Problem of unemployment

Unemployment is a serious problem in our country, which leads to poverty. Many people are eager to find Jobs Support themselves as well as their families but there are not enough Jobs for everyone. As a result the problem of unemployment is seen at every level. Lack of Job opportunities has brought depression and hopelessness among our youth. It has made them to go astray which creates many other problems like drug addiction, identity crises, etc.Let us first examine the causes of the problem of nemployment before discussing the various ways and means of solving this problem. There are many reasons for the problem of unemployment in our country. One of them is the slow growth of our economy, in relation to increase in the number of educated persons. When an economy is growing, there are plenty of Jobs for everyone. Our economy has grown and there has been development but not enough to generate sufficient number of Jobs. Another factor that has led to unemployment is the growth in pop ulation.Ours is a thickly populated country the population ncreasing by leaps and bounds. But Jobs and gainful avenues cannot be generated in the proportion. The Jobs are restricted in number but the people applying for them are many. So, a large section of people is left without Job. The growth in education has resulted is larger number of people looking for white collar Jobs, which are not available. Again, education is often not aimed at providing people with vocational skills. So their scope for employment remains limited.At the same time, the growth of mechanization and more sophisticated machinery is mportant for the development of industry. But this often means few people are required for specific Jobs. As a result there is more unemployment. It is the responsibility of the government to provide Jobs for all those who are able to work. It has started schemes like the Jawahar Rozgar YoJana, SwarnaJayanti, Gram Swarozgar YoJna and other in rural areas. Loans are also given- to encourage self employment and small scale industries. Technical and vocational education should be stressed.When people get technical nd vocational education, they will not hanker after services on completing their education. They will come out well prepared to stand on their own legs. They will choose a profession in accordance with their capability and aptitude. This will help in solving the problem unemployment. J M It is also necessary to check the rapid growth of our pulation. There must be laid on family planning in this regard. After population is controlled, we can easily overcome development of our country can never be possible. Hence, it is necessary to bring awareness among the common mass.

Identify and describe EA’s value chain and value chain costs

* Discuss whether EA has evolved any of its activities into competencies that give the company a competitive advantage. Value Chain Value Chain describes the activities within and around an organization which together create a product or service. Primary activities are directly concerned with the creation or delivery of a product or service. Support activities help to improve the effectiveness of efficiency of primary activities. (Johnson, Scholes & Whittington, 2005) Value Chain in EA for Creating Value Primary Activities In-bounds * EA is able to negotiate volume discounts with console makers (Sony & Nintendo) that supplied the CDs and DVDs. Operations * EA has a virtuous strategy for the game creation and evaluation. * State-of-the-art tools use to allow for more cost-effective product development and to efficiently convert games designed on one game platform to other platforms. (Compatibility of games) * Have a strong relationship with console manufacturers. * Has an edge on its competitors that no other game software company has EA's ability to localize games or to launch games on multiple platforms in multiple countries in multiple languages. * Strong alliance with Cinema, Sports & other entertainment companies. * EA invested heavily in the development of tools and technologies that would facilitate the creation of new games for the existing (and future) game-playing Out-bounds * â€Å"Proud of† games, i.e. family entertainment games for video game consoles, PCs, mobiles, hand held and online. Marketing & Sales * Boost its budgets for marketing and advertising, particularly TV advertising. * Electronic Arts marketing its products worldwide under four brand logos: EA Sports, EA Sports Big, EA Games, and Pogo. (Diversification of games) * Has a good relation with mass market retailers (like Wal-Mart, Toys â€Å"R† Us, Best Buy etc.), getting more shelf space for its games. * EA's games available in approximately 80,000 retail locations worldwide. Services * Manufacturer's guarantee * Launching game patches for extending games including new missions and characters. Support Activities Procurement * License agreements to create software games with the console manufacturers. (Sony, Microsoft, Nintendo etc.) * Agreement with the America Online (AOL), to be exclusive provider of a broad aggregation of online games. Human Resource Management * Focused strategy is in place for human resource management and development. EA invests time and money in training people, and retaining and developing them. * Offer healthy working environment, providing Gym, Sports Pitch, Coffee Bar etc. * Present and former staff has praised Larry Probst's leadership for his ability to motivate and energize people. Infrastructure We can categorize EA's infrastructure in three ways; * Product Structure – Making products for Video consoles, Hand held, Mobile games, and Software games. * Geographical Structure – Two major design studios in Vancouver and Los Angeles and smaller design studios in San Francisco, Orlando, London, and Tokyo. * Functional Structure – Employees tend to be specialist in the business functions important to EA, such as manufacturing, marketing, finance, and human resources. Technology Development * State-of-the-art tools use to allow for more cost-effective product development and to efficiently convert games designed on one game platform to other platforms. * Electronic Arts has a reputation for new product development and creativity. Linkages * License with the console makers for creation of software games and also getting discounted supply of CDs, DVDs or optical disks. * Geographical infrastructure allows EA to localize its games. * Rewording people creates more productivity from the employees From the value chain in EA, it points out that how the value creates and how these activities relate to the cost reduction. EA must keep maintaining and improving these values-create activities. Unique Resources Unique Resources are those resources that critically underpin competitive advantage and that others can not easily imitate or obtain. (Johnson, Scholes & Whittington, 2005) The Unique Resources OF EA * Acquisition of design studios world wide, to localize its games. * Heavily invested in R & D, facilitate the creation of new games for the existing and future game-playing * The commonality fleet * EA website – Pogo.com * The motivations among EA staff Core Competence Core competences are the activities and processes through which resources are deployed in such a way as to achieve competitive advantage in ways that others can not imitate or obtain. (Johnson, Scholes & Whittington, 2005) Core Competence of Ryanair * The good and long-term relationship with; o Console Manufacturers – Sony, Microsoft, Nintendo o Mass Market Retailers – Wal-Mart, Toys â€Å"R† Us, Best Buy o Cinema, Sports and other entertainment industries o AOL – To operate the games channel online on AOL * Diversification of games * Boost its budgets for marketing and advertising, particularly TV advertising. Dynamic Capabilities Dynamic capabilities are an organization's abilities to develop and change competences to meet the needs of rapidly changing environment Dynamic capabilities of EA * Invested in the development of tools and technologies for creation of games for the â€Å"new class of beast† consoles. * Strategic acquisition of ‘Jamadat' for the rapidly growing business of providing games on mobile phones The Value Network In most industries, it is rather unusual that a single company performs all activities from product design, production of components, and final assembly to delivery to the final user by itself. Most often, organizations are elements of a value system or supply chain. The value network is the set of inter-organizational links are relationships that are necessary to create a product or service. (Source: M.E. Porter) So the production of games not only depends on the EA's Value Chain but also on the suppliers, channels and customer value chains. That when console makers are launching their new consoles; when the retailers have more buying capacity and shelf space and when the product is floating into the customers value chain.

Answer these questions Assignment Example | Topics and Well Written Essays - 500 words

Answer these questions - Assignment Example Humans: We [Humans] live in nature and culture. Even though much of our behavioral traits are inherited, we have opinions, and so form judgments. That as the inert aspects of biology interacts with the external components of culture, certain thoughts passed along to the latter generations fades away, in effect, explaining how natural selection operates on cultural thoughts. Culture affords that extra capacity for humans to adjust to the challenges of nature. 1) Explain the differences about whether Neanderthals were humans exactly like us or not. What traits did they have that were like us, and which were different, and how can you explain these through the principles of natural selection and variation? The Neanderthals were generally similar to modern man in appearance; the anatomy was essentially human in scope, with a similar number of bones functioning in the same manner. They were, however, different in terms of their robustness [thickness and strength]. The Neanderthal also had backward sloped forehead, with a slightly forward protruding nose compared to modern humans. The similarities in the physical traits of the two come from the very fact that both humans and Neanderthals acquired certain genetic variables from a common ancestor; variables which may have been â€Å"wiped clean† with certain beneficial aspects of mutation, causing variations in humans to help develop language or engage in complex interactive mechanisms, in effect, showing the very nature of natural selection in action. 2) How can bones tell us stories that history cannot? What specific scientific methods would you employ to study a group of skeletons from a volcanic eruption, in which the ruler of the time said all the people escaped the disaster? Scientific evidence has proven beyond reasonable doubles that organisms evolve/change over time. Through the studies of bones, scientists can, therefore, how species have changed across long

Racism in America Essay Example | Topics and Well Written Essays - 750 words

Racism in America - Essay Example The quote from one of the characters named Hilly Holbrook in the book or movie ‘The Help’. His words show racism that is in Mississippi. In America, racism was once prominent but it is going down with time (Cozic and Dudley). After her return, Skeeter became uncomfortable with the way the house bits of help were treated by her friends. Her friend Hilly had a separate bathroom for the blacks her reason being that her family may get infected with the black’s diseases. Because of this, Skeeter decided to publish a book by the name ‘The Help’. At first, the maids were reluctant to share their problems with her, but they later felt that their problems could be solved. One of the maids named Aibileen shared with Skeeter after finding out that her friend had been fired because she used her bosses’ bathroom. Minny, the maid, who was sent away, also shared her story. She later finds a job in Celia’s mansion who is Johnny’s wife where she i s treated well compared to the other boss. One of the themes that are both in the book and the movie is racial injustice. This theme is more evident in the book than the movie because in the movie Skeeter takes a seat to talk to Aibileen about her idea of publishing a book. This could not have occurred in the book as there was an apparent difference between the whites and the blacks. This is manifested in the way that most blacks are the ones who are employed by the whites and they are being mistreated because of their color. Aibileen who was a dedicated house help has spent almost her life taking care of white children. Minny also is a maid and because of her outspokenness, she always gets fired. This shows that blacks are not allowed to give their views because their views are considered to be of no importance. Racism is also seen when Hilly, Minny’s boss fires her after finding out that she used their bathroom during a thunderstorm instead of using hers which is outside th e house. Hilly believes that blacks have diseases and therefore they have to use their own bathrooms. This is evident when he says, â€Å"All these houses they are building without maid’s quarters? It’s just plain dangerous. Everybody knows they carry different diseases than we do† (Stockett 8). Hilly spoils Minny’s reputation, making it difficult for her to find a job. Minny’s daughter, therefore, has to stop schooling and look for an occupation as a maid. Aibileen finds a job for Minny where she is treated better than where she was before. Skeeter later finds out that their maid Constantine was sent away because her mother did not want Constantine to be seen by other guests during a celebration. Her mother was guilty about it but they found out that Constantine died just after leaving Jackson. Aibileen was sent away after Hilly insisted that she had stolen silver from her boss Elizabeth. The second theme both in the movie and the book is class an d gender. However, it is more evident in the book than the movie because, in the book, the difference between the social classes is more intense. The whites do not share the bathroom with the blacks than in the movie where we see the maids sharing bathrooms with their bosses. This theme is prominent when we see that most ladies in the area went to the university to look for husbands.

View on the American History Through The Name of War by Jill Lepore Essay

View on the American History Through The Name of War by Jill Lepore - Essay Example The writer intends to make the reader understand how the English people and the Indians survived the King Phillips war (1675-1676) and how the two tribes revived after the war. The writer says that the war was one of the most flaming wars in American history and more casualties than any other war. Indians had attacked twenty-five English towns which were more than half the colonial towns and, as a result, pushed the English borderline back to the Atlantic coast (Lepore 54). In response to this attack, the England natives killed thousands of Indians and surrounded their villages ensuring they starved to death due to hunger and diseases. The natives also shipped away from the survivors into slavery in the West Indies. The writer of the book describes the events in a fascinating manner that captures the readers' mind and prompts the reader to believe her arguments. The war demonstrates the experiences of the British colonialists and the natives that lay the foundation for the competition between the Europeans and the Indians over control of the continent. The writer also criticizes and corrects other histories write when she says that the book is a study of war and also a study of how other people write about war. The target audience if the book is the Native Americans and the Indians and the writer constantly reminds them of the unfinished and parochial nature of memory and history. Jill writes from a theoretically informed perspective although her use of words makes the story very interesting and even prods one to think as if it is from an eyewitness. Her story focuses on the realities of the war as opposed to what people think or what other documentary evidence have shown. Unlike many other historians, she covers the immediate causes of the hostilities that resulted into the war and narrates the story as a neutral party. She reveals that the English were not the victims of the war since they essentially instigated the war (Lepore 147).  

Method Essay Example | Topics and Well Written Essays - 500 words

Method - Essay Example All participants were working at least part-time jobs, and had completed high school. The informed consent form will be read out loud to each participant, as well as being printed in English. All participants shall be assured of their rights to confidentiality, anonymity, and voluntary withdrawal without penalty. It was emphasized to the participants that no personal information would connect them with their responses, as code numbers would be used to de-identify all information that they provided. When each participant acknowledges that they understand the requirements of them in the study they will be asked to sign the consent form. Two booklets were designed for this study. A variety of media pertaining to the "Oklahoma Bombing" in 1995 (i.e., a "Political Terror Act"), and the 9/11 attack on the World Trade Center in 2001 (i.e., a "Religious Terror Act") were presented in either of an 8-page booklet. Each booklet presented media materials which emphasized the act as either "political" or "religious" in the text of the articles (e.g., "Terrorism and Religion" Washington Report on Middle East Affairs, Vol. 20, November 2001).

Final research report Essay Example | Topics and Well Written Essays - 3750 words

Final research report - Essay Example Additionally, the study concludes by providing some recommendations that ought to be implemented in order to enhance the success of the product in the market. The aim of this study was to examine the essence of a new product by Google referred to as Google Glass. In the past few years, provision of medical care in health centers has been associated with some challenges due to the advancement of some diseases and complications related to health. The issue of security has also been one of the key subjects in almost all organizations in the world. Performance of activities in fixed places has also been a source of worry for many years. For instance, many accidents in the world are as a result of multitasking. Majority of the drivers cause accidents of operating their Smartphones while driving. It is as a result of this that I saw it well to research on Google Glasses as well as advocate their introduction and usage in everyday activities. Google Glass was launched in 2012 by Google Company. However, its usage was not rampant because of lack of awareness, only a few people knew about Google Glasses leave its advantages to this technological world alone. This is evidenced by the fact that the use of the Glass was opposed by many people who knew nothing about their applicability in the current life. In tandem with this, I saw it well to provide some of the best features of Google Glass in this report so as to back up my choice of the product. Google Glass has the potential to record videos, as well as take pictures without incorporation of the hands. With this feature, one can record criminal activities as well as take photos of the persons behaving in a unique way. In other words, the Glass can aid significantly in combating crimes such as terrorism and other types of violence in a given environment. Google Glass also serves as means of communication. This is evidenced by the fact that users of Google Glasses can send messages and emails to each other via

Explanatory synthesis paper Essay Example | Topics and Well Written Essays - 1000 words

Explanatory synthesis paper - Essay Example It is good to note that advertisements alone are not enough. Hence, advertisers couple advertising with branding. Branding involves the forming of an outstanding and unique image of the service or product so as to make a niche out of the target group that can identify with the service or product. Advertising and branding have both merits and demerits that affect the society on which they are expressed upon. This paper looks at the effects of advertising on society. The ideas on which these effects are based upon include health, psychological appeals, creativity and economic importance. Researchers have researched on the ways by which advertisements affect people mentally. By stating mentally, it means the way in which the perspective of people in the society towards what is being advertised is affected. Depending on their education levels, gender and age, people in the society are affected differently. Baker (2001) states that, the executives of advertising companies claimed that the advertisements that are broadcast affect the interests of students as the advertisements are delivered in manner that appeals to them. Advertisers make use of various appeals like power and status, and the appeal to a certain belonging so as to ensure that the aim of the particular advertisement is attained. Agencies that are involved with regulation of advertisements have stated that various advertisements are not in accordance with the promotion of healthy eating habits. They state that advertisers take advantage of the vulnerability of school going children and teenagers to lead them into eating junk food which is a major cause of obesity. Crary (2007), states that the Campaign for a Commercial – Free Childhood indicates that the advertisement Shrek the Third promotes the undertaking of unhealthy foods which is depicted by Shrek an animated ogre. This is complicated by the fact that Shrek is used in two advertisements that tend to

Explain and Contrast Three Major Interpretations of the Fourth Essay

Explain and Contrast Three Major Interpretations of the Fourth Amendment to the U.S. Constitution by the Supreme Court - Essay Example The Warrant Approach Before the 1960s, the courts approached the interpretation of the Fourth Amendment by closely linking the two clauses on reasonableness and warrant. The first is deemed a mere introduction to the second clause, which implies that so long as warrants are employed in conducting the search and seizure, then the principle of the Fourth Amendment is met because the warrant is the embodiment of the reasonableness clause. On the other hand, any search and seizure conducted without the use of a warrant is ipso facto unreasonable and defies the reasonableness clause of said Amendment (Harr & Hess, 2007, pp. 178-179). This approach is underpinned by the idea that unless within established exceptions, warrantless searches or seizures in which there have been no prior approval by the court are unreasonable because they are conducted outside the realm of the judicial process (cited in the dissent of Stewart in US v Edwards 415 US 800 (1974). The conventional Warrant Approach is evident in the cases of Coolidge v New Hampshire 403 US 443-454, US v. Chadwick 433 U.S. 1 (1977), Payton v New York 445 US 573 (1980), Go-Bart Importing Co v US 282 U.S. 344, the dissent in US v Edwards 415 U.S. 800 (1974) and Camara v. Municipal Court 387 US 523 (1967). In Coolidge, the US Supreme Court reversed and remanded the conviction of the defendant on the ground that the evidence supporting it was inadmissible for violation of the Fourth Amendment. The search warrant for the search of the defendant’s car was invalid because it was issued by the Attorney General who was the chief prosecutor of the case and was therefore not a â€Å"neutral and detached magistrate.† Because there was, in effect, an absence of warrant, the search was deemed done outside the judicial process and was per se unreasonable. In Chadwick, the Court ruled that opening a footlocker inside the trunk of a car without a warrant contravened the Fourth Amendment because of the heightened p rivacy expectation attached to it. In Payton, a New York law allows the police to enter a felony suspect’s home and arrest him without a warrant. The Court ruled that this law violated the Fourth Amendment because it allowed a search without prior authority granted by a neutral magistrate. In Go-Bart Importing, the Court reversed again a judgment of conviction on the ground that the search of a desk and a safe and the seizure of evidence therefrom on the basis of a search warrant issued by the US Commissioner were invalid under the Fourth Amendment. Finally in Camara, the Court ruled that searches conducted by government health and safety inspectors are subject to warrant under the Fourth Amendment because they intrude upon the privacy of persons protected by it and unless the owner consents to the search, the same is deemed unreasonable. The Reasonableness Approach In the 1960s, the US Supreme Court broadened its interpretation of the Fourt

Case analysis Essay Example | Topics and Well Written Essays - 250 words - 5

Case analysis - Essay Example It operates under a decentralized management approach based on the belief that the leaders maintain a close contact with patients and customers by addressing their needs. The company has maintained the values of their customers employing a business performance in providing its services. The strategic move adopted by J&J to reach this position is the operation under a competent diverse board of directors. The corporate strategy of J&J has enabled it expand its markets in America’s competitive health sector. It currently operates 134 manufacturing facilities and 8 innovation centers globally. That enables it to innovate new products and achieve customer satisfaction in service delivery. Synergy has helped J&J manufacture and produce better products and deliver services that satisfy customers’ demands through improved growth and innovation. CEO Weldon formed a corporate office that encouraged J&J’s business units to work with other firms in promoting and identifying opportunities. The cooperation between J&J and H4+ has helped reduce mortality rate in children and reduce pregnancy and birth related complications in women. Weldon employs his persuasive skills in luring firms to work with them and convince Doctors and Hospitals to try their products. Weldon uses his leadership skills to implement synergy at J&J by promoting collaboration and participation within and across cross-functional business units. Weldon has succeeded in drawing the diverse skills of J&J’s business units across the three divisions as a way of promoting innovation. Gorsky needs to maintain good communication with other firms to promote synergy. That consequently expands J&J’s domination in the economic

How to Run Essay Example for Free

How to Run Essay STATISTICAL TECHNIQUE IN REVIEW Mean (X) is a measure of central tendency and is the sum of the raw scores divided by the number of scores being summed. Standard deviation (SD) is calculated to measure dispersion or the spread of scores from the mean (Burns Grove, 2007). The larger the value of the standard deviation for study variables, the greater the dispersion or variability of the scores for the variable in a distribution. (See Exercise 16 for a detailed discussion of mean and standard deviation. ) Since the theoretical normal curve is symmetrical and unimodal, the mean, median, and mode are equal in the normal curve (see Figure 18-1). In the normal curve, 95% of the scores will be within 1.96 standard deviations of the mean, and 99% of scores are within 2.58 standard deviations of the mean. Figure 18-1 demonstrates the normal curve, with a.X = 0. The formula used to calculate the 95% rule to determine where 95% of the scores for the normal curve lie is: X ±1.96(SD) The formula used to calculate the 99% rule to determine where 99% of the scores for the normal curve lie is: X  ± 2.58 (SD) FIGURE 18-1 †¢ The Normal Curve Mean Median Mode Standard deviation -3 Zscore -2.58 -+2.58 131 133 Mean, Standard Deviation, and 95% and 99% of the Normal Curve EXERCISE 18 Participants reported a net increase in weight from 3 months prior (M= 2.4 Ib, SD 12.9 Ib) and 12 months prior (M = 10.9 Ib, SD = 19.1 Ib) and that their weight was greater than their ideal weight (M = 9.2 Ib, SD = 22.9 Ib). SDs for the data indicated a wide range on weight at both 3 and 12 months before participation in the study. Body image scores (0-100 scale) were significantly (F(1 37) = 5.41, p =.03) higher for women (73.1  ± 17.0) than men (60.2  ± 17.0). Although HIV-positive participants had slightly higher body image scores (M = 68.0, SD = 17.0) compared with participants with AIDS (M = 60.5, SD = 18.8), there was no significant difference (F(1 ,7, = 1.56, p —.22) in body image scores between [those with HIV and AIDS]. There was a weak, but significant, inverse association between body image score and weight changes from 3 months prior (r = -.30, p =.04). Body image and weight scores are summarized in Table 1 (Corless et al, 2004, p. 294). TABLE 1 Body Image and Weight Measures for Men and Women GENDER Male Female Mean Body image Weight change last 12 months Weight change last 3 months Weight relative to ideal Body weight ratio SD Mean SD 60.22 10.26 16.98 22.40 15.87 22,93 33.97 73.07 11.94 1.47 13.63 14.44 67.56 22.57 34.44 3.05 5.48 53.66 16.93 7.32 Corless, I. B., Nicholas, P. K., McGibbon, C. A., Wilson, C., (2004). Weight change, body image, and quality of life in HIV disease: A pilot study. Applied Nursing Research, 77(4), p. 294. A summary of quality-of-life scores for men and women is shown in Table 2. The scales of the MOS-HIV Quality of Life instrument include General Health Perceptions, Physical Functioning, Role Functioning, Social Functioning, Cognitive Functioning, Pain, Mental Health, Vitality, Health Distress, Quality of Life, and Heath Transition. There were no significant differences between quality of life scores between men and women. Men did have lower scores on some MOS-HIV scales (Cognitive Functioning, Pain, Quality of Life, and Health Transition) and women were lower on others (Vitality and Health Distress). In addition, there were a number of differences in the relationships between quality of life scores, body image, and body weight. The positive correlations indicated that improved quality of life was associated with improved body image (Corless et al., 2004, pp. 294-5). 132 EXERCISE 18 Mean, Standard Deviation, and 95% and 99% of the Normal Curve The data described below are the verbal SAT scores for high school seniors for one year with X = 490 and SD =100 (see Figure 18-2). The formula used to find where 95% of the scores lie is X  ± 1.96 (SD). In this example, 490 + 1.96 (100) = 686, and 490 1.96 (100) = 294. Thus 95% of scores lie between 294 and 686, expressed as (294, 686). Since 95% of the scores are between 294 and 686, this leaves 5% of the scores outside this interval. Since a normal curve is symmetric, one-half of the scores, or 2.5%, are at each end of this distribution. To find where 99% of scores lie,Z  ± 2.58 (SD), where 490 + 2.58 (100) = 748  and 490 2.58 (100) = 232. Thus, 99% of the SAT scores lie between 232 and 748, which is expressed as (232, 748). Since the distribution of these scores is normal, 99% of the scores are between 232 and 748 and 0.5% of the scores are at each end of this distribution. FIGURE 18-2 ft Distribution of SAT Scores SD=100 x = 490 Mean RESEARCH ARTICLE Source: Corless, I. B., Nicholas, P. K., McGibbon, C. A., Wilson, C, (2004). Weight change, body image, and quality of life in HIV disease: A pilot study. Applied Nursing Research 77(4), 292-6. Introduction The purpose of this pilot study [conducted by Corless and colleagues (2004)] was to investigate the relationships of weight change, body image, length of time with HIV/AIDS diagnosis, and quality of life in individuals with HIV disease (Corless et al., 2004, p. 292). The sample consisted of 40 subjects: 23 men and 17 women. The HIV-positive adults in a primary care clinic were asked to participate, so this study has a sample of convenience. The participants reported an increase in weight, greater than their ideal weight. The body image scores were found to be significantly higher for women, with the HIV-positive participants having slightly higher body image scores. A survey and Medical Outcomes Study-HIV (MOS-HIV) instruments were used as measurement methods for this study. The results indicated that when a persons weight is higher and closer to his or her ideal, HIV-positive individuals exhibit better quality of life. Thus, education of clinicians and individuals living with HIV/AI DS should focus on the assessment, management, and evaluation of weight change during the course of HIV disease (Corless et al., 2004, p. 292). Relevant Study Results The sample consisted of 23 men with a mean age of 42.2 years (SD = 8.2), length of time since diagnosis with HIV was 9.2 years (SD = 5.3); and 17 women with a mean age of 36.8 years (SD = 5.2), and length of time since diagnosis with HIV was 7.2 years (SD = 4.8). For men, 23 were HIV-positive and 9 had a diagnosis of AIDS; and for women, 17 were HIV positive, and 5 had a diagnosis of AIDS. There was no significant difference in demographic characteristics of the sample by age, gender, HIV disease status, and time living with HIV. Class: Name: Date: EXERCISE 18 Questions to be Graded 1. Assuming that the distribution is normal for weight relative to the ideal and 99% of the male participants scored between (-53.68, 64.64), where did 95% of the values for weight relative to the ideal lie? Round your answer to two decimal places. 2. Which of the following values from Table 1 tells us about variability of the scores in a distribution? a. 60.22 b. 11.94 c. 22.57 d. 53.66 3. Assuming that the distribution for General Health Perceptions is normal, 95% of the females scores around the mean were between what values? Round your answer to two decimal places. 4. Assuming that the distribution of scores for Pain is normal, 95% of the mens scores around the mean were between what two values? Round your answernto two decimal places. 5. Were the body image scores significantly different for women versus men? Provide a rationale for your 138 EXERCISE 18 Mean, Standard Deviation, and 95% and 99% of the Normal Curve 6. Assuming that the distribution of Mental Health scores for men is normal, where are 99% of the mens mental health scores around the mean in this distribution? Round your answer to two decimal places. 7. Assuming that the distribution of scores for Physical Functioning in women is normal, where are of the womens scores around the mean in this distribution? Round your answer to two decimal places. 8. Assuming that the distribution of scores is normal, 99% of HIV-positive body image scores around the mean were between what two values? Round your answer to two decimal places. 9. Assuming that the distribution of scores for Role Functioning is normal, 99% of the mens scores around the mean were between what values? Round your answer to two decimal places. 10. What are some of the limitations of this study that decrease the potential for generalizing the findings to the target population?

The Purpose Of Study English Language Essay

The Purpose Of Study English Language Essay Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanmgs. He states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. Halliday (1994) adds Functional Grammar lean towards text, which is a semantic unit, rather that sentence. So, Functional Grammar which was developed based on meanings uses text as the unit of analysis. Functional Grammar has been adopted to become one of the subj ects in the English Department of UNJ since 2002. Statements related to Functional Grammar as subjects can be quoted as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggnis secara benar dan baik. (Pedoman Akadeniik 2004/2005:100) Functional Grammar 1 aims at developing the explicit knowledge of the theory of language based on the thnction (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation). Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. (Pedoman Akademik 2004/2005:100) 1 Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both ritten and spoken well and correctly. (Own translation) In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. As a matter of fact, a number of students complain about the subjects. They have difficulties about the subjects. No study was conducted relevant to the condition. Realizing the need of improvement, the researcher is interested to conduct a study about English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. B. Focus of Study The research is initiated by the fact that some students have problems in understanding Functional Grammar concepts. Learning the condition, the researcher is interested to conduct a study related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. C. Research Questions Based on the background above, the research questions that are identified in this study are: What is English Department students perception towards their knowledge of Functional Grammar concepts. 1 2 What is English Department students perception towards their comprehension of Functional Grammar concepts. What is English Department students perception towards their ability to apply Functional Grammar concepts in analyzing text. What is English Department students perception towards their ability to apply Functional Grammar concepts in writing. I). Purpose of Study The purpose of the study is to identifi English Department students perception towards their ability to apply Functional Grammar in analyzing text and writing. Using Blooms Taxonomy of Educational goals, students knowledge and comprehension of Functional Grammar are included in this research. E. Benefit of Study The result of this study is expected to give input related to English Department students perception towards their knowledge, comprehension and ability to apply Functional Grammar in analyzing text and writing. 3 CHAPTER II LiTERATURE REVIEW To provide the basic theory of the research related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, this chapter discusses Traditional Grammar, Functional Grammar, Functional Grammar as a subject in the English Department, Ability to apply, Writing, and Perception. 1. Traditional Granmiar A number of experts such as Harmer (2001), Thombury (1999), and Gerot and Wignell (1994) have defined traditional grammar as a set of rules of a language. Harmer (2001) describes the grammar of a language as the description of the ways in which words can change their forms and can be combined into sentences in that language. Thombury (1999) explains grammar as a description of the rules for forming sentences. While Gerot and Wignell (1994) point out Traditional Grammar is focused on the rules for producing coffect sentences. They add sentence becomes the unit of analysis. So, based on the discussion, Traditional Grammar is focused on rules and sentence becomes the unit of analysis. Further, Gerot and Wignell (1994) explain that Traditional Grammar labels elements of the clause in terms of the word class that are nouns, verbs, prepositions, adverbs, and adjectives. Criticizing towards the weaknesses of Traditional Grammar, Thombury (2002) argues that there is 4 no one-to-one correspondence between grammatical form and communication function such as making a request, offering something, etc. 2. Functional Grammar Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanings. Halliday (1994) believes that when one communicates, he exchanges the meanings with other people. He further states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. To be different from Traditional Grammar that is focused on rules and sentence as the unit of analysis, Functional Grammar is focused on meanings and text as a whole becomes the object of analysis. Further, Halliday (1994) explains that Functional Grammar discusses the notion of a clause as a unit in which meanings of three different kinds are combined. The three aspects of meaning of the clause are clause as representation, clause as exchange, and clause as message. 1). Clause as Representation The first aspect of the meaning of the clause is Clause as Representation. Based on Hallidays assumption, Gerot and Wignell (1994) note it concerns with human beings experiences. Clause as representation is related to human beings experiences. As human 5 beings experiences vary, it is possible to identify the types of those experiences. Halliday (1994) describes the most powerful impression of experience is that it consists of goings-onhappening, doing, sensing, meaning, being, and becoming. Halliday (1994) then proposes there are three semantic categories that are processes, participants, and circumstances. à ¢Ã¢â€š ¬Ã‚ ¢ Processes Based on Hallidays assumption, Gerot and Wignell (1994) notice processes are realized by verbs. à ¢Ã¢â€š ¬Ã‚ ¢ Participants Halliday (1994) writes participants are realized by nouns. à ¢Ã¢â€š ¬Ã‚ ¢ Circumstances Halliday (1994) describes circumstance is realized by adverbial group or prepositional phrase. Based on Hallidays assumption, Gerot and Wignell (1994) note circumstances answer such questions as when, where, why, how, many, and as what. Halliday (1994) further explains the different types of processes that are built into the granmiar of English are material process, mental process, relational process, behavioral process, verbal process, and existential process. A. Material Process: processes of doing Based on Halliday, Gerot and Wignell (1994) state material processes are processes of material doing. Halliday (1994) notes they express the notion that entity does something which may be 6 done to other entity. This process consists of these particular participants-an obligatory actor, and optionally also a goal. Based on Halliday, Gerot and Wignell (1994) explain the entity who or which does something is the Actor. The entity which may be done to is the Goal. B. Mental Process: processes of sensing Halliday (1994) explains mental processes are processes of feeling, thinking, and seeing. The two participants in mental process are senser and phenomenon. The senser is conscious being that is feeling, thinking, or seeing. The phenomenon is that which is sensed, felt, thought, or seen. C. Relational Process: processes of being There are two different modes that are attributive and identifying. a. Intensive processes: attributive Based on Halliday, Gerot and Wignell (1994) refer attributive processes as processes which assign a quality. Halliday (1994) notes the quality is labeled the attribute, an entity to which it is ascribed is the carrier. b.Intensive processes: identifying Based on Halliday, Gerot and Wignell (1994) refer identifying processes as processes which establish an identity. Halliday (1994) adds the process has an identity assigned to it. The terms are given the x-element and the a-element, that which is to be 7 identified, as identified, and the a-element, to which serves as identity, as identifier. D. Behavioral processes Halliday (1994) explains these are processes of physiological and psychological behavior like breathing, coughing, smiling, dreaming, and staring. The participant who is behaving is labeled behaver. E. Verbal processes Halliday (1994) refers to these are processes of saying. The term sayercan be interpreted as a subject (it may be someone or something) that says something. There are three participant functions that are the receiver, verbiage, and target. a. The receiver is the one to whom the saying is directed at. b. The verbiage is the function that corresponds to what is said. c. The target is the entity that is targeted by the process of saying. F. Existential processes Halliday (1994) notes these represent that something exists or happens. That object or event which is being said to exist is labeled, simply, existent. 2). Clause as exchange The second aspect of the meaning of the clause is clause as exchange. Halliday (1994) explains clause as exchange has two components that are Mood and Residue. 8 a. Mood Element Halliday (1994) proposes it consist of two parts: (1) the subject, which is a nominal group, and (2) the finite operator, which is a part of verbal group. Based on Halliday, Gerot and Wignell (1994) add the finite element is one of the small numbers of verbal operators expressing primary tense, modality and polarity. Halliday (1994) explains primary tense means past, present, or future at the moment of speaking. Finite verbal operators Temporal Past present future Did, was does, is will, shall Had, used to has would, should Modal: Low median high Can, may will, would must, ought to Could, might is to, was to need (dare) has to, had to (Halliday 1994:74) Halliday (1994) refers to modality as the speakers judgement of the probabilities, or the obligations, involved in what he is saying such as may, will, can etc. He adds polarity is the choice between positive and negative, as in is/isnt, do/dont. 9 b. Residue Halliday (1994) explains the Residue consists of functional elements of three kinds, that are, predicator, complement, and adjunct. a Predicator. It is realized by a verbal group minus the temporal or modal operator. b. Complement. A complement is an element within the Residue that has the potential of being subject but is not. It is typically realized by a nominal group. c. Adjunct. An adjunct is an element that has not got the potential of being subject. It is typically realized by an adverbial group or prepositional phrase. 3). Clause as message The third aspect of the meaning of the clause is clause as message. Halliday (1994) states a message consists of a Theme combined with a Rheme. As general guide, the theme can be identified as that element which comes in first position in the structure. The analysis of the Theme of the clause is rather complex. Halliday (1994) explains in this case, complex clause is called a multiple Theme. In a multiple theme, there are certain complements which have their orders. Halliday (1994) points out the typical ordering is textuaYinterpersonaVexperiential. The textual theme is any combination of continuative, a structural theme, and a conjunctive theme. 10 (i) Continuative is one of small set of discourse signalers, yes, no, well, oh, now. (ii) A structural Theme is any of the obligatory thematic elements such as conjunctions and W-H relative. (iii)A conjunctive Theme is one of the conjunctive adjuncts. He refers conjunctive adjuncts are those which relate the clause to the preceding text such as also, meanwhile, soon, finally, etc. Halliday (1994) further describes the interpersonal theme that is any combination of (i) A vocative is any item, typically (but not necessarily) a personal name, used to address; it may come more or less anywhere in the clause and is thematic if preceding the topical Theme. (ii) A modal theme is any of the modal adjuncts. He describes that modal adjuncts are those which express the speakers judgment regarding the relevance of the message such as maybe, usually, occasionally, surely, honestly, etc. (iii) A mood marking theme is a Finite verbal operator, if preceding the topical Theme; or a WHinterrogative (or imperative lets) when not preceded by another experiential element (i.e. when functioning simultaneously as topical Theme). The last order is experiential. Halliday (1994) explains the experiential element is referred as topical theme. This means that the Theme of a clause ends with the first constituent that is either participant, circumstance, or process. 11 3. Functional Grammar as a subject in the English Department, State University of Jakarta Functional Grammar has been adopted as a subject in the English Department since 2002. The subject must be taken by the students when they are in the fourth semester for Functional Grammar 1 and in the fifth semester for Functional Grammar 2. Both Functional Grammar 1 and 2 consist of three semester credit units. Referring to Academic Guidelines 2004/2005 of Faculty of Languages and Arts, it is stated that the three semester credits unit have 24 meetings. Each meeting takes 100 minutes. It has two kinds of tests that are mid semester test and final semester test. As stated in the Academic Guidelines 2004/2005 of Faculty of Languages and Arts, Functional Grammar as a subject is described as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) imtuk menunj ang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara benar dan baik. Functional Grammar I aims at developing the explicit knowledge of the theory of language based on the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation) Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fiingsinya ( tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own Translation) 12 In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. 4. Ability to Apply In discussion about ability to Apply, Longman Dictionary of Contemporary English (2001) describes ability is something that one is able to do, because one has particular mental or physical skill. Longman Dictionary of English Language and Culture (1998) notes ability is the fact of having the skill, power, or other quality that are needed in order to do something. Websters New World Dictionary of American English (1998) adds ability is skills, expertness, or talent.. Bloom (1956), cited in Elliot et a!. (2000) proposes classification of educational goals. There are six major classes in the cognitive taxonomy of educational objectives: 1. Knowledge is the recalling specific facts. 2. Comprehension is understanding what is communicated. 3. Application is generalizing and using abstract information in concrete situation. 4. Analysis is breaking a problem into subparts and detecting relationship among the parts. 5. Synthesis is putting together parts to form a whole. 6. Evaluation is using criteria to make judgments. 13 In accordance with the development, the three classes of educational goals that were analysis, synthesis, and evaluation were then revised to become analyze, evaluate, and create. Arend (2004) describes six classification of the cognitive process dimension: 1. Remember is retrieving relevant knowledge from long-term memory. 2. Understand is constructing meaning from instructional messages, including oral, written, and graphic communication. 3. Apply is carrying out or using a procedure in a given situation. 4. Analyze is breaking material into constituent parts and determining how parts relate to one another and to overall structure or purpose. 5. Evaluate is making judgments based on criteria and standards. 6. Create is reorganizing elements into a new pattern or structure. In keeping with Blooms theory and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, ability to apply should be developed after the steps of knowing and understanding. Referring to the explanation above, ability to apply Functional Grammar is to be developed through the steps of knowing and understanding. The questionnaire will also include identifying not only the knowledge and understanding but also ability to apply Functional Grammar in analyzing text and writing. 14 5. Writing Writing as described by Leki (1998) is communicating. Meyers (2003) notes writing is a process of discovering and assembling ideas, putting them on paper, reshaping, and revising them. To be acceptable, Windshuttle and Windshuttle (1998) state good writing should have correct grammar and precise and clear content. Diyanni (2001) adds good writing is coherent. Readers can follow and understand it easily. Hughes (2001) describes underlying writing ability is a number of sub abilities such as control of punctuation. Considering the important points above, it can be concluded that good writing covers the aspects of grammar and coherence. 6. Perception Perception is defined by Elliot, et all (2000) as the giving of meaning to the discrete, meaningless stimuli that initially arouse awareness. Barkhuizen (1998) notes perception refers to feelings and views of the students. Students perception is important in language learning as Barkhuizen (1998) claims that it is important for teachers to discover their learners feelings and beliefs about their language learning process. He believes it can give input and consequently review and possibly change their teaching process. 15 Referring to the purpose of this study that is to identify students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, questionnaire will be used to identify students views and feelings of their levels of cognitive domaim lb CHAPTER ifi METHODOLOGY This chapter discusses the methods used to conduct the study which is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The first part discusses the issue of the study which is then followed by Study Design and continued by the Implementation of the study. A. Issue of Study This study is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The researcher is interested to conduct this study because of the fact that some students express their difficulties while attending Functional Grammar classes. It is expected that findings of this study can be used as input concerning with students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. B. Study Design This study was designed to employ survey The instruments employed were questionnaire and interview. The questionnaire was used to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, whereas the interview was used to gather more detail data. This was to anticipate the possible weaknesses of questionnaire. This study employed stratified sampling as the 17 selection of respondents planned was based on their academic entrance. The data then were analyzed by clustering educational goals from Bloom (1956) and the aspects of Functional Grammar from Halliday (1994). It was designed that the respondents of questionnaire were 100 students and the respondents of the interview were 10 students. 1. Method of Study It was planned that survey was chosen to conduct this study. Brown and Rodgers (2002) state surveys are any procedures used to gather and describe the characteristics, attitudes, views, and opinion. The purpose of a survey as described by Nunan (1992) is generally to obtain snapshot of conditions, attitudes, and / or events at a single point in time. Based on the discussion above and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, survey can be seen as the appropriate method. 2. Respondents it was planned that the respondents of this study were 100 students. They were English Department students of State University of Jakarta. The students were both from Educational and Non- Educational Programs who had completed Functional Grammar 1 and 2. The sampling procedure that was planned to be used in this study was stratified sampling. Bums (2000) describes stratified sampling is sampling in which groups or strata within the population are each sampled randomly. He adds that a population can be divided on the basis of social class membership, sex, level of intelligence or level of anxiety. The researcher planned to conduct this technique of sampling as Burns (2000) notes that sampling error is reduced by stratification for the sample can not differ from the population with respect to the stratifying factors. The respondents of this study were planned to be divided based on the Academic Entrance that is 2002,2003, and 2004. 3. Site and time This study was planned to be conducted in the English Department of State University of Jakarta in the second semester of Academic Year of 2005/2006. It was between 6 March 2006 and 13 March 2006. Referring to the purpose of study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, the researcher chose English Department of UNJ as the site of the study. It was designed that this study was conducted in between 6 March 2006 and 13 March 2006. This choice was made by considering the availability of time that the researcher had. It was also the time in which students were effective in the process of attending teaching-learning activities. 19 4. Instruments As mentioned in the previous section, this study was designed to employ survey. Questionnaire and interview were chosen to become the instruments of collecting data. In keeping with Blooms Taxonomy, both instruments were designed to include knowledge, comprehension, and ability to apply Functional Grammar. Detail description about the instruments is given in the following section. a. Questionnaire Questionnaire was chosen as one of the means to collect data used in this study. Questionnaire as discussed by Nunan (1992), is relatively popular means of collecting data. The questionnaire used for this study was designed to gather information and to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The total number of questionnaires is 36 items which represent students perception towards their knowledge, comprehension, and ability to apply. Each number of questionnaires consists of five different choices of answers that represent the scale of excellent, good, average, poor, and very poor. The questionnaire was designed to use Bahasa Indonesia in order to avoid misunderstanding of the respondents to answer each statement. To answer the questionnaire, the respondents were asked to choose only one answer of each number that represents knowledge, comprehension, and ability to apply Functional Grammar. 20 There were 7 questions prepared before conducting the interview. The questions covered the identifying students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. The interview is to anticipate the possible weaknesses of questionnaire as described by Burns (2000) who proposes there is no opportunity to acquire supplementary observational data. Also, the respondents motivation for answering the questionnaire is unknown. C. Implementation of Study The research was uutiated by the fact that some students express their difficulties while attending Functional Grammar classes. Following such problems, the researcher was interested to conduct the study. It covered questionnaire and interview. This study was implemented by following the steps of the research procedures. 1. Data Collection Process Questionnaire and interview were used as means to collect the data. The data collection process lasted for 1 week that was between 4 May and 12 May 2006. The implementation of data collection was not as it was planned. This was because the process of making the questionnaire took longer time. At the same time, the researcher had to follow PPL program In addition, as the result of data of interview did not clearly present the specific area of writing that can be developed by applying Functional Grammar, the additional interview was again conducted that was between 14 July 2006 and 16 July 2006. 22 a. Collecting Data by Means of Questionnaire The set of questionnaire was given to 54 students who had completed Functional Grammar 1 and Functional Grammar 2. Before conducting the study, the researcher introduced herself to the respondents. The researcher also gave information about the purpose of the study to respondents. The distribution of questionnaire was done after classes that were on 4 May and 12 May 2006. The completion of the questionnaire took between 3 and 4 minutes. The questionnaire consists of 36 items which represent students perception towards their knowledge, comprehension, ability to apply Functional Grammar in analyzing text and writing ability. Items number I until 6 represent knowledge of clause as representation. Items number 7 until 12 represent comprehension of clause as representation. Items number 13 until 24 represent applicability of clause as representation. Items number 25 until 26 represent knowledge of clause as exchange. Items number 27 until 28 represent comprehension of clause as exchange. Items number 29 until 32 represent applicability of clause as exchange. Item number 33 represents knowledge of clause as message. Item number 34 represents comprehension of clause as message. Items number 34 until 36 represent applicability of Functional Grammar. To rank their abil ity, this study employed Likert scale. There were 5 scales used in this questionnaire namely excellent, good, average, poor, and very poor. The respondents were asked to choose one scale of each item. 23 I b. Collecting Data by Means of Interview The interview was held between 11 May and 12 May 2006. Since some students felt reluctant to express ideas of such problems and due to considering the limitation of time, the researcher decided to interview 6 students. The additional interview was conducted between 14 July 2006 and 16 July 2006. The researcher conducted the additional interview because the result of the previous interview did not cover the specific aspects of writing such as language and/or content aspects that can be improved by applying the concepts of Functional Grammar. There were three additional respondents interviewed. The previous and additional interview was conducted face-to-face discussion individually. The respondents for this interview were selected based on their various scores of Functional Grammar I and Functional Grammar 2. Respondent 4 and 7 who had completed Functional Grammar 1 and respondent 5 and 8 who had completed Functional 2 got A. Respondent 1, 2, 3, 5, and 8 who had completed Functional Grammar I and respondent 2, 3, 4, 7, and 8 who had completed Functional Grammar 2 got B. Respondent 6 and 9 who had completed Functional Grammar 1 and respondent 1 and 9 who had completed Functional Grammar 2 got C. The interview used Bahasa Indonesia. The reason was to avoid the possibility of different perception in understanding the questions. The use of Bahasa Indonesia for the interview was also to make the respondents understand and answer the questions easily. The questions of interview were related to identifying English Department students perception towards their knowledge, comprehensi on, and ability to apply Functional Grammar in analyzing text and writing. The specific areas of writing ability that could be improved by 24

Interleukin-6 Levels in Early Diagnosis of Neonatal Sepsis

Interleukin-6 Levels in Early Diagnosis of Neonatal Sepsis Study of Interleukin-6 Levels in Early Diagnosis of Neonatal Sepsis Dr. Sonawane Vijay B., Dr. Mehkarkar Nitin S., Dr. Jadhav Pradnya B., Dr. Gaikwad Sonali U., Dr. Kadam Nitin N. Department of Pediatrics, MGM Medical College and Hospital, Navi Mumbai, Maharashtra, INDIA ABSTRACT Introduction: Neonatal septicemia is one of the commonest causes of neonatal mortality and morbidity. Interleukin-6 Levels appears to be one of the most promising candidate cytokine for early diagnosis of neonatal septicemia. The aim and objectives of this study was to study the role of IL-6 levels as an early marker for diagnosis of neonatal sepsis and to compare IL-6 levels with other septic markers. Materials and Methods: This is a hospital based prospective study to evaluate the efficacy of IL-6 as an early diagnostic marker of neonatal sepsis. Eighty neonates, delivered in the hospital, having risk factors for neonatal sepsis, along with those coming to hospital with signs and symptoms of sepsis up to 28 days of life (as study group ) along with normal newborns admitted to the postnatal ward without high risk factors (control group) were enrolled for this study. Results: IL-6 Levels has shown maximum Sensitivity of 95.83%, Specificity of 87.50%, Positive Predictive Value of 92 %, Negative Predictive Value of 93.33 % and Accuracy of 92.50 %. E.Coli was the most common organism responsible for sepsis. CRP was reported to be highly sensitive(84.21%), and CBC was highly specific (75.00%), IT ratio has sensitivity of 62.5% and specificity of 56.25% while Micro-ESR has shown sensitivity of 50.0% and specificity of 62.5%, Out of 80 cases, blood culture (BacTalert) showed growth in 48 cases in study group while two cases in control group. Thus blood culture positivity was 60%. Conclusion: IL-6 test has maximum sensitivity as well as specificity in comparison with other septic markers. Blood culture is the gold standard for the diagnosis of septicemia.CRP is most sensitive while CBC is most specific marker in neonatal sepsis. KEY WORDS: Neonatal Sepsis, Diagnostic Markers, Mortality, IL-6 Levels. INTRODUCTION Neonatal Septicemia is the leading cause neonatal mortality and morbidity in India. It is estimated that 20% of all neonates develop sepsis1 and is responsible for 30-50% of total neonatal death in developing countries2. Accurate and timely diagnosis of neonatal sepsis still remains a major challenge to the pediatricians and neonatologists. Mortality due to neonatal sepsis is preventable and if diagnosed early the outcome is better. Several indicators have been evaluated as septic screen for the early diagnosis of neonatal sepsis like CBC, CRP, Micro-ESR, IT ratio, and Blood Culture. There is a constant search for better and ideal diagnostic marker. Ideal marker should be sensitive, specific and easily available. Its results should be immediate and reproducible. Recently various new markers are being studied such as IL-6, TNF-ÃŽ ±, Procalcitonin, G-CSF etc. IL-6 is an inducer of hepatic protein synthesis which promotes production and liberation of CRP and can be detected early when t here is bacterial bloodstream invasion. It appears to be one of the most promising candidate cytokine for early diagnosis of neonatal septicaemia.3,4 In the present study conducted at Mahatma Gandhi Mission Medical College and Hospital, Navi Mumbai, IL-6 levels were assessed in normal healthy newborns as well as newborns with high risk factors for sepsis and the usefulness of IL-6 was evaluated as an early marker for sepsis detection and its effectiveness was compared with other septic markers. MATERIALS AND METHODS Study Design: A prospective study design was used to evaluate the efficacy of IL-6 as an early diagnostic marker of neonatal sepsis. This is a hospital based study conducted in M.G.M Medical College and Hospital, Navi Mumbai. Study Period: July-2005 to August-2007 Sample Size: Eighty neonates, delivered in the hospital, having risk factors for neonatal sepsis, along with those coming to hospital with signs and symptoms of sepsis up to 28 days of life (as Study Group) also normal newborns admitted to the postnatal ward without high risk factors (Control Group) were enrolled for this study. Newborns were treated with antibiotics for clinical evidence of sepsis positive septic score as per neonatal sepsis score system (Table 1). Table 1: Neonatal sepsis score system5 Score1=risk of infection, Score2=need septic work up to exclude, Score 3 or more=investigate and treat A detailed history was taken and examination was done. Following laboratory tests were done as soon as presumptive diagnosis of sepsis was made based on septic score system and on clinical grounds. All investigations were done within 24 hours of birth or at presentation before starting antibiotics like IL-6 levels, CBC, CRP with titer, Micro ESR, Immature to Total (IT) ratio, peripheral smear for toxic granules and band forms, blood culture (BacTalert), x-ray chest, CSF whenever indicated etc. Soon after birth, 1 ml of venous blood was drawn for blood culture. Also 5 ml of venous blood was collected for TLC, DLC, peripheral blood smear, micro-ESR and CRP. CRP was sent at 12 hours of life in newborns with high risk factors for sepsis. This study was approved by Ethical Committee of this hospital. Informed Written Consent was obtained from parents before entry into this study. Information of selected neonates including detailed history and clinical examination was recorded on a predesi gned proforma. Interleukin-6 Levels Determination3,4 : 1 ml blood was collected in plain bulb and serum was tested by Chemiluminescent Immunometric technique in IMMULITE Machine1000 (Table 2). IMMULITE 1000 IL-6 is a solid phase, enzyme labeled, Chemiluminescent sequential immunometric assay. The use of an ultracentrifuge is recommended to clear lipemic samples. Volume required – 100  µL serum, EDTA or Heparinized Plasma (Sample cup must contain at least 250  µL more than the total volume required). Interpretation6,7: Table 2 – Interpretation Guide for Immune Monitoring DATA ANALYSIS Data was collected, classified, tabulated and analyzed. Tests of significance were applied at appropriate places and interpretation was done accordingly. To evaluate the difference between the categories, McNemar Chi Square test was used as a test of significance. A p-value of less than 0.05 was considered statistically significant. RESULTS AND DISCUSSION Of total of 80 cases, with risk factor and clinical signs and symptoms of sepsis (40 cases as study group) and normal healthy newborns without risk factors (40 cases as control group). The study group consists of 28 males (70%) and 12 females (30%) while control group consists of 21 males (52.50%) and 19 females (47.50%). Among 40 babies of study group, 24(60%) are blood culture (BacTalert) positive and 16 (40%) are blood culture (BacTalert) negative while in control group, 1(2.50%) is blood culture (BacTalert) positive and 39(97.50%) are blood culture(BacTalert) negative (Fig. 1). Fig. 1: Bar Chart Showing Distribution of Cases According to Blood Culture In study group, E-coli comprised the maximum number of cases accounting for sepsis i.e. 7 (17.5%) followed by 5 cases (12.5%) of Acinetobacter baumanii, 5 cases (12.5%) of Klebsiella Pneumoniae, 2 cases(5%) each for Citrobacter and Staphylococcus aureus and 1 case (2.5%) has shown Pseudomonous Sp., Burkholderia cepacia and Fungus while no growth in 16 (40% ) cases. In control group, only 1 case (2.5%) shows growth of Acinetobacter baumanii and 39 cases (97.5%) are sterile (Fig. 2). Bhargava et al8 noted in their study that the incidence of E.Coli as the causative organism of neonatal sepsis was 45%. Mirfet al9 in their study of 50 cases also showed similar results. McCraken10 , Faridi and Gupta11 , Kumar GD et al12 have also reported that gram negative septicemia is more common than gram positive septicemia Study Group Control Group Fig. 2: Pie Chart Showing Distribution of Cases According to Microbiological Growth on Blood Culture Out of 40 cases in study group, CBC is abnormal in 13 cases (32.5%), Blood Culture (BacTalert) was positive in 24 cases (60%) and 4 cases (10%) has CBC abnormal with sterile blood culture. In this study CBC had low sensitivity (37.50%) and high specificity ( 75.00%). Chan and Ho13 revealed in their study that abnormal CBC had the lowest sensitivity and PPV while abnormal ANC had the lowest specificity and NPV among them. (Fig. 3) Fig. 3: Bar Chart Showing Distribution of Cases According to CBC Out of 40 cases in study group, CRP is reactive in 31 cases (77.5%), Blood culture is positive in 24 cases (60%) and 15 cases (37.5%) are having CRP reactive with sterile blood culture. In this study CRP was reported most sensitive (84.21%) but low specific(28.57%), Franz AR et al14 showed that there is generally a delay of up to 24 hours between onset of symptoms of infection and a rise in serum CRP. Sensitivity of the test at presentation is only 40% that is, 60% of subsequently proven sepsis episodes will have a normal initial CRP. (Fig. 4). Fig. 4: Bar Chart Showing Distribution of Cases According to CRP Out of 40 cases in study group, IT Ratio is abnormal in 22 cases (55%), Blood Culture is positive in 24 cases (60%) and 7 cases (17.5%) are having IT Ratio abnormal with sterile blood culture. In our study IT ratio was reported NPV of 50.0%. Ghosh et al15 studied 103 high risk neonates having predisposing perinatal factors or clinical suspicion of sepsis and found that an abnormal immature to total neutrophil (IT) ratio were the most sensitive indicators in identifying neonates with sepsis showing high negative predictive value over 94%. (Fig. 5) Fig. 5: Bar Chart Showing Distribution of Cases According to IT Ratio Out of 40 cases in study group, Micro-ESR is abnormal in 18 cases (45%), Blood Culture is positive in 24 cases (60%) and 6 cases (15%) has Micro ESR abnormal with sterile blood culture. In our study Micro-ESR has shown sensitivity of 50.0%, specificity of 62.5. K.K. Diwakarand Rosul G16 studied on 114 term neonates for early neonatal sepsis. The sensitivity and specificity of the revised Micro-ESR was 62.5% and 60.9% respectively in diagnosing culture proven sepsis. (Fig. 6) Fig. 6: Bar Chart Showing Distribution of Cases According to Micro-ESR Among 40 babies of study group, 25 (62.50%) has IL-6 Test positive and 15 (37.50%) has IL-6 Test negative while in control group, 3 (7.5%) has IL-6 Test positive and 37 (92.5%) has IL-6 Test negative. In present study, neonatal mortality is seen in 4 cases (5%) of the total 80 cases. Of these 4 cases, all cases have shown elevated IL-6 levels. Hence, strongly elevated IL-6 levels in this study have found to be associated with bad prognosis as indicated by death. Statistical analysis of IL-6 levels concentration >100 pg/ml in this study of 40 cases (study group) yielded a sensitivity of 95.83% and specificity of 87.50 % whereas Positive predictive value and the Negative predictive value is 92% and 93.33% respectively. Many studies have also reported similar results. The recent study of IL-6 in early neonatal sepsis by Silveira et al17 using normal newborns as controls, showed similar sensitivity of 96%. Recently, Silveira and Procianoy18 reported that IL-6 and TNF-ÃŽ ± are likely cand idate cytokines for use in early diagnosis of neonatal sepsis. (Fig. 7) Fig. 7: Bar Chart Showing Distribution of Cases According to IL-6 Assay Out of 40 cases in study group, blood culture is positive in 24 cases (60%), IL-6 is positive in 25 cases (62.5%) and 2 cases (5%) have IL-6 positive with sterile blood culture. (Fig. 8) Fig. 8: Bar Chart Showing IL-6 Levels in Sepsis Same group of patients are tested with both Blood Culture (BacTalert) as well as IL-6 levels. Therefore McNemars (ChiSquare) test is used to evaluate whether results of these tests vary significantly from each other. It is observed that the results of both tests are not statistically significant from each other with x2 = 0.083, p-value equal to 1.00 and degree of freedom equal to 1. There is no statistically significant difference between Blood Culture (BacTalert) and IL-6 assay (p=1). Hence use of IL-6 levels for early diagnosis of neonatal sepsis can be justified. (Table 3) Table 3 – IL-6 Parameters: Sensitivity, Specificity, PPV, NPV and Accuracy Chi-square (X2) = 0.083, Degree of Freedom = 1, p-value = 1.00 Thus, IL-6 test has maximum sensitivity as well as specificity in comparison with other septic markers in early detection of neonatal sepsis. (Table 4) Table 4 – Comparative Parameters: Sensitivity, Specificity, PPV, NPV and Accuracy Hence, it can be concluded that IL-6 concentration increases to significant level in the patient having bacterial septicemia. IL-6 test has maximum sensitivity as well as specificity in comparison with other septic markers. Therefore, IL-6 levels can be used as an early diagnostic marker for neonatal sepsis. SUMMARY AND CONCLUSION Thus, IL-6 has shown Sensitivity of 95.83%, Specificity of 87.5%, Positive Predictive Value of 92%, Negative Predictive Value of 93.33% and Accuracy of 92.5%. Neonatal mortality was seen in 4(5%) of the 80 cases studied. Of these 4 mortalities, all 4 cases showed IL-6 levels strongly positive. Hence, strongly elevated IL-6 levels, in this study, are found to be associated with bad prognosis as indicated by death. The result of the present study appears to emphasize that serum IL-6 levels increases to a significant level in the patients having bacterial septicemia. The level of rise depends upon the severity of the sepsis. Hence, it can be concluded that IL-6 levels can be used as an early diagnostic marker of neonatal sepsis. ACKNOWLEDGEMENTS Authors are thankful Dr. V. Kotrashetti for guidance during study period. We also express thanks to Mr. Dattatray Parle and Dr. Tabish Pathan for editing this study. Funding: None Conflict of Interest: None Permission from IRB: Yes REFERENCES â€Å"NNF Teaching Aids: Newborn Care† www.newbornwhocc.org/pdf/ teaching-aids/neonatalsepsis.pdf. Siegel J, McCracken G, â€Å"Sepsis Neonatarum† NEJM, 1981(304):642-646. â€Å"IMMULITE: IL-6† Manual on IMMULITE Published by Siemens Medical Solutions and Diagnostics, Los Angels, CA, USA, 2006. Saunders, B. M., Z. Liu, Y. Zhan and C. Cheers, â€Å"Interleukin- 6 production during chronic experimental infection† Immunol. Cell Biol. 1993(71):275-280 Gupte S., â€Å"The Short Text Book of Paediatrics† 9th Ed., Jaypee Brothers, New Delhi, 2001:559-561. Milenia QuickLine IL-6 Published by Milenia Biotec, USA SepsisNeoEnglish, 2005. de Bont, E., A. Martens, J. van Raan, G. Samson, W. P. Fetter, A Okken and L. H. F. M. de Lei, â€Å"Tumor necrosis factor-alpha, interleukin-1 beta and interleukin-6 plasma levels in neonatal sepsis† Pediatr. Res., 1993(33):380-383. Bhargav SK, Gupta A, Bhargav M. Bacterial Infections in Newborn. Newer Development in Pediatric[A1] Research 1977; 1. MirfAmans and Khan SR. Neonatal sepsis; a review with study of 50 cases. Journal[A2] of Tropical Pediatrics 1987; 33(3):131-5. McCraken and Shinefield. Changes in the pattern of neonatal septicemia and meningitis. Am J Dis. Child 1966; 112:33. Faridi et al[A3]. Chest radiograph in neonatal sepsis. Ind. Ped[A4]. 1972; 29:871. Kumar GD et al[A5]. Bacteriological analysis of blood culture isolates from neonate in tertiary care hospital in India. J Health, Population and Nutrition, 2002; 20(4): 343-347. Chan DK and Ho LY. Usefulness of C-reactive protein in the diagnosis of neonatal sepsis. Singapore MedicalJournal[A6] 1997; 38(6): 252-5. Franz AR, et al. Reduction of unnecessary antibiotic therapy in newborn infants using interleukin-8 and C-reactive protein as markers of bacterial infections. Pediatrics 1999; 104:447-53. .Ghosh S, Mittal M, Jaganathan G. Early diagnosis of neonatal sepsis using a hematological scoring system 2000;54(9):495-500. Diwakar KK, Rosul G, â€Å"Revised Look at Micro-Erythrocyte Sedimentation Rate in Neonates† Indian Pediatrics[A7] 1999; 36:703-705. Silveira RC, Procianoy RS, â€Å"Evaluation of interleukin-6, tumour necrosis factor-a and interleukin-1 for early diagnosis of neonatal sepsis† Acta. Paediatr ,1999(88): 647-650. Renato S. Procianoy, Rita C. Silveira, â€Å"The role of sample collection timing on interleukin-6 levels in early-onset neonatal sepsis† J Pediatr (Rio J), 80(5):407-10, 2004. [A1]AS ABOVE [A2]BBR [A3]ET AL ONLY IF THERE ARE MORE THAN SIX AUTHORS, PLEASE CHECK [A4]CORRECT AS ABOVE; NO FULL STOPS AND CORRECTLY ABBREVIATED NAMES OF JOURNALS. [A5]CHECK ET AL [A6]Sing Med J [A7]Abbr

The Football Field :: Observation Essay, Descriptive Essay

The Football Field I squat down and cup my hands under the bent over body. I scope the battlefield and acknowledge the positioning of my eleven enemies. A million thoughts go through my mind as I decide which area I am going to attack. My warrior paint is smearing down my cheeks, and my cleats dig into the frozen tundra of the battleground. I feel like all the eyes of the arena are on me, as I yell my cadence. I yell the final "GO" and the warriors clash with intent to hurt. Bodies are flying all around me, but I don't notice them, for I am concentrated on one thing, to march my comrades down the hostile territory, and through the archenemies barricade. After each of these affairs, and the traditional trash talking, I trot over to the sidelines to get the next battle strategy from the general. Sometimes disagreeing, yet always sticking to the strategy drawn out for me. I return to the huddle of the good guys, each with a look of violence on their face, preparing for the next battle. We break the adrenaline loaded huddle, and we all trot to the front line. The air is brisk, and the night is out. The lights beam down on the green playing field like spotlights on a stage. The crowd is anticipating an exciting play by their home team, and busy with commotion. The little kids are on the top of the hill playing football, imagining they were playing in front of that same rambunctious crowd. Just an hour before, I had arrived to this battleground, stepping off of the bus with my teammates. All of us feeling the same nervousness in the pit of our stomach just at the site of the arena, infested with filthy rats with different colored jerseys. Anticipating the events to come, I jog up and down that magical field, taking in anything that I can use to my advantage.

Addiction and the Reward Circuit Essay -- Biology Essays Research Pape

Addiction and the Reward Circuit Most people are affected directly or indirectly by drug addiction. Many stereotypes including race and socio-economic class are associated with drug addiction. Despite longstanding stereotypes there is more and more evidence being discovered pointing to an explanation from within the brain of the addict. Free will is generally associated with drug addicts as is their choice to use drugs, but free will may not be a factor in addiction. The key to addiction lies solely in the brain, without influence form the "I-function", or free will. The affect of all drugs of abuse, which are characterized by heroine, cocaine, LSD, opiates, and others, is on what is known as the reward circuit of the brain (1). The circuit includes the ventral tegmental area (VTA), which is connected to the nucleus accumbens and the prefrontal cortex in the pathway where they communicate through neurons (4). Other areas of the brain may be involved depending on the drug (2). The VTA and nucleus accumbens are involved in the reward circuit of all drugs (3). The natural function of the reward circuit is to provide a reward and associated pleasurable feelings in response to life sustaining functions, such as eating, to encourage repetition of that function. The reward circuit functions through the use of neurotransmitters, mainly dopamine. When activated, the circuit triggers the release of dopamine, a neurotransmitter that induces a pleasurable feeling, from the neurons in the VTA. Drugs of abuse stimulate this same response, in many cases to a greater degree than the natural response causing a spike in dopamine levels. Certain drugs, especially cocaine, can block dopamine receptors in the reward circuit. After being ... ...tion towards addiction to drugs of abuse. The brain may be solely responsible for the addiction but if this is true, how do people overcome their own brains to recover from addiction. Could it be that the brain changes back to its normal state in turn allowing the addict to recover or could it be the addict forcing his brain to change back to its normal state, causing recovery. References 1)This paper reflects the research and thoughts of a student at the time the paper was written for a course at Bryn Mawr College. Like other materials on Serendip, it is not intended to be "authoritative" but rather to help others further develop their own explorations. Web links were active as of the time the paper was posted but are not updated. Contribute Thoughts | Search Serendip for Other Papers | Serendip Home Page http://serendip.brynmawr.edu/serendip/a2z.html

Technology and Adult Learning: Current Perspectives :: Education Learn Essays

Technology and Adult Learning: Current Perspectives Throughout the 20th century, changes in technology have had social and economic ramifications. Although each successive wave of technological innovation has created changes to which adults have had to adjust, "what perhaps differentiates earlier technological changes from today’s is the current emphasis on educational applications" (Merriam and Brockett 1997, p. 113). The most pervasive of the technologies with educational applications are the Internet and World Wide Web, but other technologies can also be used to facilitate adult learning. In considering the role of technology in adult learning, adult educators are faced with a number of challenges, including how to respond to technology and how to exploit it without diminishing the learning experience (Field 1997). The purpose of this Digest is to review some current perspectives about technology and adult learning. It begins by describing approaches for integrating technology into adult learning and then considers how techn ology can be used to support and expand adult learning. Integrating Technology into Adult Learning Ginsburg (1998) presents a helpful way to think about integrating technology into adult learning by proposing four basic approaches: technology as curriculum, delivery mechanism, complement to instruction, and instructional tool . Each approach is summarized here, including its benefits and limitations. Technology as Curriculum Not only can adults learn content through technology, they can also learn about technology itself (Merriam ad Brockett 1997) and develop the skills to use it competently. An example of the technology as curriculum approach is the course, "Exploring the Internet." Offered by the Georgia Center for Continuing Education, the 10-hour, noncredit evening course is designed to provide adults with the concepts and skills for using Internet applications such as e-mail and the Web (Cahoon 1998). The benefits of this approach include the opportunity to address each aspect of the technology in a clear, structured manner; little or no distraction from peripheral learning issues or goals beyond those of learning the technology; and efficiency in acquiring a discrete set of technology skills that can be applied in different settings. The major limitation of the approach is the narrow focus on the technology and the skills to use it. When technology skills are acquired in an isolated environment, th ey may not be easily transferred and applied by the learner in meaningful ways. In addition, if the learner lacks an opportunity for practice, the skills may deteriorate (Ginsburg 1998). Technology as a Delivery Mechanism

Opinions and Social Pressure Essay

Asch in his essay â€Å"Opinions and Social Pressure† conducted an experiment to determine effects of group pressure towards an individual and concluded that there is a very strong tendency to conformity even when doing so conflicting with their own senses of morality. In the experiment a group of young students have to compare length of lines on two different sheets of paper. On one of them there is a sample single line and on the other one there are three lines only one of which is same size as the sample line from the first sheet. People taking part in this experiment are instructed to point at lines that are the same length. At first, during the experiment the group is unanimous in their answers and chooses the correct line, but later on the person that sits near to the end of the line in which people taking part in the experiment are sited, selects different answers then the rest of the group. As the experiment continues and the situation repeats, the isolated in selecting different than the majority answers person shows signs of feeling uncomfortable in position of dissenter. What he doesn’t know is that the rest of the group is instructed to give wrong answers while the experiment is conducted. The single individual is placed in the minority while actually giving the correct answers. Subjects of this experiment could act independently or they could go along with majority’s opinion. A prominent percentage yielded. Under the majority pressure people are more likely to accept the misleading information. There are extreme examples of totally independent individuals as well as people who totally agree with the majority almost most of the time and the tendency is highly consistent. After reconstructing the experiment the next question for the scientist to answer is which aspect of influence is more important, the size of majority or its unanimity. It turns out, that the majority size makes a difference only to the point where majority group involves three people. Making the majority any bigger would not influence on the error rate for the answers in the experiment. Breaking up unanimity of the group in given answers has a significant effect. In the experiment it is also noted that the rate of wrong answers depends to a considerable degree on how wrong the majority is. Even with significant difference in length of lines there were still individuals who agree with majority error. For those participating in this experiment almost all declare that independence was preferable to conformity. â€Å"Life in society requires consensus as an indispensable conditions. But consensus, to be productive, requires that each individual contribute independently out of his experience and insight. (†¦) We have found that tendency to conformity in our society so strong that reasonably and well- meaning young people are willing to call white black is a matter of concern† (Salomon E. Asch â€Å"Opinion and Social Pressure† pp. 730). The experiment has proven that we live in times where opinion become very subjective and can be easily modified. Social techniques are wildly used in marketing and sales or even by lobbyist in governmental decision making process. The uncertainty of people own senses, opinion or knowledge can be easily abused. Asch’s experiment implements how people believe in the obvious lies. It’s shows simple ways of influencing perception, judgment and action. Results of this experiment trigger a number of social and scientifically researches like study of Berns G.S. (2005) (Neurobiological Correlates of Social Conformity and Independence During Mental Rotation, Biological Psychiatry, 58(3), pp 245-253), that explains decision making influence on very profound level. It proves that social mechanisms of authority have an effect not only on individual behavior but it also effects brain chemistry. Resources: â€Å"Opinions and S ocial Pressure† / by Solomon E. Asch Berns G. S. (2005) (Neurobiological Correlates of Social Conformity and Independence During Mental Rotation, Biological Psychiatry, 58(3), pp 245-253) Reaction Paragraph: I was very surprised by the results of Asch’s experiment. I always knew that the opinion of the group counts and it’s important to most of us, but would never except that the scale and strength of decision making influence techniques can be so large and effective. Society faces many different forms and techniques of decision making influences that were developed from results of the Asch’s experiment. This techniques share common goals which are to make society to obey and find the best ways to achieve social conformity. On positive side, conformity can be used to create predictability references or to organize a convenient social structure that doesn’t require constant renegotiations. On the negative side, it’s a key to a great power over social behavior and actions. This raise questions over morality and responsibility over the actions that could be caused by manipulations. If the study was conducted on contemporary society the results wouldn’t be much different if not even showing stronger tendency to conformity. Living in the age of social media, mass communication networks and globalization concepts individuals are more pressured to obey, to be a part of events or actions not truly and not only by their free will. The study indicates that in big majority people are followers and they tend to obey authority and follow the opinion of majority. Awareness of how humans tend to obey comes with some tips on how we can protect ourselves from external influence. Cultivating a healthy skepticism and exercising active change in our behavior make us less vulnerable to prospective social experiments.

Sociology of Deviance and Crime Essay

Question: Write a social sciences essay based on a documentary or film. Explore how deviance and/or crime are presented in this text and relate your findings to the various sociological perspectives and theories studied in class. Choice of text: Easy A (2010 movie) Deviance is an unavoidable part of human nature, and as such, is a fascinating and essential social phenomenon to study. The film Easy A explores how a high school student turns to deviance in order to benefit in popularity and financially. A number of sociological theories are recognisable in this film. It demonstrates clearly the motivations behind how primary deviance leads to secondary deviance. The text raises the theories of social exclusion and marginalisation, with specific relevance to adolescent years. The teenage years are a big transition for people, as they mature from children into adults. This period is often a time of self-discovery or experimentation, as illustrated by the movie Easy A (2010). We are introduced to the protagonist, Olive, an unknown and unpopular schoolgirl. She starts to become noticed when she lies about losing her virginity, and the fibs begin to escalate. Through a number of lies and rumours, Olive gains a reputation for her false promiscuity, and this has a number of repercussions on herself and her peers. Olive’s deviant acts clearly demonstrate a number of sociological theories and perspectives. Olive initially lies about losing her virginity to her friend, but instead of revealing the truth and admitting her fabrication, she proceeds with it further and continues lying. This is a typical act of primary deviance turning into secondary deviance. The primary deviance is Olive’s initial lie, which could be exused, but it turns into secondary deviance when she accepts her label as a ‘whore’ and continues lying and accepting the rumours regarding her. This phenomenon was explored by Rosenblum (1974). Rosenblum studied the relationship between primary and secondary deviance among female prostitutes. She argued that one of women’s biggest assets is their sexuality and this is what most often leads them to deviance. The transition  from primary deviance to secondary deviance when regarding prostitution only happens when the individual accepts their ‘label’ and willingly repeats the deviant acts. The secondary deviant†¦ is a person whose life and identity are organised around the facts of deviance. (Rosenblum, 1974) This is applicable to Olive in Easy A; she begins to take pride in her reputation as a ‘whore’, and even makes money from lying about having sexual relations with fellow classmates. Her identity revolves around her acts of deviance, making it clear that she is engaging in secondary deviance. However, financial gains was not Olive’s only motivation for committing deviant acts. Social exclusion can effect an individual at any time in life, but is especially prominent in adolescent years in the schoolyard. At a time when everyone is too young to have found their true identity, each person is seeking individuality and validation from others. Teenagers often form into groups, and if someone doesn’t fit in to a group or try conforming, they can be subjected to social exclusion. Social exclusion is a valid fear of many adolescents, as Sà ¸ndergaard (2012) explained in her study. Through interviewing and observing school children, Sà ¸ndergaard found that many children have social exclusion anxiety. ‘Social exclusion anxiety’ builds on the social psychological concept of human beings as existentially dependent on social embeddedness. This point is highlighted in order to focus on the anxiety that arises when social embeddedness is jeopardised and the hope and longing to be part of a community is threatened. (Sà ¸ndergaard, 2012) Social exclusion anxiety should be considered as a potential motivation for deviance. In the case of Olive in Easy A, she isn’t a popular or noticed girl at school. However, once she starts engaging in deviant acts, she becomes noticed and even accepted. Although this isn’t her true personality, Olive feels validated – she has an identity. Therefore, social exclusion is a motivating factor for Olive to turn to deviance. However, she isn’t the only character to do so. Olive first lies about losing her virginity to her best friend, but the first real deviant act comes when she and her gay friend Brandon deceive the whole school. Olive quickly gains popularity when most of the student body witnesses, from the other side of the door, her having sex at a party with a  boy from school. Little does everyone know that it is all a ruse to get them to think that Brandon, her fake sex partner, is not gay in hopes that this very public display of sexual activity will prevent daily beatings at school and it works! (Perry et al., 2011) Being an openly gay student in high school, Brandon is subjected to torment, discrimination and marginalisation. Consistent deviance often leads to marginalisation, and gender deviance is a prime example. Brandon was beat up at school and rejected by friends. Gay individuals have long been marginalised by not receiving equal rights by law, and are habitually marginalised by the general public due to homosexuality being considered gender deviance. Taywaditep’s (2001) study suggested that due to the marginalisation gay boys received throughout their childhood and adolescence, many began to appear more gender-conforming towards adulthood to avoid marginalisation. Gender conformity is associated with social acceptance and adjustment in men more than in women, and gender deviance is much more disapproved and penalized for men than for women. (Taywaditep, 2001) Brandon seeks social acceptance and approval, so he turns to deviance to appear gender-conforming. Through his character, Easy A displays two theories about deviance; marginalisation due to gender deviance, and deviance as a result of social exclusion. Easy A is a textbook example of the motivations behind deviance. Through the medium of film, it effectively demonstrates how adolescents become compelled to commit deviant acts. Furthermore, the film is backed up by sociological theories. Primary and secondary deviance is demonstrated when Olive begins to embrace her status and deviant nature. Social exclusion is shown to be a motivational factor in Olive’s and Brandon’s choices. Brandon’s gender deviance by being gay has forced him into marginalisation. He seeks to achieve gender conformity, and as such engages alongside Olive in her deviance. Therefore, Easy A is not simply an entertaining film produced for the masses. It should be considered as an informed, accurate, visual research study into adolescent deviance. Bibliography (APA) Devine, Z. (Director). (2010). Easy A [Motion Picture]. United States of America: Sony Pictures Home Entertainment. Perry, C., Lauro, J.D., Cain, A., & Eigner, J. (2011). Easy A. Journal of Feminist Family Therapy, 23(1), 59-64. doi: 10.1080/08952833.2011.548708 Rosenblum, K.E. (1975). Female Deviance and the Female Sex Role: A Preliminary Investigation. The British Journal of Sociology, 26(2), 169-185. doi: 10.2307/589587. Sà ¸ndergaard, D.M. (2012). Bullying and social exclusion anxiety in schools. British Journal of Sociology of Education, 33(3), 355-372. doi: 10.1080/01425692.2012.662824. Taywaditep, K.J. (2001). Marginalization Among the Marginalized. Journal of Homosexuality, 42(1), 1-28. doi: 10.1300/J082v42n01_01.