Research on Science Essay

ABSTRACT The study explores ways in which students who have participated in a curriculum innovation, Science ALIVE! acquire Science process skills and perceive the relevance of Science in everyday life. It investigates whether students have, after the programme, perceived an improvement in applying Science process skills. Four classes of Secondary 2 Express students attended one of four modules in the Science ALIVE! programme and responded to a pre- and post-course survey to measure their perceived skill competency for each process skill. They also responded to questions on whether the programme enhanced their awareness of the relevance of Science in everyday life. Five students from each module were selected to provide written feedback at mid-course and write a journal after the course. The content of their feedback and journals were analysed to provide deeper insight of the results of the perception surveys. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. The findings show significant increase in students’ perception of skill competency while a high percentage of students indicated that the programme has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning approaches in which students are passive recipients of knowledge are inconsistent with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a need to allow learning to occur in settings that are relevant to students’ experiences and real world problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observed that students’ projects lacked depth in the specific content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge relevant to the projects assigned. It also raised the concern that Science process skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were una ble to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks. Science Process Skills â€Å"Science process skills† is commonly used to describe a set of broadly transferable abilities that are reflective of what scientists do. These skills are grouped into two types – basic and integrated. Basic process skills provide a foundation for learning the integrated skills, which are more complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. Some Science educators have argued that â€Å"teaching students Science facts is not as important as developing their Science process skills so that they can learn this knowledge on their own† (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills. Curriculum design plays an important role in the acquisition of Science process skills. The MOE Assessment Guidelines for LSS recommends an explicit teaching of the process skills, followed by the integration of these skills by students in experimenting or carrying out investigative projects. Padilla (1990) pointed out that â€Å"when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students†¦ Teachers need to select curricula which emphasise Science process skills.† These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a deliberate effort to focus on teaching process skills through a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of direct interest to themselves and which would excite students. Science knowledge serves as background for lessons but should not take up the whole lesson. Instead, more time should be spent on activities that enhance the understanding of Science concepts and improve Science skills. Some studies have shown that instead of using the didactic approach, teaching Science through the use of activity-based approaches significantly improved students’ achievement in Science process skills (Beaumont-Walters, 2001). Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally engaged. For example, a more knowledgeable student would be able to explain an observation, which in turn â€Å"validates† his knowledge and gives him a certain amount of intellectual satisfaction. The ‘doing’ of Science has to be coupled with ‘learning about’ Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students’ ownership of laboratory tasks. Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the â€Å"correct† experimental procedure is written out in a â€Å"cookbook† style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students’ process skills would be to let students keep a â€Å"scientific journal† (Tomkins & Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable. Relevance of Science in everyday life Research studies conducted in recent decades on students’ perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similar findings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did not see a connection between what they learnt in Chemistry lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems. Van Aalsvoort (2004b) suggested using activity theory to address the issue of the relevance of Chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. Reflection could be carried out through writing reflection journals, which also helped enhance the acquisition of process skills, as mentioned earlier (Tomkins & Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Science education offers students a picture of possible professions; (iii) social relevance – Science education clarifies the purpose of Science in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study considers relevance in three aspects – personal, professional and social. INTERVENTION Project Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE! programme was conceived to integrate Project Work and the LSS syllabus. This 13-week programme was conducted during Semester 2 of the Secondary 2 Express Science curriculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, Chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered: Aroma Chemistry, Biodiversity, Life Science and Water Rockets. In each Science ALIVE! module, specific content knowledge was taught using hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. Most importantly, the programme addressed the three key issues of concern in the following ways: 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work and investigative project work. Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Reflection journals were written after selected activities, which according to activity theory helped students evaluate their learning (Van Aalsvoort, 2004b). RESEARCH QUESTIONS The two research questions are: (1) How does the Science ALIVE! programme help students to apply their Science process skills? And (2) How can the Science ALIVE! programme enhance the relevance of Science in students’ lives? METHODOLOGY Participants 147 students from all four Secondary 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level. Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey included an item to measure students’ perception of increased awareness of the relevance of Science in their lives. Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the individual module (Table 2) as well as across all modules (Table 1). Skills with ratings of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if there was an increase or decrease of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. For the survey item on the relevance of Science, the total percentage of students who indicated an â€Å"Agree† or â€Å"Strongly Agree† was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses were based on three categories: personal, professional and social relevance. Teachers’ feedback was used to provide depth to the findings. RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE! programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1. Table 1: Comparison of students’ perception of skills before and after Science ALIVE! Mean value (scale 1 – 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2 Process Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions) In the pre-course survey, the items which scored less than 3 are the skills of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by asking questions’. Students’ perception rating increased in the following skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by asking questions’ suggesting that the Science ALIVE! programme had benefited them in these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have much confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects. The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students’ perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to various new apparatus or equipment during project experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students. Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) ‘planning investigations’ after the programme. This could be because planning investigations is a higher order process skill which encompasses making hypothesis, identifying variables and writing the experimental procedures. Analysis of Science process skills by skill category The results were further categorised to compare and study the changes in students’ perception of skill competency for the individual modules, as shown in Table 2. Table 2: Comparison of perception of skill competency by module Mean value (Scale 1 – 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0 Module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) Elaborating Aroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2 Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2 The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement. From the written feedback of selected students in the 8th week of the programme, half indicated that they had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess â€Å"how reliable the sources are†. For example, one student from the module wrote in her journal that â€Å"before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat† (Student S8). Teachers conducting the programme felt that most students were still at the developmental stage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students â€Å"so used to being given all materials and information by teachers that they do not know how to get started† (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning. Conducting Scientific Investigations For item (b) on ‘planning investigations’, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is stated by one of the students in the module: â€Å"When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work† (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another module echoed this: â€Å"I am not sure how to design an experiment on my own†. Item (c) on the practical skill of ‘using scientific apparatus’ or equipment had the largest increase for all modules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he â€Å"learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly† (Student S2), while another student shared her new skill of using â€Å"dataloggers to measure the different abiotic factors from the †¦forests† (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science. The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a smaller scale, and students’ main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations. Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented: â€Å"I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present†. Others learnt to analyse the cause of problems in their projects, as noted by Student S16: â€Å"†¦ our rocket failed in launching and we realise that the problem is due to the leaking of our rocket†. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. Besides these investigative skills, many students also reflected in their journals that they had developed observation skills during practical work and investigations. One student wrote: â€Å"In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing† (Student S10). Communicating In item (e), ‘writing scientific reports’ was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students’ â€Å"realisation and shock† in receiving feedback on their first report draft, as they â€Å"did not anticipate scientific reports to be of slightly different nature and demands though they were briefed†. But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students’ journals hardly mentioned this skill, except Student S10 who wrote that he â€Å"learnt to sieve through the report for important points to put in the abstract†. Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was unchanged after the programme. Students saw their journals as an â€Å"opportunity to clarify and reflect upon their learning† (Student S3). At the end of the programme, a few students said that the reflections helped to monitor their understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that â€Å"journal writing and providing consistent formative feedback help(ed) the students develop reflection skills† (Teacher T1). However, specific journal prompts are necessary to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2). Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of information. They also formulated questions prior to industrial visits and field trips, and posed them to the experts. At the mid-course feedback, a few students mentioned that they learnt to â€Å"raise questions in class† through ways such as â€Å"being a questioner in group discussions† (Student S13). The Biodiversity teacher attributed this improvement to conducive â€Å"lesson environment and delivery (that) promotes questioning†. Such lesson delivery may include guiding questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, â€Å"there was more chance for students to ask questions as things are now less predictable† as in most real world situations. The post-course survey included an item which required students to state whether â€Å"Science ALIVE! lessons have made them more aware of the relevance of Science in their lives†. Table 3 shows the percentage of students who â€Å"agreed† or â€Å"strongly agreed† with the statement. Table 3: Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.2 97.2 87.2 83.8 The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students’ lives. Students’ journals were analysed for indications of the relevance of Science in three areas: personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as mostly related to their personal lives. Only a handful of students could relate the relevance to their future career prospects. Further probing into students’ definition of personal relevance showed an extensive range of interpretation depending on the modules taken. Enhancing one’s quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they â€Å"could use essential oils to calm a person if he feels nervous† (Student S2). Life Science students surfaced the use of medicines when they fall sick and the growing of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources. The majority of students could not appreciate Science as having professional relevance. Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and skills gained through the programme as relevant to their â€Å"future education and working career† (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she â€Å"could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity)† (Student S16). Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote: â€Å"This also taught me that in school or at work, we have to depend on one another for a living† (Student S10), while another could â€Å"understand nature better† and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a child is biologically conceived or adopted (Student S12). Teachers’ feedback indicated that students were generally able to â€Å"connect Science to reality and †¦ in explaining happenings in their lives† (Teacher T2). These observations were made through students’ group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve). DISCUSSION Key features in Science ALIVE! that have helped students acquire Science process skills include scaffolding, group collaboration and journal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Life Science module was attributed to â€Å"a lot of hand-holding† and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners. Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more time to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students’ analytical skills, which they are still lacking. Journal writing in Science ALIVE! proves to be very useful in informing teachers of students’ conceptual understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads to independent learning and moves students to a higher level of thinking, according to the principle on ‘Experience of learning’ in the Principles of Engaged Learning (MOE, 2005). Science ALIVE! lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting. After the pilot run of Science ALIVE! programme, the teachers recommended that process skills be explicitly taught first followed by opportunities â€Å"created on purpose† for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with â€Å"multiple opportunities to work with these skills in different content areas and contexts†. To enhance students’ investigative skills, Haigh et al (2005) proposed that teachers provide ‘refresher’ courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students should be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additiona l learning gained after a second trip to the nature reserve. Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students’ mindset on the importance and relevance of acquiring Science process skills. This is because students will be more motivated if they consider process skills an important object of instruction (Padilla, 1990). Thus teachers need to make explicit the â€Å"why† of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students’ awareness of the usefulness of Science in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance. CONCLUSION Going forward, the Science ALIVE! programme would be refined in the next cycle to enhance students’ acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum. RECOMMENDATION Further research on the Science ALIVE! programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE!, the impact could be investigated. The usefulness of Science process skills acquired through the programme could be studied in terms of its impact on Upper Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE! programmes. REFERENCES Beaumont-Walters, Y. (2001). An analysis of high school students’ performance on five integrated Science process skills. Research in Science & Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., & Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers’ Journal, 45(1), 27-31. Campbell, B., Lubben, F., & Dlamini, Z. (2000). Learning Science through contexts: helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252. Haigh, M., France, B., & Forret, M. (2005). Is ‘doing Science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215-226. Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a Case Study. International Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for engaged teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, T.H. (2004). Helping students make connections. The Science Teacher, 71(3), 32-35. Padilla, M.J. (1990). The Science process skills. Research Matters – to the Science Teacher, No. 9004. Retrieved December 1, 2006 from http://www.narst.org/publications/ research/skill.htm Tomkins, S.P., & Tunnicliffe, S.D. (2001). Looking for ideas: observation, interpretation and hypothesis making by 12-year-old pupils undertaking Science investigations. International Journal of Science Education, 23(8), 791-813. Van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Science. Westminster, CA: Teacher Created Materials, Inc.

Macbeth: Hero or Villain? Essay

The first time in the play we hear about Macbeth is in the very first scene. The witches are discussing when they shall next meet again, and one of the witches says ‘There to meet with Macbeth’. We are yet to read about Macbeth to discover his character but because of this scene we know somehow he is or will be associated with some kind of evil. Although when we read this nowadays we do not get frightened by this fact but in the sixteenth century when this play was written the audience would have been as they believed in witchcraft. The second time we hear about Macbeth is in scene two. In this scene he is described by a Captain, he describes him ‘brave Macbeth – well he deserves that name’. The captain says this as Macbeth has defended the rebellion of Highlanders and Islanders. We still haven’t heard Macbeth himself but we have two conflicting opinions of him. The first time we hear from Macbeth is in scene three. As the witches said, he met them on the heath. He is with Banquo, his best friend. He is greeted by the witches and they greeted him ‘All hail Macbeth, hail to thee, Thane of Glamis’ they also say Thane of Cawdor and then the third witch says ‘All hail Macbeth, that shalt be King hereafter’. They then tell Banquo his future and how his son will be King. I think that this is the very first stage of the change in Macbeth’s future. Their predictions make him fell more and more confident, then when he is made Thane of Glamis he feels superior as he has a strong feeling that he will one day be King. I think if Macbeth had not have been superstitious so he believed the witches he wouldn’t think he was so indestructible and then would not have been do evil. When Macbeth is made Thane of Cawdor after the Thane before was killed for treason, he writes a letter to his wife, he tells her about the witches’ predictions. I think this letter is the spark that starts Lady Macbeth’s own evil, as she is pleased with what the letter says, however she knows that although Macbeth has ambition he ‘is too full o’ the milk of human kindness’ to act upon the prediction. When Duncan stays with Macbeth and his wife, Lady Macbeth plans to kill him, she calls on evil spirits to ‘unsex’ her, so she is not feminine as women were seen as meek and feeble so she could carry out the murder of Duncan. She tells Macbeth to leave killing up to her. When Duncan arrives, Lady Macbeth greets him warmly; she doesn’t seem to show any emotions of remorse at this point. When the banquet is taking place Macbeth thinks over the decision to kill Duncan, finally he decides the murder will not go ahead – this decision shows that Macbeth is not truly evil. However when he tells his wife he doesn’t want to go ahead with the murder she talks him around by saying things such as if he were a real man he wouldn’t back out and how if she had promised something to him she wouldn’t break her promise. The way she says this is very powerful and underlines just how evil she could be, as she says ‘I have given suck, and know how tender ’tis to love the babe that milks me – I would while it was smiling in my face have plucked my nipple from his boneless gums, and dashed the brains out, had I so sworn as you have done to this’. I think the baby she describes is maybe a child that they lost, as we do not hear of this child apart from this in the play. I think she used the child as an example in her promise as it is something that they both feel strongly for and it brings them closely together. Before Lady Macbeth talks Macbeth into backing out of killing, in his soliloquy in Act one scene seven, Macbeth shows his conscience, he feels he doesn’t want to go ahead with the murder, although when he talks about killing Duncan he never mentions the word ‘murder’. At this point we still don’t really know if Macbeth is a villain or hero yet. Lady Macbeth was suppose to carry out the murder but she saw Duncan sleeping and said that she could not do it as he looked like his father, this shows that she in not totally evil either. Macbeth hallucinates a dagger pointing towards Duncan’s chamber before his murder showing he is unstable mentally and maybe nervous. These nerves make him kill the two guards that slept with Duncan and over react when the murder is revealed. After the murder Macbeth is made King as the Kings two sons had fled from Scotland. Now all of his predictions from the witches have come true, he feels threatened as the witches also predicted that Banquo’s son would be king. Now as he has already killed three people he sets out to kill Banquo and his son, Felance. Banquo is his best friend, so this really shows how Macbeth’s character is really changing for the worst. This time he doesn’t do it himself, he sends two murders that he persuades in such a way we’ve heard before. He tells them that if they were real men they would carry out the murders, this sounds like the type of persuasion that Lady Macbeth used on her husband so he would commit the murder of th e King. At the banquet he pretends he does not know when Banquo is and is upset that he isn’t there, but then he sees Banquo’s ghost. He is uneasy and he nearly says too much about all the murders when he gets upset and confused after he sees the ghost, but Lady Macbeth stops him in time and makes up a story of how he is ill so the guests do not suspect a thing. In Act four he goes back to see the witches. They tell him he is safe until Birnam wood comes to Dunsianane, and never by a man of woman born shall he be harmed. Macbeth can now relax, he thinks, as everyone is born of a woman and the wood will never move. They also tell him another prediction of Banquo’s children on the throne, this is still possible as the two murderers failed to kill Banquo’s son, Felance. Macbeth’s next actions, I think show just how much his mind is evil and he seems not to care or have any conscience left, and he sends an army to kill Macduff’s family! The first description we hear of Macbeth is ‘brave Macbeth’, but in Act four scene three Macduff describes him as a ‘tyrant’, his personality seems have to changed. In Act five scene four Lady Macbeth kills herself. At the start of the play Macbeth and his wife seem very close, but when she dies Macbeth is not moved in any way he shows no emotion at all, he is cold as if he has hardened to people dying. He says ‘she should have died hereafter’. His life seems meaningless; he doesn’t care for anything or anyone anymore, not even his wife. The army that are attacking his castle carry bits of trees from Birnam wood – Birnam wood seems to be moving. Now I thing this shows that his superstition has really ruined him. He seems to know he is going to die, he says ‘At least we will die with harness on our backs’, he wants to die a solider – but as the witches said no man of woman born can kill him. When the army attacks the castle he fights Macduff – it is then Macbeth finds out that Macduff was born of caesarean – I think now Macbeth is puzzled; should he carry on fighting or just give up? Macbeth’s last words are ‘Hold, enough!’ He almost seems childlike and in a last grasp for breath he shouts this. Ultimately Macbeth is a villain, but factors that helped to bring out these feelings are his wife, his own ambition and the fact that he was too quick to believe to witches and too trusting. Macbeth may have been a hero but he died a villain.

Acrylic polymer is derived from the monomer methyl metharcrylate or MMA Essay

When modern man discovered plastic and its myriad of uses, there was no turning back. Today, plastics figured prominently in the lives of 21st century people. It is almost impossible to live comfortably without this substance. And among the many kinds of polymer there is perhaps nothing more versatile and very much in demand than acrylic polymers. This paper will look into the chemical properties and the myriad of uses for the compound normally designated as PMMA or Polymethyl methacrylate. Chemistry Acrylic acid (H2C – CHCOOH) was synthesized in 1843 according to Charles Carraher (2003, p. 160). Then he goes to add that ethyl methacrylate (H2C – C(CH3)COOC2H5) was synthesized and polymerized in 1865 and 1877, respectively (2003). With regards to polymerization e.g. acrylic or methacrylic acid, it must be done in an aqueous solution at less than 20-30% concentration (Feldman & Barbalata, 1996). â€Å"Besides water, a conventional recipe involves an initiating system (potassium persulfate and sodium thiosulfate) and chain transfer agent† (Feldman & Barbalata, 1996). Acrylic polymer is derived from the monomer methyl metharcrylate or MMA. Polymers can be divided into two groups: thermoplastics and thermosets. And that majority of them are thermoplastics meaning once the polymer is formed it can be heated and reformed over and over again (see American Chemistry Council, 2007). This major attribute alone is enough to make scientists and businessmen to be very interested in the application of the product. But interestingly there are many more surprises up the sleeves of the thermoplastic polymer. Properties The following attributes can be seen in most polymers and especially so to acrylic polymers: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Has a light transmittancy of about 92% – with particular clarity at lower wavelength of 270 to 350 nm (Whitaker, 1996) 2.  Ã‚  Ã‚  Ã‚  Ã‚   Has good resistance to weathering 3.  Ã‚  Ã‚  Ã‚  Ã‚   Good mechanical strength 4.  Ã‚  Ã‚  Ã‚  Ã‚   Dimensional stability along with high tensile and flexural strength (Whitaker, 1996) 5.  Ã‚  Ã‚   Chemical resistance – including salts, bases, aliphatic hydrocarbons, fats and oils, most common gases, and inorganic chemicals as well as dilute and concentrated solutions of most alkali Applications According to Feldman and Barbalatat, the most important usage of acrylic polymer is in the manufacture of adhesives, thickeners, coatings, flocculants, dispersants, fluidizers, in cosmetics, pharmaceuticals, ion exchange processes and textile processing (1996). Now, a few years after acrylic polymer was first introduced by the scientific community, the said substance was first used as interlining for automobile windshields (Carraher, 2003). Since acrylic polymers exhibit good resistance to weathering it is widely used in thermoformed signs, aircraft windshields, and bathtubs. Acrylic polymers have long been used in the manufacturing of cuvettes, tubing connectors, speculums,and many other medical devices requiring impact strength, chemical resistance, biocompatibility, and clarity. In fact it occupies a, â€Å"†¦prominent place in the market for clear, disposable plastic – only glass transmits light as well† (Whitaker, 1996). In the medical field, acrylic polymers have shown its versatility and all around usefulness. From the start medical professionals were already well acquainted with the substance because it was used in the manufacture of incubators. In 1955 its range of usage was expanded when the first acrylic prosthesis was implanted. This probably came after its success as a primary material for aircraft canopies during World War II – pilots suffered fewer infections from shards of acrylic than they had from glass (Whitaker, 1996). Aside as an important component of cuvettes and tubing connectors, it is also used to produce test kits, luers, drainage wands, syringes, blood filters, blood pump housings, fluid silos, surgical blade dispensers, surgical trays etc. Finally, acrylic polymers is not only superior in terms of chemical resistance, clarity as a thermoplastic, and durability which is highly prized in the medical field. This substance is also easily recyclable, â€Å"Acrylic burns extremely clean [†¦] with end products of carbon dioxide and water. In addition, the material offers superior recyclability: acrylic can be reground and reused, which results in less material waste during molding† (Whitaker, 1996). But there is more. The said material can be depolymerized back to its monomer, thoroughly purged of its impurities, and then can go full circle back into PMMA. This is a true recycling process, whereas most other recycling processes involve crushing the material and using it in applications with lower specifications (Whitaker, 1996). In the world of plastic, acrylic polymers belong to the top shelf. The range of its applications is a great help in the development of many industries especially in the medical field. Among other things it has provided cost-efficiency and safety concerning the medical practice and other industrial purposes. References American Chemistry Council. (2007). The Basics – Polymer Definition and Properties. PlasticResource.com [online] Accessed 08 May 2007 from http: www.plasticresource.com/s_plasticresource/sec.asp? TRACKID=&CID=124&DID=226 Carraher, C. (2003). Giant Molecules: Essential Materials for Everyday Living and Problem Solving. New Jersey: John Wiley & Sons, Inc. Feldman, D. & Barbalata, A. (1996). Synthetic Polymers: Technology, Properties, Applications.    New York: Chapman and Hall. Whitaker, W. (1996). Acrylic Polymers: A Clear Focus. Medical Device Industry [online] Accessed 08 May 2007 from http: www.devicelink.com/mpb/archive/06/01/001.html.

Case study Essay Example | Topics and Well Written Essays - 500 words - 41

Case study - Essay Example HP had am merger with Compaq in 2002 and other companies that enabled it to register combined revenue of $ 118 billion in 2008 (Malone 23). In 1935, the two owners graduated from Stanford University with degrees in Electrical engineering. This company started up in a garage near Palo Alto, with an initial capital amounting to $ 538. However, it took some time for the company to go public until November 6, 1957. In the early years, the company had not focused into the production of only a single type of product. It diversified on different produce such as different electronic equipment and even did some agriculture. It was until 1990s that the company specialized in the production of voltmeters, signal generators, oscilloscope, and thermometers among others. As years went by, HP participated in the introduction of a lot of new software in the market. In 1984, HP produced an inkjet and laser printers to use in conjunction with the desktops in the market. Until today, HP remains the leading innovators in the software world (Malone 19). The HP Company runs in a unique way, and the style now called the HP way. This involves key ideologies that the co-founders of the company ensured prevailed amongst their employees. These key ideologies include; respect for all individuals, focus on high goals to achieve, always conduct business with high integrity, achieve all the common objectives with the help of teamwork, and are always flexible and innovative in their work (Malone 64). The Government allows the company to operate as a technology producer company. It gives the company mandate to produce software in a standard manner while being under the normal regulations agreed upon by both parties (Malone 9). The HP Company enjoys profits from the manufacture of modern equipment as mentioned earlier. These modern technologies are for different usage for different people. The company makes gaming gadgets, TVs, laptops and

British Car Market Essay Example | Topics and Well Written Essays - 1250 words

British Car Market - Essay Example The perfect competition is mere terminology that is used to describe a situation which can be easily comprehended by new learners in Economics. In the real world there is no market that can be classified as being a perfect market. The main idea behind the perfect market is the term "perfect competition". Perfect competition refers to the case where every aspect of competition is known thus giving all information to the market. In a perfect competition, an individual firm is called a price-taker; this is because the market forces decide upon the equilibrium price and quantity. The point that everything is known means that regardless of how much a firm produces it will get the same price throughout its schedule as demand is constant and no one can raise the price or even lower it as the elasticity is 'ZERO' in this case and the addition of each unit in the output brings bout the same change as the previous one. This could be well reflected by the understanding of the Marginal Revenue p rinciple. In the perfect market, demand tends to stay at the same level throughout the schedule so any increment to the cost will only add up to the loss. The main tendency of a perfect market is to produce at the lowest cost possible because price is the only factor which is considered important. In a perfect market, there are a large number of buyers and sellers. This means that the market concentration ratio is very low for each firm which adds to the fact that there would be no effect upon the market if a firm collapses or enters into competition. The addition would only add to the overall output and nothing else and the addition would be of quite a low grain. Product Homogeneity Homogeneity of production is another factor that hinders the classification of the car market as being perfect. In a perfect competition, the products are homogenous that is they have the same attributes as of their substitutes or competitor products. This means that it will not make a difference that which item you buy and from where you buy as long as it matches your description. Since the products are homogenous in the market than quality issues can be raised whereas in a car market one is paying a worthy amount so it is important to have a distinction on what he buys. Cars are also classified as "Status Symbols", keeping this in mind we come to the point that distinction is necessary and thus homogeneity in this market is not acceptable. Entry and Exit Moving ahead we have the case for entry and exit. In a perfect market, every one is free to enter and exit at will. This means that costs are not an issue in this type of problem as free entry and exit means that the costs are low for firms and they can easily switch production among commodities. Further a perfect competition is dominated by small firms this is why the HHI (Herfindahl index) is low for these firms. Imagine that a car producer can switch production easily. SILLY isn't it Yes it is. The machinery required to manufacture a car is very different from that which makes Balloons. In this case if the demand for cars falls so can the producer shift to the Balloon industry in a momentary run Never, it is difficult to shutdown large

Radical criminology Essay Example | Topics and Well Written Essays - 1750 words

Radical criminology - Essay Example The words pass on a certain importance for the "sender," and, in powerful correspondence, they ought to have the same significance for the "collector." Since words are alterable, they oblige expectation and understanding. Along these lines, numerous offenders are persuaded by the normal changing progress of this world to settle on their choices. Prior criminology exploration has accentuated the significance of review wrongdoing and misconduct inside the structure of the life-course or life-compass improvement (Sampson and Laub 1992). An existence course opens new inquiries in the investigation of abnormality, for example, the importance of certain pathways, directions, and life course in the life of a criminal. The former studies agree that directions, pathways, and moves are imperative and that a general hypothesis of wrongdoing ought to consolidate an existence course see (Farrington 1992) This paper investigates the potential commitment of typical connection to an existence course hypothesis of wrongdoing. It contends that such a perspective gives a hypothesis of the importance of life-course activities and a situational hypothesis of the instrument by which such moves interpret into criminal acts sustained in our public. Whilst there are numerous varieties on the radical subject in criminology, the term radical criminology has turned into a cynosure for viewpoints that make crucial the comprehension that certain demonstrations are law violations because certain individuals have the ability to make them so. The dependence on what has been seen as the oppositional ideal model, administrational criminology, which has a tendency to concentrate on the criminological classifications that administrations wish to highlight can be addressed. This model is sure about the thought that a criminal is not conceived characteristically yet is as an aftereffect of the earth in which they live in. Fundamentally, an individual is comprised of the whole result

Discuss the Controversies of federalism that have arisen in America Essay

Discuss the Controversies of federalism that have arisen in America throughout its history - Essay Example The ruling denied the African people right to have the citizenship of the USA. The Dred Scott Decision intensified the causal factors of the Civil War in the USA (Cozzens). Slavery in the USA could not be stopped without the commencement of the Civil War. In the years between 1861 and 1865, more than six lac Americans lost their lives to achieve different objectives including preservation of the Union, defense of the rights of the states and the end of slavery. One of the controversies of federalism in the contemporary USA is the constitutional system in which, the state governments and the national government share power. When the presidential elections take place, voters are registered and elections are conducted by the states whereas the date for the national elections is set by the congress. The electoral votes are organizes by the national government while the ballots are counted by the states. The president is ultimately determined by the electoral votes organized by the national

MANAGING FINANCIAL INFORMATION ( part 2 ) Essay

MANAGING FINANCIAL INFORMATION ( part 2 ) - Essay Example The results are also analysed for the prospects of growth and the ability of further development. The major competitors with which the company has been compared are J Sainsbury Plc, Morrisons and Marks and Spencer. The company secured net revenue of  £60,931million for the 2011 financial year end. The revenue grew from  £56,910 million as the company showed a growth in revenue of over 7% for this particular year. The gross profit of the company also increased from  £4,607 million to  £5,060 million indicating a growth in the gross profit of 9.8% compared to last year where the growth in the gross profit was marginally over 10%. The following chart sheds light on the growth in revenue and gross profit of the company for the past 5 years (in millions). (Tesco Plc, 2011) The company was able to secure a net profit before tax of  £3,535 million for the year ended February 2011, which rose from  £3,176 million in 2010. The net profit after tax saw a considerable growth as the company sustained a net profit after tax of  £2,655 million for 2011 which was an increase of 14% since 2010 from  £2,327 million. The adjacent chart shows the trend of the net profit before and after tax for the past 5 years (in millions). The total current assets of the company amounted to  £11,438 million which rose from  £11,392 million for the previous year. On the other hand, the total current liabilities were  £17,731 million which rose considerably from the previous year as they were  £16,015 million in 2010. This shows that the company’s ratio of current assets to current liabilities indicates a lack of liquidity to finance the current liabilities. A trend of current assets and liabilities is shown which indicates that the current liabilities have always been over and above the current assets of the company, due to the nature of the company’s business which is a retail business. The

Psychology Careers Research Paper Example | Topics and Well Written Essays - 1000 words

Psychology Careers - Research Paper Example He liked that idea too. Some of the questions were: Who is a substance abuse counselor? What is the qualification for being a substance abuse counselor? In what environment is the counseling conducted? Is it different from a general psychologist? If so, how? What are the usual practices of the substance abuse counseling? What typical challenges does a substance abuse counselor normally face and what is the best way to cope with them? What is group counseling and individual counseling? What is the average salary range for a substance abuse counselor? My cousin told me that an individual at least needs to have a BSc degree in Psychology in order to be a substance abuse counselor, and the average salary for a substance abuse counselor ranges from $40,000 to $50,000. The interview was conducted in his office that was at a distance of about a kilometer from my home. I met him at around 10 o’ clock in the morning. It had been 1 hr since he had started the duty. I entered the room. W e hugged each other since we were friends as well as relatives. There was no formality at all, yet I was prudent not to waste his time in any manner since he was on the duty and I had come to him with a business matter, and not for a personal reason. As I had already forwarded him the list of questions the print out of which he had in front of him on the table, he started to explain himself without having me bother to ask the questions. He replied every single question of mine while I was taking the notes, and was writing questions that were popping up in my mind from the discussion as I wrote. In the end, when he asked me if I had something else to ask him, I put forward all of those questions to which he promptly required. I thanked him, and wished him good-bye. I learned that a substance abuse counselor is an individual that helps people come out of their addictions. The interventions made by a substance abuse counselor may be staged. In other cases, counseling is offered to peop le who have yet to realize that their addiction is the root cause of a lot of troubles in their life. However, in most of the cases, substance abuse counselors offer counseling to the people who know that they are addicted and need treatment in order to come out of their problems before it is too late. A general psychologist deals with all areas of psychology whereas a substance abuse counselor specifically deals with patients that are addicted with a wide range of products. Sometimes, patients are addicted to alcohol, yet in a vast majority of cases the product is much more harmful than alcohol like Heroin, Codeine, Cocaine and Vicodin. The environment in which substance abuse counselors work is no less varying than the substances they have to provide the counseling for. Some counselors offer treatment in the very residence of the patient, while others may conduct the counseling sessions in offices, churches, or other community outreach centers (Jones, 2011). Thus, either a patient approaches the counselor or else, the counselor approaches patient. Counseling occurs either way as convenient to both the parties. The protocol that a substance abuse counselor mostly works in is established specifically for the treatment of addicts. A 12 Step Program is often used by the substance abuse counselors. Such programs are based upon twelve stages of treatment. Some of the most important of the twelve stages are â€Å"admitting powerlessness, turning to God, and making

Nick and Julia Essay Example for Free

Nick and Julia Essay Margaret Atwoods The Handmaids Tale and George Orwells 1984 are pieces of dystopian literature which embody repressive regimes and governments that rule through oppression and state controlled technology. One would think that love could not possibly be incorporated into such novels. Its antithesis, hate is understandably weaved in and expected, given the genre. However, in 1984 and The Handmaids Tale, two totalitarian stories, the authors have given their protagonists a love interest. It plays both a pivotal and underlying role. There appears many ways in which Atwood and Orwell have approached the love relationships. Both protagonists are highly suspicious of their prospective love interests. Nick and Julia have been introduced in the two novels by chapter four to some degree, the early introduction highlighting their significance as characters. The level on uncertainty is shown through Offred considering Nick to be fishy and Winston not doubting that Julia was spying on him. Both also play with the idea that they might be government agents, and these sentiments as very ironic as one comes to realise that they form relationships, of which a fundamental aspects is trust. The idea of this is to highlight the societies they live in. It is also interesting to note they way they describe their significant others. Immediately, one is drawn to the dark haired girl that becomes known as Julia, the word dark holding a connotation; it can be considered a hidden warning, that Julia is possibly a dangerous character of sorts, that she is an unknown anomaly, hinting she could be a dark horse. One can link this idea of it being a warning with when Winston wakes up with Shakespeare on his lips, which signifies that his Juliet will play a role in his life. These are both proleptic, and to an extent fatalistic as to Winstons demise, as we unravel Julias and also the discovery that Winston eventually ends up in the place where there is no darkness. It is a simple yet effective initial description, helping us to feel the uncertainty the Winston feels. With Nick we are, unlike with Julia, given a detailed portrait. Significantly, Offreds and Nicks initial meeting occurs in the middle of the night. Again, the use of dark features when Offred describes him as a man made of darkness, and also when describing the hairs on his arms. Add to which his French face, it insinuates that he has something deep and abstruse about him, and the idea of his foreign demeanour heightens this theory of the unknown about him. One can look further into this idea of him being an outsider and link it to his part in the resistance, as an outsider of the regime. This notion can be backed up by the rebellious streak he has in the way he is depicted, with his cap being worn at a jaunty angle and also the cigarette he smokes showing that he has something to trade on the black market. The idea of rebellion is also seen in 1984 in chapter three. In Winstons dream the way Julia tore off her clothes seemed to annihilate a whole system. This dream is proleptic of the hope that Julia and Winston can bring Big Brothers regime into disrepute through their relationship. Yet in this dream, Julias naked body aroused no desire in him, however we obtain an insight into the sexual frustration Offred feels despite herself by imagining how Nick might taste. It is possible that one can read into these feelings, that the regimes of Oceania, in Comparison to Gilead, has been more successful in eradicating these sexual desires both states want to remove. We can also draw that both of the affairs were formed through desperation, brought on by the changes in the environment they now live in. Fear plays a part in both novels with Offred scared that Nicks dissident wink is a trap. These are Winstons thoughts when he reads Julias note that simply stated I love you. The paranoia they experience is due to the fact that inside their minds they are against the set up of their lives, as outward defiance would lead to probable death. Therefore when they encounter any sort of mutinous behaviour, their first reaction is fear, such is the control society has over them. It is interesting to note the simplicity of Julias note, a subject, verb and object statement. Compared to the manipulation of language we see throughout the novel, it emphasises the fact that not everything can be changed easily, be it language or feelings. The ways in which both affairs rebel against their respective systems are crucially different. In The Handmaids Tale, Offreds situation pushed her towards Nick because she years to be touched by someone, to be felt so greedily. One can tell of the sexual frustration caused by the Gilead regime as Atwood saturates the scene where Offred is for the first time touched by Nick with the tension felt by them both. Using the present tense, short sharp sentences and Offreds intrinsic dialogue diverged by brief verbal exchanges between them both. To live in a society so devoid in love is the catalyst for her affair, as she considers the parodic ceremony with the Commander to be fucking, with no affection or tenderness, just like what one sees in 1984 with everyones duty to the party. So in essence anything that goes beyond sex for procreation is illegal in the eyes of both Gilead and Oceania. Unlike Offred, Winston is desperate to love but to fulfil his needs sexually; the primary reason that drove him into the relationship in the first place, also Winstons frustration is the reason for his misogynistic feelings, and the motive behind his rebellion.

Dramatic Irony In The Age Of Innocence

Dramatic Irony In The Age Of Innocence Dramatic irony occurs when the reader is aware of past or future events that make it easy to recognize the contradiction in a characters speech or actions. This essay will explore how and to what effect the literary technique of dramatic irony has been used in portraying the main issue of discord between characters and their respective societies in the novels The Age of Innocence and The House of Mirth by Edith Wharton. This conflict is both external and internal. At times the society disapproves of the behaviour of the individual and ostracizes the person or displays its displeasure, while at other times the character is in a dilemma whether to listen to the public opinion or the voice of his or her own mind. This will be done through a thorough literary examination of the works in question, and also by the reading of critics and Whartons own writings on her two novels. Wharton uses characters speech and actions, narrators comments and the events of the two novels to create dramatic irony. This helps in the conveyance of key themes, characterization, plot progression and providing a window into two different societies of upper class New York in the late 1800s. Introduction Novels of manners allow the reader to delve into the worlds of contemporary cultures, providing a far more enriching experience than factual research. Edith Whartons works are attractive for their vividly descriptive prose and mildly derisive view of the societies/ cultures depicted. What problems plagued the outwardly perfect upper class New Yorkers of the late 19th century? In The House of Mirth, Lily Bart is torn between her innate morals and desires and the route that she has been taught to take by public opinion, while in The Age of Innocence, Ellen Olenska and Newland Archer are thrown into turmoil, at times resenting the constraints and petty troubles of their society and at other times bowing willingly to its guiding hand. In studying the conflicts, it is possible to see the restrictive nature and other aspects of both cultures -their ideals, the role of women, and their outlook on matters such as marriage and divorce. Since both rebels are members of the societies they criti cise, readers are able to regard society from the inside as well as the outside, as they mull over societal norms. Throughout the novels, the reader is made to take cognizance of past and future events to feel the impact of a particular line or situation. Thus, Edith Wharton effectively uses dramatic irony to highlight one of the key issues in her novels-the clash between individual choice and societys unspoken rules. Marriage and Love If she did not marry him?  [1]  Lily Bart asks herself as she pursues Percy Gryce. She is supposedly sure of him and sure of herself  [2]  , but the if  [3]  in her mind is the first indication of her departure from societys expectations. The dramatic irony lies in the fact that the reader is well aware that Lily actually has no desire to marry Percy Gryce, but Lily herself is unaware of this fact. Ultimately, her own irony  [4]  cuts deeper  [5]  for she is the one who wanted the marriage, and yet it is she who consciously drives Gryce away. This incident marks the beginning of the constant clash between what she wants to do and what she is expected to do. Lilys question after she loses Gryce-What wind of folly had driven her out again on those dark seas?  [6]  is ironic because the wind of folly  [7]  is none other than herself. The metaphor also reveals the frivolity of society, as the journey of life without the comfort of money and a husband is consid ered dark seas  [8]  . It portrays the extent of the womens dependence on men. The issue of marriage arises once more when Rosedale asks for Lilys hand during her exclusion from society. Lily has to stop and consider that, in the stress of her other anxieties, as a breathless fugitive may have to pause at the cross-roads and try to decide coolly which turn to take.  [9]  The simile brings out the tension in the situation and there is a clear conflict between Lilys intuitive repugnance  [10]  and years of social discipline  [11]  . Ironically, it was earlier Rosedale who was dependant on Lily to give him a permit into society. the power of society is highlighted here-it can make or break a person. Rosedale eventually rejects Lily, as in the time that passes between his proposal and her answer, he had mounted nearer to the goal, while she had lost the power to abbreviate the remaining steps of the way.  [12]  Achieving a position in society is represented as a dest ination; the steps represent the progress of characters. The importance of social standing is brought out and the unexpected turn of events creates irony since the reader is able to compare Lilys desperation with her previous dismissal of Rosedale. Lily realizes this, and completes Rosedales remark of Then you thought you could do better; now-Ë ®Ã‚  [13]  with You think you can?  [14]  . The sharp dramatic irony shows Lilys descent in society and the materialistic attitudes of people. They are willing to give second priority to love and friendship for the sake of appearances. The caesura shows that Rosedale is ashamed of the shallowness that he is now a part of. In a twist of cosmic irony, it is the person she snubs who helps her in her time of need. When Lily visits Selden, she smiles, recognizing the irony in the situation. Then she had planned to marry Percy Gryce-what was it she was planning now?  [15]  The reader can note the similarity in Lilys situation now an d a year ago-marriage is her only way out, and she is standing in Seldens living room. The reader wonders if she will finally bow to the dictates of society and marry Rosedale or tread her own path. Throughout the course of the book, Lily also struggles with the feelings that she has for Selden, a man not rich enough and who does not care enough about high society to be of value in Lilys social climb. They share a conversation, and Selden passes his judgement on Lilys pursuit of Gryce and all the things she is striving for through it-money, name and a social life. She sums up: Then the best you can say for me is, that after struggling to get them I probably shant like them?  [16]  What a miserable future you foresee for me!  [17]  In a cruel twist of dramatic irony, his words foreshadow Lilys future. Selden is seen as an intuitive character who can see through Lilys ambitions. He foresaw that I should grow hateful to myself!  [18]  she tells Gerty Farish. Lilys true char acter is revealed through her exclamation. She grows disillusioned with the shallow, materialistic life her friends lead. This is seen again as she sets up a comparison between Gryce and Selden at the dinner table. Wharton brings out the irony of the situation by highlighting a fact, which the reader is well aware of: it is this comparison which is her undoing  [19]  . The pull towards Selden that Lily feels distracts her from the task of marrying Gryce, which ultimately leaves her alone, and penniless. Lilys walk with Rosedale become symbolic in the light of her earlier walk with Selden, which represented an irresistible flight from just such a climax as the present excursion was designed to bring about  [20]  . Lily herself points out the ironic contrast to her present situation  [21]  , thus creating dramatic irony. Ultimately, it is with a kind of tragic irony that Selden resolves to declare his love to her the day after she dies, thinking, It was strange that it had not come to his lips sooner-that he had let her pass from him the evening before without being able to speak it. But what did that matter, now that a new day had come? It was not a word for twilight, but for the morning.  [22]   The theme of forbidden love runs through The Age of Innocence as well, in which Ellen and Archer fall in love despite Archers engagement and consequent marriage to Ellens cousin, May. This is first foreshadowed when Archer muses on Ellens alleged relationship with her husbands secretary, thinking that Rich and idle and ornamental societies must produce many more such situations; and there might even be one in which a woman naturally sensitive and aloof would yet, from the force of circumstances, from sheer defencelessness and loneliness, be drawn into a tie inexcusable by conventional standards.  [23]  As the reader knows, but Archer does not, this is exactly what happens between Archer and Ellen later on in the novel. The author uses this thought of Archers to compare New York society to European ones and indirectly comment on it. The adjectives rich and idle and ornamental  [24]  also describe New York society, while naturally sensitive and aloof  [25]  characterize Ell en. The sentence provides some justification for the relationship that is to develop between the two characters, so that the reader is able to see their side as well as societys. May at first refuses to hasten her and Archers wedding, giving him a chance to leave her. May is the typical young New York woman, and the fact that it is her telling Archer that, when two people really love each other  [26]  , there may be situations which make it right that they should-should go against public opinion  [27]  adds a flash of situational irony to the omniscient dramatic. May is speaking of Mrs. Thorley Rushworth, an older woman with whom Archer had had an affair. Tension is created when she does not mention names, simply referring to two people  [28]  , but Archer and the reader initially believe that May has guessed about Ellen, for the advice is well-suited to Ellen and Archers situation. There is a hidden criticism of society in this ironic sentence, for although May says tha t society bends its rules for true love, it does not in the case of Ellen and Archer, choosing instead to send Ellen out of its tight circles. Archer uses Mays refusal to implore Ellen to throw conventions away and be with him. Shes refused; that gives me the right-Ë ®Ã‚  [29]  he begins, but Ellen cuts him off to strike him, as well as the reader, with a sharp bolt of dramatic irony. Ah, youve taught me what an ugly word that is,  [30]  she says, reminding the reader of Archers staunch adherence to conventions when he convinces her not to get a divorce although she has a right to, by saying that though legislation favours divorce, social customs dont.  [31]  This once again brings out the idea of a parliament governed by society, as well as old New Yorks attitude towards divorce. Ellen evidently understands New Yorkers better than one of their own. Finally, Archer meets Ellen alone a few years after they part. They sit at a restaurant, close together and safe and sh ut in; yet so chained to their separate destinies that they might as well have been half the world apart.  [32]  Although their literal propinquity is apparent, Wharton reminds the reader that they are in completely different worlds figuratively. The verb chained  [33]  suggests unwillingness on both parts, while also hinting at the power that society holds over the individual. This type of dramatic irony, known as tragic irony, is drawn out yet again when Archer and Ellen sit next to each other in Mays brougham and interwoven with cosmic irony: The precious moments were slipping away, but he had forgotten everything that he had meant to say to her and could only helplessly brood on the mystery of their remoteness and their proximity, which seemed to be symbolised by the fact of their sitting so close to each other, and yet being unable to see each others faces.  [34]  This sentence serves as an explanation of Whartons technique. She uses symbolism to convey Archer and E llens predicament. The words remoteness  [35]  and proximity  [36]  are contrasting, highlighting the frustration and sorrow of the characters circumstances. Ellen too adds to the tragic irony, saying, Were near each other only if we stay far from each other.  [37]  This paradox also helps to bring out the almost ridiculous wretchedness of the moment. The Struggle within the Character The conflict between the individual and society is in part caused by the battle between two sides of Lilys character. While one part of her lusts after the money and power associated with New Yorks elite, another part of her yearns to be free from the clutches of materialism. At first, Selden is only aware that the qualities distinguishing her from the herd of her sex were chiefly external: as though a fine glaze of beauty and fastidiousness had been applied to vulgar clay.  [38]  The simile shows Lilys superficiality and artificiality. Ironically, Lilys the reader soon recognizes difference is on the inside rather than the outside, when she voluntarily strays from the beaten path of marriage and comfort. Lily is also compared to an orchid when she works with a charitable organization. All this was in the natural order of things, and the orchid basking in its artificially created atmosphere could round the delicate curves of its petals undisturbed by the ice on the panes.  [39]   This, unfortunately, does not hold true for her. There is some verbal irony in the metaphor, but it is the dramatic irony that comes through strongest, for Lily, unlike the orchid, does not survive untouched much longer. She has been feeling, and will continue to feel the burden of poverty. The metaphor also reflects the nature of society, for it is also like the orchid, untouched by reality and unable to see anything beyond its world. Wharton employs symbolism to unfurl the dramatic irony, as Lily decides to marry Gryce and thus enter inner societial circles, but thinks that her friends had earlier symbolized what she was gaining, now they stood for what she was giving up.  [40]  This disillusionment is further developed when Lily also feels a vague sense of failure, of an inner isolation  [41]  , and continues throughout the novel. Although Lily herself hardly knew what she had been seeking  [42]  , the reader realizes that she desires freedom from societys constra ints as she later refuses to be tied down by marriage despite having to remain poor and ostracized. The theme of freedom is touched upon here. Newland Archer too displays a rebellious streak, which is seen first when he visits Ellens home, although he thinks that she ought to know that a man whos just engaged doesnt spend his time calling on married women  [43]  . This is also the beginning of the irresistible pull that Ellen and Archer feel towards each other. The author also comments that, if Archer had cared to look within himself, he would have found there the wish that his wife should be as wordly-wise and as eager to please as the married lady whose charms had held his fancy  [44]  . Ironically, Ellen comes through as wordly-wise  [45]  and eager to please  [46]  , and not his real wife, May. The love between Ellen and Archer is foreshadowed at the opening of the novel. When Archer enters the florists, he sees a cluster of yellow roses. He had never seen any as sun-golden before, and his first impulse was to send them to May instead of the lilies. But they did not look like her-there was something too rich, too strong, in their fiery beauty.  [47]  He instead sends them to Ellen and his impulsive action foreshadows his attraction towards Ellen. Therefore, the flowers become symbols, the roses standing for Ellen and the lilies, with their purity and innocence, May. Archer feels that Nothing about his betrothed pleased him more than her resolute determination to carry to its utmost limit that ritual of ignoring the unpleasant in which they had both been brought up.  [48]  Dramatic irony is created as he later comes to resent her exactly for this. When she warns him to close the window, saying, Youll catch your death.  [49]  , Archer recognizes the irony in her words and thinks, But Ive caught it already. I am dead-Ive been dead for months and months.  [50]  Archers change in beliefs shows his character development; he now feels the monotony of a society that cannot face reality. In yet another case of dramatic irony, Janey, Archers sister, is in the dark about past events. Immediately after Archer unsuccessfully attempts to persuade Ellen to marry him since May refuses to pre-pone the wedding, he receives a telegram from May agreeing to postpone the wedding. Archer realizes the twist of fate and throws back his head with a long laugh.  [51]  Janeys question, But, dearest, why do you keep on laughing?  [52]  further emphasises the irony by repeated references to his laughter. The Direct Conflict with Society Ultimately, Lily finds herself cast out of societal circles. Her destitution is ominously foreshadowed from the very beginning of the novel. Lawrence Selden is struck with the irony of suggesting to her such a life as his cousin Gertrude Farish had chosen  [53]  . It is impossible to imagine this sybarite as anything but rich. The reader, however, recognizes a different kind of irony-dramatic-for Lily does later lead a life even worse than the lonely, poverty-stricken Gertrude Farishs. However, her real troubles begin when she receives The Dorsets invitation to go abroad with them  [54]  . Although it seems to come as an almost miraculous release from crushing difficulties;  [55]  , it is but a precursor to even greater difficulties. Lily does not yet know this, but the reader does. The same type of irony can be seen in the narrators comment that The fact that the money freed her temporarily from all minor obligations obscured her sense of the greater one it represented.à ‚  [56]  Lily later falls into debt and social disgrace due to her borrowing from Gus Trenor. When Lily returns to Bertha immediately before Bertha accuses her of having an affair with George Dorset, she is more than ever alarmed at the possible consequences of her long absence.  [57]  Ironically, Lily innocently fears for Mrs. Dorsets reputation, when it is her own she should care for. There is some situational irony as well, since the reader also expects Bertha to be afraid for her reputation, but she is in full command of her usual attenuated elegance  [58]  . Pity for Lily is created, as her kind nature shines through, while Bertha is seen to be cunning and false. Dà ©nouement-isnt that too big a word for such a small incident?  [59]  she asks, little knowing that the incident is big enough for the word, while the reader shares this knowledge with Bertha. Berthas remark to Lily, I suppose I ought to say good morning  [60]  holds dramatic irony as the reader is informed that it is the day Lily is to be thrown out of her friends good graces. The author points this out through the phrase with a faint touch of irony  [61]  prior to Berthas sentence. Once again, Berthas malicious nature comes across. Lily finally finds herself probing the very depths of insignificance  [62]  and courting the approval of people she had disdained under other conditions  [63]  . Lily Bart, once a figure to arrest even the suburban traveller rushing to his last train  [64]  and create a general sense of commotion  [65]  by her mere presence, has been reduced to an inconspicuous speck. The reader is fully able to appreciate the tragic irony of the novels conclusion through the stark contrast. Ellen Olenska clashes with the highly conventional New York setting from her arrival as she brings with her odd European ways and the scandal of having left her husband. Oh centuries and centuries; so long, she says at first, that Im sure Im dead and buried, and this dear old place is heaven;  [66]  Although she does not know it yet, New York turns out to be anything but heaven for Ellen later on as her ideals and lifestyle constantly clash with the conformist society. Ellens comment shows her to be a very liberal woman, expecting a society rooted in traditions to forget its differences with her, and creates some curiosity about her. Archer warns her, with a flash of sarcasm  [67]  , that New Yorks an awfully safe place  [68]  , but she takes him literally. The reader is able to discern his meaning, being aware of her subsequent exclusion from society. Ellen is evidently very innocent, emphasised by her exclamation on New York: If you knew how I like it for just that-the straight-up-and-downness, and the big honest labels on everything!  [69]  Little does she realize that most things remain unspoken here, such as the ritual of ignoring the unpleasant  [70]  . When Ellen finally realizes this, she admits, New York simply meant peace and freedom to me: it was coming home.  [71]  , but the reader is able to appreciate the dramatic irony in the narrators comment: simple-hearted kindly New York, on whose larger charity she had apparently counted, was precisely the place where she could least hope for indulgence  [72]  . Ellen also believes that she is conforming to American ideas in asking for her freedom.  [73]  However, American ideas are the opposite of this, as society is aghast at her desire for a divorce. There is no freedom for the women of New York, and the standing that a marriage brings is esteemed. Initially, Archer too expresses his forward thinking through his violent I hope she will!  [74]  , but he is later the one who convinces her not to go ahead with it, saying our legislation favours divorce-our social customs dont.  [75]  The power that society holds over even an open-minded man and womens lack of freedom is manifest here. When the van der Luydens host Ellens welcoming party, Archer notices a number of the recalcitrant couples who had declined to meet her at Mrs. Lovell Mingotts.  [76]  Only when an influential family supports Ellen, society rallies behind her. Its hypocrisy and shallowness is observable here, and also in Mr. van der Luydens remark: its hopeless to expect people who are accustomed to the European courts to troubles themselves about our little republican distinctions.  [77]  Absurdly, this is exactly what they expect of Ellen as can be seen throughout the novel, from the time she is persuaded to remain married until the time she is sent out of New York. At one point, Mrs. Welland wonders, I wonder what her fate will be?  [78]  Archer adds the irony by remin ding the reader of what her fate actually becomes towards the end of the novel: What weve all contrived to make it  [79]  . Lawrence Lefferts had once remarked, our children will be marrying Beauforts bastards.  [80]  Archers son marries Fanny Beaufort, who had appeared in New York at eighteen, after the death of her parents, had won its heart much as Madame Olenska had won it thirty years earlier; only instead of being distrustful and afraid of her, society took her joyfully for granted. She was pretty, amusing and accomplished: what more did anyone want? Nobody was narrow-minded enough to take a rake up against her the half-forgotten facts of her fathers past and her own origin. Only the older people remembered so obscure an incident in the business life of New York  

Study on Nutritional Status of School Children

Study on Nutritional Status of School Children A STUDY ON NUTRITIONAL STATUS OF SCHOOL CHILDREN IN RURAL, SEMI URBAN AND URBAN AREAS OF CHENNAI. INTRODUCTION: The health and nutritional status of children is an index of national investment in the development of its future manpower. According to World Health Organization, protein energy malnutrition refers to â€Å"imbalance between the supply of protein and energy and the body’s demand for them to ensure optimal growth and function. This imbalance includes both inadequate and excessive energy intake; the former leading to malnutrition in the form of wasting, stunting and underweight, and the latter resulting in overweight and obesity†. The consequences of child malnutrition are enormous and are intertwined with the development of society. Malnutrition affects the child’s physical and cognitive growth and increases the susceptibility to infections and severity of diseases while having adverse implications on income and economic growth indirectly. According to UNICEF data, 90% of developing world’s undernourished live in Asia and Africa while 40% of the world’s malnourished live in India. The 2013 Global Hunger Index Report ranked India 16th, which represents the serious hunger situation. The National Family Health Survey (NFHS) data indicates that 43% of children under 5 years of age are underweight and 2% of them are overweight. In India, we face a double jeopardy of malnutrition i.e., children from urban areas are affected with problems of over-nutrition while those from rural area suffer from effects of under-nutrition. The long term consequences of malnutrition on a child-turned-adult are issues of deep concern. Under-nutrition impairs the child’s immune system and weakens the defenses against other diseases. Whereas over-nutrition contributes to childhood obesity and leads to the early onset of hypertension, Diabetes mellitus, coronary heart diseases, orthopedic disorder and other respiratory diseases. School age is the active phase of childhood growth. Poor nutritional status in children leads to high absenteeism and early school dropouts thereby affecting the literacy rate of the country apart from affecting health status of the children. On the other hand, increasing lifestyle changes in urban areas has led to the emergence of over-nutrition and childhood obesity. To evaluate this changing trend and to determine the burden of malnutrition, we attempted to do a cross sectional study to assess the nutritional status of school children (11-14years old). OBJECTIVES: To determine the nutritional status of children based on their BMI and waist hip ratio and its relation to various factors like gender, area of residence and socio-economic status. METHODOLOGY: After being approved by the Institutional Ethical Committee of Stanley Medical College, a cross sectional descriptive study was carried out in the year 2011 over a period of 3 months from June to September involving 300 children in the age group of 11 to 14 years. Three schools were selected one each in rural area, semi urban area urban area. 100 children from each school were selected as subjects for the study. Data regarding the subjects’ socioeconomic background, religion, dwelling place, three day diet recall and type and duration of physical activities per day. Also their anthropometric measurements including height, weight, circumference of waist and hip were recorded. We have recorded body weight to the nearest 0.1 kg using a standard balance scale with subjects barefoot. Height of the children from the floor to the highest point on the head was recorded when the subject was facing directly ahead, barefoot, feet together, arms by the sides. Heels, buttocks and upper bac k were made to be in contact with the wall when the measurement was made. The height was recorded and rounded off to the nearest 1 cm. BMI (weight in kilograms divided by the square of the height in metres) of the children were calculated. The waist circumference was measured at the level of umbilicus. The hip circumference was measured at the widest part of the buttocks. Waist hip ratios were calculated. Data was analyzed at the end of 3 months. RESULTS: Based on the statistical analysis done at the end of the data collection, the following results were obtained. Out of the 300 students assessed in the study, 55% of them were boys and 45% were girls; 39.67% belonged to age 11, 14.67% belonged to age 12, 19.33% belonged to age 13 and 26.33% belonged to age 14. Based on socio-economic status, 1.67% belonged to class 1, 17% belonged to class 2, 38% belonged to class 3, 42.67% belonged to class 4 and 0.67% belonged to class 5. On assessing the 300 children for BMI, 67.33% were found to be underweight, of which 29.67% were from rural areas; 6% were found to be overweight or obese, of which 4.67% were from urban areas. The percentage of under-weight children was 65% in semi urban area and 48% in urban area in contrast to 89% in rural area. TABLE 1. Relation between BMI, Waist Hip Ratio and Area of residence Of the 100 children assessed in rural area, only one was found to be overweight and no one was obese. Among the 100 children assessed in the semi urban area, 3 were overweight. Whereas in urban area, 7 children of the 100 were overweight and another 7 were found to be obese. Thus, in urban area, almost 14% of the children were either obese or overweight. This percentage is significantly higher than the 1% and 3% found in rural and semi urban areas. The percentage of the children who were categorized as normal according to their BMI was only 10% in rural but 32% and 38% in semi-urban and urban areas respectively (Figure 1). Figure 1. According to the data obtained, waist hip ratio of the children was also calculated. It is found that 20% of children in rural area and 32% of children in urban area fall under high-risk category of waist hip ratio. Waist Hip ratio more than 1 in boys and 0.85 in girls indicates an increased risk of metabolic complications. Though the frequency of high risk W:H ratio is higher among children from urban areas than that of rural areas, the difference was not statistically significant. The prevalence of underweight was 69.09% among boys and 65.19% among girls. This difference is not statistically significant indicating that there is no evidence of gender inequality in this study (Table 2). TABLE 2. Relation of gender and socio-economic status over BMI Socio-economic status of each child was assessed based on modified Kuppusamy’s scale. The prevalence of underweight children was 84.62% among socio-economic status class 45 and only 54.12% among socio-economic status class 1,2 3. It is evident that there is a significant statistical difference in the prevalence of underweight children in Class 45 as compared to Class 1, 2 3 ( Table 2). Figure 3. The children were also asked about their choice of games and sports. And it was found that nearly 45% of the boys and girls in rural area were involved in games requiring severe physical activity. The mean playtime of children from rural area was 1.6 hours/day. In semi-urban area, only 25% of the boys and girls were involved in games requiring severe physical activity whereas the percentage was only around 15% in urban area. The mean playtime of children from semi-urban and urban areas were 1.6 hours/day and 1.1 hours/day respectively. The three day diet history obtained from the children was analyzed and the average amount of calorie intake per day was calculated for all. The mean calorie consumption of the children, irrespective of their area of residence, was 1333 kcal. The mean calorie intake of children in rural area was found to be 991.7 kcal. The calorie consumption was found to be lesser when compared to the mean calorie intake in semi urban and rural areas, which were 1461.7 kcal and 1545.7 kcal respectively (Figure 4). It was also found that the irregularity in taking meals was the greatest among the children in urban area. Figure 4. DISCUSSION: A healthy child becomes a healthy adult. Of the various factors which determine the health of the child, nutrition plays the most vital role. Low body weight is unhealthy and harmful in the way it has dire consequences on both physical and psychological well-being of a child. Decreased level of thinking, impaired concentration, irritable mood and heightened obsessiveness, while contributing to the psychological effects of malnutrition, undermines the academic performance of a child and leads to the development of a socially withdrawn child. On the other hand, malnutrition has a profound impact on immune system by weakening the defenses and aggravating the effects of infections. Infections contribute to malnutrition by a variety of mechanisms including anorexia and impaired absorption of nutrients. This shows that enteric infection begets malnutrition and malnutrition begets more infections. According to World Bank statistics, Child malnutrition is responsible for 22 percent of India’s burden of disease and contributes to an estimated adult productivity loss of 1.4% of gross domestic product (GDP). It has been estimated to play a role in about half of all child deaths and more than half of child deaths from major diseases, such as malaria, diarrhea, measles and pneumonia. Recent trends in India suggest that there has been a dramatic fall of severe underweight prevalence in urban areas (by 26%) compared to rural areas though the decline in underweight prevalence was considered inadequate according to UNICEF. Our cross-sectional study shows that boys are more likely to be stunted and underweight than girls though there was no significant gender inequality because of limited sample size. Our study determined the point prevalence of underweight children in relation to various factors like gender, age, area of residence and socio economic status while data from various studies indicated that decline in the prevalence of under-nutrition was lesser in girls compared to boys and lesser in scheduled caste scheduled tribe as compared to other castes. Children with normal BMI constitute only 10% in rural areas while 38% of them had normal BMI in urban area. The collected data signify that under-nutrition is the burning problem in rural areas whereas urban areas suffer from the double jeopardy of malnutrition. It showed that mean height and weight of boys and girls was lower than the CDC 2000 standards in all age groups. The prevalence of underweight and stunting was highest among the age group of 11 to 13 years whereas wasting was more prevalent in the age group of 5 to 7 years. In this study, under-nutrition was found to be significantly more prevalent in girls than in boys. Data from our study says that probability of a child being undernourished is higher in rural area than in urban area. A study found that the prevalence of stunting was observed to be 52.3% and severe stunting was 25.1%. The determinants of this study included father’s occupation and income rather than the educational and occupational status of mother in the patriarchal society. In a multivariate study done in Brazil, stunting was found to be significantly associated with low economic income, inadequate protein intake and polyparasitism, especially Ascaris lumbricoides and Trichuris trichura. Evidences suggest that cell mediated immunity is depressed in malnutrition thereby increasing the duration and severity of infections with increasing degrees of malnutrition. The most common infection related deaths due to malnutrition were diarrhea and acute respiratory infections. Infant feeding practices and mother’s education status form the major determinants of Protein Energy Malnutrition. Better feeding practices were found to reduce the prevalence of stunting by 30%. Exclusive breastfeeding and partial breastfeeding were found to be more protective when compared to no breastfeeding. The median relative risk of death from diarrhea fell from 25 in no breastfeeding to 8.6 in exclusive or partial breastfeeding highlighting the paramount importance of breastfe eding in the prevention of malnutrition. Hence, it is necessary to cut down the causal factors of malnutrition before the child attains the age of 3 years. Better feeding practices, health awareness, sanitation, sustained availability of nutritious foods for all sections of people and enhanced access to healthcare services are essential steps to attain the Millennium Development Goals by 2015. Failure to invest in combating nutrition can have adverse impacts on potential economic growth. Integrated Child Development Services (ICDS) Scheme, launched on 2nd October 1975, is India’s unique programme to improve the nutritional status of children by providing supplementary nutrition, pre-school education, immunization and health education for pregnant and nursing mothers. Though ICDS is successful in many ways, decline in undernutrition in India is slower when compared with other developing countries because ICDS Scheme’s mainly focusses on food supplementation rather than health education and children aged 3-6 yea rs rather than younger children (0-3 years). Our study reiterates the trends of malnutrition in relation to various factors and also highlights the need for differential approach in urban and rural areas to combat malnutrition. CONCLUSION: This cross-sectional study was undertaken to study the nutritional status of children aged 11-14 years and its relation to various factors like gender, area of residence and socio-economic status. This study also attempted to collect data on the amount of calories consumed per day, frequency and regularity of taking meals and level of physical activity in rural, semi-urban and urban areas. According to our study, 67.33% were underweight and 6% were overweight or obese. The prevalence of under-weight was found to be significantly higher in rural area(89%) than in urban area(48%) while urban area takes the upper hand in the prevalence of over-weight children. Our study also estimated that a child from rural area consumes an average of 991.7 kcal while calorie consumption of a child from urban area is much higher, averaging to 1545.7 kcal. Children belonging to socio-economic status Class 45, according to modified Kuppusamy’s scale, were more deprived of nutrients than the children of upper and middle class. Nutritional status was also found to be slightly poorer in boys than that of girls. The data collected also indicated that the mean calorie consumption of children in rural area was 991.7 kcal when compared to 1461.7 kcal in semi-urban and 1565.7 in urban area. However, the mean playtime of children in urban area was 1.1 hours/day with most of the children opting to play video games in their playtime whereas the mean playtime of a child was 1.6 hours/day in rural area. This data highlights a relative increase in calorie consumption in urban area with increase in sedentary lifestyle thereby setting a stage for the development of childhood obesity. Hence, we conclude our study re-emphasizing the various determinants of malnutrition and highlighting the changing trend in the nutritional status of children in urban, semi-urban and rural area.