Asthma Case Study Example | Topics and Well Written Essays - 1250 words

Asthma - Case Study Example An asthma exacerbation can be caused by allergens (Sequeria & Steward, 2007). There are those who only have asthma attacks as a result of an allergic reaction. While it still remains unclear just what causes asthma in general, every individual varies as to what their asthma triggers are. Asthma a condition that results from three major processes, which are airway inflammation, intermittent airflow obstruction, and bronchial hyperresponsiveness (Morris & Mosenifar, 2011)..These three processes are present in every episode of asthma Airway Inflammation Airway inflammation is the result of inhaling substances that are triggers for the patient (Sequeria & Steward, 2007). Substances such as toxins that are inhaled can activate airway mast cells which bear IgE antibodies. The antibodies lead to inflammatory responses as the mediators, such as histamine, cause mucus hypersecretion and plasma leakage (Sequeria & Steward, 2007).This inflammation results in epithelial changes, basement membran e changes, and â€Å"submucosal infiltration with activated lymphocytes and eosinophils† (Guill, 2004). Chronic airway inflammation can result in airway reconstruction and increased airway resistance (Sequeira & Stewart, 2007). Intermittent airflow Obstruction The mucus hypersecretion that is a result of the airway inflammation causes airflow obstruction. This obstruction makes it very difficult for the patient to breathe, as fresh air cannot be received by the lungs. It is also often the cause of the coughing that often serves as one of the symptoms of asthma. Airflow obstruction is considered to be often reversible, unlike the restructuring that may result from chronic airway inflammation (Sequeira & Stewart, 2007). However, such obstruction has fueled the concern that earlier and more aggressive interventions may be necessary (Guill, 2004). Airflow obstruction can become very severe and even fatal. Without any intervention the hypersecretion of mucus can fill the lungs and block the ability to breathe altogether. Bronchial Hyperresponsiveness There is a lack of complete understanding when it comes to bronchial hyperresponsiveness (O’Connor, 1993). While the understanding of this process in not complete, there have been some additions to the knowledge base brought about by numerous clinical studies. The search to fully understand the process persists. What is known about bronchial hyperresponsiveness in asthma is that it is directly correlated with disease severity (O’Connor, 1993). There is a relationship between the airway inflammations that is characteristic in asthma to bronchial hyperresponsiveness, but, unlike inflammation, bronchial hyperresponsiveness can not serve as an asthma diagnostic. Instead, bronchial hyperresponsiveness has been defined as â€Å"a functional disorder reflecting a tendency to airflow obstruction† (O’Connor, 1993). Bronchial Hyperresponsiveness only serves to compound the problem of airflow li mitations, as it works to increase dyspena. The bronchodilators that are often used in the treatment of asthma have no benefits in the treatment of bronchial hyperresponsiveness. (Van Schayck & Van Herwaarden, 1993). In addition to inhaled toxic substances as triggers, it has been found that asthma can be the result of nerve activity in some patients. There are

Frankenstein - Golden Mean Archetype Essay Example for Free

Frankenstein Golden Mean Archetype Essay Throughout the last few chapters we have been reading, the perspective of our monster has shifted tremendously. At first, we viewed the creature as frightening and menacing. As the story continues, we base our view on the monster due to Victor’s aggressive behavior towards the creature, making us pity the poor monster as he has done nothing wrong; he is just lost in a new world, possibly experiencing culture shock. Now the creature is venturing out into the world, interacting with people other than Victor. â€Å"for I never ventured abroad during daylight, fearful of meeting with the same treatment I had formerly endured in the first village which I entered† (106). After the monster encounters humans, people give the same reaction: fear. The monster comes baring no harm, but in fright, the citizens of the village run from him, scared of what might happen to them. This starts his increasing grudge against the humans. First, Victor rejects his appearance, oblivious to the being on the inside, now, complete strangers are neglecting him. His temper in steadily growing. â€Å"Was man, indeed, at once so powerful, so virtuous and magnificent, yet so vicious and base?† (107). After learning more history from his protectors, the creature is now questioning the characteristic change in man over the course of time. Back then, a creature of his nature might have been accepted, but now he is feared for his sole appearance. These events capture the imbalance in the golden mean because now the monster, once emotionally stable with his existence, is getting too angry and furious with the human race. The monster is now resembling Victor. Although he might not notice it, the monster is showing a strong connection between him and his creator through his actions. Both are seeking revenge and acting out through their anger. Now that the monster has built up the courage to confront the old blind man, by the name of De Lacy, he waits until Felix, Agatha, and Safie have left. He does not want to frighten them. Unfortunately, as he tries to speak with De Lacy, Felix and the others return. Upon Agatha fainting, and Safie running out of fear, â€Å"Felix darted forward, and with supernatural force tore me from this father, whose knees I cung; in a transport of fry, he dashed me to the ground and struck me violently with a stick† (123-124). The creature viewed the family and his own: his protectors. If they acted that way towards him, surely everyone else would too. Now, the monster’s revenge only increased. Soon enough, the creature is going to snap and lose control of his emotions. There is still some decency inside of the monster though. After witnessing an innocent girl downing, he saves her, despite his arising hate for humans. As a man comes and thinks that the monster is harming the girl, he shoots the creature, who had only tried to help. â€Å"The feelings of kindness and gentleness which I had entertained but a few moments before gave place to hellish rage and gnashing of teeth. Inflamed by pain, I vowed eternal hatred and vengeance to all mankind† (130). The spark inside of the monster triggers and rage flows through his body. Anger and revenge seep in and he now despises all human beings. The creature has terminated all tolerance for human beings, due to the everlasting hate he obtains from creatures so very similar to him. The golden mean has been violated extensively through the mistreatment of this poor creature. He has been nothing but joyous towards mankind, but in return he receives hate and pain, literally. The monster has no more patience or hope for the overturning emotions from humans. This eventually develops the motive for William’s murder, confessing to Victor the deviant act of not only the murder, but also of framing Justine.

Internet Pornography Censorship vs Free Speech -- Internet Pornography

The Internet is a worldwide network of computers and databases that has evolved rapidly in recent years. Tremendous amounts of information are transmitted and are fairly easy to obtain. Although in the past the information available was for the most part educational and business oriented, in recent years it has become much more diverse and questions have been raised as to the appropriateness of the content being viewed and consumed. Another issue is whether or not the government should take an active role in censoring it, especially when it comes to pornography, or cyberporn, as it is more commonly referred to when it is displayed on the Internet. Should cyberporn be censored? If so, who is responsible, parents or the government? Is Internet censorship the solution, or a violation of the first amendment? The citizens of a democracy must make these kinds of decisions while simultaneously maintaining freedom and responsibility on the Internet. BACKGROUND OF THE PROBLEM Pornography on the Internet and the ease at which it can be accessed has been a very controversial issue, especially in the last ten years. The Internet was largely unregulated until 1996 when the Communication Decency Act, a portion of the Telecommunications act, was proposed. The Communication Decency Act, or the CDA, made it illegal to make or solicit any image or message that was â€Å"obscene† or â€Å"indecent†. (Wekesser 106), But how do we define terms with an ambiguity such as these. The Court in Miller-constructed the modern definition of â€Å"obscene†: The basic guidelines of the trier of fact must be must be: (a) whether â€Å"the average person, applying contemporary community standards† would find that the work, taken as a whole, appeals to the prurient... ... a democracy must achieve a happy medium. I agree that much of the cyberporn that is attainable is inappropriate, especially when it involves children in even a remotely sexual manner. However, censorship is not the answer. We must find a way to practice freedom of expression while maintaining decency and assuming responsibility, as individuals, for our children. Bibliography: Works Cited Elmer-Dewitt, Philip (1995) â€Å"On A Screen Near You: Cyberporn.† Time, July 1995 Ford, Marrin, Esposito, Witmeyer & Gleser, Can Congress Censor The Internet? L.L.P., 1996 Simon, Glenn E. (1998), â€Å"Cyberporn and censorship: constitutional barriers to preventing access to Internet pornography by minors.† Journal of Criminal Law and Criminology, v88 n3 p1015-1048. Wekesser, Carol. (1997). Pornography: opposing viewpoints. California: Greenhaven Press, Inc.

Management development review notes

To manage Is to forecast and plan, to command, to co-ordinate and to control Management Is a social process which consists of planning, control, co-ordination and motivation Kenton & online 1976 – Managing Is an operation process Minimally best dissected by analyzing the managerial functions.The essential managerial functions are planning, organizing, staffing, directing and leading, controlling. Classical School Payola's 14 principles of management – many still true but was very structural and paternalistic. Scientific Management FEW Taylor 1911 – the principles of scientific management. Breaking the job down into movements and timing how long it took. Criticized for turning workers into automatons. Concept of Bureaucracy Max Weber 1947 – The theory of social and economic organizations – describes the bureaucratic organizationA bureaucracy is based on rational-legal authority which arises out of the office or position of the person in authority. We ber believed that bureaucracy Is the most efficient means of organizing for the achievement of formal goals. Elton Mayo 1927-1936 Hawthorn Studies/experiments – social relations at work are as Important as monetary Incentives and good physical working conditions Human Relations School.

Macbeth sountrack Essay

In act 1 scene 5 is when Lady Macbeth found out the news about how Macbeth would become the Thane of Cawdor and king for the witches. I chose the song â€Å"I Want It All† by Queen to represent this scene. Part of the songs lyrics are â€Å"I want it all, I want it all, I want it all, and I want it now†. Lady Macbeth heard the news that he would be king and she right away wanted to accomplish that. She didn’t want to wait but instead she take the steps necessary to make Macbeth king as soon as possible. In act 1 scene 6 is when the king and others arrive at Macbeth’s castle to stay the night. I chose the song â€Å"Let Em In† by Paul McCartney to represent this scene. The songs lyrics are â€Å"Someones knockin at the door, somebodys ringin the bell, do me a favor, open the door and let em in†. This perfectly describes that scene because when King Duncan arrives Lady Macbeth is there to let them in. She already has a plan figured out for them and can’t wait to execute it. In act 3 scene 4 I chose the song â€Å"I’m Going Slightly Mad† by Queen to represent this scene. In the scene Macbeth is having a dinner party and notices that all the seats are taken. When he sees that his seat is taken by the ghost of Banquo he starts talking to the ghost who is invisible to everyone else. The lyrics â€Å"I’m going slightly mad† describe how Macbeth was acting really strange and made the guests question him. The ghost later came back and made Macbeth have an outburst again alarming the guests which sent them home. A symbol that is portrayed in this play is the weather. The weather plays a role in which if something bad is coming up a storm might appear. The song â€Å"The Thunder Rolls† by Garth Brooks reminds of when the witches would enter and a storm would move in. Also the night that Duncan got murdered, a terrible storm came in that night indicating that something bad happened. These natural occurrences are hints to the audience that something isn’t right and the song does a good job of describing a thunder storm. In act 1 scene 7 is when Lady Macbeth told Macbeth to be a man and kill Duncan. â€Å"When you durst do it, then you were a man; And to be more than what you were, you would; Be so much more the man†. I chose the song â€Å"I’ll Make a Man out Of You† from the movie Mulan. This song is about training men to become manlier and this is what Lady Macbeth wanted Macbeth to do. She wanted him to become manlier and do what she tells him. I chose the song â€Å"Tragedy† by the Bee Gees to describe the whole play. The genre of this play is tragedy and this song describes â€Å"when you lose control† of everything. Macbeth took things too far and lost everyone that was close him. The lyric â€Å"With no one beside you, you’re goin’ nowhere† reminds when Lady Macbeth died then he really didn’t have anyone else. Since he had no one with him for support, the only way he could go was down.

arts of the past and future essays

arts of the past and future essays The arts of the past, present and future When asked, what is art? many people will respond simply by referring to art as paintings. Art involves so much more than paintings. Almost anything in todays world if done in the correct fashion can be categorized as some form of art. Art includes but is not limited to paintings. It also includes music, sculptures, theater, literature and many others. In this paper I would like to touch on a few forms of art that I enjoy. The first form I would like to talk about is two- dimensional art. Two-dimensional art includes paintings, drawings, prints, and photographs. Which are all differently defined by the technique used. Paintings and drawings can be made with oils, watercolor, tempera, acrylics, ink or pencil. Each of these mediums has its own distinct look to it. The characteristics are all different for the media mentioned above. Oils are one of the most popular used media in paintings. Oils offer a range of colors and do not dry quickly allowing the artist to alter any mistakes. Next I would like to inform you about sculpture. Unlike two-dimensional art sculpture is three-dimensional. Sculptures have an element that two-dimensional art does not, mass. Mass includes the size, shape, and volume of the forms. The sculpture itself defines actual space and may be full-round, relief, or linear. Also unlike two-dimensional art sculptures can be viewed from all sides (full-round). Third, architecture is another form of art used in the unique buildings all around us. There are many varieties of architecture but I would like to talk about one of them, structure. Many structures include post-and-lintel, cantilever, arch, bearing wall, and skeleton frame structures. Post-and-lintel are laying horizontal pieces across vertical supports, it is one of the oldest forms of structural systems. When interior space was more important the arch was used. Whether it was in vaults (arche...

Free Essays on Gates

WASHINGTON (CNN/Money) - The government hammered away at Microsoft Corp. chairman Bill Gates in court Tuesday, attempting to portray him as an unreliable witness. And at one point Gates offered to alter his sworn testimony, landing a solid blow against Microsoft's position. The courts have found that Microsoft violated antitrust laws. The current hearings, under U.S. District Judge Colleen Kollar-Kotelly, will decide what restrictions will be imposed on Microsoft as a remedy for that illegal behavior. Gates has repeatedly complained that the remedies under consideration would be technically impossible to comply with or would force Microsoft to withdraw its Windows operating system from the market and force widespread layoffs at the company. The Department of Justice and half of the states involved in the original antitrust case reached a settlement with Microsoft in November. But nine states California, Connecticut, Florida, Iowa, Kansas, Massachusetts, Minnesota, Utah and West Vi rginia, along with the District of Columbia broke with the Justice Department's remedy proposal, arguing that it wasn't strong enough. Judge Kollar-Kotelly will decide what sort of remedies are appropriate based on the hearings now in their sixth week. Steven Kuney, who represents the states, continued his cross-examination of Gates, who first took the stand late Monday morning. Gates spent much of Tuesday morning complaining that the language of the states's proposal was vague and ambiguous. But Kuney repeatedly walked Gates through his arguments, and several times got Gates to concede that he was interpreting the language in the proposed remedies literally, rather than reasonably, as a court would likely do. In fact, at one point in his testimony Gates told the court that a section of the proposed remedies "could be read to ban Microsoft from competing in any product category. I know such a ban would be unreasonable, and yet that is what the languag... Free Essays on Gates Free Essays on Gates WASHINGTON (CNN/Money) - The government hammered away at Microsoft Corp. chairman Bill Gates in court Tuesday, attempting to portray him as an unreliable witness. And at one point Gates offered to alter his sworn testimony, landing a solid blow against Microsoft's position. The courts have found that Microsoft violated antitrust laws. The current hearings, under U.S. District Judge Colleen Kollar-Kotelly, will decide what restrictions will be imposed on Microsoft as a remedy for that illegal behavior. Gates has repeatedly complained that the remedies under consideration would be technically impossible to comply with or would force Microsoft to withdraw its Windows operating system from the market and force widespread layoffs at the company. The Department of Justice and half of the states involved in the original antitrust case reached a settlement with Microsoft in November. But nine states California, Connecticut, Florida, Iowa, Kansas, Massachusetts, Minnesota, Utah and West Vi rginia, along with the District of Columbia broke with the Justice Department's remedy proposal, arguing that it wasn't strong enough. Judge Kollar-Kotelly will decide what sort of remedies are appropriate based on the hearings now in their sixth week. Steven Kuney, who represents the states, continued his cross-examination of Gates, who first took the stand late Monday morning. Gates spent much of Tuesday morning complaining that the language of the states's proposal was vague and ambiguous. But Kuney repeatedly walked Gates through his arguments, and several times got Gates to concede that he was interpreting the language in the proposed remedies literally, rather than reasonably, as a court would likely do. In fact, at one point in his testimony Gates told the court that a section of the proposed remedies "could be read to ban Microsoft from competing in any product category. I know such a ban would be unreasonable, and yet that is what the languag...

The Language Police

The Language Police The Language Police The Language Police By Maeve Maddox Lovers of language and literature, especially those with children or grandchildren still in Grades K-12, will find The Language Police by education historian Diane Ravitch riveting, revelatory, and extremely disturbing. The Language Police is an exposà © of the practice of systematic self-censoring by textbook manufacturers to avoid offending either the political right or the left. Ravitch, an education historian who has worked in the administrations of both political parties, says she learned only gradually that educational materials are now governed by an intricate set of rules to screen out language and topics that might be considered controversial or offensive. The systematic censorship Ravitch describes stems from â€Å"bias and sensitivity† guidelines provided by state textbook selection committees and other groups. Such guidelines proscribe words, phrases, images, and concepts that someone- anyone- might consider sexist, religious, elitist, ageist, regionalist, or unhealthful. Here are a few of the words and phrases writers are warned to avoid or to exclude outright when writing for the educational market: able-bodied seaman, actress boatman, busboy cabin boy, cameraman, caveman, cult devil, dogma, dwarf Eskimo, fairy, fanatic, fat, fisherman God, gringo, gypsy heathen, hell, heroine, hut jungle, junk bond, juvenile delinquent Middle East, maniac, myth night watchman, nobleman, normal old, old wives’ tale pagan, papoose, past one’s prime, polo Satan, schoolboy, schoolgirl, seamstress, Sioux, slave, snow cone, snowman, soul food, stick ball, swarthy tomboy, tote bag, tribal warfare, tribe, turn a deaf ear to un-American, uncivilized victim, yacht For a detailed description of The Language Police, read the review by science teacher Anne C. Westwater in The Textbook Letter, Vol. 12, No.4 of the Textbook League. Better yet, read the book. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 7 Patterns of Sentence StructureDouble Possessive

How does the reward scheme system implemented by organisations help to Dissertation

How does the reward scheme system implemented by organisations help to increase the sales profit - Dissertation Example These are all ascertained within the UK and HK contexts, respectively. Design/methodology/approach. The study is a quantitative research, which takes on a descriptive-correlational research design. Using a purposive sample of UK and HK patrons of Tesco and ParknShop, the research made use of a survey questionnaire to gather primary data and address the objectives of the study. The responses were encoded onto the Statistical Package for the Social Sciences (SPSS) version 17.0 for statistical analysis. Findings. The study found that satisfaction with the loyalty scheme is significantly correlated with the frequency of shopping at the retail entity for both UK and HK samples. Moreover, satisfaction with the loyalty scheme is significantly correlated with frequency of using the loyalty scheme card for both UK and HK samples. The Chi-square tests suggest that for UK and HK patrons, there is an apparent judgment on customer loyalty as contributed by loyalty schemes, and this is primarily p ositive. These suggest that both UK and HK customers have a relatively positive attitude towards the value and contribution of loyalty schemes in building customer loyalty. Loyalty schemes are significantly correlated with frequency of recommending the loyalty scheme card to friends and family for both samples. The outcomes indicate that there seems to be a relationship between beliefs and loyalty behaviours for UK and HK patrons. ... Such loyalty schemes should be further investigated in terms of their effectiveness in maximising value for their patrons and profitability. Tesco and ParknShop should make a continual effort to instill stronger engagement from its clients to enhance their customer value proposition at the least possible expense. There are other relationship marketing programmes which may serve a similar purpose such as discount coupons, personalised offers, credit cards for the retail institution, among others. Keywords: Customer loyalty in retail, retail marketing, customer loyalty, Tesco, ParknShop Chapter 1 Introduction 1.1 Introduction Technology’s overarching aim is to enhance organisational performance (Jackson 2005). One technological means of increasing customer retention is through effectual loyalty schemes (Raman, Wittmann, and Rauseo, 2006), which may assist the enterprise in transforming cold data into warm, personalised relationships. Over the long haul, this dovetailed use of lo yalty schemes may lead to a sharp understanding of customers – their profile, needs, and wants – towards enhancing their sense of loyalty to the products and services of the organisation (Oliver 1997; Shimp 2003). Loyalty schemes may entail or incur considerable cost from the organisation; however, it may also significantly reduce the advertising cost that is necessary for attracting new patrons. Some critics contend that it may loyalty schemes may no longer beneficial in improving organisational performance (Reichheld, Markey, and Hopton 2000),. In particular, loyalty schemes have been widely use by grocery, travel and retail sectors, including the Tesco Clubcard, Boots Advantage Card and the Nectar Card within the specific context of the UK. There are several reasons

The obsession of medical science Essay Example | Topics and Well Written Essays - 1000 words

The obsession of medical science - Essay Example We have an obsession with scientific methods and we sometimes try to overcomplicate certain issues and pregnancies are one of these issues. This perception is ill founded and in this essay arguments will be given as to why midwives can be more helpful than Obstetricians in the American maternity health care system. What is the difference between Obstetricians and Midwives? An obstetrician is a person who is a medical expert in child births and labor issues. These are people who have taken formal professional education of medical science and have knowledge of surgery. Midwives on the other hand are only equipped with handling low risk pregnancies. Midwives deals with the process of child birth and aim at natural process of child birth. A midwife is generally expected to complete a few courses on pregnancy and child birth but they cannot treat child illnesses. The specifically deal with child birth and pregnancies. There is a difference in the child birth philosophy of midwives and obs tetricians. Midwives consider child birth as a natural process and they have a natural perspective on pregnancies. Obstetricians have a medical perspective and view child birth as a medical risk. Pros and Cons of Obstetricians The major benefit of obstetricians is that they receive formal professional education with regards to child birth and labor procedure. They are medical expert and are aware of the functions of other body parts. They have in-depth knowledge about the human body therefore they can perform complex child births. Obstetricians can also perform surgical procedures like a cesarean which midwives cannot. High risk pregnancies can be handled by an obstetrician and not a midwife. Sometimes the mother has heart problem or diabetes so such child births are better taken care of by obstetricians. The most significant disadvantage of obstetricians is that they have a medical science perspective that views child birth as a risk and not a natural process. Therefore they are mo re inclined to use surgical procedures when there is no need of it. There is also a shortage of obstetricians therefore they are not able to focus on one pregnancy and this can sometimes lead to complications. Marsden Wagner says â€Å"In USA obstetrician plates are full to overflowing† (pp.6). They are so busy that they find it hard to concentrate on a particular case. In this regard a midwife does better as she spends more time with the mother. Pros and Cons of Midwives Midwives provide services that are monetarily affordable by people. They charge far lesser than an obstetrician for their services and this makes them more attractive to gynecologists. The medical philosophy of midwives allows them to view child birth as a natural process and not as a medical risk. This allows them to think differently from obstetricians and they can rely on natural methods. They also give considerable time to their patients so this allows them to understand the patient in a better way. Midw ives can perform child births in homes. This is an added advantage as valuable time is not lost in bringing the patient to the hospital. The lack of medical knowledge serves as a disadvantage for midwives. Any complication during a child birth cannot be solved by midwives. They are also oblivious to the current trend of medicine and in case of an

Back to reality Essay Example | Topics and Well Written Essays - 2250 words

Back to reality - Essay Example 2) Potential problems and issues in developing sourcing strategies The essence of outsourcing for any given organization is to lower the costs involved in executing the outsourced functions. This is because; the practice is associated with minimizing costs, based on the fact that it does not involve direct hiring of employees by an organization (CIPS, 2012 n.p.). Thus, through contracting for the provision of such services, an organization passes on the responsibility of hiring and retaining staffs to the contracted firm. This strategy has however proved to be more costly than it was anticipated. After a thorough scrutiny of the costs involved in this strategy, it was observed that, despite the fact that the federal employees are highly paid, the US government paid the contractors 1.83 times higher than its employees on average (Williams, 2012 n.p.). Thus, the strategy has proved to be a cost incurrence affair in the guise of cost minimization. This is because; outsourcing for contra ctors to offer services on behalf of an organization results to three elements of costs minimization, which may work to the disadvantage of the organization. First, to save on their costs incurrence and improve their profitability, the firms contracted by an organization embarks on the cost minimizing strategy by reducing quality or resource utilization. Therefore, they may reduce the number of staff they hire, to minimize their expenditure, which on the other hand results to poor service delivery to the organization’s customers (Brown & Wilson, 2012 p58). Secondly, a firm can minimize its costs by transfer savings, where the firm engages in hiring employees at a lower cost, through paying them less. However, the problem associated with this concept is that employee protection shields the employees against such practices, which would mean that the firm might be forced to hire employees of a lower caliber, who might not have the expertise, skills and experiences desired by the organization outsourcing the services (McGovern & Quelch, 2005 p19). Alternatively, the firm offering the outsourced services can minimize its costs through efficiency savings, which involves the use of highly qualified staffs, better work processes and equipments, and high technology usage (Compton & Jessop, 2001 p40). Nevertheless, to achieve efficiency saving, there are other costs involved before the economies of scale is attained. Therefore, in a nutshell, outsourcing of suppliers and contractors is no longer a cost saving strategy. As it turns out, outsourcing has become a costly affair for the organizations involved, prompting the need to revert into in-sourcing and back-sourcing (Emmett & Crocker, 2006 p22). 3) Potential problems and issues in relationship with key suppliers There are potential problems that can be experienced with key suppliers in the outsourcing markets. First, the issue of different expectations between the supplier and the outsourcing company can result to a failed business relationship. The expectations of the supplier and the outsourcing organization should tally, to ensure that the supplier offers services to the customers of the organization, as expected by the organiza

Comic spirit- new comedy Essay Example | Topics and Well Written Essays - 1250 words

Comic spirit- new comedy - Essay Example This influenced later comedy till the present day, â€Å"from Romans to Shakespeare to the West End and Broadway† (Perks 76). Roman playwrights Plautus and Terence employed ‘New Comedy’ in their work, as did Shakespeare in his Comedy of Errors. ‘New Comedy’ deals with a transfer of power from the older to the younger generation. In Terence’s The Self-Tormentor, Machiavelli’s La Mandragola, and Stephen Sondheim’s A Funny Thing Happened on the Way to the Forum, male sexuality and virility are central to the comic plot, and there is a focus on the power shift. Thesis Statement: The purpose of this paper is to investigate the shift in power from the older to the younger generation in ‘New Comedy’ portrayed in the Self-Tormentor, La Mandragola, and A Funny Thing Happened on the Way to the Forum. How these plays exploit male sexuality for comic purposes will be identified, and why male sexuality plays such a key role in the ‘New Comedy’ form will be examined. In Terence’s Heauton Timoroumenos (The Self-Tormentor) which was derived from Menander’s play of the same name, a wealthy youth Clinia develops a long-term, monogamous liaison with the young woman Antiphila, as evident from the following line, â€Å"almost now that he has her in the place of a wife† [prope iam ut pro uxorehaeret] (Rosivach 61). When Clinia’s father hears about the affair, he rebukes his son so strongly for his irresponsible actions, that the young man leaves Athens to become a mercenary serving a foreign king. His determination to make something of himself, echoes his father’s pursuit of success in his own youth (Rosivach 61). But, after compelling his son Clinia in love with Antiphila to go to the war area, the stern father Menedemus repents for his harshness, and torments himself mentally. Terence’s humour â€Å"arises from the

Compare a modern (post mechanistic) management accounting technique Essay

Compare a modern (post mechanistic) management accounting technique with a traditional technique which has the same (or similar) objectives - Essay Example Management accounting deals with presentation of accounting information which assists the management of a business to come up with policies and also to facilitate the management in it normal activities (Bhattacharyya, 2011, p. 1). It is a process that involves identification, measurement, accumulation analysis, interpretation and communication of financial information that helps to facilitate planning, evaluating and controlling the activities and accountability of resources (Thukaram Rao, 2003, p. 1). For a long time, strategic management accounting was considered as a possible area of development that would boost the future contribution of management accounting. In the 1980, the United Kingdom Chartered Institute of Management Accountants ordered an inquiry that was to review the current state of the development of management accounting. The findings were consequently published in a report entitled Management Accounting: Evolution and Revolution which drew attention to strategic management accounting as an area for future development (Drury, 2008, p. 570). There are a number of new techniques that have been introduced that are aimed at making management accounting more relevant to the production methods that are used in the modern world. This management accounting methods include; strategy management accounting, life cycle costing, target costing and Kaizen among others (Collier and Agyei-Ampomah, 2008, p. 50). The traditional focus of management accounting was on the period after the product had passed the design and development stage and has gone into production so that it can be taken to the market for the consumers to buy (Collier and Agyei-Ampomah, 2008, p. 51). In traditional management accounting, the control procedures focused mainly on the manufacturing stage of the whole life associated with a product. Cost that were realized

Taxation Essay Example | Topics and Well Written Essays - 1500 words - 11

Taxation - Essay Example In the 2011 budget, Mr. Alistar made no changes on the income tax rate but stated that if the tax rate remained permanent, it would lead to long lasting damage to UK’s economy. Since 2009 when the tax rate was introduce, to date, the tax rate has been questioned and changed on several occasion in the budgets. In the 2012 budget, Mr. Osborne, who was the Chancellor by then, announced a tax cut from the 50% to 45% and thus the taxpayers could escape the 50% tax rate at a cost of  £1 billion to the taxpayer. This tax rate change was implemented by the Government and the additional tax rate has since remained at 45%. There have been many discussions as to whether the tax rate should remain at 45% or be added back to 50% (Seely, 2014:21). This paper argues against the restoration of the 50% additional rate of income tax by the UK government. Several arguments have been brought forth against of a restored tax rate of 50%. One of the arguments is that a low tax rate has an affirmative impact on output, and employment because it offers incentives to boost these activities. If the taxes are raised, people avoid the kind of work that attracts high tax rates. This means that if people do not carry out work that has high tax rate, the output in the country is reduced and the same happens to the level of employment. With unemployment and output levels reduced, then this additional tax rate will act as a barricade to economic growth, and thus Britain will lag behind other nations on matters regarding the growth of the economy. Raising the tax rate will castigate activities that are taxed. The overall result of this is that less tax is attained because the more something taxed then the less is gotten from it. Since some people have built up enough capital that they can contentedly leave on, high taxes push such people to quit wor king or even work less. Those that continue working stop working hard in order to avoid earning extra amounts. The effect of reduced work,

Compare a modern (post mechanistic) management accounting technique Essay

Compare a modern (post mechanistic) management accounting technique with a traditional technique which has the same (or similar) objectives - Essay Example Management accounting deals with presentation of accounting information which assists the management of a business to come up with policies and also to facilitate the management in it normal activities (Bhattacharyya, 2011, p. 1). It is a process that involves identification, measurement, accumulation analysis, interpretation and communication of financial information that helps to facilitate planning, evaluating and controlling the activities and accountability of resources (Thukaram Rao, 2003, p. 1). For a long time, strategic management accounting was considered as a possible area of development that would boost the future contribution of management accounting. In the 1980, the United Kingdom Chartered Institute of Management Accountants ordered an inquiry that was to review the current state of the development of management accounting. The findings were consequently published in a report entitled Management Accounting: Evolution and Revolution which drew attention to strategic management accounting as an area for future development (Drury, 2008, p. 570). There are a number of new techniques that have been introduced that are aimed at making management accounting more relevant to the production methods that are used in the modern world. This management accounting methods include; strategy management accounting, life cycle costing, target costing and Kaizen among others (Collier and Agyei-Ampomah, 2008, p. 50). The traditional focus of management accounting was on the period after the product had passed the design and development stage and has gone into production so that it can be taken to the market for the consumers to buy (Collier and Agyei-Ampomah, 2008, p. 51). In traditional management accounting, the control procedures focused mainly on the manufacturing stage of the whole life associated with a product. Cost that were realized

Research paper on Armenia Essay Example | Topics and Well Written Essays - 1750 words

Research paper on Armenia - Essay Example In this paper, we will focus on the historical contexts of Armenia. With that, we mean that we will delve into the historical times of the country and what cultural attachments there are for us to see and understand from in the context of Armenia as a historical state. Whilst on the topic of research for this paper, we find that Armenia as a nation has never found things going easily for herself. There have been invasions, troubles, and battles all around which have marred the historical significance of the country nonetheless. Armenia since prehistoric times has been proposed as the Garden of Eden as it is surrounded by the Biblical mountains of the Ararat. The Armenian highlands are credited as being as first ones in the world to have any traces of human civilization. The capital of Armenia, Yerevan has founded in the year 782 BC and is a rich splendor when the talk rises up concerning the heritage of human civilizations. Orontid Dynasty is known as the first kingdom which was formed within Armenia and this had its fair share under the different dynasties that actually existed within the time until 428 AD. This kingdom became one of the most powerful ones between 95 and 66 BC. There were periods of independence which were enjoyed by Armenia during this time as well as autonomy was there for the rulers to enjoy during the dynasty. The dynasty thus can easily suggest to us the sort of aura Armenia had for its countrymen and women yet it failed to live up to the historians’ expectations in the matter that there were troubles looming all around.

Chemistry thermo lab, Hesss Law Essay Example for Free

Chemistry thermo lab, Hesss Law Essay Introduction: In this lab, we will be determining the change in enthalpy for the combustion reaction of magnesium (Mg) using Hess’s law. Procedure: 1. React about 100 mL of 1.00 M hydrochloric acid with 0.80 g of MgO. Note the change in temperature and any qualitative data. 2. React about 100 mL of 1.00 M hydrochloric acid with 0.50 g of Mg. Note the change in temperature and any qualitative data. Raw Data: Quantitative: Reaction, trial Mass ( ± 0.01 g) Initial temperature ( ± 0.1à ¢Ã‚ ° C) Final temperature ( ± 0.1à ¢Ã‚ ° C) Volume of HCl ( ± 0.05 mL) Reaction 1, Trial 1 0.80 22.0 26.9 100.00 Reaction 1, Trial 2 0.80 22.2 26.9 100.00 Reaction 2, Trial 1 0.50 21.6 44.4 100.00 Reaction 2, Trial 2 0.50 21.8 43.8 100.00 Qualitative: 1. Hydrochloric acid is colorless and odorless 2. Magnesium tape is shiny after cleaning it from oxidants, increasing its purity. 3. In both reactions, the solution became bubbly. 4. There was a strong odor from the reaction. Data Processing: Trial 1: Reaction 1: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. 3. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. 4. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. 3. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. 3. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. Now, we do reaction 2, trial 1 so we can use Hess’s law to calculate the change in enthalpy of formation, but first we are going to calculate the uncertainty in this expression: First, we calculate the uncertainty for the: 1. 2. 3. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Reaction 2: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. I will now calculate the uncertainties: First, we calculate the uncertainty for the: 1. 2. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Now, we use Hess’s law to calculate the change of enthalpy of formation: 1. MgO(s) + 2HCl(aq) MgCl2(aq) + H2O(l) 2. Mg (s) + 2HCl(aq) MgCl2(aq) + H2 (g) 3. H2(g) + 0.5 O2(g) H2O(l) (given) By reversing reaction number 1, we can get our targeted reaction: Mg (s) + 0.5 O2(g) MgO(s) Now to calculate the change of enthalpy, which will be the change of enthalpy of formation? 1. 2. Our final result is: 1. Mg (s) + 0.5 O2(g) MgO(s) Random error and percent error: We can calculate the random error by just adding the random errors of the component reactions: 1. 2. 3. As for the percent error: 1. 2. 3. Trial 2: Reaction 1: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. 3. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. 3. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. Now, we do reaction 2, trial 1 so we can use Hess’s law to calculate the change in enthalpy of formation, but first we are going to calculate the uncertainty in this expression: First, we calculate the uncertainty for the: 1. 2. 3. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Reaction 2: First, we have to calculate the ΔT by subtracting the final temperature by initial temperature: 1. 2. Now we calculate the mass of the solution, assuming it has the density as water: 1. 2. 3. Now, we can use q=mc ΔT to calculate the energy gained by the solution: 1. 2. Therefore: 1. Now, we have to calculate the number of moles for MgO: 1. 2. We can now calculate the change in enthalpy by dividing the q of the reaction by the moles of the limiting reagent: 1. I will now calculate the uncertainties: First, we calculate the uncertainty for the: 1. 2. Now for mass: 1. 2. As for the energy gained: 1. 2. Now for the energy of the reaction: 1. It is multiplied by an integer (-1) so it is the same unc. As for the moles: 1. 2. Finally, the change in enthalpy: 1. 2. 3. Now to calculate the change of enthalpy, which will be the change of enthalpy of formation: 1. 2. Our final result is: 1. Mg (s) + 0.5 O2(g) MgO(s) Random error and percent error: We can calculate the random error by just adding the random errors of the component reactions: 1. 2. 3. As for the percent error: 1. 2. 3. Processed data: Trial 1 Trial 2 of reaction 1 -104 kJ/mol ( ± 2.10%) -99 kJ/mol ( ± 2.19%) of reaction 2 -463 kJ/mol ( ± 0.509%) -446 kJ/mol ( ± 0.525%) of MgO -645 kJ/mol ( ± 2.61%) -633 kJ/mol ( ± 2.72%) Conclusion and Evaluation: In this lab, we determined the standard enthalpy change of formation of MgO using Hess’s law. First, we reacted HCl with MgO for the first reaction and got -104 kJ/mol ( ± 2.10%) for trial 1 and -99 kJ/mol ( ± 2.19%) for trial 2. As for reaction 2, where you react, I got -463 kJ/mol ( ± 0.509%) for trial 1 and -446 kJ/mol ( ± 0.525%) for trial 2. When we use Hess’s Law, we have to reverse reaction 1 to get the targeted equation, Mg (s) + 0.5 O2(g) MgO(s), and we get an enthalpy change value of -645 kJ/mol ( ± 2.61%) for trial 1, and -633 kJ/mol ( ± 2.72%) for trial 2. For trial 1, my value got a percent error of 7.14%, which is not that bad considering the weaknesses this lab had that will be discussed in the evaluation. However, in trial 2, I got a better percent error, which is 5.15%, we got a better value because we had a bigger ΔH values thus when adding them (since one of them is positive and the other two is negative) we get a smaller value for the enthalpy change of formation thus bringing us closer to the theoretical value. The biggest weakness in this lab was the impurity of the substances, the assumptions that we made about the HCl solution, for example, we assumed that the specific heat capacity of the solution is the same as water, which is an assumption that is not a 100% accurate and affected our ΔH values for both reactions and eventually our final ΔHf value. To fix this, In the different range of specific heat capacity values, 4.10 j/g k would have been more appropriate to get closer to our theoretical values, as you get a bigger qrxn values thus bigger ΔH values. Another thing that I noticed is that the theoretical value that I got was the â€Å"Standard† enthalpy change of formation. Standard meaning at standard conditions which are at 293 K and 101.3 kPa for pressure. These weren’t the conditions in the lab when I did the experiment. This might alter the experimental value closer to the theoretical value reducing the percent error.

Effect of Music on the Level of Happiness

Effect of Music on the Level of Happiness ABSTRACT The present study was designed to investigate the role of music in increasing the level of happiness of college students. The convenient sample comprised of 120 (sixty men and 60 women) undergraduate students from G.C University, Lahore. Their age range was 17 23 years (M = 20.38, SE =0.11). This study used a 2(Gender) X 3(Music) X 2(Phase X S) mixed factorial design, with gender and type of music as between-subject factors and phase as repeated measures factor. Type of music had three levels, viz., classical, popular and mystical and phase was divided into pre- and posttest measures. After taking informed consent, participants were randomly assigned to the three conditions. Each participant was assigned a computer and was provided with a set of headphones through which they heard the specific kind of music. The Depression Happiness Scale (Joseph and Louis, 1993) scale was administered once before and then after the participants listened to the music. The results of (2 X 3 X 2) mixe d factorial Analysis of Variance and post-hoc Tukey tests revealed that popular music had significantly increased the level of happiness of college students, unlike classical and mystical music. No gender differences were found. CHAPTER 1 INTRODUCTION This thesis examines the enhancing effects of music on happiness. Music is the purest form of art. It can be said that it has an impact on almost everyone. Certain pieces of music have a relaxing effect, while others stimulate us to act, and some cause change in or emphasize our mood. This work specifically investigates if listening to different kinds of music can increase the level of happiness or not. 1.1 Defining Music The word music basically comes from the Greek word mousike meaning art of the muses. Technically, all sounds are the result of atmospheric vibrations; however, unlike mere sounds and noises, music consists of a set of sounds with particular frequencies, amplitudes, and timbres which are organized into highly predictable patterns. The Social and Cultural meanings by people turn these sounds into music (Smith, 1989). Culture and social context is very important while defining some construct (Matsumoto Juang, 2008). Thus, the definition of music varies according to culture and social context. The artists may view music as a performing art, a fine art, and an auditory art. According to J. P. F. Richter, Music is the poetry of the air.William Shakespeare called music the food of love, (Galwitz, 2001). Humanistic psychologists view music as a means of self fulfillment, integration and self actualization. For existentialists it is another department of choice and freedom. Music in any form has a universal appeal, like an international language, it is understood and spoken everywhere, and its charm and penetrating power cannot be denied (Malik, 1983). Components of Music Music consists of particular frequencies, amplitudes, and timbres etc which are organized into patterns. (North, Hargreaves Hargreaves, 2004).The components of music are, Musical note is a single sound of definite pitch and duration which can be identified in writing. Rhythm, is the arrangement of sounds in time, this arrangement is a complex arrangement of notes into a mixture of short and long durations within a single bar or a series of bars. Regular pulse groupings are called bars or measures. Rhythm is one of the most central features of many styles of music, especially jazz and hip-hop (Lerdahl Jackendoff, 1983). A Scale is a progression of notes in an ascending or descending order. Melody or tune assembles a series of notes into recognizable musical shapes. The notes of a melody are created with respect to pitch systems such as scales. A melody usually though not necessarily possesses rhythm. The rhythm of a melody is often based on the tones of language, the physical rhythms of dance or just periodic beatings (Narveson, 1984). The beat of a piece of music is its regular pulse, determined by the bar lines by which music are metrically determined. Pitch, is the height or depth of a note in relation to other notes or in relation to an absolute pitch. The absolute pitch has internationally been set at A=400 Hz that is, the A above the middle c has a frequency of 440 cycles or vibrations per second. Pitch is determined by the sounds frequency of vibration. The process of assigning note names to pitches is called tuning. The difference in frequency between two pitches is called an interval. The interval indicates either the doubling or halving of the base frequency (Machlis Kristine, 2007). Harmony is the study of vertical sonorities in music. A vertical sonority refers to considering the relationship between pitches that are together. Harmony can also be implied by melodies that outline a harmonic structure. Larger structures involving multiple pitches are called a chord (Darmschroder Williams, 1990). Harmony in music can be analyzed through Roman numeral system. A system of chord symbols is used in popular and jazz music (Friberg, 1991). Musical texture is the overall sound of a piece of music .It is described as the number of parts or lines and their relationship. The perceived texture of a musical piece can be affected by the interval between each musical line, the timbre of instruments or the number of instruments used. Monophony, homophony and polyphone include musical textures. Monophony is the texture of a melody. The texture of homophony is achieved when a melody is accompanied by chords. The melody in homophony is usually voiced in high notes. Polyphony consists of several simultaneous melodies of equal importance (Temperly, 2001). Form, is a feature of musical theory that explores the concept of musical syntax, on a local and global level. The syntax is often explained in terms of phrases and periods or sections or genre respectively (Juslin Laukka, 2004). 1.1.2 Types of Music Different types of music help in soothing ones disturbed soul and cheer us up. There are various types of music i.e., classical music, rock, hip-hop, folk, opera, mystical etc. Classical music is a complex form of music as it requires high musical skills like learning the ragas and ability to coordinate with other musicians .The one who wants to learn, he/she has to go through proper training in this field of music (Bhattacharyya, 2008). Classical music is different from other types due to its instruments and form. Classical music can be described as of having two kinds, western classical music and eastern classical music. The central norms of western classical music were codified from 1750 to 1820, which is known as the classical period. The major instruments used in western classical music include, the piano, harpsichord, the organ and bagpipes. Western Classical music is also capable of taking on different forms such as, concerto, symphony, sonata, opera, dance music, suite, etude, symphonic poem etc. The composing of classical music aims to instill the music with a complex relationship between the emotional and the intellectual aspects. Classical musicians get extensive training and schooling to attain technical mastery before performing classical music. They understand the principles, and gain the knowledge that is essential for the performance of classical music (Grout et al, 1996). The origin of eastern classical Music was from, the Hindu traditions. The oldest of the scriptures and the Vedas describe music at length. The major instruments used include, the tabla, sitar, sarood, pakhawaj, tanpura, tambura, swarmandal, bansuri and sarangi. The eastern classical music is basically monophonic, and is arranged around a single melody line. The composition based on a particular raga, begins with the performers coming out in a ritualized order, first the drone instruments, then the soloist, then accompanists and percussionists. The musicians first tune their instrument. The tambura is played at a steady tone throughout the raga, by a student of the soloist. The raga begins with the melody being developed gradually. The beginning of the raga is called an alap. Once the raga is established, the ornamentation begins to become rhythmical, which gradually speeds up. This section is the jor. After the jor reaches its climax, everything stops and then finally the percussioni st begins to play while interacting with the soloist. Beginning from India, the classical music tradition has extended towards Pakistan and also Afghanistan. The major vocal forms of eastern classical music include, Dhurpad, which is a style of singing, is accompanied by tempura and pakhawaj. The lyrics are heroic in theme, or otherwise in a praising tone. The, Ghazal originally being Persian in form, exists in multiple variations. The Khayal is an informal form of vocal music. It is partially Improvised and emotional in nature. The Tarana, are songs that are used to convey a mood of elation. They have a few lyrics and are mostly composed of rhythmic sounds. Thumri is an accessible and informal vocal form. The lyrics are typically in a language called braj bhasha, and are usually romantic. The system of notation called sargam holds a very important place in classical music of the east. For eastern classical music, the expertise of voice, rather than the instruments is emphasized (Patnaik, 2006). Popular Music is music belonging to any number of musical styles that are widely popular. It covers mainstream music that does not falls into any specialized style such as jazz or hip hop. Popular music essentially includes the use of instruments such as guitar, violin, fiddle, piano, bass and drums. In these types of music, the bass guitar is an important instrument. This can be used in different intensities to emote feelings of anger, pride and others. As compared to classical music, popular music does not require expertise. Many people play popular music together with their friends, on a casual amateur basis. The roots of the music are found in African American and West African music (Moore, 2004). Mystical music is an outburst of the soul. It comprises of spacious, contemplative, heartfelt, trance inducing and psychedelic sounds. It is a mix of entrancing drones, structures, and rhythms. Mystic music is different from classical music in terms of its lyrical content. The sole theme of Mystical music is of building a connection with God. The singer addresses God as his beloved and tries to gain his acceptance Mystical music makes one explore a kind of rich sound experience that lifts and awakens one above normal consciousness. It is relaxing. Mystic music fulfills the purpose of music which is to help us contact the spiritual dimensions of life and reveal the secret to us and to, keep the spirit alive (Nasr, 1997). An important feature of Pakistani mystical music is the interchanging of gender of the singer. 1.1.3 Effects of Music Music holds a very significant position in our lives since the beginning. From the early beginning to the present day, interest in music with reference to healing and therapeutic experience has sustained (Bartlett, 1996). Researchers have found that about two-thirds of the inner ears cilia resonate only at the higher frequencies that are commonly found in music (3,000 20,000 Hz). This seems to indicate that primitive humans communicated primarily through song or tone. There are references to the divine alliance of music and medicine in classical antiquity and the healing function among primitive people (Schullian Schoen, 1948). Recent work on music has confirmed the effectiveness of music too. Music has been found to be capable of triggering Endorphins in the human body, which help the mind in creating sound images, thus making it possible for people to escape into painless worlds sheltered by their imaginations. Music can regularize or disturb the heart beat or relax or tense the nerves; it is also able to affect digestion, respiration and blood pressure (Tame, 1984). Ansdell (1995) suggested that music could act as a powerful tool with neuro-disability. In many instances it has been found that people with brain related problems were able to function in better ways while being exposed to music (Bunt Hoskyns, 2002). Mc Carty (1999) described how music could reduce negative emotions and increase positive emotions in healthy as well as clinically ill Music can decrease pain and depression while increasing mood and self esteem. A study indicated that tempo affected arousal, while mode of the music affected the mood (Husain, Thompson Schelenburg, 2002). Wellness is a product of healthy body, mind, spirit interactions, and, as a result music can be an important asset in creating the appropriate environment for persons healing (Stewart, 1990). Musics appeal to us is primarily emotional and psychological. Music has been noted for its ability to enhance peoples moods, move them to tears, make them want to rejoice or just move them emotionally in both negative and positive ways (Goldstein, 1980). Radocy and Boyle (1979) suggested eight kinds of affective responses to music. Some are related to an innate sensory perception of the sound whereas; others are related to images, experiences and emotional context of the experiences. These responses may include simple, negative and positive feelings, and moral or religious temperaments. Thus, music is often capable of helping people in dealing with the issues which they have not dealt with earlier in their lives. (Bright, 1993; Levine, 1999; Ortiz, 1997). According to Stewart (1990) music can act as an affective therapeutic agent under the right circumstances. Music can be helpful to us in initiating psychological movement by altering our mental states and leading us towards more positive affirmations (Blaking, 1990). Menuhin (1972) revealed further that music can bring order out of chaos, because rhythm makes the divergent unanimous, melody turns the disjointed into continuous, and harmony is capable of imposing compatibility among the incongruous. Sloboda (1989), states that, most of us take part in musical activities because it can arouse deep and significant emotions in us. The music itself cannot have extra musical meaning unless the experience to which it refers already exists in the mind of the listener. When music is similar to the connections with human life, then people experience intense emotions. Particular kinds of music are capable of moving painful memories or the unresolved problem in life. Storr (1990) believes that apart from the relations between seeing an emotional arousal, the relation between hearing and emotional arousal is stronger. Campbell Angus (1976), in a study observed that when people communicate with the emotional centers of our being through the use of music; we become better able to reduce stress and achieve a sense of well-being. Diamond (1979) suggests that music can be used as an important part of primary preventative health care at a psychosocial level. It has been reported that music is an activity which the healthy, impaired, talented and interested enjoy, because it provides them with a relief from their stress, anxiety (Blacking, 1995). Music if combined with personal attention and, can provide satisfaction and restore a sense of value to people who may be feeling depressed or low in self-esteem (Crystal, Grober Masur, 1989). In view of Hallan Price (1998), calming music led to better participant performance on arithmetic and memory tasks. Music can line up patterns of emotions, structures of consciousness and / or psychic energy (Stewart, 1990). Thus, music has great influences on a listener. It can take the mind and body to do spontaneous things. Depending on the type of music and the inner message it has, music can influence a person and his/her actions (Cassidy Byo, 2008). Happiness In this older sense, Happiness was used to translate the Greek Eudemonia. There has been a surge of interest in Positive Psychology during the last quarter of this century. There has been a huge amount of interest and research on happiness, well-being and satisfaction among all positive fields (Diener Diener, 1995). The term happiness is synonymous to subjective well- being (Seligman and Csikszentmihalyi, 2000). Happiness can be defined as a feeling about yourself and the outside world. It is born from the internal workings of our own minds (Diener et all, 1997). Yew-Kwan Ng and Siang Ng (2000), define happiness as a complete state of mental health. They have defined emotional happiness as the presence of positive affect and life satisfaction with the absence of negative affect. It is a positive emotional state that is defined by every person on a subjective level. Diener, Scolon Lueas (2003) define Happiness as an overall appraisal of life, where the good and the bad are balanced. According to one of the founders of positive psychology, Seligman (2002), happiness consists of positive emotions and positive activities, emotions can be categorized as they are related to the past, present and future. Positive emotions concerning the past include satisfaction, contentment, pride and serenity whereas, positive emotions that are associated with the future include optimism, hope and trust. Veenhoven (1997) has defined happiness or subjective well-being as the degree to which one judges the quality of his life favorably. According to Schwartz Strack (1999), even very minor incidents in life can affect the level of happiness; however, Kahneman Schkade (1998), state that external circumstances are have little effect on happiness or subjective well- being. Theories of happiness The basic theories of happiness have been divided into two types, Top down theory Bottom up theory Bottom-Up Theory: Happiness and satisfaction depend on the sum of many smaller pleasures and happy moments (Diener Scwartz, 1984). In the perspective, of the bottom-up theory, well- being or happiness is a summing up of the positive experiences in a persons life. The assessment of satisfaction is considered in a small number of lifes domains. According to this theory, people self-rate their subjective well being with the help of a variety of external circumstances. The frequency of the pleasant moments makes a person happier. These circumstances may include the level of ones marriage, income work and family etc (Linley, Joseph Seligman, 2004). In this view, the objective life experiences, postulate the overall happiness. Top-Down Theory: The other perspective assumes that happiness is more related to general tendency to assess and infer to experiences in a positive way. From this point of view, a person brings tendencies of positivity towards the situations that he encounters. This view to subjective well being is known as top-down theory. This approach is mostly considered by observing personality traits or attitudes (Linley, Joseph Seligman, 2004). This theory states that people, who are over all satisfied with life, are satisfied with everything. People possess a disposition to judge lifes experiences in negative of positive ways. There are also other models of happiness which include, Need/goal satisfaction model, Process/activity model, Genetic/personality predisposition models. Psychoanalytic and humanistic theorists believe that reduction in tension and satisfaction of needs lead to the achievement of happiness. It was theorized that people were happy as they had achieved their goals (Compton, 2005). Emmons Diener (1986) has also emphasized how pursuing goals generates happiness. According to the process/activity theorists, participating in activities generates happiness. Csikszentmihalyi (1990) proposed that people who indulge in interesting and challenging activities, and experience the feelings of flow, as a result, are happier. The genetic/personality theorists view happiness as a stable construct. A Research by Costa and McCrae (1986) suggested that happiness is based on personality and genetics. Similarly, Lucas (1996) also found in a research that personality traits were closely related to happiness. Most of recent researches agree with idea of happiness being a combination of psychological, emotional, and physical well-being. Correlates of Happiness Individual differences in the levels of happiness have their significance, but studies have shown that predictors of happiness can be indicated and generalized. Evidence has been found that environmental factors and happiness can be correlated. However, it was also found that demographic variables, together account for less than 20% variance in happiness or subjective well- being (Campbell et al., 1976). A study by (Suhail Chaudary, 2003) found that work satisfaction, social support, religious affiliation, social class, income level, and marital status and marital satisfaction can be the predictors of happiness. Marital status and satisfaction: It has been found that marriage and happiness correlate significantly. Diener, Suh, Lucas, Smith (1999), found that unmarried people who cohabit with their partners are significantly happier in a few cultures. Research has shown that married people are happier as compared to unmarried, divorced, separated or widowed people. Shields Wooden (2003) found that married women and men were consistently happier than unmarried men and women. Finances: Financial status is related to happiness; however with an increase the effect diminishes (Diener, Diener Carol, 1995). Veenhoven (1994), stated that People of third world countries relate their happiness more to wealth. Evidence shows that relationship between happiness and wealth depends on the value that one associates with money (Burroughs, James Rindflisch, 2002). 3) Health: Physical health is strongly related to levels of happiness. If one is physically healthy he/she would have higher levels of happiness as compared to a person who is sick. Ryan Deci (2001) found that perceptions of health have more effect on happiness than objective health. If one is healthy (physically), then one experiences a feeling of well- being (Feist, Bodner, Jacobs, Miles Tan, 1995). According to physicians, Brief, Butcher, George Link (1993) a strong correlation exists between happiness and health. 4) Gender: women have been generally found to report higher levels of subjective well- being or happiness. Fujita, Diener Sandvick (1991) reported that women showed greater capacity for joy. Similarly, in a study by Wood, Rhodes Whelan (1989), it was found that women report slightly higher levels of happiness. However, Shayam and Yadev (2006) found that elderly men scored higher on well-being as compared to elderly women. In a study by Pennebaker, Rime Blankenship (1996), women expressed more intense emotions then men. Women also rated themselves as more verbally expressive than men. 5) Education: education does affect the happiness of people positively. Layard (2005), found that education is capable of increasing happiness indirectly, as it effects the ability to earn. Education has greater affect on the happiness levels of people with lower incomes (Campbell et al, 1976).Education appears to have only small direct influence on happiness. Life Events: Peak experiences have been found to be due to religion music or other intense activities. Diener Lucas (1999), state that subjective well-being correlates with friendship activities, having frequency of occurrence. The number of positive events correlates with positive affect (Schimmack, Diener Oishi 2002). Heady Wearing (1989) found that areas of friendship and work, increase happiness. 7) Culture: Diener Suh (1999) found that some nations appear to be more emotional than other nations. It was also found that happiness varies with interpersonal trust of people (Diener Suh, 2000). It was found that people in individualistic cultures had higher subjective well-being as compared to collectivistic cultures (Ball, 2001). 8) Religion: Many researches support that people who are religious tend to be happier. Studies have found that engagement in religious activities is significantly related to higher well-being (Donahue Benson, 1995). Peacock and Poloma (1999) found that ones perceived closeness to God was a very strong predictor of happiness. 1.3 Literature Review Immense research has been done to investigate the effects of music on physical as well as mental health. Researches have found that music has made positive influences on the physiological, psychological and the social domains. In a study, Fratianne, Prensner, Huston, Super, Yowler Standley (2001), conducted a study on patients at a burn care centre and found that the group which received the music therapy intervention, reported significant reduction in pain, compared to the groups having no music therapy. This conformed that music therapy is a valuable non-invasive intervention for the treatment of pain after burn injury. Nering (2002), in an experimental study investigated the effect of piano and music instruction on intelligence of monozygotic twins. Post-tests on the Wechsler standardized intelligence tests indicated that, that music instruction through individual piano lessons increased intelligence. Weinberger Norman (1998) conducted research to investigate if music is capable of improving brain development. They found that music not only improves our brain development, it even enhances skills like reading and mathematics. Music promotes social development, self -worth, personality adjustment, and also enhances creativity. It was also found that music making provides the most all-embracing exercise for brain cells and the synaptic interconnections. A study on the effect of music therapy in treatment of social isolation in visually impaired children was conducted. It discussed how that music therapy can be helpful in making the child explore his environment, and modify stereotypic, autistic-like behaviours, and encourage social awareness and interaction with other children. The results indicated that Music evokes profound responses without the help of words and therefore, can reach children with the severest disabilities (Gourgey, 1998). In another experimental study on the effect of music, Hallman, Price, and Katsarou (2002), found that calming music led to better participant performance on an arithmetic task and a memory task than no music. It was also found that background music on cognitive test performance led to improved performance when compared with a control condition (Cockerton, Tracey, Moore, Simon, Norman Dale, 1997). A study by Rideout Taylor (1997), involved 16 female and 16 male undergraduates, who completed two equivalent spatial tests, Results indicated that exposure to classical music, given to undergraduate students caused a small but significant improvement in spatial tests. In a study entitled, Music therapy for adolescents, Tervo (2001), suggested that music makes adolescents become expressive, be in contact with and share among themselves feelings of anger, rage, grief, longing and psychological disintegration. It provides opportunities to feel closeness or isolation and to explore sexual fantasies and feelings. Standley Hughes (1997) evaluated the effects of music sessions which were designed to enhance pre-reading and writing skills of 24 children (aged 4-5 yrs). The children were enrolled in Early Intervention and Exceptional Student Education (ESE) programs. The music treatment was provided along with the regular prekindergarten course. Pre and post-tests revealed that music significantly improved print concepts and prewriting skills of the children. A study by Chalmers, Olson Zurkowski (1999) examined the effect of music on lunchroom noise level and on the behaviours of children requiring intervention. The playing of classical music indicated that the noise level dropped to an average of six decibels, whereas, upon playing popular music the noise level decreased by ten decibels. In both conditions, music was capable of decreasing behavioral interventions. Covington (2001) stated that, many patients with psychiatric disorders struggle with poor skills in coping, socialization, communication, and self-expression which leads to dysfunctional cognitive, behavioral, and emotional responses. It was found that therapeutic music offers a noninvasive approach which helps in strengthening the skills and effect behavior change. Ming (2002) explored the Anxiety, Depression and self- esteem of undergraduates. The study examined the effects of music therapy on anxiety, depression and self-esteem of undergraduates. Twenty-four undergraduates showing greater anxiety and depression with lower self-esteem were assigned to experimental and control groups. The experimental group was provided twenty hours of music therapy, unlike the control group which did not receive any treatment. Quantitative and qualitative analyses indicated that the experimental group showed a reduction in anxiety immediately after the music therapy, the group expressed that they experienced more positive changes, including more pleasure, relaxation, and confidence, and less negative emotions. Chlan Linda (1998) investigated the effectiveness of a music therapy intervention on relaxation and anxiety for patients receiving ventilatory assistance. They used mystical music as music therapy. Mystical music therapy was found to be effective in decreasing anxiety and promoting relaxation. Decrease in heart and respiratory rate was also found. In another research, Smith and Noon (1998) investigated mood change induced by contemporary music. When analysis was done, it was found that all the pieces of music produced an overall change in mood. Popular/independent music produced highly significant changes. Ostertag (2002), in his article on music therapy with abused children stated that music therapy can play a very important part in the change process of abused children, specially while addressing emotional and relationship issues which are difficult to address using the cognitive or behavioural treatment models. Hendricks (2001), in his study on the use of music therapy techniques in a group for the treatment of adolescent depression, stated that one in five adolescents is effected by depression, which results in substance abuse, anorexia nervosa, poor academic performance and adolescent pregnancy. He investigated the use of music in a school setting for the treatment of adolescent depression. The pre and post test scores showed that the use of music therapy techniques positively correlated with reduced depression increased self-concept in the participants. In a study, Labbà ©, Schmidt, Babin Pharr (2007), conducted a study using a sample of 15 males and 41 female college students. They were exposed to classical and relaxing music after experiencing a stressful test. It was found that listening to classical and relaxing music after exposure to a stressor resulted in significant reductions in anxiety, anger, and sympathetic nervous system arousal, and increase in relaxation when compared to listening to heavy metal music or sitting in silence. In a study titled, An experience sampling study of emotional reactions to music: Listener, music, and situation, Juslin, Liljestrà ¶m, Và ¤stfjà ¤ll, Barradas, Silva (2008), investigated the prevalence of different musical emotions and how such emotions are related to various factors in th

The Adventures Of Huckleberry Finn: Critique :: Free Essays

The Adventures of Huckleberry Finn: Critique Biography Mark Twain, the pseudonym of Samuel Clemens, was, as a literary writer, a genius. His use of numerous literary devices throughout the novel are quite unique. Examples of them would be, irony; "Here was a nigger, which I had as good as helped to run away, coming right out and saying that he would steal his children - children that belonged to someone that had done me no harm." p. 88; and colloquial enunciation; I ast 'm if dey 'uz gwyne to grab a young white genlman's propaty, en git a hidin for it?" p. 112 Samuel Clemens was a very controversial writer in his time. Although he was fiercely criticized, he was among the first writers to incorporate views other than that of a reverential main character into his stories, and he was also a primary user of colloquial enunciation. Plot Synopsis The plot is, as the title suggests, about the adventures of an unruly and carefree boy named Huckleberry Finn. The novel depicts the 1900's southern social climate in a manner that is not only satirical, but psychoanalytically intuitive. In it, Huck, as he is commonly known, runs away with a slave named Jim. As they travel along the Mississippi river, in the southern region of the United States, they undergo many extraordinary adventures. Analysis One of the most predominant themes in this novel is that of deception. Deception, in one form or another, is used with an avid consistency throughout the story. Two personifications of deception were the characters, King and Duke. They were "entrepreneurs" of deception (which is a polite way of saying hustlers). Samuel Clemens writes about them so ingeniously, that after a while the reader is able to understand the true nature of these tricksters, and that most of what they utter is either fabrication or a twisted truth.

Essay Writing for Ipad and Computer Contrast

The rivalry between Ipad and PC users is well-documented and increasingly complicated. Each time a new gadget enters the marketplace, consumers have more decisions to make about how they want to check email, watch movies, download music, and surf the web. But outside the typical debate, what should an end user consider when deciding between an iPad and a laptop PC? At one time, the laptop was the height of portability, offering a slim, lightweight device that could be slipped into a bag or carrying case. The iPad, however, is only a little more than one and a half pounds, and is easily transported regardless of what you decide to carry it in.Furthermore, the iPad is easier to operate in awkward positions, such as on the subway or in the car. The downside is the smaller screen size, which might be an issue when editing photos or playing games. It is important to realize that the iPad and the laptop PC were designed for separate functions. While some of the applications overlap, this i s usually the deciding point for consumers. If you are interested primarily in social media, ebooks, and other content consumption, an iPad is more than adequate. However, those who spend a lot of time typing or designing might prefer a laptop PC.The applications available for the laptop are far more comprehensive. You can buy a mouse and keyboard for use with the iPad, but that costs extra money and reduces the portability benefit. One of the biggest benefits of the iPad is the intuitive, user-friendly. The screen has more pixels and is generally more beautiful to look at than any of the laptop PCs on the market. This can be a huge benefit for consumers and professionals who want to enjoy working on their chosen device. Laptop PCs are notorious for battery life, requiring a charge every three to four hours.An iPad 3, on the other hand, can last up to 10 hours on a charge, which means you won't have to go looking for an outlet as quickly when you're on the go. Most serious gamers st ick with a desktop computer for graphics-intensive games. Lighter fare will operate on a laptop PC, which might be a selling point. Of course, there are thousands of games applications made specifically for the iPad, so it depends on your preferences. Check out the games that most interest you to determine how you might be able to play them on each device.

The Value Of Small Group Interaction In Teaching Education Essay

Collaborative acquisition, synergism acquisition, small-group acquisition, and concerted acquisition seem to be the new cants used by faculty members. This is due to the intensifying involvement over the past few old ages, with respect to the different attacks to learning and larning. Particularly the passage from individualistic to collaborative acquisition manners has been under huge examination as university module members and decision makers are rediscovering the construct of ‘two caputs being better than one ‘ . The involvement is been chiefly incited at a graduate student degree, where the key purposes are to develop the ability of pupils to believe critically, enhance mutuality and arrive at a socially constructed apprehension of the stuff provided. In add-on, alterations in organisational substructure have resulted in an increased accent on squad work within the work force. Consequently, the acquisition manner implemented at postgraduate degree is critical as it i s the stepping rock into the universe of work. This reappraisal aims to measure the value of little group interaction in the instruction and acquisition procedure. Specifically, this reappraisal will measure how this method impacts learning and larning at a postgraduate degree. More specifically, in this reappraisal little group interaction includes collaborative acquisition, concerted acquisition, every bit good as equal acquisition. The history of this method of acquisition will be looked at first to give a clearer image of how it has evolved since its origin. Cardinal footings will so be defined, as they are applicable in this reappraisal, to guarantee apprehension of the most of import constructs occurs from the start. This will be followed by the theories that have developed, the advantages, and so the restrictions on the subject, so that a clear statement can be developed. Therefore, it will be determined whether collaborative methods consequence in the enhanced value of learning and larning at postgraduate degree. This pro be is greatly needed at a higher instruction level- as it is a topographic point where the competition is rife, clip force per unit areas are high and there is a great trade of external force per unit area to develop the leaders of tomorrow.2. History of collaborative acquisitionAlthough the history of collaborative acquisition is really unelaborated, it is non a comparatively new method of larning. It appears likely that people have been larning informally in groups for 1000s of old ages ( McInnerney & A ; Roberts, 2004 ) . Kimber ( 1994 ) states that collaborative acquisition was foremost instituted in Greek and Roman schools and coincides with the doctrine of Socratic larning – when pupils ‘ inquiring and discourse were emphasized. Johnson, Johnson, and Holubec ( 1993 ) stated the Roman philosopher, Seneca showed support for concerted acquisition through statements such as: Qui Docet Discet ( when you teach, you learn twice ) . Kimber ( 1996 ) and Johnson et Al ( 1993 ) province that concerted acquisition came into prominence in the late seventeenth and early eighteenth centuries in Europe and England. During this period Joseph Lancaster and Andrew Bell made extended usage of `monitorial ‘ systems which were devised to enable big Numberss of pupils gain simple instruction at post-industrial revolution schools which were missing in trained instructors. Student ‘monitors ‘ were used to learn other disadvantaged or younger students. Similarly, in the early 19th century concerted acquisition gained popularity among pedagogues across a spectrum of didactic Fieldss. In the late 1930 ‘s, nevertheless, interpersonal competition began to be emphasized in schools and in the late sixtiess, individualistic acquisition began to be used extensively. In the 1980s, schools one time once more began to utilize concerted acquisition. The work of Johnson, Johnson and Smith ( 1991 ) transferred the value of active acquisition to the university degree and argued that big schoolrooms could besides be transformed to go student-centered learning environments. In 1989, a workshop was held in Maratea, Italy. This workshop is considered by many to hold marked the birth of the field of computer-supported collaborative acquisition ( Bereiter, 2002 ; Stahl, Koschmann, & A ; Suthers, 2006 ; Lipponen, 2002 ) . Additionally in 1996, Koschmann ( 1996 ) suggested computer-supported collaborative acquisition ( CSCL ) as an emerging theoretical account of educational engineering and CSCL has been progressing of all time since.3. Definition of footingsCollaborative acquisition has been established in a assortment of ways over clip in a spectrum of academic Fieldss. In the broadest sense, collaborative acquisition is defined by Dillenbourg ( 1999, p.1 ) as â€Å" a state of affairs in which two or more people learn or attempt to larn something together. † The ‘two or more people ‘ referred to in the definition above, is applicable in equal acquisition as â€Å" person of the same societal standing † ( Falchikov, 2001, p.1 ) , which in an educational context implies person â€Å" within the same category or cohort † ( Falchikov, p.3 ) . For illustration, pupils presently finishing their Masters Degree in Human Resource Management who web and addition cognition from interaction with each other are prosecuting in equal acquisition. Common to the assorted definitions of collaborative acquisition is that accent is placed on the thought of joint building of cognition and common battle of participants ( Lipponen, 2002 ) . In this reappraisal the footings collaborative acquisition and concerted acquisition are used interchangeably. However, a differentiation between the two must be noted. The former involves the joint battle of pupils, at assorted public presentation degrees, in a co-ordinated attempt to work out the job together ( Panitz, 1996 ) . The latter is accomplished by agencies of the division of labour, pupils work together in little groups to carry through a common end, whereby each individual is responsible for a fraction of the job resolution ( Roschelle & A ; Teasly, in imperativeness ; Cooper, McKinney, and Robinson ( 1991 ) ; Gokhale 1995 ) . In add-on, Dillenbourg, Baker, Blaye and O'Malley ( 1996 ) indicate that basically the two differ by virtuousness of the manner the undertaking is divided: in concerted acquisition, the undertaking is split hierarchically into independent subtasks ; in collaborative acquisition, the cognitive patterned advance may be heterarchially divided into int ertwined beds. When utilizing the footings collaborative or cooperative larning interchangeably, the definition applicable, as stated by ( Yazici, 2005, p.217 ) is: â€Å" the instructional usage of little groups or squads where equal interaction plays a cardinal function in larning † . Additionally, Dillenbourgh ( 1999 ) contends that collaborative acquisition can be understood as a pedagogical method or a psychological procedure. Collaborative acquisition in a pedagogical sense is normative: one asks two or more people to join forces because it is expected they will in this mode learn expeditiously. In the psychological sense it is descriptive: one observes that two or more people have gained cognition and coaction is viewed as the mechanism which caused the acquisition. In this reappraisal, collaborative acquisition will be applied in the pedagogical sense with respect to postgraduate degree acquisition.4. Learning at graduate student degreeThere are considerable differences in the purposes and methods of instruction and acquisition at undergraduate and postgraduate degree of instruction ( Lave & A ; Wenger, 1991 ; Barnacle, 2005 ; Donnelly, 2008 ; Butler,1993 ) . The cardinal purpose at postgraduate degree is to come on the ability of pupils to believe criticall y ( Jones, Michael, Gear, & A ; Read, 2006 ) . The procedure referred to as ‘post-conventional believing ‘ by Ashley ( 1973 as cited in Jones et al 2006 ) is critical in carry throughing this purpose. He defines it as a procedure â€Å" during which the pupil is able to travel from a place of noncritical credence of the orthodox to one of originative dissent, a procedure that stretches the mind and encourages the outgrowth of new or revised ways of thought † ( Ashley, as cited in Jones et Al, p.379 ) . Collaborative larning Fosters this procedure as it stretches the mind and encourages the outgrowth of advanced or revised ways of thought ( Ladyshewsky, 2006 ; Jones et Al, 2006 ) . Similarly, Machemer and Crawford ( 2007 ) argue that the traditional talk method of learning has two important failings at postgraduate degree. First, it promotes pupil passiveness which does non heighten or prolong the pupils ‘ acquisition. Second, the extremist alterations and elaborateness of the information makes it hard to draw-up talks that cover the necessary deepness, comprehensiveness and advanced cognition required. Conversely, a survey conducted in graduate student medical instruction resulted in both collaborative acquisition and the traditional talk method being every bit effectual in bettering the cognition degrees of pupils ( Smits, De Buisonje , Verbeek, Van Dijk, Metz, and Cate, 2003 ) . Therefore, when sing execution of collaborative acquisition methods, the context which it is to be applied every bit good as the construct of battle should be taken into history. The construct of battle is cardinal to successful acquisition at postgraduate degree ( Jungst, Licklider, and Wiersma, 2003 ) . Consequently as cited by Jungst et Al. it is in the active acquisition environment that a deeper degree of understanding and true acquisition occurs, larning that can be transferred to the universe outside of the schoolroom. In add-on, at postgraduate degree, pupils transform as societal agents and signifier individualities as scholars, professionals and, more widely, as members of society ( Havness, 2008 ) . However, antecedently O'Donell, Tobell, and Zammit ( 2007 ) argued that the nature of passage from undergraduate to postgraduate survey is less ambitious and there is small to get the better of because, in kernel, the environment remains the same. After farther survey, O'Donell et Al ( 2009 ) concluded that there should be greater independent survey by pupils at postgraduate degree and farther synergistic workshop-style instruction, taking to knowledge and understanding which is socially constructed instead than passively received.( Beginning: Stahl, 2000, p.71 )In add-on to knowledge being socially constructed, Stahl ( 2000 ) states that cognition should be personally constructed every bit good. Stahl farther explains that the diagram aims to associate the person and the societal facets in the knowledge-building procedure. This procedure begins with the rhythm of personal apprehension. The staying parts of the diagram exemplify how the person ‘s personal beliefs and civilization are influenced by other people ‘s values, beliefs and point of views ( societal procedure ) . A shared civilization is so formed, which impacts on the personal apprehension, as it takes form through act uponing the ways of thought, diverseness influences, every bit good as motivational concerns. The procedure is initiated once more when the new civilization adopted by the single influences others as he / she interacts with different groups of people. However, to guarantee that a knowledge-building procedure does in fact occur, the pros and cons of collaborative acquisition should be weighed up.5. Advantages of collaborative acquisitionFor the successful passage to take topographic point, a great trade of research sing the result of collaborative acquisition in contrast to traditional instructional patterns has been conducted ( Kimber, 1994 ) . Instructor-centered methods of learning can non adequately impact the complex results ( job work outing accomplishments ; higher order believing accomplishments ; the ability to hold a diverse positions view ; ethical logical thinking ; and life-long acquisition ) that a postgraduate pupil requires ( Jungst et al, 2003 ) . Numerous surveies look intoing higher instruction conclude that pupils who follow in-class collaborative acquisition processs and actively collaborate with each other are more satisfied with their acquisition experience and consequence in greater positive results when compared to pupils who are exposed to the traditional talk method ( Kimber, 1994 ; Alavi, 1994 ) . Consequently, this satisfaction consequences from interpersonal relationships which are developed and enhanced through group acquisition ( Johnson et al, 1991 ) . Another factor lending to the satisfaction of collaborative acquisition methods is that it is per se motivative, as each single member is critical to procuring a productive, concerted acquisition pattern ( Havness, 2008 ) . Andrews ‘ ( 1992 ) work with larning squads confirms the position that greater satisfaction is experienced as collaborative larning improves assurance and supports the acquisition procedure. Additionally, Johnson & A ; Johnson ( 1994 ) concluded that concerted larning systematically produced higher tonss of self-efficiency than did individualistic conditions. Besides greater satisfaction is achieved since equals are at an equal degree and therefore can be more unfastened and explore to the full the countries of cognitive struggle ( Ladyshewsky, 2006 ) . This satisfaction experienced consequences in avidity to larn ( Kimber, 1994 ) . In add-on, the degree of equality with equals encourages greater dynamic battle in the acquisition procedure and building of cognition with deeper apprehension ( Alavi, 1994 ) . Attainment of greater understanding consequences in longer keeping of information and turning away of abrasion ( Cooper, 1990 ) . As a consequence, job resolution accomplishments are enhanced and it consequences in higher order thought ( Jaarsma, De Graves, and Muijtjens, 2008 ) . Likewise, Mazen, Jones, and Sergenian ( 2000 ) further supports the importance of group acquisition by indicating out that by working hand in glove, pupils can heighten accomplishments and advanced ways of believing which will ensue in group procedure additions. When working hand in glove, the issue of diverseness must non be forgotten. Escalating Numberss of postgraduate pupils from diverse backgrounds with changing positions and readings are holding a profound consequence on concerted acquisition ( Booth, Bowie, Jordan, and Rippin, 2000 ) . Wyss-Flamm ( 2002 ) points out that the outgrowth of ‘difference ‘ is indispensable to larning. Exposure to the differences can elicit the demand to try to come in each other ‘s heads and therefore larning something for which the tool of conversation is priceless ( Argyris & A ; Schion, 1996 ) . Similarly, Stein and Hurd ( 2000 ) acknowledge that collaborative acquisition transforms the acquisition environment into a student-centered one, which capitalizes on the diverseness of the pupils, and lessens dependance on the professor as the individual conveyor of cognition. This can ensue in interpersonal every bit good as intrapersonal procedures interacting with each other, making chances for larning to happen within the established modus operandis ( single-loop acquisition ) or larning that requires advanced modus operandis be created ( double-loop acquisition ) ( Argyris, 1999 ) . In contrast, Foldy ( 2004 ) states that persons who are portion of diverse groups will be characterized by feelings of misgiving or non experiencing safe as they are non grouped with those similar to them. Consequently, there will be greater intra-group struggle originating. Therefore, Booth et Al. bespeak that diverseness can merely be valuable to the acquisition if the differences are recognized and appreciated. Similarly, Milliken & A ; Martins ( 1996, p. 403 ) province that diverseness in concerted larning groups can be seen as a â€Å" double-edged blade † , intending that it possesses the possible to be of great advantage, but this will merely happen if it is managed efficaciously. Extra benefits of collaborative acquisition, adapted from Nunamaker, Dennis, Valacich, Vogel, and George, ( 1991 ) , include: the group generates more information and options as compared to the mean single group member ; group larning motivates the person to execute better ; groups are more effectual and nonsubjective in rating, and in conclusion, interactions amongst group members lead to synergisms. Similarly, Boud, Cohen, and Sampson ( 2001, cited in Havnes, 2008 ) highlight five results that can peculiarly be advanced by equal acquisition schemes, these include: working with others ; critical question and contemplation ; communicating and articulation of cognition, understanding and accomplishments ; pull offing acquisition and how to larn ; self and peer appraisal. In add-on, collaborative acquisition has been found to back up greater productiveness, coevals of originative thoughts or advanced solutions, and heighten the pupils ‘ ability of societal position pickings ( Cus eo, 1992 ; Lord, 2001 ) . However it must be noted that these positive results do non predominate with all groups and in all contexts as the outlooks of group members may non conform to each other ( Felder & A ; Brent, 2001 ) or societal idleness of free equitation may happen within the group ( Mello, 1993 ) . These jobs, if experienced, can finally ensue in the devastation of the group. However, when the positive results of collaborative acquisition do transpire, it supports the constructive impact that this method of acquisition has on academic-related accomplishment ( Alavi, 1994 ) . This is farther supported by empirical grounds of improved accomplishment at postgraduate degree ( DaRos- Voseles, Onwuegbuzie, and Qun, 2008 ; Collins, Cao, and Robidoux, 2004 ) . The degrees of academic accomplishment attained are fostered by the collaborative acquisition environment as it gives pupils an chance to prosecute in treatment, take duty for their single acquisition every bit good as accomplishment of the group ‘s ends, and therefore go critical minds ( Totten, Sills, Digby, and Russ, 1991 ) . This was farther proven in a survey conducted by Gokhale ( 1995 ) .5.1 Study to find effectivity of collaborative acquisition: Gokhale 1995The intent of this survey was to find the effectivity of collaborative larning versus single acquisition as it relates to larning results achieved. The population for the survey comprised of pupils in industrial engineering, enrolled at Western Illinois University. The intervention comprised of two parts: talk and worksheet. First, a common talk was delivered to both intervention groups. Next, one subdivision was indiscriminately assigned to the â€Å" single acquisition group † while the other subdivision was assigned to the â€Å" collaborative acquisition group † . The same worksheet was given to both intervention groups. It was comprised of both drill-and-practice points ( factual cognition and comprehension ) and critical- thought points ( analysis, synthesis and rating of constructs ) . Subsequent to a statistical analysis of the trial tonss, the consequences depicted that pupils who participated in collaborative acquisition had performed significantly better on the critical-thinking trial than pupils who studied separately. It was besides found that both groups performed every bit good on the drill-and-practice trial. The collaborative acquisition medium provided pupils with chances to analyse, synthesise and measure thoughts hand in glove. Therefore, the positive results of this survey on collaborative acquisition can be applied at a graduate student degree where the cardinal purpose is for pupils to believe critically and heighten cognition and apprehension which is socially constructed ( Jones et al 2006 ) . The consequences of this survey conform to the developmental positions ( Slavin, 1995 ) of collaborative acquisition proposed by the advocates of collaborative acquisition such as Vygotsky and Piaget.5.2 Piaget ‘s Constructivist PerspectiveValidation o f concerted acquisition stems, in portion, from theories of societal mutuality ( Johnson, Johnson, and Smith, 1998 ) . Piaget ‘s socio-cognitive struggle theory provinces that kids ( or grownups ) on different degrees of cognitive development, or those persons on the same degree of cognitive development with differing positions, can prosecute in societal interaction that leads to a cognitive struggle. Through treatment with other equals, the ‘shock of our idea coming into contact with others ‘ ( Piaget, 1928 ) leads to a disequilibrium within participants. This consequences in the building of new conceptual constructions and understanding in order to reconstruct equilibrium. ( Ladyshewsky, 2006 ; Slavin, 1987 ; Lipponen, 2002 ) . The importance of collaborative acquisition can be farther understood by Vygotsky ‘s theoretical model.5.3 Vygotsky zone of proximal developmentParallel to Piaget ‘s constructivist position ( Piaget,1969 ) , Vygotsky ‘s t heoretical concept of the zone of proximal development provides strong support for the inclusion of concerted acquisition as a method of instructional scheme as it consequences in the sweetening of the acquisition that occurs. Vygotsky ( 1978 ) defines the zone of proximal development as â€Å" The distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals. † ( See figure 2 )Figure 2: Zone of Proximal DevelopmentBeginning: Harnum ( 2009 )5.4 Theory of concerted acquisitionSupporting the theory of societal mutuality, Slavin ( 1995 ) proposed a two-element theory of concerted larning comprising of positive mutuality and single answerability. Likewise, Johnson et Al. ( 1991a, 1991b ) advocated a five-component theory of concerted acquisition. Harmonizing to the theoretical account, the following five elemen ts are indispensable for maximising the long-run success of the concerted learning venture:Figure 3: Pillars of concerted acquisitionPillars of Cooperative LearningFace-to-face interactionPositive mutualityGroupprocessingIndividual AccountabilitySocialaccomplishmentsAdapted: www.foundationcoalition.orgThe presence of the five basic constituents of concerted acquisition may all be accounted for within the theoretical model provided by Vygotsky ‘s zone of proximal development. Positive Mutuality: It is the connecting of pupils reciprocally so that the person can non win unless all group members win ( Johnson, Johnson, and Smith, 1998 ) . Vygotskys ‘s theory rests upon the rule that a kid ‘s development is dependent upon interactions with other kids and grownups. Therefore, kids and grownups are developmentally dependent, and hence interdependent ( Doolittle, 1995 ) . Face-to-face interaction: Within concerted acquisition, face-to-face interaction involves pupils need to make existent work jointly in which they promote each other ‘s success by sharing resources and helping, back uping, encouraging, and acknowledging each other ‘s attempts to accomplish the group ‘s ends ( Johnson et al 1998 ) . It is interpreted in the Vygotskian system as societal mediation and encultration. Encultration refers to what is learnt, while societal mediation refers to how it is learnt. Individual answerability: It is the belief held by each person that he/she will be held responsible for his/her ain public presentation and acquisition ( Johnson et al 1998 ) . For Vygotsky, single answerability would be reflected in each group member being responsible for developing within their ain alone zone of proximal development ( Doolittle, 1995 ) . Group Processing: Group treating exists when group members discuss how good they are accomplishing their ends and measuring ways to better the productivity of all group member in accomplishing the group ends ( Johnson et al 1998 ; Doolittle, 1995 ) . Within the model of Vygotsky ‘s theory, portion of direction entails the changeless monitoring of each pupil ‘s growing within their zone of proximal development ( Doolittle, 1995 ) . This survey was inconclusive in demoing that graduate squads perform better with collaborative acquisition manners. However, the consequences for graduate pupils indicate that collaborative acquisition manner is influential in public presentation, along with competitory and participant acquisition manners. Johnson and Johnson ( 1998 ) besides conclude that alumnus pupils portray the traits of independent scholars and are enthusiastic to obtain some enterprise and lament to accept duties for their ain acquisition. Therefore, professors should be more interested to ease independent larning. Furthermore, Johnson and Johnson province that the function of facilitator or delegator ensures working with pupils in a advisory manner and sweetening of the pupils ‘ capacity to larn independently, this is similar to what is required in organisational squads.6.2 Problems with collaborative acquisition mannerDespite the positive results that have been stated, there are many jobs that exist as good ( Machemer & A ; Crawford, 2007 ) . These jobs have resulted in some professors defying to prosecute in alternate theoretical accounts for learning and larning despite holding academic freedom in their instruction manners ( Moore, 2005 ) . The jobs experienced foremost include, a slow passage from traditional to collaborative signifiers of acquisition may happen particularly with pupils who can non accommodate easy or those who are extremely immune to alter ( Kimber, 1994 ) . Second, the degree of psychological safety in the colloquial infinite is a major determiner in results achieved ( Jones et al. , 2006 ) . Anxiety may originate as a consequence of the strangeness of the stuff being studied, or by the strain of lending to the conversation in a ambitious manner and could motivate a negative response and turning away of acquisition ( Vince & A ; Martin, 1993 ) . Third, unconstructive discourse may originate when consensus can non be reached with respects to the stuff, ends o r values ( Bruffee, 1984 ) . The increasing heterogeneousness ( Baer, 1996 ) and diverseness amongst graduate student pupils ( Booth et al. , 2000 ) escalates the happening of dysfunctional discourse in the acquisition procedure. Students may show farther hurdlings for collaborative acquisition which include: deficiency of engagement, backdown due to fear of negative rating, fright of some pupils ruling the session, troubles in maintaining the treatment focused, information overload for single members and measuring the degree of understanding ( Anderson, 1995 ; Nunamaker et al. , 1991 ) . The jobs experienced have caused certain lectors to give up on concerted larning techniques on the whole ( Cohen, 1994 ) . In the same manner, Machemer and Crawford ( 2007 ) point out that lectors give up on concerted larning methods as it has limited schoolroom ( talk ) application. In add-on, the design and testing of collaborative activities and lessons can be time-consuming on presently overloaded module agendas ( Cooper, 1995 ) . This consequences in concerns from a learning position, such as: the course of study non being completed as the activities take up a great trade of clip ; perceived loss of control in the schoolroom ; and trouble in measuring the pupils ‘ engagement and effectivity of the collaborative acquisition manners ( Gerlach, 1994 ) . Similarly, extra concerns include: the insufficiency of collaborative larning techniques in making high knowledge-attainment degrees with complex stuff, every bit good as pupils missing the critical features for working in effectual squads ( Cooper, 1995 ; Lord, 2001 ) . These critical features are what the ideal squad member should possess, which leads to the issue that the collaborative theoretical account assumes how professors are supposed to learn, how pupils are supposed to larn, and how cognition is created ( Moore, 2005 ) . However, Bruffee ( 1993 ) argues that cognition is non something transferred from one person ‘s caput to the following. â€Å" Collaborative acquisition assumes alternatively that cognition is a consensus among the members of a community of knowing peers-something people concept by speaking together and making understanding † ( Bruffee, 1993, p. 3 ) . Furthermore, Nias ( 1987 ) argues, that it is evident that non all pupils take an active function in the analysis of instances through argument. As affirmed by Jones et al 2006, a figure of factors may lend to this, including: Lack of assurance: pupils may grok the instance but do non set across their sentiment. Lack of involvement: the capable country may non be of involvement to each pupil. Lack of engagement: there are identifiable barriers to involvement ; e.g. domination of some pupils or linguistic communication barriers. Lack of readying: a deficiency of clip, committedness or motive. These factors should be mitigated every bit far as possible so as to make positive groups which help people to do positive alterations ( Goleman, Boyatzis, and Mckee, 2002 ) . Positive groups emerge where there are high degrees of single answerability, group coherence, seasonably and effectual feedback and expressed wagess for high degrees of group public presentation ( Michaelson, Fink, and Knight, 1997 ) . In contrast, unsatisfactory groups appear where free equitation or societal idleness ( doing less attempt to accomplish a end ) occurs ( Brooks & A ; Ammons, 2003 ; Mello, 1993 ) . This may give rise to interpersonal struggles and finally group devastation ( Jehn & A ; Mannix 2001 ; Miller, 2003 ) . Conversely, a longitudinal survey conducted ; found that a peculiar form of struggle resulted in higher group public presentation. This form was created as â€Å" squads executing good were characterized by low but increasing degrees of procedure struggle ; low degrees of relationship struggle, with a rise near undertaking deadlines ; and moderate degrees of undertaking struggle at the center of group interaction † ( Jehn & A ; Mannix, p.238 ) . The persons ‘ dissatisfaction will most likely influence squad public presentation, squad stableness, the size and construction of the group, and temporal range ( Alge, Wiethoff, and Klein, 2003 ; Johnson et al. , 1991 ; Jaques, 2000 ) . In add-on, diverseness ( Koppenhaver & A ; Shrader, 2003 ) and the squad members ‘ personal features, such as psychological profile, corporate orientation, and larning penchants are likely to act upon public presentation ( Kunkel & A ; Shafer, 1997 ; Lancaster & A ; Strand, 2001 ; Mennecke, Hoffer, and Wynne, 1992 ; Robbins, 1994 ) . These restrictions therefore pose a major menace to full development of the positive facets associated with collaborative acquisition and to the success of this method on the whole.7. DecisionFrom the reappraisal it is evident that there are assorted consequences sing the value of collaborative instruction and acquisition at postgraduate degree. It is evident that the benefits of this method outweigh the negative facets. However it must be noted, that the benefits do non use to all involved and if the restrictions are non adequately taken into history, the effects are bound to be black. In add-on, the diverseness amongst pupils particularly at postgraduate degree is intensifying. The heterogeneousness of pupils must be considered and hence, a ‘one method fits all ‘ attack should non be applied. Supervisors should change learning manners to suit for the diverseness of larning penchants amongst pupils. However, future research should be conducted to find the consequence of jointly using the different larning methods on pupils, their perceptual experiences or value placed on these techniques, and whether these methods will guarantee that optimum larning takes topographic point. Professors need to switch from the impression that â€Å" instruction is stating, acquisition is absorbing, and cognition is subject-matter content † ( Spence, 2001, p.12 ) . This is important as employers in current organisations are demanding more than merely proficient cognition of university alumnuss ( Jungst, Licklider, and Wiersma, 2003 ) . They require alumnuss who can believe under force per unit area, guarantee effectivity in team-work, communicate efficaciously, and build new cognition and thoughts that will give their employers the border in the current fast-paced universe. ( Gardiner, 1994 ; Brown & A ; Lassoie, 1998 ) . Therefore, by altering the patterns of instruction and acquisition in the schoolroom, there is greater possible for the happening of transmutations -for the persons, organisations, and systems ( Moore, 2005 ) . The possibility to restructure and rethink instruction and acquisition at postgraduate degree is exciting, exciting, disputing, hazardous, and ripe with possibility.