GHR Gene Variant Influence on Craniofacial Morphology

GHR Gene Variant Influence on Craniofacial Morphology â€Å"I526L† Growth hormone receptor gene variant and its effect on craniofacial morphology. Abstract OBJECTIVES: To investigate the influence of GHR (Growth Hormone Receptor) gene variant (I526L) on craniofacial morphology. SETTING AND SAMPLE POPULATION: The department of orthodontics, D.A.P.M.R.V.Dental College and Hospital, Bangalore, India. 30 randomly selected subjects, aged 20-30 years who were patients at D.A.P.M.R.V.Dental College Hospital, Bangalore. MATERIALS AND METHODS: DNA was extracted from venous blood samples of all the subjects. The extracted DNA samples were subjected to polymerase chain reaction, where amplification of the selected gene segments was done and later these amplified products were subjected to restriction fragment length polymorphism using HpyCH4V restriction enzyme. Results were documented in specific bands with gel documentation centre. The effects of the gene variant on the 4 craniofacial morphologic parameters of anterior cranial base length, maxillary length, mandibular ramus length/height and mandibular length were obtained from lateral cephalograms and tabulated. Appropriate statistical analysis was carried out. RESULTS: The results indicated that the subjects with I526L variant of GHR gene had a significantly greater mandibular ramus height. GHR gene variant I526L could be a genetic marker for mandibular ramus height. KEY WORDS: Craniofacial morphologic parameters, Growth hormone receptor, Polymerase chain reaction, Restriction fragment length polymorphism. CLINICAL RELEVANCE: The key to the determination of the etiology of malocclusion, and its treatability lies in the ability to differentiate the effect of genes and environment on the craniofacial skeleton in a particular individual. There are numerous ways in which the variant I526L could affect GHR activity. In addition to potentially causing direct changes in protein function, the variants could affect regulation of GHR, and in either case the variant could act singly or in combination with other single nucleotide polymorphisms (SNPs). The effect of these SNPs on GHR function and downstream gene expression should be clarified by further study. A study of gene polymorphisms in GHR would be useful in understanding genetic influences on craniofacial morphological determinants and helps in diagnosis and treatment in orthodontics to be delivered at a molecular level. INTRODUCTION: Growth hormone (GH) is a craniofacial morphologic determinant. Genetic influences are important in the determination of mandibular morphology, and growth hormone receptor (GHR) is believed to have an important influence on the growth of craniofacial bones. Responses to systemic GH therapy are time and site dependent in the craniofacial region, increasing growth, particularly in mandibular ramus. The growth hormone receptor gene is located on chromosome 5p13.1-p12 and is 87 Kb long, with 10 exons encoding 620 amino acids .1 Cartilage-mediated growth in the mandibular condyle is known to play an important role in the determination of growth and morphology of the mandible. GH treatment accelerates craniofacial growth, especially in the mandibular condyle where cartilage-mediated growth occurs. GH receptors have been shown to be present in the mandibular condyle.2 A single-nucleotide polymorphism (SNP) or a gene variant or a missense mutation is a DNA sequence variation occurring when a single nucleotide A, T, C, or G in the genome differs between members of a species or between paired chromosomes in an individual.Sequence analysis showed that 6 SNPs/gene variants were identifiable in the GHR gene in Chinese population, out of which C422F, P477T, I526L, and P561T are SNPs with significant effects.1 The purpose of this study was to investigate the single nucleotide polymorphisms (SNPs) (I526L) in GHR gene and examine the relationship between GHR gene variant I526L and craniofacial morphology. MATERIALS AND METHODS: The sample consisted of 30 randomly selected subjects, aged 20-30 years who were patients at D.A.P.M.R.V.Dental College Hospital, Bangalore. After clearance from ethical committee, venous Blood samples (2ml) were obtained from the subjects with informed consent. Lateral cephalograms of these subjects obtained as a part of routine treatment protocol were used. Method of Polymerase Chain Reaction and Restriction fragment length polymorphism was employed to deduce the genotypes. After collection and storage of blood samples, genomic DNA was isolated and Polymerase Chain Reaction Test was performed using specific primers (rs6180). This was followed by digestion with Restriction Enzymes HpyCH4V.Cephalometric measurements were carried out on standardized lateral cephalograms using Burstone analysis norms3 to measure the craniofacial parameters of anterior cranial base length, maxillary length, mandibular ramus length/height and mandibular length. The results were computed by correlating PCR results with the cephalometric craniofacial measurement values. Statistical analysis using Z test for proportions was carried out to test the level of significance. The Statistical software namely SPSS 11.0 and Systat 8.0 were used for the analysis of the data. RESULTS: The initial PCR product of the GHR gene variant I526L was obtained for the thirty subjects. The size of this PCR product was 602bp. Photograph 1: Initial PCR Product of GHR gene variant I526L (602bp). This was then subjected to digestion with the specific restriction enzyme HpyCH4V for I526L. After digestion, the 602 bp products were completely digested in 16 subjects whereas 14 subjects showed incomplete/no digestion. So the presence of variant I526L was shown in 14 subjects and absence of variant I526L in 16 subjects. Association of the presence or absence of variant I526L with increased, normal and decreased measurements (when compared with norms) of all four craniofacial parameters were tabulated. Table 1: Table comparing the P-values of samples with presence of I526L variant with respect to normal v/s increased, normal v/s decreased and increased v/s decreased mandibular ramus length Graph 1:Presence and absence of variant I526L in samples with normal,increased and decreased ramus height. Out of the four craniofacial parameters investigated association of presence of variant with mandibular ramus height was found to be statistically significant(P=0.002,P DISCUSSION: In the Human Gene Mutation Database, 56 different GHR gene mutations, including 32 missense and nonsense mutations, have been registered.4 In a few reports concerning the effect of GHR gene mutations on craniofacial growth, Chinese Han individuals with a genomic polymorphism at codon 526 of the GHR gene had a greater mandibular ramus length. Presence of variant I526L was seen in 46.67% of the samples. This is in accordance with a study done in Chinese population which showed I526L to have the highest heterozygosity of all the variants i.e 47.6%.1 A significant association was seen with presence of I526L variant and increased ramus height. (P=0.002, 1,5 Evaluation of site specific relationship between various craniofacial morphological determinants and the variant I526L showed significant association of increased ramus height with presence of I526L and this is in accordance with the study done by Zhou et al in Chinese population.1,5 This is also in accordance with a study done on 39 cephalometric variables which are under strong genetic control which showed strong genetic correlation with the vertical parameters.6Since mandibular ramus is the only vertical parameter included in the study it is seen to have a significant correlation with the variants. Further studies with all the four SNPs i.e. C422F, P477T, P561T and I526L can be carried out for a more detailed analysis of their influence on craniofacial morphology . CONCLUSION: This study indicates that subjects with I526L variant of GHR gene had a significantly greater mandibular ramus height. Influence of I526L is site specific as presence of I526L has an influence on increasing ramus height out of the four craniofacial parameters.GHR gene variant I526L could be a genetic marker for mandibular ramus height.

Pre Listening Stage English Listening Teaching

Pre Listening Stage English Listening Teaching Language can be recognized as a media of communication, rather than the simple complex of sound, vocabulary and grammar. English language teaching (ELT), therefore, has long been conducted through reading, listening as receptive skills and speaking, writing as productive skills in communication. Among all the factors, listening is an essential section of language competence and it indicates the comprehending of spoken language. During the process, listening input is usually accompanied with other sounds and sometimes with visual input (Lynch Mendelsohn, 2002). In making sense of the listening contents, the context of the communication happens in and listeners relevant prior knowledge is vital (ibid). However, as many linguists reviewed, listening has long been neglected until the early 1970s (Morley, 2001; Brown, 1987; Rivers, 1966). It is only since then that listening attracts more interests from linguists and researchers. Therefore, as it is far less studied than other fundamental skills, listening needs more research and is worth to be emphasized in ELT. II. An Overview of a Listening Lesson In the contemporary English language teaching and research, listening is becoming more and more important. Some researchers advocate and encourage teachers to apply listening strategies in classroom teaching and guide students to listen (Mendelsohn, 1994; Field, 1998). Listening approaches are also suggested and experienced. Harmer (1987) reviewed some basic principles of receptive skills and stated that, learners read and listen to language with purpose, desire and expectations. He further pointed out that, a lead-in stage can create expectations and arouse the students motivation in the following listening contents. Field (1998) proposed a diagnostic approach which involves pre-listening, listening and post-listening in a listening class. He asserts that the approach can check and adjust students listening skills through short micro-listening exercises. According to the introduction given by Hedge (2000), the process of listening class can be divided into three stages, pre-listenin g stage, while-listening stage and post-listening stage. 1. Pre-listening Stage It is commonly recognized that pre-listening is a preparation of the listening class. In this stage, teachers tend to arouse learners expectation and interest of the language text they are going to listen. They can also motivate learners by providing background knowledge of the text; organizing learners to discuss a picture or a related topic which involves in the text; asking some related questions to the text, and etc. In general, pre-listening plays a role of warming-up and the main aim of this stage is to make learners focus their attention on the following while-listening stage and decrease the difficulties of the text. It is more important in its relating to and being of help to many other aspects which will be represented later. 2. While-listening Stage While-listening is the main procedure of listening information input. In this stage, learners are given some audio materials for listening. Learners may be requested to deal with some questions with the listening materials, such as Yes/No questions, Cloze, True/False questions and etc. Usually learners need to answer the questions simultaneously or take note of some main points of the listening materials. Teachers, as a guide during this process take control of the speed of the materials, start or pause of the machine and raise some questions for discussions or give necessary explanations to help the learner comprehend the materials. Depending on the learners language level and the difficulty level of the materials, teachers can decide the times of presenting the listening materials. The purpose of while-listening is to provide the learners with audio material input with exercises and therefore promote the learners listening competence. 3. Post-listening Stage Post-listening is also an important stage as it reviews and checks the listening efficiency and result. During this stage, teachers are not only supposed to check the answers, they also need to lead the learners to consolidate the comprehension of the listening input. They can organize further discussions on the listening text, explain some new terms and phrases, summing up appeared language rules and designing some related exercise for the learners to strengthen their impression about the knowledge. In addition, giving a dictation on a summary of the text may check all the different language points and learners mastery of knowledge. Via the first two stages, learners have received many comprehensible input, thus, the purpose of post-listening is to transfer these input into intake. In another word, the stage of post-listening can be considered as a transformation of language knowledge to language competence in listening teaching section. III. The Essentiality of Pre-listening in a Listening Class Pre-listening, as the first stage of listening teaching, is long argued by linguists and teachers on its contexts and role in the listening teaching. For example, some researchers (Buck, 1991; Cohen, 1984) suggested arrange a question preview in pre-listening stage with the reason that it may guide the students attention in the right direction. On the contrary, others (Ur, 1984; Weir, 1993) argued that the question preview process may distract the learners from attending to the actual input. Hence, it is worthwhile to clarify the status of pre-listening in classroom teaching of listening. Before analyzing the role of pre-listening in the process of a listening class, it is useful to overview the difficulties in listening teaching initially so that the role of pre-listening stage can be further discussed. 1. The Difficulties in Teaching Listening Comparing to other language competence, such as reading and writing, listening has some specific features which could bring learners pressure and difficulty in dealing with it. They are concluded as follows (Lynch Mendelsohn, 2002; Thomson, 2005): High frequency in communication. Based on the investigation of Rivers and Temperley (1978), listening takes approximately 45% of the place in communication of an individuals daily life. Passivity. Apparently, listening is considered as a totally passive action in communication, though it is further regarded as an active process rather than its original passive role (Lynch Mendelsohn, 2002). Speediness and repeatlessness. Differ from reading, listening normally needs to process the information instantly and usually just once. It is not as flexible as in reading that readers can refer to the contents as many times as they like. Other widely-concerned aspects of natural characteristics. In the process of listening, many other aspects of language of knowledge are needed such as phonetic, vocabulary, grammar. Due to above features of listening, teaching listening was involved in an amount of difficulties. According to the introduction of Cherry (1957), in second and foreign language listening, most of the difficulties are caused by uncertainty which could present in the area of speech sounds and patterns, language and syntax, recognition of content and other influence of environment. The difficulties could show different representations in classroom teaching of listening: Learners could be anxious about a long text for the reason of lacking time to process information. Unfamiliar context and background could scare the learners and make them lose interests and patience. Learners may be influenced by new vocabularies, phonetic phenomenon, grammar structure and these affections could decrease their comprehension about the text. By giving a long audio material, learners could have difficulties to concentrate on the important information. There are also some other elements in the process of listening which could confuse the learners such as different accent, background noise and assimilation, etc. 2. The Functions of Pre-listening in a Listening Class As discussed above, pre-listening can be recognized as a stage of preparation and warming up of the whole process of listening. As some researchers (Rees,2002; Peachey,2002)review, there are a few of aims and types of pre-listening tasks that enable the learners deal with the following listening text smoothly and strategically, such as to generate interest, build up confidence and facilitate comprehension. Following is the detailed discussions on the functions of pre-listening. (1) Motivating learners People believe Interest is the best teacher. To arouse students interests is one of the most important conditions for a teaching process. Only when the students are interested in the contents of teaching can the efficiency of teaching and learning be guaranteed. Therefore, the first role of pre-listening is motivating learners. Underwood (1989) summarizes a variety of ways of pre-listening work can be carried out during the classroom teaching. Some of them are suitable in motivating students: The teacher gives background information. Organizing the students to have a discussion about the topic or situation in the upcoming text. Showing a picture which is related to the content of the text. To make the listening task interesting, the teacher also can tell the beginning part of the text and provide with some questions as a guideline for the students to guess the end or take some keywords for brainstorming. (2) Activating current world knowledge and acquiring new knowledge The main purpose of listening is to teach the knowledge of language and help the learners to be competent in listening. Design some activities that can activate learners world knowledge will facilitate them behave better in the listening. Moreover, pre-listening can also play a role to input some new language knowledge. Therefore, it is necessary and meaningful to introduce or review the language knowledge in pre-listening session. There could be a number of ways to make this part meaningful, depends on the content of the text, the teacher can: List the new vocabularies and make sure the students know the meaning and the pronunciation of each one. Introduce some phonetics knowledge which could impact on comprehension, such as jointed sounds, lost sounds and etc. Review the complex grammar rules and introduce new sentence patterns if any. Introduce some language discourse knowledge briefly. (3) Setting context and predicting content Rees (2002) emphasized the importance of setting context for listeners in pre-listening session because even in exams learners have the chance to know a general idea of the listening materials. It will greatly help them to predict what they are going to learn. It will help learners to form expectancy of what they will listen and this is an important listening strategy for their future study. Listening is a difficult and complex section in language learning. Especially in foreign language teaching which has no language environment for practising, listening competence seems even harder to be developed. Thus, before presenting a long and horrible text, acquiring some listening techniques (for instance, concentrating on the stressed words, predicting the information, etc.) could be helpful for the students to deal with the task. (4) Checking the listening task To check with the learners if they have full understanding of the task is important in pre-listening. In this procedure, the teacher is recommended to set some tasks according to the content of the text for the students. They can also directly make sure with them in case misunderstanding happens and it may demotivate them. In the specific classroom activity, the task could be one or two simple questions which relate to the final or important point of the text. For example, if the main content of the text is concerned about competing for a job, the task could be Who got the job in the end, if it is about a process of making a manufactory, the task could be designed as How many procedures are needed to make xxx. IV. The Appropriate Length of Pre-listening By analyzing the role and functions of pre-listening, the essentiality of pre-listening stage is undoubted and it seems that it is worthwhile to spend much time and energy on this stage. However, the main process of listening class must be a fluent work. It does not make sense to spend too much time on pre-listening. The fundamental aim of pre-listening is to prepare learners behave better in while-listening. Actually, the length of pre-listening is not fixed in every listening class. As Rees (ibid) argues, pre-listening should take a fair proportion of a lesson but it usually depends on the teachers aim and the learners language level to decide how long it should take. Also, based on the different backgrounds of the texts (length, difficulty, genre, etc.) and the level of the learners (beginning, intermediate, advanced, etc.), the type and length of pre-listening can be various. For example, if the content of the text is easy to understand, teachers do not need to spend too much time on basic language knowledge teaching any more; if the students are advanced learners, it is unnecessary to spend much time on pre-listening part for the reason that they have already have enough language basis and may be confident in what they are going to listen. On the contrary, if the learners are at beginning level, the pre-listening part is supposed to be longer. In addition, a very short listening task can be prepared by simply presenting several sentences to clarify the situation of the listening or the necessary information in which the length of pre-listening can be very short. Therefore, pre-listening is rather flexible and the length can be based on the specific aim and situation. Via analyzing the role of pre-listening in a listening lesson and its relationship with the other two stages, it shows that well-arranged pre-listening activities are essential for listening comprehension. V. Conclusion Listening is an essential competence in language teaching and learning. On account of the features of listening teaching and the role of pre-listening stage, it is vital to design and arrange appropriate pre-listening activities in a listening lesson. A well-planned pre-listening activity could prepare the students to deal with the listening text smoothly. It is also helpful to build up students confidence and motivate them to listen. During the pre-listening process, teachers can take the opportunity to introduce world knowledge and related language knowledge related to the text. Moreover, it devotes to fulfill the whole process of a listening lesson in making the work more effective and efficient. However, even though pre-listening plays a significant role in the whole listening process, it does not mean that it needs to occupy too much time in the classroom teaching. The length of pre-listening part could be flexible in different circumstance. Based on the analysis of the features and aim of listening teaching and the role of pre-listening, while-listening and post-listening stage in a listening lesson respectively, a successful listening class is recommended to include following elements: The audio materials are appropriate for the learners in length, speed and difficulty. The students are well motivated before listening to the text. The aim and forms of the listening task is clarified to students. The length of each stage are well arranged and closely connected with each other. The old saying goes, Well begun is half done. As the warming-up of formal listening process, pre-listening should be well-organized and emphasized to play its role of stimulating students motivation and expectations for the text. Hence, more investigation should be focused on designing optimizing pre-listening activities in order to facilitate the listening teaching in ELT.

Designing an Automatic Air Freshener Robot :: Robotics

The Automatic Air Freshener Our project idea is to create an automatic air freshener robot. This robot will follow a path created by colored tape along a board to a holder with a piece of pH paper and liquids with varying pH levels. After the paper is dipped into the liquid and the color changes, the robot will detect what color it is and respond accordingly. If the odor is â€Å"foul†, it will choose to spray the air freshener. The only thing it will be programmed to do is to detect the â€Å"foul odor† and to spray the air freshener, because that is its only purpose. Smell. One of our five senses. It's used everyday to help us gain a better understanding of our surroundings. But how does it work? Olfaction, or smell, is the detection of chemicals in our surroundings. For humans, odors are processed in our olfactory epithelium. We have thousands of genes that act as odor receptors. Each of these genes act as a lock, with the odor molecules acting as the key. When the correct odor molecule fits into the olfactory receptor neuron, a signal is sent to our brain, allowing it to determine whether the odor is pleasant or repulsive. In order to remove the foul odor, our robot will employ air fresheners. Many air fresheners use extracts from plants, fruits, and flowers. While the history of perfume dates back millenia to the Ancient Egyptians, many modern-day armoatics are produced synthetically in a lab. There are many different kinds on the market. One type of advanced air freshener works like a charcoal or pollen filter. They filter out of the air all the foul smelling particles. Other types of air freshener can absorb the odor molecules. Also, some disinfect by killing bacteria and germs that sometimes cause the bad odors. However, most air fresheners use masking, introducing a stronger fragrance that humans find favorable, masking out the unpleasant smells. For our project, we will be using the type of air freshener that masks the smell. For our project, we were going to put together a robot that would be able to detect such bad odors and to spray air freshener in the general area, thus masking the unwanted smell. Currently, there is no product on the market that does such a job. However, there is one product that can detect bad smells and report the data to the user. It is a halitosis detector made by the Japanese company Tanita called Fresh Kiss (Tsunoda). It analyzes gas in ones mouth using a gas

Essay --

CHALLENGES AND HOW TO OVERCOME THE ISSUE OF HALAL IN MALAYSIA Occasionally, the country's Muslim community was shocked by the product claims dubious legal status. They will be so anxious and be careful in making a purchase food or related products. There is also the blame on various parties entrusted with the enforcement of Halal. Given the Halal issue is an important issue especially for the Muslims, due to their having the right information about products Halal something good to eat, drink or use. Issues that often haunt Muslims now is the question of Halal that requires serious attention of all parties. Malaysia is a Muslim country but Muslims in the country is difficult to get a reliable kosher item as fully as food, personal care and more. With Islam as the official religion of the country, the Muslim sensitivities must be taken into account in this serious case. Among the issues debated constantly in Malaysia is like slaughtering chickens do not follow Islamic ways and there are also feeding the pig intestine to catfish and more. The use of food additives is a challenge to Muslims because the process and the source of additive itself may use illegal ingredients included in Halal food products although its use is permitted in the specified level. Which the question is whether it will invite harm to health, if continued to be used in foods consumed by humans every day? The other thing that raises the dilemma is that if the food additives derived from animals that are banned, making it illegal eaten by Muslims. What about the situation where sometimes during the manufacturing process of a food or beverage may be generated elements that are banned? Therefore, the involvement of researchers in studying the short and long term e... ...oday are very careful in searching and selecting a food and consumables in order not to fall into the valley disobedience. All parties, especially the government should seriously look at this aspect because it is a test of patience and integrity of Muslims. In fact, we also need to be a model for other developing Muslim countries, especially Malaysia is to be a Halal food hub in the region. Government should ensure that the key issue is Halal Muslims as this is no longer a big problem. Department of Islamic Development Malaysia (JAKIM) to ensure transparency in admission and distribution of all products are screened and go through a rigorous examination because they are the authority in certifying Halal or Haram products in the market. Users also need to be wise and careful when shopping to ensure Halal goods impacts of each product and not take things for granted.

Technology and Education Essay -- Technological Essays

Technology and Education The idea of integrating technology (like computers in every classroom and an overhead projector that is connected to the teachers computer) into education is a relatively new idea, and when I first started researching the topic I tried to look for the adverse effects of technology and education. Through my research I have decided that integrating technology into the classroom is indeed a good idea. Even though some teachers and students have a hard time working with the new technology many schools are starting to use, the adverse effects of technology do not compare with all the benefits of integrating technology into education. The Ameritech Electronic University School Classroom is a recently developed facility at Kent State University. The goal of this project is to give students in Kindergarten to 12th grade a chance to work with the latest technology (Drew par. 2). The classroom is equipped with 12 networked computers, a scanner, a printer, videoconferencing cameras connected to several computers, digital still-frame cameras, camcorders, and a VCR (Drew par.2). The goal of this project is to see what advantages or disadvantages would surface from having students work in a technologically advanced setting. The researchers who were conducting this experiment would observe and tape the classroom dynamics. The first major success of this program was that both the students and the teachers felt comfortable using the hardware and software by the end of the allotted time. At first the teachers indicated that they were somewhat ill-prepared to work in the Ameritech classroom but by the end of the semester they all indicated they were vary deft in working with the programs. The teachers also n... ...nology are also ways that we are glorifying God; because every smidgen of knowledge that we gain, no matter how the knowledge is delivered, helps us understand the glory of our Lord. Works Cited Drees, William B. ""Playing God? Yes!" Religion in the Light of Technology." Zygon volume 37 number 3 September 2002. November 30, 2002 <http://www.firstsearch.com>. Tiene, C. Drew and Pamela Luft. "Classroom Dynamics in a Technology-Rich Learning Environment." Learning and Leading with Technology. version 29 number 4 December 2001/January 2002. October 16, 2002 <http://www.firstsearch.com>. Morgan, Konrad and Madeleine Morgan and John Hall. "Psychological Developments in High Technology Teaching and Learning Environments." British Journal of Educational Technology. version 31 number 1 January 2000. November 30, 2002 <http://www.firstsearch.com>.

Defending the Play Trifle Essay

In the play, Trifles by Susan Glaspell, is about a murder mystery of Mr. Wright. The men; the court attorney, sheriff, and Mr. Hale, a neighorbor to the Wright family, and the women; the sheriff’s wife, Mrs. Peter and Mrs. Hale, solve the mysery in two very different ways. The men show up at the house as a crime scene, and only focusing on the bigger, important elements of a murder mystery. As Mr. Hale was trying to explain everything he saw in the house that morning of Mr. Wright’s death, he said â€Å"She was rockin’ back and forth. She had her apron in her hand and was kind of – pleating it (1154)†. Meanwhile, Mr. Hale was looking for Mr. Wright, Mrs. Wright was kind of subtle and said you can’t. Mr. Hale was confused. All she said then was he has been murder. All three men go upstairs to talk and investigate the body. One the otherhand, the women approach the house as a home, and focusing on the trifles, meaning small detail or unimportant, such as baking mess, unfinished sewing, and unwashed pans & cleaning. As the women are worried about Mrs. Wright’s trifles in the house the men like to make fun of them. For example, Hale stated, â€Å"Well, women are used to worryin’ over trifles (1156)†. Mrs. Wright loved making preserves as her fruit froze in the freezer and made a big mess that the two women were worried about, so the sheriff said â€Å"Well, can you beat the women! Held for murder and worryin’ about her perserves (1155)’. In society, as you can see, men tend to ingore the women’s world, blind to the truth before their eyes. A critic once said Trifles is a lousy play because by the third page we already know who done it, so there isn’t much reason the sit through the rest of the play. A murder mystery does not have to keep the reader in suspense to who the culprit was, but why the culprit did it. The key element in the play Trifles is motive, the reason or emotion that drives a person to do something. What made Mrs. Wright drive to kill her husband? As the men look for any possible motive, the women talk to one another about Mrs. Wright. They end up finding a bird cage with a broken door, but they find no bird. Another possible movite uncovered by the women is the discovery of the dead bird. They found the bird, dead, somebody had strangled the bird. So, just because a murder happens early, does not make it a bad play. Works Cited X.J. Kennedy. Dana Gioia. LITERATURE An Introduction to Fiction, Poetry, Drama, and Writing. Trifles. 12 ed. New Jersey: Pearson. 2013. Pages1153-1163.

Mercado Agua de Mesa

METODOLOGIA Y MUESTRA El estudio que se llevara a cavo por medio del metodo de la encuesta, empleando la tecnica de la entrevista personal cara a cara, cumpliendo con la recopilacion de informacion necesaria, tal es el precio, la competencia y los productos que ofrece. Tomamos como universo de personas, de los 37 distritos de la Gran Lima, Brena y el Cercado de Lima con un NSE B y C Esta muestra esta conformada por 50 lugares de venta en su mayoria bodegas. PUBLICO OBJETIVO †¢ La investigacion se concentro en los distritos de Brena y Cercado de Lima. El principal objetivo fueron lugares de ventas minoristas, tales como bodegas y kioscos. †¢ El nivel socio-economico en estos distritos es de B y C. †¢ Son lugares en los que la gente implementa parte de su hogar para mostrarlo como bodega, o bien es un local especial. Las personas que trabajan en esta clase de negocios se preocupan por tener en venta productos con mas acogida, se pueden agrupar en productos de convenienci a y/o relacionados con el desayuno. Suelen encontrarse en una calle o avenidas y pueden tener mas de una competencia. Sus clientes tienen un conocimiento de su existencia y acuden a estas de acuerdo a sus necesidades. GIRO DE NEGOCIO †¢ En el caso de los productos de consumo personal, los que se compran con mayor frecuencia son los llamados productos de conveniencia, llamados asi por el minimo esfuerzo que requiere el consumidor al momento de la compra. †¢ Por ello, se eligio hacer esta auditoria en bodegas, ya que a diferencia del supermercado, suelen ser compras que se realizan en cantidades pequenas y con mayor frecuencia. Tambien se diferencia del mercado, ya que son productos de primera necesidad. En lo que respecta a los lugares de venta, como las bodegas, se considera que un producto es consumido habitualmente, por lo menos una vez al mes. Segun este criterio, los alimentos mas consumidos habitualmente por los lugares de Lima Metropolitana son los que productos de consumo personal con porcentajes significativos que son: yogurt (73%), galletas (66%), agua mineral (62%), helados (60%) y cafe (56%). Con menores porcentajes aparecen los jugos envasados (47%), bocaditos (41%), mayonesa (40%), chocolates (33%), bebidas rehidratantes (32%), caramelos (32%) y gomas de mascar (29%). CATEGORIA DEL PRODUCTO Agua Embotellada †¢ En el 2008, el mayor consumo de agua embotellada ha sido impulsado por la mejora del poder adquisitivo de la poblacion. †¢ La preferencia se registra en el alto consumo del envase personal y sin gas. Desde el 2002 crecio en un 18% por encima de la produccion de gaseosas. [pic] †¢ La produccion se concentra en pocas empresas; su mayor distribucion se origina en Lima y en la temporada de verano. †¢ El 98% de su produccion esta dirigida al mercado interno a traves de los canales de comercializacion tradicionales, las bodegas, en formatos de 600 o 625 ml. Aunque en la actualidad el incremento de formato grande 1. 5 o 2 Litros tambien esta ingresando a las bodegas, ya que su distribucion principal es supermercados. †¢ En el mercado existen 3 tipos de agua embotellada: la mineral, de manantial y de mesa. Principales embotelladoras: Ajeper, Corporacion JR Lindley, Backys y Johnson, Embotelladora Don Jorge y Ambev †¢ Su precio accesible se debe al descenso de los insumos en el mercado internacional, principalmente a causa del petroleo. †¢ La gran utilidad se invierte con fuerza en el marketing y la publicidad, donde se da enfasis a la ‘‘pureza’’, ‘‘salud’’ y ‘‘estilo de vida’’ COMPETENCIA: De acuerdo a un estudio realizado por IPSOS-APOYO durante el 2009, se ponen en manifiesto los principales competidores dentro de la categoria de aguas minerales. Estos son: Cielo, San Luis y San Mateo, siendo la de principal participacion agua Cielo manteniendo un 45% de liderazgo en el sector. â€Å"(†¦) la preferencia por una determinada marca se sustenta en la calidad del producto, la pureza, ser conocida y el precio, es por ello que Cielo se mantiene como lider, incluso en la encuesta de recordacion espontanea de marcas de agua de mesa realizada se tuvo que Cielo tiene el 85%† (Marcadeo y Opinion 2009) Lo antes mencionado confirma que es Cielo quien es el lider en el sector y se apoya en un gran sector de nivel socioeconomico C y D como lo afirma tambien APOYO. AUDITORIA Tabla 1: Recoleccion de datos |   |Marca | |Bodega/Kiosco |San Luis |Cielo |Vida |San Mateo | |1 |1. 20 |1. 20 |- |- | |2 |- |1. 00 |- |- | |3 |1. 0 |1. 00 |- |- | |4 |1. 00 |1. 00 |1. 00 |- | |5 |1. 00 |1. 00 |1. 00 |- | |6 |1. 00 |1. 00 |1. 00 |- | |7 |1. 20 |1. 20 |1. 20 |- | |8 |- |1. 20 |1. 20 |- | |9 |1. 0 |1. 20 |- |- | |10 |1. 50 |1. 20 |- |- | |11 |1. 20 |1. 20 |- |- | |12 |1. 20 |1. 20 |- |- | |13 |1. 20 |1. 20 |- |- | |14 |1. 50 |1. 20 |1. 20 |1. 50 | |15 |1. 0 |1. 20 |- |- | |16 |1. 50 |1. 50 |- |- | |17 |1. 50 |1. 50 |- |- | |18 |- |1. 20 |1. 20 |- | |19 |1. 20 |1. 20 |- |- | |20 |1. 20 |1. 00 |- |- | |21 |1. 20 |1. 0 |- |- | |22 |1. 20 |1. 00 |1. 00 |- | |23 |1. 00 |1. 00 |1. 00 |- | |24 |1. 50 |1. 30 |- |- | |25 |1. 50 |1. 30 |- |- | |26 |1. 20 |1. 20 |1. 20 |- | |27 |- |1. 0 |1. 20 |- | |28 |1. 5 0 |1. 20 |- |- | |29 |- |1. 20 |1. 20 |1. 50 | |30 |1. 20 |1. 20 |- |- | |31 |1. 00 |1. 00 |- |- | |32 |1. 20 |1. 00 |- |1. 50 | |33 |1. 20 |1. 0 |1. 20 |1. 50 | |34 |1. 00 |1. 00 |- |1. 50 | |35 |1. 00 |1. 00 |1. 00 |1. 50 | |36 |1. 00 |1. 00 |- |- | |37 |1. 00 |1. 00 |- |- | |38 |1. 20 |1. 00 |- |1. 50 | |39 |   |1. 0 |1. 00 |- | |40 |1. 00 |1. 00 |1. 00 |- | |41 |1. 20 |1. 20 |- |1. 50 | |42 |1. 20 |1. 00 |1. 00 |1. 50 | |43 |- |1. 00 |- |1. 50 | |44 |- |1. 00 |1. 00 |- | |45 |- |1. 00 |1. 0 |- | |46 |1. 00 |1. 00 |1. 00 |- | |47 |1. 20 |1. 20 |- |1. 50 | |48 |- |1. 00 |1. 00 |- | |49 |1. 20 |1. 20 |- |1. 50 | |50 |1. 00 |1. 00 |1. 00 |- | Tabla 2: Precio recurrente de cada marca dentro de las bodegas/kioscos    |Marca | |Precio |San Luis |Cielo |Vida |San Mateo | |1. 00 |13 |24 |14 |- | |1. 20 |18 |20 |8 |- | |1. 30 |1 |2 |- |- | |1. 50 |8 |2 |- |12 | Tabla 3: Presencia de las marcas en bodegas/kioscos encuestados    |Marca | |Bodega/Kiosco |San Luis |Cielo |Vida |San Ma teo | |1 |P |P |- |- | |2 |- |P |- |- | |3 |P |P |- |- | |4 |P |P |P |- | |5 |P |P |P |- | |6 |P |P |P |- | |7 |P |P |P |- | |8 |- |P |P |- | |9 |P P |- |- | |10 |P |P |- |- | |11 |P |P |- |- | |12 |P |P |- |- | |13 |P |P |- |- | |14 |P |P |P |P | |15 |P |P |- |- | |16 |P |P |- |- | |17 |P |P |- |- | |18 |- |P |P |- | |19 |P |P |- |- | |20 |P |P |- |- | |21 |P |P |- |- | |22 |P |P |P |- | |23 |P |P |P |- | |24 |P |P |- |- | |25 |P |P |- |- | |26 |P |P |P |- | |27 |- |P |P |- | |28 |P |P |- |- | |29 |- |P |P |P | |30 |P |P |- |- | |31 |P |P |- |- | |32 |P |P |- |P | |33 |P |P |P |P | |34 |P |P |- |P | |35 |P |P |P |P | |36 |P |P |- |- | |37 |P |P |- |- |38 |P |P |- |P | |39 |- |P |P |- | |40 |P |P |P |- | |41 |P |P |- |P | |42 |P |P |P |P | |43 |- |P |- |P | |44 |- |P |P |- | |45 |- |P |P |- | |46 |P |P |P |- | |47 |P |P |- |P | |48 |- |P |P |- | |49 |P |P |- |P | |50 |P |P |P |- | |TOTAL |40 |50 |22 |12 | Tabla 5: Marca mas vendida en bodegas/kioscos encuestados    |Marca | |Bodeg a/Kiosco |San Luis |Cielo |Vida |San Mateo | |1 |- |1 |- |- | |2 |- |1 |- |- | |3 |1 |- |- |- | |4 |- |- |1 |- | |5 |- |- |1 |- | |6 |- |- |1 |- | |7 |- |- |1 |- | |8 |- |- |1 |- | |9 |1 |- |- |- |10 |- |1 |- |- | |11 |- |1 |- |- | |12 |- |1 |- |- | |13 |- |1 |- |- | |14 |- |- |1 |- | |15 |1 |- |- |- | |16 |1 |- |- |- | |17 |1 |- |- |- | |18 |- |1 |- |- | |19 |- |1 |- |- | |20 |- |1 |- |- | |21 |- |1 |- |- | |22 |- |- |1 |- | |23 |- |- |1 |- | |24 |- |1 |- |- | |25 |- |1 |- |- | |26 |- |- |1 |- | |27 |- |- |1 |- | |28 |- |1 |- |- | |29 |- |1 |- |- | |30 |- |1 |- |- | |31 |1 |- |- |- | |32 |- |1 |- |- | |33 |- |1 |- |- | |34 |1 |- |- |- | |35 |- |1 |- |- | |36 |- |1 |- |- | |37 |1 |- – |- | |38 |- |1 |- |- | |39 |1 |- |- |- | |40 |- |1 |- |- | |41 |- |1 |- |- | |42 |- |1 |- |- | |43 |- |1 |- |- | |44 |1 |- |- |- | |45 |- |1 |- |- | |46 |- |- |1 |- | |47 |- |1 |- |- | |48 |1 |- |- |- | |49 |- |1 |- |- | |50 |- |1 |- |- | |TOTAL |11 |28 |11 |0 | Grafica 1: [pic] Grafica 2: [pic] Grafica 3: [pic] Grafica 4: [pic] FUENTES BIBLIOGRAFICAS TIRONI ASOCIADOS (2009) Peru: Agua Cielo Mantiene Liderazgo en Sector con 45%. http://www. alimentariaonline. com/desplegar_nota. asp? did=2075 IPSOS APOYO Opinion y Mercado (2009)