The Many Benefits of Classical Music and rock music Essay Example For Students

The Many Benefits of Classical Music and rock music Essay They were also found to have all over better health. 6. Pets with separation anxiety were found to benefit from classical music being played. 7. A childs cognitive function is greatly enhanced by listening to classical. It was found, that in particular when listening to: Beethoven, Mozart and Brahms 8. While studying and playing classical music in the background, we are better to retain what we are learning and doing. 9. Children who listen to classical have been found to have better skills at articulating their emotions. 10. After existing to Classical your more likely to be in a relaxed state, and have a good sense of well being. Rock music is a group of related music styles that have dominated popular music in the West since 1955. Rock music began in the United States, but it has influenced and in turn been shaped by a broad field of cultures and musical traditions, including gospel music, the blues, country-and-western music. Classical music folk music, electronic music, and the popular music of Asia, Africa, and Latin America (often grouped together under the term world music). We will write a custom essay on The Many Benefits of Classical Music and rock music specifically for you for only $16.38 $13.9/page Order now In addition to its use as a broad designation, the term rock-music is used to refer more specifically to music styles after 1959 predominantly influenced by white musicians. Other major rock-music styles include rock and roll, the first genre of the music; and rhythm and the blues music (R), influenced mainly by black American musicians. Each of these major genres encompasses a variety of sub-styles, such as heavy metal, punk, alternative, and grunge. While innovations in rock music have often occurred in regional centers?such as New York, Kingston, and Liverpool?the influence if rock USIA is now felt worldwide. The central musical instrument in most kinds of rock music is the electric guitar. Important fugues in the history of this instrument include Jazz musician Charlie Christian, who in the late 1930 was one of the first to perform the amplified guitar as a solo instrument; Aaron Tableaux T-Bone Walker, the first blues musician to record with an amplified guitar (1942); Leo Fender, who in 1948 introduced the first mass- produced solid?body electric guitar; and Less Paul, who popularized the instrument n the early 1950 with a series of technologically innovative recordings. Elvis Presley is someone everyone all over the world is familiar with. Elvis Presley was the very first The Many Benefits of Classical Music and rock music By bedeviling left people mesmerisms and along with his powerful music, he was certainly a musical icon. He became a phenomenon almost instantaneously and rock musicians who were to come later on all followed in Elvis Presley footsteps. Another band which was very popular was the Beetles. The Beetles were a rock music group who ere very much inspired by British rock musicians such as Cliff Richard. This band too became quite popular during the sasss and had a successful career. Over the many years, music has divided into various styles and various genres. Some other forms and styles of music were Folk rock music and Psychedelic rock music. Many people in society of different age groups disagree the fact that rock music is attached to any positive influences that can outweigh its negatives. This can be the public opinion because due to lack of right knowledge most the people Judge the influence of rock music without understanding the facts associated with it. Many blame it for the darkness that exists in the society due the shades of grey that it presents. In fact, it leads society away from darkness. It carries numerous positive influences which are not visible at a swift glance. Rock music in the longer run has not only showcased its positive influences on individuals but on time and society altogether. The positive influence of rock music can be derived from the messages that are conveyed by it. Like, suicide is one of the problems that society needs to deal tit and teenagers are more prone towards it. .ufda9d1a997ee9b2a16f1ba6060ff1b1f , .ufda9d1a997ee9b2a16f1ba6060ff1b1f .postImageUrl , .ufda9d1a997ee9b2a16f1ba6060ff1b1f .centered-text-area { min-height: 80px; position: relative; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f , .ufda9d1a997ee9b2a16f1ba6060ff1b1f:hover , .ufda9d1a997ee9b2a16f1ba6060ff1b1f:visited , .ufda9d1a997ee9b2a16f1ba6060ff1b1f:active { border:0!important; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .clearfix:after { content: ""; display: table; clear: both; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f:active , .ufda9d1a997ee9b2a16f1ba6060ff1b1f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .centered-text-area { width: 100%; position: relative ; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f:hover .ctaButton { background-color: #34495E!important; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f .ufda9d1a997ee9b2a16f1ba6060ff1b1f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufda9d1a997ee9b2a16f1ba6060ff1b1f:after { content: ""; display: block; clear: both; } READ: Music and the Media - Pop music EssayAfter receiving overwhelming amount of suicidal letters from teenagers, Good Charlotte band released an anti-suicidal song Hold On. The embracing of the concept by many teens may have saved many lives. Rock music is the music of the teen generation and any positive message conveyed through it is understood by thousands of teenagers. Many draw motivation from these songs. Rock music has opened various issues and ideas ranging from different segments of society which may have remained overlooked otherwise.

Symptoms of Thoracic Outlet Syndrome

Symptoms of Thoracic Outlet Syndrome The symptoms of thoracic outlet syndrome can vary depending on which type of thoracic outlet syndrome you have. And since it is a group of disorders not all symptoms may be present or even constant. Neurogenic Thoracic Outlet Syndrome The most common type of thoracic outlet syndrome is Neurogenic Thoracic Outlet Syndrome where the brachial plexus is compressed. By some estimates, 95% of all thoracic outlet syndromes are neurological in nature. Compression of these nerves results in symptoms such as: Pain in your neck and shouldersAn ache throughout your armAn ache in your handNumbness, partial loss of sensation or tingling in your fingersA weakening in your grip strengthGilliatt-Sumner hand, which is when muscles of the hand, particularly around the base of the thumb, atrophy or waste away Many of the symptoms of the neurogenic thoracic outlet syndrome are similar to other nerve-related repetitive stress injuries where swelling or inflammation presses on the nerve. This can send shooting pains or radiate aching throughout the affected area. Compression of a nerve can also restrict the signals flowing along the nerve resulting in a loss of sensation or tingling. Since the nerves control the actions of the muscles if the signals are lost or otherwise affected the muscles cannot operate efficiently and you experience weakness. With a prolonged loss of nerve supply, the muscles will atrophy and waste away to be reabsorbed by the body. Vascular Thoracic Outlet Syndrome In Vascular Thoracic Outlet Syndrome where either the subclavian artery or the subclavian vein are compressed symptoms are consistent with reduced blood flow such as: Pain and possible swelling of the armA loss of color at your extremities (hand and/or fingers)A weak pulse in your armA bluish discoloration of your extremities (hand and/or fingers)Infarcts, or tiny spots (usually black) on your extremities (hand and/or fingers)A throbbing lump near your collarboneA blood clot under your collarbone (known as a subclavian thrombosis) The symptoms of vascular thoracic outlet syndrome are typical complications resulting from reduced blood flow. Low blood supply can show up as pallor or loss of color as well as a weak pulse. This is most likely associated with compression of the subclavian artery on the supply side of things. That compression may also result in a throbbing lump near your color bone a result of an area of higher blood pressure as the nominal blood supply is forced through a smaller opening. Restriction of the subclavian vein on the return side can lead to a buildup of oxygen-depleted blood resulting in a bluish discoloration. It can also show itself in the form of pain and swelling as the blood pressure increases from a normal supply and a reduced ability to return it to the heart causing a backup of blood in the arm. Reduced blood flow from either the supply or the return side can increase the chance of a thrombosis or blood clot as well as infarcts. A loss of blood supply may also contribute to muscle atrophy in some cases but the reduction in vascular thoracic outlet syndrome is not normally considered great enough to cause atrophy without causing other major concerns first. Non-Specific Thoracic Outlet Syndrome Non-specific Thoracic Outlet Syndrome is so named because the cause is not clearly identifiable. In these cases, the symptoms of thoracic outlet syndrome may be a combination of both neurogenic and vascular disorders or simply a pain or ache throughout the arms and shoulders or around the upper chest and collarbone.

Sorry Quotes to Help You Say Sorry Like You Mean It

Sorry Quotes to Help You Say Sorry Like You Mean It Have you ever felt so sorry that you couldnt sleep? Have you experienced extreme guilt for unknowingly hurting someone? Guilt is a strong emotion, and it can cause feelings of worthlessness, shame, and depression. The only way around it is to make amends and apologize. Alexander Pope said, To err is human; to forgive, divine. It is natural for humans to make mistakes. You cannot wipe the tears with just words. However, if the intent is sincere, and the remorse heartfelt, some wounds can be healed. Remorse should precede the apology. And the apology should be accompanied by remedial action. If you have to apologize for something and you feel the remorse from the bottom of your heart, use these sorry quotes. Monica Lewinsky And I felt sorry, and I have felt bad about what happened. Dale Carnegie Feeling sorry for yourself, and your present condition, is not only a waste of energy but the worst habit you could possibly have. Bjork Football is a fertility festival. Eleven sperm trying to get into the egg. I feel sorry for the goalkeeper. Arthur Ransome Grab a chance and you wont be sorry for a might-have-been. Leon Czolgosz I am not sorry for my crime. Benjamin Disraeli Apologies only account for that which they do not alter. David Herbert Lawrence I never saw a wild thing sorry for itself. A small bird will drop frozen dead from a bough without ever having felt sorry for itself. April Winchell I can wholeheartedly apologize for not being at all sorry. And it really is the least I can do. Angela Merkel I feel sorry sometimes for these sportsmen and women who put in just as much effort as the footballers. For example, athletes train at least as hard as footballers but have to be happy if they can earn enough to finance a decent education. Estelle Getty If love means never having to say youre sorry, then marriage means always having to say everything twice. Wayne Newton Theres no room in my life for feeling sorry for myself. Lord Charles Beresford Very sorry cant come. Lie follows by post. Aesop We would often be sorry if our wishes were gratified. Dan Heist When you realize youve made a mistake, make amends immediately. Its easier to eat crow while its still warm. Mignon McLaughlin True remorse is never just a regret over consequence; it is a regret over motive. Harriet Beecher Stowe The bitterest tears shed over graves are for words left unsaid and for deeds left undone. Edgar Watson Howe You can make up a quarrel, but it will always show where it was patched. Margaret Laurence In some families, please is described as the magic word. In our house, however, it was sorry. Robert Fulghum Play fair. Dont hit people. Say youre sorry when you hurt somebody. Edward N. Westcott If Ive done anything Im sorry for, Im willing to be forgiven. Mccain Edwin The words are all gone, the times been too long but its not too late to say Im sorry to a friend. Demi Moore The things two people do to each other they remember. If they stay together, its not because they forget; its because they forgive. Claire London I have learned that sometimes sorry is not enough. Sometimes you actually have to change. Gandhi The weak can never forgive. Forgiveness is the attribute of the strong. H. L. Mencken Wife: one who is sorry she did it, but would undoubtedly do it again. Robert Burns Im truly sorry mans dominion has broken Natures social union. Lionel Blue ï » ¿What would I have done if Id been put to the test? Would I have risked my own life for people I hardly knew? Probably, I would have looked the other way at best or become another apologist for evil at worst.

Management case study Essay Example | Topics and Well Written Essays - 3000 words

Management case study - Essay Example Mark, who described to his team members about group dynamics and team effectiveness. Enough time needed to be provided in order to understand each other and proper co-ordination among the team members is of paramount importance. The group leader Mark gave a proper direction and scrutiny to its team members. For the effective undertaking of this session, proper co-ordination among the team members was essential. Working in a group is more dynamic as well as challenging than doing things on one's own. Motivation helps to improve the morale of the team members. Thus, the group leader needs encourage the team members to achieve the goals that they set. It is also necessary to provide a clear idea to the members about the group norms. The goals shall be achievable through team efforts of the group members. Team spirit and effective communication are the key factors behind the proper implementation of the norms of the group. Along with group dynamics and team effectiveness, proper leadership and supervision are necessary for the retreat group's success. Effective training and development programs are also necessary. The members of each group are different from one another on the basis of their knowledge and skills. They come from different environment and are mainly from three locations. While undertaking the session, Mr. Mark, the group leader maintained the group systematically, by arranging seating properly for the team members, and discussed their ultimate goals. The major goals of the team members were to accumulate competitive power, assimilate the essential quality to cope with other groups, reach the best in sports or athelitical activities, running around 25miles, and the like. The group also aimed at developing a sound atmosphere. As the retreat session went on, it could be clearly evaluated that the group was developing in athletic efforts, rather than those of academicals. When the first week of the training session ended, the participants of the group were called to undertake a self evaluation. Even though the group members knew each other, their strength and weaknesses, and so on, they were reluctant to charge each other. Both academic and athletic programs of Mark's group were good enough, but it turned out to be the worst when compared it with those of competitors. Mr. Mark was worried, because he was responsible for developing effective steps to overcome those problems an effectively. After a few days' gap, Mr. Mark planned another procedure known as Project X, by dividing the group members in to two, i.e. six members each. This project aimed at evaluating the capability and skills of the group members. This project would help in analyzing whether the group members will be able to tackle the problem, and their ability to provide a solution for it within the stipulated time period. But the Mark's group performed badly, which made the group leader quiet disappoint. The goals so set by the group remained unachievable. The leadership qualities of Mr. Mark were not remarkable. And the members were unable to attain the goals. The members of the group consist of their own personal merits, but there is a lack of group or team effectiveness to attain these goals. More than this, after the failure of Project X, the group decided to modify the goals on the basis of success and failures attained by them. The Mark's group was unable to

Maritime security Coursework Example | Topics and Well Written Essays - 1500 words

Maritime security - Coursework Example The Navy has been maintaining the maritime security until recently when their activities are being downsized by the introduction of Private Maritime Organizations. Factors such as reduced spending on the military by armed forces in developed nations, availability of fewer people to enlist and smaller forces available for counter-piracy. In addition, increased use of military robots (UUVs, UAVs, USvs), concentrated in the Asia Pacific region and increased reliance on private maritime security companies to defend themselves will reduce the role and capabilities of the military in the future (Klein 2011, p. 23). The insecurities in the marine have increased in this current century more than the other centuries because of the technological advancement. Hijackers have advanced the weapons that they used to improve their piracy works. The Private maritime operations were seen to adapt quickly to having modern weapons to fight the terrorists and the pirates. It is one of the reasons as to why it has attracted many employers along the coast. For example, the West Africa region has suffered theft, and it has increased since 1990s. The hijacking of cargo is intense in the Bight of Benin in Lagos, Ivory Coast, and Gabon. The hijackers are usually targeting the ships that have petroleum goods and sell the stolen petroleum products at low prices. Kidnapping activities are intense to the South of the Niger Delta Region, in Bight of Bonny. Maritime security operations should be put in place so that the West region can be transporting the petroleum safely to the market. Nigeria’s economy depends on the oil sales (Klein 2011, p. 24). Therefore, there is much need to enhance security in the marine area to ensure safety and to reduce casualties in case is of an attack. Today, the PMOs are at the forefrontofgiving security to the navigators and to

Art history formal analysis Renoir luncheon of the boating party Essay Example for Free

Art history formal analysis Renoir luncheon of the boating party Essay The subject matter of the painting consists of a group of people assembled on an outside deck that has a wooden railing and a red and white striped canopy. The deck is surrounded by marsh grass and some trees with a river visible beyond them. Upon the river a few boats can be seen, one of them a sailboat. In the immediate foreground there’s a square table with a white tablecloth on which rests several empty wine glasses with apparent red wine residue. A few plates are also visible with fluted glasses upon them, discarded morsels of food and silverware can also be seen. A centerpiece dish of fruit composed of Grapes and pears is flanked by several bottles of  red wine. A few discarded white cloth napkins have been casually cast among the dishes. Seated to the left of center at the table in the foreground is a young woman wearing straw hat with a red flowered hat band. She wears a fine black dress with white lace edging at the neck and cuffs, a dark red scarf draped over neck and down the front of the dress. She wears a black choker around her neck. She’s holding a small brown furred dog close to her face from under its forelegs the dog sits upright upon the table facing her. Behind her to the left standing and leaning with his backside against the wooden railing of the deck, his right arm gripping the railing stands a large man, his face in profile as he looks to the right and slightly back. He wears a dome shaped straw hat with the brim curved upwards its edge trimmed in blue. He has close cropped reddish brown hair and has a full beard and mustache of the same color. He wears a white tank top shirt and white pants. To his right along the railing several feet behind the foreground table stands a woman bent forward, her left arm and right elbow resting upon the railing as she faces the table. She wears a straw hat with a blue hat band the brim curved down. Her dresses is off white and trimmed in red that the neck and cuffs. Facing her with his back to the table sits a man wearing a brown suit and a brown and bowler hat. Behind the woman at the railing at the far left corner of the deck facing forward stands a man wearing a brown jacket with a light blue shirt wearing a cap. Facing him standing with his back to the viewer facing left is a man wearing a black overcoat and a black top hat with a beard. In the right foreground seated facing the table on a wooden chair that is turned backward is a man who looks left toward the railing of the deck, his face in profile. He faces the woman seated opposite him who holds the dog. He is wearing a straw hat with a flat top and black hatband its brim turned up at the back. He has brown hair and a light brown short mustache. He wears a white tank top shirt and dark colored pants. His arms rest forward on the reversed chair back; in his right hand he holds a cigarette. To his right seated at the table is a woman wearing a white brimless hat with a few blue stripes. Her dress is blue with white ruffles trimmed in red at the neck and white cuffs. Her hair is brown a small round earring can be seen hanging from her right ear as she looks up and to the  right. Standing behind her over her left shoulder is a man wearing a cream colored jacket with wispy blue stripes. He wears a white shirt and a black cravat. His hair falls over his forehead and is reddish brown. He has a small mustache and a goatee beard. He is leaning over the woman’s shoulder with his hand resting on the back of her chair, looking down at her. Behind him in the background over his left shoulder is a woman standing facing left, with black gloved hands raised to the sides of her face. She wears an ornate black hat with feathers and a black dress. Standing next to her with his arm around her is a man with a straw hat with a red hat band, wearing a red and white striped shirt. He faces forward looking at her intently. To his right stands another man facing the woman he has his arm around. This man has a full beard and wears a black hat. Behind him seated at the back table is a woman in a flowered straw hat who is drinking from a glass, she looks directly out of the picture plane past the table in the foreground at the viewer. A man seated to her left is barely visible in profile and past the shoulder of the man in the cream colored jacket. The entire scene is brightly lit with ambient light from the open sides of the porch the majority of which were enters from the front left of the picture plane. The white tablecloth on the table in the foreground glows with reflected light and the glasses and bottles on the table twinkle in the light. Part IV – Examination of the Art Objects Medium/Technique/Process Used: The medium used is this painting by Renoir is oil on canvas. The work was painted en plein air (outside) utilizing the alla prima (wet on wet) technique and also the classical layering technique of oil painting employed by the old masters. In these processes the first step would require the preparation of a surface on which to apply the oil paint. A linen canvas would be stretched around a wooden frame and tacked into place. The surface of the canvas would then be protected from the acidic qualities of the oil paint by applying layers of rabbit skin glue and chalk known as a ground. Next a primer of white lead paint or glue mixed with chalk â€Å"gesso† is added to provide a base layer for the painting. A rough outline of the scene would then be sketched onto the canvas as a guide for painting. Next the creation of a palette from which to paint from would require selecting the proper pigments. (Eastlake pg.234) For the portions of this work that were painted en plein air in the alla prima technique in the Impressionist style such as the tableware in the foreground Renoir would have used portable tubes of pigmented paint. Other portions that were executed in his studio employed classical oil painting techniques of layering colors and then glazing which creates a lustrous glow and provides the three dimensional quality of modeling. This technique is evident in the modeling of the forearm and the hand holding the cigarette of the man seated at the table in the right foreground. Colors would then be applied to their proper regions according to the sketch starting with the darkest and ending with the lightest, a mosaic upon which the details and highlights could then be painted. Finally upon completion the painting would be sealed with a varnish to protect its surface. (Sanders pg.11) Part V Examination of the Art Objects Composition (its Form Organization): 1. Identify and describe a specific incidence of composition from the list found below: A. Line: Renoir uses a sharp clean line to define the arm of the man seated at the table in the right foreground. The precise outline of the arm adds to the contrast of color between the arm and the man’s white shirt, the white tablecloth, and chair adding perceived depth to the shape of the arm. In contrast Renoir’s use of line in creating the marsh grasses outside the balcony is loose and diffused, giving the grass a perceived movement and depth. B. Shape: The semi circular shape of the awnings scalloped edge is distorted into curving points giving the illusion that the awning is swaying in the breeze adding a sense of movement to the air that is picked up by the grasses beyond it. C. Space: The open space left of center, framed by the two men in white tank tops allows for an unobstructed view of the landscape beyond providing perspective and contrasts the densely populated right side of the picture adding to the intimacy of the assembled group. This open space also directs the viewer gaze to the centerpiece of the table which is the symbolic heart of this painting. D. Color: Applications red are spread about the painting accenting the amorous qualities of the subjects depicted. Most evident in the women in varying profusion and intensity, the color red highlights the garments at the cuffs and necks, in the flowers they wear on their hats, and on their lips. Although more subtle, accents of red are present on the men as blushes to their face or on their lips. The most overtly amorous male in the right to the back wears a shirt and hat both striped with red. The most overtly sexual female seated, at the table in the left foreground has red tracing her neck and an explosion of red in the flower on her hat. Finally the red striped awning with its tong like flaps covers the entire flirtatious scene. E. Texture: Renoir employs variations in color, shadowing, and white highlights to render the textural appearance of the straw hat worn by the man seated at the table in the right foreground. F. Pattern: The diffused lines of blue/green create a layered pattern in the marsh grasses outside the porch rendering the effect of overlapping leaves with combined density. G. Time and Motion: The motion in this painting is imparted by the marsh grasses and awning gently swaying in the breeze. The aspect of time slowly passing is expressed through the sailboats gliding along the river and in the leisurely poses of the subjects along the railing. 2. At the end of this set of paragraphs identify any art elements you think is not found or used in the art objects composition.

Leaving My Home :: Personal Narrative Traveling Essays

Leaving My Home We finally found gate C-4 after what seemed like an interminably long time. I rejoiced to see the rows of plush cushioned chairs. My aching legs were also thankful after wandering the long cramped halls of O'Hare's bustling airport. Although the halls exuded spaciousness, the throngs of impatient people thwarted any chance for a leisurely stroll. However, I could not concentrate on this scene of busy travelers and cramped corridors. For the airport and my trip to Argentina seemed surreal to me as I dreamed of my dog Max and my bedroom and how long it would be until I saw them again. This after all was just a stop on a busy road to my future. Of all the rows of chairs, we staked out five that were closest to the boarding doors. My parents sat across from me, and observed me like birds that watch their fledgling take its first flight. My sisters Rebecca and Elizabeth sat on either side of me, both filled with the anxious thoughts of a year without a brother and friend. Then it was time for us to wait. At first the comfort of sitting in the cushioned chairs and staring out the large glass windows was enough. I saw the planes make their exits from the sky to come gliding onto the runway. Although made of metal those birds land gracefully. A slight squall from the tires, a bit of smoke, but all in one smooth slip from the sky to skating across the open pavement. They taxi their ways along the integral paths of painted yellow lines. Each one was like an ant moving purposely about its assignment without disturbing its fellow workers. The men and women on the ground crew carefully orchestrated it all with orange batons and walkie-talkies, making sure there is no confusion. The plane returns to its port like a seaman after a long voyage. Their thoughts are only that it's good to be home. The scene soon became monotonous. The planes always nearly landed on the tail of the one just departed. They turned with the same motions following the same paths to yet another loading dock. Even the questions that quarry an observer ran stagnant. Where were all those planes going? It became apparent that they are all on journeys without any final destination. They only hope to get in as many miles as is possible in their lifetimes.

Acute Low Back Pain Health And Social Care Essay

Acute low back hurting is a common status frequently seen by primary and pressing attention suppliers. An episode of ague low back hurting is normally of short continuance and many patients will retrieve without any curative intercession. However, the challenge is to pull off low back hurting with equal conservative intervention, restricting assorted invasive diagnostic ratings. At the same clip the supplier needs to be argus-eyed about red-flags associated with low back hurting which may necessitate further work up and referral to a spine specializer. In this manuscript, we have provided a comprehensive reappraisal about the rating, intervention and red-flags associated with low back hurting. How common is low back hurting? Acute low back hurting is a really common status, with a lifetime prevalence every bit high as 84 % , and said to be the 2nd most common ground for office visits in the United States.1 Most patients in their grownup life are likely to see one episode of low back pain.2 It can impact patients at any age, but it is most often seen between the ages of 20 to 40 old ages and gender distribution is equal.2 Anatomy of Low Back Pain. The anatomy of the dorsum is complex. A thorough cognition of anatomy is required by doctors to understand the pathophysiology of low back hurting. A typical vertebra consists of a vertebral organic structure, a vertebral arch and seven procedures ( pedicel, cross procedure, superior and inferior articular procedures, lamina and spiny procedure ) .3 ( Figure 1 ) The intervertebral phonograph record is interposed between the vertebral organic structures. The outer ring of the phonograph record is fibrocartilage ( anulus fibrosus ) while the cardinal nucleus is heavy ( nucleus pulposus ) . Hernia or bulge of the nucleus pulposus into or through the annulus fibrosus and compacting the nervus roots is a well-recognized cause of low back hurting ( Sciatica ) . The laminae of next vertebral arches are joined by the xanthous ligament- the ligamentum falva, which assist with straightening of the vertebral column after flexing. The hypertrophy of the ligamentum flava is another common cause of low back hurting ( lumbar stricture ) . There are several ligaments and extrinsic and intrinsic back musculuss attached to the spiny and cross procedures. They are necessary to back up and travel the vertebral column. Minor sprains of these ligaments and musculuss are besides a common cause of low back hurting ( musculus sprain ) . The spinal nervus roots of the lumbar and sacral spinal nervousnesss are the longest and fall in the lumbar cisterns before go outing through intervertebral hiatus. The compaction of these nervuss roots may do low back hurting and saddle anaesthesia in the perineum ( Cauda Equina Syndrome ) . Figure 1. hypertext transfer protocol: //www.myhousecallmd.com/wp-content/uploads/2010/03/2vertebra1.jpg Prepare yourself earlier clinical rating. Acute low back hurting is frequently attributed to the above said anatomical pathology. However, doctors should be ready to place marks associated with systemic diseases ( table 1 ) , societal and psychological emphasiss ( table 2 ) , and hazard factors ( table 3 ) that may be lending to moo back hurting. In add-on, ruddy flags ( table 4 ) should besides be evaluated. Table 1: Signs associated with systemic diseases4 History of malignant neoplastic disease Greater than 50 old ages of age Unexplained weight loss Greater than 1 month continuance of hurting Nighttime hurting Pain unresponsive to old therapies Table 2: Social and psychological emphasiss taking to moo back pain5 Anxiety Depression Job dissatisfaction Somatization upset Low educational attainment Psychologically strenuous work Table 3: Hazard factors for low back pain5 Smoking Fleshiness Older age Female gender Physically strenuous work Table 4: Red flags to acknowledge in patients with low back pain6 Recent injury Unexplained weight loss Unexplained febrility Immunosuppression History of malignant neoplastic disease Intravenous drug usage Osteoporosis, prolonged usage of glucocorticoids Greater than 70 old ages of age Focal neurologic shortage or disabling symptoms Pain continuance greater than 6 hebdomads Evaluate patient symptoms and correlative with anatomy. The patient rating begins with word picture of the hurting ( table 5 ) to set up the diagnosing. It should be noted that many patients have already tried non-steroidal anti-inflammatory ( NSAID ) medicines, and heat or cold battalions before confer withing the doctor. Patients frequently report hurting radiation to their leg ( radiculopathy ) . However, pain radiating below the articulatio genus is a more of import mark of true radiculopathy than hurting radiating to the thigh.7 Table 5: Word picture of the low back hurting. Where does it ache? When does it ache? How does activity impact the hurting? Does the hurting radiate? What relieves the hurting? Is hurting associated with a roseola? Differential diagnosing as per hurting history: Dull or crisp hiting lower back hurting Symptoms are worse when patient sits or stands for extended periods Pain additions with coughing or sneeze Pain radiates down the leg Pain additions with forward flexure of the spinal column Leg hurting is greater than back hurting Normally one-sided Herniated Disc Dull hurting lower back hurting Pain additions with standing and walking Pain improves with remainder and forward flexure of spinal column Pain may be one-sided or bilateral Spinal stricture Diffuse back hurting with or without cheek hurting Pain additions with motion Pain improves with remainder Pain does non radiate to leg Lumbar strain/sprain ( muscular ) Diffuse lower back hurting Bladder or intestine incontinency Urinary keeping Saddle anaesthesia Progressive motor or centripetal loss Cauda equine syndrome History of injury or osteoporosis Point tenderness Pain additions with flexure of spinal column Pain additions with alteration in position from supine to sitting or from sitting to standing place Compaction break Physical scrutiny. Physical scrutiny of the dorsum should be an of import portion in the rating of low back hurting. Inspection of the dorsum should be done to look for roseola ( Herpes Zoster ) , scoliosis or dissymmetry of musculus mass and tone ( musculus cramp ) . Physicians may be able to arouse point tenderness ( compression break ) or costo-vertebral angle tenderness ( urinary piece of land infection/Pyelonephritis ) . The bulk of patients may non be able to execute motions of the spinal column. However, efforts should be made to look into spinal motion ( whatever possible ) to find whether hurting is related to vertebral phonograph record ( hurting in forward motion ) , spinal stricture ( hurting in backward motion ) or related to muscle cramp ( hurting in all motions ) . A straight-leg rise ( SLR ) trial besides known as Lasegue ‘s sign/test should be performed to find disc herniation as the cause of low back hurting. The patient should be lying in the supine place on the tabular array with the uninvolved articulatio genus set to 45 & A ; deg ; . The doctor should keep the involved leg directly, hold the heel with the other manus in the dorsiflexed place and gently raise the leg. ( Figure 2 ) The SLR trial is positive if hurting occurs in the distal leg with leg lift between 30 & A ; deg ; and 70 & A ; deg ; . Doctors should besides execute crossed SLR. The trial is positive when the physician lifts the unaffected leg and the hurting radiates below the articulatio genus in the affected leg. All attempts should be made to find the site of nervus root compaction in the lumbar country ( table 6 ) . However, it should be noted that the value of these trials decline with forward age. Figure 2. hypertext transfer protocol: //img.tfd.com/mk/K/X2604-K-05.png Table 6: Signs and symptoms of nervus root compaction. L3 and L4 Decreased strength in quadriceps ( unable to execute extension at the articulatio genus ) Unable to crouch and lift Diminished articulatio genus dork Numbness ( dysesthesias ) over thigh/knee L5 Decreased strength in extensor big toes longus musculus Unable to make list walking Unable to make dorsiflexion of great toe and pes Numbness over large toe and medical pes S1 Decreased strength in toe flexors Unable to make plantar flexure of great toe and pes Unable to walk on toes Numbness over 5th toe and sidelong pes Ankle dork is diminished S2-S4 ( Cauda equina ) Progressive motor or sensory shortage New onset bowel and bladder disfunction Numbness over perineum ( saddle dysesthesia ) Loss of anal sphincter tone What research lab or radiographic testing should I make for low back hurting? Patients with low back hurting of less than six hebdomads continuance should be treated cautiously unless ruddy flags are present.8 There are several laboratory surveies and radiographic trials that are recommended to measure low back hurting. The American College of Radiology has published a guideline to help doctors to find when they need to make imaging for low back pain.9 ( table 7 ) ( Table 8 ) . Table 7: Recommended research lab trials to find cause of low back hurting Erythrocyte deposit rate ( ESR ) C-reactive protein ( CRP ) White blood cell count ( WBC ) Table 8: Recommended Radiographic proving for low back hurting Complain X raies Used to measure for break, malignance, degenerative alterations, disc infinite narrowing and anterior surgery Magnetic resonance imagination ( MRI ) Without contrast is recommended Used to measure disc herniation, spinal stricture, osteomyelitis, spinal extradural abscess, bone metastases and nervous tubing defects CT scan CT is superior to MRI for sensing of bony abnormalcies, breaks, unnatural aspect articulations, degenerative alterations, and inborn abnormalcies CT is besides superior to kick X raies to observe alterations in sacroiliac articulations of ancylosing spondylitis Myelogram Not routinely recommended Used to measure multiple phonograph record abnormalcies, multilevel radiculopathies or old lumbar surgery Management of ague low back hurting. Numerous interventions have been recommended for ague low back hurting. They have their ain virtues and demerits. It is nevertheless good intelligence for primary and pressing attention suppliers to cognize that the forecast of ague low back hurting is first-class and up to 90 % of patients will better on their own.6 We have summarized different intervention protocols for ague low back hurting in table 9. Table 9: Treatment of ague low back hurting. Bed remainder and alteration of physical activities Bed remainder used to be the criterion of attention for ague low back hurting in the yesteryear. It is recommended now that early ambulation, alteration of physical activities and return to normal activities has better outcomes.9 Tax return to work recommendations should be individualized.10 Nonsteroidal anti-inflammatory Symptoms of low back hurting were improved with NSAIDs compared to placebo after one week11 Recommended for 2-4 hebdomads Doctors should be cognizant of the nephrotoxicity and GI toxicity associated with NSAIDs11 Muscle relaxants Muscle relaxants are more effectual than placebo12 A combination of a musculus relaxant and an NSAID provides effectual symptom control Muscle relaxants are associated with giddiness and sedation12 Opioids Misuse and maltreatment are common with opiates13 Use should be short term and based on clinical judgement Opioids may merely be used at bedtime to restrict side effects Exercise and physical therapy There are conflicting consequences sing the significance of early physical therapy14 Exercise and physical therapy may assist to forestall return of low back hurting Cold and heat There is no grounds that cold or heat benefit low back pain15 Patient instruction Patient instruction is necessary and of import in bettering results Discussion. Uncomplicated ( without ruddy flags ) acute low back hurting is a self- modification status that does non necessitate imagination or research lab surveies. It is our sentiment that suppliers should hold a good apprehension of the anatomy of the dorsum to better evaluate and dainty patients with acute low back hurting. They should besides be argus-eyed to observe ruddy flags associated with the patient ‘s low back hurting. In add-on to the interventions mentioned in table 9, many extra intervention schemes have been recommended for ague low back hurting. These include spinal use, massage and yoga, stylostixis, grip and braces.16,17 Unfortunately, none of these have been shown to better back hurting significantly over placebo. Epidural steroid injections have been used as intervention for low back hurting as good. These injections have merely been shown to better symptoms for a short continuance. They besides have non been shown to be more effectual than systemic cort icosteroids.18,19 In decision, it appears that short term intervention with NSAIDs with or without musculus relaxants and patient instruction are key in the direction of ague low back hurting in pressing attention.

Perception, Sensation

â€Å"Perception is more than just a sensation† Introduction Sensation is the passive process of bringing information from the outside world into the body and brain. Perception is the active process of selecting, organising and interpreting the information brought to the brain by the senses. Sensation and perception are two distinct processes, which collaborate to help us make sense of our environment. Perception requires physiological mechanisms and psychological components, these combine to help us understand.Perception is the process of how we acquire and understand information, sophisticated perceptual mechanisms go to work in order for us to gain knowledge. Our perception of the world is â€Å"direct, immediate and effortless† (Mather, 2006). Understanding how perception works is extremely complex and people differ in how they perceive, humans are quick to perceive as Biederman (1990) showed people can recognise and interpret complex novel scenes in as little as 1/ 10th of a second.The differences between sensation and perception are based around the fact that sensation is a physiological process stemming from one of the five senses, sight, hearing, smell, taste and touch. These senses enable us to detect stimuli in the environment. Perception on the other hand involves an understanding of this sensory information, drawing from the stimuli detected from the senses, our minds must process that information and create a mental representation of the senses. How our mind perceives this depends upon our background knowledge.For example if we smell sour milk, our nose picks up the smell which is the sensation, then perception plays its part by telling us that the milk has passed its used by date. Sensory organs absorb energy from physical stimuli in the environment which pass to sensory receptors these detect stimulus energies and convert them into mental impulses which are sent to the brain. Now perception begins, upon receiving the impulses the bra in organises the input and translates it into something meaningful. However perceptions are not always accurate.The picture below is called the Muller- Lynn illusion. People are asked which line is bigger and people immediately answer with the bottom line, when in fact they are even. This shows that perceptions can be deceived quite easily. What we ‘see’ is not the same as what is ‘there’. Perception and reality differ. Numerous illusions show that the human mind can misinterpret information and inaccurately perceive senses, these include the Poggendorf illusion and the Penrose staircase. Muller-Lynn Illusion. PerceptionPeople perceive through sight, which is one of the senses. The physical stimulus for visual perception is light. (Wavelength > colour and Intensity > brightness. ) Light interacts with objects. (e. g refraction, bending of light. ) This forms the basis of how we perceive visually. Colour is the most important component of our visual experien ce, some of the earliest theories of perception were developed from how we perceive colours. In order to explain colour perception one has to be familiar with, 1.Hue – variations in wavelength, difference between colours. 2. Brightness- the intensity of energy, black v white 3. Saturation – purity of colour, difference between pink and red (how much black/white added to the colour) The human can identify approximately 200 hues, 500 intensity steps and 20 saturations, combining to nearly two million colours. Does colour exist? People just assume that because we see colours, they actually exist in the world. Meaning, that when they see the colour red, that red is a real, physical, tangible, â€Å"thing†.But is it, or is colour just a matter of our perception? If we had different types of nervous systems, we would see things differently (literally) and so wouldn't we think those other things we saw were the real â€Å"things†? The Trichromatic theory Thomas Young, a 19th century English scientist suggested that it takes just three colours for us to see all the colours of the spectrum. He demonstrated this through experiments where he showed that people could match any colour by making a combination of just three colours (wavelengths) of light.Similar to a colour wheel explanation of vision taking just three colours and blending them to make any colour. Seventy years before we knew that humans have three retina cones- red, green and blue. Opponent-process theory Herring (1870) suggested cone photoreceptors are linked together to form three opposing colour pairs, red/green, blue/yellow, light/dark. The two stage theory was output of three cone types recoded by another layer of neutral mechanisms into 6 psychologically primary colours. (Hurvich & Jameson, 1957) Perceptual constanciesSize constancy means objects maintain the same size, despite changes in proximal stimulus, people that are further away do not seem smaller than people that a re close. This is exhibited in the Ponzo illusion. The Ponzo illusion. In the Ponzo illusion, two identically-sized lines appear to be different sizes when placed over parallel lines that seem to converge as they recede into the distance. How Does the Ponzo Illusion Work? The Ponzo illusion was first demonstrated in 1913 by an Italian psychologist named Mario Ponzo.The reason the top horizontal line looks longer is because we interpret the scene using linear perspective. Since the vertical parallel lines seem to grow closer as they move further away, we interpret the top line as being further off in the distance. An object in the distance would need to be longer in order for it to appear the same size as a near object, so the top â€Å"far† line is seen as being longer than the bottom â€Å"near† line, even though they are the same size. Depth perception Images projected to our retina are 2D but we interpret this as 3D dynamic scene.In order to perceive depth we use a number of visual cues both monocular and binocular. Gibson & Walk (1960) ‘visual cliff’ experiment suggests depth perception is not present at birth. ’Visual cliff’ Gestalt psychology Gestalt psychology was founded by German psychologists Max Wertheimer, Wolfgang Kohler and Kurt Koffka and focused on how people interpret the world. The Gestalt perspective formed partially as a response to the structuralism of Wilhelm Wundt, who focused on breaking down mental events and experiences to the smallest elements. â€Å"The whole is greater than the sum of its parts† (Wertheimer, 1923).We perceive a visual array in a way that most simply organises the disparate elements into a coherent form. The Gestalt theory puts forward a number of laws. 1. Law of Pragnanz – things are perceived as simply as possible. 2. Law of proximity – Objects near each other will be seen as a unit. 3. Law of similarity – objects similar to each other will be se en as a unit. 4. Law of continuity – we perceive smoothly flowing or continuous forms rather than disrupted or discontinuous forms. 5. Law of closure – we create illusory contours to perceive incomplete objects.Perception has much to do with processing and we use two methods of processing these are, bottom up processing, and top down processing. Bottom up processing is also known as data driven perception. Sensory receptors register a physical stimulus which in turn sends the information to the brain, sensation starts the process but perception takes over and places the parts together when recognition occurs. This is the most basic form of processing. Top down processing is more concerned with higher level mental processes, such as memory and expectation.The information travels down from our brain to influence what we perceive, this is also known as hypotheses driven processing. This is an example of top down processing, this shows how context helps us recognise the le tters in the alphabet. Top down processing speeds up the analysis of the retinal image when familiar scenes and objects are encountered and can complete details missing in the optic array. Perception beyond vision Auditory perception plays a key role in perception, along with the chemical senses- taste and smell.Auditory perception comes from sound, the physical definition being pressure changes in the air or other medium. Sound waves vary in amplitude- loudness, frequency- pitch, timbre- quality of tone. Chemical senses help in our everyday lives by helping us to taste and smell stimuli. Humans are microsmatic meaning smell is not crucial for survival, we typically have ten million olfactory receptors in our noses whereas dogs have one billion which shows how dogs have such keen senses of smell. Taste and smell are seen as the gatekeepers of the body they can induce good or bad responses.Tastes and smells involve a different physiology than vision and sound, this is because the lat ter two are nerve ends tingling, however when chemical senses are induced the person actually inhales some molecules of the smell inducing substance. At any one time there are hundreds of odour molecules in the air, people have the capability to make sense and distinguish between them. This demonstrates perceptual organisation. We can identify approximately 100,000 odours but cannot label all accurately, this is due to our memory not sensitivity.Gender differences can affect ones ability in identifying odours as women are normally better. (Cain, 1982). Due to the fact that memory plays a part in this top down processing is used. Conclusion Sensation is the process by which our senses gather information and send it to the brain. Once the signal is received the brain processes it and allows us to make sense of it. A large amount of information is being sensed at any one time such as room temperature, brightness of the lights, someone talking, an engine sound, or the smell of aftershav e.With all this information coming into our senses, most of our world never gets noticed. We can’t notice radio waves, x-rays, or the microscopic parasites crawling on our skin. We don't sense all the odours around us or taste every individual spice in our gourmet dinner. We only sense those things we are able too since we don't have the sense of smell like a bloodhound or the sense of sight like a hawk, our thresholds are different from these animals and often even from each other.Perception has all the previous components working at the same time so that we can function and make sense of things. How we perceive things can depend upon many factors but without perception nothing would make sense. Sensation differs from perception, but the two go hand in hand to help us gain a greater understanding of the world around us. Perception forms such a large part in our day to day lives and many don’t grasp how important it is to us and how lost we would be without our percept ions.

Autism essays

Autism essays Autism, in short, is a very serious medical disorder that begins in young children and remains with them for their entire life. Its characteristics are the limited ability to communicate and interact with other people. The condition becomes more noticeable when the child reaches the age when their peers are starting to speak in phrases and play together socially. Autism occurs in every two to six out of every thousand births. Autism has many different symptoms and which can be extremely severe or very mild. Positive diagnosis of autism requires that the subject have symptoms from each of these three categories: restricted and repetitive interests and behaviors, abnormal social interaction, and abnormal communication. Children with autism will display abnormal social interaction. Such behaviors would include failure to seek comfort from a parent and lack of eye contact. A child with autism will have a hard time finding friends at school, because they isolate themselves from other children. One symptom of autism is that children may not respond when someone calls their name. An article from World Book online states that, They (the autistic children) do not understand the social behaviors necessary to make friends or work with teachers. This lack of social contact isolates people with the disorder from many experiences by which most people come to understand the world. Some children with autism will not develop speech at all because of the disease. Those who do will take a longer time to develop it than other children their age. A child who has autism may respond in a variety of unique ways. According to the Autism Society of America, In some cases, aggressive and/or self-injurious behavior may be present. Children with autism may talk for hours upon end just about one subject. Also autistic children will most likely not speak in common English but in a very exact way. According to World...

Area and Perimeter

University of Missouri – St. Louis Fourth grade pupils participated in three hands-on lessons designed to further conceptual apprehension of country and margin. to able to mensurate them in units and to be able to separate them from each other within the same figure. Students worked with a university module member and schoolroom instructor to build forms on geoboards. reassign the forms to stud paper and count units in and around each form. Students’ misconceptions and deficiency of direct experience were apparent in replies on the pretest ; conceptual development was improved as evidenced on replies to post trial every bit good as on dot paper drawings. Although expressions were non developed in the lessons. pupils could explicate how steps were found every bit good as arrive at the right sum at the completion of the unit Area and margins were identified on forms kids constructed and drew. including their initials. Introduction How do pupils larn to understand. step and distinguish country and margin? Over the past several decennaries. research workers such as Jerome Bruner ( 1960 ) and Jean Piaget ( 1970 ) . found that conceptual development is possible when pupils are given chances to believe. ground and use mathematics to existent universe state of affairss at appropriate acquisition degrees ; pupils need to build their ain cognition in context as they engage in tactile experiences. Because most 2nd to fifth grade school students ground at the â€Å"concrete operational phase. † ( Copeland. 1984. p. 12 ) hands-on acquisition chances are indispensable to heightening the children’s mathematical thought. â€Å"Students should be actively involved. pulling on familiar and accessible contexts ; Students should develop schemes for gauging the margins and countries of forms as they â€Å"measure objects and space† in familiar milieus ( NCTM. 2000. p. 171 ) . Using manipulatives to further students’ measurement sense of country and margin is supported in the NCTM papers every bit good as mathematics instruction literature ( Outhred. L. A ; Mitchelmore. M. . 2000 ) . The constructs of country and margin are hard for pupils to hold on. as reported in the TIMSS consequences ( NCTM. 1997 ) since 4th graders scored less good in the country of measuring than they did in subjects of whole Numberss. informations representation. geometry. forms. dealingss and map and fractions and proportionality. The National Assessment of Educational Progress ( NAEP. 1999 ) . reported that merely 35. 4 % of nine-year-oids were successful in happening the margin of a rectangle. merely 37 % could happen the country of a rectangle and that 4th and 8th class pupils sometimes confuse countr y and margin. Carpenter. T. P. . Lindquist. M. M. . Brown. C. A. Kouba. V. L. Silver. E. A. A ; Swafford. J. O. ( 1998 ) found that this deficiency of understanding continued to impact kids in older classs. This article is written to depict a undertaking designed to work with 4th graders on these critically of import but confusing measuring and geometry subjects. The lessons focused on developing conceptual apprehension of country and margin. numbering their step and so comparing them in a common scene in order to place and separate them from each other. Project Overview A St. Louis Public School District instructor and a University of Missouri-Saint Louis mathematics instruction professor worked together during the 2002-2003 school twelvemonth in a district-university fionded concerted undertaking to develop and team Teach lessons about country and margin. Geometry and measurement subjects were chosen because the school’s intermediate class pupils scored at less than desired degrees on pr ovince and territory standardized mathematics trials administered during the old spring semester. The category consisted of 16 males and 11 females and participated in the undertaking for four hebdomads. An assessment instrument was administered in an attempt to find students’ construct and accomplishment degrees of cognition about country and margin of simple closed plane geometric figures before forma! direction began. The inquiries were both conceptual and procedural in nature and are found in Table 1. as are sample replies. Tablet: Pre-assessment 1. What does perimeter intend? Sample replies: It means length something ; It means to touch something ; it is a math word. 2. How do you mensurate perimeter? Sample replies: You need to happen a large twine ; you can’t mensurate it ; you add something ; you multiply something. 3. Where is perimeter found in the existent universe? Sample replies: It’s truly non in the existent universe. merely in the books ; it’s found on the map ; it’s my fencing. 4. What does country intend? Sample replies: The topics we learn ; something in the geometry chapter ; the infinite around a square ; the infinite in a line. 5. How do you mensurate country? Sample replies: With a swayer ; there is a expression ; we haven’t learned that yet ; with your manus. 6. Where do you happen country? Sample replies: In the book ; in a narrative ; in a spelling list ; in a house. 7. Why do you necessitate to cognize about country and margin? Sample replies ; for the trial ; for following twelvemonth ; the instructor says we have to ; to mensurate material. hello measuring the consequences of the pretest. the instructors discovered that many pupils frequently confused their apprehension of country with that of margin. Although many pupils could declaim expressions. peculiarly for happening the step of country. the scholars were unable to explicate why that expression â€Å"worked. † Some pupils could non remember which portion of a figure was the country and which was the margin. After analysing the consequences. the instructors designed three lessons. The first would supply chances to advance apprehension of the constructs for â€Å"perimeter† and â€Å"area† in relation to existent geometric figures. Following pupils would larn to mensurate margins and countries in the same figure. The 3rd lesson focused on measuring students’ ability to separate the concepts and to happen the measurings within the same geometric figure. Understanding the geometric footings and meaningfully separating them from each other w ithin the same form were the ends of the undermentioned lessons. Lesson One: Margin and Area Concepts The first lesson dealt with the constructs of margin and country. Students were asked to see constructing a pen for a pet in the pace or place so that they could get down to team with a existent universe application inquiry or enquiry. Learners were to find how to denominate the pen’s location and what sort of infinite they wanted. in footings of grass. asphalt or soil. to cover the fioor of the pen. Students were given objects such as books. pencils. scissors and paste sticks and asked to follow around them on field paper to see the thought of a environing boundary line or margin. Because the names of objects can non be discovered. as such. and because footings are most efficaciously understood when taught at the same time with hands-on experiences ( Sheffield. Cruikshank. 2000 ) . pupils were asked if they knew the term for the outside boundary lines that had merely been traced. After several conjectures. pupils were told that the geometr ic term for boundary was â€Å"perimeter. † A treatment ensued refering the demand to larn about margin. Students suggested assorted forms the boundaries could take on for the enclosures plarmed for the pets. To develop an apprehension of country. pupils began by sing the infinite within the boundary of a plane figure. Reynolds and Wheatly ( 1996 ) identified five degrees of imagination believed to be of import in explicating children’s actions in pulling coverings of parts on isometric documents. The first degree. that of building an image of the given form. was accounted for as pupils shaded the infinite inside the boundaries of the books. as pencils. scissors and paste sticks they had merely traced. Students so moved a manus over the surface of the points. The term â€Å"area† was associated with this infinite so that experience preceded and so was connected to the symbol which was the word. A argument ensued about the most suited surfaces that might cover the floor ofthe pet pen. Geoboard Experiences: Margin Because geoboards provide a manner to visually stand for forms. the manipulative was chosen to supply hands-on experience for go oning to develop conceptual apprehension of both margin and country. Working with geobands and one geoboard per groups of three or four kids. pupils were asked to organize a closed. straight-sided form that represented a type of enclosure for a pet. Students shared their work with other groups. demoing the margins of their created figure by following around their forms with their fingers. The geoboards were traded and each pupil had an opportimity to thumb follow the margin of the form formed by another group. Geoboard Experiences: Area Next. the pupil groups formed geoband figures of favourite playthings or objects they liked at place. Computers were chosen by 80 % ofthe pupils. Geoboard figures were shared among the groups as pupils enjoyed thinking the names of each form. Each pupil so cut a piece of paper to put over the infinite within the boundary ofthe created form. Students identified that infinite as â€Å"area† and a connexion was made between the word and the existent infinite inside the boundaries of the traced existent universe forms. This connexion was a powerful learning experience for pupils. To travel scholars to the pictural degree of abstraction ( Bruner. 1960 ) . dot paper was distributed. Students drew the geoboard form for a favored enclosure on the dot paper with a image of an carnal inside the form or enclosure. Students highlighted the margin lines on their documents with one colour and lightly shaded the country within the figure with another colour. Teachers circulated about the room to measure the work. The lesson concluded by holding pupils write the word â€Å"perimeter† o utside their figure and the word â€Å"area† within it. Lesson Two: Count Perimeter Units The end ofthe 2nd lesson was to enable pupils to understand and go skilled at mensurating margin and country. Length is an property that can be measured straight ( Jensen. 1993 ) . Students were told that each unit ofthe fencing for their favored enclosure would be $ 1. 00 and asked what they could make to find the entire cost. Students replied that they needed to happen the length of the fencing they would necessitate. or the length ofthe margin. To happen how many units to number to happen the length of the margin. scholars foremost connected two back-to-back prongs with one geoband in a horizontal or perpendicular way to call the distance between two prongs as one unit in step. Perimeter was counted in generic â€Å"units† in order to concentrate entirely on the construct of length instead than standard unit labels. With that cognition. pupils worked in braces to make forms for the pet pens. Using the unit length as the distance between two prongs. pupils counted the figure of units around the figures. Eacb brace of pupils traced around the boundary of the form. numeration and describing the entire Numberss of units found. Students were asked which group’s enclosure would necessitate the most or least sum of fencing in footings of unit length. Findingss were compared provide another position and degree of abstraction. Examples of these forms are found in Figure 1. As pupils counted units of margin. instructors noticed that some scholars had jobs when numbering around a comer of a figure ; merely one side of a square was included as a unit and so perimeter count fell abruptly of the existent measuring. This misinterpretation was remediated when the instructors moved about the room observing and oppugning students’ logical thinking and mensurating techniques. Two pupils who counted right explained their schemes to the category. This information facilitated category treatment in which pupils could show their correct and wrong responses. Some misinterpretations were rathe r apprehensible to the category and could he remediated rapidly. For illustration. one pupil thought that he should number merely the sides but no comers and found his measuring to be excessively low and another multiplied the length by the breadth count and happening the sum conflicted with the figure found by numbering the units on the boundary line. That pupil confused margin with the country expression that had been memorized. Students created extra forms to happen margins ; a category treatment in which pupils shared consequences and concluding followed this activity. Figure 1: Which Enclosure Requires the Least Amount of Fencing? Counting Area Students were asked why happening the size ofthe pen country would be of import to them and their pet. How would the size ofthe country affect the manner they would construct the enclosure? During the category treatment. some pupils suggested that the sum of country would state them how much of their pace they could utilize. how much room their pet could play in or how much flooring they could afford. if the country were to be covered with some stuff. Methods of mensurating the country of the schoolroom objects were discussed. Some pupils suggested taking the documents on which objects were traced and puting them on top of each other for direct comparing. When that was done. a list was made ofthe countries from largest to smallest by posting the documents on a bulletin board. Students were so asked how they could mensurate and compare big infinites such as the floor. door. ceiling or a favored enclosure. The geoboard was distributed to assist work out this job. Students used one geoband to envelop one square unit within a geoboard – created figure for the pet pen. Each internal square was counted as one unit of country. Care was taken that pupils did non overlap or breach the internal square units. All the internal squares that were enclosed within the form were counted. Extra forms were created on the geoboards and traded so that each group covered and counted the internal infinite of another groups’ figure. The countries were reported by each group in footings of the figure of internal squares so that pupils would avoid thought of country merely as the memorized expression of length x breadth – country. â€Å"Premature usage of expression can take to work without intending â€Å"† ( Van deWalle 1994. 332 ) . Shapes were once more transferred to stud paper and the step ofthe country was recorded inside each form as pupils counted the internal squares. Last. pupils were asked if there were a connexion between the breadth and length of their figure and the country count. Several pupils stated that the length count was a manner to â€Å"keep track† of how many perpendicular columns they saw within the figure. If they multiplied the figure of perpendic ular columns by the sum of squares within each of those columns. they â€Å"got the country count. † The lesson concluded with a treatment of the difference between country and margin parts of the same form. Students’ accounts of what the difference is and how they know one from the other are found in Table 2. Table 2: Post-assessment 1. What does perimeter intend? Sample replies: It’s the line around a form ; it’s how I know what the form is ; it’s a line I measure. 2. How do you mensurate perimeter? Sample replies: With a swayer ; you count the Markss on the swayer all around the form ; with grid paper 3. Where is perimeter found in the existent universe? Sample replies: It’s the boundary in my pace ; it’s the fencing in my pace ; it’s how far around my book is ; it’s the lineation of my computing machine. 4. What does country intend? Sample replies: It’s the infinite inside a form ; it’s the portion inside the boundary ; it’s the portion I can rub my H and over in a form. 5. How do you mensurate country? Sample replies: By numbering squares inside a form ; with a swayer to number the units on a side ; by numbering the units up and down the rows. 6. Where do you happen country? Sample replies ; In the book ; inside a form ; the infinite in my pace at place. 7. Why do you necessitate to cognize about country and margin? Sample replies: for the trial ; for following twelvemonth ; to tel! what size something is ; to cognize what infinite something can suit in or how much fencing to purchase to set around a infinite for a pet. 8. What is the difference between country and margin? How do you cognize? Sample Answers: Perimeter is a line around an object and country is the infinite inside ; margin is a line around and country has squares to number how large it is ; I know from numbering the margin and the country in my lesson. Lesson Three: Distinguishing Between Area and Perimeter Students were engaged in placing and mensurating the country and margin constructs by chalk outing their first and/or last initial on dot paper during the concluding lesson. Working in braces. each pupil drew his or her first and/or last initial on the paper and so counted and recorded the margin and country of each other’s initial. Students helped each other draw and count. Slanted line sections counted as about one and one half unit of length. Examples of the students’ initials are found in Figure 2. Some pupils had trouble enveloping merely one square in order to number country within a form. Teachers and equals helped those who found the shading and numeration of country squares to be hard. Figure 2: Drawing and Counting the Margin Appraisal and Evaluation At the decision of lesson three. pupils were asked the same inquiries that were posed at the start of the lesson one. Informal analysis of the post-lesson responses revealed that the pupils understood country and margin constructs and could find the difference between them more accurately. Building. drawing and measurement experiences that began at the concrete degree and progressed to representational activities provided rich chances for scholars to do the constructs their ain. Activities affecting believing about pets and pulling initials were a challenge and meaningful to the 4th graders. The lessons were about them! Conclusion Measurement and geometry are subjects in the simple school course of study that can be taught in a mode that encourages building of conceptual apprehension with direct experiences. Real universe applications are legion. gratifying and built-in to mathematics success in students’ go oning instruction every bit good as in day-to-day state of affairss. Understanding the difference between the constructs of country and margin is indispensable to working with building forms. higher degree job work outing. and applications to three dimensional figures and strong spacial sense. Clearly. memorising misunderstood expressions is a short term solution that does non supply for long term keeping. conceptual apprehension or procedural accomplishments. all vitally of import factors in students’ success and accomplishment throughout the field of mathematics. Mentions Bruner. J. ( 1960 ) . The procedure ofeducation. Cambridge. Ma: Harvard University Press. Copeland. R. W. ( 1984 ) . How kids learn mathematics: learning deductions of Piaget ‘s research. New York: Macmillan Publishing Co. 1984. Jensen R. J. ( Ed. ) ( 1993 ) . Research thoughts for the schoolroom: early childhood mathematics. New York: Simon A ; Shuster. Macmillan. 1993. Outhred. L. N. A ; Mitchelmore. M. C. ( 2000 ) . children’s intuitive apprehension of rectangular country measuring. Journal of Research in Mathematics Education n. 2. p. 144-167. Piaget. J. A ; Inheldr. B. ( 1970 ) . The child’s construct of geometry. New York: Basic Books. 1970. Reynolds. A. . A ; Wheatley. G. H. ( 1996 ) . Elementary students’ building and coordination of units in an country scene. Journal for Research in Mathematics Education. 27. 564. 581. National Assessment of Educational Progress ( 1999 ) . The nation’s study Card. ( On-line hypertext transfer protocol: //nces. erectile dysfunction. gov/nationsreportcrad/tabIes/LTT1999/ ittintro. asp National Council of Teachers of Mathematics ( 1997 ) . U. S. mathematics instructors respond to the Third International Mathematics and Science Study: Grade 4 consequences ( On-line ) . Available: hypertext transfer protocol: World Wide Web. nctm. org/new/release /timss-4’*’-pgO 1. htm. ( July 10. 2001 ) . . ( 2000 ) . Principles and criterions for school mathematics. Reston. VA: NCTM: Writer. Sheffield. L A ; CruikshankD. E. ( 2000 ) . Teachingand larning simple and in-between school mathematics. New York: John Wiley and Sons. Silver. E. A. A ; Kenney P. A. ( Eds. ) . ( 2000 ) . Consequences from the 7th mathematics appraisal of the National Assessment of Educational Progress. Reston. VA: NCTM. Van De Walle. J. A. ( 1994 ) . Elementary school mathematics. learning developmentally. New York and London: Longman Publishers.

(anything is fine) Essay Example | Topics and Well Written Essays - 1500 words

(anything is fine) - Essay Example Black women have raised themselves from being considered beasts of labor, assigned to jobs typically considered to be male occupations, to gaining recognition to now leading a nation. Cooper explores how women of color have had a rough time in America, but there is hope for a better future because of their ability to fight back in an embodied way to disprove the public racist opinion. Brittney Cooper is an appropriate person to present a study of this nature as a professor with vast experience in Women’s Studies. Her experience as a black woman and as an expert in women’s studies gives her article a lot of credibility. Moreover, she has pointed out and referenced several articles written by fellow women and black women rights’ campaigners. Cooper gathers several pieces of verifiable evidence to support her arguments ranging from documented historical racism and the black woman’s position from slavery through the civil rights era into current events includi ng public opinion regarding Michelle Obama’s rise to the White House (Cooper, 2010). She has also included her own practical experience as a black woman and reveals telling encounters she's had with white people. There is a lot of evidence available throughout this study that is also generated from credible sources. The article is conclusive due to the quality of the evidence provided by Cooper. However, Cooper did not carry out any original research to prove her points. She could have done so using either questionnaires or survey forms to assess the black and white women’s opinions regarding the claims she was planning to make in her article. From the early days when Sojourner Truth felt it necessary to expose her breasts to a crowd of men to today's public appearances of Michelle Obama, one of the major claims Cooper makes is that the black woman's role in the public domain has been very focused on her body. According to Cooper (2010) black women have always used str ategies such as Michelle Obama’s dedication to presenting a fit body dressed in fashionable and appropriate clothing to defend their negative portrayals in public. Michelle Obama's appearance is a direct challenge to claims that black women are in poor shape and live in the ghettos. Like Sojourner Truth's bare breasts, the image of Michelle Obama cannot be easily argued away. These strategies play a major role in ensuring democracy because she is very clearly a lady of taste and refinement which she has shown in a positive and peaceful but uncompromising way. There are several arguments by Cooper, Darlene Clark and Evelyn Brooks regarding the bodily appearance of women in the public domain as well as their public self-representation and what it means to society as a whole. While the black man’s body has also been used to express concerns about racism and address some of the discriminatory and vulnerability issues that still exist, it is the woman's body that is most ef fective perhaps because the female form is most open for scrutiny in our society. Cooper (2010) attempts to give hope to black women who were initially subjected to sexual discrimination and other forms of exploitation through the use of these examples of black male oppression. Black women have always worried about their role in society as a result of their extreme oppression during slavery and through the forces of racism and discrimination that have