeze, and a 10 per cent reduction in the number of MPs.’ This policy in itself shows how Cameron’s Conservative party are trying to appeal to the masses in controlling the pay of ministers. This does not necessarily denote a free-market approach to the economy and does not play into the meritocratic values that have been seen in the Conservative party in the past. It could also be argued however, that more prominent economic policies put forward in the Conservative manifesto pre-2010 have shown that Cameron’s Conservatives are moving toward the Neo-Liberal, Thatcherite ideology that the Conservative party once had. Although this may not have been the case when Cameron first became the leader of the Conservative party in 2005, aspects of his party’s general election manifesto in 2010, such as: ‘Reduce welfare dependency’ and ‘Stopping tax credits to families with incomes over  £50,000’ have proven to have shown the party’s shift back towards Thatcherite economic politics. These policies show a move back towards meritocratic society and a distinct step away from the ‘something for nothing’ culture that has emerged in modern Britain. Finally, the Liberal Democrats; both by name and by nature; are arguably more influenced by Liberalism than any other mainstream political party. Progressive Liberalism can be seen clearly in certain aspects of their recent policies, on education for example: ‘Cutting class sizes to ensure children get the individual attention they need.’ This is a fine example of how the Liberal Democrats would like to impose positive liberty and freedom on its citizens; cutting class sizes would increase individual attention and therefore arguably create more freedom and liberty for pupils in the long-term. It could also be argued however, that the Liberal Democrats are no longer such a liberal party, but more of a third way political party; much like the Conservative and Labour parties who have shifted towards the centre of political ideals and values in order to also become more ‘catch-all’ and appeal to the masses. In conclusion, I would argue that broadly Liberalism is not hugely influential in British politics as a whole and does not necessarily mould the value systems and policies of all the mainstream political parties. However, I would argue that liberalism still remains influential in certain specific parts of each party’s policies and value systems; therefore remaining an influential force, to an extent, in British politics.

Physics of Paper Airplanes :: Physics Science Planes Plane Airplane

Paper Airplanes, flight at its simplest for humans. As kids, we learned how to build paper airplanes and send them soaring into the sky. We didn't stop to think about why the airplanes where able to fly after the initial thrust we gave them or how they were able to glide for so long afterwards. Ignorance was bliss then, but now we strive to understand how things work. Looking back to the childhood past time of flying paper airplanes, I will try to explain some of the parts that make paper airplanes fly. First off, it should be stated that there are many different designs of paper airplanes and that different designs could affect the physics applied to it. If one paper airplane used a second set of wings or had a tail like a real airplane, those items would have more physics applied to them like extra drag. Up, Up and Away! So your paper airplane takes to the air and glides gentely to the ground but you still don't understand how it is able to glide. Your paper airplane uses lift to carry it through the air and to its landing area. Now you are interested and want to know how lift works. The lift for your paper airplane doesn't work quite the same as a real airplane but understanding how an airplane maintains lift is useful. Now something important to remember is that lift can only happen when in the pressense of a moving fluid and that air has fluid properties. The basic concepts of lift for an airplane is seen. The air that is flowing splits to move around a wing. The air that that moves over the wing speeds up creating lower pressure which means that the higher pressure from the air moving slower under the wing pushes up trying to equalize the pressure. The lift generated can be affected by the angle at which the wing is moving into the flowing air. The more surface area of the wing resisting against the flow of air can either generate lift or make the plane dive. This can be easily simulated in everday life. Next time you are riding in a car with someone stick your hand out the window. Have your fingers pointing in the direction of the motion of the vehicle. Now move your hand up and down slightly. You can feel the lift and drag that your hand creates.

Theme Analysis of Marriage: Jude the Obscure

Thomas Hardy, the author of Jude the Obscure, focuses on multiple themes throughout his book including social order and higher learning which is mainly seen in the first part of the book. Jude, a working class boy aiming to educate himself, dreams of a high level education at a university, but is pushed away by the cruel and rigid social order. In the second part of the book, Jude abandons his idea of entering Christminster and the focus shifts to Sue. The themes of love, marriage, freedom replace the earlier theme of education and idealism. Hardy pushes each of these themes to his audience and challenges everyday ideology by his audacious story about Jude Hawley. Hardy begins an argument against the institution of marriage, but he does not necessarily suggest that marriage is automatically bad; he just makes it clear that he believes people should be able to step away from a marriage if things do get dire. He also makes it clear that marriage is not necessarily linked to love in any way, so it's obvious that a decent, understanding society would accept Jude and Sue's relationship because they truly love each other, regardless of whether they are married or not. Hardy tends to view marriage with cynicism, and there are many disapproving comments about the nature of marriage being based on contracts. Hardy was conscious that women were not treated equally in society, and that the laws of nature were often heavily weighed against women. He treats the subject with sympathy and understanding. He also illustrates that marriage could victimize both men and women. There are no happy marriages or content couples seen in the book. Jude, when married to Arabella, feels trapped in a hopeless situation. Marriage is compared to being â€Å"caught in a gin, which would cripple him if not her also for the rest of a lifetime,† (43). However, Jude is partly aware even before the marriage that Arabella is the wrong type of woman for him. He recognizes that there is something in her â€Å"quite antipathetic to that side of him which had been occupied with literary study and the magnificent Christminster dream. It had been no vestal who chose that missile for opening her attack on him,† (27). A few chapters later, the reader is told, â€Å"he knew too well in the secret center of his brain that Arabella was not worth a great deal as a specimen of womankind,† (39). Naive and trusting, he does the honorable thing and marries her. But he has married the wrong woman, and the marriage is bound to be a disaster. Sue's marriage to Phillotson is another example of a disastrous marriage of rashness and thoughtlessness. Jude suspects that Sue has married Phillotson as a reaction to his own marriage, a kind of retaliation, a way of â€Å"asserting her own independence from him,† (129). She does not realize the enormity of the step she has taken, and after the ceremony, there is a â€Å"frightened look in her eyes,† as if she has only just become aware of the rashness of her decision. Barely a month later she admits, â€Å"perhaps I ought not to have married† (142). Sue is the loudest critic of matrimony in the novel. She makes sarcastic comments on the custom of giving away the bride, â€Å"like a she-ass or she-goat or any other domestic animal† (126). When her marriage is in trouble, she criticizes the institution, explaining the difficulty she experiences fitting into the conventional mold which society demands. The nineteenth century tradition of the subjection of women to fathers and husbands is reflected in Gillingham's advice to Phillotson to be firm with Sue until she has knuckled under. Hardy makes it clear, however, that it is the man here who is victimized in this marriage; Phillotson is far from being a cruel, tyrannical husband. Instead, he is an extremely patient and liberal husband. Sue's views on marriage should not necessarily be connected with Hardy's. Hardy himself points out her emotional inconsistency, and there are several signs that she is not really cut out for marriage. In Part V, both Jude's and Sue's divorces come through, but Sue avoids their possible marriage. She calls marriage a â€Å"sordid contract† and a â€Å"hopelessly vulgar† institution, and she fears that an â€Å"iron contract should extinguish† all tenderness between them, reinforcing Hardy’s negative view of the nature of marriage. Most of Sue’s views on marriage are given in parts V and VI. She feels that the contractual nature of it will kill all impulse and romance; â€Å"it is foreign to a man's nature to go on loving a person when he is told that he must and shall be a person's lover,† (193). The visit to the unclean registry office in part V, chapter 4 is horrifying for her, and she shows abhorrence to the ordinary church wedding. She sees it in terms of a sacrifice of the bride: â€Å"the flowers in the bride's hand are sadly like the garland which decked the heifers of sacrifice in olden times,† (215). Sue's views on marriage are rather extreme, and they represent a push away from the norms of marriage. Hardy also raises some valid arguments of the overly rigid attitude of society towards the unmarried and the unconventional. Phillotson's humanity and charity in letting Sue go scandalizes the school authorities, and his career is ruined. A kind, decent man who was only trying to be fair is scorned by society's intolerance. Sue and Jude also became the subject of cruel gossip at Aldbrickham: the neighbors ignore them, Little Father Time is taunted at school, Jude loses his job, and the family is forced into a nomadic existence. Hardy is pushing the fact that society is vindictive and intolerant of those who deviate from its normal codes of living and marriage. Hardy repeatedly emphasizes that marriage involves making a commitment that many people are emotionally unfit to fulfill, and this thought comes from the narrator, but it is also expressed by Sue, Jude, Phillotson, and Widow Edlin through the whole novel. Although the custom of marriage is such a central theme pressed by Hardy, he conflicts against other conventions in his society like education and social class which ultimately show a huge theme of fighting against the norm.