Input Devices and Their Uses Essay Example

Input Devices and Their Uses Essay An input device is any hardware component that allows you to enter data, programs, commands, and user responses into a computer. Input devices include the keyboard, pointing devices, scanners and reading devices, digital cameras, audio and video input devices for physically challenged use MOUSE The mouse is an input device that is used to control the movement of the pointer on the screen and to make selections from the screen. She top of the mouse has one to four buttons.Some also have a small wheel. The bottom of a mouse is flat and contains a multidirectional mechanism and usually a small ball. [pic] KEYBOARD Most of today’s desktop computer keyboards are an enhanced keyboard, which means they have twelve function keys along the top, two CTRL keys, two ALT keys, and a set of arrow and additional keys between the typing area and the numeric keypad. [pic] CAMERA Digital camera allows you to take pictures and store the photographed images digitally instead of on traditional film.With some digital cameras, you down load, or transfer a copy of, the stored pictures to your computer by connecting a cable between the digital camera and your computer and using special software included with the camera. We will write a custom essay sample on Input Devices and Their Uses specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Input Devices and Their Uses specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Input Devices and Their Uses specifically for you FOR ONLY $16.38 $13.9/page Hire Writer With other digital cameras, the pictures are stored directly on a floppy disk or on PC card. [pic] MICROPHONE [pic] The microphone is ideal for all voice application, including internet phone and chat, video conferencing or editing, language labs, voice command and control, and speech dictation. MOHIB AHMED Output DevicesOutput devices are things we use to get information OUT of a computer. Here are some examples of output devices. |Monitor A monitor is the |[pic] | |screen on which words, | | |numbers, and graphics can be | | |seem. The monitor is the | | |most common output device. | | |Compact Disk Some compact |[pic] | |disks can be used to put | | |information on.This is | | |called burning information to| | |a CD. | | |NOTE: A CD can also be an | | |input device. | | |Printer A printer prints |[pic] | |whatever is on the monitor | | |onto paper. Printers can | | |print words, numbers, or | | |pictures. | |Speaker A speaker gives you|[pic] | |sound output from your | | |computer. Some speakers are | | |built into the computer and | | |some are separate. | | |Disk Drives A disk drive is|[pic] | |used to record information | | |from the computer onto a | | |floppy disk or CD. | |Floppy Disk A floppy disk |[pic] | |is used to record information| | |on. The information is | | |stored on the floppy disk and| | |can be used later or used on | | |another computer. | |Headphones Headphones give |[pic] | |sound output from the | | |computer. They are similar | | |to speakers, except they are | | |worn on the ears so only one | | |person can hear the output at| | |a time. | |

Creation of European Nations essays

Creation of European Nations essays World War II devastated Europe such a great deal that it would take many years before the entirety of the continent of Europe would be as strong as it once was before the twentieth century history which, at that point, had been almost totally consisting of wars. Following World War II, European nations were both created and further developed according to the general opinion within each respective area concerning the Cold War. The world was split into two: the West vs. the East; there was a major rivalry between the United States and the USSR. The leader of the Soviet Union and the leader of the Cold War communist movement, Russia, became extreme communists by taking the distorted ideals of Marxism and further corrupting these principles as they were applied to the Russian nation. In addition, the majority of Eastern Europe, including the land within the Balkans, was formed into satellites of the Soviet Union. Germany was divided into East Germany and West Germany due to the War and controlled by the Soviets in the East and was independent in the West. Finally, the free capitalist nations, which included much of Western Europe, were further developed by the resistance of the communist revolutions which were threatening their progress within their nations as well as by attempting to aid other nations in driving Communist forces out of their nations. There were Korean Wars which broke out in 1950 and was partially Soviet-sponsored. The Soviet Union, which was comprised of mainly Russia along with other lands in Eastern Europe, Asia, and the Middle East, was the leader of European communism. The Soviet government was, in a sense, the headquarters of communism in Europe, and possibly even the whole world. The Soviets tried to spread the ideals of communism and revolutions throughout the entirety of continent of Europe by establishing satellites in places such as Poland and Czechoslovakia. Basically, at the conclusi...

The 3 Types of SAT Reading Passages You Should Know

The 3 Types of SAT Reading Passages You Should Know SAT / ACT Prep Online Guides and Tips There are 3 types of SAT reading passages that you, as the test taker, need to be familiar with. The 3 types of passages mainly differ in length, but also somewhat in content. Therefore, the strategies for tackling them need to be different. Below, we'll go over the different types of reading passages on the SAT and what you can expect from the questions that follow them. NOTE: This article was written about the old SAT Critical Reading section. For more information about passages on the current SAT Reading, we recommend instead reading this article. Types of Passages: Short passages Short passages are generally 100-200 words, 5 or 6 questions per passage.You might have multiple short passages in a section but, because they have less space to express ideas, they are usually informational pieces, rather than fiction. Here's an example of a short passage: These short reading passages tend to follow the sentence completions.Short passages are generally more straightforward and convey simpler ideas. Therefore, you should be able to go through them faster, and with greater accuracy than thelong or paired passages. Short Passage Questions Short passage questions tend to focus around reading comprehension questions. They're likely to be specific questions, or information based, with some general questions about the main idea or tone. Long Passages Long passages are 400-800 words, with anywhere between 7-10 questions per passage.The types of questions likely to be covered in a long passage are mentioned in another section below. Because of its length, you may find yourself forgetting what you read by the time you get to the questions. Therefore, make things easier for yourself! Mark important sections or words as you're reading the passage so that you can easily find it again later as you are going through the questions, just like in the example above. Long Passage Questions Longpassages are the bread and butter of the reading passage and usually involve main idea questions in some form. You should definitelyexpect plot summary questions, questions about the author’s views, and questions about individual characters (if the subject is fiction). Paired Passages Paired passages are 250-600 words each.They generally share the same topic or theme but approach it from a different perspective. Paired passagesare either both long or both short but, don't worry, they are no more difficult than the standard long or short passages. Here's an example of a passage pairing that's particularly short: With paired passages, remember to read any introductory material describing or giving information about two passages. This will usually be found in italics at the beginning and contain valuable information that can start helping you compare and contrast the two viewpoints. It might also be good to keep in mind the kind of sources that the 3 types of reading passages are drawn from. We'll cover these in more detail in another article, but for now, here's a very brief overview, below. Paired Passage Questions For paired passages, the first group of questions will refer to the first passage and the second group of questions will refer to the second passage. The last group of questions will almost always refer to how the passages relate to each other -this question type is unique to paired passages. Paired Passages Generally Have the Following Format for their Questions: A few questions on passage 1 A few questions on passage 2 Some questionsthat ask you to compare and contrast the two passages Some questions that ask you to consider what one author thinks about the other author's point of view Reading passages usually concern these subjects: Natural Sciences Humanities [Arts Commentary, History] Social Sciences [Science and culture] Literary Fiction [Literature] Personal Narrative We cover all these types in more detail in another article, Master SAT Reading: 5 Types of Passages. Question Types Across Passage Types: There are a total of 48 critical reading questions that are passage based, distributed across the 3 types of passages above. All passages share certain types of questions in common, while each passage type also has unique question types. First, we'll cover the types of questions that are common to all passage types. Vocabulary in context questions Vocab in Context questionsgenerallynumber between12-16 questions in total. Typically, they ask about a word in the passage.These questions are straight forward and quick. They're also easy to practice for - don't waste this opportunity to accumulate points!Always refer back to the passage first (get an idea of what word means in your terms then look at answer choice and pick one that matches). Specific Questions Specific questions will often contain a line or paragraph reference, a piece of information that isn't identified by line number.You will need to look for one identifiable piece of information within the passage, not the passage as a whole.If you find the answer, then approach itlike you would the vocab questions - think of the answer in your own words, and only thenlook back at the question.Specific questions can be literal comprehension, extended reasoning, or main idea questions. Literal comprehension questionswant you tofind a specific piece of information. Extended reasoning questionsask you to enter, make connections or draw conclusions about specific information in the passage. They never stray far from the text!You can draw conclusions but keep in mind that they're still specific questions! All answers should be drawnfrom the passage.Sometimes you may have to identify cause and effect,make inferences, orunderstand the logic of analogies or arguments. Main Idea Questions Main idea questions generally ask about passage as a whole (about author's tone, about attitude/development of a character).To answer these, you must have reasonable grasp of the entire passage.These can take a long time, so save them for last if you have trouble with time management. Confused About How to Sort This Out? Don't worry! We've got you covered! Below are some questions that should help you assess how you are doing on the critical reading - what you're good at, what you're having trouble with, where you can improve, etc. Answer them on a separate piece of paper and go over them with another practice test in hand. If you have a tutor, bring your answers to them, so they can have a clear idea of where you need help most! We've also got some links to articles that focus on strategies to ace the SAT Critical Reading section. Check out the section What's Next? at the bottom of this article. Questions to Ask Yourself: What Passage Types Are You Bad At? For each type of passage, categorize the number of questions you get right, wrong, and omit Figure out your % performance for each type of passages Ifone of these is worse than others (say 10% lower than others), focus on that type of passage Categorize the types of questions across the test, then figure out your % for each type of question Focus on your weaker questions/passages when studying for your test What's Next? For more information on SAT Critical Reading, check out: What's Actually Tested on SAT Reading? SAT Reading Skills Printable SAT Practice Tests: 8 FREE Official Tests The Best Way to Read the Passage in SAT Reading Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Apply a critical Perspective to the company decision in the 1980s to Essay

Apply a critical Perspective to the company decision in the 1980s to launch reformulated Coca Cola and suggest where a different approach to the loss of sales might have produced a different outcome - Essay Example The popularity of Pepsi products were focused on the sweetness factor which was missing in the Coke. As such, in April 1985, the company announced the decision to introduce the New Coke which had a sweeter taste and take the old flavour Coke off the shelves. This decision on the part of the company went on to become a big marketing blunder in the history of Coca Cola. The launch of the New Coke received a high level of protests from the consumers and had far reached effects on the sales and profitability of the company. Coca Cola as forced to call back the New Coke products within six weeks of their launch in the market due to extensive consumer protests and criticism regarding the decision of the company. Though, Coca Cola reversed itself and tried to position the old Coke back as the important product of the brand both in terms of production and sales, yet the sales of Coke continued dropping for a long time causing huge damage to the brand reputation as well a the profitability of the company. Coca Cola was known to be a market oriented and market savvy business which was renowned for its ability to serve the customer needs. But the blunder of new coke created much negative impact for the company and indicated its inefficiency in identifying the market needs and being blinded by the sole aim to compete with its rival, Pepsi. The paper will discuss the background of the problem and will try to find out the reasons for decision failure. It will talk about the initial response and the response of the market in the decision problem part and will also talk about the alternative strategies in the next part. The marketing and financial implications of the New Coke launch indicated the decision to be incomplete and inaccurate. Though extensive market research was carried out by the company before making the decision of replacing the old flavour of the Coke with a new flavour similar to Pepsi, it can

Evaluate teh Pollution Prevention Act of 1990 that focuses on Barriers Essay

Evaluate teh Pollution Prevention Act of 1990 that focuses on Barriers of implementing of the Act - Essay Example To begin with, in the full implementation of the act there was lack of the devoted man –hours to properly implement it. This was actually caused by the fact some of the people charge with see the success of this act felt that all avenues had been explores as far as preventing pollution is concerned and that this act would not add anything substantial to the extent that thing had reached. Though some of this is due to the lack of management committee that can coordinate the ground work, it was also noted that there was lack of enough resources. In order to successfully achieve its objective then there has to a management committee which will be charge with responsibility of coordinating all the staff (Dale & Johnson, 1996). Secondly, another major barrier to the success of this act was the fact that the project was deemed to cost so much and yet many felt that enough had been done to prevent pollution. Its surely true that the implementation of this act would cost so much for the tax payers thus this was a big barrier in its implementation since the government was reluctant to pump that much need funds to speed up its implementation. Though, all is not as they could still depend on the multimedia results and conclusive data that had been taken before in order to facilitate its implementation. These already existing data could be used in understanding the trend and conditions in the environment and public health (Dale & Johnson, 1996). There was also lack of enough priority from the business owner. This was due to the general awareness of the mandate as far as the prevention of pollution is concerned. In order to ensure success of this project then there has to be increased awareness especially of the EPA funded Chemical and Pesticide Results Measure Project (CAPRM) and this would in turn help increase the participation of many business owners. In addition, there was also lack of the regulatory enforcer. This to me I don’t

History of the Hydrofoil :: Watercraft Boat

Hydrofoil History Although a hydrofoil is defined by the Columbia University Press as â€Å"a flat or curved finlike device, attached by struts to the hull of a watercraft that lifts the moving watercraft above the water's surface†, the word is often used in reference to the watercraft as a whole. Using the same principles as an airplane wing, the foil develops lift as it moves through the water, eventually raising the hull of the boat above the surface as it reaches higher speeds. Thus, the drag experienced by the vessel is far less, making the ship far more efficient and economical to run. In fact, hydrofoils are now the vehicles of choice as ferries in many European and Asian countries, as well as for the American military. However, though the hydrofoil maintains the appearance of simple functionality, it is actually quite a complex mechanism with deep-rooted history. Let’s take a look: In 1906, an article published in Scientific American outlined the basic principles under which a hydrofoil should function. Logically, the principles made sense, but they had never been put into practice. However, always up for a challenge, Alexander Graham Bell got to work on the physical construction of such a vehicle, completing his work in the year 1919. His masterpiece, the HD-4 set a world marine speed record of 114 km/h – a record that remained unbroken for over ten years. During testing, Bell’s colleague, Casey Baldwin was said to describe a ride on the HD-4 as being â€Å"as smooth as flying.† As word of the speed and efficiency of this new marine vessel spread, many others became interested in the use of the hydrofoil, particularly for commercial purposes. Thus, in 1952, the first commercial hydrofoil was launched, with the capability of transporting 32 passengers at a speed of 35 knots. Given its simple mechanics, this accomplishment was deemed remarkable. As such, many other countries including Canada, the United States, and what was the Soviet Union began to commission research on high-performance military hydrofoils. The results were outstanding. Eventually, hydrofoils proved to be very fast and well-armed, capable of sinking nearly any and every other surface vessel. In addition to their service in the military, hydrofoils are still widely used today as tourist transportation. History of the Hydrofoil :: Watercraft Boat Hydrofoil History Although a hydrofoil is defined by the Columbia University Press as â€Å"a flat or curved finlike device, attached by struts to the hull of a watercraft that lifts the moving watercraft above the water's surface†, the word is often used in reference to the watercraft as a whole. Using the same principles as an airplane wing, the foil develops lift as it moves through the water, eventually raising the hull of the boat above the surface as it reaches higher speeds. Thus, the drag experienced by the vessel is far less, making the ship far more efficient and economical to run. In fact, hydrofoils are now the vehicles of choice as ferries in many European and Asian countries, as well as for the American military. However, though the hydrofoil maintains the appearance of simple functionality, it is actually quite a complex mechanism with deep-rooted history. Let’s take a look: In 1906, an article published in Scientific American outlined the basic principles under which a hydrofoil should function. Logically, the principles made sense, but they had never been put into practice. However, always up for a challenge, Alexander Graham Bell got to work on the physical construction of such a vehicle, completing his work in the year 1919. His masterpiece, the HD-4 set a world marine speed record of 114 km/h – a record that remained unbroken for over ten years. During testing, Bell’s colleague, Casey Baldwin was said to describe a ride on the HD-4 as being â€Å"as smooth as flying.† As word of the speed and efficiency of this new marine vessel spread, many others became interested in the use of the hydrofoil, particularly for commercial purposes. Thus, in 1952, the first commercial hydrofoil was launched, with the capability of transporting 32 passengers at a speed of 35 knots. Given its simple mechanics, this accomplishment was deemed remarkable. As such, many other countries including Canada, the United States, and what was the Soviet Union began to commission research on high-performance military hydrofoils. The results were outstanding. Eventually, hydrofoils proved to be very fast and well-armed, capable of sinking nearly any and every other surface vessel. In addition to their service in the military, hydrofoils are still widely used today as tourist transportation.

From dependence to independence Essay

â€Å"A Taste Of Honey† is a twentieth century play set in the 1950s. It is known as a â€Å"kitchen-sink† drama and was written by Shelagh Delaney at the age of 18 and was first performed in May 1958. A â€Å"kitchen-sink† drama originated in the literature in the 1950s and 1960s. Its aim is to create a true picture of the hard life and troubles of the working class life. In â€Å"A Taste Of Honey† the two main characters are always falling out with each other and the people around them. The conditions they live in are cramped and poor in bedsits or flats. An example of a â€Å"kitchen-sink† drama is in â€Å"Look Back In Anger† by John Osborne and â€Å"Saturday Night And Sunday Morning† by Alan Sillitoe. Plays and dramas in the fifties were performed for the middle and upper classes but then came the debut â€Å"kitchen-sink† drama; â€Å"Look Back In Anger†, which was aimed at the working class. A â€Å"kitchen-sink† drama play uses everyday common language to reflect the lives of the working class people portrayed. â€Å"A Taste Of Honey† is set in Salford, Manchester. It is about the life and relationship between a young girl, Jo, and her mother, Helen. They move around a lot, and have just moved into a shabby one-bedroomed flat in Salford. Helen is a semi-whore who lives off money which has been given to her by her men friends. Helen also drinks a lot. Jo is fifteen years old and she is very talented in an artistic way and enjoys drawing, but she blames her mother, who she refers to as Helen, for disrupting her education. Helen and Jo move into a shabby rented flat in Salford and it’s very cramped and small. Jo isn’t happy but Helen doesn’t mind. Jo tries to make the flat look and feel more liveable in by deciding to plant some bulbs. Helen’s not bothered though, and is happy that at least they have a roof over their heads. She has a â€Å"what you see is what you get† attitude towards life and lives by a day-to-day basis. Helen also uses a lot of sarcasm, for example, when Jo is complaining about the flat, Helen replies, â€Å"Everything in it is falling apart, it’s true, and we’ve no heating- but there’s a lovely view of the gasworks.† Helen is a single parent and there’s no mention of any relatives throughout the play. Single parent families were not accepted in the 1950s and if a couple wasn’t married, it was seen as â€Å"living in sin† and frowned upon. â€Å"A Taste Of Honey† is aimed at adults and older teenagers as there is a lot of crude and rude humour and bad language, reflecting their working class lives for example, Helen: â€Å"Take your bloody money and get out.† Peter: â€Å"Thank you.† Helen: â€Å"You dirty bastard.† Also, teenage pregnancies, race and sexuality were big issues in the fifties. Homosexuality was a criminal offence, even if the couple were of a consent age. Many homosexuals were locked up, and underage sex was strongly frowned upon, and abortions were very difficult to obtain. Women had to resort to back-street abortions, which were very dangerous and could be fatal, so that’s why there were a lot of teenage pregnancies. In the fifties, there were very few black people and they were given low paid jobs in the service industries and hospitals. These three issues are all part of the story. Jo has a teenage pregnancy, Jimmie is black, and Geof is homosexual. There were no equal opportunities, for example, men got paid more than women in exactly the same jobs. Housing conditions in Salford were poor. Most houses were small, cramped and dirty. Many rented bedsits or flats often shared amenities like bathrooms and toilets, and this is the case in â€Å"A Taste Of Honey†. â€Å"We share a bathroom with the community and this wallpaper’s contemporary. What more do you want?† In â€Å"A Taste Of Honey†, Jo doesn’t call her mother â€Å"mother†. She calls her Helen. This shows that she doesn’t have much respect for her mother and wishes to live her own life, and not to be ruled over by someone who is not a good mother figure. I think Jo is lonely, as she hasn’t settled down in a school yet so she hasn’t had the chance to make any friends. Helen also treats Jo as if she is just something that’s there. She refers to Jo as â€Å"she† and â€Å"her†. â€Å"Wouldn’t she get on your nerves?† Helen also drinks a lot, and even though Jo isn’t treated as a real person, she still wishes her mother would stop. â€Å"Drink, drink, drink, that’s all you’re fit for.† With Jo wanting Helen to stop drinking, I think this shows that Jo is scared, that if the drinking carries on and Helen gets ill or something happens to her, then Jo will be alone. Helen’s favourite past-times, which Jo disapproves of, are her drinking habits and sleeping around. Helen is not a good mother and she knows this herself, â€Å"Have I ever laid claim to being a proper mother?† Helen hardly knows her daughter. This is made obvious when Jo decides to have a bath in the morning because it’s dark outside, and Helen replies, â€Å"Are you afraid of the dark?† whereas in any normal family, the parent would know if their child was afraid of anything with living with them for fifteen years. Jo hates school. She has been moved from school to school and never settled in any of them, so she can’t be bothered with it, but she is very talented in drawing. When Helen finds some of Jo’s drawings, her only reply is, â€Å"I thought you weren’t good at anything.† Helen starts to encourage Jo by saying it’s very good, but then her sarcasm returns when she says, â€Å"I think I’ll hang this on the wall somewhere. Now, where will it be least noticeable?† When we meet Peter, he enters with a cigar in his mouth. He seems very â€Å"cocky† and seems the sort of person who doesn’t really care for other people, as he is self-centred. He keeps telling Jo to go away, and tells Helen to â€Å"get rid of her†, because he just wants Helen for sex. Jo doesn’t want to leave the two alone, and keeps interrupting because she is afraid that Peter will get the attention off Helen that Jo has always wanted. Also, Jo knows that Helen will abandon her and go off with new men she meets, as she has done it before. When Helen goes out the room and Jo is left alone with Peter, she starts to question him. Jo sees some photographs in Peter’s wallet and demands to know who they are of. â€Å"Can I see the other photos?† She then starts to ask why he’s marrying Helen and asks if he fancies her. â€Å"Do you fancy me?† I think she asks this because she knows that her mother is beautiful, and she gets lots of attention off men, so Jo wants to see if she could be just like her. Helen is somewhat an â€Å"idol† to Jo, because she always asks people if they think Helen is beautiful, and she wants to be just like her†¦ always getting attention from men. Jo, in a way, is jealous of Helen. I think Jo is fairly independent for her age, as she is certain about what she wants to do. She wants to leave school and start working as soon as she can. This shows that she acts older than she really is and is mature for her age. In scene 2, we are introduced to Jo’s boyfriend. In this part of the play, we know him as â€Å"Boy†, but later on we find out his name is Jimmie. He is a black sailor in the navy and he asks Jo to marry him. Boy is twenty-two, and Jo lies about her age and tells him she is eighteen. He questions her about what Helen will think about him because he’s a coloured boy. Boy: â€Å"She hasn’t seen me.† Jo: â€Å"And when she does?† Boy: â€Å"She’ll see a coloured boy.† I think Boy is worried about meeting Jo’s mother, as racial prejudice was a big issue in the fifties. Jo tells him, though, that her mother is not prejudice and will not mind, but at the end of the play when Helen finds out that the baby will be black, she starts to get mad. When she finds out, she says, â€Å"Oh don’t be silly Jo. You’ll be giving yourself nightmares.† She thinks Jo is pulling her leg but she is serious. When she finally realises that it is true, she doesn’t care what people will think of Jo, but what people will think of herself. â€Å"Can you see me wheeling a pram with a†¦ Oh my God, I’ll have to have a drink.† Boy has to go away for six months, and he reassures her he’ll be back. I think Jo ‘thinks’ she loves Boy, but doesn’t expect him to return, because when he says he is going, Jo says her â€Å"Heart’s broke†. Boy offers comfort by saying; â€Å"You can lie in bed at night and hear my ship passing down the old canal.† But when Boy starts to flirt with her in a naughty way, she says, â€Å"I may as well be naughty while I’ve got the chance. I’ll probably never see you again. I know it.† I don’t think that it’s true love between Jo and Boy, as Jo is young and every time they say they love each other, their replies to one another is always â€Å"how†, and â€Å"why.† Boy: â€Å"I love you.† Jo: â€Å"How do you know?† Whereas if they really did love each other, they wouldn’t ask for reasons why. Jo’s friend Geof, is very considerate and caring. We meet Geof in Act 2, Scene 1 after him and Jo have been to the fairground. Geof is a homosexual and he has been kicked out of his flat by the landlady because of this, so he’s been spending time at Jo’s. By this time, it is summer and Jo’s pregnancy is obvious. Helen has moved out after marrying Peter and left Jo alone. Geof comes into Jo’s flat after the fair and is about to go but Jo literally begs him to stay. â€Å"Geof, don’t go. Don’t go. Geof!† I think Jo is scared to be alone, that she doesn’t know what she would do alone with the birth getting nearer. Geof starts looking through Jo’s drawings and criticises them by saying he doesn’t like charcoal and that the drawings are exactly like Jo, with â€Å"no design, rhythm or purpose.† When Geof starts telling Jo that a lot of money will be needed for the baby, she tries to ignore the fact that she’s pregnant and tells Geof to â€Å"shut up†, but Geof isn’t saying this to worry her, but to get her prepared and face reality. He cares for her and because Helen doesn’t know about the pregnancy, Geof thinks she has a right to know that she’s going to be a grandmother but Jo objects. Jo’s relationship with Geof is a love similar to that of a brother and sister, as he is more into looking after her. I think Jo really cares for him too, as she begs him to stay over and she has a laugh with him as well as being flirty at the same time. Jo: â€Å"Do you like beer?† Geof: â€Å"Yes.† Jo: â€Å"Gin?† Geof: â€Å"Yes. Have you got some?† Jo: â€Å"No, but if I had, I’d give it all to you. I’d give everything I had to you.† When Jo and Geof go to bed, Geof questions Jo about Jimmie. Geof: â€Å"A black boy?† Jo: â€Å"From darkest Africa! A Prince.† She exaggerates as though it was a dream, or a fairytale. Just before they go to bed, Jo laughs and tells Geof, â€Å"You’re just like a big sister to me.† A few months later, Jo and Geof are getting ready for the arrival of the baby and Geof’s making a baby gown while Jo wanders about the room. It is not something that the audience would expect a man or brother to be doing. It would more likely be a sister. I think Jo is nervous because the birth is very near and she is restless. She is very excited when the baby kicks, and tells Geof. Jo always seems to flirt with Geof, playfully putting her arms around him, but when Geof is serious about him and Jo, she backs off. Geof: â€Å"Let me kiss you.† Jo: â€Å"Let go of me. Leave me alone.† I think this is where Jo becomes more mature and independent, as she knows what she wants. â€Å"I think I’ve had enough. I’m sick of love.† But then Jo realises that she can’t really cope, that the baby is perhaps more than she can handle and her hormones are getting the better of her. â€Å"I’ll bash its brains out. I’ll kill it. I don’t want this baby, Geof. I don’t want to be a mother.† She realises that she wants Jimmie back, she misses him so much, and she wants the real father to her baby. â€Å"Every Christmas Helen used to go off with some boyfriend or other and leave me all on my own in some sordid digs, but last Christmas I had him.† Geof thinks he is only welcome in Jo’s flat until she finds her next â€Å"Prince† and in my opinion, Geof is hurt. When Helen comes to see Jo with Peter, Peter is prejudiced against Geof and calls him a â€Å"fruit cake parcel.† He is drunk and wants to go to the pub with Helen, and so he starts making his own fun by calling the flat Jo lives in, and calling Jo a â€Å"slut.† Jo’s attitude towards Geof towards the end of the play changes for the better. From the way they both talk to each other you can see they have both grown up. Jo is more open to Geof about her relationship with Helen. â€Å"You know I used to try and hold my mothers hands but she always used to pull them away from me. She had so much love for everyone else but none for me.† When Jo says that, it actually makes the audience feel sorry for her, and disgusted with Helen, because Jo didn’t have a genuine mother figure. She also tells Geof about how Helen got pregnant with her. She tells him about how she was married to a Puritan, but wanted some fun so she had a â€Å"frolic in a hay loft† one afternoon with a â€Å"daft† man. This shows that she feels secure with Geof and more confident with him as she tells him everything that happened and wants him to feel sorry for her and to understand her because she didn’t have a good childhood. Jo starts to value Geof, as she realises he cares more than Helen. At the end of the play, Helen tries to hint that she wants Geof to leave so she can move back in. she thinks she could look after Jo better than Geof, even after the months she has missed. â€Å"There wouldn’t be much room for two of us on the couch, would there?† The only hint of love from Helen for Jo throughout the play is when Jo is having contractions and Helen strokes her hair, saying everything will be all right. This is the only time in the play when Helen is shown to be supportive of Jo. It shows Jo is independent and has matured, because when Helen doesn’t know how to use the stove, Jo tells her, whereas this time last year, it was the other way around. When Geof leaves, and Helen finds out about the baby being black, she says she’s going for a drink. This part reflects the beginning, when Helen abandons Jo at Christmas. Unfortunately just when Jo needs her mother the most, she leaves her yet again. When she’s out the door, Jo leans against the doorpost, remembering the good times with Geof and smiling to herself, as she recites a rhyme that Geof taught her. This shows that she is now dependant on herself, and knows she can cope by herself, because she was left alone the year before, and knows she can do it again. Jo’s â€Å"Taste Of Honey† was when she met Jimmie, but in my opinion, I think her â€Å"Taste Of Honey† was the time she spent with Geof, because he taught her a lot of things in life, and throughout the play you can see how she has matured, and adopted a more serious attitude towards life.