Attachment between friend and romantic partner Case Study

Attachment between friend and romantic partner - Case Study Example The study has covered 50 respondents (students) of Bournemouth University age ranges from 18 to 25 with their academic qualifications of bachelor degree for survey. The selected respondents' versions in terms of their relationship status with their friends and romantic partners (now and then) are the findings of the study. The research survey was carried out in the month of '', 2009. On one hand, the study has explored the relationship status in terms of attachment level of students at their different ages with their friends and romantic partners considering their dependency level and competitiveness attitude towards them and on other hand, it has tried to analyse why the attachment style of students will differ as per their age variations with their friends and romantic partners. Through these two explorations, a substantial contribution to identify the behavior of students at different ages with their different relationship (Friends/Partners) status can be supposed to say. According to Bowlby (1973, 1980), experiences with attachment figures generate representational or "working models" that guide behaviour, affect, and perceptions in later relationships. The earliest working models are formed during infancy and early childhood, partly in response to interactions with parents and other significant caregivers (Van IJzendoorn, 1995). During social development, models of different attachment figures coalesce into more generalised, higher-order models of the self and significant others, even though models of central attachment relationships remain intact (Main, Kaplan, & Cassidy, 1985). Throughout childhood and adolescence, working models of new people and new relationships begin to develop based on these earlier models. New models, therefore, are not entirely independent of earlier ones given that earlier models guide how information about new persons and relationships is encoded, processed, interpreted, stored in memory, and eventually acted on (Bowlby, 1973; Collins, Guichard, Ford, & Feeney, 2004; Crittenden, 1985). Effective modulation of negative emotional experiences is fundamentally important to both mental and physical health. This process is associated with an individual's experiences of security within attachment relationships, and that this association is mediated by parasympathetic nervous system functioning. These findings open up a host of provocative questions regarding the basic biopsychology of the attachment system and the multiple ways in which interpersonal experiences with attachment figures become integrated, over time, into psychological, behavioral, and biological patterns of emotion regulation. Future research on these issues is important for integrating the increasingly sophisticated bodies of knowledge on social relationships and physiological functioning that have developed within the social-psychological, developmental, and behavioral medicine traditions. Such integration is critical for elucidating how and why humans' most intimate and important relationships shape bot h mental and p

A Study of the Access Women Have in Male Dominated Sports Dissertation

A Study of the Access Women Have in Male Dominated Sports - Dissertation Example 2) Background to the study The challenges that hinder women from participating in male dominated sports are1 2.1. Female invisibility: discrimination in management, funding, media representation. 2.2. Discrimination in providing proper access to sporting facilities. 2.3. Body consciousness and Abhorrence of physical activity. 2.4. Attitudes and prejudices about sexuality. 2.5. Fears of personal safety, sexual harassment and abuse. 2.6. Parental and adult influence. 2.7. Stereotyping and prejudices about ethnicity. 2.8. Academic performance priority. 2.9. Lack of self-confidence 2.10.Lack of money 2.11.Lack of time 1= http://www.helpforclubs.org.uk/pages/download.aspx?id={4CC7A28A- 46A9-469B-A848-5F6AC358C615} 3. Justification A detailed explanation of each of the foregoing points is provided below. 3.1. Female invisibility: discrimination in management, funding, media representation At all levels, women’s sports and games attract less funding that men’s. Prize money at all major sports and games is vastly higher for men as compared to women. Women are under-represented in sports organisations. Girls miss out on involvement in sport because of lack of female role models. The four points mentioned above are hyper-inflated when it comes to women’s involvement in physical contact sports like football and rugby. Girls’ teams of such sports attract less sponsorship from local businesses because of the low revenue they generate, less spectators and low profile media coverage of their games.

Insulin-Dependent Diabetes Mellitus Essay Example for Free

Insulin-Dependent Diabetes Mellitus Essay Etiology of Diabetes Mellitus â€Å"Diabetes is a group of metabolic diseases characterized by hyperglycemia resulting from defects in insulin secretion, insulin action, or both. The chronic hyperglycemia of diabetes is associated with long-term damage, dysfunction, and failure of different organs, especially the eyes, kidneys, nerves, heart, and blood vessels.† (Association, National Center for Biotechnology Information , 2009, p. 1) â€Å"The cause of type 1 and type 2 diabetes remains a mystery. Although genetic factors may play a role†. (Association, Diagnosis and Classification of Diabetes Mellitus, 2010, pp. 562-569) Diabetes mellitus generally results from an insulin deficiency or resistance. Insulin transports sugar into cells for use as energy and storage as glycogen which is a carbohydrate. Insulin also stimulates protein synthesis and free fatty acid storage. Insulin deficiency or resistance compromises the bodies access to essential nutrients for fuel and storage. Several processes called pathogens(capable of causing disease) are involved in the development of diabetes. The reasons of the abnormalities in carbohydrates, fats, and protein metabolism in diabetes is deficient action of insulin on certain tissues in the body. The term Deficient insulin action, results from not enough insulin secretion and/or diminished tissue response to insulin at one or more points in the complex pathways of hormone action (a chemical messenger that transports a signal from one cell to another). If insulin secretion is blocked or impaired, then defects in the insulin action occur in the same patient, and it is often unclear which abnormality, the cause of the hyperglycemia. (Report of the Expert Committee on the Diagnosis and Classification of Diabetes Mellitus, 1997, pp. 107-109) Type 1 Diabetes Mellitus is defined as an autoimmune disorder or simply put an overactive immune response of the body against substances and tissues normally present in the body. In other words, the body actually attacks its own cells (What-is-Autoimmune-Disease). This form of diabetes is brought on by a viral infection in which certain cells are destroyed which leads to absolute (complete) insulin deficiency and is usually diagnosed in childh ood. Many pediatric patients that have diabetes normally have Type 1 diabetes and therefore a lifetime dependency on insulin. â€Å"Diabetes mellitus (DM) is a chronic metabolic disorder caused by an absolute or relative deficiency of insulin, an anabolic hormone.† (Diabetes-MellitusDefinition-Causes-Symptoms-and-Treatment) In contrast Type 2 Diabetes Mellitus is a more progressive disorder in which the glandular organ in the digestive system and endocrine system known as the pancreas makes less insulin over time. Because the body’s cells have a reduced response to insulin, symptoms arise that include poor control of liver glucose (sugar) output, a decrease in cell function, and eventually cell failure. The true cause of Type 2 diabetes is unknown; however, it usually occurs in adulthood, from heredity, excessive obesity and sedentary lifestyle. These lifestyle choices may play a major role in its development. For both types of diabetes the main feature is chronic high blood glucose (sugar) levels (Ignatavicius, 2006). Risk factors for Diabetes Mellitus include obesity, physiologic or emotional stress, which can lead to an elevation of stress hormone levels. In women sometimes pregnancy, which causes weight gain and increases levels of estrogen and placental hormones, may aggravate insulin output. There is also something called the metabolic syndrome which is a combination of medical disorders that, when occurring together, increase the risk of developing cardiovascular disease and diabetes. There are also some medications that can provoke the effects of insulin, including thiazide diuretics, adrenal corticosteroids, and hormonal contraceptives (Mackay, 2004). Classification of Diabetes Mellitus There are several different types of diabetes mellitus; they may differ in cause, clinical course, and treatment. The major classifications of diabetes are: * Type 1 diabetes (insulin dependent diabetes mellitus) is caused by B-cell destruction, usually leading to absolute insulin deficiency a) Immune mediated b) Idiopathic * Type 2 diabetes (previously referred to as non-insulin dependent diabetes mellitus) ranges from those with predominant insulin resistance associated with relative insulin deficiency, to those with a predominantly insulin secretory defect with insulin resistance (Alberti, 2007). Insulin is secreted by beta cells, which are one of four types of cells in the islets of Langerhans (dendritic cells = antigen-presenting immune cells) in the pancreas. Insulin is an anabolic, or storage hormone. When a person eats a meal, insulin secretion increases and moves sugar from the blood into muscle, liver, and fat cells. In those cells, insulin transports and metabolizes glucose for energy. Later it stimulates storage of sugar in the liver and muscle (in the form of glycogen). Following this it signals the liver to stop the release of glucose, then enhances storage of dietary fat in adipose which is a storage tissue. Finally it accelerates the transport of amino acids (derived from dietary protein) into the body’s cells. â€Å"Insulin also inhibits the breakdown of stored glucose, protein, and fat. During fasting periods (between meals and overnight), the pancreas continuously releases a small amount of insulin (basal insulin); another pancreatic hormone called glucagon (secreted by the alpha cells of the islets of Langerhans) is released when blood glucose levels decrease and stimulate the liver to release stored glucose. The insulin and the glucagon together maintain a constant level of glucose in the blood by stimulating the release of glucose from the liver. Initially, the liver produces glucose through the breakdown of glycogen (glycogenolysis). Glycogen is the storage form for glucose in the liver and muscles. Glycogenolysis is the conversion of glycogen into glucose in the liver. After 8 to 12 hours without food, the liver forms glucose from the breakdown of non-carbohydrate substances, including amino acids (gluconeogenesis)† (Hamouda, 2012). Type 1 Diabetes Treatment and Study This form of diabetes is immune-mediated in over 90% of cases and idiopathic in less than 10%. The rate of pancreatic B cell destruction is quite variable, being rapid in some individuals and slow in others. Type 1 diabetes is usually associated with ketosis in its untreated state. It occurs at any age but most commonly arises in children and young adults with a peak incidence before school age and again at around puberty. It is a catabolic disorder in which circulating insulin is virtually absent, plasma glucagon is elevated, and the pancreatic B cells fail to respond to all insulinogenic stimuli. Exogenous insulin is therefore required to reverse the catabolic state, prevent ketosis, reduce the hyperglucagonemia, and reduce blood glucose. Clinical manifestations of all types of diabetes include the â€Å"three Ps†: polyuria, polydipsia, and polyphagia. Polyuria (increased urination) and polydipsia (increased thirst) occur as a result of the excess loss of fluid associated with osmotic diuresis. The patient also experiences polyphagia (increased appetite) resulting from the catabolic state induced by insulin deficiency and the breakdown of proteins and fats. Other symptoms include fatigue and weakness, sudden vision changes, tingling or numbness in hands or feet, dry skin, skin lesions or wounds that are slow to heal, and recurrent infections (Hamouda, 2012, p. para. 8). The onset of type 1 Diabetes may also be associated with sudden weight loss or nausea, vomiting, or abdominal pains. (Association, Diagnosis and Classification of Diabetes Mellitus, 2010) In recent years, there has been increasing interest in the impact of diabetes mellitus on the central nervous system (Lukovits TG, 1999).Clinically and epidemiologically, it has been shown that diabetes mellitus is an important risk factor for cerebrovascular accidents (Kannel WB, 1979), and may underlie many of the neuropsychological and cognitive deficits observed in diabetic patients (CM, 1988). Few studies have sought to establish the pathophysiological mechanisms that occur before these deficits appear, with a view to detecting early subclinical abnormalities that could serve as markers of the risk for stroke in patients who might benefit from preventive treatment. The study I read was performed in 15 insulin-dependent diabetics (eight men and seven women) with no history of central neurological symptoms. Their ages ranged from 27 to 59 years (mean 46 ±8 years) and the mean time since diagnosis of diabetes mellitus was 19 ±6 years. The characteristics of the patients are given in the Table below. The study was been reviewed by the hospitals ethics clinical committee, and before being enrolled each patient gave written informed consent. Characteristics of study subjects No. 15 Gender (M/F) 8/7 Age (years) 46 ±8 Arterial hypertension (yes/no) 5/12 Total cholesterol (mg/dl) 214 ±49 Time from diagnosis of IDDM (years) 19 ±6 Hemoglobin A1C (%) 8.19 ±0.8 Diabetic nephropathy (no/micro/macro albuminuria) 10/1/4 Diabetic retinopathy (yes/no) 7/8 Diabetic neuropathy (yes/no) 7/8 IDDM, Insulin-dependent diabetes mellitus The study dealt with the Cerebrovascular reserve (CVR) which is the capacity of cerebral arteries and arterioles to dilate, thus increasing blood flow in areas of decreased perfusion pressure (WJ, 1991). It is one of the first mechanisms of the brain to be activated in cases of hemodynamic compromise and is an early indicator of its existence (Baron JC, 1981). The chemical Acetazolamide, a carbonic anhydrase inhibitor, induces dilatation of the cerebral microvasculature and has been widely used in assessing CVR in large series of patients with different cerebrovascular disorders. (Julio F. Jimà ©nez-Bonilla, 2001). The study concluded that Insulin-dependent diabetic patients with no clinical history of neurological disorders present baseline abnormalities in cerebral perfusion and a decrease in CVR in extensive areas of the brain. The decrease in CVR and the behavior of baseline subclinical abnormalities after administration of acetazolamide suggested the existence of chronic cerebrovascular disease, the severity of which varied between patients and was better assessed with this technique than with baseline SPET (PET scan). In addition, the introduction of acetazolamide made it possible to classify baseline irregularities as being of probable metabolic origin or of probable ischemic origin. They concluded that the post-acetazolamide brain SPET is a valid tool which, in comparison with baseline SPET, provided additional information on cerebral perfusion in insulin-dependent diabetes. The technique should prove useful in evaluating future preventive strategies aimed at reducing the incidence of complications in diabetics. (Julio F. Jimà ©nez-Bonilla, 2001) The main goal of diabetes treatment is to normalize insulin activity and blood glucose levels to reduce the development of vascular and neuropathic complications. Insulin is indicated for type 1 diabetes as well as for type 2 diabetic patients with insulin openia whose hyperglycemia does not respond to diet therapy either alone or combined with other hypoglycemic drugs. The therapeutic goal for diabetes management is to achieve normal blood glucose levels (euglycemia) without hypoglycemia and without seriously disrupting the patient’s usual lifestyle and activity. There are five components of diabetes management †¢ Nutritional management – teaching the patient to eat properly and manage their diet accordingly. †¢ Exercise †¢ Monitoring – Use of a glucose meter and watching their numbers. †¢ Pharmacologic therapy – medicines that help level off sugars in their system. †¢ Education – finding out all the information they can about the disease so they will be informed as to the preventative measures taken to lead a more normal life. Bibliography Report of the Expert Committee on the Diagnosis and Classification of Diabetes Mellitus. (1997). Diabetes Care, 20:1183-97. CITATIONS AND CLINICIANS NOTES: ETIOLOGY, PREDICTION, AND INCIDENCE OF DIABETES. (2005). Current Medical Literature: Diabetes, 22(2), 32-33. Alberti, K. M. (2007). International Diabetes Federation: a consensus on Type 2 diabetes prevention. Diabetic Medicine, 24(5), 451-463. doi:10.1111/j.1464-5491.2007.02157.x. Association, A. D. (2009, January). National Center for Biotechnology Information . Retrieved from PMC US National Library of Medicine : http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2613584/ Association, A. D. (2010, January). Diagnosis and Classification of Diabetes Mellitus. Diabetes Care, pp. 562-569. Baron JC, B. M. (1981). Reversal of focal â€Å"misery-perfusion syndrome† by extra-intracranial arterial bypass in hemodynamic cerebral ischemia. A case study. Stroke, 12: 454-459. CM, R. (1988). Neurobehavioral complications of type I diabetes. Examination of possible risk factors. Diabetes Care, 11: 499-505. Diabetes-MellitusDefinition-Causes-Symptoms-and-Treatment. (n.d.). Retrieved 12 15, 2012, from www.healthguidance.org: http://www.healthguidance.org/entry/7366/1/Diabetes-MellitusDefinition-Causes-Symptoms-and-Treatment.html Hamouda, M. (2012, May 24).

Richards Perspective On Clt And Teaching Conversation English Language Essay

Richards Perspective On Clt And Teaching Conversation English Language Essay Majority of language instructors presume CLT as teaching conversation, an absence of grammar or an emphasis on open ended discussion activities (Richards 2003) while according to what Jack C. Richards mentioned in his communicative language teaching today CLT can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kind of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. This vapid insipid thought, however, should not be regarded as plausible. Flashing back to the early days of CLT, we see it as an offspring of Audio-lingual Method although it had its focus shifted from behaviorism to real learners needs. On the other hand, looking at its new up-to-date version, we see a great shift from meaning-form based to be totally meaning based. That is why Richards concretely explains CLT as letting the learner grab the language through using it to do things rather than through studying how language works and practicing rules or people learn a language through communicating it. Richards named these two versions of CLT. He asserted that the first one is classical CLT, starting from 1970s to 1990s and the latter one is current CLT. He called all the previous methods Traditional approaches. This study examines the first two methods with a brief introduction on the third one. Traditional Approaches (up to late 1960s) Traditional approaches is a term used by Richards to refer to approaches like ALM or structural-situational approach; also known as situational language teaching. The entire curriculum in these methods shed lights on grammar, that is, every aspect of a language class, from teaching to evaluation, revolves around grammar and its appropriate use in appropriate context. Although traditional methods have some parts in accordance with the current culture and they use dialogues as a prominent exercise, all the parts are for the purpose of mastering the grammar not for reaching communicative competence-using the appropriate language in the real context. To clear everything up lets walk through approach: 1.Students first hear a model dialogue (either by the teacher or on tape). In this procedure students are introduced to the new grammar rule with reminding the previous forms studied via a cultural text. After listening to the dialogue students are supposed to repeat each line after the teacher or the tape. The instructor here pays careful attentions to pronunciation, intonation, and fluency .corrections are immediate and direct even if they interrupt the flow of speech. 2. Key words of the dialogue are changed repeatedly through practice-with actually keeping the grammar rule the same- to help the learner stick the grammar rule in to their mind. 3. Some selected grammatical rules will be the focus of the following exercises. These exercises are structured on the basis of over repetition to make the grammar a part of subconscious mind. That is using it spontaneously when its needed. All the exercises are controlled to ban any type of possible mistake; actually, creativity is not welcomed at all in these methods. Some grammatical explanation may be offered at this point, but this is kept to absolute minimum. 4. After oral exercises come the written ones. Students may be referred to their text books to have some reading, writing or vocabulary activities on the basis of the dialogue presented. 5. Further practice to thoroughly master the form is done in the language laboratory. In sum Richards brings up the P-P-P lesson structure: Presentation: is actually the presentation of the new grammar point inductively. The instructor explains the new structure and makes sure of students comprehension of it. Practice: In a controlled context students practice the use of the grammar point. Production: In a much freer context, and yet controlled, students à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬with the teacher`s monitoring-use their own c1ontent or information for furthered practice, in order to develop fluency with the new pattern. All these syllabus designs lead to great accuracy at the cost of loosing fluency. However, under the influence of CLT all the form-based methodologies are modified to be in sync with communicative competence .this fluency-first pedagogy have accuracy activities such as such as grammar practice been replaced by fluency activities based on interactive small-group work. This approach paves the way for Richard`s Classic Communicative Language teaching. Classic Communicative Language Teaching (1970s to 1990s) This method was a reaction to traditional ones modifying them by the insertion of Communicative competence. As explained in Richard`s applied linguistic dictionary, the term communicative competence is broken down to 4 parts: Grammatical competence: that is the knowledge of the grammar, vocabulary, morphology and phonology of a language. GC was of highest importance in all traditional methods. It is argued in CLT that communicative competence and not simply grammatical competence ,should be the goal of language teaching Sociolinguistic competence: according to Richard`s Dictionary of Applied Linguistics it is Knowledge of the relationship between language and its nonlinguistic context, knowing how to use and respond appropriately to different types of speech acts, such as requests, apologies, thanks, and invitations knowing which address form should be used It is highly associated with interlocutors age, sex, and ethnic groups. Traditional grammatical and vocabulary syllabuses and teaching methods did not include information of this kind. It was assumed that this kind of knowledge would be picked up informally. Discourse competence: the knowledge of knowing how to begin and end conversations. Strategic competence: the communicative strategies used for covering the weakness in conveying the message in communications. In former methods, i.e. traditional grammatical and vocabulary syllabi, there is no trace of these kinds of information. They were believed to be learned informally. However, Richards (2003) argues that communicative competence and not simply grammatical competence should be the goal of language teaching. He added some more practical aspect of language use to this new method to make it more tangible: Purposes for which the leaner wishes to acquire the target language The setting in which the student want to use the target language Role of the learners, for instance, as a traveler, as a sales person talking to their clients. Communicative competence: everyday situations, vocational or professional situations, academic situations and so on. ( 2003) Language functions: what the learner will be able to do with or through language Discourse and rhetorical skills He also added grammatical content and lexical content to make his method comprehensive He defined two types of syllabus: skill-based syllabus, functional syllabus. In the first one the main focus is on four skills -speaking, reading, writing, and speaking- this one sort of covers ESP (English for specific purposes) in a way that it gives each skill its specific look by the use of needs analysis. Usually it overcomes the differences in vocabulary choice, grammar, functions, and particular skills. The latter one, however, consider the functions the students should be able to carry out in English. This syllabus best suits speaking and listening courses. Current communicative language teaching ( from 1990s up to current time) This new up-to-date version of CLT mainly focuses on students needs and learning. According to Richards this method is a set of agreed upon principles that help the learner acquire the language with the respect of social nature of learning. They usually give more attention to unity of language through current methodologies of communication and interaction. In short, it could be said that giving more attention to psychological aspects of learning led to the emergence new CLT.

Sparta Vs Athens :: essays papers

Sparta Vs Athens In Ancient Greece there were two different major forms of government, Oligarchy and Democracy. The two city-states that best represent each form of government were Sparta (oligarchy) and Athens (democracy). The democratic government in Athens, though de cently equal, fair and fairly advanced for its time, did not meet the needs of the Greeks. During a time of many military battles Athens decided to worry more about comfort and culture. It is the oligarchy in Sparta that put a war-like attitude as it's first priority and best met the needs of Ancient Greece. The Athenian democratic government, which may have given the citizens in Greece more freedom, was not the best form of government at the time. The democracy in Athens cannot really be called a true democracy since there were several flaws in the governme nt and the way it worked. Only ten per cent of the total population of Athens actually had voting rights and all of these citizens were upper class men who were over thirty years old. Women, no matter what the class or age, were given no freedom at all. They were first owned by their fathers and then were passed from them to their husbands who then gave them nothing more than the responsibilities of managing the household and educating the children. During a meeting of the Assembly, a policy could be adopted and formed into a law but once the meeting of the assembly ended, the enforcement of that law was left in the hands of people who may not agree with that specific law. Also, a rule of the Assembly said that if a certa! in speaker became too powerful, he could be expelled from the country if given a majority vote by the Assembly. This rule could easily be abused and really infringed on the freedom of speech that most democracies have. The Assembly was made up of five hundred men who were chosen from a list of those who were eligible to serve on the council. Since most of the population was of a lower economic class, the time taken away from their normal work by serving on the Assembly lowered their earning potential , causing their already poor situation to worsen. Life may have been sophisticated and graceful in Athens but the Athenians were often mocked by opposing countries and other city-states for having no bravery, patriotism or courage. This was shown by the repeated attacks on Athens. If the Athenians had a more war-like

The higher the temperature of the sodium thiosulphate the faster the :: GCSE Chemistry Coursework Investigation

The higher the temperature of the sodium thiosulphate the faster the reaction of the two liquids. Information. According to the kinetic theory all matter is made up of tiny, invisible particles that move all the time. When the temperature is increased around or on these particles, the faster they move. Heavier particles move more slowly than light ones at a given temperature. This theory defines the differences between solids liquids and gasses; in a gas the particles move freely and at random in all the space available, in solids particles only vibrate around fixed positions and in liquids the particles have some freedom and can move around each other. Using the kinetic theory we can explain changes in the state of substances as they are heated and cooled. We can also explain dissolving and diffusion using the kinetic theory. The kinetic theory says that gases diffuse to fill up the space around them. This explains how the smell of cooking can be smelt all over the house after a short period of time. It's not only gases that diffuse, diffusion occurs in liquids too. Diffusion involves the movement of particles from a region of higher concentration towards a region of lower concentration. The kinetic theory can be used to explain the factors affecting the rates of reaction, this is an extension to the kinetic theory called the collision theory. The collision theory says that Chemical reactions occur when particles of the reactants collide. They must collide with a certain minimum energy, called the activation energy. To summarise, the requirements for an effective collision (for a chemical reaction to occur): The reactants must collide with each other, The molecules must have sufficient energy to initiate the reaction (called activation energy). Planning This experiment is to discover what affects rate of reaction. In this experiment there are two solutions used, Sodium Thiosulphate and Hydrochloric Acid. (Sodium Thiosulphate + Hydrochloric Acid) (Na2S2O3 (aq) + 2HCl (aq) In this reaction, a fine precipitate of sulphur slowly forms, to measure the rate of reaction, we time how long it takes to form the precipitate. Five of the most common ways to influence the rate of reaction can be explained using collision theory. They are: changing the nature of the reactants, changing the concentration of one or more of the reactants, changing the temperature at which a reaction is performed, changing the surface area of a solid reactant, adding a catalyst. I have chosen to study how the rate of reaction changes when the temperature of the sodium thiosulphate is varied. Before we could conduct the experiment there was some preliminary work to be done. This was to find out what amount of each liquid would be

A Cross-Cultural Study of British, Indian, and Portuguese College Students Essay

Love Styles: A Cross-Cultural Study of British, Indian, and Portuguese College Students Love is a feeling known to many people. Sometimes, it becomes a goal for different individuals to find their love through different ways. Moreover, love is a feeling which helps individuals to be compassionate to other people. Hence, love is not a mysterious thing yet no one has really attempted to study such topic for its very vague concept. However, there is a study which presented varying aspects regarding love. The article Love Styles: A Cross-Cultural Study of British, Indian, and Portuguese College Students. Furthermore this article provides a very significant understanding towards the subject of love. Therefore, as stated by the author is categorized into six different types of love. The types of love which were mentioned are Eros, Ludus and Storge which are categorized as the primary styles of love. The secondary styles are Pragma, Mania and Agape. These are all composed of different categories which mostly provide the concept of love in the current society. Eros is known to be the romantic and passionate type of love. Ludus is known to be the game playing love. Storge is a love which is based on friendship. Pragma is meant to name the practical kind of love. Mania is the possessive or dependent kind of love while Agape is the unselfish kind of love. Thus, all of these kinds of love is dynamic that could interchange or develop through time (Neto, 2007). Hence, the author was able to create a study which does not focus on the concept of romantic love but also the varying kinds of love in the society. Hence, in order to understand the concept of love, the author view various culture such as the British, Portuguese and the Indians in order for to attain the accurate results of the data. In the conclusion, the author realized that the need to view love must go through a gender, cultural and psychological aspects for there are great differences in the ethnicity of varying individuals. The research question in the author’s mind is definitely leaning on the concept of love through utilizing the concept of Lee on various students from India, Britain and Portugal. Hence, this is the main basis utilized by Neto in order to derive to such study. In order to get the accurate data, the author used various students of different nationalities such as Indians, British and Portuguese that shall provide different view points of the study. The study was composed of 562 individuals who are not equally divided between male and female. The results stated that different cultures of people are important in predicting the kind of styles of love which they make. Furthermore, the cultural perspective mainly predicts what kind of love the participants wanted to experience. Moreover, the gender of the students who participated is significant in the study. Therefore, there are studies which show that Eros is important to both genders. Hence, in the study Indians is much leaning into three secondary type of love such as Pragma, Mania and Agape (Neto, 2007). Thus, the Portuguese and British participants are much active in the Ludus kind of love. In the whole study, I view that all the information provided is very interesting. The kind of love that is being practiced by different individuals from varying countries is truly affected by the culture and environment they have experienced. Furthermore, I find it very interesting that Indians tend to have a Mania style of love. Although I have learned their culture, I do not believe that Indians’ love style could lead into a very deep and possessive state. I have learned that although love is needed by everyone, the types of love could be different. Love is not only defined through an Eros relationship but also through different kinds of love such as Storge or Agape. Most people see love as a serious relationship that could end up in marriage. Friendly relationships and companionships are also love but with limitations. References Neto, F. (2007). â€Å"Love Styles: A Cross-Cultural Study of British, Indian, and Portuguese College Students. † Journal of Comparative Family Studies. Retrieved on May 13, 2010 from http://findarticles. com/p/articles/mi_hb3248/is_200704/ai_n32226385/? tag=content;col1