Edm Influence

In the last decade Electronic Dance Music, or EDM, has made a complete 180 in the United States. It has shifted from a genre that was mostly underground with few listeners into popular music. Not only has it begun to top billboards, but it has influenced artists of many other genres to â€Å"hop on the bandwagon† and begin using it in their songs as well. From commercials to theme songs of popular television programs, the influx of EDM can be seen throughout American society.One of the biggest changes EDM has brought to the music industry is that due to most of the artists’ knowledge of computers, not to mention the day and age we live in where we are all connected over the internet, they are able to take advantage of communicating and promoting over the internet to reach out to their fans. This allows these artists to listen to their fans and give them what they are asking for.Contrary to the EDM artists, many rock and pop artists have â€Å"used and abused them [fans ], sold them overpriced CDs, tried to sell them music they didn't like by using stupid gimmicks† (Doherty) causing them to lose their foothold on the charts and allow EDM to step right in. The influences of EDM can also be seen by looking at pop artist and the way their songs have begun using more electric beats and styles. â€Å"Katy Perry's ‘Fireworks' and Rihanna's ‘Only Girl' [were] both co-produced† (Doherty) by electro-house artists and one of Britney Spears’ newer songs, ‘Hold It Against Me,’ also included signs of dubstep.On Jay-Z and Kanye West’s collaborative album ‘Watch the Throne’ the song ‘Who Gon Stop Me’ has a sample from a very popular EDM song by Flux Pavilion called ‘I Can’t Stop. ’ The most surprising influence of EDM on an artist, however, can be placed on Taylor Swift. In her new album ‘Red’ she has a song called ‘22’ which features many e lectronic and upbeat rhythms in it. These are only a few of the many artists that have incorporated electronic music into their songs and in doing so helped to render EDM even more widespread and dominant in today’s music industry.EDM also has begun showing up in music festivals, on television, and in movies. â€Å"It’s artists headline huge festivals†¦ its hooks soundtrack commercials; its textures bolster movie scenes† (Doherty). The EDM music festivals have grown very popular in the last decade, Deadmau5, a famous EDM Dj, compares one of these festivals in the 90’s to one a few years ago and recalls â€Å"[there were] only about 4-5000 people, but it was huge at the time. You go out to L. A. now, to Gary Richards' Hard parties — he gets 20-40,000. The Dj’s are bringing a visual and physical experience for the audience during these festivals by having laser shows and visual graphics appear while their music plays. Television commerci als have also started to embrace this trend. Microsoft included and promoted Alex Clare’s ‘Too Close’ in their commercial for the new Internet Explorer. This commercial boosted Alex Clare’s career, before the commercial he was only known in the U. K. In a final form of media the movies have also assimilated EDM into their soundtracks. ‘Tron: Legacy’ had a soundtrack that was almost entirely devoted to EDM.Because of all this assimilations into mass media of all forms, EDM’s influence in the United States has only grown more rapidly and stronger. It seems that one cannot go a day without hearing a song under this genre; it surrounds and influences pop culture every day. Similar to rock and roll in the 1950’s, EDM has experienced demonization from parents and threats of legislation over the concern â€Å"fueled by concern over the ecstasy-related deaths. † These laws see â€Å"electronic music itself as a gateway to social degradation† (Doherty) and seek to disassemble EDM.According to Josh Glazer, editor of URB magazine, â€Å"It may cause a cooling down period, but in the end, electronic music, festivals, etc. , are simply not something that will ever be halted. There is both too much demand and too much economic incentive. † If the law were to shut down EDM then many business and individuals would be left bankrupt or jobless. Although this may seem dismal and unfair in the present, rock and roll received the same kind of â€Å"critique which now seems quaint and ridiculous. †In conclusion EDM has brought about many social and cultural effects due to the changes it created to the industry. Through its artists’ computer knowledge they have brought about a greater fan/artist connection along with allowing any aspiring artist the ability to create his/her own music just by downloading different software. Finally EDM has influenced mainstream pop artists, directors, and market ing agencies to incorporate a more electrical and up beat sound to their music, ads, or movies because it appeals to the young audiences.

Clc Teaching Self Advocacy Education Essay

Teaching pupils with larning disablements self protagonism accomplishments is indispensable to guaranting that they reach their greatest potency and are successful in school and for the remainder of their lives. It is indispensable for larning handicapped pupils to go their ain advocators. This paper will specify what a learning disablement is, supply cognitive and metacognitive schemes to learn pupils with larning disablements and the importance and methods to go self advocators. It will further explicate the necessity for developing survey accomplishments, societal accomplishments and passage accomplishments to going a self advocator. What is a Learning Disability? Many pupils confronting the challenges of being diagnosed with a learning disablement will most frequently inquiry others sing the existent definition of a acquisition disablement followed by the obvious inquiry of how can this be remedied. The basic definition of a learning disablement is this: a neurological upset that causes issues with forming, retrieving, and showing information that is received by the encephalon. This disablement most frequently affects reading, composing, comprehension, and concluding accomplishments. Probably the most of import construct for pupils and parents confronting this upset is to understand that there are many schemes that that can help them in nearing larning troubles in the schoolroom, even though there is no absolute remedy. It is besides of import for pupils to understand that larning disablements affect pupils in many different ways as no two acquisition disablements are precisely the same. The specific acquisition disablements are: dyslexia-which refers to troubles in reading ; dysgraphia-which refers to troubles in authorship ; and dyscalculia-which refers to troubles in math ( NICHCY, 2011 ) . Cognitive Schemes Cognitive schemes will assist us to retrieve to form content information ( OLRC News Winter 2004 ) . One manner of utilizing a cognitive scheme is by looking at images and header of a text as you skim over a page when reading. Taking notes is besides another manner to assist a pupil to retrieve of import parts of a text. Learning how to decently utilize cognitive schemes to construct your reading accomplishment will enable the pupil to cognize which parts of a text they will be able to jump over and which portion of a text they will necessitate to read. Using an lineation or diagram will besides assist the pupil to retrieve of import facts. A good get downing topographic point to get down these schemes would be: Memory – visual image, verbalisation, mnemonics, associations, lumping authorship, or combinations Calculation and job work outing – verbalisation, visual image, lumping, associations, cues Reading truth and eloquence – self-questioning, unitization, context hints, repeated readings Reading comprehension – visual image, oppugning, rereading, foretelling Writing – planning, revising, oppugning, verbalisation, visual image, monitoring ( OLRC News, Winter 2004 ) The instructor will necessitate to depict the scheme to the pupil. One manner of making this is by patterning the scheme. Besides the instructor will necessitate to utilize guided pattern and let for feedback. Using these different types of cognitive schemes will assist the LD pupil to be successful. Metacognitive Schemes A metacognitive scheme is an attack to assist pupils acknowledge their ain idea and logical thinking in being able to problem-solve and remember information ( Vaidya, 1999 ) . One of import metacognitive scheme is the usage of mnemonics ; utilizing a word where the letters in the word each base for a piece of information or a measure in a procedure. Students are frequently taught mnemonics to retrieve the names of planets, the order of operations, names of the Great Lakes and for retrieving the periodic tabular array. Students with learning disablements are non easy able to remember information antecedently learned and hence, have trouble showing it once more. The benefit to utilizing this scheme provides pupils a tool to assist them acknowledge when they have trouble retrieving information and can assist a pupil callback information and how to remember it. This provides a sense of independent achievement where pupils recognize their disablement but have schemes to work with it. Teachers should guarantee pupils larn when to utilize this scheme, how to utilize it and how to develop it. Once pupils learn a procedure or have been taught information, instructors should explicitly learn this scheme, proctor pupils during it and assist them implement it to retain the information. Having pupils create their ain mnemonics helps them to acknowledge how it can assist remember information. When they encounter information they feel is hard to retrieve, they teach themselves ways to retrieve it. Importance of Developing Self-Advocacy Skills Self-advocacy accomplishments are the accomplishments one needs or possesses to pass on one ‘s needs and/or every bit good as their standing up for one ‘s rights. It involves doing determinations and taking duty for them. â€Å" Surveies of extremely successful grownups with larning disablements have identified the ability to self-advocate as an of import factor lending to success † ( Albert, Alberta Learning. Learning and Teaching Resources Branch, 2002 ) . Everyone uses self-advocacy accomplishments to some grade or another nevertheless, pupils with larning disablements, have typically had less pattern developing these accomplishments, as parents, instructors and professionals have typically done this for them. Recently, more focal point has been on learning larning handicapped pupils how to recommend for themselves to be successful. Study Skills Every pupil must develop some type or signifier of survey accomplishments to accomplish academic success. Learning handicapped pupils must utilize schemes and techniques that enable them to utilize survey accomplishments that meet their alone demands. The accomplishments needed vary greatly by each person ‘s learning manner and their disablement. Knowing what to analyze, how to analyze, be aftering to analyze, puting realistic ends and puting a realistic timeframe can be hard for larning handicapped pupils. Alterations or adjustments that aid may include holding a note-taker, utilizing a tape recording equipment, teacher notes/outline, making an lineation of the stuff, usage of acronyms, cockamamie phrases or word associations, and/or the usage of timers ( Sudita, J, 2000 ) . Social Skills Like all immature people, pupils with disablements must larn the societal accomplishments they will necessitate as grownups. Some pupils with disablements will go to college, some will work and populate independently in the community, and some will necessitate more aid. . Enabling and authorising pupils to direct their ain lives is called self protagonism. As an pedagogue we must lend to developing societal accomplishments, to assist them go a conducive member of society. Some basic societal accomplishments pedagogues may see because pupils with LD have troubles with showing their ideas and positions and happen things like pass oning, following waies, and finishing a undertaking hard ; we must supply them with a supportive environment that allows societal accomplishments to be performed and understood. Playing the portion holding a dinner party or traveling to a film will let the pupil to see existent life state of affairss ; supplying experiences that allow them to get the hang soci etal accomplishments will give them much needed societal competence that is an of import to accomplishing the end of being a ego advocator. Passage Skills Passage planning should be an on-going chance for pupils to larn and pattern duty and self-knowledge. Passage is an ever-changing procedure, and pupils need to be adept plenty to accommodate to the challenge of those alterations. As pedagogues we must assist to develop accomplishments needed to populate life independently. Having them take part and see existent life state of affairss like traveling on a occupation interview, rinsing apparels or opening a bank history. Making some state of affairss hard leting them to do determinations and figure out the best manner is most and of import accomplishment we can assist them larn. Transition is non easy for anyone but mastering and sing existent life state of affairss gives the pupil a basic foundation on traveling frontward to independent life. Decision Students with larning ddisabilities have a neurological upset that causes issues with forming, retrieving, and showing information that is received by the encephalon. Cognitive and metacognitive schemes are imperative to their success. Self protagonism accomplishments help pupils to pass on demands, wants, desires and standing up for one ‘s ego by doing determinations and taking duty for them. To be successful in life, one must develop self advocacy accomplishments. It is important for larning handicapped pupils to get down larning these accomplishments early in their instruction. Learning handicapped pupils must trust on geting survey accomplishments, societal accomplishments and transitional accomplishments to accomplish success.

Healthy Life Style Essay

Everyone wants a nice healthy lifestyle, and everyone wants to be fit. Being fit and healthy is very important. Being healthy is the key to lead a happy life. People who are fit, stay fit even when they get old. Living a healthy lifestyle is not too hard, and it pays off. A healthy life style keeps you in shape physically, mentally, and spiritually. Healthy living has many benefits. A healthy lifestyle keeps you physically strong, reduces symptoms of anxiety and depression, reduces risk of many diseases, and enhances your appearance. Many studies show that a healthy lifestyle prevents against many diseases, and that leads to a longer life. Having a healthy lifestyle makes you feel good, energetic, fresh, and confident. If someone wants to be happy, he has to have a healthy lifestyle. It is not hard to live a healthy life. A healthy lifestyle just takes a little diet control and some exercise. The first step is to be enthusiastic and keep yourself motivated, and join a fitness club/gym because it is really hard working out at your residence. At his residence a person feels lazy. Join a gym that is close to your residence, so don’t feel lazy going to it. Have a friend workout with you to keep you entertained, so you don’t get bored. Go to the gym at least three times a week and workout for forty five minutes to one hour, and make a schedule for workout. Do some cardio vascular exercise twice a week for forty minutes. Healthy eating is very important. Eat a protein and fiber full meal every three hours. Eating every three hours keeps your metabolism running fast, and that keeps your body from storing fat. Don’t eat heavy carbohydrate meals right before bed time, and try to eat them in the morning and afternoon. Stay away from sugary and fatty things like doughnuts, cream cookies, cream cakes, sugary deserts, and sugary juices. Once you have a balanced diet, and you have a decent amount of workout, you will feel the difference. Watch as your body losses fat, gains muscle, and gains stamina. You will feel fit, relaxed, younger, and you will also have fewer headaches, less stress, and will find life easy.

Software Project Fails Research Paper Example | Topics and Well Written Essays - 1250 words

Software Project Fails - Research Paper Example What is the real situation? Determining whether the opinions of those criticizing software projects are facts, I take a firsthand account of a software project that never saw the end of it. United Kingdom is one country that appreciates technology therefore making software crisis a norm in the region. NHS Connecting for health is part of the countries Department of health formed on 1st April 2005 replacing the then formed NHS Information Authority. The NHS Connecting for health had the task of the national programme for IT (NPfIT), an initiative by the government to move the National Health Service in England towards a centrally-mandated electronic care records for patients. It was also expected to connect 300,000 general practitioners to 300 hospitals, providing a safe and audited access to these records by authorized professionals. A project that would really boost the medical sector in England, the contracts for the NPfIT spine project was awarded in December 2003. NHS Connecting for Health ceased to exist on March 31, 2013 and software crisis was to blame. The cost of the project is estimated at  £12.4 billion according to the national office of statistics; it begun in 2000 and was due for completion in 2010. The project was to; create the NHS Care Records Service, which handles the spine database and create the Choose and Book system that would allow patients book their appointments with Doctors via their PCs (personal computers). It was also tasked to come up with a national broadband IT network to upgrade the then used infrastructure and create an IT support for the Personnel including the Quality Management and Analysis System (QMAS). The programme divided England into five regions called Clusters southern, London, Eastern, North West, West Midlands and the North East. Every cluster had a local service provider and a company contracted to deliver the services. The project was the largest civilian IT project and it was decided to

Reflective assignment Essay Example | Topics and Well Written Essays - 1500 words

Reflective assignment - Essay Example I had been determined to: Consequently, I decided to become professional nurse in my life for which I had always been curious to become in practical life. Fortune gave me an opportunity of working as junior nurse at a community hospital as soon as I passed my A Levels exams. It is therefore, it was a pleasant experience to join as assistant community nurse at my local town. Though it was not a higher qualification certificate, yet it was sufficient to permit me work as this position. At hospital, I had orientation with the tasks and duties related to nursing. I enjoyed myself while working with the qualified doctors, experienced nurses and other dedicated staff of the hospital. I also got acquainted with the co-workers serving at the same position of assistant nurse. Among these co-workers, two assistant nurses became my classmates at college. At the hospital, I came to know the problems faced by the healthcare staff members while performing their duties and obligations. I was really moved to observe the dedication of doctors, nurses, cleansing staff and helpers during the course of their services-rendering, where all the staff forgot its own comforts for the sake of the patients under treatment at the hospital. Hence, I learnt that the nursing was not mere a profession; rather, it was a virtuous act to help the suffering humanity come out the state of misery. They deal with the patients undergoing various diseases and viruses, with extreme care and patience. â€Å"More so than other professionals†, Gaddis submits, â€Å"nurses intimately understand the communicable characteristics of a potentially contagious virus. And much like any transmittable organism, communications have the ability to infect or heal: With every word and action you are either positively affecting or negatively infecting your work environment . Your inner perceptions and attitude strongly impacts your outward attitude,

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

Case Summary - Essay Example Helen must also become an attentive listener. F. Leigh Branham, the CEO of human resources consultancy Keeping the People, thinks that Sambians employees need a forum in which they can speak openly about their discontent. The candid discussions can expose the "triggering events" that impel people to leave, such as a disconnect between the firms long-standing focus on innovative design and a more recent concern with profitability. Jim Cornelius, the chairman and CEO of Bristol-Myers Squibb, once faced a potential employee exodus as interim CEO of the pharmaceutical company. He advises Helen to meet face-to-face with her most talented employees and assure them that she understands their concerns and desires. Jean Martin, the executive director of the Corporate Executive Boards leadership council, urges Helen to support a mission and culture to which employees will feel connected. She explains that although people join companies for rational motives, they stay for emotional ones. By the time unhappy workers tell their managers whats going on, its often too late. In this case study, an architectural firm has begun losing valued talent. But departing employees arent giving specific reasons for their defection. The company must determine how to stop the exodus. Readers will explore questions such as how the CEO can play a stronger role in retaining top talent, how to create a safe environment for employees to express complaints, and how to make leaders throughout the organization more accountable for attracting and retaining talent. There are trying times when businesses face enormous challenges in their normal operations. These challenges could be caused by circumstances like impacts of global warming, global economic depression and so on. Such catastrophes do have far reaching negative effects on the usual operation of the

Visual Analysis paper Assignment Example | Topics and Well Written Essays - 1500 words

Visual Analysis paper - Assignment Example Having emerged around 1910 in Europe, abstractionism disrupted the idea of classical beauty and aesthetics in art. It believed that the first steps towards new concept of abstractionism were made by Vasily Kandinsky, a remarkable painter of Russian descent, who created his abstract watercolors around 1910. Naturally, two world wars made a great contribution to changes in perception of painting and use of abstract concepts in visual art. Abstractionism ran through the works of such prominent innovators of the 20th century as Kazemir Malevich, Mark Rothko, Vasily Kandinsky, Piet Mondrian (and his De Stijl group) and Frank Stella. The core of their legacy is represented by the basic principles of abstractionism, though their styles and perceptions of reflecting the reality in painting differ in certain aspects (for instance, Malevich’s special philosophy of suprematism). Specifically, the two most visible approaches seen in paintings of these artists are surely color field techni que and hard-edge painting. Moreover, there are tendencies of minimalism that could be traced in their styles. Among the mentioned artists, Frank Stella’s period of activity began later (which isn’t surprising as the author was born in 1936) and has endured until nowadays. The artists seems to have absorbed influence of abstractionist school and embodied key concepts in his works. The set of directions preferable for Stella includes hard-edge painting, minimalism and post-painterly abstraction. The latter presupposes distinct edges, harmony or contrast of simple forms and monumentality. Post-painterly abstraction finds its reflection in many works of this prolific painter, and – notwithstanding new elements in the style – it is clear from Stella’s paintings that this style is based mainly on traditions of abstract expressionism, lavishly cultivated by Malevich, Rothko, Kandinsky and Mondrian. It could be stated that Stella’s way of self-expr ession through abstract

Critical Thinking Assignment Example | Topics and Well Written Essays - 2000 words

Critical Thinking - Assignment Example ce and its property, critical infrastructure, the government and the military, its installations and deploying forces.† (2000: 2) Hence, homeland security consists of the planning and preparations made at both military and civilian levels to make foolproof arrangements for foiling the external and internal threats challenging the peace and stability of the country. The governments and all other political authorities take essential measures to combat with the external and internal threats by ensuring and improving the strategic measures and defense system of the country on the basis of the available data presenting security threats and perils challenging the very foundations of the country. However, sometimes it so happens that the available statements and statistics are unable to provide accurate information, which causes wrong planning and consequently create great hazards in respect of the security of a country. Thus, the law enforcing agencies and security organizations seek help from the thinkers and intellectuals so that the gathered information could be examined and estimated in a proper way. Since critical thinking aims to analyze and examine the information with the help of reasoning, it provides a wide range of thoughtfulness for assessing the data gathered for different purposes. Hence, critical thinking is also helpful in respect of enhancing the security plans of a country. Critical thinking urges the people to contemplate over the situation in order to draw out appropriate conclusions as well as to find out several alternate solutions to a problem under study. It does not allow making of immediate conclusions on the basis of available information in the form of figures, statements, graphs or other presentation. On the contrary, it lays stress upon viewing the information through different angles in order to explore the hidden aspects of that information that have been concealed under the pile of incorrect information and rigged, engineered and

Assignment Case Study Example | Topics and Well Written Essays - 1000 words - 2

Assignment - Case Study Example Therefore, the buyers have a reasonable influence on the prices that Movie Rental Industry sets for its rental movies, though not wholesomely. The bargaining power of suppliers in the rental movie industry is high, since it is the content providers, the networking companies and the distribution studios that regulate the prices that movie rental industry pays for the supply of the rental movies (Patton, 142). Therefore, considering the fact that the movie DVD format are continuously getting out of fashion while the digital hiring of movies is becoming the common trend in the modern world, movie rental industry is completely vulnerable to the distribution studios terms and conditions, since the studios hold the copyright privileges and may rent or withdraw the rights at will (Patton, 42). This leaves movie rental industry without much say regarding what price to pay for whatever content is offered. Internal competitive rivalry for movie rental industry is low, because the niche market operated by movie rental industry has the theater as the other main competitor, meaning that the internal competitive rivalry is low (Patton, 140). However, outside of the niche market, the competitive forces might be high, owing to the fact that there are many other operators in the wider entertainment industry, especially the theater locations for live performances. Thus, while the movie rental industry is a growing industry where competition is set to be high in the coming days, the niche market of digital rental movies is currently not very crowded, making the internal niche market competition low. While the entry into the rental movie market is not very restricted, the cost of attaining the digital distribution license is high, thus making it relatively difficult for many similar entities offering the same product to enter and thus offer a low-medium threat to the movie rental industry services (Patton, 143). Additionally, the digital distribution of

Energy - What Next Essay Example | Topics and Well Written Essays - 1500 words

Energy - What Next - Essay Example Offshore wind firms are more complex, inclusive of turbines, platforms, grids, cables, substations, interconnection and related construction activities. Currently, construction activities have centered in many rejoins of the U.K, representing over 3300MW of the entire capacity (Jay, 2008). I support the construction of these offshore winds with long-term charters of numerous highly specialized construction vessels and facilities to put up with the increasing dimensions of contemporary support structures, wind turbines, and balance of plant. Offshore wind farms are vital in their contribution to energy supply If these firms are constructed, they will be a suitable technology to meat the growing electricity demand, in a clean and sustainable way. Such firms will have minimal environmental impacts if they are logically well located relative to the places of electricity need. Further, higher wind speeds will increase energy production, since energy production is a purpose of the cube of the wind speed. I expect that a significant part of the future widely spread wind energy usage in U.K will be from offshore sites. Huge offshore wind farms are already in the planning phase of construction in several countries and especially in Europe. Just like Hirts put it, financial payback or economic viability of the farms depend largely on the renewable obligation Certificates, as well as on favorable wind conditions as compared to the sites constructed on land, I argue that the higher energy outcome has to recompense the extra installation and continuance costs. In constructing these farms, particularly siting large projects, a reliable and efficient offshore wind prediction is crucial (Burton & Jenkins, 2011). Present estimates based partially on U.K experience indicate that offshore wind energy can cost less than six cents per KW. In addition, capital costs are about 30-50 percent higher than those onshore because of bigger machine sizes, transporting and installing costs a t the sea, particularly offset by high-energy productions. However, just like onshore, I expect these prices to drop as technology advances and managers get more experience. As the European Wind Energy Association (2012) affirms, most offshore farms will be sited on monopiles or constructed on gravity foundations, there will be concrete structures stabilized by water or sand to allow the turbine towers to fit in. Monopiles must be included in these installations. They are long steel pipes, which are stroked, vibrated or drilled into the seabed to security levels then towers and platforms are installed on top of them. They will have a technical difficulty in mounting turbines on floating constructions, and monopiles get more expensive as one progress deeper into the water. In my opinion, technology has been growing rapidly for the past years and I can predict that technical advancements may make suspended offshore wind farms to be economically realistic in the future. Offshore wind f arms are important in energy providence. I support the construction of these farms basing on several factors. The resource, which is wind energy indirectly from the sun is extremely large, the costs of energy, though originally higher than those of onshore are affordable than most renewable technologies, and the associated risks are low. Constructing wind turbines at sea will limit the restraints that can be

Miscommunication between Teachers In Terms Of Culture, Language, Case Study

Miscommunication between Teachers In Terms Of Culture, Language, Generation Differences - Case Study Example In the following discourse, the paper delves into the relevance of the above in miscommunication between teachers and students. It is a fact that different cultures perceive certain message cues differently and it is no different in the student teacher relationship. Despite the vast amount of information that is now so readily available to the students since the advent of the internet, the teacher still remains the most credible and important source of information for the students which means the miscommunication should be eliminated at all cost. In cases of generational differences, the teacher is in most instances the one in the older generation as compared to the students with the exceptions being the novelty and not the norm. So it’s upon the teacher as the educator to try and understand how to cope with the differences arising with the students as a result of the generation gap. This paper examines that how teaching and culture are interrelated with one another and how it affects the teaching capabilities of an instructor. Educators face a hard time while teaching students with diversified cultural backgrounds. Intercultural miscommunication is a common breakdown that can occur when two different groups belonging from different cultures are brought together. ... The Impact of Intercultural Miscommunication and Generation Gap on Students Cultural miscommunication and generation gap can tremendously affect the students. Cultural shock and generation gap can give rise to depression and stress in them. Teachers focus more on building close relation with the students who bear the similar culture and language with them as compare to ones who have hailed from a different background. They focus more on students to absorb the new culture and language which can psychologically damage a student’s mindset, his values and traditions (Anderson, 1992). It is important for the teachers to understand the widening gap and the factors linked with miscommunication in order to overcome. Also, teachers should possess the ability to effectively communicate with the students regardless of any differences and they should focus more on a student’s ability to learn and absorb the knowledge in a better way which could help them to understand their need to be familiar with a new language or culture. They should apply different teaching strategies to overcome the miscommunication such as teachers should engage students in class discussions, help them to become more participative and to help them in absorbing the new culture and language. Implications for Teachers At the same time, teachers should learn to understand that for students it would be difficult to adjust themselves in a different culture which could affect their learning abilities. They should put maximum efforts to overcome miscommunication caused by language and culture. Context There is the occurrence of what has largely been referred to as the generational change. The

Weighwood Case Essay Example for Free

Weighwood Case Essay When Wedgwood started his business, pottery industry is already established, comprises many small players around the country. He started with a small production facility, incorporated his experience from working in family business and many years in the industry. His passion and innovative ideas helped him expand his business and grew to become a big player in potter industry. Wedgwood was a differentiator company, specifically a late mover in the industry. Wedgwood gained competitive advantages through innovation, creativity, and strong marketing strategies. Innovation and creativity were the key to Wedgwood success, including the invention of creamware and white pottery. Josiah focused on bringing new ideas to the design of his products, finding new raw materials to help producing better products, and building/creating machines with latest technology to help with efficiency and uniformity. His wife specialized in pottery design and coloring which help their products differentiate from other plain pottery products in the market. Moreover, the sustained competitive advantage Wedgwood had, was the result of good marketing strategies with help from Josiahs partner, Bentley. Base on the reading, marketing strategies Wedgwood used were establishing showroom, inertia selling strategy, and promotion through high class people (Queen). Wedgwood was also the first one in the industry have brand name on every products. Wedgwood were so successful in England until its number of productions exceed the number of sale which cause the company to stock up a very high inventory. This opportunity caused Wedgwood to expand internationally to many countries in Europe and China. Wedgwood leverage its competitive advantage through demand side scope economy. Firstly, company needed new outlet for products that overproduced for local market. The example from class discussion would be Coke case. Coke and Pepsi competed with each other until the market were fully saturated, then Coke started to go global to exploit other markets in other countries. Wedgwood introduced its products to many countries in Europe and to China. Wedgwoods products were new to international market because of their design, coloring, uniformity. Wedgwood also used inertia selling strategies which company send products to consumer in a package with invoice and consumers can either buy or return the products at no cost to them. This strategy was to create demand for company products. Secondly, there were potential benefits to company to expand internationally because of the increasing spending on nonessential or luxury goods around European countries. Shipping methods also became more secured and convenience. As a result, Wedgwoods products were sold internationally to meet the demand in the form of luxury or nonessential goods. To better understand of how above strategies would work internationally and how Wedgwood sustained its competitive, the products were global products. All of the products were produced in home country, England, and then ship to other countries to retail store or direct sell to consumers. Wedgwood also established showroom in many countries to display its products, and make people wants its products. Wedgwood was not adapt to local market in different countries but to sell its home products and position their image just as intended. The example that relates to this idea was the discussion in class about the case which Apple open an Apple Store in Beijing. Apple products are also global products. Apples positioning strategy is uniform all around the world. Wedgwoods products were also uniform and mass produced in England and they do not need to be modified to fit to foreign market.

Origins Of Alternative Education In India Education Essay

Origins Of Alternative Education In India Education Essay According to one of the view, education has been derived from the Latin word educare which means to bring up or to raise. According to this view, education is process of imparting to an individual certain information and knowledge which was considered by the society. Education implies the modification of the behaviour of the individual by imposing standards of society upon him. Thus, this derivation gives the concept of teacher-centred rather than child-centred education. There is another group of thinkers who believes that the term education has been derived from the Latin word educere which means to lead out or to draw out. Education therefore, means to lead out or draw out the best in man. It is the process of drawing out from within rather than imposing from without. In the Indian Context the Education means The Indian Synonyms of Education are the words Shiksha and vidya. Shiksha is derived from the Sanskrit verbal root Shas which means to discipline to control to instruct or to teach. Similarly Vidya is also derived from Sanskrit verbal root vid which means to know. Hence the disciplining the mind and acquisition of knowledge have always been the dominant theme in Indian approaches to understanding the education. Experimental learning The experimental education is an organic and constantly evolving approach to learning .According to them they believe that anyone can do it. The ideas advocated can be replicated almost anywhere, and can be used, as some are doing, in mainstream (government and private) schools. This type of pedagogy helps in Enhancement in Education. It explores the ways in which children can discover their own talents and interest, at their own talents and interest, at their own places, in their own ways, assisted by teachers, parents, and friends and others-learning in and from their neighbours, their village, their community and the environment in which they live. It tells that how education can be successful in terms of childs own need for knowledge. This kind of education therefore relies heavily on experiential learning which compiles of innovative approaches, method, and idea of learning, aim to be child centred). The relevant and liberating education should include:- Being child-focussed- the child is the centre. The child dictates the pace and interests. Allowing learning in multiple ways. Enhancing the senses through learning. Not being exclusive, there is a (government-prescribed) examination for school completion, nor it should exclusive in the terms of class, gender, caste or religion. Meeting a childs life -enriching needs in compliance with child rights, imparting spiritual values, knowledge of moral, social norms and duties and finally, it should try out to meet life-development needs of functional training of innate talents, and vocational education. The importance of education being child-centred, starting from what the child knows and is interested in, and at the pace preferred by the child. Now Approach to primary education has been formally accepted not only by the one country but also by the whole world including the developed and under developing countries as a human right for almost half a century. Yet, today even we enter into the era of 21st Century; there is only about three-quarters of children of school-going children are able to attend a primary school. In a developing countries large number drop-out of children took place before reaching Class V and there are many others who are never able to reach schools. Although the country like India in which the government had placed a high priority on education in policy statements, every time fails because of proper implementation is lacking in the policy. Thus an India stand with 30 per cent of the worlds illiterates has female literacy rates much lower than in sub-Saharan Africa [PROBE 1999]. The worlds largest number of children who are out-of-school is reached the mark which is close to 59 million are in India, ou t of which 60 percent are girls (Human Development Report 2000, UN).37 percent of the children from India are unable to reach Class V [Haq and Haq 1998]. And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the state shall try to provide, within a tenure of ten years from the commencement of the Constitution, for free and compulsory education for all children until they reach the age of 14. Although after this decision the number of primary schools has increased 2.82 times since 1951 and enrolments have improved, the responsibility of the government for creating a satisfactory infrastructure has in practice not been matched by corresponding out-lays which continue to remain woefully inadequate at around 3 per cent of the GDP. The vast number of maze of literature on primary education in India has identified various reasons for its abysmal state; why children drop out and why they remain un enrolled or not going in the school. In th is space several studies have been done which indicated that the poor quality of schooling is responsible for low retention [Colclough 1993; Bhatty Kiran 1998; PROBE 1999; Banerji 2000; Dreze and Gazdar 1996]. However, most of these studies look at the problem of education within the confines of the classroom. They tend to ignore or underplay the fact that besides poor quality, demotivated or un interested teachers and inadequate infrastructure, there are larger other structural constraints which impede access of children to schools. There are several literature written on primary education in India also reveals that access and retention remain problem areas in this sphere. Origins of Alternative Education in India History Overview The present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the next century; it almost completely supplanted earlier educational institutions. There had, earlier, been a wide network of small village schools- pathsahlas, gurukuls and madarasas. There was a concept of One Village-One School and was become the norm in various parts of the country, up to the earlier nineteenth century. A large number of such learning schools-reportedly100, 000 was just in Bihar and Bengal. They played important social role and were, in fact watering holes of culture of traditional communities. (Dharampal, 2000).Students from various castes studied in these schools, although there was no such discrimination on the basis of castes, creed and colour. It was open for all but there must have been disproportionately representation in the school, the boys outnumbered girls. Most of the girls learnt a range of skills within their homes; from parents, relatives, and pr ivate tutors- including Arts, crafts, practical skills, agriculture, health and languages. Harking back to the tradition of monasteries and ashrams, schools interspersed training in practical life skills with academic education. As the time goes on within the overall context of decline of local economies, these went into decline and decay under colonial rule. Intentionally the policy was employed by the government to wipe out this community based schooling, and replace it with an alien model. In 1931, Gandhi alleged that today India is more illiterate than it was 50 or a 100 years ago (M.K.Gandhi 1931, Dharampal 2000). He also added that British administrators had à ¢Ã¢â€š ¬Ã‚ ¦.scratched the soil and begun to look at the root, and left the root like that and beautiful tree perished. Indigenous education was replaced by an alien and rootless, deliberately set up, as it was explained by Lord Macaulay (1835), to form a class who interprets between us and the millions we govern. Despite the transfer of power in 1947, Indian schools continued in the same mould. Some changes were introduced: the government expanded its reach and network of schools in both rural and urban areas and local vernacular languages were accepted as medium of instruction in these schools. Today we have vast network and number of government in our country and growing number of private run institutions. Yet, the basic format remained the unchanged, a large number of school today based on derivative and mechanistic model. They are designed to produce individuals who fit into modern society and its (Consumerist and competitive) Values, and are easy to govern since they learn to be highly disciplined within hierarchical, centrally administered institutions. Schooling thus, tends to reinforce social inequalities-Class, caste and gender. Affluent Children go to privately run schools, while poor attend schools run by the state because for poor access to private school has become the dream. Despite of Vital differences in facilities and funding, all these schools share a similar ethos. The ascent is on absorbing information rather on original thinking and imagination. The set up is centralised and bureaucratic, teachers distanced from students mostly merely doing a job, while school act as a delivery points for a set curriculum and content. Schools generate failures in large scale-contributing to crises of confidence at national level. Early Pioneers Alternative or the experimental learning to the educational system began to emerge as early as the late nineteenth and the early twentieth centurys. Some of these efforts really mark a significant change and their efforts are still visible. Social reformers began exploring alternative education by the late of nineteenth century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the idea of education as a force for social regeneration, and set up schools/institutions toward this end. Vivekananda and Dayanand Saraswati combined religious revitalisation with social service/ political work, through the Rama krishna Mission and Arya Samaj Schools respectively. Syed Ahmed Khan set up the Aligarh Muslim University (originally, Mohammadan Anglo Oriental College), with the goals of imparting modern education without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with overcoming the social inequalit ies. They mainly work with the dalit children and girl schooling in Maharashtra. There were some Significant educationists emerges in half of the twentieth century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these stalwarts had created the number of viable models of alternative learning, as a considered response to the ills of mainstream education. Some of the ideas were in alliance with the struggles for national Independence and the revitalisation of Indian society. The alternatives emphasised commitments, and reciprocal links between school and the society. Rabindranath Tagore pointed out several limitations of school set up by colonial authorities, in his writings Shikhar Her Fer (1893) and Shikhar Bahan (1915). As a child, Tagore had refused to attend School; he later wrote, What tortured me in my school days was the fact that the school has not the completeness of the world. It was a special arrangement for giving lessonsà ¢Ã¢â€š ¬Ã‚ ¦But children are in love wit h life, and it is their first love. All its colour and movement attract their eager attention. And are quite sure of our wisdom in stifling this love? We rob the child of his earth to teach him geography, of language to teach him grammarà ¢Ã¢â€š ¬Ã‚ ¦Child-Nature protest against such calamity with all its power of suffering, subdued at last into silence by punishment. (Tagore, in Chakravarty1961,pg 218; in Prasad2005, pg81). Tagore set up his own alternative to the prevailing educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a centre for excellence in art and aesthetics, creative activities and awareness of local as well as world cultures. Gandhis view resembles Tagores in the emphasis on contextually relevant education, mother tongue as the medium of instruction, and opposition to examination-oriented bookish reaching. He translated his vision into practice through a series of school, starting in Phoenix Farm and Tolstoy Farm in South Africa and continuing into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which students devoting few hours daily to academic pursuits, and the rest of the day to the performance of Bread Labour that includes craft work, agriculture, cooking, cleaning and related tasks. His approach to education aimed at strengthening village life and communities. As early as 1917, When Gandhi began five small schools for peasants children in Champaran, then he said, The idea is to get hold of as many children as possible and give them an all round education, a good knowledge of hindi or urdu and through that medium, knowled ge of arithmetic, rudiments of history and geography, simple scientific principles and some industrial training. No cut and dried syllabus has yet been prepared because according to him I am going on a unbeaten track. I look upon you present system with horror and distrust. Instead of developing the moral and mental faculties of the little children it dwarfs them. Stage crafts, arts, sports and celebration of festivals from all religion were important parts of Nai taleem. In Nai Taleem there were no textbooks as such, but students were constantly encouraged to use library and can get the knowledge of diverse field. In the library education is not only the motive but exposure to different field or subjects are also required. Educationist Gijubhai Badheka emphasised on childrens need for an atmosphere nurturing independence and self-reliance. He gave this idea an institutional basis by establishing Bal Mandir in Gujarat in 1920, and in his writings, he identified the different facets of idea. Gijubhais Divaswapna (1990) is the fictitious story of a teacher who rejects the orthodox culture of education. This classic piece of writing by him yields rich insights into effective teaching, as it describes experiments in education undertaken by an inspires teacher in a ordinary village school. Gijubhai explains and clearly showed that how to teach history, geography, language and other subjects through stories and rhymes, in a way that appealed to children. He believed in arousing the childs curiosity in a thousand and one things ranging from insects to stars, rather than routine textbook teaching. Gijubhau wrote a number of books and booklets for parents, teachers, general readers and captivating stories and ve rses for children. J. Krishnamurti too thought of education in connection with the whole of life. It is not something isolated, leading to alienation. He looks closely at the process of learning in relation to human life. In the biography of Krishnamurti, pupul jayakar quotes him speaking of that period in his life some 75 years later.The boy had always said, I will do whatever you want. There was an element of subservience, obedience. The boy was vague, uncertain, and unclear; he didnt seem to care what was happening. He was like a vessel, with a large hole in it, whatever was put in, went through, nothing remained.( J. Krishnamurti: a biography. Arkana,1996). He noted that the teachers have a responsibility to ensure thatà ¢Ã¢â€š ¬Ã‚ ¦when child leaves the school, he is well established in goodness both outwardly and inwardly. Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decades, the KFI (Krishnamurti Foun dation of India) has kept alive its commitment to meaningful education, expanding its network of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhais and Gandhis schools, KFI has shown that alternative education can be made accessible to those from underprivileged backgrounds as well. Learning goals are individualised for each child, and teaching aids are carefully designed using cards, books, puppets, stories and local material. A visit to any of this school of Krishnamurti bring to his thought: Education is not just to pass examination, take a degree and a job, get married and settle down, but also to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the shape of hills, and to feel with them, to be really, directly in touch with them. Mainstreaming Alternatives Innovation of Alternatives Schools can spread to mainstream Education? Though it might seem fragmented and confusing, the landscape of alternative schooling is certainly fertile! From the range of schools discussed earlier, it is clear that there are people scattered across the different parts of the country, dreaming of a different kind of education, and many who are actually living out their dreams. Most of the experiments are small but fundamentally replicable. They reached out their target population in a meaningful ways to diverse children, from the different economic backgrounds and from diverse social settings. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the sprinkling in other places including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is instructive to remember that sometimes, there is no hard and fast line dividing the mainstream from the alternative. Even hardcore mainstream schools gradually adopt some elements of alternative learning in their pedagogy to teach the children. Lots of primary and nursery schools across the country have for instance have adopted the some elements of Montessori and play way methods, through which children enjoy the learning and grab the technique more quickly and efficiently. Widespread questioning has propelled even the government to usher in some improvements. Thus, non formal education campaigns links education to social awareness. The Bihar Education Project ( in partnership with UNICEF) has opened Charwaha Vidyalayas (for children grazing animals) and Angana paathshalas (courtyard schools for girls in remote areas). The Central governments Education Guarantee Scheme, and Alternative and Innovative Education Scheme employ flexible strategies for out of school children, incl uding bridge courses, back to school camps and residential camps for accelerated learning. In some of these, learning outcomes have proved to be of quite a high standard (Education for All 2005). Premier teacher training institutions such as the District Institutes for education and training (DIET) have incorporated a few creative, child centred pedagogies. The NCERT has devised a new, state of art curricular framework for school education. Yes all this is still a far cry from the realisation from the full blown alternatives. It is really sad to know that mainstream education still dominates the lives of the vast majority of Indian children. It mainly depends upon its philosophical foundation which rest on large scale, centralised, examination oriented teaching, with flexible daily schedules and rigid syllabi. In India they are many such examples which can be illustrated to a number of groups who were engaged in putting in their best efforts to bring about significant change in the field of education. They believe in their own work it does not matter to them that their effort was not in the large scale or that it was not visible to all people in the country. They think that if they or their work even influence the few young minds, they set us thinking about the enormous possibilities that would open up if the if local or national government support this changes. The government policy to set up a National Institute of Op en Schooling (NIOS) was found to be the most popular and significant step toward improvement in the field of education. Such a step opens the door to informal and individualised pace of learning, which was welcomed by most of the alternative schools. Indeed it was the first time when alternative learning was coming on their path of main stream professional education. With this government initiative to open NIOS has made possible the following: The opening of school for slow learners Inclusive education for the differently able along with normal children. Delinking of the methodology of a learning programme from the stringent requirements of the Board Examination. Addressing the different pace of learning. Giving a point of entry to the mainstream from an alternative paradigm. In Pedagogy of Hope, Freire writes, I do not understand human existence, and the struggle needed to improve it, apart from hope and dream'(Freire 1996). Keeping the hope alive is not easy. To even identify and explore existing alternatives-however they may be possibility of being imperfect and incomplete but still it is an exercise in hope. So today it is very necessary need to reach and stay close to mainsprings of alternative educational thinking-which nestles within the visions of wider transformative socio-political changes. These alternatives will continue to develop, expand and widen. We are required to shed the notion that There is No Alternative and instead, work toward bringing and actively increasingly cohesive, meaningful alternatives to the society. Why such Education is needed? According to Martha C. Nussbaum, she explains in one of her article that Public education is crucial ingredients for the health of democracy. Recently there are many initiatives has been taken around the world in the field of education, however they are mainly narrow down their focus on science and technology, neglecting the important subject such as arts and humanities. They also focus on the internalization of information, rather than on the formation of the students critical and imaginative capacities. The author demonstrated the live example which she has experienced in Bihar with the one of the Patna centred Non government organisation named Adithi. When they reached a place near to Nepalese border, they found very meagre facilities. Teaching is done mostly outside the classroom on the ground, or under the shade of barn. Students were suffering from basic facilities such as paper and only few slates were available that has to be passed hand to hand. However it was creative educa tion. Next she visited the girl literacy program, house in a shed next door. The daily schedule of girls were little busy as in the morning they went for herding of the goat, So there classes began around 4p.m. about 15 girls in total comes to this single classrooms age 6-15 years for three hours of after work learning. There are no desks, no chairs, no blackboard are available, and there is only few slates and bit of chalks but these problem does not stop girls from coming to the class and the passion of the teacher is also one of the major factor of this binding. The teacher is themselves among the poor rural women assisted by the Adithi program. . Proudly the girls brought in the goats that they had been able to buy from the savings account they have jointly established in their group. Mathematics is taught in part by focusing on such practical issues. Author thinks that there are many things to learn from given examples but few of them can be: first, the close linkage between education and critical thinking about ones social environment; second, the emphasis on the arts as central aspects of the educational experience; third, the intense passion and investment of the teachers, their delight in the progress and also the individuality of their students. Now the author elaborates model of education for democratic citizenship. According to her there are three types of capacities are essential to the cultivation of democratic citizenship in the todays world (Nussbaum, 1997). The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical examination of oneself and ones traditions, for living what we may follow Socrates; we may call the examined life. This capacity can only be obtain if we train one self, Training this capacity requires developing the capacity to reason logically, to test what one what he or she reads or says for consistency of reasoning, correctness of fact, and accuracy of judgment. Testing of this sort frequently creates new challenges to tradition, as Socrates knew well when he defended himself against the charge of corrupting the young But he defended his activity on the grounds that democracy needs citizens. Critical thinking is particularly crucial for good citize nship in a society that needs and required to come to grips with the presence of people who differ by ethnicity, caste, and religion. Then after she describes the second part of the her proposal Citizens who cultivate their capacity for effective democratic citizenship need, further, an ability to see themselves as not simply citizens of some local region or group, but also, and above all, as human beings bound to all other human beings by ties of recognition and concern. It is very essential that they have to understand both the differences that make understanding difficult between groups and nations and the shared human needs and interests that make understanding essential, if common problems are to be solved. This means learning quite a lot both about nations other than ones own and about the different groups that are part of ones own nation.This task includes showing students how and why different groups interpret evidence differently and construct different narratives. Even the best textbook will not succeed at this complex task unless it is presented together with a pedagogy that fosters critical thinking, the critical scrutiny of conflicting source materials, and active learning (learning by doing) about the difficulties of constructing a historical narrative. This brings me to the third part of my proposal. As the story of the dowry play in Bihar indicates, citizens cannot think well on the basis of factual knowledge alone. The third ability of the citizen, closely related to the first two, can be called the narrative imagination. This means the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that persons story, and to understand the emotions and wishes and desires that someone so placed might have. As Tagore wrote, we may become powerful by knowledge, but we attain fullness by sympathy à ¢Ã¢â€š ¬Ã‚ ¦ But we find that this education of sympathy is not only systematically igno red in schools, but it is severely repressed (Tagore, 1961, p. 219). Finally, the arts are great sources of joy and this joy carries over into the rest of a childs education. Amita Sens book about Tagore as choreographer, aptly entitled Joy in All Work, shows how all the regular education in Santiniketan, which enabled these students to perform very well in standard examinations, was infused with delight because of the way in which it was combined with dance and song. Children do not like to sit still all day; but they also do not know automatically how to express emotion with their bodies in dance. Tagores expressive, but also disciplined, dance regime was an essential source of creativity, thought, and freedom for all pupils, but particularly for women, whose bodies had been taught to be shame-ridden and inexpressive (Amita Sen, 1999). Story of a Bird A very beautiful story has been demonstrated by the author about the education that if there is no proper guidance is given to teacher towards the children, then it led to the severe damage to childs mind. According to her there is no more wonderful depiction of what is wrong with an education based on mere technical mastery and rote learning than Tagores sad story The Parrots Training. A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His pundits convinced him that the bird must go to school. The first thing that had to be done was to give the bird a suitable edifice for his schooling: so they build a magnificent golden cage. The next thing was to get good textbooks. The pundits said, Textbooks can never be too many for our purpose. Scribes worked day and night to produce the requisite manuscripts. Then, teachers were employed. Somehow or other they got quite a lot of money for themselves and built themselves good houses. When the Raja visited the school, the teachers showed him the methods used to instruct the parrot. The method was so stupendous that the bird looked ridiculously unimportant in comparison. The Raja was satisfied that there was no flaw in the arrangements. As for any complaint from the bird itself, that simply could not be expected. Its throat was so completely choked with the leaves fro m the books that it could neither whistle nor whisper. The lessons continued. One day, the bird died. Nobody had the least idea how long ago this had happened. The Rajas nephews, who had been in charge of the education ministry, reported to the Raja: Sire, the birds education has been completed. Does it hop? he Raja enquired. Never! said the nephews. Does it fly? No. Bring me the bird, said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its body with his finger. Only its inner stuffing of book-leaves rustled. Outside the window, the murmur of the spring breeze amongst the newly budded Asoka leaves made the April morning wistful. (Tagore, 1994) This wonderful story hardly needs commentary. Its crucial point is that educationists tend to enjoy talking about themselves and their own activity, and to focus too little on the small tender children whose eagerness and curiosity should be the core of the educational endeavour. Tago re thought that children were usually more alive than adults, because they were less weighted down by habit. The task of education was to avoid killing off that curiosity, and then to build outward from it, in a spirit of respect for the childs freedom and individuality rather than one of hierarchical imposition of information. I do not agree with absolutely everything in Tagores educational ideal. For example, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary role in giving pupils command over their own relationship to history and political argument. That is one reason why good textbooks are important, something that Tagore would have disputed. But about the large point I am utterly in agreement: education must begin with the mind of the child, and it must have the goal of increasing that minds freedom in its social environment, rather than killing it off.

Patients With Post Stroke Dysphagia Health And Social Care Essay

Patients With Post Stroke Dysphagia Health And Social Care Essay This chapter deals with discussion, summary and conclusions drawn. It clarifies the limitations of the study, the implications and recommendations given for different areas in Nursing practice, Education, administration and research. DISCUSSION The present study was designed to assess the effectiveness of Selected Nursing Interventions among patients with Post Stroke Dysphagia at KMCH, Coimbatore-14. The researcher carried out the study among 30 patients and adopted pre-experimental research design with single group pre test post test design. The researcher used non probability purposive sampling technique to select the 30 subjects. The researcher conducted this study to assess the effectiveness of Shaker Exercise and Hyoid Lift Maneuver on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia. DEMOGRAPHIC DESCRIPTION OF SUBJECTS The demographic variables included in the study were Age, Sex, Education and Habits. The mean Age of the subjects was 60. Half of the subjects were in the Age group 50-70 years. Almost equal numbers of subjects were in the 30-50 and above 70 years Age groups and it was about 23 and 27 percent respectively. Regarding the Sex, nearly equal numbers of subjects were in the male and female Sex group and it showed 53 and 47 percent respectively. On the basis of their Educational Status, 67 percent of the subjects were studied up to secondary Education. About 33.33 percent of the subjects completed any one of the graduate degree course. In accordance with their Personal Habits, 53.33 percent had no bad Habits like Smoking and Alcoholism. Ten percent of subjects had the habit of Tobacco use. Seven percent of subjects were consuming Alcohol. Thirty percent of the subjects had the habit of both Tobacco and Alcohol consumption. CLINICAL DESCRIPTION OF SUBJECTS The clinical variables include Type of Stroke and Co-morbid Illness. In consistent with the Type of Stroke, 10 percent of the subjects had Stroke due to the problem in anterior circulation, 40 percent of the subjects had Stroke due to problem in middle circulation and 50 percent of the subjects had Stroke due to problem in the posterior circulation. With reference to the Co-morbid Illness, 13.33 percent of the subjects had No Co-morbid Illness. About 10 and 40 percent of the subjects had the complaints of Diabetes Mellitus and Hypertension respectively. Remaining 36.67 percent of the subjects had both Hypertension and Diabetes Mellitus. The major findings of the study were discussed according to the objectives: The first objective was to assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. In the pre test assessment of the Swallowing Performance using GUSS Score indicates 23.33% of the subjects had Mild Dysphagia, 40% of the subjects had Moderate Dysphagia and 36.67% of the subjects had Severe Dysphagia. The post-test assessment of Swallowing Performance explains that 16.67% of the subjects were improved to the No Dysphagia stage with good Swallowing and Feeding Performance. About 26.67% of the subjects had Mild Dysphagia and 23.33% of the subjects had Moderate Dysphagia. Remaining 33.33% of the subjects had severe Dysphagia with various improvements in the Swallowing Performance. The pre test and post test Feeding Performance Score using FOIS describes equal number of subjects in the Tube Dependent (36.67%) and Total Oral Intake category (63.33%). Despite the result revealed an equal number of subjects in the pre and post test assessment, the subjects had an improvement in the Feeding Performance during the post test assessment from no oral intake level to tube supplement with consistent oral intake level in the Tube Dependent category. Likewise, subjects showed an improvement from the intake of single consistency to the total intake with no restriction in the Total Oral Intake category. The present study was supported by Trapl et al., who conducted study in 2002 and described that out of 30 patients, 30 to 50% had Severe Dysphagia and showed significantly higher risk of aspiration with liquids compared with semisolid textures (p=0.001). Therefore they confirmed the subsequent sequence of GUSS. The second objective was to determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. With reference to the Swallowing Performance based on the GUSS Score, the mean pre-test SwallowingS among subjects was 12.50 and the mean post-test Swallowing Score was 13.87 based on the GUSS tool. Paired t test was used to compute the mean difference. The t value for this mean difference between pre and post test Swallowing Score was 6.150. The t value obtained at .001 level of significance and at 29 degrees of freedom. Hence there is a significant difference exist between the mean pre and post test Swallowing Scores. It further implies that the Swallowing Score in the post test was higher than the pre test Swallowing Score. This improvement was due to the Selected Nursing Interventions such as Swallowing Exercises and Positioning while Swallowing. So the Swallowing Exercises such as Shaker Exercise and Hyoid Lift Maneuver found to be effective in improving the Swallowing Performance in Stroke patients. The final result concluded that 22 subjects (73.3%) expressed improvement after the treatment. Remaining 8 subjects (26.7%) had no changes in their Swallowing Performance after the therapy. The median of pre-test Feeding Score among subjects was 5 and the median of post-test Feeding Score was 6.5. Sign test was computed to find out the difference between the pre and post test median Scores of Feeding. The sign test Score showed the p value 0.000 which was significant at .001 level. It showed that, a significant difference present between the pre and post test Feeding Scores. It further implies that the Feeding Score in post test was higher than the pre test Feeding Score. This improvement in the Feeding Performance was due to the Selected Nursing Interventions. So the Swallowing Exercises were effective in improving the Feeding Performance in Stroke patients having Dysphagia. Median test was used to compare the effect between the pre test and post test group instead of mean as because the FOIS was a 7 point likert scale. As the variables did not follow the normality and the highest Score was 7, parametric test was not applicable. Hence non parametric sign test was adopt ed which is equivalent to paired t test to find out the effectiveness. The result of the present study was substantiated with a study conducted by Mepani et al., in 2005 on augmentation of deglutitive thyrohyoid muscle shortening by the Shaker Exercise. The study involved the effect of 6 weeks shaker exercise in 11 dysphagic patients; six patients were randomized to control group and 5 patients to the Shaker Exercise group. After the therapy the change in thyrohyoid distance among Shaker Exercise group was significantly greater compared to the control group (p=0.034), this subsequently improve the swallowing function of the patients. Association of the Swallowing and Feeding Performance with selected Demographic and Clinical variables among patients with Post Stroke Dysphagia The Fisher exact test was used to associate the selected Demographic and Clinical variables with the Swallowing and Feeding Performance of the patients with Post Stroke Dysphagia. The calculated p values for the association between the Swallowing Performance of Post Stroke patients with the selected Demographic and Clinical variables such as Sex, Habits, Type of Stroke and Co-morbid Illness were not significant and hence there exist no association between them. The calculated p values for the association between the Feeding Performance of Post Stroke patients with selected Demographic and Clinical variables such as Sex, Habits, Type of Stroke and history of Co-morbid Illness were not significant and hence there is no association between them. SUMMARY The aim of the present study was to assess the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia, for which the following objectives were formulated; To assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. To determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. To associate the Swallowing and Feeding Performance with selected Demographic and Clinical variables. The study was based on Ernesteine Wiedenbachs helping art of clinical nursing theory (1970). The research design applied for the study was pre experimental single group pre test-post test design. Study was conducted in KMCH. 30 samples were selected by non probability purposive sampling technique. The tool used for data collection consists of Demographic and Clinical variables, Gugging Swallowing Screen (GUSS) and Functional Oral Intake Scale (FOIS) to assess the Swallowing and Feeding Performance in Post Stroke Dysphagic patients. The data were collected for a period of 6 weeks. Descriptive and inferential statistics were used in statistical analysis, to assess the effectiveness of Selected Nursing Interventions among patients with Post Stroke Dysphagia. Fisher exact test was used to find out the association between the selected Demographic and Clinical variables with the Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. Major findings of the study On the basis of Gugging Swallowing Screening (GUSS), the investigator observed the degrees of improvement in Swallowing difficulty after the therapy among patients with Post Stroke Dysphagia. About 16.67% of the subjects had No Dysphagia, 26.67% had Mild Dysphagia, 23.33% had Moderate Dysphagia, and 33.33% had Severe Dysphagia. In accordance with the Functional Oral Intake Scale (FOIS), 36.67% of the subjects were in Tube Dependent category and 63.33% were in Total Oral Intake category with sustained improvement in the Feeding Performance. The mean pre test score of the Swallowing Performance using Gugging Swallowing Screening (GUSS) tool was 12.50. The mean post test Score of the Swallowing Performance using GUSS evaluation tool was 13.87. There was a significant difference between the mean pre-test and post-test Swallowing Performance Score. The t value obtained was 6.150 which is significant at 0.001 level and at 29 degrees of freedom. The final result explained that, 22 subjects (73.3%) expressed Swallowing improvement after the treatment. Remaining eight subjects (26.7%) had no changes in their Swallowing Performance after the therapy. Median test was used to compare the Feeding Performance Score of the pre and post test groups. The median pre test Feeding Performance of the patients with Post Stroke Dysphagia was 5 with a range of 1 to 6 and that of post median test was 6.5 with a range of 1 to 7. The non parametric sign test was used to find out the effectiveness of the therapy on Feeding Performance. The obtained p value was 0.000 at 0.01 level of significance. This revealed a significant improvement in the Feeding Performance of Post Stroke Dysphagic patients. The final result revealed that 24 respondents (80%) showed an improvement in their Feeding Performance after the therapy and was assessed by FOIS scoring. But remaining six respondents (20%) showed no changes in the Feeding Performance when assessed by FOIS. There was no significant association exist between the Swallowing and Feeding Performance of the Post Stroke Dysphagic patients with the selected Demographic and Clinical variables. CONCLUSION The study was tested and accepted the hypothesis that there is a significant difference in Swallowing and Feeding Performance before and after the implementation of Selected Nursing Interventions in Post Stroke patients with Dysphagia. The result concluded that the study group had better outcome than the others. There was a significant improvement in the Swallowing and Feeding Performance of the Post Stroke Dysphagic patients after the Exercise and Positioning therapy. The participants had reduced the risk of aspiration and aspiration related complications after the therapy. Hence, Selected Nursing Interventions such as Swallowing Exercises like Shaker exercise and Hyoid Lift Maneuver and positioning during Swallowing can be recommended for the patients with Post Stroke Dysphagia. IMPLICATIONS The present study has its own implications in nursing practice, nursing education, nursing administration and nursing research. Nursing practice: Dysphagia is one of the major complications among Post Stroke patients. This study implies the effectiveness of Selected Nursing Interventions in the improvement of Swallowing and Feeding Performance among the Post Stroke Dysphagic patients. This study creates awareness among the nursing personnel about the importance of the various complications after the Stroke and its various evidence based management. The present study shows that the exercise intervention for the Post Stroke Dysphagic patients can prevent the risk of aspiration and aspiration pneumonia. The result shows that, Selected Nursing Intervention for the Post Stroke patients can reduce the risk of malnourishment. Nurses can gain skill for providing Swallowing Exercises in the Post Stroke Dysphagic patients to improve their quality of life. Nursing Education: The nurse educator can create awareness among the health care professionals about the complicated effects of Stroke and its various evidence based management. The nurse educator can arrange in-service Education programs to update their knowledge regarding the new techniques and modalities to manage the Post Stroke Dysphagia. The nurse educator can teach the students about the present study findings and its implication in patients with Post Stroke Dysphagia. This will help to improve the knowledge of the students on Swallowing Exercises. The nurse educator can motivate the nursing personnel and students to use this Swallowing Exercises and positioning in the improvement of Swallowing and Feeding Performance and in the reduction of aspiration risk in Post Stroke Dysphagic patients. Nursing administration: Nurse administrator should aware of the problem experienced by the clients after the Stroke. Nurse administrator can provide continuing education or short term courses in the clinical area for preparing the nurses with competence in managing the after effects of Stroke especially Dysphagia. Nurse administrator can plan and organize seminars, workshops and conferences about Selected Nursing Interventions for the improvements of Swallowing and Feeding Performance among patients with Post Stroke Dysphagia. Nurse administrator can formulate protocol to incorporate the study findings in nursing intervention. Nursing research: This study provides a basis for further studies. The findings of the study can be a foundation for conducting the study on large sample to strongly support the efficacy. The implications of the study can be used as a motivation for nurses to conduct research in India, where the health care system is advancing. This study helps to update the knowledge and proper utilization of resources in the field of nursing practice. LIMITATIONS OF THE STUDY The study was limited to small sample size of 30 subjects. The study was limited to a single setting. The study was conducted using a single group. RECOMMENDATIONS A similar study can be conducted with large number of subjects to generalize the research findings. A study can be conducted at different settings. Similar study can be undertaken using different Swallowing and lingual exercises. This study can be conducted with experimental and quasi experimental design. A comparative study can be conducted between different types of Swallowing Exercises in Post Stroke Dysphagic patients. A similar study can be done to assess the effectiveness of Swallowing Exercises among patients with Dysphagia who are receiving head and neck radiation for cancer. ABSTRACT The present study entitled Effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance among patients with Post Stroke Dysphagia at KMCH, Coimbatore-14. This study was undertaken during the year 2012-2013, in partial fulfillment of requirement for the degree of Master of Science in Nursing at KMCH College of Nursing, Coimbatore, which is affiliated to the Tamilnadu Dr. M.G.R. Medical University, Chennai. Objectives: 1.To assess the Swallowing and Feeding Performance of patients with Post Stroke Dysphagia. 2. To determine the effectiveness of Selected Nursing Interventions on Swallowing and Feeding Performance in patients with Post Stroke Dysphagia. 3. To associate the Swallowing and Feeding Performance with selected Demographic and Clinical variables. Research Design: Pre experimental design with single group pre test-post test design. Setting: Neuro inpatient and outpatient department of Kovai Medical Center and Hospital, Coimbatore. Samples: All Post Stroke Dysphagic patients. Sample Size: The sample size was 30. Sampling Technique: Non probability purposive sampling. Conceptual framework: Ernestine Widenbachs Helping Art of Clinical Nursing Theory (1970) was adopted. Intervention: Selected Nursing Interventions such as Swallowing Exercises and Positioning during the swallowing were incorporated. The clients were instructed to do the Shaker Exercise and Hyoid Lift Manoeuvre 3 to 6 times a day for a period of 6 weeks. The subjects were instructed to elevate or down the chin and tilt the head towards stronger side while Swallowing. Outcome Measures: Swallowing and Feeding Performance was assessed by Gugging Swallowing Screen (GUSS) and Functional Oral Intake Scale (FOIS) respectively. Results: The mean difference between pre and post test Swallowing Score was 6.150 and which was significant at 0.001 level. The p value obtained for Feeding Score was 0.000 at 0.001 level of significance. The result showed a significant improvement in the Swallowing and Feeding Performance. Conclusion: This study proved that the implementation of Selected Nursing Interventions rather than the other conventional treatment will improve Swallowing and Feeding Performance among Post Stroke patients with Dysphagia. Hence the Swallowing Exercises and Positioning can be recommended in clinical practice to improve the Swallowing and Feeding Performance in Post Stroke Dysphagic patients.

How University of Maine Could Improve its Ethics Courses Essay

It is vital to understand the importance of learning ethics in the modern society. Innumerable cases of unethical conduct points to the fact that the country is suffering from a strong moral perspective. Therefore it is my belief that the University of Maine as an educator of the next generation should have a more active policy to instill its student body with ethics. As of 1996, the University of Maine (UMaine) has required its undergraduate students to enroll in a series of courses that full fills a general education (Gen-Ed) criterion. This Gen-Ed criterion includes several subject areas including the study of ethics. According to UMaine’s Gen-Ed guidelines updated in May of 19961, a course would be qualified as an ethics Gen-Ed if the course satisfies the following requirements. 1. Courses that satisfy the ethics requirement have one or more of the following attributes: a. They teach methods of ethical analysis; b. They deal intensively with ethical issues associated with a particular discipline or profession; c. They engage the student in the study of ethical questions arising through the interpretation of literature or history, or social scientific analysis designed to include ethical evaluation. 2. Programs that undertake to integrate the treatment of ethics throughout the required curriculum may submit to the General Education Committee (GEIC) evidence that the program overall meets the Ethics requirement. The GEIC may thus approve a program (for a fixed period of time, subject to regular review) as an alternative to requiring that each student's curriculum contain specifically approved courses The university has stated that the goal of its ethics Gen-Ed requirement includes, â€Å"Students gain exposure to ethics a... ...f Undergraduate University Students in General Education Courses." Journal of General Education 56.2 (2007): 149-68. Web. Boyer, Ernest L. Quest for Common Learning: the Aims of General Edu. Unknown: Carnegie Fdn Adv Teaching, 1990. Print. Currier, D. M., and J. H. Carlson. "Creating Attitudinal Change Through Teaching: How a Course on "Women and Violence" Changes Students' Attitudes About Violence Against Women." Journal of Interpersonal Violence 24.10 (2009): 1735-754. Print. Holloway, M. C. ". A Comparison Of the Impact of Two Liberal Arts General Education Eore Curricula on Student Humanitarian Values." Journal of General Education (2005). Print. Pope, Kenneth S., Barbara G. Tabachnick, and Patricia Keith-Spiegel. "Ethics of Practice: The Beliefs and Behaviors of Psychologists as Therapists." American Psychologist 42.11 (1987): 993-1006. Print.

An Analysis of Joyce Carol Oates’ Where Are You Going, Where Have You

An Analysis of Joyce Carol Oates’ Where Are You Going, Where Have You Been Joyce Carol Oates is one of the most productive writers of our time. Between 1971-95, Oates published twenty-five novels, eighteen short story compilations, three collections of novellas, five volumes of poetry, six editions of plays, eight books of essays, and countless more umcollected works (Kellman 487). As the format for her writing varies, so does her subject matter. Her creations cover a wide range of genres, but Oates' main fascination is contemporary America with its "colliding social and economic forces, its philosophical contradictions, its wayward, often violent energies" (Johnson 8). Oates' works, and somethimes even Oates herself, have been subject to responses ranging from extreme praise to harsh criticism from the literary community. Oates has won many significant literary awards and has even been nominated twice for the Nobel Prize in literature but has also received her share of bad press. Oates' work has time and time again been criticized for being too violent, to o bizarre, degrading to women, and "the exact antithesis to the feminist movement" (gtd. in Wesley par. 32). I believe the opposite is true. Oates herself has been quoted as saying that her subject matter is "today's culture," and that all she is trying to do is to bring the ills of our cuture "to a place where it can be examined" (Johnson 10). Some of her stories are purely fictional, but many stories seem to be ripped from the headlines. Zombie, a 1995 novel, is loosely based on the Jeffrey Dahmer serial killings (Seltzer 288). The highly acclaimed short story "Where Are You Going, Where Have You Been?" draws its inspiration from the case of an Arizona serial killer,... ...arterly Review 38 (1999): 487-495. Literature Online. 13 July 2002 . Oates, Joyce Carol. "Where Are You Going, Where Have You Been?" Selected Early Stories. Princeton, NJ: Ontario Review Press, 1993. Seltzer, Mark. Serial Killers: Death and Life in America's Wound Culture. New York, NY: Routledge, 1998. Smooth Talk. Dir. Joyce Chopra. Perf. Treat Williams, Laura Dern, Mary Kay Place, Elizabeth Berridge, and Levon Helm. Vestron Video, 1986. Southner, Randy. "Celestial Timepiece: A Joyce Carol Oates Homepage." 2002. University of San Francisco. 12 July 2002 . Wagner, Linda W. Critical Essays on Joyce Carol Oates. Boston, MA: G. K. Hall, 1979. Wesley, Marilyn C. "Reverence, Rape, Resistance: Joyce Carol Oates and Feminist Film Theory." Mosaic: A Journal for the Interdisciplinary Study of Literature 32.3 (1999): 75-85. Literature Online. 13 July 2002 .

Sex, Lies and Conversation: Why is it Difficult to Communicate?

Sex, Lies and Conversation; Why Is It So Hard for Men and Women to Talk to Each Other? Question- Is what Tannen says about men's and women's communication borne out by your experience? Explain. Culture What Tannen says about women and men’s communication is true in some cases, but the way I see it, in my experience, as a kid growing up I tend to see my mother taking to my father but my father is sitting there just watching TV, like what Tannen said in the article â€Å"Men tend to talk more in public then women but they are less talkative when being home, honestly I tend to be like that to, as what Tannen explains the difference between the communication boys and girl is 100% accurate. Back in elementary school girl would go into their group and tell stories and all that girl stuff and the boys would go play with their group. But when you look at its how culture presents the difference between sexes, growing up I believe kids were taught to play in a certain way for example girls play with girls and boys play with boys, growing up with this attached in our brain boy go out and do what boys do and girls to, so in a sense when men and women are trying to communicate there is a gap in the relationship, cause a reason for the wife to complain that the husband isn’t like probably because growing up he didn’t have to have talk things out and express how he feel.

Classify Jobs by Type Essay

Have you ever count how many types of jobs? Which job do you prefer to do? Choosing proper jobs argon important in our life. If you ar familiar with the professional body politic about your jobs, you could easier find a suited job. In fact, there be cardinal types of jobs which are pedagogues, creators, and laborers. The first type is educator. The educators plan is that they give knowledge to the state. For example, teachers are star of educator. And they teach and educate heap.In the words, they non only teach students knowledge from the book, still also teach them the correct behaviors. Moreover, they thread students how to think about information and how to clutch with questions. For example, teacher can teach us a lot of knowledge in our compulsory education. The second type is originative jobs. The creators purpose is that they want to bring something reinvigorated to the world such as industrial designer and movie producers. They create the legitimate things fr om virtual ideas.They can explain and chat ideas from peoples. Also, They can even create the pleasing scene. Moreover, their works can touch peoples heart for instance, iPhone is made from industrial designer and it is the first smart call up with touch function and Internet. When it appears on the market, it makes people crazy. The third type is laborers. The laborers purpose is that they observe the functions of societies. They are like screws, which mean that they are small, that they play important roles.They are the largest group of human societies. For example, creators invent a great idea, such as iPhone, but it still needs laborers to implement it. Otherwise, exactly few people can do it the iPhone. Although their work looks simple, it is necessary in the society. In conclusion, each job has its unique place. The educator guides people. The creator achieves peoples dreams. The laborers defy the social operation going. All of them are important in our society. In my opinion, I like to be a yeasty because it is a challenge work.

Bereavement and Grief: Counsellling and Therapy

Bereavement and affliction imp cultivates great deal on numerous levels emotionally, biologically, sexually, economically, brotherlyly, and spiritually. In essence, all aspects of a divest person mortals vivification ar touch on by trouble. The lack of emphasis on the soulfulnessal toll of therapy may check to unprepared therapists conversely, having a personal prep for dealing with death issues, rather than just being trained in tactics, seems to ring more effective work with suffer persons and improved self-efficacy on the part of therapists.This musical composition provides ex decennarysive research on the ill fortune and wo therapies. First, it examines various definitions of rue and disaster and differences between them. Then a figure of theories related to these touches are scrutinised and presented. Then distinguishable therapeutical approaches coping with ill luck and ruefulness are explored. After that subject of this subject area is examined th rough lenses of two classical mental hygiene theories Person-Centred and Cognitive Therapy. Finally, an integrated approach base on previous atomic number 53s is presented.Some conclusive remarks are also added. Definition of Bereavement and ruefulness Morgan (2000) and traced the words bereavement and sadness c over song to the French word ravir and even further, to its root, the quondam(a) Frisian word reva, which means to separate or to rob. Thus, in experiencing evil, one feels an penetrating sense of deprivation of a evidentiary person in ones life. Morgan (2000) stated that grief is the price we impart for love it is the price we pay for protective cover it is the price we pay for a sense of warmth and for a sense that our lives suffer meaning (p.1). Simply expressed, grief is the lower-ranking kid inside of us protesting. ruefulness is that little kid inside of us thinking that if I yell forte plenty, if I scream loudly enough maybe my loved one volition c ome back (p. 1). bandage the term grief and bereavement may be becharmed as synonymous, some authors make a line between them, generally defining bereavement as the objective event of having baffled someone significant (Stroebe, Hansson, Stroebe, & Schut 2001, p. 6).Grief is specify as the reaction to bereavement, the severe and lengthen distress that is a repartee to the qualifying of an emotionally important figure (Weiss 2001, p. 47). Parkes (1970) offers a more detailed definition Grief, it seems, is a complex and time-consuming process in which a person gradually switch overs his view of the world and the places and habits by means of which he orientates and relates to it. It is a process of realization, of making psychologically real an external event which is non desired and for which coping plans do non exist (p.465). While grief is the intrinsic suffer of thoughts and feelings in response to the detriment, bereavement can be described as the loss itself, an d the process that expresses the internal experience of grief (Worden 2002). Thus, a person may be deprive in having go through a loss, but non right a manner experiencing grief, as in the stage of defense mechanism (Worden 2002). Bereavement is characterized most often by emotions of sadness, anger, guilt, loneliness and insecurity (Kubler-Ross 1969). Becker (1973) asserted his principle in three possible responses to death.The kickoff response is to deny the reality of death, to act as though it will not happen or is not important. The instant response is to convey mentally ill, to secure with death in a way that disregards societal and legal boundaries. The third response is to be heroic, to live life fully and to leave a legacy that upholds life and that honours ones innovation (Becker, 1973). Original Theories of Bereavement Morgan (2000) stated that grief impacts people on many levels emotionally, biologically, sexually, economically, socially, and spiritually. In essence, all aspects of a bereaved persons life are bear on by grief.Freuds (1917) seminal bereavement paper, trouble and Melancholia, was the first to propose the necessity of doing grief work, which he defined as a cathartic process of reviewing and then disunite the psychological bonds to the dead soul, in order to grow room for a brand-new supplement to a live person a withdrawal of the libido from this object and a switch of it on to a new one (p. 249). Stroebe (1992) more recently defined grief work as a cognitive process of confronting a loss, of going over the events before and at the time of death, of direction on memories and working towards detachment from the deceased (pp. 19-20).Freud (1917) compared melancholia, which he considered pathological, to the design process of grief he argued that while both manage the same features of dejection, loss of interest, inhibition, and loss of expertness to love, melancholia was distinguished by its punitive and unname able view of the self, during which the suffer person expects penalty (a belief which may reach neurotic proportions). In mourning it is the world which has become poor and empty in melancholia it is the ego itself (p. 246). The pathology becomes the conflict within the ego, as impertinent to the normal struggle to reconcile the loss of the object.Freud introduced ambivalence as a unavoidable precursor to melancholia, implying that the quality of ones prior family relationship to the deceased was an important factor. The ambivalence toward the lost object created a maelstrom in the grieve individual, who struggles to both detach and hold on attached simultaneously. His assumption was that all people need to do the work of grieve, where all single one of the memories and situations of expectancy which demonstrate the libidos attachment to the lost object is met by the reality that the object no bimestrial exists (Freud 1917, p. 255).Freud believed that the ego then became free and unreserved (p. 245) once the grief work was completed, and set to form a new attachment. While these were theoretical constructs, based on Freuds observations of grieving persons, they were assumed to be representative of the process of grieving and had implications for the bereavement field for many decades afterward. Freud himself even stressed that further hire was needed to identify those who may be predisposed to develop melancholia, and that his paper was in truth not addressing grieving, per se he was exploring dimensions of depression.The distinction between normal and pathological grieving was further explicated by Lindemann (1944), who interviewed 101 bereaved individuals from both an inpatient and outpatient population. Lindemann described the flight of normal grief as a fairly comparable phenomenon across patients, characterized by (1) somatic distress, (2) preoccupation with the image of the deceased, (3) guilt, (4) contrary reactions, and (5) loss of patt erns of conduct (p. 142).Lindemann observed that it was not unusual for people experiencing a normal grief reaction to resolve the contiguous symptoms within four to six weeks with the deal of a psychiatrist. Lindemann (1944) viewed morbid grief reactions as a distortion of the normal grieving process. These pathological responses included a grip or distorted reaction to the loss (i. e. , overactivity, or no observable change in affect), somatic reactions that mimic the indisposition of the deceased, hostility against those perceived as liable (i.e. , the loved ones physician), stretch forthed isolation from social supports, and intense self-persecution and desire to punish oneself, including dangerous ideation. Lindemann (1944) defined grief work as emancipation from the bondage to the deceased, readjustment to the surroundings in which the deceased is missing, and the formation of new relationships (p. 143). He believed that an obstacle to the successful settlement of gri ef was the avoidance of expressed emotional distress.Lindemann seemed perhaps overly optimistic by stating that a person could be aided through a morbid grief reaction in eight to ten interview sessions, yet this may moderate been seen as a welcome variance from Freuds (1917) statement that mourning is long-drawn-out and gradual (p. 256). Furthermore, this could receive been a precursor to the studies supporting the compose of the resilient individual (discussed in greater detail below). Anderson (1949) described the symptomology of 100 hospitalised bereaved patients under his care, who exhibited anxiety, hysteria, agitated and anergic depression, and hypomania.Anderson clearly endorsed the pathology of a delayed grief reaction, stating, It is obvious that such(prenominal) states of mind will pervert, distort and prolong the natural process of grief in reference to patients who were unable to cry or who appeared elated. Anderson (1949) also believed the necessity of understandi ng the bereaved patients relationship to the deceased, and endorsed that an ambivalent attachment would beat a conflicted and prolonged bereavement process.