Article About Advantage Phone in School

According to a 2008 study by the Pew Research Center, 75 percent of teenagers ages 12 to 17 own a mobile phone and use that phone for daily communication through talking and text messaging. Although mobile phones may be a distraction in schools, there are many advantages to teenagers keeping and using their mobile phones–among them a number of educational and informational smartphone applications and the ability to pinpoint a missing teenager's location via GPS tracking.One of the biggest advantages to a teenager having a mobile phone is the ability to call an emergency service in case of an accident or a towing service in case of a tire blowout while driving. According to the 2008 study conducted by the Pew Research Center, 75 percent of Americans claim to have used their mobile phones in emergency situations. Emergency agencies also support the use of mobile phones during an emergency by urging people to add the letters ICE (for â€Å"in case of emergency†) in front o f certain names in their mobile phone directory to designate who should be called in case of an emergency.Many new phones also include GPS location technology, allowing parents to pinpoint the location of their teens or to locate lost or stolen phones. Smartphones allow teenagers to keep in touch not only with their friends, but also with family members, schools and emergency services. Facebook and other social media applications allow for instant updates on a teenager's status, and mobile phones have revolutionized long-distance communication by including long-distance calling options in their service plans.The ability to send instant text messages is an added advantage, though it should be avoided while driving. According to the Pew Research Center's 2008 study, an estimated 88 percent of teenage mobile phones users use their phones to connect through text messaging. Smartphones enable teenagers and college students alike to download course lectures, lesson plans and other applica tions designed to aid in education.Many applications provide books in digital format, much like a Kindle, while other applications, such as the USA Today or the New York Times app, condense every aspect of the print newspaper so it fits in the palm of a teenager's hand. In addition, a number of informational and educational podcasts, as well as classes recorded in podcast format, are available for instant download to most smartphones. main idea 1. Cell Phones as an Aid in Emergency Situations * ability to call an emergency service in case of an accident or a towing service include GPS location technology, allowing parents to pinpoint the location of their teens or to locate lost or stolen phones. 2. Cell Phones as a Means to Connect * allow teenagers to keep in touch not only with their friends, but also with family members, schools and emergency services. 3. Cell Phones as Wellness and Educational Tools * enable teenagers and college students alike to download course lectures, less on plans and other applications designed to aid in education.

Teacher and Lesson Plan

Write a Lesson Plan Guide How to Develop a Lesson Plan We have received several questions regarding how to write a good lesson plan. We went ahead and asked our experts, did some research, and have included some tips and guidelines below. To begin, ask yourself three basic questions: Where are your students going? How are they going to get there? How will you know when they've arrived? Then begin to think about each of the following categories which form the organization of the plan. While planning, use the questions below to guide you during each stage.Goals Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. Use this section to express the intermediate lesson goals that draw upon previous plans and activities and set the stage by preparing students for future activities and further knowledge acquisition. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards. What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit?What do you expect students to be able to do by the end of this unit? Objectives This section focuses on what your students will do to acquire further knowledge and skills. The objectives for the daily lesson plan are drawn from the broader aims of the unit plan but are achieved over a well defined time period. What will students be able to do during this lesson? Under what conditions will students' performance be accomplished? What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged?How will students demonstrate that they have learned and understood the objectives of the lesson? Prerequisites Prerequisites can be useful when considering the readiness state of your students. Prerequisites allow you, and other teachers replicating your lesson plan, to factor in necessary prep activities to make sure that students can meet the lesson objectives. What must students already be able to do before this lesson? What concepts have to be mastered in advance to accomplish the lesson objectives? MaterialsThis section has two functions: it helps other teachers quickly determine a) how much preparation time, resources, and management will be involved in carrying out this plan and b) what materials, books, equipment, and resources they will need to have ready. A complete list of materials, including full citations of textbooks or story books used, worksheets, and any other special considerations are most useful. What materials will be needed? What textbooks or story books are needed? (please include full bibliographic citations) What needs to be prepared in advance? (typical for science classes and cooking or baking activities)Lesson Description This section provides an opportunity for the author of the lesson to share some thoughts, experience, and advice with other teachers. It also provides a general overview of t he lesson in terms of topic focus, activities, and purpose. What is unique about this lesson? How did your students like it? What level of learning is covered by this lesson plan? (Think of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, or evaluation. ) Lesson Procedure This section provides a detailed, step-by-step description of how to replicate the lesson and achieve lesson plan objectives.This is usually intended for the teacher and provides suggestions on how to proceed with implementation of the lesson plan. It also focuses on what the teacher should have students do during the lesson. This section is basically divided into several components: an introduction, a main activity, and closure. There are several elaborations on this. We have linked to some sample lesson plans to guide you through this stage of planning. ! Introduction How will you introduce the ideas and objectives of this lesson? How will you get students' attention and motivate them in order to hold their attention?How can you tie lesson objectives with student interests and past classroom activities? What will be expected of students? ! Main Activity What is the focus of the lesson? How would you describe the flow of the lesson to another teacher who will replicate it? What does the teacher do to facilitate learning and manage the various activities? What are some good and bad examples to illustrate what you are presenting to students? How can this material be presented to ensure each student will benefit from the learning experience? Rule of Thumb # 1: Take into consideration what students are learning (a ew skill, a rule or formula, a concept/fact/idea, an attitude, or a value). Choose one of the following techniques to plan the lesson content based on what your objectives are: Demonstration ==> list in detail and sequence of the steps to be performed Explanation explained Discussion discussion ! ==> outline the information to be ==> list of key questions t o guide the Closure/Conclusion What will you use to draw the ideas together for students at the end? How will you provide feedback to students to correct their misunderstandings and reinforce their learning? ! Follow up Lessons/ActivitiesWhat activities might you suggest for enrichment and remediation? What lessons might follow as a result of this lesson? Assessment/Evaluation This section focuses on ensuring that your students have arrived at their intended destination. You will need to gather some evidence that they did. This usually is done by gathering students' work and assessing this work using some kind of grading rubric that is based on lesson objectives. You could also replicate some of the activities practiced as part of the lesson, without providing the same level of guidance as during the lesson.You could always quiz students on various concepts and problems as well. How will you evaluate the objectives that were identified? Have students practiced what you are asking th em to do for evaluation? Rule of Thumb # 2: Be sure to provide students with the opportunity to practice what you will be assessing them on. You should never introduce new material during this activity. Also, avoid asking higher level thinking questions if students have not yet engaged in such practice during the lesson. For example, if you expect students to apply knowledge and skills, they should first be provided with the opportunity to practice pplication. Sample Lesson Plans from the Educator's Reference Desk Collection Subject Sample Lesson Plan from the Educator's Reference Desk Collection Arts A Line is a Dot That Went For a Walk Computer Science SimCity and PowerPoint Foreign Language Minimal Pairs Bingo! Health SunSmart Information Literacy Teaching Internet Library Instruction Sessions in the Electronic Classroom: The Adult Learner, the Internet, and Training Skills & Teaching Styles Interdisciplinary Who am I? Language Arts The Sounds of â€Å"EA† Mathematics Find a Pattern with â€Å"One Grain of Rice† Philosophy Plato's Allegory of the Cave Physical EducationBasketball Golf Science The Notion of Motion Social Studies Crisis in the Balkans Vocational Education Theme Meal Please note that there are many other exemplary lesson plans that could not be included here due to space limitations. However, you may access them at the Educator's Reference Desk home page. General Rule of Thumb: Your plan should be detailed and complete enough so that another teacher knowledgeable in your subject matter could deliver the lesson without needing to contact you for further clarifications. Please do not forget to edit and spell check your work before submission to the Educator's Reference Desk Collection.Resources for Lesson Plan Ideas The GatewaySM Collections List http://www. thegateway. org/collections. html PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and nationa l curriculum standards. http://www. pbs. org/teachersource/ Discovery Channel School http://school. discovery. com/ Best of Education World ® 2002 http://www. education-world. com/best_of/2002/ Education World ® – Lesson Planning Center http://www. education-world. com/a_lesson/ Education World ® – National Standards http://www. education-world. com/standards/national/index. html This guide was written by Manal El-Tigi, Ph. D. , Department of Instructional Design, Development, and Evaluation – Syracuse University. She was one of the principal editors and reviewers of the AskERIC Lesson Plan Collection from 1996 – 2000. References Teacher Education Module Series. Develop a Lesson Plan, Module B-4 of Category B–Instructional Planning (1977). Ohio State Univ. , Columbus. National Center for Research in Vocational Education. ED149062 – An ERIC Document Created December 1, 1999; Last Updated December 20, 2003 Created December 1, 1999; Last Updated December 20, 2003

Consumer Perception towards Organic Food Products in India Essay

Consumers worldwide are becoming health conscious and are concerned about nutrition (Hart, 2000) and the quality of food consumed. Consumers are also increasingly concerned with food safety issues taking into consideration, the recent salmonella case in Germany and elsewhere. Gil, Gracia and Sanchez (2000) have investigated that consumers are getting health conscious and are paying more attention to quality of food consumed. Therefore, food must deliver an added value that are sought after by consumers besides basic hedonistic and functional needs such as nutrition, taste, health, favorable price-quality ratio, etc., in the selection of food. This added value may be perceived in the form of ecological, social and individual bene? t. A study on consumer perception towards organic food products may add insight into the nascent but emerging organic food industry in India. The review of related literature in the area of organic food products and consumer perception studied has provided many insights for the study. It has also provided direction in designing the present study. A number of researchers have identi? ed various factors that in? uence consumer perception of organic food products mainly in developed countries. Some studies have also been undertaken in Asian countries like Malaysia and Indonesia. Very few researchers have attempted to focus in detail the various factors that in? uence consumer perception towards organic food. Having reviewed several studies and having identi? ed the gap, the investigator felt an imperative need to undertake the present investigation. Keywords: Demographic Factors, Organic Food Products and Psychographic Factors In? uencing Consumer Perception Organic Food in India The organic food market in India is at a nascent stage. Country speci? c research undertaken by A. C. Neilsen in 2006 has indicated that Indians are among the top ten buyers of food with health supplements but lack access to organic food products. Due to high logistic cost & low volume operation, organic food products are costly. However, India is an emerging player in the export market with billions of export potential. Also the domestic market is characterized by limited retail presence, low certi? ed branded produce and a small range of organic product offerings with respect to varieties though marginal growth is becoming evident. Some of the exclusive retail outlets selling organic food products in and around Bangalore are Hypermart, Spar, Spencer’s, ADITYA Birla group’s More outlet etc. Branded organic food products like ProNature, Navadarshanam, ITC’s Aashirvaad Organic Spices, etc. , are also available at most super-markets. Arogya, Jaivika Krishik Society, Econet, Janodaya, Era Organics, Khnadige, Foodworld Gourmet, Koshy’s Departmentals, organ, Green Channel, Namdhari’s Fresh, Green Fundas, Savayava Siri, Health Fo od, Srinidhi Nysargika Thota, Iha Naturals, Tibetian Organic, Iskon, Plant Rich, Jaiva and 2 4 Letter Mantra. 304 Business Management and Information Systems Literature Review Organic food is a topic of great interest in the USA (Greene, 2000), Europe (Food and agriculture Organization, 1999) and the market is fast growing in other parts of the globe (Yusse? and Willer, 2002). Crutch? eld and Roberts (2000) expressed that the last one decade has witnessed growing public concern towards issues such as health, nutrition and safety. Introduction of genetically modi? ed organisms, spread of Escherichia coli infections, etc. , have lead to the association of risk with the consumption of conventionally grown produce amongst consumers (Williams and Hammitt, 2001). Makatouni (2002) studied that organic food is closely associated with not just health, but also with social, economic and ecological sustainability. Organic food products is amongst the fastest growing areas of the food market in Europe, Northern America, Australia and Japan with sales exceeding $114. 5 billion in 1999 (Ebrahimi, 2007) with plent y of international growth potential according to agricultural & food industry experts. Organic food market in the South East Asian region constitutes average consumption of 20% per annum, while the organic industry is valued at US $25 million (Ramli, 2005;Organic Monitor, 2006). Research Gap Based on the above literature review, the following research gaps could be identi? ed and have been suggested as follows: 1. Fear over food scandals and certain technological advances such as genetic manipulation and food irradiation has heightened consumer concern on safety issues giving rise to a growing demand for quality guarantees and additional information about production methods. Despite concern towards safety of food consumed, consumers do not completely trust organic food products on this parameter and hence it is imperative to  conduct a study to identify the present scenario. 2. Country speci? c research undertaken by A. C. Neilsen has indicated that, ‘Indians amongst the top ten buyers of food with â€Å"health supplements† globally but lack access to organic food products. ’ Statement of the Problem The market for organic food products in India has emerged because of the following two reasons. †¢ To tap the lucrative export markets for organic products in the developed countries. †¢ Organic processed food products represent higher ‘added value’. †¢ Producers and Consumers general concern for environment and ideologies Incidentally, in India, most of the organic produce is grown to be exported to the $25-30 billion global market. The rest is sold at predetermined retail outlets. So, if the trend for organic p roducts is growing among producers then, its bene? ts must naturally reach the local population of a countr y. This will also ensure that the food products are nutrient rich as processing required would be minimal from the point of origin & consumption. Objectives of the Study The objective of the study is on consumer perception towards organic food products in Bangalore are as follows: a. To study the organic food market in Karnataka b. To study the relationship between demographics of customer and factors of perception of consumers towards organic food products Consumer Perception Towards Organic Food Products in India 305 c. To identify the in? uence of factors of perception on the overall satisfaction of customers towards organic food products . Hypothesis of the Study The following hypothesis was used to test the effect of perceptual factors on the overall satisfaction of consumers towards organic food p roducts. †¢? Hypothesis? 1:? There is no significant in? uence of factors on the overall satisfaction of customers towards organic food products †¢? Hypothesis? 2:? There is no signi? cant difference between demography of customers & factors of percep tion. †¢ Hypothesis 3: There is no signi? cant correlation among factors of p erception Sample Size For the present study, questionnaires were distributed to around 300 respondents, from whom 246 correctly completed questionnaires have been obtained, yielding a response rate of 81. 9 percent. Table 1. Distribution of the Sample According to Gender, Age, Educational Quali? cation, Average Spending Per Month and Frequency of Consumption. The Table 1 describes male constitution as 59% and females as 41%, the distribution of sample with reference to age wherein maximum respondents were below 30, according to education, maximum 306 Business Management and Information Systems respondents are graduates and 25% of the respondents are post graduates. fourthly, average spending is more than 1000 per month. Lastly, Maximum numbers of respondents consume organic food products on a weekly basis followed by a minimum number of respondents consuming organic food products once a month. The least amount of consumption falls in the category of once a month consumption pattern. General Findings Following are the ? ndings related to this study on consumer perception towards organic food products in Bangalore. 1. Consumers of organic food products evaluate product quality with the price theyp a y . 2. Demographic variables namely gender has a positive impact on consumer perception towards organic food products while difference in educational quali? cations do not have a signi? ca nt impact. 3. There is signi? cant impact of psychographic factors on overall satisfaction of consumers towards organic food products. 4. Consumers consider organic food products as safe for consumption. 5. The respondents have also felt that organic food products are healthy to consume 6. Consumers generally prefer to consume grain based organic food products followed closely by organic grains and organic fruits. Implications of the Study It is important to study factors that have an influence on consumer perception towards organic food products. This study helps consumers and producers/marketers of organic food products to understand the importance of various factors on overall satisfaction towards organic food products. An understanding of consumer perception leads to the creation of better marketing strategies. Here the marketers can focus on appropriate pricing and promotional methods particularly to increase the visibility of organic products to make a positive impact on their perception so as to increase potential sales in the domestic market. Consumers are both quality conscious and price sensitive. Marketers and producers should collectively work towards bringing quality produce in the market to gain market acceptance. At the same time, both marketers and producers should work in consensus with the pricing factor which is perceived to be one of the most important factors in? uencing consumer perception as well as their overall satisfaction towards organic food products. This will help marketers to formulate a strong communication plan in order to influence consumer perception towards organic food products. This study has identi? ed availability of information and promotional activities undertaken by marketers to be one of the important factors influencing consumer perception towards organic food products in Bangalore. Marketers can look into ways of increasing consumer knowledge on organic food products and help them differentiate the bene? ts of consumption of organic versus nonorganic food products. Conclusion The results of the study show that there is a signi? cant relationship between various psychographic factors on the overall satisfaction of consumers towards organic food products. This implies that both producers and marketers need to concentrate on speci? c factors so as to improve the market potential for organic food products and thereby contributing to the general well being of the society and the larger good to en viro nm ent. Consumer Perception Towards Organic Food Products in India 307 References [1] Allen, W. M. (2000). The attribute mediation of product-meaning approach to the In? uence of human values on consumer choices, Advances in Psychology R esearch, l, pp. 31–76. [2] Arzen, I. (1991). The theory of planned behavior. Organizational Behaviour and Human Decision Processes, 50, pp. 179–211. [3]Baker, S., Thompson, K. and Engelken, J. (2004). Mapping the values driving organic food choice: Germany vs. the U. K. and the U. K. vs. Germany. European Journal of Marketing, 38(8), pp. 995–1012. [4] Brown, E. , Dury, S. and Holdsworth, M. (2009). Motivations of consumers that use local, organic fruit & vegetable box schemes in Central England and Southern France. Appetite, 53, pp. 183–188. [5] Cerjak, M. , Mesic, Z. , Kopic, M. , Kovacic, D. and Markovina, J. (2010). What motivates consumers to buy organic food: Comparison of Croatia, Bosnia Herzegovina, and Slovenia. Journal of Food Products Marketing, 16, pp.

Consider how Jane Austen Portrays Marriage in Pride and Prejudice Essay

‘It is a truth universally acknowledged that a single man in possession of good fortune must be in want of a wife.’ The fact that Austen opens Pride and Prejudice with this sentence is evident that the theme is going to be important. Also it holds a truth as well as being satirical and humorous. As a beginning sentence, we know that this idea of marriage will be expanded later on and become more important as the novel commences. Austen fills the novel’s dialogue with irony, making people such as Mrs. Bennet and Mr. Collins reveal their foolishness to the reader through their ridiculous comments. Pride and Prejudice is a love story that is both humorous and deeply serious. It shows a mixture of emotions on all the characters behalf. Satire is used a great deal, where Austen criticises people in a humorous way. This is due to the fact that for a woman in this period, marriage was the surest route to independence and freedom. The story is based on a series of conflicts, the central one is between Elizabeth and Darcy, and smaller ones concerning the other characters. Jane Austen portrays marriage in Pride and Prejudice in various ways. The first idea is true and deep love, and that they would want to be together forever regardless of money or social class. This reason alone should be why the couple marry. Another idea would be money, people may have chosen to marry due each other having a substantial amount of money or land. Some marriages may be very passionate or in contrast they could be quite forced. All the marriages in the novel vary as they are all slightly different under different circumstances. Austen chooses to portray the Bennet’s marriage mainly by Elizabeth’s thoughts and opinions. Their marriage is rather different to any others. Mr. Bennet proposed when Mrs Bennet was rather young. This meant she was naà ¯Ã‚ ¿Ã‚ ½ve and not thinking about the consequences fully. Elizabeth’s father chose to marry her mother because he was ‘captivated by her youth and beauty’. The older the couple became, the more they argued. ‘You mistake me my dear. I have a high respect for your nerves. They are my old friends. I have heard you mention them with consideration these twenty years at least.’ This shows us that they have been together for at least twenty years and they still argue with each other. In addition, it shows that she uses ridicule. Mr. Bennet puts up with Mrs Bennet even though she may become annoyed by little things. Mrs Bennet has an uncertain temper and when she was discontented, she became really nervous. As she became more and more nervous, she took out her nerves and anger on her husband. Due to this and other reasons, Mr. Bennet discovered that she has a ‘weak understanding and illiberal mind.’ Mrs Bennet is desperate for all of her daughters to get married and settle down with a family, ‘Oh! Single, my dear, to be sure! A single man of large fortune; favour five thousand a year. What a fine thing for our girls!’ whereas Mr. Bennet is not as bothered whether they do get married or stay single for the rest of their lives. Austen uses this marriage to represent how not all marriages work out perfectly, and that sometimes there are arguments. Charlotte Lucas and Mr. Collins married for a reason that Austen does not agree with. They both married for convenience, practicality and to achieve a desired social rank. Charlotte wanted to settle down in a ‘comfortable home’, and Mr. Collins wanted to ‘set an example of matrimony in his parish’ and ‘add very greatly to my happiness’. Collins also wanted to follow the ‘recommendation of the very noble lady whom I have the honour of calling Patroness’. Mr. Collins had a fair amount of money, so Lady and Sir Lucas did not disapprove of their daughter’s marriage. Charlotte married to solidify her life as she was twenty-seven and way beyond the marrying age. Soon she regretted it as she spent most her time trying to avoid her husband. This is unmistakeably obvious that this marriage should not have taken place. Charlotte and Collins so not have any feelings for each other, but both feel as if they have achieved something as they are settled down with some fortune. As Austen uses her writing techniques throughout the novel, Collins was described in a very burlesque way, this was due to his exaggerated behaviour. Lydia and Wickham got married even though they each had different opinions on the subject. Lydia had rushed into an ill-advised romance with Wickham, an officer who at first appears charming and trustworthy. ‘His appearance was greatly in his favour, he had all the best part of beauty – a fine countenance, a good figure, and very pleasing address.’ Another benefit would have been that he became socially named. Lydia wanted marriage to be the answer as she believed that they were meant to be with each other and that he loved her in return. Little did she know that Wickham had no intention of marrying her, but when he finally did decide to, he only took into consideration how much money the Bennet’s owned to find out how much he would make. Lydia did not see or understand that Wickham did not love her and did not intend on marriage. Everyone in Lydia’s family thought that she was stupid and foolish accepting Wickham’s proposal as they could see how untrustworthy he was. They also all knew that he was forced into it by Mr. Darcy. Mr. Darcy also felt responsible as he new what Wickham was like, but failed to warn anyone even though he knew the consequences would end in marriage. Darcy forced Wickham to marry for the reason that he wanted to help out Elizabeth as he had feelings towards her and he thought that doing this would make her love him. When Lydia went on her trip to Brighton, she saw this as an opportunity to become friends with male officers. ‘She saw herself the object of attention to tons and to scores of them at present unknown.’ After the two married, the Bennet’s welcomed Wickham into their family more freely, even if they didn’t mean it and they were just acting warmly towards him. Elizabeth could not bear to listen to the conversation the family were having about the couple. She heard Lydia telling Jane that she had taken her place in rank order, and this distressed her. ‘Ah! Jane, I take your place now, and you must go lower, because I am a married woman.’ This tells us that Lydia is very pleased that she is the first of all her sisters to get married, and she wants to boast about it and let everyone know. Overall, Austen portrays this marriage as a bad one, due to the circumstances. Later on she begins to change her mind, as Wickham seems to end up wanting Lydia for love, regardless of the past. Austen strongly agreed with Jane and Bingley’s marriage, as they married for love and it had nothing to do with money or land. They liked each other from the beginning, and kept it that way. I also agree that this marriage was the most suitable given that they grew to love each other before they fully found out each others history. Jane is the eldest of the five daughters, and also considered the prettiest of them. ‘†You are dancing with the only handsome girl in the room,† said Mr. Darcy, looking at the eldest Miss Bennet.’ Darcy along with Elizabeth and Bingley all seem to think that Jane is far prettier than any other of the girls in the ball room at the ball. Mr. Bennet thinks that Jane and Bingley will get cheated out of their money and become poor as they are too kind to their servants. ‘So easy, that every servant will cheat you; and so generous, that you will exceed your income.’ Although, Mr. Bennet did say that Jane and Bingley will be happy together as they married for love and they both truly love each other. Mrs. Bennet on the other hand, is just very pleased that Jane is married and especially happy that it is to someone that earns a great deal of money each year. ‘Why, he has four or five thousand a year, and very likely more.’ In the beginning when Elizabeth and Darcy first met, Elizabeth despised Darcy due to his inexcusable manners, and him refusing to dance with anybody, including herself. At the ball, Darcy thought that Elizabeth was ‘not pretty enough to be worthy of dancing with.’ Mrs Bennet had described him as ‘a disagreeable man.’ After the Ball, Darcy changes his opinion about Elizabeth ‘he was forced to acknowledge her figure to be light and pleasing.’ At this stage, Elizabeth was unaware of Darcy’s feelings towards her. Further in the novel, Darcy fears he is in ‘some danger’ of falling in love with her. The reader then realises that they might have some kind of future together. Soon Elizabeth starts to fall in love with Wickham, the handsome soldier. This is due to Darcy not mentioning how he feels and that Elizabeth knows no better. Later on, Darcy did not give Wickham the parish that he wanted and had been promised before Darcy’s father passed away. This is when Darcy wrote the letter to Elizabeth telling her about all about his and Wickham’s conversations. He told her all about how Wickham wanted to go to Law School, and then when he didn’t like law school he wanted the Parish again. Lady Catherine de Bourgh, Darcy’s Aunt, strongly disagrees to the fact that Darcy likes and would like to marry Elizabeth. She believes that as he has much more money, he should marry somebody from a higher social class than Elizabeth. Elizabeth definitely is not bothered about what she has to contribute towards the matter as she considers this to be between Darcy and herself only. ‘You are not entitled to know mine; nor will such behaviour as this, ever induce me to be explicit’. This is Elizabeth’s reply to Lady Catherine when Elizabeth denies telling her what she knows about her and Darcy. Towards the end of the novel, Darcy asks Elizabeth about her feelings towards him, she said she had changed her mind and that she does like him now. Elizabeth and Darcy then get married as they both feel the same way towards each other. This marriage is portrayed as a perfect marriage as they both married for the reason that they each love one another. I agree with this marriage, as they each fell for one another at the end, after all their ups and downs and one marriage proposal. Furthermore, these two have been through many different emotions of anger, stress, sadness and then to happiness until they were both ecstatic by being with each other. I have come to the conclusion that Austen portrays marrying for love and security as the right reason and is the decent way of doing things. We find this out because any marriage that she sees is good she goes into great detail about and explains everything that is going on, however if she disagrees with a marriage she will explain it quickly and try to finish on the subject rapidly. When Austen disapproves of a character, she views them negatively and does not inform the audience of any positive attributes. Overall I have decided that the best marriage throughout the novel was undoubtedly Darcy and Elizabeth as they married for all the right reasons. They were also the central theme so were meant to be together and work out in the end.

Races Link between Complexion, Language Proficiency Essay

Races Link between Complexion, Language Proficiency - Essay Example In its most common form, race, as a concept, is described by referring to the biological characteristics of a specific social group: for example, reference can be made to ‘skin color, eye shape or hair texture’ (Kubota and Lin 2008, p.2). However, the dependency of race on the above criteria is not quite strong. In fact, through scientific research similarities have been identified among people in regard to their biological characteristics; these similarities are often at high level leading certain scientists to support the view that ‘races do not exist’ (Kubota and Lin 2008, p.2). Still, it seems that genes of populations are not identical. This fact has led to the assumption that the concept of race could be explained more effectively by referring to the ‘genetic characteristics of populations’ (Kubota and Lin 2008, p.2). Moreover, other approaches for explaining the uniqueness of race cannot be rejected; reference can be made, for example, to the cultural and social traditions of populations or to the explanations developed by different groups of populations in regard to critical social problems (Kubota and Lin 2008). Language has been also found to be an important criterion for justifying the categorization of people in races (Cole and Graham 2012). In addition, race is commonly used for describing the genetic characteristics of large group of populations, such as nations (Daniels 2013); in this context, race can be considered as related to other concepts, such as nationality (Daniels 2013). In other words, race is a concept that can be interpreted using different criteria. In this way, the specific concept could lead to severe social conflicts, a view promoted mostly in the context of the neo-Marxism (Kubota and Lin 2008). For avoiding such risk the use of other, similar, concepts, such as racialization and racism is suggested especially when having to develop

Do high protein diets increase the risk of kidney stones Essay

Do high protein diets increase the risk of kidney stones - Essay Example Atkins diets have led to the rise and prevalence of kidney stone formation (Siener, 2006). Kidney stones are among the most painful and prevalent of urologic disorders. According to the National Institute of Diabetes and Digestive Kidney Disease, a kidney stone can be defined as a solid crystallized piece of material that forms in the kidney from substances in the urine. It may be as small as a grain of sand or as large as a pearl. The process of kidney stone formation is medically known as nephrolithiasis or urolithiasis. The most common stones contain calcium in combination with oxalate and/or phosphate. A less common type is caused by urinary tract infection known as struvite or infection stone. Apart from these, there are also other rare types made of pure uric acid stones, cystine stones etc (http://www.ucof.com/education A number of risk factors like dehydration, improper diet, systemic disorders etc are suggested to be important determinants of stone formation. Stone formation usually results from an imbalance between factors that promote urinary crystallization and those that inhibit crystal formation and growth (Coe et al, 2005). Some of the known metabolic markers of kidney stone formation include increased level of calcium and uric acid excretion, and a decrease in urinary citrate (Curhan, 2007).

Optimization of Pore Pressure Prediction for Effective Well Planning Thesis

Optimization of Pore Pressure Prediction for Effective Well Planning - Thesis Example The outcome of this research to reduce the deficiency of knowledge which has been correlated to the well planning and well drilling endeavors which have been previously completed. The latest technologies will be applied in regards to methods and paradigms of the forecasting of the fracture gradient and the forecasting of the pore pressure. The most effective practices in the estimation of pore pressures from the seismic velocity information will be applied. The most effective methods which are used in the industry with regards to the approximation of the formation pressure will be explored.   A great deal of the information which is collected in the discipline of well planning is derived from the well production crews. This thesis will incorporate a data base of information in addition to the information which is derived from a survey of the well production crews in order to validate the hypothesis. The well production crews are the initial source of information from which the cond itions of the wells are derived. This thesis will also incorporate a database of information which is pressure directed from a diverse number of wells with different characteristics. These wells are found in deep water, offshore, swampland and the Niger Delta environment. The data which is collected from the oil well production crews will be applied in order to ascertain the best practices for effective well drilling and maintenance.