How Siddhartha Relates to Todays Culture free essay sample

An examination of past Indian society and caste system and its relation to todays society. This essay deals with the characteristics of civilization in India during the time of Siddhartha. The author focuses on how the values during the time period of Siddhartha deal with the values of our society today. `Siddhartha provides many examples of the civilization in India in the fifth century before Christ and parts of the Caste system, and many religious people. One of these characteristics of Indian civilization is the presence of Brahmins, very spiritual priests who were at the top of the Caste system pyramid. Siddharthas father was a Brahmin priest, and if Siddhartha chose to stay at home, he would have become one, too.`

High School Cliques essays

High School Cliques essays Every school has "cliques"; small groups of people with similar interests who hang out exclusively with one another. But are cliques harmful to the high school environment? The next time you walk into our school cafeteria, take a look around. If your school is like a lot of others in America, there are gaggles of kids sitting together in little groups, each group distinctly separate from the other. These cliques are the driving force behind social patterns in the high school setting; the clique you're in determines whom you associate with, what activities you're involved in, and whether or not your high school experience is a happy one. And if you're not in a clique, what do you do? The cliques in High School really seem to alienate a lot of kids. The athletes won't talk to the drama kids, or the skaters won't talk to the academic kids, it's like there's no unity, and we're not a real community. Cliques in high school seem to have a greater effect on the kids that don't fit into a group than those associated with a certain crowd. There are a lot of kids who seem really unhappy because there aren't a lot of people with similar interests to hang around with, Some people think that kids who aren't in a clique are in a little clique of their own. Usually those people aren't happy being by themselves, they're just lonely and they actually feel like outcasts. Student leaders agree that the growing lack of unity in schools is one of the most difficult problems they face. Our school has all these little cliques that compete with each other. It's really hard to get into one of them if you're a loner, so a lot of kids are just left out. Sure, the existence of cliques can decrease communication between students in a school, but can they really undermine a student's quest for happiness, or even cause violence, as the media suggested in the wake of school shootings like the one in Columbine? There are so many acts of violence in schoo...

IS strategy development and implementation Essay

IS strategy development and implementation - Essay Example The IS strategy prioritizes the initiatives that are primarily designed to benefit the organization in the short run as well as investing in the long term projects. This IS strategy is like a plan or method that has been chosen in order to accomplish future goals of the organization. It helps in marshalling and planning resources for their most effective and efficient utilization. IS strategy defines competitive forces that determines the product or service ability of the organization to accomplish a strong strategic position in the market (Williams, 2007). For instance, the IS strategy in our case studies will determine competitive forces such as: entry, the ease of entry into the organizational market by other competitors, and whether they face some significant barriers. This will include barriers to market entry; threat of substitution, this will discuss whether there are particular services or products that can substitute the products and services of the organization in our case study; the bargaining power of the consumers, whether a small number of consumers are responsible for the better part of the organizational sales, and whether they can easily switch suppliers; the bargaining power of suppliers, whether the organization have various suppliers and whether there are substitutes to be used; and rivalry among the currently existing competitors, the intensity of the rivalry among the competitors and the way in which that competitors affect the ability of the organization to sustain profits. The developed IS strategy will deal with the above forces in both our case studies. According to Mr. Porter, a firm may take generic strategies in order to create much superior profits. Some of these strategies include: overall cost leadership, differentiation of products and services, and focus on the unique needs of the consumers. It is hence critical that organizations make clear strategy choices in their approach. This is what the implementation of IS strategy is l ikely to result in the organization. This paper therefore seeks to critically examine two main aspects of IS strategy development and/or implementation through the use of case studies to illustrate the arguments and conclusions. In so doing the paper will discuss how and why the IS strategy has been developed through the Venkatraman, and how and why the IS strategy has been implemented through ERP; CRM or MRP. The paper will do this through illustrating a literature review, explaining the two case studies and then giving a conclusion of the arguments in the paper. The case studies are of two different information technology firms that aim to address a serious economic organizational recession and plan the cuts in the public sector as well as the funding. The two firms are also looking up to achieving their long term goals using the IS strategy to be developed and implemented through the mechanism that will be described in this paper. Literature Review This section will illustrate ho w and why the IS strategy is developed as well as how and why the same strategy is implemented. According to the Strategic Alignment Model of Venkatraman, one determination that separates successful business from failed business is the ability to develop and analyze business strategy for success. Mastery of the steps of developing a strategy and creating a concrete business strategy approach to the business helps one to flourish with the business (Spinelli, 2005). The Strategic

Literature For Children Essay Example | Topics and Well Written Essays - 1000 words

Literature For Children - Essay Example He knows when to make a change in the story and perfectly used it to his credit. Slowly his writing's changed to the dark side as against the usual happy endings. In those days William Thackeray was Charles Dickens' rival. His works used to have more of a satirical view and depicts situations of a middle class favour. Hardy's literary work used to show the plight of the rural life and sorrow and bitterness of the English countryside. Though many writes came into picture with their works but they contained unnecessary plots and only were meant to lure the audience to just read those books so that they can become famous overnight, which eventually drew flak. Since most of the children like fairy tales the authors used to write books on those perceptions. The authors used to imbibe super powers to their characters and produce them as saviours who fight the evil and prevail the truth. As compared to adult literature the authors used more fictitious characters that never cheat and abide by what they say. Where in adult literature all the tricks and dirty plots were used and change the plot when and where they wanted. But it isn't like in children's literature; they are soft like Peter Pan, adventurous like Huckleberry Finn and as curious as Alice in Alice's Adventures in Wonderland. One thing that always worked for the authors was to depict the story in pictorial view. They used art as a tool to make the story more enjoyable so that child of any age can understand the story and imagine their heroes in total graphical art. According to Anderson, "Even after children learn to read, illustrations continue to aid to their comprehension. Among the many components of a child's visual world, book illustrations are a beautiful medium through which to learn about their world" (p 47). 20th Century Literature As 20th century came by, the children's literature was becoming more and more popular. Early 20th century writers used science and adventure as their tools to fascinate the young hearts. Books like Charlotte Webb and Stuart Little by E. B. White were instant hits and liked by children. At the end of the 20th century the children' literature became a big boom in the literary business sector. Novels like Harry Potter and Narnia became so much popular that the brand is now worth Billions of Dollars in international market. J. K. Rowling's Harry Potter series has achieved the biggest success ever by any book in children literature. They are not only popular among children even the adult literary critics praise them as one of the greatest and successful work in literary world. Now children literary works are giving a stiff competition to the adult literary world. Bullying and racial harassment were the most dreaded things that most of the children experienced in the pre and post Victorian period even now it still exists. The major reasons to start bullying and racial abusing depends on the characters surrounding the respective environment (like parents, neighbours, etc.,), children will face the immediate effect since they are the immediate guardians to the children, if not this parents or teachers at school whoever are close to the children with respect to time get to influence them. Human beings develop or grow by observing the surroundings and so they are called as social animals. The madness of depression is the antithesis of violence. It is a storm indeed, but a storm

New Pedestrianism Research Paper Example | Topics and Well Written Essays - 1250 words

New Pedestrianism - Research Paper Example The new urbanism approach’s ability to attain these goals of sustainability at the same time is its greatest strength. New Urbanism and its Principles For a long time, urban sprawl that is dependent on cars has been criticized due to its contribution to social isolation, degradation of the environment, and long term financial un-sustainability. Architects, beginning in the early 80s, started to fight this sprawl through new urbanism with significant developments coming up alongside the concept’s principles3. These neighborhoods started to take on a European and pre-war urban model, often resembling typical small towns or earlier inner city neighborhoods. For this reason, these neighborhoods are usually referred to as TNDs, or traditional neighborhood developments. These neighborhoods are built on several fundamental planning principles. The first fundamental planning principle of new urbanism is mixing of uses with institutional, civic, and commercial spaces located in community corridors, as well as centers, which are surrounded by close-by housing that provides service and job access sans use of cars4. This normally takes on the form of a town square or main street. The second fundamental planning principle is diversity. Urban sprawl can lead to separation of the populace by the level of their income. New urbanism seeks to provide for various housing in one area that range from high to low cost5. It is possible to accomplish this through townhouses, detached one-family homes, and mixed apartments in one neighborhood. This also promotes affordable housing inclusion. The third fundamental principle of new urbanism is that it should encourage walking6. This comes with increased benefits to the community and environment, while also creating supportive social networks through daily interactions with fellow local acquaintances and neighbors. The concept encourages those living in these neighborhoods to walk through a mixing of uses, while also making sure that there are plentiful and wide sidewalks with well designed streetscape, minimization of curb cuts, and compact blocks. Mass transit and bicycling connect pedestrians with other areas within the larger urban region and are, thus, important as well. The fourth fundamental planning principle of new urbanism is definition of public space7. Streets are normally considered as space that is vital for public life and are important for the occurrence of daily interactions of the community. To make the area attractive, landscaping, lighting, and materials must be detailed carefully. New urbanism also holds public squares and parks in high esteem. The fifth and final fundamental planning principle of new urbanism is complimentary architecture8. Public space is defined by the private property facades that abut it and new urbanism takes into account the importance of a street wall that is strongly defined by close-up and attractive buildings that offer spaces and services. Houses in tra ditional neighborhood developments are normally close to the streets, while they are built on lines in downtown areas. Because of the importance of public interaction in new urbanism, front porches are a common feature. Majority of traditional neigh

Vygotskys Theory of Psychological Development

Vygotskys Theory of Psychological Development Lev Semenovich Vygotsky was born in Russia in 1896, the same year with Piaget. He attended Moscow University and graduated with a degree of law in 1917 just before the start of Russian Revolution (Driscoll, 2005). After a while the Russian revolution where the Marxism replaced, Vygotsky worked in psychology. The new philosophy of the Marxist stressed socialism and collectivism in society. So his views represented Marxist ideas of social change to language and development. Vygotsky also studied various subjects in school such as philosophy, psychology, literature and art. He worked as a teacher at a teacher training institution where he founded a psychology laboratory. His main entry into psychology started with the second Psychoneurological congress in 1924. Vygotsky presented a paper and criticized Pavlovs reflexology theory. After his brilliant presentation performance, Konstantin Kornilov who is the director of Psychological Institute of Moscow University invited Vygotsky for a po sition in university (Gredler, 2005). His dissertation, in 1925,The Psychology of Art, was accepted for the Ph.D. degree. Vygotsky completed manuscripts, articles, and books and edited a journal until his death in 1934 because of tuberculosis. His major writings are about the role of cultural signs and symbols in the development of attention, abstraction, language, memory and reasoning ( Gredler, 2005). Most of his writings were published after his death. His concepts of cultural historical development of cognitive development remained incomplete at his death. After his death some basic concepts fixed with his studies were added his theory. Basic Principles of Vygotskys Sociocultural Theory To understand Vygotskys theory, to look at political environment of his time may be helpful. In 1917, after the Russian revolution, Marxism penetrated all society and emphasized socialism. Sharing between people and co-operating was supported, and the success of any individual was thought as the success of the culture. Marxism also took place on history, believing that every culture could be understood only by examination of the ideas and events that had formed it (Vasta,R., Haith, M.M., Miller,S.A., 1995, as cited in Riddle, 1999). Vygotsky also influenced Marxist theory of social change to language and development (Schunk, 2008). His theory covered these elements in terms of human being development that has been called as a sociocultural approach. According to Vygotsky, the ones development is a result of his own culture and development refers mental development including thought, language and reasoning process. These mental functions were believed to develop through social interactions with people and so represented the shared knowledge of the culture. Vygotksys theory is also a form of dialectical constructivist theory that emphasizes the social environment as a facilitator of development and learning. His sociocultural theory emphasizes interaction between people and their environment. For him, the processes of the human cognitive development are the part of the process of historical development (Schunk, 2008). Briefly, Vygotskys theory is based on the idea that learning begins with social interaction and then knowledge is constructed individually. Vygotskys theory has three basic assumptions. These assumptions are i) nature of human intelligence, ii) biological and sociohistorical lines of psychological development and iii) nature of psychological processes (Driscoll, 2005; Gredler, 2005). Vygotsky thought about the differences between animal and human behavior in terms of psychological development and thought that the behavior of modern cultured adult is the result of two different process of mental development. Firstly, in the human beings, biological factors dominate the early months of life and physical growth is responsible for perception and simple memory, and involuntary attention. The emergence of these mental functions is referred to as primitive development. And sociocultural development is responsible for development of complex mental functions (Gredler, 2005). Secondly, Vygotsky also believed that human mental abilities develop through interaction with the world. Vygotsky investigated how these social interactions turns in to psychological principles In order to explain this phenomenon Vygotsky mention about the terms signalization and signification. According to Vygotskys perspective, a child does not touch a hot stove after putting his hand and feeling pain is an example of signalization (Gredler, 2005). Also, signification process that is a process of assigning meaning to an active stimulus differ human behavior from other animals. These processes are transforming from primitive humans to humans who use signs symbols to change own mental functions. So, Vygotsky believed that psychological development includes the transformation of primitive mental functions to higher mental forms (Gredler, 2005). Vygotsky stated that development does not proceed toward socialization; it is the conversion of social relations into mental functions (as cited in Driscoll, 2005). The social environment influences cognition through its tools such as cultural objects, language and social institutions (Schunk, 2005). According to Vygotsky, humans use tools that develop from the surrounding culture such as speech and writing, to mediate their social environments. So, culture gives opportunities the children with the meanings to, what to think and how to think. Initially children develop these tools to make sense of their worlds as social functions, ways to communicate needs. The tools, cultural signs and symbols, can be technological or psychological. Cognitive change results from; using these tools in social interactions and internalizing and mentally transforming these interactions (Schunk, 2005). Vygotsky also gave importance the emergence of speech in terms of distinguishing humans from other animals. In Vygotksys view, language was the most important psychological tool that influences childrens cognitive development. By acquiring knowledge a child is supported the means to think in new ways and obtains a new cognitive tool for making sense of the world. For Vygotsky, the analysis of thinking and speech was a major task for psychology, and the central problem was the relationship of thought to word (Gredler, 2005). He identified three different stages in childrens use of language. At first, language is primarily used for communication. It refers social speech. For Vygotsky, speech begins to develop independent of thought. And then, thinking becomes verbal and children begin to use egocentric or private speech to guide their own thinking. Both Piaget and Vygotsky observed that as in problem solving situations pre-school children talking to themselves. While Piaget referred th e self directed behavior as egocentric speech, Vygotsky labeled to it as a private speech. He claimed that private speech originated in the childrens interaction with other people and with these interactions; they start to use their parents instructional comments to regulate their own behavior. Private speech such as talking aloud or whispering while performing a task refers speech for oneself. Researches indicated that children tend to increase the amount of self-talk when facing more challenging tasks (Gredler, 2005). Children start using private speech to organize (plan, direct, or evaluate) their behaviors. The use of private speech peaks during  preschool  years and then decreases. For Vygotsky, this decrease with private speech turns first into inner speech and then into verbal thinking. At last stage of language development, egocentric speech becomes inner speech and children start to use inner speech to guide their thinking and actions. The inner speech is speech for one self, not for communication without words (Gredler, 2005). This transition of speech from social to self-directed to internalized reflects the Vygotsky ´s concept of development as a process of internalization. With the internalization of private speech intellectual development that is the path of all higher mental functions occurs. It was described by Vygotsky in his law of the development of higher mental functions. He stated law of the development of higher mental functions: Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). (Vygotsky, 1978; as cited in Gredler, 2005). Acording to Vygotskys view, development of complex mental functions involves two processes; mastering of the external means of cultural development and thinking (language, counting, writing) and learning to use symbols to master and regulate ones own behavior. Briefly, every higher mental function was external or social before it became an internal mental function. And also Karpov and Haywood stated that; All higher mental processes are mediated by such psychological tools as language, signs and symbols. Adults teach these tools to children in the course of their joint activity. After children internalize these tools they function as mediators of the childrens more advanced psychological processes (Karpov Haywood, 1989, as cited in Schunk, 2008). Mediation is the key mechanism in learning and development from Vygotskys perspective. When mediation becomes increasingly internal and symbolic higher mental functions are created. Vygotsky stated that mediation referred that interposing tools between people and their environment, to modify it and obtain benefits (Schunk, 2005). And also mediators such as tools and language help to people to accommodate to their environment. From Vygotskys point of view, higher mental functions include categorical perception, logical memory, abstract thought and voluntary attention (as cited in Gredler, 1992). These are the products of the sociohistorical development. Vygotsky distinguished the higher mental functions from the primitive mental functions. Primitive mental functions are biological in nature and higher mental functions are the part of the social and cultural heritage of child move from social plane to psychological plane, from interpersonal to intrapersonal, from socially regulated to self regulated, from assisted performance to unassisted performance and from social control to self control (Gredler, 2005). Zone of Proximal Development Zone of proximal development (ZPD) is a key concept for Vygotskys theory. ZPD defined from Vygotsky as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers( Schunk, 2008; Driscoll, 2005). Briefly ZPD refers the gap between what children can do individually and what they can do with assistance from more knowledgeable person. Also Bruner (1984) stated that ZPD reflects activity in which those who have more knowledgeable or are more skilled share that knowledge or skill to accomplish a task with who know less. Vygotsky claimed that learning occurs in this zone (Riddle, 1999). In ZPD teachers and students work together on a task. With the help of more knowledgeable partner the child can complete a task when he cannot do unassisted. Working in ZPD requires a good deal of guided participation. Learners bring their own understanding to social interaction environment and construct meaning by integrating those understanding with their experiences in the context (Schunk, 2000). Level of performances development shows a change from self regulation to social regulation. Gradually require to the assistance decreases and capacity for self regulation increases. The progress in ZDP is gradual from assisted performance to unassisted and self regulated performance (Moll, 1990). The process in the ZDP described as a stage model which includes four stages which focuses on the relationship between social control and self control. In stage 1 learner has very limited capacity to complete task and parent, teacher or more capable peers offer directions and modeling. Learner response is acquiescent and imitative. Learner gradually understands how related the parts of an activity to one another. Understanding develops with conversation (Moll, 1990). In stage 2, there is a change of mental activity from intermental to intramental. Learners start to handle task without assistance. However, performance is not fully developed. In stage 2, self directed speech reflects development of profound significance. Key mechanism of self directed speech is self regulation (Moll, 1990) In stage 3, assistance does not require and assistance is no longer need. Performance is already developed. Task have been internalized and automatized. Vygotsky described this stage as fruits of development (Moll, 1990). And finally in stage 4, it can be thought that learning is lifelong. However, although a concept can be accomplished by an adult, another concept cannot be accomplished (Moll, 1990). For Vygotsky, teacher direct students while scaffolding process in ZPD and try to provide assistance about how the learner can achieve his goal even without the assistance. A Vygotskian teachers aim is creating self-regulated learners. In Vygotskys theory, role of teachers is to provide the guidance required for learners to bridge the distance between their current skill level and a wanted skill level. Educational Applications There are many educational applications of Vygotskys theory. Instructional scaffolding, reciprocal teaching, peer collaboration and apprenticeship are some of these applications (Schunk, 2008). Instructional Scaffolding Although scaffolding is not a Vygotskian term, in order to it fit nicely in the ZPD, it added by Wood, Bruner and Ross in the theory (Schunk, 2008). Instructional scaffolding is also the process of controlling task elements that are beyond learners capabilities (Schunk, 2008). It is the condition of sufficient support to promote learning. Supports can include some resources, a compelling task, templates and guides and guidance on the development of cognitive and social skills. In scaffolding process, the instructor becomes a supportive tool for the student in the zone of proximal development. The characteristics of an ideal teacher are those of a scaffold: provide support, function as a tool, extend the range of the learner, permit attainment of task otherwise possible, use selectively only as needed (Schunk, 2008; Driscoll, 2005). In short, instructor creates a ZPD and provides the scaffolding for students to be successful (Moll, 2001 as cited Schunk, 2008). Moreover, for scaffoldin g process prior knowledge have an important role for Vygotskain teacher. Because, teacher need to give less assistance if there is more prior knowledgeable person. Reciprocal teaching Reciprocal teaching is an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. Teacher and students take turns assuming the role of teacher in leading this dialogue (Schunk, 2008). The purpose of reciprocal teaching is to facilitate a group effort between teacher and students in the task of bringing meaning to the text. The dialogue is structured by the use of summarizing, question generating, clarifying and predicting (Driscoll, 2005; Schunk, 2008). Peer collaboration Peer collaboration is the notion of collective activity. When peers come together to accomplish a task cooperatively, this social interaction can lead learning. If each student has assigned the responsibility, researches showed that cooperative work is most effective (Schunk, 2008). Apprenticeship Apprenticeship is another application of Vygotskys theory. The purpose of cognitive apprenticeship is to help learners to learn the cognitive processes that experts use to overcome complex tasks through guided experience. While operating in ZPD novices and experts works closely in joint work related activities. For instance, student teachers work with cooperating teachers in schools. It is an example of apprenticeship. Apprenticeship is also a form of dialectical constructivism that depends on social interaction (Schunk, 2008). Critics about the Theory Vygotksky seems social interaction as only way of learning. According to Vygotsky all learning is a social process begins as social activities by interacting with other people and people internalize these processes and can use them independently. But researcher states that as it is known that cultures are critical and needed to be thought while explaining learning it is not only constrained social environment (Schunk, 2008). And it is showed that children learn certain concepts which do not depend on social environment (Geary, as cited in Schunk, 2008). However I agree with Vygotsky in terms of explaning learning from social context to individual context. In my opinion, Vygotskys theory is based on the idea that learning begins with social interaction with other people or environment and then knowledge is constructed individually. Implications of Vygotskys theory are considered by researchers as not clear (Wertsch, as cited in Driscoll, 2005). It is thought that there is no answer to the questions how it is explained the differences between the ZDP of children who have similar history and how it is account for the changing relation between subject and child development. I think the effect of the culture and social environment on learning is important. The culture and social environment affect how children can learn. And also we construct meanings and common shared knowledge of a culture. So we affect and are affected from our culture and history. And our leanings can come from this social environment. But it has still not clear enough to understand learning with only sociocultural theory, and how the teaching should be. Conclusion Although new learning approaches appeared in education, since the earlier in the 20th century Vygotkss sociocultural theory has lost influence on learning. Because Vygotksys theory contributed to development of constructivism with Piaget, Dewey, and Glaserfields theories. Many teachers are still using application of Vygotskys theory such as group works, class discussion or guided discovery consciously or unconsciously. And as Vygotksy claimed children begin to learn in social environment in classrooms with social activities by interacting with other people such as peers or teachers and they internalize these processes and can use them independently. Even though researches showed that children learn certain concepts which do not depend on social environment, the sociocultural approach certainly could not explain all human learning alone. It can explain learning particularly in terms of a social environment. Therefore it is termed as dialectical constructivist theory. To sum up, although there are some criticisms to Vygotksys sociocultural theory, it is clear that the study of human development has benefited from this theory from twentieth century to nowadays. It is clear that although Vygotksys theory remained in complete because of his early death, researchers could not ignore his theorys importance for learning and they developed his theory as we know today.

As Performance Studies Cross Arts Project :: Drama

As Performance Studies Cross Arts Project In small groups we were given a choice of stimuli such as poems, pictures and ideas. Our group chose the idea of ‘chaos and order’ as our stimulus because we thought that there would be many ideas to develop from this. We spent a lot of time discussing the idea of ‘order and chaos’ - they are opposites - there is never a situation where both occur at the same time yet you cannot have one without the other. Order is the way most people would like things to be, to keep order we use laws and rules so that everything should stay in control, without which there would be chaos. Chaos can be shown in many different ways such as riots or personal chaos e.g. a mental breakdown. There is no order in this kind of situation, if there were to be it would no longer be a riot but a march. We began by drawing out a spider diagram with the ideas we brainstormed about ‘order and chaos’. Using these ideas we decided to base our piece on Obsessive Compulsive Disorder (OCD) as it seem to express the idea of someone keeping order so much, to the point where their life becomes chaotic. In order for us to meet the criteria of this project we decided that we needed to research OCD so that we could base this piece on factual information. Our group gained a lot of useful information from the Internet and books. Fears, worries suspicions and beliefs come into everyday life but when these doubts start to emerge much more excessively e.g. spending hours washing clean hands or driving round and round making sure no road accidents have occurred, these worries start becoming classed as obsessive compulsive. A lot of people who have been diagnosed with this disorder can only describe it as mental hiccups, which cannot be controlled. The cause of OCD is a medical brain turmoil in which people have trouble processing certain information. It is also caused by a ‘weak’ or unstable personality. Usually people with OCD will suffer with certain obsessions as well as compulsions, but in some cases they may only suffer with one or the other. One of our group members new someone who suffered with this disorder quite badly. They had observed this person from the beginning before being diagnosed with OCD. As a group we decided that we could use this person as a basis for our piece. This meant that we had some first hand information on the disorder so we could give our piece some