India of My Dreams

Essay 4 You Get All type of Essays for you. School or college no problem all types of essays are available here. * Home * Main Site * Categories * About us The India of My Dreams School Essay, The India of My Dreams Key Words and Phrases: – past, great, today, evils, free, food, clothes, houses, education, jobs. – rich and strong, suffering from, India of my dreams, clean and healthy, free and happy, peaceful and united, to flow with milk and honey. India was very great in the past. She was rich and strong. She has given to the world great saints, scholars, thinkers, artists and soldiers. Today her people are suffering from many evils. Among these evils are poverty, ignorance, disease, bribery, corruption, indiscipline and disunity. The India of my dreams will be free from these evils. Her people will have good food to eat. They will have fine clothes to wear. They will have nice houses to live in. They will have proper education. They will be clean and healthy. They will be free and happy. There will be jobs for all. There will be no strikes and ‘morchas’. The people will be peaceful and united. India will flow with milk and honey. all of us want India to become a respectable super power in the world. India ha a rich past. it was because of its riches, that it was invaded innumerable times and its wealth was plundered. The British rulers exploited the country. At the time of independence, the country was in turmoil, its economy had been shuttered and there was unrest all around. In sixty years since independence, the country has made tremendous progress. However, it is still for behind the developed counties of the world. India of my dreams is a peaceful, progressive, literate country free from the pangs of poverty, where every citizen feels safe and secure, where health facilities are provided top all and where the women of the country are treated with utmost dignity and respect. India, is proud of its rich past. It was because of tis riches that it was invaded innumerable times and that its wealth was plundered. The Britishers ruled India for almost two centuries and exploited the country economically. At the time of independence (August 15, 1947) the economy of the country was shattered and there was social unrest all round. However it was time for India to write its own history. A lot of progress has been made on various fronts. There have been short comings in our planning as well as its implementation. However when we notice other counties, who also achieved independence around the same time, we feel we are much better placed. Agriculture is the backbone of Indian economy. It provides employment to over 60 percent of the country's work force and it accounts for over quarter of India's gross domestic product. It also contributes substantially to export trade. However except for some pockets of development, agriculture scene in rest of the country is dismal. The farming community is generally under debt. A large number of farmers in recent years have committed suicide because of mounting economic difficulties. Industrial development plays a significant role in the growth process of the under developed counties. It helps in raising income levels and in absorbing rural surplus labour. It is believed that prior to 19th century India was a great manufacturing country. However at the time of independence the industry was in bad shape. Industrial development stared with the second five year plan. It has passed thought different phases. Many bottlenecks and red tapism came in the way of rapid development of industry. Some of the areas of concern have been addressed in the post liberation ear. The new industrial policy of July 1991 is market is needed for the growth of industry. India maintained a favorable policy towards foreign direct investment till 1967. Some preconditions and regulations were imposed from 1968 onwards. Realizing that these conditions were hampering India's industrial progress, the relaxations were made. With the economic liberalization from July 1991 onwards foreign direct investment has been encouraged and it has been allowed in many sectors. India has made its mark in ‘Service Sector'. It has emerged as an important Business Process Outsourcing (BPOs and Call centers) destinations. India fortunately has a large number of well qualified English speaking population, which is needed in this kind of enterprise. India's population as per 1951 census was 36 crore. In 50 year i. e. as per 2001 census the country's population on March 31, 2001 rose to 102. 7 crores. Such rapid growth of population places a huge burden on our limited resources and limited land area. India's literacy rare as per 1951 census was less than 20 percent. In over fifty seven years it has increased to about 65 percent, which clearly indicates that even today about 35 percent of the population over 350 million people in our country are still illiterate. It is truly a sad reflection of the sate of literacy in our country. India has made rapid strides in many spheres. the economic condition of the people is better today than it was at the time of independence. We have made tremendous progress in science and technology. Our infrastructure is far better. A large number of universities, colleges and schools have been set up. Industrialization has taken place. Better health care is now available especially in urban areas. Average life span has increased. Infant mortality rate has come down. Better employment opportunities are available to the youth of the country. Means of transpiration and communication have undergone a sea change. Print and Electronic media has played a key role in creating awareness and bringing people closer. Improvement is noticeable even in provision of sports facilities. India is the third English book producing country after USA and UK. Indo-English literature is now well-developed and internationally recognized. It is able to capture many international awards like Booker price. Pulizter prize etc. Arundhati Roy, Jhumpa Lahiri, Anita Desai, Arvind Adiga etc. are some of the important names in this field. Despite all this progress which is commendable, a lot needs to be done to improve the living conditions of agricultural and industrial labor and the people working in unorganized sectors. Steps should be taken to stop crime and violence. The misguided youth of some troubled states needs to brought in the main stream. Communalism, regionalism and fundamentalism need to be curbed with a strong hand. Condition of women folk needs drastic improvement. Women empowerment is the demand of a civilized society. Equal opportunities need to be given to the girl child for education and career development. Illiteracy and poverty need to be rooted out. Self-sufficiency ought to be achieved in all spheres. Dependence on other counties should be a thing of the past. India of my drams is a country where nobody is illiterate and nobody sleeps hungry, where there is no distinction on the basis of genre, religion or caste, where justice to a common man is neither denied or deleted, where orruption in public life does not exist, where criminals can not occupy and ministerial berths nor enter legislative assemblies, where merit counts in every sphere of life, where jobs cannot be purchased, where rapists have to spend the rest of their lives behind the bars, where the intellectuals like Amartya Sen and Har Govind Khurana do not have to leave the country's shore for higher research and recognition w here the Shabad Kirtan from Gurudwaras, and Azan from Mosques, the Bhajans from Temples and chiming of the bells from churches merge and mingle and produce a harmonious, melodious, spiritual tune, loved by on MY INDIA MY DREAM ? JANA GANA MANA ADHI NAYAKA JAYAHE BHARATHA BHAGYA VIDHATHA? Yes, India? s pride never ends. It s a holy peninsular land. The great Himalayas act as strong barrier of the country. Thus India is a prestigious country. As a citizen of this beloved land I feel proud to dream about my country. I? m looking forward for a comfortable and settled life of Indians within a few years. ?JAHAN DAL DAL PAR SONE KI CHIDIYA KARTI HAIN BASERA, OH BHARAT DESH HAIN MERA? -Rajinder Krishna. Yes, that is the India of my dreams and I wish to translate these dreams into reality. What is required is our strife and struggle to annihilate the evils prevailing in our society in order to reach our goal. These evils have been inherited by a few of our own people from the British much before they left India for good, enough to award miseries, pain and insults to the masses, who continue to suffer for centuries. This is the land where ? ahimsa? was born. Even though India is a very great country with very old culture and tradition, she had not been playing a very important role in the world as she could never become independent in the real sense. But now the entire perfectionism of India has recognized. I would, therefore, like to see, in the first place, that each and every citizen, in my India, should possess a national character, which is absolutely essential to keep the banner of the country up. An erudite person should have respect for both literate and illiterate alike and the ? haves? really help the ? have-nots?. Next, India should be a place where the virulent notion of division, fragmentation or destruction through regional-national conflicts is considered an opprobrium of high degree ;the atmosphere paradisiacal with all its wonders up-to-date and the survival of its denizens , irrespective of all discriminations, absolutely necessary. Where the boundary of different states gradually ceases to exist or become truly artificial, making the national boundary healthier and stronger. Where creation of ? Gulistans? is substituted for ? Khalistans?. Today? s political ethos exhibits a very unhealthy trend. Wrong people with wrong motives are entering politics. I would like to see an India where politicians cannot inflame the spark of communal violence and riots or bamboozle voters with their duplex speeches. Every religion has impregnated its ambition with a particular shape and a specified bliss. Every religion teaches people how to love one another; we have used it to hate one another! In my India, I wouldn? t wish to see that one butchers neighbors in the name of religion and demolishes their religious places of worship. It would be a place where mere recitation of holy scripts and consecrated laws during worship would never reflect one? godliness, unless put into practice. Terrorism and militancy are raising their ugly head more than ever before. Harijans, the lowest and the most oppressed caste in India, have been successful in launching a nation- wide movement. I would love to see the people of my country free from all types of grievances, oppressions and demands. No one would ha ve to hang his head in shame. There would not be a single Indian who would not be proud of his country. While the India of my dreams would maintain amicable relations with neighboring countries, her foreign policy would be the best in the world. Even after 45 years of independence, she is still plagued by poverty, unemployment and foreign exchange trade deficit. I would, therefore, like to see India as a place where inflation and demonetization do not kill the consumers? ability to purchase. Where jobs are not deprived to even the poorest of the poor and everybody is satisfied. A healthy economy is the life-blood of a country. We would serve as a model of just such a vibrant economy- nurtured by an imaginative , innovative, liberal trade policy. The largest single source of foreign exchange for our country is tourism. I would wish this trend to continue. I would wish, in some years, India would be having the most creative entrepreneurs, the most dynamic business leaders and the sharpest financial brains. Nature has been kind to India by endowing her with the gift of abundant natural resources. Thus, in my India, there would be optimum exploitation of her resources. The machine- made articles of the world would be unable to compete with the handicrafts of our India of my dreams. Exports would be at their zenith; imports at their nadir. The quality of life cannot improve in India as long as the population keeps on ncreasing at the present alarming rate. Therefore, in my dream about India, people would be much rational and they would themselves, open-heartedly, check the population growth simply by having a child or two. Everywhere, everything would be in plenty for all. As on date, India? s is the fourth largest army, the fifth largest air force and the seventh largest navy in the world. A Pentagon report says that India is now the largest power in South Asia. I would wish to see her being ranked first in the world in all these categories and also regarded as the ? Mecca of scientific inventions and discoveries?. Also, I fantasy India as a place where cultures and civilizations are at their peak. Where child labor is unheard of and children not intentionally crippled and made to beg for personal gains of others. Where leprosy patients are not required to ask passers-by for help but provided with everything by the Government. Where men think it a sin to ask for dowry and women are treated at par with them and not harassed or burnt by in-laws. Where colleges and universities are not turned into political dense. Where the people think it ? better to spin with Penelope than dance with Helen?. Where her men and women are so perfect in all respects that they are imitated proudly by their counterparts in the rest of the world. May my India look like a fairyland to the children so that they are and all. A classes and casteless India, a country which all Indians can be truly proud of. > happy and able to weave the fabric of perfect loveliness and pulchritude. Progress is a purposive change. It can be either scientific or moral. India had tremendous progress since independence. But there are some more stages which India must cross to achieve complete progress. I wish my dreams of those progress would change India? s fate. ?HUM HONGE KAMYAB EK DIN? — Keeping this motto in mind, let us, therefore, cry to eradicate all the evils of our society and acquire the requisite culture, discipline, attitude and habit of tolerance, goodwill and mutual respect, so that everyone of us one day, will have so clean a heart and so pure a mind that he will have a glimpse of a novel dawn, and the first of the sun, that day, will be truly golden, enough to fulfill my dreams I LOVE MY INDIA use this poem -Where The Mind is Without Fear Where the mind is without fear and the head is held high; Where knowledge is free; Where the world has not been broken up into fragments by narrow? domestic walls; Where words come out from the depth of truth; Where tireless striving stretches its arms towards perfection; Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit; Where the mind is led forward by thee into ever-widening thought and action– Into that heaven of freedom, my Father, let my country awake. — Rabindranath Tagorerays Economic inequalities or poverty that is the root cause of several social tensions and breakdown of law and order is a thing of the past with no one being forced to suffer the pangs of hunger; every citizen is a literate adopting the norms of a small family as a way of life and contributing to the zero-growth of population; all the people lead a healthy life with epidemics being confined to the pages of history and diseases resulting from under nutrition driven out of the country; food production is enough to take care of the needs of the country’s population and is exported to other countries where food production is not adequate to feed the people; the rural areas compete with urban areas in development and reduce the migration of rural poor from the villages to the cities; there is no shortage of electricity and other energy sources to keep the wheels of progress and development going; all the people have their own homes and do not feel insecure in rented houses; child labo ur is eliminated with all the children attending schools and enjoying the joy of childhood; the workers are not exploited by unscrupulous managements and are paid fair wages; legal cases are disposed off quickly and justice is speeded up; our industries compete with the multination’s and give them a run for their money in the other countries; infrastructure is adequately developed to facilitate more investments in industries; domestic satellite television channels are attractive enough to wean the people away from the foreign television channels; pollution is effectively checked with industries switching over to clean or environmental-friendly technologies and vehicles checking their emissions; computers play a complementary role in common man’s daily activities by being an integral part of all the homes; sportsmen excel in all the international sports meets and games; religion enforces discip0line and promotes communal harmony; we become a superpower and a member of t he Security Council and are not browbeaten by any other superpower with threats of economic sanctions; and the citizens really feel proud of being Indian.

International Journal Of Engineering Research and General Science ISSN-2091-2730

International Journal of Engineering Research and general science (ISSN 2091-2730), Impact factor (3.72 ICV) is an open access peer review publication which is established for publishing the latest trends in engineering. We give priority to quality papers which emphasis on basic and important concept through which there would be remarkable contribution to the research arena and also publish the genuine research work in the field of science, engineering and technologies.This publication welcomes all the original research papers, conceptual articles, reviewed papers from tremendous fields of science and technology and moreover papers are selected and are reviewed by our expert editorial team as per the paper forwarded by assistant editorial in chief. Our strong team member will come back to you with all the feedback within a week.The papers so accepted are to undergo certain criteria of P&R publication and finally it will be in online with in a week. Any research which are carried on f or the prompt impact to the society and which also contribute for environmental conservation are given special priority.Call For Research Papers – Vol.2 Issue 2It's our privilege to invite you to submit your research work in our journal which is influencing the world with the concept of innovation and techniques. You can send your paper on any of this discipline1. Civil engineering, Mechanical Engineering, Computer science Engineering, Electrical Engineering, Information Technology, Electronic and communication engineering, aeronautical engineering, General engineering, resources engineering and other tremendous discipline of engineering field.2. Medicine, Microbiology, Biotechnology, Pharmacy, general biology, Physic, Chemistry, Mathematics and other field of general science.You can send your Manuscripts to our asso editor in chief via email- [email  protected], [email  protected]PROCESS Of REVIEWOur review process is double-blinded that is the reviewer does not know the author(s) detail and meanwhile author(s) also are unaware about the reviewer. Authors are finally provided with the feedback of the paper.AIM & SCOPEThis journal is commenced with the aim of assisting the researchers to provide the best platform to expose their innovation and thoughts. we appreciate the new vision and innovative thoughts that helps in research and findings.We also aims to commence own research platform through which tremendous innovation will be carried on very soon.For Detail- www.ijergs.org

Using Simulations in Nursing Education Research Paper

Using Simulations in Nursing Education - Research Paper Example Nursing is not an exception as there are numerous aspects of the study in nursing which cannot be grasped by the students without practical knowledge. Simulation has been used in the nursing domain and health care sector for a long time but there is a need to elevate the frequency and quality of simulation based techniques in nursing in order to completely exploit the benefits (Jun et al., 1999). The three main learning theories which are known as cognitive, social, and constructivist explain the detailed processes through which the learners gain in depth knowledge about any topic while using simulations. This paper will discuss the evidence based depictions generally in health care and then an emphasized study with specific relation to field of Obstetrics, which will explain the effectiveness and importance of using the simulations in nursing education and its positive impact on the patient outcomes. Literature Review The importunate need of the simulation in nursing domain surfaced in late 20th century when the resources were depleting for the health care sector and time restrictions were augmenting. There were loop holes in the skills of the trained nurses which were experienced in the practical fields and the patient outcomes were going through drastic results. ... report, IOM called an emergency meeting of the health sector gurus which passed as resolution with consensus that the human error ratio is because of the weak educational system and the nurses are needed to be equipped with emergency case scenarios and in depth knowledge of different kind of diseases. Simulation provides the best space for the students to learn and practice the medical theories without a fear of harming the patient. Simulation also provides a massive opportunity for the students to test their skills and periodic repetitions of the practical methodological studies. The apprenticeship training processes can be easily performed and the instructors can effectively transmit the changing health patterns to the students by practically showing them the simulations. The sensitivity factors often acts as a major hindrance in the learning process for the nurses (Rutherford-Hemming, 2012). The operative vaginal delivery with forceps and vacuum devices are also being deployed at large in the medical domain of Obstetrics. The neonatal risks are accompanied with the use of vacuum cups, but they are far more efficient in the delivery procedures and are used by a great number of Obstetricians. In the same way some other sectors of Obstetrics such as needle usage amniocentesis and fetal blood sampling  requires a great deal of practice and such cases are not available for the nursing students for practice on hands. Some medics foresaw the importance of simulation in the field of Obstetrics and issues order to embed the low-fidelity models for amniocentesis in the learning and training procedures (Cass et al., 2011). The results were optimal, and patient outcomes were affected in a very positive way after the training and on hands experience of the students on these

Public Relations Campaigns Article Example | Topics and Well Written Essays - 250 words

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HRM Assignment 1 Example | Topics and Well Written Essays - 750 words

HRM 1 - Assignment Example The Tata Consultancy Services management had a very difficult task especially during the recession period as they spent most of their valuable time dealing with legal risks, financial, marketing and production while giving absolutely no consideration to its contingency plan. The absence of the company’s human resource professionals in the company seriously affected Tata Consultancy Services (TCS) business activity and the management came to realize when it was already too late that this was actually a key component in its management strategies. There was high employee turnover which transpired at the time the company least expected and it almost made the entire management to close down its business by retrenching all its employees. A contingency plan was the best possible practice as it could assist the company (Tata) management to define how it would continue or recover its critical functions from the turnover of staff incident. This contingency plan remains very critical since key employees and other members of the entire team remain an integral part and kit of any recovery strategy that Tata Consultancy Services (TCS) has to put together. The contingency plan would in future reassure Tata Consultancy Services (TCS) employees that their jobs remain secure during preparation and implementation of the contingency plan. This remained as the second human resource challenge faced by Tata Consultancy Services (TCS).Tata Consultancy Services however, failed to have an insight of the oncoming recession period that would impose some destruction on its business and so it was vital for the company’s top management to engage the employees by looking into strategies that can enhance the company’s human resource capabilities and sustainability so as to achieve the ultimate objective of the company. This can make the employees to engage and interpret the likely challenges. Tata

To construct a small commercial database and demonstrate its Essay

To construct a small commercial database and demonstrate its functionality - Essay Example To get the selected items delivered, the user has to register with the site and set up a payment and delivery plan. The order details are mailed to the user’s registered email. Delivery (ID, IssueDate, IssueTime, Type, DeliveryDate, mobileNumber,RecipientFirstName, RecipientLastName, RecipientAddressLine1, RecipientAddressLine2, RecipientCity, RecipientPostCode, RecipientPhone) The attributes completely represent all required aspects of the delivery. If the customer wishes to have the products delivered at residence, the option can be selected or the customer can get the order shipped to a particular shop. Brand Name is to be considered as an attribute of a separate entity brand. This is to ensure, a particular brand name is always referred to with the same spelling and name description. In case the name of the brand changes, only one change will have to be made. The item selected is usually not timestamped. The item stays in the cart only till the user’s login session. In case, a user logs out without checking out, the selected item is sent back to the available product

Why or why not a well-known leader (of your choice) is leading Assignment

Why or why not a well-known leader (of your choice) is leading appropriately for the situation - Assignment Example Wynn had to direct his followers by offering them guidance so as to avoid doubt. His behavior and thinking were being accepted by his followers and he earned their trust. He has encouraged and supported them in attaining the goals that he had set for them. Wynn achieved this by making the path easy and clear for his juniors to follow. He offered the right guidance on the way for his followers and offered schedules to specific work since his subordinates had no experience. These initiatives boost control and the sense security for the followers. Thus, the path-goal theory is the right leadership theory to apply in the situation at hand (House, 128). Based on the analysis of this leader, the theory shows that Wynn as the leader is effective as he gets his followers able to achieve their goals and the goals of the organization. His followers accept his ways of leading and therefore readily and willingly follow

Book and Movie 2 Essay Example | Topics and Well Written Essays - 500 words

Book and Movie 2 - Essay Example about the pneumonic plague would trigger irrational fear and force those infected into hiding whereby, they would go on long vacations further spreading the disease (Kazan). Tony Hillerman’s â€Å"The First Eagle†, concurs with Elia’s representation of communicable diseases; however, his focus is on â€Å"Black death† (contracting the pneumonic plague from exposure to infected dead tissue). Communicable diseases are highly contagious, which necessitates timely and adequate containment before an outbreak that indiscriminately attacks the population (CDC). Discussed below is transmission, shift in vector location, and pollution spread of the bacterium that causes the pneumonic plague as portrayed in Elia Kazan’s film and Hillerman’s novel. Kazan’s movie reveals that some pathogens remain active in dead tissues (corpses), which have not undergone proper sanitization procedures aimed at suppressing the pathogens viability or infectious nature. The pneumonic plague, which represents the disease featured in the movie is one such example. Research by the Center for Diseases Control and Prevention (CDC) identifies Yersinia pestis as the bacterium responsible for causing the pneumonic plague. The disease attacks the respiratory system aggressively. Transmission of the disease occurs either from human to human or from animals to humans. Transmission through the former (primary transmission) occurs when a non-infected person inhales air exhaled by an infected person or when a non-infected person is exposed to infected dead tissue. Conversely, animal to human transmission occurs when a non-infected individual eats an infected animal or is exposed to fleas on the infected animal; for example, a 2006 World Health Organizat ion (WHO) study revealed that pneumonic plague infection in Northwest China resulted from human contact with fleas from infected animals during hunting expeditions (CDC). â€Å"Black Death†, is the name given to transmission of the pneumonic plague

An Investigation of the Gender Gap of Boys Underachieving in Literacy Essay Example for Free

An Investigation of the Gender Gap of Boys Underachieving in Literacy Essay The purpose of this study was to investigate the gender gap, especially of boys’ underachievement in literacy, and discover if there are particular strategies that schools can implement in order to raise the attainment levels of boys. As the issue of the gender gap is so wide I selected literature to review which covered a wide range of theorists and existing studies. Specifically I wanted to identify some of the suggested causes for the underachievement of boys and any already proposed effective strategies which I could execute in my own study. The data I collected from the study was both qualitative and quantitative in order to give a more valid outcome; these included an open-ended, semi-structured interview, which I felt would enable the respondent to provide a wider range of ideas; questionnaires, observation and existing data. The results showed that there is in fact a close correlation between boys who do not read for pleasure/enjoyment and boys who underachieve. However it also showed that there are specific strategies that can be applied to meet the learning needs of boys in order to raise their achievements. However due to the scale of the topic this small study cannot provide a definitive outcome for the causes and solutions of boys literacy, it has merely suggested some probable reasons for and some possible remedies. HYPOTHESIS During the past twenty years there have been rising concerns over the achievement gap between boys and girls, particularly with boys underachieving in literacy. The aim of this investigation is to identify if reading is the main factor for the achievements of boys in literacy, or if there are other strategies that can be implemented to raise the attainment levels of boys and therefore close the gap. To complete this study, I will undertake the investigation at an all boys’ school (for ethical reasons of anonymity, the school will be known as School A) located in a leafy suburban area in the North West of England. School A is a high achieving school compared to other mixed and same sex schools in the Local Area. The current Head of English (HoD) is driven, ambitious and highly motivated towards pupils’ achieving the best results possible. During the research I expect outcomes to show that there is a correlation between high achieving boys and enjoyment of reading for pleasure. I also expect to find that particular classroom strategies can effectively impact the attainment levels of boys, particularly in those who do not read for pleasure. LITERATURE REVIEW In 1993 Ofsted reported that boys do not perform as well in English as girls (cited in Bearne, 2004), and more recently the National Assessment of Education Progress (2009) has found that ‘female students consistently score higher than boys on average in both reading and writing’ (Watson et al., 2010: 356). However this concept is not a new one; researchers for the Gender and Education Association noted that in the 1950s and 1960s the pass rate for the eleven plus examinations, taken by almost all eleven year olds at this time, were different for boys and girls; Epstein et al. (1998 cited in Watson et al., 2010) claims that the pass rate for boys was lower than girls because girls supposedly matured earlier than boys. Gareth Malone, writing for the Telegraph in September 2010 stated that nationally ‘boys lag behind girls in reading by 6 percentage points and in writing by 15 percentage points’ (Malone, 2010). Despite this, Gorard (2001, cited in Malacova, 20 07) believes that, the panic about the gender achievement gap is exaggerated; he blames the concept on lack of sufficient data, which until recently had not been available, and believes that a lot of the assumptions regarding boys underachievement is based on statistical misinterpretation. Gorard (2001, cited in Malacova, 2007) conducted the first UK analysis of national data set over a six year period; he found that the gap only appeared amongst high-ability pupils and that the number of boys and girls failing exams was similar. His conclusions found that the gender gap was, if anything, decreasing. Regardless of Gorard’s (2001) analysis, there are many who still feel that the performance gap is a concern. In 1993 the Ofsted report offered some insight into differing perspectives and explanations for boys’ underachievement, including the lack of male literacy role models, classroom strategies, curriculum literacy content, perceptions of behaviour, social class and ethnicity (cited in Bearne, 2004). Solsken (1995, cited in Bearne, 2004) added to this list claiming that literacy is associated more with females and femininity and believes that this possibly has a negative effect on boys and their attitudes towards reading. Solken’s (1995) argument links very closely with Watson et al.(2007) who proposed that popular explanations often focus on boys’ ‘biological make-up’. They claim that evidence shows that ‘hegemonic masculinity is central to the struggles boys face as literacy learners’ (Watson et al. 2010: 357). Rowan et al (2002) also believes that ‘boys are biologically different to girls and that this biologically difference is the cause of behavioural differences’ (Rowan et al. 2002, cited in Watson et al. 2010:357). He believes that due to these biological differences, boys and girls are defined by inherent masculinity and femininity characteristics and in order for educational success this must be acknowledged and accommodated for. This is an important assertion to consider for this particular case study; due to the domination of boys in School A it is important to understand how masculine characteristics are catered for in an all boysâ€⠄¢ school. One of the suggestions to improve literacy for boys is to make education more ‘boy friendly’ by including more reading materials that boys enjoy, such as action and graphic novels, which will motivate boys to read. Hornton (2005) believes that adolescent boys could rediscover the magic of books by using texts that appeal to their interests. Young and Brozo (2000, cited in Brozo, 2010) deem that encouraging boys and actively helping them to find access points into literacy and reading should be made priority by teachers. During this particular study the idea and notion of actively promoting literacy through any route possible is addressed by School A’s English department head in the interview, and shows that it is essential for boys be aware that reading does not have to be confined to specific genres and authors. Furthermore Cole Hall (2001, cited in Taylor, 2004) claim that boys read less fiction than girls, preferring to opt for texts that contain more facts and less narrative, such as magazines or texts that are analytical. Similarly Millard (1997) claims that boys tend to opt for genres such as action and science fiction whilst reading as little as possible in school that they think they can get away with. Due to these preferences, boys’ are at a disadvantage in academic literacy as their motivation towards school texts and curriculum texts is affected. Probst (2003, cited in Taylor, 2004) believes that if boys are to engage with reading, the texts that they are asked to study need to be significant to them. In other words it seems that in current literacy education, there is not enough stimulating material which addresses the needs or interests of boys. Millard (1997) relates the findings of boys’ apparent lack of interest in reading as significant to low achievement in English, while Holland (1998) attributes lesson style and strategies as some of the other causes for underachievement. Both of these arguments are valid for this particular study and will be investigated further by studying the reading habits and the predicted GCSE grades of boys in a high set and a low set, and by exploring particular teaching styles implemented in School A. Holland’s study (1998) showed that boys can spend any amount of the day, stemming from 25 percent up to 75 percent, passively listening to the teacher rather than actively engaging. When trying to reason why boys had a tendency for this she found that the boys preferred lessons which were practical, had a range of different activities (such as personal research, groups work or discussions), or involved competition. If boys are passive during English lessons they are not learning the essential literacy skills required to help them achieve results. Taking this into consideration it seems then that pedagogical practice needs to be addressed. Taylor (2004) suggests that teachers contemplating their own practice could reflect on whether they are meeting the individual learning needs for each boy through learning pace and style, and innovative strategies which build on boys’ existing interests to maximise their potential, development and emotional needs. Pollack (1998, cited in Taylor, 2004) agrees with this theory suggesting that numerous opportunities should be presented to boys for hands on, interactive learning. METHODOLOGY My approach to research was identified by the nature and context of the question. After considering the purpose and desired outcomes for the investigation I decided that the research would take the form of a case study, incorporating a combination of both qualitative and quantitative data to ensure validity and reliability; ‘qualitative methods may supplement the findings by identifying gaps from the quantitative study’ (Bryman Bell 2007:650). The decision was made to collect evidence using a multi-method approach including interviews, questionnaires and analysis of existing recorded data. According to Gillham (2000) ‘different methods have different strengths and different weaknesses’ (Gillham 2002:13), and so ‘triangulation to strengthen your findings’ (Greetham 2009:184) was implemented to strengthen the validity of the study. To form part of the qualitative data I arranged an interview with the head of the English department. The purpose of the interview was to gain a deeper understanding of the context of the department and of the strategies which have raised attainment and achievement within the subject. Jones (1985) claims that ‘In order to understand other persons’ constructions of reality, we would do well to ask them and to ask them in such a way that they can tell us in their terms (rather than those imposed rigidly and a priori by ourselves)’ (Jones cited in Punch 2009:144). Taking this into consideration I decided that the interview should be open-ended and semi-structured for flexibility; Cohen et al. (2007) claim that semi-structured interviews gather ‘more intangible aspects of the school’s culture, e.g. values, assumptions, beliefs, wishes, problems.’ (Cohen et al., 2007:97). A semi-structured interview then would enable me to gather more in-depth information regarding the Head of Department’s ideas and beliefs surrounding School A’s succe sses. To understand boys and literacy, and whether reading habits have an impact on GCSE results, a questionnaire was compiled to collect primary data and distributed to a top set and a bottom set year 11 English class. According to Gillham (2002), questionnaires are not typical of case study research; however they can be used to obtain simple, factual information. For the purpose of this part of the study I felt that a questionnaire was a practicable way to acquire important facts regarding the reading habits of a group of high ability boys and a group of low ability boys. These would then be compared to analyse and identify any correlation between reading habits and English predicted exam results using samples from the furthest range on the ability spectrum. During the research I also decided to collect additional data through participant observation. The aim of this was to gain an ontological perspective of the pupils enabling me to observe interaction, relationship and actions performe d by pupils. I felt that this would help me to make sense of the data collected in both the interview and the questionnaire. In regards to validity and obtaining accurate results from my observations, I first needed to develop a relationship with the classes I intended to observe to ensure that my presence was unobtrusive and did not affect their normal behaviours and create a bias observation. To achieve this I regularly participated in classroom observation at the back of the room in attempt to become a participant in the classroom context. Trochim (2001) claims that ‘the researcher needs to become accepted as a natural part of the culture to ensure that the observations are of the natural phenomenon’ (Trochim, 2001: 161), therefore I attended certain classes as an observer over a series of months to ensure that the pupils were comfortable with my presence and so acted within normal behaviours. The final set of data collected was secondary data compiled of the school’s GCSE results since the Head of English was appointed, including results form 2008, 2009 and 2010. The data also provided average GCSE results for the rest of the Local Authority enabling me to compare the school’s results against average achievements in the LA. The purpose of this data was to compare the information obtained from the interview with the head of department, about strategies implemented to raise attainment, against the GCSE results. ANALYSIS The Interview: The aim of the interview with the English Head of Department (HoD) was to discover if GCSE results had improved since being appointed Head of English at School A, and if so to discuss the strategies and provisions which had been implemented to raise the achievement levels in literacy at School A. The current HoD had taken over the English department in April 2008; the English GCSE in the Local Authority that year was 64.5 percent of students achieving A*- C; School A achieved 58 percent, more than 6 percent less than the LA average and 2.1 percent less than the national average. However in 2009 the following year, after just one year as the department head, School A had improved their results by 20.7 percent. The LA’s average results in English in 2009 was 66.7 percent achieving A*-C, the national average was 62.7 percent, while School A’s results were up to 78.7 percent. In 2010 the GCSE results at school A dipped slightly to 76.8 percent due to the school’s wea ker cohort for that particular year; however the results were still higher than the Local Authority’s average of 70.4 percent and the national average of 64.8 percent. Due to the weaker cohort that year the HoD considered this result to be an excellent achievement. Strategies implemented in the department were a crucial factor for the improved attainment levels across the Key Stages at School A. In September 2009 a centralised, uniformed English curriculum was introduced to Key Stage 3 aiming to â€Å"drip-feed† appropriate skills and assessments to pupils that prepares them with relevant GCSE experience before they enter Key Stage 4. Pupils in Key Stage 3 are assessed each half term (part of Assessing Pupils’ Progress) and are assessed in relatively the same way as the new Specification GCSE, ensuring the identification of weakness areas for improvement. Despite the success of raised attainment across the Key Stages, these strategies cannot be considered as part of School A’s GCSE progression; the first year group from Key Stage 3 in September 2009 are due to sit their GCSE exams in the summer of 2011, only then will it be pos sible to determine if this strategy attributes to the departments achievements. There are, however, specific strategies in place which can be measured against the department’s raised achievement results. These are those that have already been applied at Key Stage 4, including a uniformed teaching curriculum incorporating, for example, all of the same poets and clusters in the GCSE specification; personalised revision packages which identify individual’s weakest areas combined with personalised intervention to improve these weaker areas and ensure pupils’ achieve highest marks possible; ceased timetables for year 11 pupils close to exams and new timetables put in place to prioritise learning for the nearest exam. The Head of Department believes that all of these are essential contributing factors for the departments improved results. Other elements, which the Head of English believes help pupils at School A to maximise their achievements, are more innovative and practical activities for example the employment of production companies to perfor m GCSE texts such as Of Mice and Men; and school trips to events such as Poetry Live, an event hosted by poets from the GCSE anthology. Pollack (1998) argues that ‘we need to develop and implement innovative teaching approaches this may mean providing numerous opportunities for hands-on as well as interactive teaching’ (cited in Taylor, 2004:294). The English Head felt that these opportunities expanded the boys learning and understanding by developing them outside of the classroom context. Bearne (2003) claims that ‘There is a tendency for boys to draw on visual sources for their writing’ (Bearne, 2003:3) and so visual performances such as Of Mice and Men help the pupils to draw on their experiences through vision and memory. In addition to those already mentioned, the Head of Department also felt that the ethos created in the department combined with class room methods were an essential factor in the development and attainment of the pupils at School A. The department has a strong focus on literacy which is promoted broadly amongst all pupils, including reading groups and book clubs, as wel l as spelling and reading lessons delivered to pupils on a weekly basis. Pupils are encouraged to read regularly, regardless of material, to ensure positive enjoyment of reading. In contrast, Brozo (2002, cited in Taylor, 2004) felt that teachers were more likely to choose texts with narratives that did not appeal to boys. The HoD however regularly promoted the reading of any materials, whether it was comics, newspapers, information books or autobiographies; she felt that if pupils were to enjoy reading and increase their confidence with literacy, they should feel that any text that they enjoy to be suitably considered. In terms of classroom strategies the department endorses well paced positive learning in an environment of mutual respect between pupil and teacher; clear personal targets which are monitored explicitly; strong Assessment for Learning to test and extend pupils’ understanding and learning through challenge, feedback and routes to improve; short, sharp activities; a strong focus on reading; regular homework; and clear learning objectives which are reviewed during the plenary to ensure all pupils know the direction of learning. These techniques are consistent to that of a survey which was conducted of fourteen schools in 1997. The survey was performed by former HMI Graham Frater; he concluded that the most successful schools in regards to boys and literacy were the ones that paid a lot of focus towards teaching methods. Particular methods that he felt where important for success included: prompt starts to lessons with clear learning objectives shared; a challenging pace sustained throughout the lesson; lesson endings which reflected on the learning objectives and achievements within the lesson; a variety of activities; high expectations of the pupils combined with a non-confrontational attitude towards discipline; and effective modelling. It seems quite clear then that pupils’ achievements at School A can be attributed to the methods and strategies implemented consistently across the department. The pupils are suitably challenged with pace and activities, they know what the aims of their lessons are and how they have achieved these aims, they regularly assess their strengths and weaknesses and so understand what they need to do in order to raise their achievement levels. On the contrary, however, it is difficult to determine whether classroom and reading strategies are the most influential factor for raising attainment in boys and literacy. From observation of quiet reading lessons I discovered that many of the high ability pupils in the top set classes within Key Stage 3 welcomed the lesson as a chance to read an engaging book; however the lower ability groups were often much more difficult to set on task. Indecision over which books to read, reluctance to read quietly, and regular disruption amongst the pupils seemed a frequent occurrence in the low ability classes. When addressing reading, the HoD spoke about the issues regarding boys and reading, specifically in respect of boys’ loss of motivation of reading in their teenage years. She believed that possible causes in lack of motivation in boys and reading was due to their increased socialisation as they grew older, the introduction of more complex reading materials in preparation for GCSE, peer pressure from others that could overshadow pupils’ personal preferences, and she also felt that a lot of teenage boys only read to obtain information and not for pleasure. Taking these factors in to consideration she claimed that it is important to understand the reasons why boys do not enjoy reading but it is more productive to motivate and encourage them to read. The HoD considers the best way to encourage reluctant readers is by getting to know individual pupils and then gauge their interest levels and preferences as a starting point. Some of the suggested strategies, she felt were particularly useful, are to provide a variety of books, both fiction and non-fiction with appropriate reading levels; to keep in touch with boys current interests and provide books that reflect them; respect reading interests of young people and don’t expect them to only enjoy books suggested by the teacher; allow pupils to self-select their own books; encourage an interest in short stories, graphic novels and magazines, working up to full-length books; and to give academic recognition and credit for books read. These ideas meet the suggestions put forth by Hornton (2005), who stated that boys’ motivation should be encouraged with texts that appeal to their interests, and Young and Brozo (2000, cited in Brozo, 2010) who find it important to aid boys to seek access points into literacy and reading. The Questionnaire: The questionnaire was distributed to a high ability top-set year 11class and a low ability bottom set year 11 class. There were 32 pupils in the high set and 13 in the low set. The aim of the questionnaire was to compare the reading habits and attitude towards reading from a range of pupils of different abilities. According to Hornton (2005) there is a correlation between individuals with low level literacy skills and those who dislike reading for pleasure, and so I predicted that an individual’s attitude toward reading would correlate with their predicted GCSE grade; the more pupils enjoy reading and feel that it is important, the higher I expected their grade to be. The predicted GCSE grades in the set one class ranged from A* C while the set five classes’ grades ranged from B – G. The questionnaires revealed that in the top set group 84.38 percent of pupils enjoyed reading and 90.63 percent felt that reading was important for reasons such as expanding vocabul ary, increasing knowledge and learning new things. There was a vast difference in comparison with the lower set where only 23.8 percent of pupils enjoyed reading and just 53.85 percent felt that reading was important. It appears then that there is indeed a correlation between literacy skills with enjoyment of reading, however other elements surveyed in the questionnaire aimed to establish whether boys and literacy could have a direct link to their parents’ relationship with reading. The survey asked pupils if their parents enjoyed reading and if they had been encouraged to read as a child. Sadowski (2010) analysed the literacy gap between working and upper class boys, he found that the gap for more affluent boys was not as large as those from working class backgrounds and attributed this to richer boys growing up with father’s who were readers. This suggests that pupils whose parents enjoy reading and encouraged them to read from a young age would achieve higher results than those whose parents either did not enjoy reading or did not encourage them. Surprisingly the results did not reflect this to an extent that one would have expected. In regards to pupils’ parents who enjoy reading, 76.92 percent of pupils in the lower ability set agreed that their parents enjoyed to read while 81.25 percent of pupils’ in the high ability group confirmed the same. Of parents who encouraged their sons to read as a child, 61.54 percent from the low ability agreed and 78.31 from the higher ability group. Despite a difference between the percentages for both groups’ parents who read and encouraged them to read when they were younger, the gap is not a remarkable one and does not qualify a distinct correlation between pupils’ ability in literacy and the relationship their own parents have with reading. The questionnaires revealed that in spite of 76.92 percent of their parents having an enjoyment of reading, only 23.08 percent of pupils in that class enjoy reading, which suggests that perhaps even if a higher percentage of parents had encouraged their son to read this would not necessarily have affected their attitude towards reading for pleasure and therefore would not affect their achievements in literacy. EVALUATION The outcomes and findings from this case study have, to some extent, complemented a lot of the existing research addressed in the literature review. For example Holland (1998) discovered that boys tend to spend a lot of time listening passively to teachers because they prefer lessons that are practical and involve a range of activities. From my observations in the classroom and confirmation from the Head of English in the interview, the boys at School A also learned best when lessons involved a series of different activities such as discussions, group work or practical tasks such as drama-based role plays. This outcome also corresponded with Malone (2010) who, in a venture to discover why boys where underperforming in literature, stated that he aimed to perform short, achievable tasks with the boys, he also suggested that giving explicit time frames focused the boys into completing their work. During the interview the HoD explained that by giving the boys at School A short time frame s to complete specific task, it kept the pace of the lessons challenging and rigorous and therefore engaged them in learning more effectively. However the problematic outcome for this particular study is that only one school has been investigated and so it is difficult to determine whether the observations, questionnaires and interview conclusions, pertaining to strategies and the improved GCSE literacy results for School A, are a true reflection of causes and solutions of underachievement. The English GCSE results were really poor at School A in 2008, just as the current Head of Department took over, and from the interview questions and answers it would seem that the department and classroom strategies implemented since then have helped to improve the pupils’ achievements. Nevertheless it is certainly impossible to verify whether these are the sole reason for improvement; one particular reason is that it was never established what mode of departmental and classroom strategies were in place before the current HoD took over from the previous. Another reason is that School A’s GCSE results prior to 2008 were not obtained for this study and so results before this year have simply been generalised based on the last available statistics. It could be assumed that the 2008 result may have been an isolated case and so accessing results prior to 2008 would have endorsed whether or not the results had improved substantially. Gorard et al (2001, cited in Malacova, 2007) believes that the gender gap is exaggerated and to some extent it is possible from this research to argue in favour of this. Over the past three years School A has achieved excellent GCSE results, especially in English and particularly in comparison to local and national results. School A is an all boys’ school and so advocates that boys in this particular context are not underachieving as are others in other contexts. This suggests that if School A can produce results above the average mark, particularly in a year when the cohort was extremely weak, i t should be possible for other schools to raise the achievement levels of literacy in boys just the same. However it would be possible to prove or disprove Gorard’s theory of the gender gap, if the strategies implemented at School A could be put into action in a school of a different context. If successful this would validate the outcomes from this case study, it would also give rise to further research based on boys and literacy and whether these strategies could be used in a co-educational school or if they are too specific to the needs of boys’ learning and therefore not beneficial to girls’ learning. I felt that the findings made regarding boys reading habits and their attainment levels were significant. From the sample of questionnaires taken there seemed to be a direct correlation between predicted grades A*-C and boys who enjoyed reading or felt that it was important; 100 percent of the boys in the high ability group were predicted a grade A*-C (although three pupils were unaware what their predicted grade is, the school setting procedures ensured that only bo ys predicted A*-C would be allocated to set one). Of this a high 90.63 percent felt that reading was important and 84.38 percent enjoyed reading for pleasure. There were however exceptions to this; one pupil in the higher ability group stated that he did not think reading was important because ‘I do not read and I am predicted A’s at GCSE’. Another boy from the high ability group, who has been predicted a C grade, also felt that reading was not important because it ‘doesn’t do anything’, however this boy also claimed that he enjoyed reading and so regardless of whether he felt that it was important or not, reading is part of his literacy development. Despite the boys who did not feel that reading was important, the majority of the boys in the class felt that reading was important; this suggests that the highest achieving literacy pupils in School A were ones that enjoyed reading and so this would also be an essential contributing factor to the success of their achievements. It is difficult here to state whether the reasons for the boys’ enjoyment of reading is owing to the strategies for motivating reading encouraged by the HoD and so part of the questions on the questionnaire should have been more open ended to allow pupils to explain perhaps what motivates their enjoyment of reading. The lower ability results from the questionnaire were also significant for showing a correlation between literacy achievements and reading habits. Only 23.08 percent read for pleasure and only half the class felt that reading was important, this suggests that the reason for low ability achievers is possibly due to the lack of enjoyment in reading. Once again the problematic issue with these results is that the number of pupils in the low ability class was considerably less than the number of pupils in the high ability class. To gain a perhaps more informed result from the questionnaires a larger sample from low ability classes should have been obtained to match the number of pupils in the high ability class. This may or may not have produced different results, but, whatever the outcome, they certainly would have been more valid. One final evaluation to consider, in regards to the low ability group, is how effective the suggested motivation strategies have been in engaging boys in reading. With only 23.08 percent of pupils in this class finding an enjoyment in reading it would seem that the strategies have been ineffective in increasing motivation and achievement in these particular pupils. What would have been an interesting study if had been possible, would be to assess pupils attitude towards reading and predicted grades before the HoD had taken over and implemented strategies, and then to compare them to the results that have been found during in this study. CONCLUSION Returning to the hypothesis, my aim was to find out if reading for pleasure impacted on boys’ attainment levels; whether the achievement of boys who did not enjoy reading was affected. I also wanted to identify successful teaching strategies and whether these would raise the levels of those boys who again did not enjoy reading. The study has shown that there is a correlation between boys reading habits and their achievement levels’; it has also identified some strategies that can be used to raise their attainment levels. However from this study alone it is difficult to say if those strategies implemented in an all boys’ classroom would be equally effective in a mixed sex classroom. Due to this it would be interesting to expand the research on a larger scale to investigate the impact of those strategies, which are effective for boys learning, on a) girls learning in a mixed classroom and b) boys learning in a mixed classroom. The gender gap issue is such a broad topic that research can be extended to a greater degree of investigation. For example I have covered some possible causes of boys’ underachievement in this study; however on a wider scale other possible causes could be explored such as masculinity and identity, class or ethnicity. I feel that the most important route to take continuing from this particular investigation would be a focus on masculinity stereotypes in the single sex classroom and the mixed classroom. Holland (1998) states that: Boys do appear to be locked inside a stereotype which appears to make them succumb to peer pressure and which inevitably impacts on their attitude to work’ (Holland, 1998: 177). Therefore researching ways that can reduce or even prevent these macho stereotypes in the classroom would be an important factor for understanding boys and underachievement. Despite that there is no definitive outcome from this study; I feel that it is something that I will take forward into my professional development; whether it is through consideration of differentiation in boys learning style in a mixed classroom, or through a focus of raising attainment levels in my classes. Whichever way I incorporate consideration of gender into my teaching, it is certainly something that needs to be addressed. Gorard (2001) believes that concern over the gender gap is exaggerated; however it is clear through GCSE tables that boys tend to achieve lower than girls. In relation to this then, it is important for both newly qualified teachers and established teachers to consistently strive to meet the learning needs of their pupils. It seems the most important way is by adapting their style and approach to learning styles to ensure that both girls and boys have equal opportunities to work and achieve their highest potential. BIBLIOGRAPHY BOOKS Bleach, K. (1998). Raising Boys Achievement in Schools. Staffordshire: Trentham Books Ltd. Brozo, W. G. (2002). To Be A Boy, To Be A Reader: Engaging Teen and Preteen Boys In Active Literacy. US: International Reading Association. Bryman, A. and Bell, E. (2007) Business Research Methods 2nd Ed. Oxford University Press Cohen, L. , Manion, L. Morrison, K (2007). Research Methods In Education. London and New York: Routledge. Cox, T. (2000). Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children. London and New York: Falmer Press. Frances, B. (2000). Boys, Girls and Achievement: Addressing the Classroom Issues. London and New York: Routledge. Frater, G. (1997). Improving Boys Literacy. London: The Basic Skills Agency. Gillham, B. (2000). Case Study Research Methods. London and New York: Continuum. Greetham, B. (2009) How to Write Your Undergraduate Dissertation. Palgrave Macmillan. Mason, J. (1996). Qualitative Researching. London, Thousand Oaks, New Delhi: Sage. M illard, E. (1997). Differently Literate. London, Washington DC: The Falmer press. Punch, K. F. (2009). Introduction to Research Methods in Education. Los Angeles, London, New Delhi, Singapore, Washington DC: Sage. Rae, T., Pederson, L. (2007). Developing Emotional Literacy With Teenage Boys. London, California and New Delhi: Paul Chapman Publishing. Trochim, W. M. (2001). The Research Mothods Knowledge Base. Cincinnati, OH: Atomic Dog Publishing. Weeks, A. (1999). The Underachievement of Boys. Northants: First and Best Education. JOURNALS Holland, V. (1998). Underachieving Boys: Problems and Solutions. Support for Learning , 13(04), pp.174-178. Hornton, R. (2005). ‘Boys Are People Too: Boys and Reading, Truth and Misconceptions’. Teacher Librarian ,.33(2), pp 30-32. Malacova, E. (2004). ‘Effects of Single-sex Education on Progress in GCSE’. Cambridge Assessments UK , 33, pp233-259. Mills M. Keddie, A. (2007). ‘Teaching Boys and Gender Justice’. International Journal of Inclusive Education ,11 (03), pp.335-354. Myhill, D. (2002). ‘Bad Boys and Good Girls? Patterns of Interaction and Response in Whole School Teaching’. British Education Research Journal , 28 (03), pp.339-352. Reichert, M. Hawley, R.(2010). ‘Reaching Boys An International Study of Effective Teaching Practices’. Phi Delta Kappan ,91 (04), pp35-40. Sadowski, M. (2010, August). ‘Putting The Boy Crisis in Context’. Education Digest , pp 4-6. Taylor, D. L. (2004, December). Ã¢â‚¬Ë œNot Just Boring Stories: Reconsidering the Gender Gap for Boys’. Journal of Adolescent and Adult Literacy , pp290-298. Watson, A., Kehler, M. Martino, W. (2010, February). ‘The Problem of Boys Literacy Underachievement: Raising Some Questions’. Journal of Adolescent and Adult Literacy, 53(5) , pp356-361. WEBSITES Bearne, E. (2004, September). Raising Boys Achievement in Literacy. Retrieved March 2011, from RBA: www-rba.educ.com.ac.uk/PaperEB.Paf Boys Underachievement. (2005, November). Retrieved December 2010, from Teaching Expertise: www.teachingexpertise.com/articles/boys-underachievements-101 Gender and Achievement. (n.d.). Retrieved December 2010, from National Strategies: http://nationalstrategies.standards.dcsf.gov.uk/node/46121?uc%20=%20force_uj Malone, G. (2010, September 2nd). Extraordinary School For Boys: helping boys love literacy. Retrieved April 11th, 2011, from Telegraph: www.telegraph.co.uk/education/7976044/Extraordinary-School-for-Boys-helping-boys-love-literacy.html Mendick, H. (n.d.). Retrieved April 12, 2011, from Gender and Education:

Microeconomic Policy Essay Example for Free

Microeconomic Policy Essay The article identifies the major reasons why oil prices have become high and will remain high. Lynn Westfall, chief economist for Tesoro (TSO), suggests that the increase in the cost of crude per barrel leads to an increase in the prices of gasoline. The chief economist also suggests that the cost of investment for a new refinery would be at least $16 billion and would depend on several factors like pollution control, the cost of human labor, and the maintenance cost for the refineries. Moreover, the huge increase in global consumption levels has led to an increase in consumer demand and a lengthy process of extracting and refining of crude oil. In essence, the article conveys that the pending situation of high gasoline prices will not be resolved overnight and that the existing social conditions especially the presence of legal sanctions and proscriptions will suppress the possibility of maintaining the status quo or of lowering todays dizzying oil prices. Primary Economic Elements Mechanical enthusiasm scaling from simple lawn mowers to complex factory engines, as well as the trend for travelling and other interests of the like has thoroughly mounted the demand for gas. Given with such instances, the production of gas has been failing to meet that demand, so the anticipated and foreseeable price ceiling is not able to reach the ideal economic state of equilibrium. According to the analysis discussed in the article, it is evident that the catastrophically-triggered instances in the past few years have gravely affected the circulation of natural resources and minerals. The statement given by the chief of Tesoro Corporation (a company engaging in marketing and refining petroleum products in the United States) that the rapid increase of gas prices, ranging from a shoot up of over $3. 20/gallon, commenced the problem which is now taking occurrence in the arena of gas production. Moreover, the fact that consumers have spent approximately $20 billion in this year alone, making the parallel cost of crude somewhere between $30 and $70, is a manifestation that production has depleted at the rate of 2. 5 refineries every two years. Because of the disproportionate rise and fall of demand and supply, the problem is burdening contemporary consumers. Hence, the predicted remedy for such an imbalance in the economic symmetry is taken from the idea of the construction of new refineries. However, constructing new refineries is rather costly in terms of materials, labor, and time. Gas companies are reluctant to take such risks. As for recent analysis of supply and demand, analysts have suggested that there are still 150 grades of gasoline fit enough for use in various states. However, the fear of running down the supply by using these grades is legitimate since refineries need the precise ratio to continue operation. Importing more oil only increases the problem because of the 13% tax on importation. Conclusion Prices on fuel outrageously mount, while the production of supply is belligerently met. It is evident that there is an economic imbalance. the government should seek economic stability to assuage societys fear of a scarcity of resources. However, that scarcity will most likely occur. Such scarcity will lead to poverty (Why Gas Prices Will Stay High, 2007). therefore, the government should take action as soon as possible. Economic stability depends on a balance between production and consumption they should increase and decrease in proportion. What one takes, one must sustain. With that equilibrium, there will still be more for the future. Another issue in this mix is the sustainability of resources. Numerous government agencies are now focusing on the environment and on natural threats that are beyond human control (McPhee) in an effort to determine the appropriate amount for the restoration of lost or damaged properties, specifically when it comes to mineral resources destroyed by natural catastrophes. The change of the price of oil is dependent upon the trade specifications or laws stated in a states contract on import and export. Its primary goal is to stabilize the exchange of goods or energy for the benefit of the benefactor. The changes also depend on the providers ability to produce. The less a resource is available, the higher its cost in the market.

Anemia and Vitamin B12 Deficiency Causes and Effects

Anemia and Vitamin B12 Deficiency Causes and Effects Anemia is defined as the decline in the number of the normal number of (RBCs) Red Blood Cells or less than the normal quantity of hemoglobin in the blood of the individual at the specific age and life phase; due to which the oxygen carrying capacity of the blood gets reduced (Medicine Net- definition of Anemia, 2000). WHO defines anemia by fall in the hemoglobin below the threshold limit for explicit age and body stage as limit in g/dL for- children (0.5 to 5 years) is 11, children (5 to 12 years) is 11.5, children 12 to 15 years) is 12, women non-pregnant (>15 years) is 12, pregnant women is 11 and men (>15 years) is 13 (WHO, 2008). Anemia can be categorized according to the morphological size of the Red Blood Corpuscles, diagnosed by the microscopic examination of peripheral blood smear through the test called Mean Corpuscular Volume (MCV). The normal size of RBCs is 80-100 femtolitre (fl.) and anemic then called Normocytic anemia but if the cells are smaller than normal 80 fl and anemic then named Microcytic anemia if larger than 100fl. then anemia is classified as Macrocytic anemia. In the Macrocytic anemic condition the most common etiology is Megaloblastic anemia which is due to insufficiency of Vitamin B12 or folic acid or both. The deficiency of Vitamin B12 or folate can be either due to inadequate intake or scanty absorption by the body. Vitamin B12 deficiency produce neurological symptoms, but the folate deficiency does not produce such effect. The lack of intrinsic factor required to absorb Vitamin B12 from the diet causes the Megaloblastic anemic and the condition is called pernicious anemia. The sho rtage of intrinsic factor may arise from an auto immune condition aiming the parietal cells or the gastric lining (atrophic gastritis) that produce intrinsic factor or against intrinsic factor itself- which lead to poor absorption of the Vitamin B12. The removal of the functional portion of the stomach can be caused during the process of gastric bypass surgical procedure leads to reduced Vitamin B12 or folate absorption. Prevalence of condition Pernicious anemia accounts for about 80 % of megaloblastic anemia due to impaired absorption of vitamin B12. Parietal cell antibody and antibodies to intrinsic factor are found in nearly all cases. 90% of patients have antibodies to parietal cells and their components; including antibodies to intrinsic factor and proton pump H, K-ATPase (Burman Mardh et.al., 1989). About 50 percent of the patients have thyroid antibodies (Clinical Knowledge Summaries, 2008). Pernicious anemia may be associated with simple gastric atrophy in 15% of people age 40-60 and 20 to 30% of the older population. Pathology shows that gastritis with all layers of the body and fundus atrophied. The antrum is spared in more than 80% of patients (Merck Manual). The prevalence of the pernicious anemia in general population is not known and is difficult to ascertain because of diverse etiologies and different assays that is radioassay or chemoilluminescence. The incidence of the disease is 1:10,000 in northern Europe. The disease occurs in all races. The peak age is 60 and the condition is more common in those with blue eyes, early graying, a positive family history and blood group A. The condition has female : male ratio of 1.6 : 1.0 (Clinical Knowledge Summaries, 2008). Pernicious anemia may be first diagnosed incidentally during the investigation of reversible diarrhea (Marty, 1984). The recent WHO review has shown that the majority of the data on the prevalence of folate and Vitamin B12 deficiencies has been derived from relatively small and local surveys and these along with the national surveys data from few of the countries suggest that both of these deficiencies may be a public health problem that could affect many million of people throughout the world. Low blood concentrations of the vitamins occur across the population groups and in countries in various stages of development. There is strong evidence of careless relationship between low maternal folate intake or lower status and increased risk of neural tube defects- and for protective effect of folic acid supplementation or consumption of fortified foods, in the preconception period, against the neural defects. This association has been confirmed in two randomized clinical trials, in large scale supplementation trials in China, and from post-fortification data of the countries like United States of Ameri ca, Chile and Canada (WHO, 2008). The evidence of the relation between the serum or plasma folate concentrations and cognitive function is weaker in children than in adults. Some studies have reported lower scores in the school children with low folate status (Borjel Nilsson et.al., 2005). African -American populations are known to have an earlier age presentation (Chanarin, 1979). According to WHO review in United Kingdom among pregnant women 15.2 percent are anemic, among non-pregnant women of reproductive age about 8.8 percent are anemic, and among pre-school age children 8 percent are anemic. (WHO- Global database on Anemia) Path physiology of condition Structure of Vitamin B12 Vitamin B12 structurally is a complex molecule in which a cobalt atom is present in a corrin ring. Basically, Vitamin B12 is present in the animal protein. Vitamin Storage in the Body Liver stores about half of the total body stores of about 2-5 milligrams. The recommended daily intake for adults is 2 mcg/d, pregnant and lactating women is 2.6mcg/d; while children require 0.7mcg/d and adolescents up to 2mcg/day. Vitamin B12 is highly conserved through the entero-hepatic circulation, cobalamin deficiency from mal-absorption develops after 2 to 5 years and the deficiency from dietary inadequacy in vegetarians develops after 10 to 20 years. Vitamin Absorption mechanism The low pH of stomach cleaves cobalamin from the ingested dietary proteins. The free cobalamin binds to the gastric R binder (a glycoprotein in saliva) and the complex travels to the duodenum and jejunum, where pancreatic peptidases digest the complex and release cobalamin. The free cobalamin is capable then to bind with gastric intrinsic factor (IF), a glycoprotein produced by the gastric parietal cells, the secretion of which parallels that of hydrochloric acid. That is why in states of achorhydria, IF secretion is reduced, leading to cobalamin deficiency. Significantly, only 99 percent of the ingested cobalamin requires intrinsic factor for absorption. Up to 1 percent of free cobalamin is passively absorbed through the terminal ileum. Due to this logic oral replacement of the Vitamin B12 with large quantities is suggested for Pernicious anemic conditions (Weir Scott et.al, 1998). As the intrinsic factor binds with Vitamin B12, resistance develops for further digestion of Vitamin B12. The complex travels to the distal ileum and binds to specific mucosal brush border receptor, Cublin- which facilitates the internalization of the cobalamin IF complex in an energy dependant process. Once internalized, IF is removed and cobalamin transferred to the other transport proteins transcobalamin I, II, III (TCI, TCII, TCIII). About 80% of cobalamin is bound to TCI/III, whose function in the cobalamin metabolism is unidentified. The remaining 20 percent binds with TCII, which is the physiological transport protein produced by endothelial cells. Its half life is 6-9 minutes; therefore the deliverance to target tissues is fast. Cobalamin TCII complex is secreted into the portal blood where it is taken up mainly in the liver and bone marrow and some other tissues. The phase when it reaches the cytoplasm, cobalamin is liberated from the complex by lysosomal degradation. The enzyme mediated reduction process of the cobalt occurs by cytoplasmic methylation to form methylcobalamin or by mitochondrial adenosylation to form adenosylcobalmin- which are the two main active forms of cobalamin (Weir Scott, 1999). Role of Vitamin B12 in bone marrow function Methylcobalamin in the cytoplasm- acts as cofactor for the methionine synthesis by allowing transfer of a methyl group from 5-methyltetrahydrofolate (5-methylTHF) to homocysteine (HC), forming methionine and demethylated tetrahydrofolate (THF). This results in decrease in the level of homocysteine in the serum, which appears to be toxic to the endothelial cells. Methionine is further metabolized to S-adenosylmethinine. THF is utilized in the DNA synthesis. The polyglutamate converted form of THF participated in the purine synthesis and the conversion of deoxyuridylate (dUTP) to deoxythymidine monophospahe (dTMP), which is then phosphorylated to deoxythymidine triphosphate (dTTP). dTTP is required for DNA synthesis, thus in VitaminB12 deficiency- the formation of dTTP and the accumulation of 5-methyl THF is inadequate, trapping folate in tits unusable form, thereby leading to impeded DNA synthesis. RNA contains dTP (deoxyuracil triphosphate) instead of dTTP, allowing for protein synth esis to proceed uninterrupted and resulting in macrocytosis and cytonuclear dissociation. After folate deficiency, as same mechanisms are responsible to cause macrocytosis and cytonuclear dissociation that is why both deficiencies lead to Megaloblastic anemia and disordered maturation in the granulocytic linkages, therefore folate supplementation can reverse the hemotologic abnormalities of Vitamin B12 deficiency but has no impact on the neurological abnormalities of vitamin B12 deficiency. Pernicious anemia is commonly seen in individuals having atrophic gastritis, auto immune destruction of gastric parietal cells which leads to lack of intrinsic factor for the absorption of Vitamin B12 and this ultimately give rise to Vitamin B12 deficiency (Kumar, 2007). The loss of the ability to absorb Vitamin B12 is the most common cause of adult vitamin B12 deficiency. Vitamin B12 and folate co enzyme are required for the thymidylate and purine synthesis, thus their deficiency results in retarded DNA synthesis. In folate and Vitamin B12 deficiency the defect in DNA synthesis affects other rapidly dividing cells also, which may be manifested as glossitis, skin changes and flattening of the intestinal villi (Masnou Llavat et.al., 2007). The synthesis of DNA may also be delayed when certain chemotherapeutic agents like folate anstagonists (methotrexate), purine antagonists (6-mercaptopurine) and pyrimidine antagonists are used. In addition to non explicit symptoms of anemia, exact features of Vitamin B12 deficiency include peripheral neuropathy and subacute combined degeneration of the spinal cord, which results in balance difficulties from posterior column spinal cord pathology (Niranjan, 2006). Dietary links Most of the microorganisms even including bacteria and algae- synthesize vitamin B12 and they form the only main source of this vitamin (Chanarin, 1979). The Vitamin B12 synthesized in the microorganisms enters the human food chain through amalgamation into the food of the animal origin. In many animals, gastrointestinal fermentation supports the growth of these Vitamin B12 forming microorganisms and consequently the vitamin is absorbed into the animal tissues. This is principally accurate for the liver- where the vitamin B 12 is stored in the large quantities. The products from the herbivorous animals like milk, meat and eggs thus comprise the significant dietary source of the vitamin, unless the animal is surviving in one of the many regions in the world which is geochemically deficient in cobalt (Smith, 1987). Milk from cows and humans contains binders with very high affinity for Vitamin B12, though whether they hamper or promote intestinal absorption is not totally clear. Omnivores and carnivores, including humans derive dietary vitamin B12 almost exclusively from animal tissues or products like milk, butter, cheese, eggs, meat, poultry etc. This appears that the vitamin B12 derived from the microflora in any appreciable quantities, although vegetable fermentation preparations have been reported as being possible sources of vitamin B12 (Berg Dagnelie et.al., 1988). About  ½ pint of milk contains 1.2 µg, a slice of vegetarian cheddar cheese 40gm contains 50 µg, 1 boiled egg contains 0.7 µg of Vitamin B12. The process fermentation in order to prepare yoghurt destroys much of the B12 present. Boiling milk can also destroy much of the vitamin B12 present in it (Vegatarian Society England- Information Sheet). The treatment of vitamin B12 deficiency linked anemia is not permanent as the temporary cure and the cessation of the anemia related symptoms depends on the repletion of the Vitamin B12. The most accessible or inexpensive method to replenish vitamin B12 is through dietary supplementation in the of sublingual B12 tablets available widely throughout the world. The oral and sublingual B12 are absorbed equally well but in the study subjects were not selected to be having pernicious anemia. Anemic patients may need sublingual cyanocobalamin or methylcobalamin tablets which permits absorption through the mucous membrane of the mouth thus bypassing the gastrointestinal tract completely therefore no risk of intrinsic factor discrepancy (Sharabi Sulkes et.al., 2003). In some studies oral tablets were used but they were required in very high doses to treat pernicious anemia were required (Lederle, 1998). The effectiveness of the high dose of vitamin B12 tablets to treat ordinary pernicious anemia is very well established. High oral administration allows B12 to be absorbed in places other than the terminal ileum. In a study it was found that oral B12 repletion was more effective than injections (Butler Vidal, 2006). Innovative alternative methods of administering B12, including nasal sprays and behind the ear patches. In small study in mid 1997 with just 6 participants found that the intranasal administration of B12 led to increases in plasma cobalamin even up to 8 times of the given patients baseline measurement (Slot Merkus et.al., 1997). Evidence from epidemiological studies According to the epidemiological study conducted in 2005 Pernicious anemia is more common in type diabetics than in non-diabetic subjects, but it is clinically silent until its end stage. The high prevalence of latent Pernicious anemia in Diabetes mellitus type 1 patients leads to the recommendation of screening using serum pepsinogen 1 concentrations (Nuria Lusia, 2005). The risk of cancers of buccal cavity, stomach and colon along with lymphoma and leukemia is shown to be increased in case reports of patients in hospital based and cross sectional studies in a cohort study of 1993. Even the cancer of esophagus and pancreas also remain elevated throughout the study and the follow-up period (Hsing Hansson et.al., 1993). The epidemiological study conducted in 1996 among U.S. population has shown that undiagnosed pernicious anemia is a common finding in the elderly people of United States with undiagnosed and untreated pernicious anemia and is having possibility for masked cobalamin deficiency (Carmel, 1996). The study conducted in 2003 to find the link between infection of H.Pylori and the gastric autoimmune diseases like pernicious anemia. This epidemiological study has depicted that the frequent detection of H pylori in subjects with early gastric autoimmunity indicated by parietal cell antibodies suggests that- H. pylori could have crucial role to play in the induction and the maintenance of the autoimmunity at the gastric level (Fabio Beatrice et.al., 2003). Conclusions As the totally vegetarians do not consume any animal products, they are at high risk of developing vitamin B12 deficiency. It is generally agreed that in some communities the only source of vitamin B12 is from contamination of food by microorganisms. When vegetarians move to countries where there are high standards of hygiene and the rules of sanitation are stringent, there is good evidence that risk of vitamin B12 deficiency increases in adults and particularly in children born to and breastfed by women who are strict vegans. As standards of hygiene improve in developing countries, there is a concern that the prevalence of vitamin B12 deficiency might occur or increase. This should be ascertained by estimating plasma vitamin B12 levels, preferably in conjunction with plasma levels in representative adult populations and in infants. Further research needs include Ascertaining the contribution that fermented vegetable foods make to the vitamin B12 status of vegans communities. Investigating the prevalence of atrophic gastritis in developing countries to determine its extent in exacerbating vitamin B12 deficiency. Relation of pernicious anemia with the fatal or other chronic diseases like those of endocrinal, cardiac or renal system. Dietary or supplementary innovative methods are still to be researched to find easy suitable methods to manage vitamin B12 deficiency. To find permanent cure of the disease by some biological stem cell therapy method or repair of the gastric lining to cover up the deficiency of intrinsic factor and break down the pathological cycle of vitamin B12 deficiency anemia.

Terry McMillans Women Essay -- Biography Biographies Essays

Terry McMillan's Women      Ã‚  Ã‚  Ã‚  Terry McMillan grabs her audience's attention by filling her books with romance, tension, and sex:   "...it's the roiling currents among family, friends and lovers that McMillan is most comfortable writing about" (Skow 77).   Her customary characters are strong African-American women who are well off; many have jobs, families, and security.   Although these women seemingly have all these necessities, they long for more.   As they experience life, they embark on an "eternal search for connection" (Donahue n. pag.).   They create bonds with friends, siblings and children, but, above all, McMillan stresses their relationships with men.   McMillan's maincharacters need these close ties to other people to survive and be happy. Women depend on other women in each book.   Friends and sisters help fill a void by   giving and needing support, but these relationships fulfill only part of the connection they long for.   In Waiting to Exhale the bonds between four women are solid.   They support one another during rough times with men, husbands, jobs and all the obstacles life has to offer. In Disappearing Acts Zora can always get advice and support from her three friends with dilemmas such as pregnancy, epilepsy, and obsesity.   Stella receives coaching and reassurance from her sisters in How Stella Got her Groove Back. Although close friends strengthen one against the troublesome events in life and provide a release for the protagonists' thoughts, they have their drawbacks.   Friends need attention and support of their own.   In many instances all that they can offer is their judgment and criticism.   Portia, one of Zora's close friends in Disappearing Acts, explains the need for independence from advice by sa... ...e between reliance on others to make one happy and one's own efforts for self-fulfillment. Works Cited Donahue, Deirdre. "McMillan Slips into a Vivid, One-Note 'Groove'."   USA Today. http://www.usatoday.com/life /enter/books/leb353.htm   (28 April 1999). McMillan, Terry. Disappearing Acts. New York: Pocket Books, 1989. _____. How Stella Got Her Groove Back. New York: Signet, 1996. _____. "Ma'Dear." National Endowment for the Arts. http://arts.endow.gov/explore.Writers/Terry.html (22 May 1999). _____. Waiting to Exhale. New York: Viking, 1992. Porter, Evette.   "My Novel, My Self."   Village Voice.   May 21, 1996 Randolph, Laura B. "Me As I Wanna Be (Or How To Get Your Groove Back)." Ebony. May 1993, 20. Skow, John.   "Some Groove." Time.   May 6, 1996, 77. Wilkerson, Isabel. "On Top of the World." Essence. June 1996, 50.

Pip as a Sympathetic Character in Great Expectations :: Great Expectations Essays

Pip as a Sympathetic Character in Great Expectations Can you imagine being totally in love with someone who is completely turned off by you? This is what happens to Pip. Throughout the book Estella disregards his feelings. In Great Expectations my sympathy for Pip fluctuates. Pip starts out as a sympathetic character because he is poor, his parents are dead, and he must live under Mrs. Joe's strict rules. As the story moves on, my sympathy for Pip decreases in every way except one: his relationship with Estella. Ever since their first acquaintance, Pip has thought Estella to be the most beautiful girl alive. He changes when he gets around her. When Mrs. Havisham asks Pip about Estella, he answers with words like "proud," "pretty," and "insulting." Miss Havisham wants Pip to like Estella, and she tells Estella she can break his heart. As the visits to Miss Havisham's increase, Pip realizes his feelings for Estella. He practically cannot live without her, but she treats him as a common boy. Pip wants more than anything to become uncommon so Estella might come to like him. He wants her to think of him as a person and not as an uneducated blacksmith apprentice. Estella begins to realize that Pip has feelings and taunts him by asking if he thinks she is pretty. A significant scene is when Estella questions Pip about herself and she slaps him. Then she teases him more and says why doesn't he cry again. Pip replies, "Because I'll never cry for you again," but he knows this is not true and says this "was, I suppose, a false declaration as ever was made, for I was inwardly crying for her then, and I know what I know of the pain she caused me afterwards" (94). As the two characters grow up and mature and as Pip becomes a gentleman, Estella learns of the extent of Pip's feelings. She tells Pip she is to be married and says his pain should pass in no time, about a week. Pip then reveals every thought and feeling he has ever had for Estella over the years. The most important parts of his confession are in the beginning of the speech. Pip confesses, ". . . you are part of my existence, part of myself. You have been in every line I have ever read, since I first came here, the rough common boy whose poor heart you wounded even then.

The Air Quality in Beijing

In a world where man-made air pollutants is evidently damaging the atmosphere, it is ironic that Beijing, the capital of China and the host of the 2008 Olympics, is one of the cities with a serious problem in pollution. Based on a recent report, almost everyday, the Chinese capital is blanketed by a sooty mist which is mainly composed of ozone, a harmful substance to the lungs, and nitrogen oxide, a combustible element.Other substances, such as sulfate and carbon are also present in the air which causes pollution levels to go up five times higher than the safety level recommended by the World Health Organization (USA Today, 2007).The major contributors of the air pollution in Beijing are coal burning in the mining industry, gas stations, industrial factories and also the increasing number of road vehicles. The city has roughly 3 million vehicles and the number is increasing by more than 1,000 per day, which generates thick ground level air dust aside from the pollution in the atmosph ere.Moreover, while it is often sunny in Beijing, the sky is regularly hazy and the smog air is filled with carbon monoxide emitted by vehicles which could pose a problem for the participating Olympic athletes next year (Reuters).However, despite the fact that the pollution in the Chinese capital is getting worse every year, according to a Chinese environmental officer, the national standard grade of the air is Grade 2, which he claims is suitable for any form of activity (Reuters).Despite his claim, health officials of the World Health Organization said that pollution could cause very serious problems to people with heart complications or abnormal heart conditions (Reuters). Given the facts stated above, it is very clear that worsening air pollution is threatening the population in Beijing and also the environment.If this problem is not addressed it could cause a significant amount of damage that could be difficult to reverse References Reuters. (2007). Beijing stops cars for Games clean air test. Retrieved October 31, 2007 from http://www. reuters. com/article/environmentNews/idUSPEK17354820070817?feedType=RSS&feedName=environmentNews&sp=true USA Today. (2007). Olympic inspectors to focus on air quality in Beijing. Retrieved October 31, 2007 from http://www. usatoday. com/sports/olympics/summer/2007-10-23-beijing-air-quality_N. htm? csp=34

Describe and Evaluate two theories of the formation of romantic relationships Essay

In 1970 Byrne and Clore introduced the reward/ need satisfaction theory for the formation of relationships. They suggested that we are attracted to individuals whose presence is rewarding for us, and that naturally we find stimuli rewarding if it meets an unmet need; the more rewards someone provides for us, the more we should be attracted to them. They believed that the formation if relationships was linked with the idea of classical and operant conditioning, with operant conditioning we are likely to repeat behaviours that leads to a desirable outcome and avoid behaviours that lead to undesirable ones, so we enter the relationships because the presence of some individuals is directly associated with reinforcement, making us have positive feelings, which makes them more attractive to us. For classical conditioning, we tend to prefer people who we associate with pleasant event, so for example if we meet someone somewhere where we are having a good time, then we will associate this person with this good time and find them more attractive in the long run. Byrne and Clore believed that the balance between positive and negative feelings in a relationship was crucial as relationships where the positive outweigh negative feelings were more likely to develop and succeed. Griffitt and Guay (1969), participants were evaluated on a creative task by an experimenter and then asked to rate how much they liked the experimenter. The rating was highest when the experimenter had positively evaluated the participant’s performance on the task. This study supports the claim that we like people who are associated with pleasant events. This provides strong support that similarity is important in attraction, but also highlights reciprocal liking also is factor in the formation of relationships; however this may not be the only factor influencing this. The experiment was only of an imaginary description, the participant is unlikely to truly demonstrate how they feel towards the stranger. The experiment doesn’t demonstrate interaction of people, but rather just presents a statement about them, which reduces how far conclusions can be drawn. Although similarity may be a factor, how people socially interact is also important to how a person perceives another. In a laboratory experiment, Lehr and Gehr (2006) studied participants of both sexes to test the importance of reciprocal liking. Knowing that someone likes you is particularly rewarding and so is more likely to end up in mutual liking. Participants were given a description of a stranger, with varying degrees of similarity of the strangers attitude to the participants. In each description was a statement that the stranger either liked or did not like the participant. Researchers found significant effects for attitude similarity and liking. However this study doesn’t have ecological validity from where it was done in a lab setting and didn’t reflect real life situation or conditions However Cate et al (1982) asked 337 individuals to assess their current relationships in terms of reward level and satisfaction. Results showed that reward level was superior to all other factors in determining relationship satisfaction, however this theory only explores the receiving of rewards, the results may not be completely accurate though as some people may have picked the socially desirable answers. These studies all ignore natures influence on attraction and that it is to some extent an evolutionary need to have a partner that meets physical requirements. This model may be very culturally bound as all the studies done were in the western world’s individualistic cultures. In other cultures one partner may not expect rewards and may be entirely giving, or arranges marriages will also go against this theory as the long term is made to happen. For example, Lott (1994) suggests that in many cultures women are more focused on the needs of others rather than receiving reinforcement. This suggests that this theory is not a universal explanation of relationship formation and therefore culturally biased. However, this theory is supported by another theory on how relationships are formed Byrne, Clore and Smeatons Similarity Theory (1986) states that it is important that people are similar in order to be able to form a relationship. They theorise that there are two stages to deciding who to seek relations with first we sort out the people most dissimilar to us and secondly then seek out those who are most similar. Caspi and Herbener found that in married couples, those who were the happiest were those with the most similar personality traits.