Twins and genetics Essay Example For Students

Twins and genetics Essay Behavioral genetics is a field of research that investigates the relative effects of heredity and environment on behavior and ability (Plomin, 1997). Two of the primary methods used by behavioral geneticists are the twin study method, first used by Galton (1975) in his studies of heredity, and the adoption method. In the twin study method, researchers studies identical twins (monozygotic twins) and fraternal twins (dizygotic twins) to determine how much they resemble each other on a variety of characteristics. Identical twins have exactly the same genes because a single sperm cell of the father fertilizers a single egg of the mother, forming a cell that then splits and forms two human beings-carbon copies. But fraternal twins are no more alike genetically than any two siblings born in the same parents. We will write a custom essay on Twins and genetics specifically for you for only $16.38 $13.9/page Order now In the case of fraternal twins, two separate sperm cells fertilize two separate eggs that happen to be released at the same time during ovulation. Twins, who are raised together, whether identical or fraternal, have similar environments. If identical twins raised together are found to be more alike than fraternal twins on a certain trait, then that trait is assumed to be more influenced by heredity. But if identical twins and fraternal twins from similar environments do not differ on a trait, then that trait is assumed to be influenced more by environment. In the adopting method, behavioral geneticists study children adopted shortly after birth. By comparing their abilities and personality traits to those o their adoptive family members with whom they live and those of their biological parents whom they may have met, researchers can disentangle the effect of heredity and environment (Plomin et al. , 1988). Adoptive research has assembled the Minnesota Twin Registry, which in 1998 included over 20,000 twin pairs (Bouchard, 1998). Probably the best way to assess the relative contributions of heredity and environment is to study identical twins that have been separated at birth and raised apart. Although it seems amazing, researchers have found that identical twins that are brought up in the same family are no more alike as adults that are identical twins who are reared apart. When separated twins are found to have strikingly similar traits, it is assumed that heredity has been a major contributor to those traits heredity, and the adoption method. One of the most extensive investigation of twins raised in separate homes is the Minnesota Study of Twins reared apart, which over the past 20 years has studied hundreds of twin pairs who were separated early in life (Bouchard, 1994; Finkel et al. , 1995). This study, like others of its kind, has consistently found such striking psychological and behavioral similarities between monozygotic twins that the important role of genes in personality development can no longer be denied. Typical is the case of Oskar Stohr and Jack Yufe, identical twins born of a Jewish father and Christian mother in Trinidad in the 1930s. Soon after their birth, Oskar was taken to Nazi Germany by his mother to be raised as a Catholic in a household consisting mostly of women. Jack was raised as a Jew by his father, spending his childhood in the Caribbean and some of his adolescence in Israel. On the face of it, it would be difficult to imagine two more disparate cultural backgrounds. And when the twins were reunited in middle age, they certainly had their differences. Oskar was married and a devoted union member; Jack was divorced and the owner of a store in southern California. But when the brothers met for the first time in Minnesota, Similarities started cropping up as soon as Oskar arrived at the airport. Both were wearing wire-rimmed glasses and mustaches, both sported two-pocket shirts with epaulet. They share idiosyncrasies galore: they like spicy foods and sweet liqueurs, are absentminded, have a habit of falling asleep in front of the television, think its funny to sneeze in a crowd of strangers, flush the toilet before using it, store rubber bands on their wrists, read magazines from back to front, dip buttered toast in their coffee. Oskar is domineering toward women and yells at his wife, which Jack did before he was separated. .uafaa19832f3dd8baf048c3bea4d50229 , .uafaa19832f3dd8baf048c3bea4d50229 .postImageUrl , .uafaa19832f3dd8baf048c3bea4d50229 .centered-text-area { min-height: 80px; position: relative; } .uafaa19832f3dd8baf048c3bea4d50229 , .uafaa19832f3dd8baf048c3bea4d50229:hover , .uafaa19832f3dd8baf048c3bea4d50229:visited , .uafaa19832f3dd8baf048c3bea4d50229:active { border:0!important; } .uafaa19832f3dd8baf048c3bea4d50229 .clearfix:after { content: ""; display: table; clear: both; } .uafaa19832f3dd8baf048c3bea4d50229 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uafaa19832f3dd8baf048c3bea4d50229:active , .uafaa19832f3dd8baf048c3bea4d50229:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uafaa19832f3dd8baf048c3bea4d50229 .centered-text-area { width: 100%; position: relative ; } .uafaa19832f3dd8baf048c3bea4d50229 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uafaa19832f3dd8baf048c3bea4d50229 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uafaa19832f3dd8baf048c3bea4d50229 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uafaa19832f3dd8baf048c3bea4d50229:hover .ctaButton { background-color: #34495E!important; } .uafaa19832f3dd8baf048c3bea4d50229 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uafaa19832f3dd8baf048c3bea4d50229 .uafaa19832f3dd8baf048c3bea4d50229-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uafaa19832f3dd8baf048c3bea4d50229:after { content: ""; display: block; clear: both; } READ: Frankenstein A model of English Romanticism Essay Holden, 1980 Their scores on several psychological tests were very .

Value Drivers Of The Pharmaceutical Industry Essays

Value Drivers Of The Pharmaceutical Industry Essays Value Drivers Of The Pharmaceutical Industry Essay Value Drivers Of The Pharmaceutical Industry Essay The size of the global pharmaceutical industry was estimated at US$362.8 billion (December 2000) with North America being the largest market (44%), followed by Europe (24%), Latin America (6%) and Asia, Africa and Australia having a combined share of 26%. With a size of Rs. 231 billion in FY2001, and growing at a compounded annual growth rate (CAGR) of around 17% per annum, the Indian pharmaceutical industry is one of the largest among developing countries. It contributes 8% in volume terms but only 1% in value terms to global pharmaceutical sales. The domestic companies meet about 90% of the countrys total bulk drugs requirement and almost the entire demand for formulations. There are over 20,000 players in the industry, with a large number of them involved in the production of unbranded products. The structure of the Indian pharmaceutical industry (as that of its global counterpart) is characterized by fragmentation, with over 20,000 players-a large number of which are in the small-scale sector, competing for market share. However, a trend of consolidation is visible at the top with the 5 players in the Indian pharmaceutical industry account for 22% of the retail formulations market. Evolution. The evolution of the Indian pharmaceutical industry can be explained in terms of six broad phases, as discussed here. Period up to 1947 The industry was almost non-existent in this period and despite the existent need, demand was limited due to low-income levels and lack of access to medicines. 1947-1970 In 1954, Government established Hindustan Antibiotics Limited (HAL), followed by Indian Drugs and Pharmaceuticals Limited (IDPL) in 1961. These companies emerged as major producers of critical drugs such as penicillin and other anti-infectives. The Government also provided incentives to multinational companies so that they were encouraged to set up manufacturing bases in India. 1970-1979 In 1970, two major policy initiatives were taken by the Indian Government to strengthen the domestic pharmaceutical industry. Drug Price Control Order (DPCO) was issued to control the prices of drugs and make them affordable to consumers and Indian Patent Act was enacted to provide legal recognition to process patents for pharmaceutical products. The Government also provided incentives to small-scale pharmaceutical units which led to the surfacing of many such units in the formulations segment, where technology was not the most important criteria. 1979-1995 Government made amendments to the DPCO in 1979 reducing the number of drugs under DPCO from 347 to 163. Moreover, higher margins were permitted on the production cost. Further, the export incentives and the advantage of low production costs combined to provide a substantial boost to exports (especially of bulk drugs). The DPCO was again amended in 1987, resulting in a reduction in the number of drugs under price control from 163 to 146. 1995-2001 Government reduced the number of drugs under DPCO further from 146 to 74. It also signed the General Agreement on Tariffs and Trade (GATT) and was expected to introduce the system of product patents (as opposed to process patents) and provide legal protection to Trade Related Intellectual Property Rights (TRIPS). The signing of the GATT induced a series of changes in the business strategy of the existing pharmaceutical companies. The focus of the companies shifted, and research emerged as the inevitable driver of long-term growth. A large number of companies underwent restructuring and quite a few mergers and acquisitions were witnessed; consolidation at all levels in the industry-brands, assets and acquisition of companies-took place. The move also augmented the interest of multinationals in India. During 2001, at the Ministerial Conference held at Doha (Oman), a declaration on Public Health was signed by the member countries of the World Trade Organisation (WTO the successor to GATT). This declaration clarifies that the TRIPS agreement would not prevent WTO members from taking measures to protect public health and provides them the right to determine what constitutes a national emergency or circumstances of extreme urgency. The WTO members would be allowed to determine the grounds on which such licences are granted and grant such compulsory licences. 2002 Pharmaceutical Policy 2002 was announced, wherein the number of drugs under price control has been reduced from 74 (under DPCO 95). Also, both the houses of Parliament have recently cleared the Patents Amendment Act, 2002. The main features of this Act are the extension of patent term to 20 years from the date of application, incorporation of a provision relating to right of import and changes in the provisions relating to compulsory licensing. High Cost Process with Long Time Lead The average length of time required to develop a drug is estimated at 12-15 years, increasing over the years, mainly because of the tightening of the regulations associated with drug approval in different countries. The rate of failure is relatively high. Typically, out of 10,000 compounds synthesised, only around 20 reach the animal testing stage. Of these 20, only around 10 reach clinical trials, and finally, just about one attains the approval of the drug regulatory authorities. Moreover, only around three out of every 10-drug products recover their RD costs. Therefore, companies have to rely on highly successful products to fund their RD activities. Clinical trials account for about half the total time involved in new drug discovery. This phase is of crucial importance and over 40% of the total cost is incurred in this phase. Growth pattern of the sector Growth in the pharmaceutical industry is linked to the introduction of new drugs and increase in prices, among other factors. It is characterized by relative immunity to economic cycles in the short to medium term. However, extreme situations like prolonged recession may affect the growth rate of the industry. The size of a pharmaceutical market increases as a result of various factors, the most prominent among which are discussed here. * Increase in prices: Demand is relatively price- insensitive implying that the market size increases along with an increase in prices. * Increase in volume: With the demographic profile changing following the increase in the number of people in the old age segment, the volume of sales of pharmaceutical products is also expected to increase. * New product introduction: A new product broadens the existing market in terms of its reach and drive growth in the following manner: o Drugs that serve unmet needs for a relatively small patient base. The selling expenses for these drugs are also lower as they are cheaper to launch than blockbusters. o Drugs that increase demand in existing markets o Drugs that create demand for products that did not exist earlier: A recent example of this is Pfizers Viagra. Declining Share of Multinationals Initially, Government policies for the pharmaceutical sector encouraged multinational companies to establish manufacturing bases in India, leading to the dominant control of the Indian pharmaceutical market by these MNCs (market share of over 80% ). With the introduction of the Indian Patents Act and the Drug Price Control Order in 1970, Indian players discovered new avenues of growth, and consequently, the share of the multinationals declined. The Patent Act, 1970, provided opportunity to Indian players by allowing reverse process engineering of known molecules (under and off patent). Thus, the multinationals felt discouraged to introduce their latest products in the Indian market even as the Indian companies increasingly took up the manufacturing of formulations. Cost structure. The three important cost heads for the Indian pharmaceutical industry are: material costs; marketing selling costs; and employee costs. This is in contrast to the cost structure of the global majors, for whom the key costs are: selling costs, general and administration costs; manufacturing costs; and RD expenses. The companies that are present The Indian pharmaceutical industry, estimated at Rs 231 billion, is the fourth largest in the world in terms of volumes. The industry has been growing at a CAGR of 17% over the last 5 years. The industry has around 20,000 players and is characterized by an increasing concentration at the top. It is this segment that we are analyzing in the project. Hence, Large Indian companies like Ranbaxy, DRL etc who are members of both the OPPI and the IDMA will form the basis of our study. There is also a large segment of unbranded drugs in the market. The introduction of regulatory norms by the Government of India favoring process patents coupled with the high import tariff and low prices of the domestic drugs has gone a long way in the development of the domestic industry against the multinationals operating in the country. Today, India is not only self sufficient in drugs and formulations, we also export to different countries in Europe and North America.

Book Review Essay Example | Topics and Well Written Essays - 750 words

Book Review - Essay Example This method is further reinforced by a huge number of diet books, television and internet advertisements. In contrast to people’s beliefs and expectations of diets, they fail to work. The factor of urgency is the main contributor to the failure of the diets. Many people who use these products meant for dieting want the results to occur immediately after use. Moreover, there are people who claim to be experts and have the latest diet products that can deal with the overweight problem. Initially, these products seem to work, and an individual may lose most of the weight in the shortest duration possible, but he or she gains the weight back and sometimes extra weight is added. According to Covert Bailey, this is the up and down cycle of gaining or losing weight. He goes on to refer to it as the girth control rhythm method. This paper will be a review of Covert Bailey’s The Ultimate Fit or Fat. Many health professionals are of the same opinion that muscular strength, muscul ar endurance, body composition or body weight, and the capacity of cardiorespiratory are the main element of an individual’s fitness. The view that body weight contributes to one being fit brings the belief that one cannot be fit, unless he or she has a body composition that is predefined. In spite of everything, if the components of fitness are a true measure of capacities of functioning, then weight cannot be presumed to be an element of being fit because body composition are not functional capacities measures. Nevertheless, Covert Bailey made the most of the fit or fat notion by illustrating that taking part in exercise helps in losing weight and becoming physically fit, and one can only be fit by losing the body weight or fats in the body (Bailey 26). The Fit or Fat book proposes an individual to have a target diet in which he or she aims for the core. The person should consume the foods outlined in the core most frequently, the foods on the outside of the circle less fre quently, and the foods located on the exterior not at all if possible. While referring to this schedule, it is clear that Covert Bailey is recommending for more consumption of skim milk, vegetables, fruits, whole grains, and water-packed tuna; and low consumption of foods that constitute a lot of sugars and fats (Bailey 37). This program guides a person on what to eat and what not to eat. In addition, he has stated four rules: eat foods with low sugar content, eat a diet that is balanced, eat low fat foods, and eat high fibre foods. Covert Bailey also talks about the advantages of taking part in aerobic exercises. According to him, people who are sedentary have a tendency of becoming fat because their bodies have insufficient intercellular metabolic enzymes responsible for converting fat into energy. These people’s bodies utilize sugars that are readily and easily available for work in predilection to fats that are stored. Fat people become fatter because their bodies utilize little stored energy for activities than sugars (Bailey 83). Additionally, the body can develop intercellular metabolic enzymes that have the ability to burn extra fat and keep a person in shape rather than the use of diets that are not usual. Additionally, exercises enable people to use fat in a ratio that is high in everyday activities than people who are sedentary. The exercises make a person have an appropriate body weight. Covert also argues

Entrepreneurship and Leadership Essay Example | Topics and Well Written Essays - 750 words

Entrepreneurship and Leadership - Essay Example I know that as a venture capitalist, you are not at all bothered with what I am going to present here. I know that because I am aware that even the most impractical ideas get the nod and the most amazing and lucrative ones don’t. I am selling myself here. It’s all about entrepreneurship. It’s about leadership. I know that all that matters to you is the numbers. I also know that you wouldn’t be handing over your money to a freak that would go and blow it all away on his crazy dream of creating another Facebook. So what is it that I have and others don’t? The answer is simple: I know how to execute. Yes, execution is what I possess. Many great ideas fail in their startup phase not because they didn’t have potential or all of a sudden weren’t profitable enough. They fail because they were executed improperly. They were leading in a completely different direction. I can assure you that what I’ll present here is what will happen in t he real world – that is if the economic conditions hold (CFA Institute). The truth is that there is no other Facebook. The times have changed. Social networking is a thing of the past. However, like every era this era, too, functions on the same ideology which is â€Å"to make disaster an opportunity.† As the world gears up for its next challenge, entrepreneurs and investors gear up to fill their pockets and that is what I am offering you. I am offering you to invest in the future. My idea is simple. I have in my possession the design of a machine that creates medicines for you. The idea is simple. This machine works just like an ATM. You take your blood sample to it. Your blood has your DNA and it analyzes what kind of chemical reaction the medicine should go through to be specifically modified for you. Sounds unreal? It sounded to me too, but believe me such a machine can be made. Look at the opportunity you have here. Can you even think of the possibilities I am ope ning you up to? I am effectively eliminating the manufacturing of medicines here. All you need is a formula that can be entered into this machine and it will create the medicine and modify it for the user. This means that a kid in India won’t have to die because s/he didn’t have the funds for buying medicine. That’s the other side. Medicine becomes cheaper. This might be an aspect for some investors you venture capitalists have to answer too. So let’s get to the real thing now – numbers. The cost of building this machine is going to be around $2.4 million. The cost is high because it’s just a prototype. When the prototype is approved by the medical bodies, we can begin mass production that will distribute the massive fixed costs of $2 million that we are incurring over thousands of machines. This cost includes the cost of the biotechnicians and doctors I will be using; it also includes the cost of the materials that will be used in making th is machine. The global biotech industry brings in revenues of up to $250 billion each year. When we build our machine, we predict to capture at least 3.7% of the market share in the initial 3 years. We will build 1,800 machines at a cost of $400,000 a machine. This brings the cost of machines to about 720 million dollars. The cost of buying and creating formulas for medicines is approximately $2.4 billion. If you

Applied Experience Paper Term Example | Topics and Well Written Essays - 1000 words

Applied Experience - Term Paper Example They also discover various aspects of people feeling certain response on a particular issue (Brittany, 2010). The learning from different aspects of psychology has had a deep impact on my life. Due to my education in this field, I have developed a better understanding of people and scenarios at every stage of life. To explore the different dimensions of the psychology and their application in the real life, I have participated in group psychotherapy of the adolescents, who had been displaying aggressive attitude in their everyday life. Since group therapy is about making people understand that they are not the only one who is suffering from the same circumstances, there are other people as well who are also going through same circumstances (DRB Alternatives. Inc, 2010). Group therapy is successful because the members of the groups share personal issues that they are facing (Weinberg, 2000). In a group therapy, people interact with individuals who are in either a state of emotion, or ahead, or those people who have recovered from their problem. Through this, the members of the group become a source of support and strength for each other. Moreover, because of their common experience, the participants understand each other’s situation, and therefore, they can develop a better relationship with each other. Psychotherapy In the setting that I experienced, there were altogether six adolescents and the therapist. The issue that they had on hand to deal with was increased aggression in their personalities. All these children had complained that against their own will, with the passage of time, they were developing an aggressive personality. Once the participants started discussing their family backgrounds, their life experiences and the relationship of their parents with each other, I discovered that most of the participants had previously experienced aggression in their lives to some extent. If they had not experienced it, then they had a broken family and/or w ere brought up by a single parent. While I was sitting in the setting and was listening to the experiences of the adolescents, the concept that was running in my mind was Bandura’s Experiments (Myers, 2008). In these experiments, the researcher has proved that children have exceptionally high level of observation starting from their birth. Therefore, their learning through observation is very strong. Thus, they imitate everything they see, if not immediately then possibly at some other time, but they do imitate the observed behaviour. From the explanation of the adolescents during the therapy, it was evident that out of six, four of them had someone in the family that was very aggressive, because of which they also developed a habit that keeps getting stronger by the day. The interesting part that I found about these participants is that almost every child has at least one of the parents who are aggressive in front of the children. At this point, the other theory that I have observed in my daily life is that children usually idealize their parents and tend to copy them in most of the situations where they can. They tend to do whatever their parents do in front of them, either in person or in similar settings. However, the rest of the two adolescents who were complaining about the aggression had not witnessed aggressive attitude by their parents. They were the brought up

Possibility Thinking Research

Possibility Thinking Research Introduction Most people accept that early years education should aim to develop childrens creativity but this raises a number of questions; namely what is creativity? How does it relate to imagination, self expression and intelligence? What ways can creativity be taught and assessed and why is it valuable? Fostering childrens creativity involves more than the creative corner in the classroom it involves recognising their creative engagement manifested by young learners. According to Wilson (20.10.05) It is important that we foster creativity at an early stage so that children are more prepared to lead an active role in their own learning, develop better self-esteem and are more willing to take chances. Possibility thinking is at the heart of all creativity in young children. (Craft 2002) Possibilities are generated by children in all areas of learning e.g. play, music and scientific enquiry. It allows children to explore imaginative ways to produce a variety of outcomes e.g. is a banana a fruit or is it a telephone? The possibilities to develop childrens creative thinking are endless. Possibility thinking has been acknowledged in some educational literature on creativity but it has not been fully accepted by some educationalists (Craft 2001). Jeffrey (2005) believes it is at the core to creative learning and represents the being imaginative part of the current policy framework for creativity in England. Craft and Jeffrey (2004) believe that possibility thinking involves enabling children to find and refine problems as well as solve them. The aim of this research is to investigate whether possibility thinking is at the heart of creativity in young children. I hypothesise that: Possibility thinking is at the heart of creativity in young children Creativity and imagination allows young children to learn and develop Possibility thinking will only take place if adults give children time and space The resources, environment and available tasks affect the possibilities for creative thinking Literature Review Creativity has been described as a voyage of discovery (Craft 2008). When it comes to creativity in schools the second half of the 20th century can be first seen as a drought following the introduction of the National Curriculum in 1989 which rejected children centred curriculum practices. After 1999 there were numerous opportunities for creativity in terms of curriculum and learning due to a shift in values in educational provision and the landscape of the classroom. During the end of the 20th and the start of the 21st century creativity has become significant in education due to the advice of the National Advisory Committee on creative and culture education (NACCCE 1999) led by Sir Ken Robinson and researchers such as Woods and Craft (1997) and Harland et al (1998). The key findings from their work was that creative learning involves children experiencing innovation in the classroom, control over activities, together with a sense of ownership in their learning. These features are characteristic of creative teaching (Jeffery and Woods 2003). The NACCCE saw creativity as imaginative activity, fashioned so as to produce outcomes that are original and of value (NACCCE 1999 pg 29). The approach together with linking creativity with culture saw a shift away from the view that creativity was only attainable by the gifted and a view of learning as empowerment in and beyond the classroom (Jeffrey and Craft 2001, Sefton-Green 2008). From 2002 the establishment of creative partnerships has promoted creative learning. The most recent curriculum polices of creativity within the early years are the Early Years Foundation Stage (DFES 2007, DCSF 2008) which continues to emphasize the significance of creativity. It encourages student engagement and offers teachers a means of personalised learning (Hargreaves 2008). The message seems to be creativity is for everyone everywhere! However there are problems as to how creativity is documented, assessed and how progression is supported (Rose 2008). Learning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention contributing to a childs development (Bernadette Duffy 2006). Music, dance, and drama enable children to express their feelings. Creativity and imagination in the light of Every Child matters, Sure Start and the Foundation Stage curriculum enables young children to learn and develop whilst expressing their feelings, thoughts and responses. Anna Craft (2000) introduced and developed the notion of possibility thinking as core to little c creativity. Possibility thinking is means by which intelligence, self-creation, self-expression and know-how are bought together and expressed, It finds a way around a problem by posing questions and finding a problem through identifying a question or topic to be investigated. Fostering young childrens possibility thinking involves moving their thinking on from what does this do? to what can i do with this? It involves a move from the convergent to more divergent thinking. The paper Pedagogy and Possibility Thinking in the Early Years (Cremin, Burnard and Craft May 2006) sought to identify what characterises possibility thinking expanded on young childrens learning experiences and how teachers pedagogical practices fosters this critical aspect of creativity. Possibility thinking is central to creative learning and at the heart of all creative engagement. A 12 month study carried out in a primary school by University researchers showed that teachers use the practice of standing back whilst giving pupils time and space so as to foster possibility thinking. Studies undertaken by the team (Craft 2001, Burnard et al 2006, Chappel 2006, Cremin et al 2006) suggest that the concept of Possibility thinking has creative engagement across all contexts. Possibility thinking implies attention to impact of ideas and nurtures trusteeship (Claxton 2008). The Curriculum Guidance for the foundation stage emphasizes that creativity begins with curiosity and involves children in exploration and experimentation. They draw upon their imagination and originality. They make decisions, take risks and play with ideas. If they are to be truly creative, children need the freedom to develop and the support of adults (DFES 2000:118). The work of researchers such as Craft (2002), Csikszentmhalyi (1997), Fisher (1990) and Lipman (1988) has demonstrated the value of creativity in learning in the early years. In the foundation stage curriculum document creativity is presented as a subject and promoted in areas such as dance, music and stories. However they argue young childrens learning is not compartmentalised (DFES:45). Thus subjects such as mathematics should provide opportunities for creative thinking as teachers need to recognise the importance of creativity throughout the whole curriculum so as to develop childrens creative thinking and extend t heir learning whenever possible. (Worthington and Carruthers 2005) Given the pace of change in the 21st century education needs to be creative whilst enhancing the creativity of both young children and the adults who work with them (Facer 2007). Methodology The researcher chose to use a combination of both secondary source materials alongside primary sources. The already published literature provided her with a solid base on which she was able to begin to base the investigation as well as providing the researcher with possible areas to explore and correlations to look out for when carrying out her research. The primary sources enabled her to support the research that already existed and helped to draw balanced conclusions when it came to answering the research question. This made her investigation current and valid but will also aid the researchers future practice. Research in education is a disciplined attempt to address questions or solve problems through the collection and analysis of primary data for the purpose of description, explanation, generalisation and prediction (Anderson et al, 1998). There are many types of research but they all share the following basic characteristics; They are all, or aim to be planned, cautious, systematic and reliable ways of finding out or deepening understanding (Blaxter et al, 2001, p.5). The researcher used a variety of primary methods: Unstructured interviews Unstructured interviews are a qualitative method of research that provides informal, open ended flowing conversations. The advantage of this method, when discussing a subjective area such as creativity is that it provides in depth information. Interviews provide valid and useful information which will enrich her research and by gathering opinions on possibility of thinking she will gain insight into the benefits and motivation it provides to young children. Participant Observations The researcher will carry out overt observations in a variety of settings namely a primary school, a playgroup and a residential home. She will use overt observations whereby adults, and children are aware of her presence so as to avoid ethical issues. The researcher chose participant observations so that as a trusted adult she could join in with the creative activities and thus fully understand what was happening in each individual setting. The researcher was also keen to observe how an adult intervention and presence affected the childrens creative process. Ethics considered There are research concerns specific to children and young people set out in the British Educational Research Association (BERA) ethical guidelines. Primarily, these are focused upon the informed and valid consent of participants, and ways of assuring that this is attained (Lindsay, 2000). It was ensured that the BERA ethical guidelines were followed. This included, informing the primary school teacher, playgroup leader and childminder what the research entailed and what would be expected of the children included in the sample. In line with ethical issues it was stressed that the data would remain anonymous. Empirical chapter 1: Observations Introduction Observations are an interpretivist approach. Interpretivism emphasizes that people have consciousness involving personal beliefs, values and interpretations and these influence the way people out. They do not simply respond to forces outside of them. (K.Browne 2006) The researcher aims to interpret the values and feelings of both individuals and the group. The information will be in-depth and on a micro scale. Aims Participant observations aim to develop an understanding from the view point of the subjects of the research without allowing the researchers own values and prejudices to distort the observation. Children pose questions and find solutions to stimulate creative thinking. If young children are prepared to take risks they are more creative. Methodology Participant Observation The first task of any research is to gather information. The researcher will be doing this by carrying out observations so that explanations and correlations can be made. The information generated will provide her with opinions about the extent to which possibility thinking is at the heart of creativity in young children. She will carry out three observations the first at a primary school in Stafford where she will observe a year one numeracy lesson. The second at a playgroup in Wolverhampton and finally the third at the residential home of a childminder in Northampton. The observations will be overt and participant. The researcher will be honest with the children and adults so they understand what she is doing. All observations will take place in a non-threatening, safe atmosphere. At both the playgroup and childminders home the children will be either playing or involved in creative activities. At school the year one pupils will be involved in a numeracy lesson. The researcher will use an observation sheet to record information and write the observations up at a later date. She has chosen participant observation as the researcher joins the group being studied and can therefore see things through their eyes. Observation 1 Participants Barnfield Primary school Stafford year one class 25 pupils 14 girls 11 boys Materials Numeracy lesson plan on shape Procedures Firstly she wrote to the head to ask permission to carry out the observation and then visited the school on Monday 14th December 2009 for a pre-visit to discuss the observation with the class teacher. She carried out the observation on Tuesday 12th January 2010. Analysis The data will be written up on the observation sheet and analysed at a later date. Observation 2 Participants Portobello Community Centre pre-school playgroup 8 children 5 boys 3 girls Materials Cut out reindeers, card Construction toys Observation sheet Procedures Firstly she contacted the play leader by telephone to discuss the observations. She carried out the observations on the 7th December 2009 and the 18th January 2010. Analysis The data will be written up on the observation sheet and analysed at a later date. Observation 3 Particpants Registered childminders home in Northampton. At present she looks after boys aged seven and five and a girl aged three. Materials Toys e.g doll house, brio and magnetix Musical instruments e.g drums and shakers Observation sheet Procedures The child minder is a family friend so the researcher made contact by phone. The researcher then visited on Monday 21st December 2009 to carry out the observation. Analysis The data will be written up on the observation sheet and analysed at a later date. Results from observations The researcher chose to observe young children in a variety of settings. The children at school were involved in a directed task namely a numeracy lesson about shape. The children at playgroup and at the childminders home were either playing or involved in semi-structured activities which gave scope for creativity and allowed for personal expression, unlike the numeracy lesson the play, art and music tasks excluded the notation for right and wrong. The children in all 3 settings produced a variety of results and their scope for creativity was dependent upon The environment The activity The resources available The level of adult support and intervention Discussion of Playgroup Observation 1 The observations at the playgroup showed three aspects of the process using the Possibility Thinking framework namely: Posing questions Play Immersion and making connections They also included three aspects of process outcome: Being imaginative Innovation Risk taking There was little evidence of development or innovation but this was probably due to the fact that the children were aged between two to four. The first observation on 7th December 2009 showed the youngsters involved in a Christmas workshop making cards and 3D reindeers. The children were excited and constantly posing questions about what colours and materials to use. The children were immersed in the activity and the outcomes were imaginative and showed they were happy to take risks. The youngsters were confident and supported by numerous adults thus the level of adult supervision was high. Discussion of Playgroup Observation 2 The second observation took place at the playgroup on January 18th 2010. The youngsters were allowed to play in the sand and water, home corner and with construction toys such as bricks and Lego. The boys were more interested in the construction toys, whilst the girls predominately played in the home corner. All children were immersed in play and asked questions. They were imaginative and took risks; however there was little evidence of innovation or development. The level of adult supervision was quite high however the intervention by the adults was low. Discussion of Childminders Observation The researcher visited a childminders home on Friday 18th December 2009 when she was looking after three children. The youngsters played with construction toys, jigsaws, dolls house, and my little ponies. They then played with musical instruments such as a drum set and maracas. The children were thrilled to make music. The three children constantly chatted to each other. They played together and on their own. The boys were immersed in creating a brio track and Lego models whereas the girl immersed herself in the imaginary world of my little pony. All three children were imaginative and creative especially when the musical instruments appeared. They discovered different sounds and ways of making music and formed a mini band. Discussion of Numeracy Lesson observation (year one on shape) The researcher expected the lesson to have limited opportunities for creativity due to space and structure constraints. She views numeracy as a factual, uncreative lesson which focuses on the understanding of set rules. However the researcher was surprised that the pupils ideas were welcomed and they could pose questions. The children could not really produce original work as there were right and wrong answers although they did explore different methods to get there so were given some ownership for their own learning. There was also some scope for development and innovation in their work. Conclusion of observations The aim of participant observations is to develop an understanding from the point of view of subjects without prejudice. The researcher achieved this by observing youngsters and their adult supervisors in a variety of settings whilst becoming a full trusted member of the group. All the children posed questions so as to find solutions to stimulate creative thinking. The youngsters at both the playgroup and childminders home had more opportunities to take risks than those in the classroom so had more chance to be creative. Empirical Chapter 2: Unstructured Interviews Introduction An unstructured interview is like a guided conversation. The interviewer has the topic to cover but questions are open-ended. The researcher seeks to put the respondent at ease, in a relaxed informal situation and hopefully the questions will trigger further discussion. The interviewer aims to obtain further depth than is possible in a structured interview. Unstructured interviews are from an interpretivist approach and provide qualitative data as they are concerned with peoples feelings and views. Aims Unstructured interviews provide rich, detailed information where by the respondents can express their feelings about the issue of creativity and possibility thinking. Certain tasks such as art, music, drama and dance are more suitable to creative thinking. The learning environment and teaching strategies need to provide scope for imagination if children are to produce a variety of outcomes and thus accommodate creative learning. Methodology Unstructured interviews The researcher will interview three adults and conduct the interviews like a discussion with open-ended questions. She will be careful not to influence the replies so as to avoid interviewer bias. She will write down the replies on an interview sheet but try not to disrupt the flow of the interviews. The replies will hopefully produce rich, qualitative information and comparisons between interviews can be drawn. The use of interviews, stimulate reflection and critical conversations about possibility thinking as a form of engagement and strategy of creativity and the creative thinking process. The probing questions will allow the adults to focus on what they consider to be significant in the creative learning experiences. Interview 1 Particpants Barnfield Primary School Stafford Year one class teacher. Materials Procedures The researcher wrote to head to ask permission to interview a class teacher. The researcher visited the school to meet the teacher on Monday 14th December. The researcher carried out the interview on Tuesday 12th January 2010. Analysis The researcher will write the interview up on the interview sheet and compare the three interviews. Interview 2 Particpants Portobello Community Centre playleader Materials Procedures The researcher contacted the play leader by telephone to discuss the interview. The researcher then carried out the interview on January 18th 2010. Analysis The researcher will write the interview up on the interview sheet and compare the three interviews. Interview 3 Particpants Registered childminder who is also a qualified teacher. Materials Procedures The researcher contacted the childminder by phone to discuss the interview. The interview was carried out on Monday 21st December 2009. Analysis The researcher will write the interview up on the interview sheet and compare the three interviews. Results from Interviews The researcher chose to interview the three adults who were involved in her observations. The questions had a focus related to creativity and possibility thinking but were open ended so allowed for development. All adults were interviewed in a quiet environment where they felt at ease. The three adults all said they used similar strategies to encourage creativity namely standing back and providing a safe environment, with multiple resources that encouraged creative thinking. Two out of three adults were unsure that possibility thinking was central to creative learning but thought strategies such as posing questions and giving children time and space does develop the notation of possibility thinking. All three adults thought the environment was important for creative learning and believed a safe, challenging experience helps to provide opportunities for imaginative experiences. All three adults felt some tasks were more suited to creative thinking such as dance, music and play however the class teacher thought subjects such as maths and science should provide opportunities for creative thinking. Discussion of Interviews with year one teacher, play leader and registered childminder All three adults interviewed discussed different strategies they used to encourage children to be creative that included giving youngsters time and space and providing a variety of resources which allowed children to explore activities in imaginative ways. The children were allowed to pose questions and take risks. They felt the environment and the tasks offered were crucial to creative thinking however only the class teacher thought possibility thinking was central to creative learning. They all thought that creativity begins with curiosity and is developed if children are given the opportunity to explore and experiment with different resources and ideas. Conclusion of interviews The aim of unstructured interviews was to provide rich identical information whereby respondents could express their feelings about creativity and possibility thinking. All three interviewees gave the researcher detailed insight into the adults views about the research issue. All three interviews felt certain tasks such as art and music were more suitable to creative thinking. They gave a detailed account of how the learning environment and strategies such as giving children time and space provide opportunities for imagination and creative learning. Conclusion NACCCE (1999) argued creativity is imaginative actively fashioned so as to produce outcomes that are both original and of value. According to Craft possibility thinking is at the heart of creativity in education. This idea has implications as the engagement of learners according to Jeffrey (2005) leads to engagement with problems. Fostering childrens possibility thinking can be seen as building their resilience and confidence and referencing their capabilities as confident explorers, meaning makers and decision makers. (Craft 2005). Possibility thinking involves problem finding and solving. Creative teaching may foster learner creativity providing there are co-participative partnerships between teachers and learners, in which they explore issues, pose questions, identify problems and reflect upon their thinking and learning. The key factor being that the control has to be handed back to the learner (Craft and Jeffery 2003). In seeking to unravel the issues of what constitutes possibility thinking in the learning experiences of young children and how teachers, play leaders and childminders foster possibility thinking as an aspect of creativity, the researcher carried out observations and interviews. She used probing questions and encouraged the adults to engage in in-depth reflective practice. Following close observations in each context using the possibility thinking documentation framework and further interviews with the adults in charge, core areas of possibility thinking in childrens learning were identified. They included the three aspects of process i.e posing questions, play immersion and inversion. They also included the three aspects of process outcome i.e being imaginative, innovation and risk taking. The observations were written up in the light of the three-fold-structure. Many of the youngsters were involved in risk taking and were immersed in an activity. On the outcomes there was little evidence of development and the question of taking intentional action was problematic as many of the children were too young. In terms of process outcome the notation of innovation was also difficult as what might be normal for one child in one particular environment may not be normal for another. The separation of process and outcome is not easy during the early years as young children often take risks to move their thinking forward but this may not be an outcome. The integration between creative teaching and learning also seemed to foster possibility thinking. If young children feel safe they gain confidence as with the children in all three observational settings. The three interviews highlighted the fact that they all tried to foster creativity in their youngsters by providing a stimulating learning environment which allowed the children to pose questions and explore a variety of outcomes in an imaginative way. The adults tried to stand back but felt some tasks were more suited to creative thinking than others. The aim of the research was to investigate whether possibility thinking is at the heart of creativity in young children. Researchers such as Professor Anna Craft believe it is so as does one out of three of the adults interviewed. Many researchers such as Craft, Jeffrey, Burnard and Chappel all feel creativity and imagination allow young children to learn and develop. If children are to be creative, adults need to give them freedom to develop. Cremin, Burnard and Craft (2006) found that in a twelve month study carried out in schools; that teachers needed to stand back and give children time and space to foster possibility thinking. The observations and interviews carried out by the researcher reinforced this. The final hypothesis was that the resources, environment and tasks affect the possibilities for creative thinking. The observations and interviews with adults confirmed this. Deciding whether the motivation of pupils based on the creative setting was difficult to determine as she only carried out observations in three settings and only interviewed three adults, thus her findings were limited. Possibility thinking does appear to influence creativity but the sample was small and the decisions the researcher made were subjective and not based upon objective scientific testing. Bibliography Blaxter,L. (2001). How To Research. Second edition. England. Open University press. Browne,K. (2006). Introducing Sociology for AS level. Second edition. Cambridge. Polity Press. British Educational Research Association (BERA). [Online]. (http://www.bera.ac.uk/blog/2010/03/04/exploration-and-analysis-on-creativity-and-innovation-in-initial-vocational-education-and-training/). (Accessed 10.12.2009) Britzman, D. (1986) Cultural myths in the making of a teacher: biography and social structurein teacher education. Harvard Educational Review, 56(4), pp. 442-446. Burnard, P., Craft, A. and Grainger, T. (2006), Possibility Thinking, International Journal of Early Years Education. Volume 14. No. 3, October 2006 pp 243-262 Chappell, K. (2006). Creativity within late primary age dance education: Unlocking expert specialist dance teachers conceptions and approaches. [Online].(Available from http://kn.open.ac.uk/public/document.cfm?documentid=8627). London. (Accessed 21.01.2010) Claxton, G. (2008). Creativity, Wisdom and Trusteeship. Thousand Oaks, CA., Corwin Press. Craft, A. (1997).Can You Teach Creativity? Nottingham. Routeledge. Craft, A. (1999) Creative development in the early years: some implications of policy for practice.[Online]. (http://www.informaworld.com/smpp/content~content=a739635700db=all). The Curriculum Journal. Volume 10(Issue 1). (Accessed 002.01.2010). Craft, A. (2000), Creativity Across the Primary Curriculum. London. Routledge Craft, A. (2001) Little c Creativity. In A. Craft, B. Jeffrey and M. Leibling Creativity in Education. London.Continuum. Craft, A. (2002).Creativity and Early Years Education. London. Continuum Books Craft, A. (2005) Creativity in schools: tensions and dilemmas. Abingdon.Routledge. Craft ,A. (2008). Creativity in the school.[Online].(http://www.beyondcurrenthorizons.org.uk/wp-content/uploads/ch3_final_craft_creativityinschool_20081218.pdf). Exeter. Open University. (Accessed 02.01.2010) Craft, A. Creativity and Possibillity in the Early Years.[Online] (http://www.tactyc.org.uk/pdfs/Reflection_craft.pdf). (Accessed 02.12.2009) Craft, A. Cremin, T., Burnard, P.(2006) Pedagogy and possibility thinking in the early years.[Online]. (http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B7XN8-4M2WTP9-1_user=10_coverDate=11%2F30%2F2006_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1255424291_rerunOrigin=google_acct=C000050221_version=1_urlVersion=0_userid=10md5=0241bbe9052a7b6bb3b1e704447d2c06). International Journal of Thinking Skills and Creati

Homeless Essay -- essays research papers

â€Å"The weather seems to be getting a bit chillier around here lately† Charlie Houser proclaims. â€Å" Living homeless is not so bad as long as you understand that you are homeless and make it your every day life.† implies Charlie. Charlie is a man that goes around thinking of things to do from day to day. On Vine Street in Coryville, a thin, short, black man stands between two buildings fighting off another Cincinnati winter. He is unshaven with a scraggly beard. His skin is rugged looking and tough. His outfit consists of a tannish-brown jacket, which clashes with his turquoise pants that are short in length. Charlie wears a pair of black, puppy dog chewed up shoes. It is winter and he is shuffling back and fourth to keep warm. His steps are as timid as that of a mouse trying to sneak something to eat. The aroma of his alcoholic breath pollutes the frosty breath coming from his lips. Along with his breath, his eyes are glazed over, watery, and red. It is clear he has had been drinking. His hygiene is deteriorated to the point of him smelling like a dirty pair of socks, which had not been washed for quite some time. The teeth he had left are bright yellow and caked with plaque. His mouth is a nightmare for a dentist. It is a disturbing sight to see, but many passes by take no notice o f him. Charlie says, â€Å" I tried to find employment, but was unable to afford a haircut and employers would not even talk to me because of my looks.† Charlie lives his days by just getting through e...

Sci 275 Week 8 Assignment Energy Resource Plan

Water Resource Plan Written by EMMANUEL MCCLAIN Axia University of Phoenix SCI 275 Instructor TED BREWSTER Eutrophication is the depletion of oxygen in an aquatic ecosystem. Eutrophication occurs when a body of water enriched with excess nutrients, nitrogen and phosphorus from dead plant material and waste. Nitrogen pollution largely derived from agricultural fertilizers and emissions from the combustion of fossil fuels. Phosphorus pollution comes from wastewater treatment and detergents. These elements and compounds make their way to coastal areas through the drainage networks of rivers and streams. This nutrient and phosphorus mix results in increased algae growth that makes water cloudy and unhealthy. There are two ways for eutrophication to occur; the first is artificial eutrophication through the release of sewage, fertilizers and grey water into natural waterways. The second occurs is naturally occurring over lakes and tributaries that flood and pick up dead vegetation, cattle manure and fertilizer. This can lead to loss of biodiversity, global warming, and pollution of drinking water, fish kills, acid rain, and ozone depletion. However, the main culprit behind human caused eutrophication is the phosphorus released from sewage, septic systems and fertilizers. This point source pollution enriches the water and causes a buildup of algae and cyanobacteria in the ecosystem. The process of photosynthesis then starts as the begin feeding on the nitrogen and phosphorus enriched environment leading to murky and hard to see through water this is a sign of eutrophication. My sustainability plan is to educate others on the causes of eutrophication and the effects it has on ecosystems. Increasing awareness will allow many to pinpoint possible sources and causes of eutrophication in their local ecosystems. My first step is to educate myself on the causes and effects of eutrophication. I will research the internet as well as peers reviewed articles. I will then develop an educational tool such as a PowerPoint Presentation to highlight how humans through artificial eutrophication add to the already naturally occurring process. I will include how eutrophication affects humans, animals, fish and plant life. I will then schedule a meeting with the community board members and invite local residents to discuss eutrophication. 1) I will spend the first three months studying and learning about the cause and effects of eutrophication on ecosystems. 2) I will use the library to research the topic to find peer reviewed articles. Using the internet to research magazine, newspaper articles, and DOH and EPA websites, I will gather information regarding how phosphorous and nitrogen get into ecosystems what it involves and how to stop them from forming. ) I will spend several weeks creating a PowerPoint presentation that explains what eutrophication is how it develops, what cause it, and how to prevent it. 4) In the final month, I will schedule the time and day of the presentation. 5) I will invite the community and homeowners. I will first spend time at home gathering the necessary information and research. I will then incorporate this data together to create a cohesive story involving eutrophicati on. I will then place all this into speaker notes and find scenes for use as pictures in the presentation. In order to schedule a meeting with the Homeowners Association I will first create time to introduce myself to the homeowner’s committee. I will use several friends and associates to make introduction easier. I will then request permission to present information to the committee at the next available meeting. After scheduling the meeting, I will proceed to invite fellow businesses and homeowners to attend. The research will require anywhere from 1-3 months to finish while the PowerPoint presentation will take anywhere from 1-3 weeks. Scheduling time with the homeowners association will be at the next scheduled meeting. Overall, it will be an ongoing process but should take no more than 5 months to complete altogether. The problems that may occur are that point source pollution is not the only cause of eutrophication. There can be several causes of eutrophication including nonpoint source pollution such as urban runoff. There are areas that have limited supplies of drinking water and count on areas infiltrated by eutrophication. The local vegetation that live and thrive in this infected ecosystems are choked and killed off. The dead vegetation allows many different species of algae to thrive and form. While the lack of oxygen created from the photosynthesis kills many species of fish. There is an upside to this plan the excess phosphorous taken from these areas can be placed into landfills. There is a shortage of phosphorus on land and this would help revitalize many fields. There are several limitations to the plan the plan would need the community as a whole to effectively combat eutrophication. This would require not only the cooperation of the local Home Owners Association but every local business in the community. Eutrophication also increases with the rising demand of meats and fossil fuels. Developed nations and developing nations alike will see a rise in eutrophication. The problem overall would be resources funding an operation to clean up local waterways and make local industry and sewage systems compliable can cost millions of dollars easily many cities and states are cash strapped and tightening their budgets. References Eisberg, N. (2009, August 10). Getting to the clean point of use. Chemistry & Industry , 11. retrieved from Pheonix University online library website Powersearch . Welch, M. A. (2009). Lake Clean up Plan Panned. Winnepeg Free Press , B. 2. retrieved from Pheonix University online library website Powersearch . Writers, S. (2009). Nutrient Pollution Chokes Marine And Freshwater Ecosystems. Space Daily . retrieved from Pheonix University online library website Powersearch .

Linsey Belford U5E Essay Example

Linsey Belford U5E Essay Example Linsey Belford U5E Essay Linsey Belford U5E Essay Friar Lawrence is often seen as a character who tragically meddles with events he cannot control. What is your opinion of Friar Lawrence in the play Romeo and Juliet? What do you consider are the most important aspects of his role in the play? You should consider how Shakespeare guides the audiences response to the Friars character within a dramatic performance.The audience knows in Romeo and Juliet that from the moment the play starts there will be tragic events that lead to many different consequences. Decisions are made by by-standers that affect others lives and things go wrong. This could be seen as meddling but it is not always the case. Friar Lawrence does make decisions regarding some of the other characters lives and he cannot control these so they end in one major tragedy.In the play Romeo and Juliet, Friar Lawrence is seen as a meddler between the two star-crossed lovers lives. This means that fate is already against them given the fact that there is a historical conflict between their families. He plays an active part in the most crucial moments of the play where life-changing decisions must be made. At first, the Friar does not initiate events, it is the other characters that approach the Friar and lead him into the play. Friar Lawrence only does as others ask and this usually involves solving a problem. He does this as a religious figure and also as a good friend, even parent figure, to them.Friar Lawrence is first introduced to the play in Act 2 Scene 3 when all the dramatic and most important themes are well established. Previous to this scene violence had taken place and the Friars scene contrasts to this. This is showing that the Friar is a calm and philosophical character interacting with nature and can be seen as a calm figure.The Friar opens Act 2 Scene 3 with a speech. He is talking about earth and nature and says sentences that balance. Some of the things he speaks about are contrasting.The grey-eyed morn smiles on the frowning nightbalef ul weeds and precious-juicà ¯Ã‚ ¿Ã‚ ½d flowersThese lines and many others that he says portray a good and bad side to things in life in general. He talks about there being good and bad in everyone which is ironic to talk about it at this stage as we see him as good and bad throughout the play, in his best moments and his worst. To start the Friar is portrayed as a non-meddler as he is on his own and is then approached by Romeo.We see the Friar from many aspects, sometimes playing the hero, meddler and occasionally the fool. It is hard to work out the consequences of what may have happened if Friar Lawrence did not become involved and make his decisions. The end may have been a lot worse for the families overall.The Friar plays the hero at first before he goes through the stages of being a meddler then a fool. Making decisions was not the Friars best quality and he needed to think his decisions through properly before putting them into practice. This is how the point of the Friar ca n be argued. The Friar may be a meddler but he interferes with good intentions.The Friar gives sensible advice at first but is then motivated by the fact that he can solve larger problems such as ending the conflict between the two families of the Capulets and the Montagues. He feels that if he can unite these families that he will have achieved something major and may be praised for his actions.For this alliance may so happy prove,To turn your households rancour to pure loveEven though he is a philosophical figure he does not consider the consequences of the task he is trying to do and this is why it results in a tragedy. During the play the Friar does not seem to show any bad motives and is only trying to do his best to help others. However, this does not always work.Tragically meddling is not really the Friars major role in the play and if his does interfere it is due to others asking for his help. Romeo talks to the Friar a lot as a father figure and asks for his help on many oc casions. When Romeo is banished from Verona by the Prince, the first person he turns to is the Friar who comforts him. This is the very caring side of the Friar but this changes in another part of the play.An hour but married, Tybalt murderà ¯Ã‚ ¿Ã‚ ½d,Doting like me, and like me banishà ¯Ã‚ ¿Ã‚ ½dIt is clear to see that Romeo would rather face death than to be banished as if he was dead then he would not be able to think about or long for Juliet. The Friar returns with the comment that he is ungrateful but tries to provide a solution so that he will still be able to confirm his marriage to Juliet and everything will be fine when he returns from Mantua in a few months. This soon becomes sorted and at this stage the lovers have backing from Juliets nurse.The parents of both the lovers are unaware that their only child have got married and are just about to confirm this. This comes across, as the Friar is the one who is helping them. Both families could stop the wedding at any point and this is where the Friar risks losing his respect from others by helping them and agreeing to go ahead with the marriage. However, Juliets parents have found Juliet an eligible man to marry, named Paris, and so have arranged a marriage ceremony with the Friar. They do not really consult Juliet with this. This is another point in the story where a character approaches the Friar for help; this time it is Juliet concerned that she will be forced to marry Paris, the eligible chosen man to be her husband.It is at this point that the Friar thinks up a plan to stop the marriage from taking place and the idea of a sleeping potion is the best that he can think of. The Friar cannot have thought this through properly as if he had he would have seen all the disadvantages that were involved. Juliet needs to be guided on using the potion and so the Friar gives instructions. It is this scene, Act 4 Scene 5, that the audience can see a different side to the Friar and how he reacts under pressur e. It is actually in the Capulets mansion that the audience see the Friars reaction in a stressful situation and it is also where several of the Friars scenes take place. All the settings that the Friar can be seen in are very personal. For example he is first introduced when he is in his cell. Another place is a room in the Capulets mansion.Lord and Lady Capulet find Juliet dead in her bed on the morning of her marriage to Paris. The Friar is called to bless the body and this is where the Friar can be seen as uncaring. He is abrupt with the Capulets as they do not know what is going on but he knows she is not really dead.Dry up your tears, and stick your rosemaryYet natures tears are reasons merrimentThis is how the Friar rebukes the family for grieving over Juliets death. He says that she is much better in heaven away from the cruel world so to stop crying and get her to church. With the having to organise the funeral and the news of Juliets death spreading quickly the Friar canno t deliver a letter to Romeo personally explaining what is going on so he sends someone else to do this. This message is very important and as it cannot be delivered due to a disease, this starts another major problem. In my opinion, the Friar should have given the letter to Romeo before he gave Juliet the potion but the Friar had to act instantly for Juliet so he could not have done this. Romeo hears the news by word of mouth and does not get the actual explanation of what is going on. He therefore immediately travels to see Juliets body.Once again the Friar has interfered with peoples lives and the problem that he thought he had solved for Juliet has only created an even bigger problem for himself with regards to Romeo. I think that the audience, if shown in a dramatic performance, could become very tense here as the pace of the play is increasing and whether or not Romeo will get the message in time keeps the audience in suspense. It is clear to see the desperation of Romeo to be with Juliet, dead or alive, and he does not hesitate to break his banishment and visit her instantly.Ill be with thee straightAnd if man did need a poison nowIt is in the last crucial scenes that most of the action takes place. The viewer has to be paying attention or they can lose track of what is going on. Romeo visits Juliet and kills himself just as Juliet wakes from her sleep. She realises that she cannot use any of the poison he used to kill himself so instead takes Romeos dagger and stabs herself. The Friar was in the tomb as she woke but fled as he heard people coming. Juliet would not have killed herself if the Friar had not have left. At the end of the play the Friar asks for forgiveness from the Prince, as he feels guilty for all the things he has done. He is granted forgiveness as the Prince realises that the Friar did not mean to meddle and that he just got tangled up between two lovers in need.Many, in anti-catholic audiences, may see the Friar as a meddling character. This was in Elizabethan times when the new Church of England had just come about and many did not like Catholics. Friar Lawrence was a Catholic and this may be another reason why people may feel he meddles and causes problems. It is fair to say that individual audience members will view this play differently, maybe even in accordance to their own lives. Some will consider the Friar as a meddler while others could see all along that he was good natured and just wanted to help the lovers who already had fate against them. He tries to show consideration for both families throughout the play and I think that at the most stressful point of the play in the Capulets mansion that the Friar shows he is only human and this is where he realises that he should not have interfered and starts to panic.At the end of the play it is clear to see that the Friar has changed and has learnt a lesson of not meddling with peoples lives. He can see that although his intentions were good, they caused troub le and that truth was the best option to use when dealing with both families. The audience may take pity on the Friar because he does apologise to the Prince and all involved and ask to be punished proving that he realises his mistakes.

France Essays

France Essays France Essay France Essay Social landscape France has Rupees second-highest birth rate, and has shown an upward trend since the sass. Frances birth rate of around two children per woman in 2010 makes it one of only two European countries that could maintain their current population based on present trends. The problem of an aging population is becoming more apparent. Additional government expenditure between now and 2050 due to increased pensions, healthcare, and dependency care related to the aging population is predicted to be more than 4% of GAP. Technological landscape France has a favorable innovation climate, which is reflected in the large number of patents received. In 2010, the total number of patents received from the US Patent and Trademark Office (SPOT) reached 124,723, which indicates the countrys strong support for innovation and R. The governments interventionist attitude, as seen in the case of Internet advertising, and the ongoing withdrawal of business-friendly schemes like the Young Innovative Company (YOGIC) concept will affect Industrial growth, and could reduce investments In the country. Legal landscape Foreign investments increased by 22% In 2010, with 782 projects leading to nearly 32,000 Jobs, an increase of 6% compared to 2009. Many of these projects were related to the renewable energy sector. In 2010, foreign companies based In France created two million Jobs. Many of the governments tax and labor reforms have been met with cynicism and public protests. The government Is planning to Increase weekly working hours to 39 from the current 35 and abolish the wealth tax Limp ¶t De solidarity © sure la fortune. However, these moves are bound to face public outrage and demonstration. :

Summarize the Article Essay Example | Topics and Well Written Essays - 250 words - 2

Summarize the Article - Essay Example The authors found that sleep difficulty are common in older individuals and are significantly associated with more severe and disseminated pain. This study rather did not find that pain severity was associated with age but recognized that more research is needed to develop effective interactions for these prevalent and co-occurring disabling conditions. Furthermore Dysfunction of the hypothalamic pituitary- adrenal axis was found to be associated with greater risk of developing chronic widespread pain (Qian, 2011). This study showed that, after adjustment for use of psychotherapeutic medications and the daily anesthetics, the connotation between pain and sleep difficulties decreased modestly A number of mechanisms like Chronic pain characteristics maybe an important factor contributing to the sleep difficulties amongst aged and may need to be added to pain assessment in older persons. The medications prescribed for chronic pain and promting sleep have analgesic and sedating effects. Chen, Qian, et al. "Characteristics of chronic pain associated with sleep difficulty in older adults: The Maintenance of Balance, Independent Living, Intellect, and Zest in the Elderly (MOBILIZE) Boston study." Journal of the American Geriatrics Society 59.8 (2011):

Research paper Example | Topics and Well Written Essays - 1250 words - 5

Research Paper Example The reason behind this great success is the diversified and extensive platform social media provide to their users. Success does not only refer to good sales or handsome income, but another important factors that incur little or no expense over marketing or other legal formalities. It needs to be noted here that social media are not just limited to social networking sites but are very extensive involving the use of various modern techniques. The most popular and the most intriguing social media forum is Facebook which is a marketing platform and start up point of various small scale businesses. Thus in a nutshell, social media have added greatly to the progress and propagation of small scale businesses. Firstly, social media help a small scale businessman to develop a complete marketing strategy. This is one of the most important steps to propagate the business. The convenient platform of social media provided allows individuals to develop a healthy and cheap marketing strategy. This helps businessmen to outline their ideal customer or, basically, their target market and audience. It determines how and what makes them distinct from others in the same field offering the same services, as well as why one should choose them. This gives the customer a story to relate or a glimpse of the services and facilities that await them. Thus, "Social Media for Marketing is perhaps one of the areas of business where social media may prove to be very useful. It can help your reach more markets, and serve as a guide so that you can target your marketing strategies accordingly." (Juon, Dunrie and Buerkle, 56) Secondly, social media aid in developing public relations, as they are quite important to develop a small scale business and make it prosper. Building up on public relations and customer support by using social media is very common these days. This does not only involves queries, orders or details etc. but also helps individuals to evaluate the response and popularity of th e object. The conversations or blogging done on these platforms allow people to understand the product better; if there are any critiques or negative feedback, that can also restrict the customer from doing business. These trends have also evolved the concept of customer services in recent times. Hence, if a social media is used to make good public relations with healthy sales and positive feedback, then that can propagate the business more. "A strong public relations foundation, using feedback from publics, and enhancing the sense of community can make a good digital media plan a great one." (Stoldt, Dittmore and Branvold, 88) It has been observed that through social media, one can engage the customers. "Such a raft of activity surrounding social media it is no wonder that business is beginning to recognize the need to engage social media and overcome any associated fears in adopting this technology to communicate with potential clients." (Davies, 175) Through various promotional s trategies that are being used these days like competitions and sharing of the page etc. has caused great success to businesses. Today, page owners or, in other words, entrepreneurs offer certain incentives which encourage users or customers to promote the business. These incentives might