Lord Of The Flies Essays - English-language Films, Films

Lord Of The Flies ?The Lord of the Flies is a picture of our society today.? Discuss the statement and show the way the statement applies The Lord of the Flies is about a mini-society of boys formed by chance. Their isolation from adults forced reality upon them and so they had to think for themselves and work together. As a commentary of today's society it does well to explain some of today's issues like violence, laws, pride, greed, fear, religious power and the conflict between living in a civilized society or savagery. It is all about the choice the boys made when life became real. In the beginning their lives were controlled and protected by their parents, teachers and police officers. Jack cannot kill the pig even though he can eat meat because of the ?enormity of the knife descending and cutting into living flesh.? (p 41). Roger cannot hit the boys with the stones even though he could if he wanted to because he has been conditioned by the society he used to live in. This is the type of society the children live in. Everything is a game until the beast. The beast signals the end of the games and start of reality. Lives are at stake in perspective of the boys and survival must occur in any form. Our society is much like this as today's society is also about survival and what choices we make to survive. The mini-society started off peaceful. The purpose was to set a signal fire and live off fruit until help came. The conflict came when the fire and hunting could not be committed to at the same time. As the fire was a 24 hour task and hunting needed the whole party, the party started to take sides. Ralph's fire would be the sensible thing to do to get rescued however hunting would lift the standard of living for all the boys and would also be a luxury, recreational event. The fire was hard work and immediate results were none even though long-term results would be better. The hunting side wins eventually. In Australia today we are spending beyond our ability to afford this spending. This means we have a great influx of goods and services but as a community we are cheating ourselves as this leads to a current account deficit and the cost of living in this deficit must be paid plus the deficit. In this book's case, the deficit was their morals and the interest was paid in life. The conch was the symbol of power and it represented the order in the beginning of the book. It brought them together and provided laws for the society. The main law being whoever holds it has the right to speak without interjection or disrespect while he was speaking. It is much like a policeman's badge or even the mace in our parliament. However, the beast held a greater power over the conch which was fear. It is used by Jack to gain power over the rest of the group. His promises and rallies to kill the beast eased the fear of the boys and hence he won over the group. The killing of Simon as the beast but saying the beast was still alive, showed Jack had used the beast to keep his power as leader of the tribe. In a way, it became a religion as Jack's ritual of killing pigs for their heads to keep the beast happy. This was his method of promoting hunting. Other examples of this in real society are the Vikings whose promise of Valhalla made them among the best warriors of all time in the world. In today's society, religions can give power and money to many people. Fear of gods or protection from all fears in society can make person donate to a religious unit material goods or loyalty. Even traditional religions like Catholicism can allow the leaders to lead a life of luxury. Violence in the book increases as it does in society today. At first, the intention of killing the first pig was there and then when a pig was finally killed, killing became easier. The restraint that deemed killing unacceptable in society was broken. Next

Principal methods for healthcare research The WritePass Journal

Principal methods for healthcare research Introduction Principal methods for healthcare research IntroductionTheir Respective Research Design and philosophyThe Contrasting   Research HypothesizesApproaches to samplingData Collection Methods and Data analysisQuality of studiesCriteria to establish rigor in qualitative methods. Patton (2002) p.552-558Study:Jeppson et al (2003)Binge and Purge Processes in Bulimia Nervosa: A Qualitative StudyMy interpretationQuestionDiscussionRelated Introduction Bulimia Nervosa (BN) is an eating disorder, which is characterised by repeated episodes of over eating and bingeing and by a set of   compensatory behaviours intended to cause weight loss which includes vomiting, purging, fasting and excessive exercise. The American Psychiatric society (A.P.A. DSM-IV, 2000) and the World Health Organisation ( World Health Organization. International Statistical Classification of Diseases, 10th Revision (ICD-10). Geneva, Switzerland: W.H.O., 1992),   both suggest the following diagnostic criteria for the disorder 1. A persistent preoccupation with eating and irresistible craving for food. 2 .Repeated episodes of binging/overeating in which large quantities /amounts of food are   consumed 3. Patients experiencing BN take excessive measures to compensate for the ‘fattening‘  Ã‚   effects of food e.g. vomiting, purging and fasting. The Beating Eating Disorder Association (BEAT). Formerly known as the Eating Disorders Association, a voluntary sector group in the UK., as provided figures that up to 1.15 million people in the UK, experience a significant problem with BN, and up to 90.000 people are receiving treatment at any one time. It is not therefore surprising that BN is a major and widespread   problem. Consequently a number of treatments have been developed and trialled, based on focused research, and developing an evidence base. The National Institute of Clinical Excellence (NICE). Published guidance in 2004, (Eating disorders: Core interventions in the treatment and management of anorexia nervosa, bulimia nervosa and related eating disorders. London: National Institute for Health and Clinical Excellence (NICE) 2004). Which recommends Cognitive Behavioural therapy (CBT) as an efficacious treatment as well as Selective Serotonin Re-uptake Inhibitors (SSRI’s) such as Fluoxetine. Research in this area is an important on a number of counts. Firstly, on clinical intervention grounds so that the treatment offered for the disorder can be expanded and improved and secondly given that the Disorder was only recognised in 1979 ( Russell, G.1979), and with a widespread epidemiology, sufferers experiences of t he disorder are important in clinical practice to deepen understanding of sufferers experiences.. The two papers presented here both focus on the condition from different perspectives and   ask different questions. The first paper is a qualitative study: Binge and purge Processes in Bulimia Nervosa: A Qualitative Investigation (Jeppson et al. 2003) using a grounded theory design focusing on the two core diagnostic behaviours of BN; binging and purging. They aimed to elucidate information on these processes and their function for Bulimic’s experience. The second paper is a comparative intervention study, following a quantitative research design a   form of Randomised Control Trial (RCT) Cognitive-Behavioural, Fluoxetine and Combined Treatment for Bulimia Nervosa: Short- and Long-term Results (Jacobi et al.2002). Both papers illustrate their design paradigms and contain a number of flaws, which will be discussed in relation to their respective research methods. Their Respective Research Design and philosophy Jeppson et al(2003), deployed a qualitative research design, which followed a grounded theory approach (Glaser Strauss,1967). Grounded theory was originally developed by these social researchers, before the approach ‘split’ into different camps, (Stebbins, R.A., 2001),   the approach essentially emphasizes the ’generation of theory’ from data that is acquired in the actual process of conducting the research. So rather than beginning with an hypothesis that needs to be tested   that is the hallmark of the experimental quantitative research design, grounded theory begins the research process with an aim for exploration. The quantitative paradigm illustrated by the Jacobi et al. (2002) paper, forms the basis of RCT’s and Therapy trials which are common in much of health care research, including Cognitive Behavioural Therapy (CBT) and treatment approaches/interventions to Bulimia Nervosa.   At its philosophical ‘core’ is the notion of empiricism (Owen, F. Jones R, 1977), whereby quantitative properties and phenomena and their relationships are observed and studied. Thus the process of measurement is crucial to the paradigm and this affords the connection between ‘empirical’ observations i.e did X effect Y and mathematics, through the expression of quantitative relationships As measurement is crucial to the quantitative paradigm, the choice of Randomised Comparison Study is entirely appropriate for the Jacobi investigation, as it wants to compare the treatment effects of three different conditions treating the disorder. Studies of this type are a form of scientific experiment, with RCT’s often referred to as the ‘gold standard’ for intervention studies (Cartwright, A. 2007). They are often used for ‘safety’ studies in drug trials and for testing the effectiveness   of clinical interventions and services The two research studies presented here, display different philosophical foundations, which shape their whole approach to research deign. The Contrasting   Research Hypothesizes Jeppson et al (2003), developed an aim for their qualitative study based on previous research they had encountered on the BN binge-purge process that is seen to be central to the disorder. The study was not concerned with assessing the ‘effects’ of interventions on binge and purge behaviour, but rather to try and understand what these behaviours meant and the functions they served for the patients they studied. They considered in previous research that quantitative methods, had focused on self-monitoring of these episodes and ranking them to ‘measure’ links to mental state e.g. Stress, and had deemed that it had not sufficiently led to an understanding of their function as experienced by BN patients themselves. They had an idea that these behaviours were crucial and played a part in assisting sufferers with their ‘emotional regulation’, but were curious and wished to expand an understanding of their role. They therefore set out with an ‘aim’ for the research to find out what BN patients experiences of these two processes and the meanings /function they served for them, I believe this ‘aim’ was entirely congruent with the qualitative method, and provided a question that RCTs looking at interventions had not and could not study. The Jacobi et al., paper(2002),   asked a different set of questions. They were interested in how CBT compared with the SSRI Fluoxetine, and a combination of them both .   They considered that both the psychological (Wilson, G.T., Fairburn, C.G., 1993) and pharmacological interventions (Goldstein et al.,1995) had developed an evidence base for treating BN. They designed an ambitious study to investigate the question of the relative short and long-term effectiveness of the three interventions. They questioned whether the combined approach would be more beneficial in the long-term, as previous research studies investigating a combination approach, had experienced high drop-out rates due to the side effects of the of the SSRI, which may have influenced their results. The study did not include a control or placebo condition, which would be the normal procedure for intervention type studies.The reason for this was that they considered   previous research had demonstrated the effectiveness of CBT and   Fluoxetine, and was not needed. The study had four aims: To compare the effectiveness of CBT, Fluoxetine and there combination, to compare the short and long-term effects of these treatments. To inquire about the possible ‘additive’ effect of combined intervention and to examine the differential effects of the treatments. These types of intervention question are suitable for a randomised study as the questions Jacobi and team are asking are essentially ones of intervention and differential effectiveness/measurement on a number of variables e.g. Binging and purging episodes, short and long term effects as ascertained by validated psychological questionnaires and clinical interview. Approaches to sampling It is generally considered that sample size is generally much smaller in qualitative studies than those recruited for quantitative studies such as RCT’s (Cresswell,J.W., 2003).   As qualitative studies are generally smaller in size, criticisms have been leveled at this paradigm. Although the paradigm does not seek to study the ‘total‘ population, issues surrounding diversity and variation within a population are often cited (Jones,2007). The Jeppson study used only eight participants The approach to sampling used in the study is important   as the process of selecting participants is relevant to the aims of the study.   They used purposeful sampling to generate the data for their enquiry. Purposeful sampling generally refers to the selection of participants who have experience or knowledge of the area under investigation (Procter et al, 2010) As all participants were selected with a specific diagnosis of BN (APA., DSM-IV,1994) they would all currently have experiences of the processes under investigation. They were recruited from a suburban area in Utah, USA., Descriptive information, including socio economic variation, inpatient and out patient status and educational information was given.  Ã‚   This form of sampling used in the study is not random or based on statistical probability as in quantitative studies. Sampling in quantitative research design, especially RCT’s, differs. This type of sampling is in essence the selection of of observable units, which can be measured (Maxim, P.S., 1999). As outlined in the introduction, BN is widespread in the UK (and other european countries). It is not possible in the Jacobi study to observe the effects of the treatment interventions with the whole population of people experiencing BN. Therefore quantitative studies tend to study a sample of the group or population which may represent the larger population. The study recruited its patents by a mixture of media advert and direct referral to the Department of Psychology at the University of Hamburg. All underwent telephone screening, by a clinician not involved in the study (to assess inclusion criteria) and a semi structured psychiatric interview,and physical examination As selecting people for therapy trials is   open to sampling errors, in that   some people selected,may be ‘exceptional’ or ‘different’ from those of the larger ‘Bulimic’ population.The method attempts minimize these possibilities, by careful inclusion/exclusion criteria and the random distribution of   the participants into one of the three treatment conditions[1] The size of sample for the Jacobi study is more important than the qualitative study, to gain meaningful results. Data Collection Methods and Data analysis The Jeppson et al study (2003) study, collected its data from interviewing eight participants who agreed to take part in the study, by using a semi-structured interview format, lasting one hour. The semi-structured format differs from a more limited ‘formalized’ set of questions, by nature of its flexibility. It allows for new questions to be added in response to what the interviewee says, inviting and generating further information, which the study utilised. The study used a ‘framework’ and ‘interview guide’, which is a collection or set of topics to guide the interview process (Lindlof Taylor, 2002). The paper, makes reference to this, but does not provide specific details of what constituted the ‘guide. To enhance validity, ‘member checks’ were conducted post interview, all participants received a 20 minute phone call, where findings were ‘shared’; allowing corrective feedback on accuracy. Transcripts were also read by three mental health professionals The study reported that ‘redundancy’ or theoretical saturation occurred between interview 5-7. Grounded theory employs this framework, so sampling frame   may be modified as a result of a process deemed, ‘constant comparison analysis’ i.e, that data is determined by its recurrence and re-evaluation to assist with the ‘theorizing   process’ of the area under investigation. The type of process involved in the   purposeful sampling used in Jeppsons study, accepts that it is impossible to identify ahead of time, all categories of emergent data that the researcher needs to review.   So its is purposely designed to pursue data collection categories to the point of concept or ‘data saturation’, which occurs when the data   is stable and the pattern(s) unlikely to change (Locke,2001). They found this occurred during the interviewers   5-7, and added 1 further interview according to protocol. (Lincoln Guba, 1985) Once   Jeppson collected the data, key points were assigned (or marked) to it, referred to as ‘codes’. Concepts and categories were then then worked out. The categories that emerged are seen within this methodology as the basis of theory generation for the study. This process as been referred to by Glaser and Strauss (1967) as the reverse emergence ‘hypothesis’.   Thus, it was considered that to gain information on the participants binge and purging behaviours it was best to ask them about their experiences so as generate theory from their responses, rather than to come to the study with a pre-determined hypothesis or theory which needed testing. As the researcher is part of the ‘research process’ and data collection, ‘reflexivity’, is a feature of the data collection process. This can be divided into ‘personal reflexivity’ and ‘epistemological reflexivity’. ‘Personal reflexivity’ involves the researcher being aware and examining their own values, experiences etc. and how this may have shaped the research. It also involves thinking about how the research may have affected and possibly changed people and researchers. ‘Epistemological reflexivity’ as such, asks   how the research question is defined and conducted and how it may of limited what was found? by asking   searching questions about the data and its findings (Willig,C. 2001). Jeppson notes, that he was ‘aware’ of himself and the potential influence on the study. Jacobi, collected its data by using a battery of   validated Psychological Measures to assess outcomes from the three intervention conditions.They were administered at pre and post treatment, and   at 3 months and one year follow up. Descriptive statistics[2] were given using the mean[3]   and standard deviation[4] of patients with regard to age, marital status, and   education. Frequency of binging and vomiting, onset of these behaviours , lowest BMI etc., no table provided. Data analysis was conducted by using a number of inferential statistical tests, to ‘measure’ and quantify a host of possible influences on the outcome results obtained form the measures of each condition. Individual one-way analyses of variance ( ANOVAs) were used to compare data, i.e., demographics, clinical variables:   frequency of binging etc pre and post.   The ANOVA technique involves measuring the variance of the group means and comparing that to the variance predicted if all groups were randomly sampled   from the same population i.e ANOVA, tests hypotheses about the mean(s) of a dependent variable(s) e.g frequency of binge eating across the different treatment groups, in relation to the independent variables i.e. group condition To analyze the differential effects of the 3 treatments is was originally proposed to use uni and multivariate analyses of covariance[5], e.g .to study the covariance of say mood state with frequency of purging across the treatment conditions, to see if the amount of change between two or more variable maps changes in another variable, an estimate of correlation.[6] Sample size, through attrition was assessed as to small to run theses tests, at one year follow up. The ANOVAs and MANOVA tests used in this study produce the F-statistic[7], which is used to calculate the P-value,[8] and significance. The choice of tests was appropriate[9], given 3 treatment conditions, and the comparative nature of the research question/hypotheses. A   intention to treat analysis, conducted for drop-outs was in line with the research protocol for this study design. Quality of studies The two papers have approached the subject of BN from different research designs. It is important when considering   research papers to assess their quality, in respect of their chosen methods. Jeppson’s paper, in a my opinion is a well designed study. The aim is suited to qualitative methodology. Assessing the quality of the study as proved challenging as its requires a different set of criteria, from quantitative research (table 1), And Patton (2002), outlines a series of considerations to establish rigor for qualitative research (table 2 ). The use of one interviewer, sample containing severe bulimics (Anorexia?), may have influenced the themes and results?   Also some ‘reporting issues‘   concerning method etc,, can   all factors effecting quality. Table1 . Critical evaluation of qualitative study Table 2. Criteria to establish rigor in qualitative studies Criteria to establish rigor in qualitative methods. Patton (2002) p.552-558 Study:Jeppson et al (2003) Binge and Purge Processes in Bulimia Nervosa: A Qualitative Study My interpretation (a)  Ã‚   Persistent observation(b)   Peer debriefing (c)  Ã‚   Progressive subjectivity (d)   Member checks (e)  Ã‚   Triangulation (f)  Ã‚  Ã‚   Transferability (g)   Dependability (h)  Ã‚   Authenticity and fairness (i)  Ã‚  Ã‚  Ã‚   confirmability Themes became redundant before last interview -observationStudy does not mention that this procedure occurred. Unclear in paper- could be implicit in methodology, not mentioned overtly Yes conducted Yes Makes case in conclusion for clinical enrichment and therapeutic alliance Process was of medium/high quality audit conducted Study was conducted and reported with ‘fairness’ to process Researcher is ‘aware’ of potential influence audit conducted The Jacobi research aims were entirely suited to the quantitative randomised trial it adopted   to look at the effect of the three treatment interventions and there effects in the short and long term . It, however, suffers from a number of serious flaws, undermining its validity and effects when assessed to by RCT quality criteria (Greenhalgh T.,2006). Firstly, the study fails to provide a power calculation. For to detect differences between   the   three intervention groups using randomisation, it is considered that the study should be ‘powered’ i.e contain enough patients to determine statistical accuracy. Normally 80% is considered the minimum standard of accuracy for clinical trails. (Ellis, Paul D, 2010), and leaves it open to type 2 errors.[10] This was not assisted by the attrition rate, especially at follow up. It contributed to the study being significantly ‘underpowered’, so much so that the results   at one year follow-up   being of   poor quality, the results could be dismissed[11] (Table 3 provides a critical evaluation) Table 3. Critical evaluation of quantitative study. Question Study: Jacobi et al. (2002) Cognitive-behavioural, Fluoxetine and Combined Treatment for Bulimia Nervosa: Short and long term results Does the study address the focussed question? Yes Were the patients randomly selected from a defined population? Patients were selected/recruited by advertisement and referral to the Psychology dept. Of Hamburg University. All had met the diagnostic criteria for BN. Was the assignment of patients to the intervention and control group randomised? There was no control group. Study compared effects of three different treatment conditions. Paper states they were randomised, but does not say how and by what method Were the participants and observers both blinded? Not stated though this difficult to achieve within psychotherapy trials Aside from the intervention were the groups treated equally? Yes Was a follow up completed Yes- at I year Did the study have adequate power to see an effect if there was one? No, there was no power calculation provided though this is common in psychotherapy intervention trials/studies. Very high attrition rate at follow up. Were all the patients who entered the trial properly accounted for? Full disclosure is given about the dropouts, calculations were made that suggest that the results at   follow up lack validity Were the results of the trial presented in a manner that allowed for full examination? No: adequate data was presented on tests MANOVA/ANOVA.   Ci’s not reported Secondly, the randomization procedure which gives the randomized controlled trial its strength. The investigators did not provide details of the randomization methods its used for the study[12], although this may be attributable to poor reporting, its is a significant emission (Jadad, 1998). The paper whilst providing a range of data, omits to report confidence intervals (CI)[13] for the three conditions and its results, and their were no   proposed effect sizes included the aims/hypotheses. Discussion Both studies addressed their research using different methods. Both were appropriate for the investigation, illustrating that methodology needs to be tailored to   the aim/hypotheses of the question under investigation. The Jeppson study was well designed, and managed to explore its research aim sufficiently, so some its findings had generalisability in treatment settings, and would benefit the CBT practitioner working with BN and aid ‘therapeutic alliance’ by taking into account its findings. By increasing understanding of how the processes have functions for the individual, well beyond the ‘behaviour’ itself. Jacobi’s study, although ambitious with a good design in principle, was seriously flawed. The under-powering of the study, the absence of good reporting on a number of methods and data, leave the study flawed. Its hypothesis and aims were suited to the methodology, but its sample size and attrition rate made   generalizability of the results difficult. It did provide some evidence (weak), that CBT is efficacious for the treatment of BN, which continues in clinical practice. Word Count:   3489 References   American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders. Washington DC., American Psychiatric Association. Cartwright, N. (2007). Are RCTs the Gold Standard? Biosocieties(2): 11-20. Cresswell, J. W. (2003). Research design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA., Sage. Daly, J., Lumley, J. (2002). Bias in Qualiative Research. Australian and New Zealand Journal of Public Health 26(4): 299-230. Ellis, P. D. (2010). The Essential Guide to Effect Sizes: An Introduction to Statistical Power, Meta-Analysis and the Interpretation of Research Results. Cambridge, C.U.P. Glaser, G. B., Strauss, A. L. (1967). The Discovery of Grounded Theory. Chicago, Aldine Publishing Company. Goldstein, D. J., Olmsted, M., Thompson, V.L., Potvin, j.H., Rampey, A.H. (1995). Long term Fluoxitine treatment of bulimia nervosa. British Journal of Psychiatry(166): 660-666. Greenhalgh, T. (2006). How to read a paper: the basics of evidence based medicine. London., BMJ Publishing Group. Jacobi, C., Dahme, B. Dittmann, R. (2002). Cognitive-Behavioural, Fluoxitine and Combined Treatment for Bulimia Nervosa: Short- and Long-Term Results. European Eating Disordrs Review(10): 179-198. Jadad, A. R. (1998). Randomised controlled trials: a users guide. London, BMJ Books. Jeppson, J. E., Scott Rchards, P., Mac Hardman, R.K. Mac Granle, H. (2003). Binge and Purge processes in Bulimia Nervosa: A Qualitative Investigation. Eating Disorders(11): 115-128. Jones, R. (2007). Strength of evidence in qualitative research. Journal of Clinical Epidemiology(60): 321-323. Lehman, A. K., Guba, E.G. (1985). Naturalistic inquirey. London., Sage. Lindlof, T. R., Taylor, B.C. (2002). Qualitative Communication Research Methods. Thousand Oaks, CA., Sage Publications Locke, K. (2001). Grounded Theory in Mangement Research. London, Sage Publications. Maxim, P. S. (1999). Quantitaitive research methods in the social sciences. oxford., Oxford University Press. NICE. (2004). Eating disorders: Core interventions in the treatment and management of anorexia nervosa, bulimia nervosa and related eating disorders. N. I. f. H. a. C. Excellence. Owen, F., Jones R, (1977). Statistics. London, Polytech Publishers. Patton, M. Q. (2002). Qualitative Research Evauation Methods. Thousand Oaks, CA., Sage Publications. Procter, S., Allan, T., Lacey, A. (2010). Sampling. The Research process in Nursing. Eds Gerrish, Lacey, A. Oxford, Wiley-Blackwell. Ragin, C. C. (1994). Contructing Social Research: TheUnity and Diversity of Method, Pine Forge Press. Russell, G. (1979). Bulimia nervosa: an ominous variant of anorexia nervosa. Psychological Medicine 9(3): 429-480. Stebbins, R. A. (2001). Exploratory Research in the Social Sciences. Thousand Oaks, CA:, Sage Publications. W.H.O. (1992). International Statistical Classification of Diseases, 10th Revision (ICD-10). Geneva, Switzerland: . Willig, C. (2008). Introducing Qualitative Research in Psychology. Maidenhead, Open University Press. Wilson, G. T., Fairburn, C.G. (1993). Cognitive treatments for eating disorders. Journal of Consulting and Clinical Psychology(61): 261-269.

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

Television - Essay Example The CBC had been charged with setting up a public service television system following the study carried out by a wide-ranging royal commission on the arts, letters and sciences, which reported in 1951. As the twenties came to a close, Canadian political elite became increasingly concerned that the commercial messages and entertainment-driven values from American radio stations that freely drifted across the border were eroding Canadian culture. The most popular radio show in Canada was the American produced situation comedy Amos n' Andy. In 1929 the Liberal government of Mackenzie King commissioned three men to study and report on the state of broadcasting in the country, beginning a relationship between the state and the media that has not weakened since. The three were Sir John Aird, a banker, Charles Bowman, a journalist with the Ottawa Citizen, and Augustin Frigon, an engineer at L'Ecole Polytechnique in Montral. The commissioners studied virtually every form of radio broadcasting in existence during the year of the investigation. By the time Aird delivered his report, the Liberals were out of office and a new Conservative Prime Minister, R. B. Bennett was in control. It was up to Bennett to decide which form broadcasting would take in Canada. Like King, Bennett was deeply concerned that American influence, especially its views on liberalism and republicanism, would soon dominate Canadian thinking.

Biology Essay Example | Topics and Well Written Essays - 500 words - 1

Biology - Essay Example The idea of an island in the science of biology and evolution advances the idea of species evolutionary patterns. While the arguments have been made and supported for the use of fossils, and for the use of various short lived species of creatures there is still the variations of species in some areas versus others. Dawkins readily admits that he has no idea where the initial split occurred for species, however, he further clarifies by stating that given the common genetic heritage and the proliferation of biological islands separations and splits in various species is only a matter of time. Speciation is the term used by biologists to define the splitting of a species into daughter species. Creationists have adopted the idea of speciation to explain the variances that are obvious with the use of a small boat and the idea that two of every kind of animal was aboard. According to Carl Wieland of Creation.Com, â€Å"Virtually all creation theorists assume that Noah did not have with hi m pairs of dingoes, wolves and coyotes, for example, but a pair of creatures which were ancestral to all these species, and probably to a number of other present-day species representative of the ‘dog kind’.† (Wieland) Unfortunately, creationists still rely on a much shorter time period which cannot explain the lengths of time needed for each major shift and even for the minor shifts in various dog breeds and canine sub species.

Action plan reflection Essay Example | Topics and Well Written Essays - 1000 words

Action plan reflection - Essay Example hest radiographic procedures with patient with pneumothorax and help me to provide good quality image of chest x-ray due to the pneumothorax condition. This area of knowledge acquired can really lead to the achievement of my personal goal to improve my knowledge in pathology. This is because as noted by the authors, the principles and management of pneumothrax form an important basis in the overall pathological pathway to radiography. 18- 20/09/2013: I read ‘Asthma and COPD’ and I acquired a lot of information about these diseases and how they effect the lung. I also learned how can I provide the management of radiographic procedure and good quality images for patient with one of these diseases. After reading this book, my knowledge about Asthma and COPD is improving. I however think that this area alone cannot be an end in itself but a means to an end. This means that I need to expand my knowledge in other areas of radiography pathology in order to make the achievement of my personal goal realistic. The reason for this assertion is that the authors noted that asthma and COPD do not form part of the most reported cases and incidence that radiographers have to deal with. In effect, to have a full understanding of the pathology requires adding some more knowledge areas. 23 – 26/09/2013: I read ‘Diagnosis and Management of Bowel Disease’. From this, I acquired so much information about various bowel disease such as diarrhea, consitaption, irritable bowel syndrome and inflammatory bowel disease. This learning improved my knowledge of the bowel disease and helped me to improve the management of abdomen radiographic procedure due to patient condition and provide good quality images. The authors from whom I learnt this have noted that abdominal radiography is a very complex process that requires a lot of expanded knowledge base on the part of the radiographer. This means that there is shared responsibility for me to know much more about bowel diseases and

Effect of Light Intensity on Photosynthesis

Effect of Light Intensity on Photosynthesis Plants occur around the world in a wide variety of environments. Plants are able to adapt to their surroundings because of photosynthesis. What affects the rate of photosynthesis? First, one must be able to identify what photosynthesis is. Photosynthesis is processing light. The formula for photosynthesis is 6H2O + 6CO2 à ¯Ã†â€™Ã‚   C6 H12O 6 + 6O 2. This ultimately means that water and carbon dioxide produce sugar as the plants energy, then the plant releases oxygen and water stays in the roots of the plant. Photosynthesis takes place in the chloroplast and chlorophyll will not absorb green light, therefore, while all the colors like violet, indigo, blue, yellow, orange, and red are being absorbed by the tree, green is being reflected that being the reason why plants are green. Proposed Explanation Different shades of light affect the rate of photosynthesis. The dependent variable for this hypothesis was the plants that we used. The independent variable was the different shades of light which were green, blue, and yellow. We placed each plant under each shade of light to get more accurate results. The control was just the normal experiment where we placed each plant under the light without any shade of light. We chose this experiment because plants do not absorb green light, they reflect it. So we figured different shades of light would have a direct affect on the rate of photosynthesis. Fertilizer has a direct effect on the rate of photosynthesis. The dependent variable for this hypothesis were different plants from experiment one. The independent variables were the different amounts of fertilizer we added to each plant. The control for this experiment was testing each plant without any fertilizer. After we tested the control, we added 100mL, then 105mL, then 110mL to each pla nt after each test. We chose to test the affects has fertilizer on photosynthesis, because fertilizer helps plants grow, therefore we believe photosynthesis would take place at a faster pace. Baking soda has an effect on the rate of photosynthesis. The dependent variable for this experiment was three different plants than the ones used in experiment two. The independent variables were the amounts of baking soda added to each plant. The control for this experiment was testing each plant without any baking soda. Then we put one pinch in each plant then tested it, then we added another pinch to each plant and tested it, then we added another pinch to each plant for a total of three pinches to complete our experiment. We chose to test the affects baking soda has on photosynthesis because if we add baking soda it will make carbon dioxide which ultimately allows the rate of photosynthesis to increase. Predicted Results The majority of our experiments that we were going to conduct we felt we would have a pretty common sense idea of the outcomes. Here since we are testing the amount of oxygen produced in our three different hypothesis, we will first try the different shades of light, different amounts of fertilizers, and if the amount of baking soda has anything to do with the plants photosynthesis. Our first hypothesis was the different shades of light would affect the amount of oxygen produced by the plants submerged in the water. First we would do our controlled experiment of no light shade. Here we would predict that the plant would absorb some of the colors which in return would produce an average amount of oxygen. We predicted that if the shade of light shined on the plant was green then the outcome of the oxygen produced would be fairly low since plants tend to reflect green light away from them. After we would test the green light we would move onto the yellow light. Here we predicted that the plant would produce a nice amount of oxygen since the plant absorbs multiple colors besides green and relatively absorbs yellow more since the majority of light given off the sun is yellow. Next we would try the blue light. We felt that since the light was going to be blue that the oxygen produced would be fairly low because the light absorbed from the plants tends to be higher in the yellow and orange areas. The next set of predicted results would be if the amount of fertilizer added to the plants would affect the amount of oxygen given off. Since fertilizers are used to help plants grow and photosynthesize we felt that maybe fertilizer will also increase the amount of oxygen created. We felt that the more fertilizer that was added then the more oxygen would be produced. First we will do our control of no fertilizer added. Here again we feel that the plant would just give off a normal or average amount of oxygen off. If we added 100 ml of fertilizers to the plants we predicted that a low amount of oxygen would be given off. Only because we predicted that a higher amount of fertilizer would increase the amount of oxygen. Next we would give an extra 50 ml of fertilizer to the plants. Since more fertilizer was added again we predicted that an increase of oxygen would occur. Finally an additional 50 ml of fertilizer was added. Here since that is 200 ml we predicted that the amount of oxygen given off would at least be doubled from the 100 ml that was added earlier meaning that this should be a higher amount of oxygen produce overall. Lastly we would predict the baking soda amounts and the oxygen produced. The reason we chose to test the baking soda is because if introduced to the water near the plant this would increase the amount of carbon dioxide absorbed from the plant. The more carbon dioxide absorbed, the more bubbles created by the plant. This would be our weakest hypothesis because we feel that the amount of carbon dioxide received would not really reflect the amount of oxygen produced because our original instinct was that it would have to do with light absorption. First we would test the controlled experiment of having no baking soda added at all. Once again our predicted result would be that an average or normal amount of oxygen would be produced. Next we would try adding a pinch of the baking soda to the water where the plant is. Here we would predict that little or no change would occur to the plant oxygen production. Actual Results After completing our multiple tests, we found that the majority of our predicted results were actually correct. After doing the control experiment, we realized without having anything enhance the plants that there was an average of 11 to 13 bubbles produced within a minutes span. Our first hypothesis, different shades of light, was what we really felt strong about and also was the one we felt would prevail to be the best supported. And that is was. Since plants have a higher preference to absorb yellow light we predicted that it would produce the most oxygen under the yellow film. That it did, the yellow produced the most oxygen bubbles out of all the different shades of light. The different films in general produced the most oxygen bubbles. Our third trial that we did seemed to produce an unusual amount compared to the rest. Underneath the yellow film in one minute it produced 79 oxygen bubbles. This was inconsistent with the rest of our results. Next we did the second hypothesis wh ich was fertilizer effected the amount of oxygen produced. Earlier explained, fertilizer is used to increase the rate at which plants photosynthesize by providing the nutrients needed. The plants really were not affected at all from the fertilizer producing an average amount equal to the control. The average was at 13 bubbles a minute and was the same throughout all three trials. Our third hypothesis, carbon dioxide effects the amount of oxygen produced was also at a low average of 11 to 13 bubbles a minute. This experiment really held no inconsistencies as well. All together we felt that the different shades of light had to do a lot with the amount of oxygen produced and now we feel this hypothesis was supported through the amount of oxygen bubbles that were produced. Here we have a graph that shows the average amount of bubbles that were produced in each trial(s). Conclusion The first of our hypotheses we tested for was that different shades of light affect the rate of photosynthesis. Based on our experimental results our data supported our first hypothesis, because for all of the different light shades we used in our experiment each of the plants for the most part produced either more or less oxygen bubbles than the control, supporting that light shades do in fact effect the rate of photosynthesis. Our data showed that plants tend to photosynthesize at the fastest rate in yellow light than anything else as they produced the most amount of oxygen bubbles in the amount of time. The test results could easily be reproduced to produce the same results if the given materials were the same and more trials were to be done with more plants to make sure that the experiment was not a fluke. The first possible margin for error in these tests is the size, and condition of the plant. This causes a problem, as the plants could be larger possibly absorbing more carbon dioxide, which means more oxygen bubbles would be produced. The plant also could be less fresh possibly producing less oxygen. The second margin for error is the type of light, which in turn would affect possibly the heat of the water maybe having an effect on the photosynthesis rate. The last margin for error is miscalculating the time on either the preparation period, or the observed time allowing for more bubbles to be produced. The addition of fertilizer effects the rate of photosynthesis was our second hypothesis, this hypothesis was not supported by our hypothesis, because the results were so varied that it was nearly impossible to tell whether the addition of fertilizer affected the rate of photosynthesis in any way. The reason that we have came to this conclusion was because though at 100ml each of the plants produced a lower oxygen amount when we tested for the 110ml the results were near identical to the control, meaning that fertilizer did not affect the rate of photosynthesis. This is a simple experiment to conduct and could easily be repeated for the same results, given that our procedure was executed as it shouldve been. The results could also be because we added the fertilizer in a large amount then added only small 5ml amounts for the other two trials which might not have made much of a difference. A better way to conduct this wouldve been to start by adding 50ml of the fertilizer, then 100ml then 150ml, which have a greater difference between them than 5ml intervals, so if the fertilizer was to make a difference it would become more apparent at which level the fertilizer caused the plants to demonstrate that change in photosynthesis rate. Another could be possible incorrect measurement of the fertilizer into the plants, which would provide one or more, more or less fertilizer than the other plants, corrupting the experiment. This causes a problem because it would make it so that different levels of fertilizer concentrations were in each of the plants, giving each a different level of nutrients. The plants too may not have had enough time to fully absorb the fertilizer into their roots, making it s o that there would appear to be no change in the rate at which each plant photosynthesizes. The last hypothesis we tested for was that the addition of baking soda to the plants water would affect the rate of photosynthesis. This hypothesis was supported, because the plants produced more bubbles when carbon dioxide was added to the water than the control which contained none. Our research showed that adding baking soda in fact did increase the rate of photosynthesis, because through the control all of the plants did not produce more than 3 oxygen bubbles, but when baking soda was added the plants created more oxygen, thus supporting that adding baking soda to the plants would affect their photosynthesis rate. The experiment could be recreated for the same results, given that the person recreating it has a tool that measures in pinches. The margins for error for this experiment include: inaccurate measurements of baking soda per plant, possibly not enough time to let the baking soda absorb into the plant, and how well the baking soda was distributed within the water. Inaccurate measurements or baking soda would have produced different amounts of carbon dioxide amongst each of the plants producing different oxygen levels. The baking soda might not have received enough time to absorb into the plant on the tests with larger amounts, thus making it appear that the amount of baking soda is for the most part irrelevant, just so long as there is some in there. The distribution of the baking soda within the water could also have been a place for error, as there is a possibility that the baking soda did not get evenly distributed throughout the plant thus making the water have different levels of concentration of carbon dioxide, because there could be clumps of baking soda sitting their preventing a quick, complete diffusion of the carbon dioxide molecules. Effect of light intensity on photosynthesis Effect of light intensity on photosynthesis Plants which obtain energy from sunlight and carbon dioxide to make carbohydrates are the process called photosynthesis. Then plants will take carbon dioxide from the atmosphere, add some water and use the energy of sunlight to form sugar.  The overall equation can be summarized as below: 6CO2 + 6H2O  Ã‚  Ã‚   C6H12O6 + 6O2 In biology, the requirements for photosynthesis are chlorophyll, carbon dioxide, light and water. In fact, most of photosynthesis occurs in the chloroplast, Chlorophyll absorbs sunlight then converted to chemical energy during the process of photosynthesis.(Campbell 2008) There are two stages for photosynthesis. They are light reaction and dark reaction. Firstly, light energy splits water into oxygen and hydrogen during the light reaction. Then NADP and hydrogen add together and form NADPH2.After that, oxygen atoms join each other and form O2, at this time it released in the atmosphere.(Bailey 1997) Moreover, light energy generates ATP from ADP. The light reaction can also be summarized as below: 2H2O + NADP + ADP + P sunlight O2 + NADPH2+ ATP Chlorophyll Hydrogen is transferred into dark reaction. Then oxygen is released. It only occurs in the presence of light. Therefore, NADPH2, O2 and ATP are the products of light reaction. Secondly, carbon fixation occurs in the dark reaction has shown as below: ATP + NADPH2 + CO2 > ADP + P + NADP + glucose Enzyme use NADPH2 and ATP as the energy to convert to carbon dioxide. And carbon dioxide is absorbed from the atmosphere in dark reaction.(Bailey 1997) And then CO2 is converted into carbohydrates such as glucose. The concentration of water, carbon dioxide, the temperature and the light intensity are the most common environmental factors to affect photosynthesis (Lincoln 2010). So the aim of this scientific experiment is to investigate the effects of light intensity on the rate of photosynthesis. Methods_____________________________________________________________ Kept all the beakers and test tubes to be used on ice.Stalks are removed from leaves and leaves are ground in 200mL solution of buffer A.Buffer A was a mixture of potassium dihydrogen orthophosphate 10mM,disodium hydrogen orthophosphate 10mM and magnesium chloride 5mM. Then the extract is poured through the two layers of muslin into a beaker and suspension is also poured through eight layers of muslin into other beaker. The centrifuge spun the suspension at full speed in one minute. Then suspension is poured off and green chhloroplast is produced in total of 15mL solution of buffer C and it stored in ice for use.Buffer C was a solution same to buffer A but without magnesium chloride. Used the different pipettes to perpare the solution of buffer B at 6.7mL and 0.2mL chloroplast solution into a test tube.Mixed each solution well.Zero the spectrophotometer using 1.0mL of mixture at absorbance wavelength of 590nm.The spectrophotometer is used to measure how much light that the mixture absorbed. Used the different pipettes to prepare the solution of buffer B at 6.7mL, 0.2mL of chloroplast solution and 0.1mL of the dye into another test tube. Mixed each solution well and put it into the cuvette.The cuvette was placed at 0.3m for 60s from the lamp and the optical density of 1.0mL of this solution was measured with the spectrophotometer. All readings noted in the table and the optical density of solution was measured again. Repeated the same process at 0.5m, 0.7m,0.9m,1.0m from the lamp and each distance had a new mixture. The chloropast solution should kept in ice in this experiment to make sure that the solutions did not have any reaction until they placed under the light. Recorded the optical density at 590nm in each different distance from the lamp. Results______________________________________________________________ Rate of dye reduction Distance from light intensity (m) The graph shows that the distance from light intensity are increased when the rate of dye reduction decrease between 0.3m to 1.1m. That mean the rate of photosynthesis also decreases in this graph. The maximum rate of dye reduction is 0.398 at 0.3m from the light and the minimum rate of dye reduction is 0.045 ate 1.1m from the light. According to the data of the above graph, Q1=0.065, Q3= 0.345 and IQR =0.28. The lowest rate of dye reduction is 0.065-1.5 x 0.28 = -0.355. In this case the lowest rate of dye reduction from the data lies above -0.355, so there is no outlier. On the other hand, the upper rate dye reduction is 0.345+1.5 x 0.28 = 0.765.Hence there is no outlier also. The data are positively skewed distribution because the data trend from the left to the right. Discussion____________________________________________________________ During the photosynthesis, the light intensity will increase when the rate of photosynthesis increase.(Pang 2006) In my result, the distances from light intensity are increased when the rate of photosynthesis decreases, which mean when the light intensity decrease, the rate of photosynthesis also decreases. In this case, my result is true. There are some experimental errors in this experiment. It is hard for us to make sure the chloroplast solution will not active until they were placed under the lamp because there were the other light from the surrounding in the room such as neighbour lamps. So the experiment should be done in a dark room that can reduce the effect of the light and the result will become more accurate .Also, more cuvette should be provided because it will effect the result if some of cuvette was not clean well. Moreover, there are some limitations in this experiment. Different solution should be used different pipette to prevent the other solution will add on the result.Also, meaured the volume of each solution that can help to reduce variations.Furthermore, placed the test tube of chloroplasts in the ice because this can ensures the temperature of the test tube is not affected by the heat realeased from the lamp. As temperature might affect the enzyme activity of the plant and hence the rate of photosynthesis. Light is needed for photosynthesis in plants. When chloroplasts in the leafs cell are facing to light,they form ATP from ADP. Oxygen is produced during the photosynthesis. (Campbell 2008) According to my result, light energy increases when more water molecules are split into oxygen. At this time, the light reaction occurs faster and more ATP and NADPH2 are produced.Therefore, it will have more sugar and oxygen formed in dark reaction.In this case thre rate of photosynthesis increases.

The Relationship Between Richard II and The Myrroure for Magistrates Es

The Relationship Between Richard II and The Myrroure for Magistrates The relationship between Richard II and The Myrroure for Magistrates is considered here predominantly in the context of the differences between the two texts.[1] The function of each text is discussed initially, the didactic purpose of the Myrroure contrasted with the function of Shakespeare’s play as, primarily, theatrical entertainment. The conflicting accounts of certain events from Richard’s reign are looked at subsequently and the manner in which they reflect the different function of the texts. Finally, consideration is given to the different way in which the Myrroure and Richard II each reflect upon the theme of kingship through their portrayal of Richard’s reign. In relation to each of these points of discussion, it is argued that Richard II delivers a more complex, multi-dimensional portrayal of character, events and themes than the Myrroure. The Myrroure is imbued with moral didacticism and Richard II’s reign is employed to encourage rulers to govern virtuously and lawfully. Rulers must abide by ‘right’ and ‘lawe’ (l. 32), observe ‘faythful counsayle’ (ll. 35) and beware ‘false Flatterers’ (l. 33). Richard, however, is portrayed as a king who ‘ruled all by lust’ (l.31), ‘passing not a straw’ (l. 35) to those who sought to counsel him. He himself recounts how ‘I set my mind to feede, to spoyle’ (l. 37) and ‘my realme I polde’ (l.41), as a result of which he was ‘brought to care’ (l. 30). The form of the poem reinforces its didactic function. The use of a single voice results in a largely one-dimensional portrayal of Richard, no allowance made fo... ... Johnson (eds.), A Shakespeare Reader: Sources and Criticism, Macmillan Press Ltd., London: 2000, pp.7-9. Throughout this discussion the extract is referred to as ‘the Myrroure’. [2] ‘Telling’ refers to the technique of having a narrator telling what happens while ‘showing’ permits the reader to see the character act and speak. For a discussion of these two terms, applied in the context of Jane Austen’s Pride and Prejudice, see Pam Norris, ‘Reading Pride and Prejudice’, in Dennis Walder, The Realist Novel, Routledge, London: 1995, pp. 33-34. [3] See Margaret Healy, ‘Richard II’ in Kiernan Ryan (ed.), Shakespeare: Texts and Contexts, Macmillan Press Ltd., Basingstoke: 2000, p. 50. [4] Ibid., p. 53. [5] See Katherin Eisman Maus, ‘Richard II’ in The Norton Shakespeare, p. 948. [6] Ibid., p.943.