Reposition sense in the knee joint in individuals with and without low Essay

Reposition sense in the knee joint in individuals with and without low back pain - Essay Example (Gill & Callaghan 1998; Newcomer et al. 2000; O`Sullivan et al 2003). Although not significant to prove the hypothesis, it could be seen how the result of this study has drawn the realization of the fact that proprioception needs to be increased among patients of LBP as they undergo particular therapies to treat their health issues. Through focusing to this need, it could be noticed how the entire system of therapy applied among those in need of healthcare assistance in connection with LBP could be improved through the implication of the importance of seeing how giving attention to bodily proprioception could be a huge difference in the process of curing those who have LBP. The limited proportion of the samples between each other has a huge significance with the result that has been garnered from this study. The fact that the participants came from the same institution and are having quite the same age range made the study more focused on a particular group of the population who may or may not be in constant possibility of developing LBP, which is the youth. Diversity was perhaps the lacking factor in this study. As this study lacked the said element, the application of the results to a more general scope of population affected by the health situation becomes a huge question of limitation. The LBP subjects included in this study described their pain as mild to minimal severity. Moreover, the recruitment period was conducted during summer vacation. Likely because of the situation, the season and the perception of the participants with the time, they are rather expected to have moods and certain perceptive reactions to the experiment which could have likely affected the whole result of the study. To overcome the whole limited sense of the study, an application of the isokinetic testing could be applied. This testing could help in

Imperialism in Africa Essay Example | Topics and Well Written Essays - 750 words

Imperialism in Africa - Essay Example According to the leaders, their main aim was to provide for their ever-growing population. This was through looking for raw materials for their local industries which were running short of raw materials due to a high demand by the local people. European leaders planned to dominate and ease their population pressure through transferring their excess population to African countries (Hobson). This was not right because they never considered the existence of natives. This was the reason this decision failed as natives started agitating for their independence. As a result, all the population that was previously sent to the African countries returned back to Britain. In addition, although Europe developed for some decades that it occupied Africa, the growth was short-lived. This was because during 1950-1960s European countries were spending much of their effort and resources, trying to curb numerous rebellions that the local people were putting up. This was an indication that the plan that was drafted ignored the interest of the local people. The plan never considered any resistance that could be put up by the local society. Instead, they underrated the natives and ignored their effort as they considered them inferior and illiterate to fight for their territories. In the article, â€Å"African View of European Expansion,† the author portrays the views that African people had towards European expansion in their territories. Some chiefs collaborated with European countries for some small benefits that they received from the whites. As a result, Africans lost their fertile lands to the whites – an aspect that forced them to work as servants on whites’ farms where they were underpaid. European countries’ imperialism aimed at supporting their economy through looking for markets for their own goods (Lugards). Companies, therefore, required ready markets for their goods as the

ICT in the classroom to enhance teaching

ICT in the classroom to enhance teaching Trying to engage students in the classroom each day can be an increasing challenge but there are many ways to make the activities in the classroom worthwhile for learners and to make what they learn, matter. Learners love a challenge and giving their work meaning will motivate them to want more of it because it allows them to be the central point in the learning process. ICT can both improve and enhance both learning and teaching in an ESOL class and technology is not only a tool for use in the classroom, but is also a resource for accessing information that further enables learning to take place. New ways to integrate technology into the learning process are being created daily. In this commentary I will provide an evaluative overview on the use and effectiveness of using YouTube the video-sharing website as a teaching material to assist my learners with two of the key skills, listening and speaking. The Learners The Level 1 ESOL students are from Slovakia, India, Iraq, Somalia, Sudan and Poland. They have all completed City Guilds Level 1 Speaking and Listening Assessments and the Literacy On-line test at the end of the last semester. All the students have access to computers in the college and use Moodle in lessons on a regular basis. As a group they have expressed that they want more practice in listening and speaking English inauthentic situations to prepare for the real world and so the last few session have been focused on Work and Jobs leading to Interviews. Students have shared that when they are listening to another person speaking a foreign language, (for them, English) they try to translate it into their native language. Comprehension is more difficult when reduced forms, and the level used, and colloquial language is used. Learners need more exposure to them and an awareness of a speakers corrections and rephrasing use, ( ..ermà ¢Ã¢â€š ¬Ã‚ ¦ I meanà ¢Ã¢â€š ¬Ã‚ ¦ er..) to expand comprehensibility Scaffolding In the previous sessions I used strategies to assist learning when they were first introduced to the subject of jobs. This is to give them motivation, a context and a starting point from which they can understand new information introduced in the coming lessons. Using Scaffolding techniques can be important for all learners and not just ESOL learners or those with learning difficulties. The aim is that learners will, at the end, demonstrate comprehension independently. Some strategies used include: Activating prior knowledge on jobs, job adverts, CVs etc. (this is a top-down processing referring to utilising learners schemata. breaking tasks into easier, more manageable steps to facilitate learner achievement showing students an example of the eventual outcome facilitating student engagement and participation teaching key vocabulary terms, relating to the genre of Jobs, before reading asking questions while reading to encourage deeper investigation of concepts modelling an activity for the students before they are asked to complete the same or similar activity asking students to contribute their own experiences that relate to the subject at hand According to McKenzie (1999), the defining features of successful scaffolding include clear direction, purpose, and expectation. Results include on-task activity; better student direction; reduced uncertainty, surprise, and disappointment; increased efficiency; and palpable momentum. Scaffolding instruction is also intrinsic in Lev Vygotskys (1978) idea of the Zone of Proximal Development. The main point is to support learners to have communicative competence, the ability for language learners to use socially, contextually and culturally appropriate language in communicative contexts. Content Content that is familiar is easier to comprehend than content with unfamiliar vocabulary or for which the listener has insufficient background knowledge off. Mock interviews is a noticing exercise: paying attention to grammar as it occurs in different contexts and structures in listening material, language practice activities and spoken interactions. This is good differentiation when a one learner point out a point to another. Videos and other visual support can increase learners comprehension as long as the learner is able to interpret it correctly. They can observe facial expressions, gestures; body language and pictures tell their own story. Using the interactive Smartboard has made the whiteboard come alive and one of the latest, convenient and versatile ICT tool in use in the classroom is YouTube where you can share videos of every kind. Although you have to be aware that many education institutes have blocked YouTube due to the inappropriateness of some of the content. The students took part in mock interviews where learners videoed pairs, then watched later to discuss what went well and what did not and gave each other feedback. This is a bottom-up process where learners start with basic language and build to some complex structures. Intonation, stress and rhythm play a part in this process as well and it was important that I gave all the students opportunities to practice statements and questions using declarative forms and with rising intonation with questions. I tried to obtain dvds of real interview but had no success so turned to YouTube where I researched many clips and used ones that I felt were suitable for this group of learners. The clips from YouTube were shown at the end and finishing with a funny clip to lighten the end of the session. Some of the clips feature ESOL students in mock interviews and some were native speakers in real-life situations that give the learners a realistic foreign language experience. Conclusion There are many videos on YouTube that could potentially be used in an ESOL educational class. There are video clips from televisions program, experts discussing a specific topic, or just some home movie clips up loaded by individuals, of a place you are teaching about or may be thinking about visiting. It comprises of user-uploaded content and can mean that a lot of it is unreliable, unbiased or inappropriate for cultural and classroom use. When looking for specific themes a tutor could spend hours searching on the site but can still be a laudable learning and teaching aid. The company is based in San Bruno, California, and uses Adobe Flash Video and HTML5 [4] technology to display a wide variety of user-generated video content, including movie clips, TV clips, and music videos, as well as amateur content such as video blogging and short original videos. Most of the content on YouTube has been uploaded by individuals, although media corporations including CBS, BBC, Vevo, Hulu and other organizations offer some of their material via the site, as part of the YouTube partnership program.[5] Unregistered users may watch videos, and registered users may upload an unlimited number of videos Component The aims of this study reported in this article are to investigate factors affecting English as a foreign language (EFL) teachers use of computers in their classrooms and to find out EFL teachers perceptions of computer-assisted language learning (CALL) and ways to improve CALL practice in school settings. Participants in the study were twelve Korean in-service teachers of EFL working at secondary schools in Korea. A questionnaire and follow-up in-depth interviews were employed to collect data. The results of the study indicate that the teachers have positive and favourable attitudes toward the use of the computers. They consider computer technology as a useful teaching tool that can enhance ways of teaching by offering students a variety of language inputs and expanding students learning experiences in real and authentic contexts. It is also reported that external factors such as lack of time, insufficient computer facilities, rigid school curricula and textbooks and lack of administrative support negatively influence the implementation of CALL in the classroom. Internal factors such as teachers limited computer skills, knowledge about computers and beliefs and perceptions of CALL also seem to significantly affect teachers decisions on the use of CALL. Based on the findings of the study, implications are made for the effective implementation of CALL in EFL contexts. Article Text In recent years, the rapid evolution of information and communication technology (ICT) has made great changes in societies and education. The Internet, particularly, has become a useful tool for communication, a venue for experiencing different cultures and a mediator in diverse political, social and economical situations. Along with the impact of the Internet worldwide, the extensive use of computers at schools has had a critical influence on educational environments. The Ministry of Education and Human Resources Development (MOE HRD) in Korea, for example, has implemented several Educational Reform Plans since 1997 to meet the challenges in an era of high-technology. At the governmental level, the Education Ministry implemented The Comprehensive Plan for Education in the Information Age aimed at building the infrastructure for education between 1997 and 2000. It included ICT equipped classrooms, computer labs and digital libraries with computers connected to the Internet to provid e schools with technology-enhanced learning environments. On the basis of the plans, the Korean government has provided every school with multimedia computers, software programs and high-speed broadband Internet connections to cope with an information technology society and to integrate ICT into everyday educational practices. In terms of teaching English as a foreign language (EFL), the paradigm of English education in Korea has moved to the communicative language teaching (CLT) approach along with the Seventh Educational Reform in 1997 (Choi, 2006; Kwon, 2000). The underlying theoretical concept of CLT is communicative competence, which refers to the ability for language learners to use socially, contextually and culturally appropriate language in communicative contexts (Savignon, 1997). However, most Korean learners of EFL have difficulties to develop their communicative competence beyond the classroom mainly because they do not have a supportive learning environment where they can hear and speak English for communicative purposes (Jeong, 2006). Therefore, some special efforts are needed to help Korean students expand their language learning experiences and practice the target language outside the classroom. This need can be found in the Korean governments special emphasis on English language proficienc y and computer literacy in the spirit of globalization. English language proficiency and computer literacy are currently essential elements in the Korean society in looking for a job, obtaining promotion and entering into a school of higher education (Kwon, 2000). In these circumstances, the Internet, combined with a variety of computer-assisted language learning (CALL) programs, is on its way to restructuring the concept of the language classroom and the roles of the learner and the teacher in foreign language learning and teaching in Korea. The appropriate integration of Internet-connected computers into the language curriculum is a key issue to consider when examining the effective use of computer technologies for educational purposes in Korea. In many Japanese universities, language instructors are facing challenges associated with low academic achievement among students, mainly caused by reduced competition among students at universities. Teaching at one such university, the author has been seeking to cope with classes where students vary greatly in English ability, with those who have limited English skills and knowledge and/or have not developed basic learning habits or study skills. This article discusses how technology can help the teacher to accommodate different learning needs and get/keep students motivated. It is based on the recent classroom practice in one of the courses the author taught, where students were supposed to learn research and presentation methods by using English in conjunction with computers and the Internet. In addition to using Moodle, an open-source learning management system, other web tools including weblogs and online materials were integrated into learning activities. These activities helped students feel more comfortable using computers and the Internet, and encouraged them to look for better ways to express themselves. Also, the activities were utilized flexibly to accommodate students diverse abilities and interests, helping keep them actively engaged with the course. There are three strategies ESL/EFL teachers can follow to ensure that technology fits their needs. First, investigate new media to see if it is suitable for classroom use. Then identify how new media changes TESOL. Finally, set English Language Teaching objectives before selecting any tools of technology. Itesl (2008) engaging and motivating all learners supporting the development of problem-solving and thinking skills in an open-ended environment helping learners to make meaningful links between subjects and enabling teachers to use ICT across the curriculum encouraging children to hypothesise and discuss what might happen, aiding the development of talking and listening skills and a collaborative approach to learning suiting a range of learning styles: thereby supporting personalised learning giving children a unique means of communicating and developing their ideas. McKenzie, Jamie, (1999). Scaffolding for Success. From Now On: The Educational Journal, Vol. 9, No. 4. from http://www.fno.org/dec99/scaffold.html. Michael Morgan,The Internet TESL Journal, Vol. XIV, No. 7, July 2008. http://iteslj.org/[accessed 20 April 2011] [Accessed 20 April 2011] Valdez G, http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm[accessed 20 April 2011] Dodge, Bernie, (December 2, 1998). Schools, Skills and Scaffolding on the Web. from http://edweb.sdsu.edu/people/bdodge/scaffolding.html. [Accessed 20 April 2011] Appendix i- References Barton, D. (2007) Literacy an Introduction to the Ecology of Written Language. Blackwell Publishing: Oxford. Crystal, D. (1991) A dictionary of linguistics and phonetic., Basil Blackwell Oxford. Harmer, J. (2007) The Practice of English Language Teaching 4ed. Pearson Education Ltd: Essex. McCarthy, M. (1991)Discourse Analysis for Language Teachers. Cambridge University Press. Petty, G. (2009) Teaching Today -A Practical Guide 6ed Nelson Thornes: Cheltenham Richards, J (1990) The Language Teaching Matrix 7e, Cambridge: Cambridge University Press. The Internet TESL Journal (2005) Creating ESL/EFL Lessons Based on News and Current Events http://iteslj.org/Techniques/Banville-News/[15 April 2011]

Frankenstein as Gothic Literature Essay -- Mary Shelleys Frankenstein

In what ways can Mary Shelley's Frankenstein Be considered as a Gothic novel? Can Gothic literature still appeal to us today? Gothic Literature was most popular from about 1764 until 1832, a period of nearly seventy years. At this time there were many successful and famous authors who wrote books which contained a somewhat 'gothic theme'. These include the famous Brontà « Sisters with the novels 'Wuthering Heights' and 'Jane Eyre', both of which can be found on many modern bookshelves of today. As well as the famous sisters, well know authors, of the time, also included Ann Radcliffe with her 'Mysteries of Udolpho' and Horace Walpole's 'The Castle of Otranto'. Amongst the most famous Gothic writers Mary Shelley can also be found with her chilling story of 'Frankenstein'. Each book of this period will have contained some key characteristics to make it distinguishable from other books in history. The characteristics deal with aspects of the story or novel, and are usually very prominent within the book. These include the setting, nature, atmosphere, presence of the supernatural, plot, characters and language of the story. Mary Shelley, when writing 'Frankenstein', may have been influenced by other Gothic writers of her time, as well as ideas and events, which took place around her. At the same time that Shelley wrote 'Frankenstein' there were many new discoveries taking place and scientific research was just reaching a higher level. Shelley had a great understanding of the scientific debates and discoveries of her time and this was due to her inquisitive streak for the new discoveries in chemistry, and the secret life that it might provide. The first stages of the Industrial Revolution were also taking pl... ...periences with a 'creature from another world'. This follows the gothic theme of the supernatural and Stephen King is definitely a very popular author of today and is also well know for his novel 'Carrie', which has also been made into a film. Written in 1974, it is said to be a 'very scary story' where a girl, bullied at school, finds out she has abnormal powers which she uses to seek revenge over her bullies. A typically Gothic theme and yet still very appealing. As well as King there are many other modern Gothic authors including Christine Feeham with her Scarletti Curse (2001), Evelyn Rogers with Devil in the Dark (2001) in addition to The Wolf of Haskell Hall by Colleen Shannon. These are just a few, but in turn they prove that Gothic Literature can still appeal to us today if horror, mystery, supernatural and 'dark' stories are what you like to read.

Foster Children Attachment Styles

Foster Children Attachment Styles Valencia Bradford University of North Texas [email  protected] com Foster Children Attachment Styles As implied by many physiologist a child’s attachments style is the building blocks to his or her mental development. A child like a structure is sure to crumble if there is a crack in their foundation. Foster children have the potential to stand tall or crumble due to neglect. Attachment styles tend to vary in foster children since they bounce from home to home.In this paper I will discuss the attachment styles foster children share with both their biological and foster parents, as well as the foster child’s potential outcome due to these styles. In order for children to develop both socially and emotionally normal there must be at least one primary caregiver and this is what tends to be the problem with children in foster care. Julia T. Woods author of Interpersonal Communication Everyday Encounters describes attachment styles as â₠¬Å" patterns of caregiving that teach us who we and others are, and how to approach relationships†. Woods, 2007) She also goes on to explain that â€Å"the first bond is especially important because it forms the child’s expectations for later relationships. † Considering the fact that the top reasons for children being placed in foster care are physical abuse, sexual abuse, neglect, medical neglect, parental incarceration, and abandonment it is obvious why many foster children lash out. Children who were placed into foster care for these following reasons were more than likely brought up with a fearful attachment style and if not may develop this style if placed in an abusive foster home.Fearful attachment style is defined as being â€Å"cultivated when the caregiver in the first bond in unavailable or communicates in negative rejecting, or even abusive ways to the children†. (Woods, 2007) Children who have undergone forums of rejection from their biologic al parents and have suffered from physical and or sexual abuse do not always come to terms or lean to cope with their abuse. The foster children then being to act out due to feeling unworthy of love and fearful of relationships.Although the desire to build a meaningful relationship with others may be there, some foster children have learned the dangers these relationships hold and how easily they are destroyed. If the proper guidance is never found or provided foster children with this type of attachment style may grow up to become quit tormented individuals. These children as adults may act out and grow have issues with drug abuse, alcohol abuse, and even self-injurious behaviors.In an article Attachment and Adaptation of Orphans the author Pei-Yung Lane studies foster children and gives an example of an orphans outcome who bounces around from home to home. Pei-Yung Laning calls this child orphan B and states that his issues grew the longer he was in the hands of others besides his parents, ‘ His bad everything include poor school performances, poor interpersonal relations in school. And in his cousin or aunt’s families he was very shy and timid, always leave everybody alone. Besides, he stole in his cousin’s home. (Liang, 2007) Children who come from fearful attachment styles still have the potential to develop mentally healthy if introduced into a foster home where the primary caregiver is loving and uplifting and is later adopted by a family who provides the same nurturing and loving environment. In other words foster children who are introduced secure attachment styles have the potential to prosper more so than those who never receive this type of positive affection. â€Å"A secure attachment style is the caregiver responds in a consistently attentive and loving way to the child. (Woods, 2007) Pei-Young lanes study states that if a child introduced to a secure attachment style before the age of 8years old they have the potential to tu rn around for the best. As shown in the example with Orphan B. â€Å"The most interesting thing was the original interaction patterns between orphan B and his aunt was aunt and nephew, but from that time on, their interaction patterns became a mother and son. Orphan B changed from bad to well because of a new attachment relations reconstructed..We propose that a new attachment relations may be reconstructed at least before age 8, in the condition of steady major caregiver who may become a new attachment figure, and when orphan formed a new attachment relations, this attachment relation can help orphan overcome their adaptive problems. † (Laing , 2007) In a situation as tragic as childhood abandonment one can only hope that a child finds this positive guidance. Children who are brought up with this attachment styles grow up to be adults with healthy relationships and do not fear interactions with others and do not block others out emotionally.Adults who were raised with secure attachment styles feel comfortable with standing on their own and not depend on relationships to determine their self-worth. Last but not least Foster Children run the risk of being exposed to anxious or ambivalent attachment styles due to the constant change and instability in their life. A child who is coming from an abusive home into a loving foster home may not know how to mentally cope with this change in environment although positivite.Then you have those cases where children are orphaned due to the deaths of their caregivers and then introduced into a foster home filled with dismissiveness, abuse, and neglect. It is the inconsistency of this attachment style that causes confusion within the child. Foster children with this attachment style tend to be untrusting of strangers and reject comfort as well as project anger towards their primary care giver. â€Å" Children with avoidant attachment styles tend to avoid parents and caregivers. This avoidance often becomes especially pronounced after a period of absence.These children might not reject attention from a parent, but neither do they seek our comfort or contact. Children with an avoidant attachment show no preference between a parent and a complete stranger. † (Cherry, 2010) As these children grow up they become adults who are in a sense detached due to their inconsistent upbringing. A foster child having love in one home and abuse in another can cause them to grow up to be an adults who are unintament as well as unsupportive to both friend and partners dealing with their issues.The inconstancy as a foster child causes them to be unable to express their feelings, emotions, and thoughts with others in adulthood. They do not invest much of themselves emotion into relationships and eventually get to the point where they become somewhat unphased when their relationships crumble. As you have read or may have already known attachment styles profoundly influence and greatly affect the way children bo th view themselves and the world around them.Foster children being no acceptations to the rule have had to endure so many mental battles placed upon them at a such a young and influential age. From either losing a parent or dealing with abandonment and abuse, everything these children go through affects their perception of the world. From being abused in one home and loved in other adults have the power to determine what kind of adults these children will grow up to be. â€Å"While many experts derided the importance of parental love and affection, Harlow’s experiments offered irrefutable proof that love is vital for normal childhood development.Additional experiments by Harlow revealed the long-term devastation caused by deprivation, leading to profound psychological and emotional distress and even death. This helped influence key changes in how orphanages, adoption agencies, social services groups and child care providers approached the care of children. † ( Cherry, 2010 ) Although there are many attachment styles it seems to be these three that foster children are more commonly presented with and as long as foster systems continue to improve hopefully these children will be able to all have a secure attachment style.WORK CITED BLUM DEBORAH (2002) Love at Goon Park. New York: Perseus Publishing. HARLOW HARRY (1958) The Nature of Love. American Psychologist, 13, 673-685. JULIA T. WOOD(2007) KENDRA CHERRY (2010) http://psychology. about. com/od/loveandattraction/ss/attachmentstyle_5. htm PEI-YUNG LAING (2007) http://ncdr. nat. gov. tw/2icudr/2icudr_cd/PDF/7_1_5. pdf SHERRY L. ANDERS (2005) http://onlinelibrary. wiley. com/doi/10. 1111/j. 1475-6811. 2000. tb00023. x/abstract

Individual players Essay

The purpose of this assignment is to investigate whether or not team cohesion has an impact on an individual players performance within a rugby team. The assignment will look into whether (if there is a impact at all) the impact is negative or positive, and how that relates to the different types of players in different ways. The research will look into the methods of increasing or decreasing cohesion within a rugby team e.g. nights on the town. Group dynamics is an interactive process and is concerned with changing patterns of tension, with conflict, adjustments and the building of cohesion within a group. The way a group is affected by dynamics helps determine the way in which leadership and dominant sub group patterns emerge. Therefore this influences players behavioural patterns and how attitudes are altered in the short and long term. These changes can be temporary or permanent. An example of this, relating to rugby, would be the emergence of a captain, vice captain, the first team players and the substitutes. A players status in the team is a major factor in there powers of influence but the character of a player is also very important. A player who does not attend regularly and has no status can have a major influence on the team, this depends on the players ability to impose there ideas, experience, and skill on the team. Shaw described a group as:  Ã¢â‚¬Å"†¦.two or more people interacting with one another in such a manner that each person influences and is influenced by each other person.†Ã‚  Woods said that one of the defining features of a group is that  Ã¢â‚¬Å"†¦.Its members having common beliefs, usually unspoken, about what is acceptable and unacceptable, how things are done†¦.†Ã‚  In sport groups are usually seen in the form of a team. There are many different types of teams within the game of rugby, such as, the playing team, the coaching team, and the management team. There are a team of supporters in the form of the crowd. Cohesion is a term closely associated with group dynamics and is a two way process, it can be defined as  Ã¢â‚¬Å"The degree in which members of the group desire to remain in the group†(internet 2  Or  Ã¢â‚¬Å"†¦individuals attracted to a group through common motivation and value the relationships within a group†(Galligan).   In the case of a rugby team the common goal would be to win matches, or at a lower level simply to participate in the game. The English national team now has a common. Goal of trying to win the world cup, my research would indicate that the national team is very cohesive and do value the relationships within the group. There success in recent years would be proof of this, as a very high cohesion relates to successful results. â€Å"One is always hearing about how important it is for a team to gel, bond or have good chemistry. Cohesive teams can achieve dramatic and awesome things. The way players interact has a tremendous impact on the way a team performs.†(Internet 1)  How well England do in the world cup will be a good indication to whether success is related to cohesion.