Biology A2

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level * 2 3 0 8 9 6 9 9 7 3 * BIOLOGY Paper 5 Planning, Analysis and Evaluation Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black ink. You may use a pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions.At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. 9700/51 October/November 2011 1 hour 15 minutes For Examiner’s Use 1 2 Total This document consists of 8 printed pages. DC (CB (SE/DJ)) 34786/4  © UCLES 2011 [Turn over 2 1 Photosynthesis was investigated in a species of unicellular alga using the apparatus shown in Fig. 1. 1. suspension of unicellular algae in water For Examiner’s Use 10. 0 light of known wavelength oxygen probe magnetic stirrer Fig. 1. Two different strains of the species of alga were tested using a range of different wavelengths of light. †¢ †¢ Light of known wavelength was passed through the tube containing algae for two hours. The light transmission through the suspension and the oxygen concentration were then measured. light meter oxygen meter The results were used to plot the absorption spectrum and the action spectrum for each strain of alga. Fig. 1. 2 shows these spectra. strain A strain B absorbance absorption spectra 400 500 600 700 wavelength of light / nm rate of photosynthesis action spectra 400 500 600 700 wavelength of light / nm Fig. . 2  © UCLES 2011 9700/51/O/N/11 3 (a) (i) State the two dependent variables in this investigation. 1. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [2] (ii) Apart from temperature and pH, which have little effect, state two variables that should be standardised during this investigation. 1. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [2] (b) (i) Water with no suspended algae transmits 100% of the light. State how the data to plot the absorption spectrum was obtained. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [1] (ii) State the data which would be used t o plot the action spectrum. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [1] The photosynthetic pigments of the algae were extracted and were separated by two-way chromatography. The pigments were first separated by one solvent and then separated again by a second solvent at right angles to the first solvent. Fig. 1. 3. shows the results for the two different strains. strain A solvent front 1 4 3 2 direction of first solvent 1 origin 6 1 origin 5 3 2 6 strain B 5 solvent front 1 For Examiner’s Use solvent front 2 direction of second solvent Fig. . 3 solvent front 2 (c) Using the information in Fig. 1. 3, suggest why using two different solvents gives a better separation of these pigments than just using one solvent. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [2]  © UCLES 2011 9700/51/O/N/11 [Turn over 4 (d) Outline a procedure that a student could use to extract the photosynthetic pigments and obtain these chromatograms. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ 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[8] For Examiner’s Use UCLES 2011 9700/51/O/N/11 5 (e) Different photosynthetic pigments absorb different wavelengths of light. Table 1. 1 shows some information about the pigments, P, Q, R , S and T, found in these unicellular algae, including the wavelength of light at which maximum light absorption occurs. Table 1. 1 pigment wavelength of light / nm 620 545 and 547 420 and 660 490 430 and 645 Rf value solvent 1 0. 20 0. 60 0. 65 0. 91 0. 82 solvent 2 0. 89 0. 29 0. 11 0. 19 0. 92 For Examiner’s Use P Q R S T Rf = distance moved by pigment distance moved by solvent frontOne of the strains of algae lacks one of the pigments. Using the information in Table 1. 1, Fig. 1. 2 and Fig. 1. 3: (i) identify the strain of alga that lacks one of these pigments and state the letter of the missing pigment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [1] (ii) state the evidence that supports your answer to (i). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [2] (iii) In water, the shorter the wavelength of light, the deeper it travels. Suggest why it is an advantage to have the pigment that you identified in (i). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [1] [Total: 20]  © UCLES 2011 9700/51/O/N/11 [Turn over 2 A student carried out some investigations into the inheritance of body colour and wing length in the fruit fly, Drosophila melanogaster, to test the hypothesis: The inheritance of body colour and wing length in fruit flies is controlled by two genes on separate chromosomes. The student carried out three genetic crosses. To carry out each cross the following procedure was used: †¢ †¢ â⠂¬ ¢ male and virgin female adult fruit flies were placed into a breeding unit containing a culture medium for their larvae after mating and egg laying, the adult fruit flies were removed newly emerged adult fruit flies were sexed by observing the shape of the last

Review on Related Literature (RRL) Essay

Recent data on college age drinking from NIH, specifically the National Institute on Alcohol Abuse and Alcoholism (NIAAA)–its first update since an initial review in 1976– has brought to light the significant consequences of binge drinking among college students. While the incidence of regular drinking has remained stable, the incidence of binge drinking has sharply increased. With it, the many adverse effects of overconsumption of alcohol can be life shattering not only among individuals and friends, but families. This report serves as a reminder of the serious effects of alcohol that may begin in youth and extend into young adulthood. This report importantly draws attention to the many serious consequences of binge drinking including blackouts, alcohol overdoses, motor vehicle accidents, poor academic performance, falls resulting in serious injuries, as well as the many lasting effects of sexual assaults (unwanted pregnancies, sexually transmitted diseases), and even death. For example, numerous studies reveal that as binge drinking increases, a college student’s risk of experiencing adverse effects of alcohol use significantly increases. As an example, a recent study from Harvard revealed that students who binge one or two times during a 2-week period are nearly three times as likely as non–binge drinkers to experience a blackout, have unprotected or unplanned sex, destroy property, suffer an injury, do poorly in school, have a run-in with the police or drive after consuming alcohol. The bottom line is that the report provided a much needed update about the drinking behavior of college students as well as the negative consequences which are the end result. Contrary to popular beliefs, drinking levels have actually remained relatively unchanged at the same level on college campuses during the past 30 years or so. Two out of five male and female students take part in binge drinking. Binge drinking is defined as having more than 5 or more drinks in one sitting for men and four for women. What is clear from the report is that estimates of the rates of alcohol use and accompanying consequences are far from ideal. Missing data related to drink sizes along with the effects of alcohol on memory highlight the problematic collection of precise data from traditional self-report surveys. In addition, sexual assaults are often underreported leading to a  lack of accuracy in estimating the true scope of the problem. Further, mortality records may often leave out college specific information and because alcohol levels are not checked as commonly in non–traffic-related deaths leaves gaps of knowledge regarding the true number of college students who die from alcohol-related causes on an annual basis. Adding to this, college specific information is generally not contained in most hospital records or crime scene reports. There are two active national data surveys which evaluate drinking behavior of college students in the US. Monitoring the Future (MTF) is a yearly nationwide survey of alcohol and other drug use with examining 50,000 students in 8th, l0th, and 12th grades pooled from 420 public and private schools. Roughly 2,400 graduating seniors undergo repeat surveys in following years, to examine evolution of trends in aspects of college drinking. The second tool is the National Survey on Drug Use and Health (NSDUH), a yearly survey underwritten by the Substance Abuse and Mental Health Services Administration (SAMHSA). It involves on one on one interview with over 67,000 children and teens above the age of 12 examining alcohol and other patterns of drug use. According to a meta-analysis by Carey and colleagues in 2012, campus initiatives to reduce as well as prevent binge drinking have had a significant impact based on research data. Additional data from MTF suggests that levels of binge drinking are declining among 12th graders, especially males. As researchers employ more effective measurement tools coupled with improvements in prevention, a reduction in high school drinking will hopefully translate into a downward trend of alcohol use among college students and the negative consequences which can be the end result. According to this article, Binge drinking gives an enormous impact on students especially on college levels. Various effects can be showcased based upon the statement of the article. As enumerated, alcohol brings instances that lead to things that are capable of misconduct and crime such as unwanted pregnancy, drink and drive, fist fight and even more that includes death for the most part. Binge drinking in particular is a continuous drinking of more than 4 shots or glass as well as consecutive days of drinking sessions. Thus, not an essential health habit specially in males. As it is, this kind of routine mainly by men has sharply increased leading to a critical awareness of the government. These recent studies showed that there is an abrupt increase on the levels of drinking practices in young teens and this may bring forth when they reach adulthood. Upon reaching adult stage with drinking habits intact, another set of higher crimes in particular can be formed out of it. Thus, the National Institute on Alcohol Abuse and Alcoholism are active and very supportive in making various actions towards the case of binge drinking on college students. Drinking must be avoided because college is one step towards living the real life. Thus, they must be aware of what alcohol can bring them and lead them towards. Yet when they’re in college, they are already capable of proper thinking and mature enough in making wise decisions in life. To prevent and be responsible enough towards binge drinking is essential and beneficial so that one can save money and health as well. At the University at Albany in 2000, Chad Waxman fit the profile of a college student primed for risky drinking: A freshman male fraternity brother who drank in high school, Waxman chose Albany in part for its balance between work and play. â€Å"I wanted that time to let loose,† he says. Despite the predictors, Waxman sailed through college in health and happiness, even serving in stu dent government and winning multiple leadership awards at the university before graduating in 2003. He went on to earn his master’s degree in counseling psychology and school counseling from Albany in 2005 and is now a PsyD candidate at Nova Southeastern University. How did Waxman, now 33, avoid the pitfalls of drinking common among college students? That’s a question psychologists are probing deeply. After all, each year, more than 1,825 college students die from alcohol-related accidents and nearly 600,000 are injured while drunk, according to a 2009 study in the Journal of Studies on Alcohol and Drugs. Another 696,000 are assaulted by another student who has been drinking, and 97,000 are victims of alcohol-related sexual assault or date rape, the study found. Then there’s the 25 percent of college students who report academic consequences related to alcohol — a hangover can quickly derail plans for class or study — and the 11 percent who admit damaging property after a night of drinking (Journal of American College Health, 2002). An estimated 5 percent get into legal trouble as a result of alcohol, the same study found. In all, of the 80 percent of college students who drink alcohol, half â€Å"binge drink,† or consume about four drinks in two hours for women and five in two  hours for men, according to the National Institute on Alcohol Abuse and Alcoholism (NIAAA). â€Å"College drinking is sometimes still viewed as a harmless rite of passage, when in fact [college students] are drinking more than any other age or demographic group,† says psychologist James Murphy, PhD, of the University of Memphis, who studies addictive and health risk behaviors, including among college students. That’s particularly dangerous given that research shows this age group is much more impulsive even when alcohol’s not involved, he says. There’s also evidence suggesting that excessive alcohol use in young adulthood may impair brain development, including in cognition and memory, according to th e NIAAA. But college also presents an opportune time to equip students with the skills to approach alcohol intelligently, says Murphy. With 63 percent of young Americans ages 25 to 29 having completed at least some college, according to a report from the Pew Research Center, the setting is â€Å"a last prevention point for our society to address the risks associated with drinking,† he says. (Most research on college drinking so far involves mainly full-time students in four-year colleges and universities.) For Waxman, the time was ripe. As a peer facilitator in Albany’s Counseling Center, he helped motivate other students — and in effect, himself — to shift their drinking behaviors using one of many emerging interventions designed and tested by psychologists. The approaches address why a student drinks and are tailored for specific populations of students, such as athletes and freshmen. Some interventions are targeted to align with specific events, such as 21st birthday celebrations, as a way to reroute dangerous decisions made on a night that notoriously gets out of control. â€Å"Through learning the realities of alcohol, I realized you don’t have to drink like it’s a competition to have fun,† Waxman says. Most important, these interventions are evidence-based, says Mary Larimer, PhD, director of the University of Washington’s Center for the Study of Health and Risk Behaviors and associate director of the Addictive Behaviors Research Center. â€Å"We know a lot more about what influences excessive alcohol use in this population and we can tailor the interventions to address those risk factors as well,† Larimer says. â€Å"That’s contributed to our ability to make a difference.† Prevention efforts One way psychologists are fine-tuning their efforts is by pinpointing who is most at risk for problems related to drinking. So far, research indicates that those most at risk are incoming freshmen, student athletes and those involved in the Greek system. Studies also show that men tend to drink more on average than women — but women progress faster over time from alcohol use to abuse, says Larimer. In fact, one study led by psychologist Bettina Hoeppner, PhD, of Harvard Medical School’s Center for Addiction Medicine, found that college women exceed the NIAAA’s weekly limits more often than men (Alcoholism: Clinical and Experimental Research, 2013). â€Å"The gender gaps have closed a lot,† Larimer says. Personality factors, such as impulsivity and sensation-seeking, also contribute to risky drinking. Psychological research suggests that how different people respond to alcohol can help predict whose behavior will become problematic. Those who need a lot to experience its effects or who experience more of alcohol’s stimulating rather than sedative effects, for example, are at higher risk. Students who overestimate how much their peers drink, as well as those who expect great things from alcohol (â€Å"I will feel outgoing and meet my future boyfriend!†), are more likely to overindulge and experience alcohol’s negative consequences, such as engaging in unsafe sex, adds Larimer. Another factor appears to distinguish between students who drink a lot yet remain relatively safe and those who drink the same amount or less yet suffer the consequences: subjective intoxication. In other words, a student’s likelihood to get into trouble during or after drinking has as much to do with how drunk he or she feels as it does with how much he or she actually drinks, according to an NIAAA-funded study conducted by Kim Fromme, PhD, of the University of Texas at Austin’s SAHARA Lab (Studies on Alcohol, Health and Risky Activities) and colleagues. And those different perceptions could have biological roots, Fromme says. â€Å"We’re predicting specific genetic influences on those differences in people’s subjective levels of intoxication,† she says. Why a student drinks can also reveal a lot about how problematic his or her alcohol use may become, according to Clayton Neighbors, PhD, who directs the University of Houston’s Social Influences and Health Behaviors Lab. While some students drink for social and environmental reasons, such as being at a party, others drink for  emotional reasons, such as coping with a bad grade or a breakup. It’s the latter group — who may be turning to alcohol to handle another mental health problem such as post-traumatic stress disorder, depression or anxiety — whose members are primed for long-term alcohol abuse, researchers say. Up until the late 1990s, most colleges and universities approached risky drinking from a one-size-fits-all perspective. Campus-wide awareness campaigns and educational sessions during freshman orientation were popular but ineffective, the NIAAA Task Force on College Drinking found in 2002. That changed in 1999 when the late psychologist Alan Marlatt, PhD, of the University of Washington, and his team introduced Brief Alcohol Screening and Intervention for College Students, or BASICS. The intervention is used in varying forms by colleges nationwide when students come in for primary care or mental health services or are referred for an alcohol-related offense. BASICS gives students personalized feedback on their drinking behaviors, including comparing how much they drink with how much the average student on their campus drinks. The intervention also uses motivational interviewing by asking students open-ended, non-judgmental questions to explore drinking behaviors and generate motivati on to change. Finally, it offers individualized strategies — such as putting ice in drinks or assigning a designated driver — to help students drink in less risky ways. The method, which has been shown to reduce how much students drink as well as to reduce related negative consequences up to four years out, meets NIAAA’s highest standards for evidence-based college drinking interventions (American Journal of Public Health, 2001). But BASICS doesn’t work for every student. Those with high levels of social anxiety, for example, aren’t easily influenced to change by the notion that they’re overestimating how much their peers really drink. This can make them less receptive to the â€Å"norms correction† component of BASICS, a 2012 study in Psychology of Addictive Behaviors finds. About one-third of students who receive the intervention don’t change their drinking habits. Another drawback to the intervention is staffing: The traditional method requires one or two 50-minute sessions with a trained facilitator, who is often a mental health professional. That’s why many psychologists are experimenting with va riations of BASICS, such as by offering it in a Web-based format or presented by trained peers, rather than by mental health professionals. Researchers are also looking at ways to shorten the intervention: A 2013 study in Addictive Behaviors by Larimer and colleagues found that a 10-minute version of BASICS was just as effective as a 50-minute one. Larimer says shortening the intervention by picking and choosing from among its individual components — namely, the part that corrects students’ misperceptions of campus norms and the one that offers strategies for safer drinking — might be enough to elicit short-term effects and to work for students at lower risk. â€Å"The more comprehensive interventions, then, may have longer-lasting effects,† she suspects, but she says more research is needed to tease apart which variations work for whom. There’s also evidence that students can deliver the interventions just as effectively as mental health professionals. In one study, Larimer and colleagues delivered a BASICS-like intervention to 12 fraternities, varying who gave them feedback — e ither a peer interviewer or a professional research staffer. They found that both groups significantly reduced their alcohol intake when compared with controls (Journal of Alcohol Studies, 2001). Another study led by Fromme that looked at peers and professional providers who headed an alcohol prevention â€Å"lifestyle management course† for college students found similar outcomes (Journal of Consulting and Clinical Psychology, 2004). But the research comes with caveats, says University at Albany psychologist Maria Dolores Cimini, PhD, who explored peer facilitators’ effectiveness through a five-year study funded by an NIAAA Rapid Response to College Drinking Problems grant and got mixed results. â€Å"Students can deliver these interventions, but they must be well-trained and very closely supervised,† she says (Journal of Studies on Alcohol and Drugs, 2009). Waxman, who became trained as a peer facilitator at Albany’s Counseling Center during his sophomore year, said his efforts paid off among the peers he intervened with. â€Å"Having someone you can relate to †¦ saying, ‘This is the reality,’ really changes behavior,† he says. At the University at Albany Counseling Center, an intervention called the STEPS Comprehensive Alcohol Screening and Brief Intervention Program takes BASICS and tailors it for specific populations of high-risk drinkers, including first-year students, student athletes and students seeking primary health and mental health care on campus. A student athlete, for example,  learns how alcohol affects hydration and athletic performance — even days after taking the last sip. The key is speaking the students’ language, says Cimini, who directs the program. â€Å"If we can’t engage students and get them in for the intervention in the first place, we lose a golden opportunity to mobilize the change process at a time when students are most resilient and receptive to interventions.† In surveys conducted three and six months post-intervention, STEPS has been shown to significantly reduce alcohol use and risky behavior among each subgroup. Colleges, universities, community-based mental health service providers and higher-education-focused consortia across at least five states, including Washington, Pennsylvania and Mississippi have been trained in the method, and it has been accepted for inclusion in the Substance Abuse and Mental Health Services Administration’s National Registry of Evidence-Based Programs and Practices, Cimini says. That means it’s been peer-reviewed and is ready to be disseminated. At the University of Memphis, Murphy’s team is further personalizing BASICS by adding a one-hour supplement during which clinicians talk to students about their goals for college and beyond and then show them how their drinking patterns fit in with those aspirations. A student who wants to be a lawyer, for instance, might be given information about a pre-law club as well as the GPA typically needed to get into law school and to earn his desired future salary. The clinician then shows the student a plot based on his responses to an assessment revealing the number of hours per week he typically spends drinking compared with studying or participating in other academic activities. With the graph on hand, the two might then consider potential schedule changes such as dedicating one night a week to law club and another to homework to be more consistent with the student’s long-term goals. â€Å"Students often [don’t] think about their behavior in these sorts of aggregates, and when they’re forced to do so,† they’re motivated to change, Murphy says. The approach is based on behavioral economics, or the idea that behavior is influenced by availability and cost. In college, where beer is typically cheap and abundant, the framework helps to explain why drinking often gets out of control. But by highlighting appealing alternatives to partying, the approach suggests students will be more likely to steer clear of alco hol’s short-lived rewards. â€Å"All of that unstructured time, and a lack of awareness  of the future benefits of engaging in college or the community, is a lot of what is fueling this binge drinking problem,† he says. The approach appears to be working: In a preliminary study, Murphy’s team found that the intervention significantly reduced alcohol problems and heavy drinking among participants. With a new grant from the NIAAA, they’re now looking to replicate those findings and track the intervention’s long-term effects, on both drinking and college outcomes. â€Å"Given that the goals of the intervention are so consistent with the goals of universities, once we can show long-term effects, I’m optimistic that colleges will like it,† he says. Another emerging way to intervene with college drinking targets certain events, rather than people. Twenty-first birthdays are notoriously dangerous: In a 2011 study of 150 students in Psychology of Addictive Behaviors by Fromme and colleagues, participants reported drinking an average of 10.85 drinks on their 21st birthday. Many also experienced blackouts, had unsafe sex and engaged in other risky behaviors. To keep students safe on that milestone birthday, psychologists are looking at ways to time interventions so that students are reminded to use protective strategies if they plan to celebrate with alcohol. In one study by Neighbors and colleagues, for example, students received one of five BASICS-oriented interventions one week before their 21st birthdays (the interventions varied, with some being Web-based or in person, and some from each group involving a friend).Compared with a control group that received no intervention, the in-person interventions and some of the Web-based ones reduced negative consequences students had on their birthdays. The BASICS interventions that didn’t explicitly talk about the risks of 21st birthdays, but rather the risks of drinking in general, reduced both alcohol use and risky behavior, the study found (Journal of Consulting and Clinical Psychology, 2012). While the event-specific approach is promising, it’s a short-term fix for a larger problem, Neighbors says. â€Å"The bigger picture question is: How do we change the culture of drinking on college campuses? It will take more time.† According to the study, drinking gave numerous valid percentages based upon statistical data conducted. The data gave inkling on what instances can be extracted for further results. Such as, college drinking can be  incontrollable if not prevented or diverted by another hobby since college level can have more time binge drinking compared to adult level persons. Making worse results relating to numeral crimes. Although drinking may be a bad thing, but it can also be beneficial in a reason that college is the specific stage on which students can act and drink responsibly yet some may not be able to resist against it. As stated by Mary Larimer PhD, there are a lot of reasonable statements on why and what triggers alcoholism on college students. This stance of Mary Larimer gave a more mature understanding on the study of college drinking towards a student’s academic performance. Alcohol is a potent beverage that can stimulate one’s emotions. According to recent study, males are more prominent in the field of alcoholism than women yet the opposite sex are more abusive than males. In terms of medical and scientific studies, alcohol impulses the brain to do things that are beyond limits and enhances the mind in a worse perception such as malevolent actions and false decisions due to unconsciousness of the environment. In some other points and limits, alcohol can deteriorate brain functions and in a much worse effect such as intoxication due to dizziness and continual vomiting. The NIAAA and other government organizations that is active in alcoholism awareness are continually making programs for the benefit of those students especially on college on how to control and prevent binge drinking that may lead up to intoxication and other poor decisions to be made. Through mature viewpoints and decisions, one can prevent alcoholism based upon focus and willingness. Importantly, one should consider and keep memories intact of how a lcohol can make your mind, health, and wealth be depleted in an instant. Worst thing is, unnoticed. The extent to which alcohol consumption impacts on both the quantity and quality of human capital accumulation is an important question given that it has long run implications for earnings. Following the human capital model developed by Becker (1964), an individual will invest in acquiring additional levels of human capital based on the expected return in future earnings. This decision takes into account both the costs of schooling and the rate at which future beneï ¬ ts are discounted. At the same time, facing both budget and time constraints, students make decisions about how much alcohol to consume. The consumption of alcohol can be expected to have a negative impact on schooling both directly through its potential impact on cognitive ability  and indirectly through its impact on study habits. A negative correlation between alcohol consumption and schooling also may be observed, however, due to the fact that individuals who face high costs and/or pla ce a lower value on future earnings may invest less in schooling and at the same time these individuals may be more likely to engage in heavy drinking behavior. Hence, controlling for the potential endogeneity between drinking and schooling is of key importance in establishing a causal link between alcohol use and schooling outcomes. Establishing such a causal link will inform policy makers about the impact of alcohol policies on human capital accumulation and the potential to reduce productivity losses associated with increased alcohol consumption. The results from the existing literature that examines the impact of alcohol consumption on educational attainment is mixed. Not surprisingly, studies that do not account for the potential endogeneity between drinking and schooling measures ï ¬ nd that alcohol consumption signiï ¬ cantly reduces schooling levels. In this regard, drawing on the National Longitudinal Survey of Youth (NLSY), Yamada, Kendix and Yamada (1996) found that both the number of liquor and wine drinks consumed during the past week and being a frequent drinker signiï ¬ cantly reduced the probability of high school gradu ation. A 10% increase the probability of being a frequent drinker was found to reduce the likelihood of graduation by 6.5%. Also without accounting for endogeneity, Mullahy and Sindelar (1994) used data from the Wave 1 of the New haven site of the National Institute of Mental Health Epidemiological Catchment 3Area survey and found that alcoholic symptoms prior to age 22 reduced years of schooling by 5%. Among the studies that control for the possible correlation between the unobservables that aï ¬â‚¬ect both drinking and schooling choice, the results range from signiï ¬ cant to moderate to no eï ¬â‚¬ect at all of youthful drinking on educational attainment. Using two-stage-leastsquares (2SLS) to account for endogeneity, Cook and Moore (1993) draw on the NLSY to examine the eï ¬â‚¬ect of alcohol consumption (number of drinks per week, frequent drinking, and being frequently drunk) on the years of post-secondary schooling. The authors found that all three drinking measures signiï ¬ cantly reduce years of schooling with frequent drinkers completing 2.3 years less of college. Most recently, Koch and Ribar (2001) use data on samesex siblings from the  1979-90 NLSY to examine the eï ¬â‚¬ect of the age at which youths ï ¬ rst drank regularly on the number of years of schooling completed by age 25. Using a siblings IV model, the results suggest that the eï ¬â‚¬ect of drinking o nset is moderate – delaying drinking for a year leads to 1/4 year of additional schooling. However, drawing on 1977-92 Monitoring the Future data, Dee and Evans (1997) use a two-sample instrumental variables procedure relying on within-state variation in their instruments to examine the eï ¬â‚¬ect of being a drinker, moderate drinker, and heavy drinker on high-school completion and college entrance and attainment. Overall, they ï ¬ nd that controlling for endogeneity, teen drinking does not have a signiï ¬ cant eï ¬â‚¬ect on educational attainment. Similarly, based on NLSY data, Chatterji (1998) ï ¬ nds that her estimation results based on models that account for endogeneity reveal no signiï ¬ cant eï ¬â‚¬ect of teen alcohol consumption on the number of grades completed by age 21. Most of this literature focuses on the educational outcomes related to prior teenage drinking behavior. In this paper, we propose to focus on college-level educational outcomes as a result of current drinking behavior. This is a particularly relevant issue, given that alcohol is a common element in the environments of most college campuses (in 1999, the annual alcohol prevalence rate among college students was 83.6% (Wechsler, Lee, Kuo and Lee, 2000)). Drawing on information available in the Harvard School of Public Health College Alcohol 4Study (CAS), we provide evidence on the extent to which alcohol consumption impacts on college study habits which in turn are expected to aï ¬â‚¬ect human capital accumulation. Assessing the mechanisms through which alcohol consumption impacts schooling may shed further light on the extent to which policies aimed at reducing alcohol consumption among young adults may aï ¬â‚¬ect the quality and quantity of human capital accumulation. Current evidence exists on the direct eï ¬â‚¬ect of drinking on cognitive ability. Based on clinical studies, Nordby (1999) showed that drinking reduces recall which can be expected to have a direct eï ¬â‚¬ect on schooling. However, we are not aware of existing empirical evidence of the eï ¬â‚¬ects of alcohol consumption on indirect eï ¬â‚¬ects such as study habits. We examine the impact of alcohol consumption deï ¬ ned by the average number of drinks consumed per drinking occasion among college students who drink on the probability of skipping a class and getting behind in school. We use a two-stage generalized least squares estimation procedure to account  for potential correlation in the unobservables that determine drinking behavior and study habits. Generating consistent estimates of the eï ¬â‚¬ect of drinking on college study habits requires an exogenous source of variation in college drinking. That is, we require variables that aï ¬â‚¬ect college drinking levels but do not directly aï ¬â‚¬ect study habits. In this regard, we use the price of alcohol, college-level information on access to alcohol, and state-level alcohol policies to identify alcohol consumption. Our results reveal that given the endogeneity of college drinking and study habits, single-stage estimation methods overestimate the true eï ¬â‚¬ect of the quantity of college drinking on the likelihood of missing a class and getting behind in school. To further investigate the study habit behavior of our college sample, we also estimate our model separately by year of class. We ï ¬ nd di ï ¬â‚¬erential eï ¬â‚¬ects of drinking on the study habits of freshman and their upper-year counterparts. Our paper is organized as follows. Section 2 describes our model of the relationship between alcohol consumption and study habits. Section 3 describes our data and summary statistics. Our estimation results are presented in section 4 and we conclude in section 5 with a discussion of potential policy implications to improve study habits and reduce productivity losses due to alcohol consumption among college students. Alcohol consumption has occurred for thousands of years. In many parts of the world, drinking alcoholic beverages is a common feature of social gatherings. Underage drinkers are susceptible to the immediate consequences of alcohol use, including blackouts, hangovers, and alcohol poisoning, and are at elevated risk of neuro-degeneration (particularly in regions of the brain responsible for learning and memory), impairments in functional brain activity, and neuro-cognitive defects . In addition to the individual’s personality itself, many variables influence drinking behavior: genetics; gender; ethnicity; college; religiosity; occupation; marital status; friends and family. Young college students are especially vulnerable to alcohol and this wide availability favors abusive use. Despite of all risks, they are still not protected by laws against alcohol industry and therefore, it is known that they represent the main target population of advertising campaigns, which encourage alcohol use as a way to belong to their group, freedom, and especially, entrance to adulthood, a sense of being free from the family control. Worldwide studies have addressed the  behavior of college students regarding psychoactive substances. Most of them focused on the vulnerability of students and the need to encourage intervention and preventive measures about alcohol consumption. College students consume more alcohol than their age-matched, nonstudent peers. How does problem drinking affect young people’s schooling? In some cases the linkage between problem drinking and study habits is profound. Drinking can affect the biological development of young people as well as their school-related achievement and behavior. Serious alcohol use among youth has significant neurological consequences. Alcohol damages areas of the brain responsible for learning and memory, verbal skills and visual-spatial cognition. Diagnosticians often find that these skills in adolescents who drink are deficient in comparison to those who aren’t drinking. Scientists know that alcohol problems are tied to lower grades, poor attendance and increases in dropout rates. The 2000 National Household Survey on Drug Abuse (NHSDA – now known as the National Survey on Drug Use and Health), a federal study, found that as rates of alcohol use by 12- to 17-year-olds increase, grade point averages decrease. Middle school students whose peers avoid using alcohol and other drugs score higher on state reading and math tests than other students. In any given age group, heavy and binge drinkers are 4-6 times more likely than nondrinkers to say they cut classes or skipped school. They are twice as likely as nondrinkers to say tha t their school work is poor, and they report more frequently that they are disobedient at school. Among high school students, those who use alcohol are five times more likely to drop out than those who don’t use alcohol. These problems are not limited to the middle and high school setting; hangovers and drinking by college students lead to missed classes and falling behind in school work.

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

Generations - Essay Example Growing up in this present era is undoubtedly a challenge for me and my colleagues. As we are embittered by our own disappointments and struggles, we are also being plagued by the challenges presented by our immediate environment. In the political aspect, we become a part of the rapidly integrating political systems due to the pressures of globalization. As nations realize the gains earned from opening up their economies to trade and investment, countries delimited by geographical boundaries are fast developing into a single global village. This is further aided by rapid technological advancement brought about by the popularity of virtual reality and internet technology. These further eliminate borders among political entities and promote the integration of nations. The formation of free trade zones and blocs often posts challenges in life of a youth like me. The easy access to other nations exposes everyone to the threats of terrorism. The 9-11 attack serves as a grim reminder of how these political issues shatter the dreams of some youth like me to live in security. It has been a challenge for us youths to be vigilant and be involved in political issues. It opened my eyes to my role in safeguarding this nation by helping in the thrust against terrorism.

Diffusion of Innovations Theory with Freire's Model for Adult Essay

Diffusion of Innovations Theory with Freire's Model for Adult education - Essay Example For instance, Freire’s model consist of three phases and five constructs including dialogue and praxis. While Rogers’ theory has four elements with each having different qualities, which determine the success of the innovation. On the other hand, Roger’s theory and Freire’s model contrasts each other profoundly. Freire’s model emphasizes on praxis and dialogue as the principal constructs, which constitute the overall effort of transforming the world through adoption of new ideas (Sharma & Romas, 2012, p. 253). Additionally, this model posits that experience is vital to learning new concepts and a vital approach to progressive education. On the contrary, Rogers’s theory points that adoption of innovations is faster with innovations that offer compatibility, trialability, relative advantage and simplicity. Key among the limitations Freire’s model includes failure to address issues regarding gender on the acquiring new concepts. Besides, the model appears inapplicable to more knowledgeable individuals than it is to non-literate individuals. Pro-innovation bias is a key limitation of diffusion model (Sharma & Romas, 2012, p. 241). Pro-innovation bias implies that if the adopted innovation will be useful to every adopter

There Is an Ultimate Control of the Entire Universe Research Paper

There Is an Ultimate Control of the Entire Universe - Research Paper Example There Is an Ultimate Control of the Entire Universe Some of the explanation they have provided to counter the creation theory are quite amusing, since at some point they fail to provide a very comprehensive answer. This makes them still go back to the creation theory as the base for the existence of the world. Among some of the critics of creation theories are the scientific studies and some religious beliefs. Thesis Statement With the immense discrepancies and failures in the critical explanations offered, we are taken back to one origin of creation being the Supreme God. It is then that we accept the fact that the world and all that happens in it is controlled by a supreme being. This supreme creator, in my opinion, is God. Buddha Teachings The teachings of Buddha are quite fascinating. Buddha as we can say is the founder of the Buddhist religion. In the book, What Buddha taught by Ra?hula (1974) we are introduced into beliefs and convictions of Buddha about what happens to the world. In this text Buddha teaches about the attaining of enlightenment and perfectness. Through his life Buddha was able to find the path of liberation. Liberation in this case is the attainment of enlightenment through knowing the truth. Buddha teaches that human beings are the supreme beings of all the creatures, and as such they are the masters for themselves. They should not, therefore, be enslaved to any other supreme being. He goes further to point out that human beings have an ultimate control over their destiny, and there is no other being that is responsible for the destiny of a person. Buddha displays that he himself achieved the highest level of enlightenment and liberation. This made him to be seen as even superhuman and a perfect being. He attributes his achievements to his own will and intelligence. According to this teaching then, one can attain anything and can decide anything in life and get it. All that happens in the world is, therefore, through the mind and intelligence. The more one gets to be enlightened, the more they become intelligent, and the easier they find it to manipulate the world around them. So, it is not that there is some being somewhere that controls one’s life and destiny. It is your mind that can do all this and not any other thing. What the humans need to do is to go through the meditations taught in Buddhism, and through this meditation enlightenment will come in (Charles, 2012). The meditation as described by Buddha is the deep and continuous soul search that leads to the realization of the truth about the world. Through the process of meditation one gets insight because they look at things objectively and extract that thing from the environment. In doing this the thing is investigated carefully only by the mind of a person and not with the help of any other person or any other supernatural being. This is the point where Buddha takes the basis, that it is only human intelligence that is able to find truths about what is happening in the universe. This view is what b rings serious critics of the Buddha teachings. There is a being that is responsible for what happens in the universe, and that human beings have little control and influence of the happenings. The Critics of Buddha Teaching Though Buddha himself claims to have attained enlightenment through the medit

Definition of Shame, Unforgettable Shame and Self perception Essay

Definition of Shame, Unforgettable Shame and Self perception - Essay Example Kaufman (1993a, pp.5-6) defines shame as wound within inner self which is deeply disturbing to the self, causing the sickness within the self and the soul which always leads to the feelings of inferiority. This view has been supported in the work of Evans (1994, p.103) who states, â€Å"with shame there is a sense of inferiority in which the other is perceived as more powerful and capable of inflict injury on the self, usually via scorn, contempt, or humiliation†. Jane Middelton-Moz (1990, p.xii) and Holly Vanscoy (2006) both have written that â€Å"the hurt emotion feeling arise from the consciousness of something embarrassment, humiliation, dishonourable, unacceptable, ludicrous etc done by oneself or another†. In my opinion, the individual who faced shame always perceives him or herself as flawed, unwanted, neglected, surplus, or fundamentally broken. Nearly every human being experience shame at some point in his or her life. Most of shame stories in their lives become the unforgettable one. The unforgettable rather haunting shame memory follows people throughout their lives. Shame incident might have happened a long time ago, but memory remains even after years. Sometimes the individual becomes very successful in the country or in the community, but the memory of unforgettable shame keeps clinging to even the developed and successful self. During the research, there were numerous instances when I found a general agreement of psychologists and therapist about the idea that adult personality is greatly influenced by early childhood experiences. Those who experienced shame during early childhood time period could never let their memory of the incident go forever. It remains and leaves extremely powerful impact on adult self perception. For understanding shame in childhood and its manifestation in adulthood in the form of low self-esteem, we need to understand the concept of ‘self’ itself. Self is fundamental part of Carl Rogers’s personality theory. He refers to it as, â€Å"the organized, consistent set of perceptions and beliefs about oneself.†Self is a humanistic term that describes us as person. It is not only influenced by a person’s experiences throughout life but also the interpretation of these experiences. Major factors that influence human self concept are: childhood experiences and evaluation by others (cited in McLeod, 2007). Bradshaw’s idea of a toxic shame seems to be intriguing in this regard. He (1990, p. 47) wrote it as â€Å"the feeling of being flawed and diminished and never measuring up†. The strong inner emotions and feelings of being insufficient, neglected, inadequate, defective and unwanted keep haunting the individual. Bradshaw (1990, p. 47) further attributes the toxic shame as a nucleus of the wounded child around which he or she keeps revolving. For instance, the individual, who faced traumatic or hurtful experience during their childhood which they could not forget all the way through their life are called wounded child and prone to shame. According to Adler, a neglected child has never known love and cooperation in the home; therefore, he finds it very difficult to develop these abilities as an adult. They do not know how to gain affection and respect from other people. As adults usually they are cold and hard (Frager, R. & Fadiman, J., 1998. p. 111-112). The shamed self is considered to be unable to cope with the difficult situation. As an object of scorn, humiliation,

Social Media as a tool for Surveillance and gaze How do people consume Essay

Social Media as a tool for Surveillance and gaze How do people consume and watch each other on SM platforms and what are the consequences of such activities - Essay Example Hence given the exceptional participant figures, programs such as MySpace and Twitter represent key targets for security personnel in search of crime-related intelligence (Andrejivic 2005, pp.479-497). However, for the public, the possibility of accessing civic services and funds resourcefully serves as a justification of the SNS and the collective surveillance incentives. Moreover, the progressive advancement of social media has increasingly served as a basis of human empowerment in various ways. The Internet categorically enhances involvement in political activities, permits individuals to cost-effectively share their ideologies, as well as to instantly, store data. Social media can be termed as empowering in contrast to the exploitation of web conferencing, TV shows, and cellular phones by its consumers. Basing on this perception, transforming the user’s responsibility from inert to dynamic; surveillance creates prospects for communication and seeking information as noted by Albrechtslund (2008, pp.1-1). Furthermore, the Central Intelligent Agency (CIA) often relies on the SNS to offer surveillance services given its conservatory and interactive potential. Studies also indicate that most people often rely on the social media to make new friends. As reported by Andrejivic (2005, pp.479-497), participatory surveillance has the potentiality to act as a tool for monitoring companionship by reviewing the data shared by different users online. Social media also entails the idea of exchanging personal details with others. Consequently, the idea of sharing ought not to be despised, since the private data that individual’s share reveals a stage of communication that does not predominantly need

Statistics project Example | Topics and Well Written Essays - 1250 words

Statistics Project Example In order to achieve such economic growth in the Chinese economy, it is essential to focus on improving the major industries, such as the telecommunication industry. However, this cannot be achieved without solving the challenges hampering it from achieving the desired growth rate. The motive of this study is to establish and define challenges facing the Chinese telecom firms in their expansion strategies. The study will achieve this by examining the current market situation to identify the main challenges that firms in this industry are facing from a marketing perspective. The study will also attempt to suggest solutions that the Chinese telecommunication industry could adopt to solve these problems by assessing the solutions that have been employed in other countries. This study is intended to give a clear understanding of the challenges facing the Chinese telecommunication sector. It will focus on establishing why the telecommunication sector in China is growing at a lower rate compared to telecommunication sectors of other economies, such as United States and India. Through this research, the management of firms in the Chinese telecommunication sector will understand better the challenges that are limiting their expansion strategies from a different perspective. This will enable them devise better ways of dealing with these challenges in the future and ultimately boost the growth of the telecommunication sector. The hypotheses for this study are: The alternative hypothesis-: H1-Chinese firms do not exhibit a slow growth rate due to industrial nor customer based challenges. These hypotheses enhance the empirical testing of the outcome of the research. Some of the challenges that will be looked at are the customer based challenges. The biggest concern for many businesses regards the criteria through which customer loyalty is measured. Several techniques

Diary on Elizabethan Times Essay Example for Free

Diary on Elizabethan Times Essay Today I was filled to the top with euphoria because mother promised me she would take m to London for my birthday. I woke up abnormally early and washed my face with cold water and put on my favourite polka-dotted dress. I fixed my bed sheets and sprayed a small amount of perfume onto my clothes. I glanced at my pocket watch and found that it was already five o’clock; it would take two hours to get there. I raced down the stairs and shoved a few spoons of rice into my mouth and sprinted back upstairs to awake my sleeping mother. My mother took an everlasting period of time to get ready and when she did she started putting make up on. Whilst I was waiting I was reading a book about the history of London and how Henry the Eighth’s palace was there. When my mother had finally got ready, we clambered into the awaiting carriage; it was pulled by a beautiful, black mare, who, before I climbed into the carriage, stroked. When we arrived at London I was greeted to the smell of fresh baked bread, but I also heard screaming and shouting. As we drove past I felt sick and turned green, it was law day and someone was being executed. Their intestines had just been ripped out and the man’s face had a look of pure terror. His intestines were probably the last thing he saw. I turned away. These people were barbaric. As we passed my mother ordered the driver to stop and I opened the door and found myself looking at St. Marys of Bethlehem, I had always wanted to come here. As I entered I could hear laughter, I turned round the corner and found myself staring at dancing peasant. At first I was extremely confused, and then I saw the people poking them. Anger boiled in my stomach, people were provoking the poor people by hitting them with sharp sticks forcing them to dance. I had had enough. I stormed back to the carriage fuming and my mother gave me a strange look. She told the driver to go somewhere, I couldn’t hear her because she was whispering, and the man grinned. The man was driving, I didn’t know where to, I was lost in my thoughts of anger. But when the man did stop I was shocked to find myself in front of The Globe, the most famous theatre in the world. I raced over and hugged my mother as hard as I could; she laughed and kissed me on the head. We held hands and sauntered into the theatre. My mother paid two one penny pieces and we walked into the theatre. We then watched Romeo and Juliet.

Tiziano Vecellios Art Style and the Italian Renaissance

Tiziano Vecellios Art Style and the Italian Renaissance In history, art has changed frequently. With new concepts and experimental ways, the new art forms slowly become accepted by society, while the previous techniques fade into the background; however, the old techniques are not forgotten. Within every era, the new techniques that come from the creative minds and their ideas, have established more from the inspiration of old skills, like the change from Renaissance to Mannerism; this lead to the furthering of different art styles in the future generations. Background info on genre, time period and country of origin The Italian Renaissance was the arising point of modern age. The period stretched from 1400 to 1550, originating from Florence, Italy. It was the revival of scientific and artistic innovations. It was also the revitalization of Greek and Roman learning. This essential time period linked the relation of the middle ages to the modern age. The Italian Renaissance was split into two phases, the Early Renaissance and the High Renaissance. The High Renaissance, at the climax of Renaissance art from 1500 to 1525, was the result of the culmination of the different artistic progression of the Early Renaissance. During the 1520s of the Italian Renaissance, High Renaissance was exaggerated to Mannerism. The High Renaissance was an era that brought total creative genius to the world in history. Characterisitcs of art being done during that time and mediums used The changes in art during the Italian Renaissance were clearly seen in paintings and sculptures. While the artists continued to use religious subject matter, they combined the idea with the principles of the human figure and the appeal in depicting nature. Artists began experimenting with their paintings by using oil-based paints, which were workable for several months due to the slow drying pace of the paints. The fresco technique, developed during the Italian Renaissance and used by artists like Michelangelo, involved painting on plasters walls. Light and perspective was familiarized to give a sense of reality through three-dimensional imagery. Artists gained new insight and techniques to their concept of space and form in the Italian Renaissance, which has thus changed art forever. Background info on artist Tiziano Vecellio, also more famously known as Titian, was one of the greatest artists of the High Rennaissance. He was born in Pieve di Cadore, Italy. The year of his birth is highly disputed between scholars, but it is believed to be between 1477 and 1488. As a young boy, he was an apprentice to Giovanni Bellinni, another outstanding painter in Italy at the time. In 1508, the now young independent painter, Titian, joined the Venetian painter, Giorgione to beautify the facade of the Fondaco dei Tedeschi in Venice. Titians work was mistaken as a new and improved style of Giorgione. The teamwork between the two artists led to more art collaboration; together, they explored oil painting techniques, by ways like directly applying an undiluted medium on the canvas. At the death of Giovanni Bellini in 1516, it left Titian with no adversary in Venice, which let him receive his old masters job as the official painter to the Republic. His first major public commission was the Assumption of the Virgin which was painted for the Basilica of Santa Maria Gloriosa dei Frari in Venice. In 1533, he was appointed as the court painter of Charles V, the most powerful man of the century, being Emperor of the Holy Roman Empire and the King of Spain. In 1548, he spent nine months in Augsburg with the Imperial Court. After half a decade, he commences a series of poesie for Phillip II in 1554. Although Titian was not a man of much education, he was one of great talent. Titian was an elegant and charming man who was also attractive and interesting in conversation, which made it easy for him to build relationships and connections with powerful people. Over the span of twenty years, Titian created relationships and connections with princely patronage, while continuing work for other Venetian churches. As he grew older, his eyesight worsened and his hand control was weakening. Unfortunately, during a plague outbreak, Titian died, on August 27, 1576, as a rich and famous man. He was interred into the Church of Santa Maria Gloriosa dei Frari. His universal reputation continues to be known to this modern day. Styles and techniques used by artist Titian was an infamous Venetian painter during the High Renaissance. He was known for his bright rich colours and his bold brush work. The bold use of colour and the lush sumptuous layers were the result of much preparation, the medium used and the surface chosen. Mythological paintings, religious paintings, portraits, and churches were just some of the works he accomplished. His artwork should be viewed from a distance to get the as it was desired to be seen. Much of his skills were influenced by Giorgione, where he improved his style with new elements and perfection. From 1530 to 1550, his approach and style became more and more dramatic. The unique practices Titian painted with combined with his great talent were what made him an amazing painter. As Titian matured as an artist, he had as specific methods to his paintings. First, he sketched his pictures with loads of colour that forms the groundwork of the work of art. For up to several months, without looking, he left his composition facing a wall. He then returned to them to build up figures, make changes, and correct any wrongs. When retouching his working, he dealt with highlights by harmonizing colours and tones by rubbing the composition with his fingers. An alternate way was by adding strokes and bright spots with his fingers to perfect his work. As he grew older, he began to paint with his fingers more. He believed that It is not bright colors but good drawing that makes figures beautiful. Detailed analysis of artwork Titians masterpiece, Bacchanal of the Andrians, shows that it is a complete success through design elements. The composition of the work of art is arranged with the human figures spread out evenly across the horizontal span of the canvas. The colours involved are rich and bold; they are not too bright to be overtaking the whole piece. The harmonic bond between the tones and colour that is used by Titian is infamous. The contrast in colour between the two sides balances each other out. The contrast in colour in the dress of the dancing couple compared to the rest of the drinking people, bring it out two a secondary focal point. With naked woman in the corner as the focal point, it brings the eyes throughout the painting, from the focal point to the dancing couple to the other people. Bachannal of the Adrians seems to be interpreting a message of celebration. This may be the possibility of a marriage due to the dancing couple in bolder colours and the amount of activities (drinking, partying, and sheet music) involved. However, these actions could also indicate a celebration due to the homecoming of an important person. The characters involved in the work of art have great meaning too. The woman in the white dress may represent innocence; the other ladies may represent vulnerability and jealousy as seen from their positioning and facial emotions. The nude men surrounding the other women may represent lust and want, as they are in some way in contact, physically or optically, to the women. Conclusion New art techniques were and still are developed through time. Titian, one of the greatest artists of the high Renaissance, was one who established new skills and techniques from others through his life that inspired others to create more throughout history. There are many steps involved in art to fuel to this advancement. According to Titian, Painting done under pressure by artists without the necessary talent can only give rise to formlessness, as painting is a profession that requires peace of mind. http://www.artinthepicture.com/artists/Titian/Quotes/

Free Awakening Essays: The Pigeon House :: Chopin Awakening Essays

The Pigeon House in The Awakening "In a little four-room house around the corner. It looks so cozy, so inviting and restful."(79) With this description Chopin introduces the reader to Edna’s new residence, which is affectionately known as the pigeon house. The pigeon house provides Edna with the comfort and security that her old house lacked. The tranquility that the pigeon house grants to Edna allows her to experience a freedom that she has never felt before. The first taste of this newfound freedom is the satisfaction that Edna feels in being able to provide for herself with her own money. The fact that she no longer has to rely on her husband’s money breaks the last tie that she had with him: "I know I shall like it, like the feeling of freedom and independence."(80) In her mind now, her marriage is dead, and Mr. Pontellier has no control over her. Financial freedom is not the only thing the pigeon house gives to Edna; it also allows her both physical and spiritual freedom. When Edna kisses Arobin in her husband’s house, she feels "reproach looking at her from the external things around her which he had provided for her external existence."(84) Yet, her first night at the pigeon house she spends with Arobin, and this time feels no reproach or regret. As for the spiritual ramifications provided by her new home, Chopin writes, "There was a feeling of descending in the social scale, with the corresponding sense of having rise n in the spiritual.., she began to look with her own eyes... no longer was she content to feed upon opinion."(94) The pigeon house provides a way for Edna to escape from the society that she hates. She has the freedom to make the decisions in her life now; and she decides that she is going to live life by her own rules, not the rules that society has laid out for her. When she is within her home, she is free from the pressures of being the "mother women" which society forces her to be. The pigeon house nourishes this newfound freedom, allowing it to grow and gain strength. Without the environment provided by the pigeon house, it is doubtful as to whether Edna would have ever "awakened" from the stupefied state that society was forcing her to live in.

Empathy in Brechts The Good Person of Szechwan and Mother Courage and

Little Empathy in Brecht's The Good Person of Szechwan and Mother Courage and Her Children Brecht is very successful in creating a form of drama where empathy plays little part. In The Good Person of Szechwan it would seem that every action and word is an attempt to alienate us and halt any identification one may chance to make. The indiscernible use of names for characters exaggerating the oriental sound of them is immediately noticeable i.e. 'Wang', 'Shin' 'Sun', 'Shen Te', 'Shu Ta', etc. There is also the use of language and intonation in relation to others revealing personality and social position, which comes in the form of oriental 'bows'. Many of these gestures are already to be found in Asian theatre. Brecht calls it the 'social gestus.' Songs also interrupt the plot, but it is not the kind of 'bursting into song' which one finds in musicals. The music itself sounds sometimes out of tune and there is an offbeat that one would find difficult to tap one's foot to so one cannot become involved or relate to the music, although songs from The Threepenny Opera became very popular. The moon being likened to 'green cheese' as a slur on society's belief in 'a child of low birth will inherit the earth' and 'The Song of the Eighth Elephant' when there are really only seven anticipates the underhand actions of Sun who represents a number of people in society who destroy others welfare for their own individual interest. All these songs are successful in alienating the audience and have a similar message; the impossibility of a society being saved by an individual. Brecht strives to create a drama in which empathy plays little part by drawing one's attention away from any kind of identification one might make, particularly with... ... our own society and one wishes to challenge it. One is actually allowed to come to one's own conclusions freely and critically particularly through the eyes of the overwhelmed Shen Te who has to invent a ruthless cousin for herself who can save the business by applying the cruel laws of the market. But I find myself slightly swayed by sub-themes which do hint a little at identification and emotion. Works Cited Brecht, Bertolt. "Mother Courage and Her Children." Worthen 727-751. Brecht, Bertolt. Collected Plays. London: Methuen, 1970. Benjamin, Walter. "Conversations with Brecht." Understanding Brecht. Trans. Anna Bostock. London: New Left Books, 1973. 105-121. Brecht, Bertolt. Brecht on Theatre. Ed. and trans. John Willett. New York: Hill and Wang, 1992. Worthen, W.B. ed. The Harcourt Brace Anthology of Drama. 3rd ed. Toronto: Harcourt, 1993.

Rhetorical Techniques in Richard Wright’s Black Boy Essay -- Wright Bl

Rhetorical Techniques in Richard Wright’s Black Boy Richard Wright uses language in his novel, Black Boy, as a source to convey his opinions and ideas. His novel both challenges and defends the claim that language can represent a person and become a peephole into their life and surroundings. Richard Wright uses several rhetorical techniques to convey his own ideas about the uses of language. First, Wright’s language and writing style in Black Boy challenge Baldwin’s ideas. For example, pages 18-19 are purely figures pf speech that convey the writer as being far different than Wright. â€Å"There was the languor I felt when I heard green leaves rustling with a rain like sound.† This quote was just one of the sensory enticing statements Wright used to show his delicate way of writing; a way of writing that would not typically belong a lower class black male in the 1940’s. In addition, the organization of the passage was unique in the sense of how each statement was separate, in order to make each important and each a work of art. Assuming Baldwin having read this passage, he would ...

Commerce: Ethics and Social Responsibility Essay

In order to maintain social order and stability, people create a lot of rules to conduct the people’s behavior. A part of these rules of conduct is included in the scope of the law, which needs the coercive power of the country to protect its implementation. The other part belongs to the moral category, and it needs to rely on self-reflection and intervention of public opinion which can assurance its implementation. The business ethics is a part of commerce responsibility, and it is also a part of moral rules. Commercial activity is one of the most important activities in human society, and whether the commercial activity can run orderly have a tremendous impact on a society. A responsible commerce should fully consider the moral responsibility. Abramov (2007) said that The enterprise is closely related to the profits, in order to establish the basic responsibility of the enterprise, it should strengthen the full range of responsibility and cultivate culture which concentrates on responsibility. This essay will firstly give a brief description on the responsible commerce. Following this, it will discuss on the utilitarianism theory and its relation to the responsible commerce. After that, it will use the utilitarianism theory to analyze a case. Finally, it will give a reflection about the study. A brief introduction of the responsible commerce As a part of the social system, the responsibility of commerce attracts more and more attention. This concern not only comes from the theoretical areas, but also comes from the groups related to the enterprise and the stakeholders. How to ensure the implementation of the responsibility of the enterprise, and make it give a greater contribution to the society when it gets benefit from the society are the hot spots. An enterprise is rooted in the society, it is impossible to be an isolated body, and it must have a broad contact with the society, then it is necessary to undertake the corresponding responsibilities. In general, according to Jeremy (1789), the responsibility of commerce should include three aspects: economic responsibility, social responsibility and ethical responsibility. The economic responsibility refers to the economic interests that the enterprise pursuit and want to make the benefits of investors maximize. Through the process of accumulation: investment, profitability, reinvestment and re-profitability, the enterprise will grow and have a healthy development. The social responsibility should include internal and external aspects. The internal aspect refers to establish an effective monitoring mechanism, which is both responsible for the staff, but also responsible for the society. The external aspect includes three elements, first is to provide tax for the government, this is the important social responsibility for the enterprise. The second is to make efforts for the social harmony. It means that the commerce should provide employment opportunities for the community, should protect the ecological environment, and safeguard the interests of shareholders. The third is to provide the quality products and goods to the market. This responsibility relates to people’s lives and health, and also relates to the normal operation of the society. Peter (1981) said that the ethical responsibility is moral responsibility, unlike social responsibility, it is the voluntary acts. The enterprise should undertake these three responsibilities, and play its role for the rapid and stable development of the society and economic. The utilitarianism theory The utilitarianism can be said as an ethical theory, which believes that the proper action is the one which can maximize the happiness of all the people. It can be also regarded as a form of the consequentialism, it means that every action has a moral worth, and it is determined only by the outcome of the resulting, people can only know all the consequences of the action, and then can weigh the morality. The core of utilitarianism is principle of the greatest happiness of most people. The personal interests can not be separated from the interests of others. Frederick (2003) said that the utilitarianism can be accepted by human beings because of the profit nature of human. Therefore, the principle of utility is necessary to consider the personal interests and the interests of others, and also consider the interests of the stakeholders. Mill (2004) inherited Bentham’s idea of the greatest happiness principle, and pointed out that it should develop ethics according to the utilitarian purpose, in compliance with these codes of ethics, it will get the best interests of the overwhelming majority of people. Mill’s idea makes utilitarianism which only stresses the effect of utilitarian change into the principle which not only stresses the effect, but also pays attention on the guidelines of the ethics. Kelly (1990) said that the essence of the utilitarianism is that it affirms the necessity of achieving personal interests, and also provides that realizing the overall interests is premise and precondition of personal interests. The one-sided pursuit of personal interests is a narrow utilitarian concept, which can be extended to the utilitarian concept of the modern commerce. It can be concluded that some commercial operators with narrow utilitarian view will have one-sided pursue the commercial interests, the utilitarian view of modern commercial operators should maintain and achieve the overall interests of stakeholders and collective. Application of utilitarianism theory to analysis the company of Sanlu It has been reported that in China, the incident of Sanlu milk is a typical manmade disaster. From last year, the company of Sanlu began to receive the consumer complaints. To August 1 when the experts make the conclusion on the milk, then to September 8, the municipal government of Shi Jiazhuang gave a report to the government of Hebei Province. During the half year, the unspoken rule which is known by every one is not timely broken, and the company of Sanlu did not take measures to reduce the damage and the losses. The incident of Sanlu reflects the corporate ethics and social responsibility, which are concerned by many people. In order to pursue the profit and gain the ill-gotten wealth, a small number of enterprises ignore people’s health and even people’ life, the corporate moral is decay. The unscrupulous milk traders seek profits, so they devoid of conscience, and mix the milk with melamine. The management of the company lack of responsibility, and neglect lives and safety of people. The relevant department has also developed a number of systems to deal with the incident. But these systems are not specific. The incident of Sanlu milk lacks the system of third party testing. And the regulatory powers is own by the company, the profit make the system fail, and which lead to the fail regulation. George (2005) said that the reason why the company should fulfill the responsibility is neither because the company faces many ethical dilemmas and moral hazard, nor because the ethics can be regarded as the effective tools which can help company achieve the economic purpose. The most fundamental is that the responsibility is the core values of the modern enterprises, which has a special meaning and civilized significance. There are many reasons which can lead to the unethical behaviors and the shady transactions, but the most main reason which can induce unethical behavior is too much emphasis on the performance. So the company should correct the idea of too much emphasis on the performance and also qualify the performance. When it seeks to the purpose of self-interest, it should also establish a business concept of altruism. The company of Sanlu should have the responsibility, it should aware that the development of the company is not only for profit, but also for the fulfillment of a moral. It can use the scientific management to combine the interests of the company and the social responsibility. The company should use the greatest happiness principle as a guidance, which can make our society more harmonious. The greatest happiness principle is an abstract concept, when using this idea to make the commercial decisions, it will often encounter the problem that the interests of all parties can not easy to achieve the largest. So the company should fully balance the interests and realize the greatest happiness of most people. Conclusion The modern commercial operators use the greatest happiness principle as its core of utilitarian, which break the western traditional idea of utilitarian, which pursues the maximize the self-interests and the interests of the stakeholders. The principle affirms both the interests of the main groups which include the merchants and the staff, and the interests of consumers. It also affirms the interests of the society. It means that it combines the interests of individuals and others, the interests of organizations and nation, society. From the sources of the theory, it reflects the unity of the commerce and moral, and also reflects the combination of benefits and fair. It is more suitable for the modern society. In short, to make a business decision with ethical aspects, it should let the decision have the support of ethical standards. Bernard (1973) said that from the view of utilitarian, it is necessary to meet the requirements of the stakeholders who pursue maximize of the benefits. Walters (2008) believed that if the business decision has the support of ethical standards, it can be said that it have the ethics, and then the company can avoid the risk of commercial ethics, and can also bear the ethical responsibility which the commercial operators should undertake, and this company can be regarded as a responsible commerce.

A Critical Analsysis Cultural Event Essay

School shootings has been a popularized term in both the United States and Canada for describing gun violence at educational institutions around the country. This especially applies to mass killings or shooting sprees perpetuated by the students or members of the faculty. School shootings are differentiated from acts of terrorism in that they are usually randomly targeted victims and involve students, faculty or alumni of the institution involved. This marked difference can be seen when we differentiate the Beslan School Hostage Taking (BBC News, 2004) from the Columbine Massacre. For our purposes, we would use the Columbine Massacre as our cultural event to be analyzed. This massacre has been well documented by a mountain of resources and has been extensively analyzed by researchers, law enforcement officers and medical practitioners. The Columbine Massacre is a well-known tragedy in the United States. It was a tragic day where two students who attended Columbine High School shot at their fellow students and teachers. This tragedy ended with more tragedy when the two students took their own lives. The abrupt and sudden death of the two students gave rise to more questions regarding this tragic incident. After the death of so many lives, no one was left to answer what motivated these two seemingly common boys to do such inhumane acts. Main Argument The purpose of writing a critical analysis of this event is to uncover the â€Å"deeper† implications of the event of school shootings on culture as a whole and on the writer as an individual. We will delve at the issue of school shooting from different angles that would show issues in our culture. It is the argument of this writer that school shootings can be prevented. To do this, we must pass stricter laws in gun control, prevent school violence, and reduce the amount of violence in multimedia and the Internet. Our effort to handle this tragedy has led to a valiant effort to rationalize and find solutions to prevent another Columbine. We must use this information and take responsibility by taking adequate measures in law and in practice. School shootings then as an event has brought to light the following issues: gun control, school violence, violence in multimedia and the internet, our culture on handling tragedies and our own responsibility towards preventing future killings. Support for Argument – Different Angles Gun Control The issue of gun control has been front and center in the debate regarding prevention of another Columbine Massacre. To support my main argument that stricter gun control laws can prevent another Columbine, it is argued that our laws on gun control are too lax. The access by which the shooters had to guns of high caliber and quantity of explosives prove the inherent laxity of our country’s gun control laws. In his movie, â€Å"Bowling for Columbine†, Michael Moore illustrates how guns are given away even when you open bank accounts in America. Even in Wal-Mart stores, guns were readily available. It has only been recently that Wal-Mart has pulled out guns from a third of its US stores. Even then, the company cites marketing decisions rather than lawful restrictions in its decision. (Pioneer Press, 2006) Stricter gun control laws will ensure that access and availability of guns will only be reserved for law enforcement. The consuming public, much less our children, must not be able to readily access guns without adequate reason. This reason must be well-defined in law and properly implemented to prevent young children from getting their hands on high-caliber weapons. Violence in Multimedia and the Internet The role of violence in multimedia and the Internet was a critical issue in determining what could be done to prevent another Columbine. Both shooters played violent games and were taking active part in online communities that catered to such games. Henry Jenkins, director of Comparative Media Studies Program at the Massachusetts Institute of Technology, cautioned the Senate Commerce Committee from totally shunning the Multimedia and the Internet. In his testimony before the senate, he reminds us that media consumption is active and not passive. They are tools that we can use and mold to our advantage. It must also be remembered that media content is a process that is developed over a period of time. Different consumers react to media in different ways. When all else fails, real life would always trump media. It is read against our perception of the world. It is in this light that the writer argues that meaningful recommendations for law making can be legislated in order to control media to lessen the amount of violence available to our youth. Such legislated can be done without trampling on our bill of rights by asking media content providers to be more creative and our schools to use media in K-12 education. These are just some of the recommendations by Jenkins in order to prevent violence in media use for institutions. More will be discussed with regard to school violence in the succeeding paragraph. School Violence The issue of school violence had come front and center as one of the reasons for the Columbine Massacre. After the event, every circumstance surrounding the life of the two shooters was examined. They were part of â€Å"goth† groups and were not considered generally popular with the students in early reports. Some of the myths would even say that they were loners and only a few students knew them. The truth however, cannot be farther. Even though they were part of â€Å"goth† groups, both shooters had a steady group of friends and were not exactly alienated from the student populace. Recent studies have cautioned on inciting a sense of â€Å"moral panic† in reacting to the problem of School Violence. â€Å"Moral Panic† is a reaction to school shootings where teachers and other students would view fellow students and faculty as â€Å"threats† to public safety. This is not the environment that will lead to the prevention of School Violence. (Jenkins, Part I, 1999) In preventing school violence, the National Association of Independent Schools have come up with the following measures: 1) more support for the youth using digital communities, 2) use media education in K-12 institutions, 3) more respect and knowledge by adults for popular culture of children, 4) more tolerance in the school environment 5) establishing parental discussion groups on appropriate media content, 6) illicit more creative responses from media producers. (Jenkins, Part IV, 1999) Our Culture on Handling Tragedies The deeper implication of this event to our culture is that it is reflective of the way we handle tragedy. It shows the need of our culture to rationalize and put blame. But more so, it shows the resilience of our culture to heal, move on and adapt to the changing times. The event itself as described above shows two things. The first part of our description culled from the CNN report is a depiction of the extent of violence imparted by the two boys. What happened in Columbine was distinctly violent and ruthless. The second part of our description culled from the Jefferson County report is a depiction of our need as culture to rationalize such violence. The process of compiling, examining and connecting all the 4,400 leads to more than 80 investigators from the federal and local government to piece together. It took 10 months to complete and amounted to painstaking work and expense. Yet, it was needed for a sense of closure to most of the families of the victims. It is clear from the 10 different findings of the Jefferson County Report that no stone was left unturned. Myths were formed regarding a third shooter or another boy who has principally induced the shooters. A lot of these myths were debunked by the official Jefferson County report. The need to rationalize by our culture does not end there. We hope to do better the next time around. We hope that tragedy will not be repeated. We rationalize and we move on. The mountain of sources that pile up to rationalize, prevent and defend our schools abound. Our psychiatrists (Block, 2007), law enforcement officers (US Secret Service, 2002), and brother citizens (Cullen, 2004) have all come up with their ways and means to justify and contribute to the growing number of literature meant to keep the discussion alive. Some have even sued gaming manufacturers of violent games and are seeking financial damages they allege that: â€Å"Absent the combination of extremely violent video games and these boys’ incredibly deep involvement, use of and addiction to these games and the boys’ basic personalities, these murders and this massacre would not have occurred. † (Wade, 2001) For the psychiatrists who have reviewed the cases, some have even suggested being careful in removing restrictions to virtual outlets of rage. It is notable that the boys who perpetuated the violence were deprived abruptly of these virtual outlets. (Block, 2007) These are all indicative of the ways we cope up with tragedy. These are ways we rationalize and learn from our mistakes. As a culture, the event has deep implications with how we handle seemingly irrational events by acting human in all respects. We pride our rationale as a civilized nation and try to make it prevail over all odds and tragedies. In the end, whether or not there is a rationale explanation to the shootings, it would be hard to know. Adding insult to injury, the shooters in this tragedy also killed themselves. This is perhaps why the Columbine School shooting has left such a distinct memory in all those touched by it. There is seemingly a distinct lack of closure because no one can be held to blame. Our Responsibility in Preventing Future killings As an individual, the writer is very much affected to reflect on what is happening with his own life. The deeper implication of this event is to cause the writer to pause and reflect his actions and his responsibility. Any other student in our society can easily relate to the deaths of these students. We have all lived a rigid classroom to classroom, day and night existence. Everyday, we do our work, travel to school and sleep towards the next day to come. Those who died in the tragedy never got the chance to finish their lives as students or graduate into adulthood. Reading all these accounts and reflections about the lives of these students has made the writer focus more on living rather than continuing on the never ending effort to rationalize. Human life seemed to be less significant in light of the quick and abrupt way the lives of thirteen people were ended. School shootings as a phenomenon did not end with Columbine. Recent school shooting such as the one by Pekka-Eric Auvinen in Tuusuola High School happened only this year. (Xinhua, 2007) The greatest implication to the writer as an individual is to live a life of responsibility. The mountain of information available to implement ways of preventing another Columbine is there. With the rationalization done by our culture and the efforts we have made to move on, it is but proper that live a life of responsibility by implementing all studies made to prevent more shootings in law through gun control measures and in practice by guiding future generations to be more tolerant of other people. Conclusion The tragedy of the Columbine is only illuminated by the facts that can be culled from the events. However, the deeper problems that lie beneath can only be solved by careful and patient assessment of these facts and what can be done to prevent it from happening again. It is the argument of this writer that school shootings can be prevented. To do this, we must pass stricter laws in gun control, prevent school violence, and reduce the amount of violence in multimedia and the Internet. Our effort to handle this tragedy has led to a valiant effort to rationalize and find solutions to prevent another Columbine. We must use this information and take responsibility by taking adequate measures in law and in practice. The implementation of the suggestions by the National Association of Independent Schools through Henry Jenkins would be a good start in harnessing the power of media to lessen violence in school institutions. References CNN. com. â€Å"In depth Specials: Columbine† (n. d. ) Columbine. Retrieved 15 November 2007, from . Ward, Mark. â€Å"Columbine Families sue Computer Game Makers†. 1 May 2001. BBC News. Retrieved 15 November 2007, from Block, Jerald. â€Å"Lessons from Columbine: Virtual and Real Rage† American Journal of Forensic Psychiatry, Volume 28, Issue 2 (July, 2007) United States Secret Service. â€Å"The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States† May 2002. United States Department of Treasury. Retrieved 15 November 2007, from < http://www. treas. gov/usss/ntac/ssi_final_report. pdf> Xinhua. â€Å"US Teenager chats with Finnish School Shooter about Massacre† 13 November 2007. English-Xinhua. Retrieved 15 November 2007, from < http://news. xinhuanet. com/english/2007-11/13/content_7060867. htm> BBC News. â€Å"Attackers Storm Russian School† (1 September 2004) BBC NEWS EUROPE. Retrieved 15 November 2007, from < http://news. bbc. co. uk/2/hi/europe/3616868. stm> Pioneer Press. â€Å"Wal-Mart halting Gun Sales by Area† (15 April 2006) Free Republic. Retrieved 15 November 2007, from < http://www. freerepublic. com/focus/f-news/1615500/posts> Jenkins, Henry. â€Å"Lessons from Littleton† (1999) National Association of Independent Schools. Retrieved 15 November 2007.