Mathematics and ESL Students Essay Example for Free

Mathematics and ESL Students Essay With the changing demographic in schools and cities, there should be a growing focus on the method of teaching to be sensitive to the needs of ESL learners. In the article Supporting ESL Students among the key insights was the need to build foundations. As in any curriculum or area of learning, it is necessary to build on a strong base and establish fundamental concepts for learning to be fluid as knowledge areas expand. Consider how mathematics was first introduced or taught to students. To be able to fully grasp mathematics, one must first learn addition and subtraction. From there one can learn multiplication and division then fractions. This method of teaching and learning emphasizes the need to build on a strong base. For ESL students the case is similar, in that first they must build a strong foundation of language, meaning develop a knowledge of basic or fundamental words, and from there move on to abstractions and conjugations. By first understanding root words and key structural and grammatical rules, they are able to build on a solid foundation and thus better understand more complicated concepts. A sensitivity to language, grammatical structure and word usage is necessary because for ESL learners, understanding of mathematical concepts only come after successful communication. In Reforming Mathematics Instruction for ESL Literacy Students, authors Buchanan and Helman (1997) concur with the initiative to engage learners in collaborative learning. In this case, students are challenged cognitively by encouraging them to investigate, formulate and comprehend mathematical concepts through classroom activities. By engaging learners in activities that will require them to formulate their own questions, engage in classroom discussion or interact with others in an attempt to communicate their learning, then students are stirred clear of becoming passive learners. By engaging their understanding, then learners have a better chance of fully grasping concepts as well as remembering them. As the old adage goes, â€Å"Practice makes perfect,† in the case of mathematics and the English language, nothing can be more appropriate. By encouraging students to practice their language skills as well as their understanding of the mathematics, they hone their knowledge and skills set. Encouraging and helping develop fluency helps students in many different ways. First they are better able to understand instruction later on, second they are better to communicate their own thoughts and insights and third, they build a knowledge foundation of which they can build upon later on. Learning mathematics is often like building a pyramid. For one to be able to successfully learn mathematics, one must begin with a strong foundation of basic mathematics concepts and only from there can one progress. In teaching mathematics, strong foundations should always be the point of reference. As such, linking mathematical concepts with prior knowledge and experiences make it easier for the student to relate the topics and then connect it to their own lives. In this sense, learning becomes more of a personal and integral experience rather than a passive encounter. By being able to successfully relate mathematical concepts to more familiar terms and experiences the fatigue or fear associated with the technical aspects of mathematics can be reduced as well. Learning mathematics in itself is a challenging task on its own. For ESL learners the challenge of learning mathematics is only compounded by the task of having to negotiate an unfamiliar language. As such in the instruction of mathematics to ESL students it becomes necessary for the instructor to be sensitive to these needs. A focus on providing instructions that would build good foundations in language, grammar and understanding of mathematics is integral. Similarly, positive reinforcement of learning through the encouragement of continued communication between students and classroom activities that promote practical utilization of concepts learned, promotes the better understanding of math as well as language. Reference List Buchanan, K. and Helman, M. (1997). Reforming Mathematics Instruction for ESL Literacy Students. Center for Applied Linguistics. Retrieved 10 March 2009 from http://www. cal. org/resources/digest/buchan01. html

A Strategic Analysis of Toyota Motor Corporation Essays -- Competitive

Understanding Strategic Management A Strategic Analysis of Toyota Motor Corporation Industry: Automotive Industry CONTENTS ABOUT TOYOTA MOTOR CORPORATION PAGE 3 EXTERNAL STRATEGIC ANALYSIS:- PESTEL PORTER’S FIVE FORCE ANALYSIS COMPETITIVE ANALYSIS PAGE 3, 4, 5 AND 6 INTERNAL STRATEGIC ANALYSIS:- SWOT ANALYSIS PORTER’S VALUE CHAIN ANALYSIS PAGE 6, 7 AND 8 STRATEGY FORMULATION:- PORTER’S GENERIC OPTION ANALYSIS ANSOFF MATRIX ANALYSIS PAGE 8,9 AND 10 RECOMMENDATIONS PAGE 10 CONCLUSION PAGE 10 REFERENCES PAGE 11 LIST OF TABLES AND FIGURES TABLE OF FINANCIAL REPORT OF TOYOTA PAGE 3 TABLE OF COMPARISON OF TOYOTA AND HONDA PAGE 6 DIAGRAM OF PORTER’S GENERIC OPTION ANALYSIS PAGE 8 DIAGRAM OF ANSOFF MATRIX PAGE 9 About Toyota Motor Corporation Toyota Motor Corporation is a Japan based company, whose headquarters are located in Aichi Prefecture. The company was founded by Kiichiri Toyoda in 1937. Currently the company’s CEO is Akio Toyoda. Toyota is basically into cars and it is one of the top players in the world in this industry. Toyota also owns two other brands namely Lexus and Scion, which gives the company a lot of advantage over it’s other competitors. Toyota manufactures sedans, saloons, suvs, muvs, pick-up trucks and buses. During the year 2013 Toyota had approximately 333,498 employees, who were working globally. In March 2013, Toyota was ranked as the thirteenth biggest organization globally in terms of its revenue. In the following table we can see the financial report of Toyota Motor Corporation in the year 2013- REVENUE 22.064 TRILLION YENS OPERATING INCOME 1.320 TRILLION YENS NET ... ...bile.asp. [Accessed 15 December 2013]. Toyota . 2013. Toyota . [ONLINE] Available at: http://www.slideshare.net/FenellaAndrade/toyota-9167108. [Accessed 15 December 2013]. Pestle for Toyota. 2013. Pestle for Toyota. [ONLINE] Available at: http://www.scribd.com/doc/133979217/Pestle-for-Toyota. [Accessed 15 December 2013]. Strategic management Toyota case study. 2013. Strategic management Toyota case study. [ONLINE] Available at: http://www.slideshare.net/ArioArdianto/strategic-management-toyota-case-study-27410014. [Accessed 15 December 2013]. Competitive Analysis. 2013. Competitive Analysis. [ONLINE] Available at: http://dana.ucc.nau.edu/~toyota-p/competitive_analysis.htm. [Accessed 15 December 2013]. 2013. [ONLINE] Available at: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMBnb6mwmDQyiUmjPyLIPVftjv_FiIYC9SFpZPfDHUwhuTWUFkZQl1SHsCZ8nsXSqeQ7HKtBnHafGmv45mpeokgQM02a0ubqiqY5zo7bbn7NRmPZyIbJiyzyCE2uRQXvNzar6EJz4hMw/s1600/Ansoff+Matrix.jpg. [Accessed 15 December 2013].

Macbeth Coursework Essay

In this essay I will be looking at Act 2, Scenes 1 and 2 of Macbeth and producing a detailed analysis of the scenes, providing examples of how I would direct them and comparing this with how it may have been directed in Shakespeare’s day. I will also be discussing the context in which the play was written and discussing the impact this had on Shakespeare’s writing. I am setting Macbeth in the time period of which it was originally set in, the 11th century. To uphold historical accuracy, the actors will also be dressed in medieval clothing and so their outfits won’t be that grand but practical and warm, broaches and smocks. The scenery that I will have will be of a built up castle with a staircase and an upper level but also a curtain to fall in front with just an empty field for front-of-tabs work when they are not near a castle. The stage will there for have to be set in open-end staging. I have kept with the original setting for many reasons: one is that people were more suspicious at that time and were a lot more likely to believe that there are witches that make psychic predictions, also less foolish that Macbeth believes them if it was set in time when people were less sceptical toward the supernatural. If it was set in modern day Macbeth would be seen as foolish to believe them and put his life at risk for things that they have said are truths. Another flaw with setting it in modern day is that if somebody, especially the King, was murdered then the body would have to undergo a full forensic search. It would seem implausible that if a monarchy was killed for the blame to go to onto his children purely because they fled, if it was set in a time where they could just check the DNA on the weapons that you know are left there. I am also setting it then to make the story feel more real. As that is when the real Macbeth walked and talked, however falsified the story is. So it seemed best to set it in the time it was meant to have taken place. When Banquo and Fleance enter at the start of the Act, Fleance is holding a torch to show it is dark. This fits with their conversation about the night, because if they were just walking around saying it was dark but without showing any signs of not being able to see, then it would just seem unrealistic. Before Macbeth leaves to kill Duncan he should take the necklace showing symbol that he is Thane of Cawdor off and show that he is no longer that. He should also wear a red cloak to symbolise the blood, as if it is surrounding him, it should be tied up around his neck and when he is feeling the impact of what he did it should be as if it is so tight it is chocking him, the blood, or his deed, are chocking him. The scene is set in Dunsdane castle at night, Macbeth’s castle. We know that it is gone midnight from Banquo and Fleance’s conversation. This would affect the audience when Shakespeare wrote Macbeth, in Jacobean England, people were superstitious and ‘witching hour’ was still believed and feared. Also night was the time when bad things happen, it was associated with evil, witchcraft and hidden acts. Also it was common believed at the time that the good and righteous were in far before it got dark as the day is for the good and the night for the evil, the time where dark deeds took place. The stairs of the castle behind show that it is set in the courtyard of Macbeth’s castle. They are walking across stage but quite slowly as to fit in the text as it makes sense for them to be heading somewhere, as it would seem inappropriate for them to just be standing out in the dark and the cold. Historically Banquo and Macbeth were best friends and both together killed the King. But Shakespeare, who knew that King James 1, the current king, was a descendant of Banquo and thought it best not to show him as being evil. It would displease the King to show his ancestor as treasonous, so he decided to make him out as innocent and good and for him to try and discourage Macbeth from killing Duncan. By having Banquo out after dark when the bad and evil were supposedly out may have been Shakes peares way of communicating this to the audience in a discrete manner, one that the King could not fret about. The things that I would add to the start of the scene are that the lighting should be dull and dimly lit to show that it is dark with a few small lights at the top as they are referenced. This just adds to the feel of the night. Also the sound effects of crickets, regardless of whether there would be any again reference to the night it would add to the suspense. In the scene between Banquo and Fleance, Banquo has greater authority over Fleance as he refers to him as ‘Sir.’ ‘I take’t, ’tis later, sir’ So therefore when onstage Banquo needs to show that he is of higher status and so needs to look down at him. Fleance needs to be played quite introvertedly and be more hunched and talk softer and at a higher pitch than Banquo, as that will show his age. When Macbeth (and his servant) enters he should come from the opposite side of the stage from where Banquo and Fleance are. So Macbeth enters from the side where stairs are nearest and all four of them head toward the stairs when they spot each other. His servant is standing downstage to him when they are talking as it shows the lesser importance of him in both status and the play. When Banquo and Macbeth are talking they start to discuss the three witches. ‘I had a dream about the three weird sister. To you they have shown some truth.’ This shows that Banquo may be out after dark as he was having bad dreams. Macbeth should seem taken aback at this statement as if he was at that time, thinking about them, yet denies it. ‘I think not of them.’ Banquo doesn’t believe him and stays wary of him, seeming unsure what to say and the atmosphere is quite uncomfortable as Macbeth is suspicious that Banquo suspects what he is planning on doing. They are friends as well so they have to speak pleasantly and they also would not discuss possible murder plots in frount of Banquo’s son. Banquo must seem as if he is sizing Macbeth up, to see whether he would actually do that. So he has to be looking at him intently. In Macbeth’s soliloquy after he sends his servant away, he pauses and then in silence starts to pace, as if trying to think about what to do as he is torn. You hear a door open in the distance and he jumps, showing that he is on-edge and anxious. He also appears to be muttering to himself, which again shows that he is running through his thoughts on the matter. In centre stage a figure that is dressed in black produces a dagger from their costume. Macbeth sees this and walks over curiously, as he cannot see the figure. When he tries to grab it, the figure moves it just out of his way. This suggests that there is supernatural intervention. When the dagger goes towards Duncan’s room the figure dressed in black is beckoning to him and Macbeth seems transfixed on the dagger by his speech as also as he never takes his eyes off it. Just before blood appears on the dagger in the script, the figure seems to stab itself and the blood appears just on the blade. This is directing Macbeth to what he must do. The black figure then produces a crown above their head and places it on very slowly during his talk of murder and ghost and rape. When the bell rings though the crown is taken off and again is invisible. Macbeth’s voice at first when talking about the dagger, should seem entranced with it, as if it is drawing him in. He loses his sense of guilt and reaches out for it as if he was a cat just batting at the object. He should also sound shocked and confused that he can’t touch it, so it seems as though the witches are definitely putting a spell on him. The line ‘Nature seems dead’ should be said very slowly and definite, after that line it should get gradually and with more emphasis on the words. Also he should pause after ‘Moves like a ghost’. It shows his worry and nerve, also the use of the word ‘ghost’ connects it with death. In the last bit the figure produces a crown and Macbeth is determined to get it. By this time he has developed more dignity, and so he does not try and aimlessly bat around. He also appears to grow taller and in doing so makes him seem more worthy of Kingliness. When he says the last section of his soliloquy, the first line should be said whilst walking halfway up the stairs. He stops and looks around whilst saying ‘Hear it not, Duncan’. He then walks to the top of the stairs whilst saying ‘for it is knell.’ He looks over to the audience to say ‘to summon thee to Heaven,’ but the looks over to where he is exiting to say ‘or to hell’ This is said manically with a gruffer tone and with eyes open wider and the dagger held above his head as he runs off set. This section conveys the atmosphere of the night, it describes the night as being dark and dangerous. Which is conveyed by the use of personification, Macbeth compares the night to the evil deed such as murder, witchcraft and rape. It also again forewarns the terrible deeds that are soon to take place. At the beginning of Act 2 Scene 2 there should be sounds of wind in the background to show something bad is coming, this is a use of pathetic fallacy. This will make viewers think as to whether the deed has taken place yet. The audience should feel in suspense and want to know what has gone on. The lights should again be duller as it is still night, and the darkness on stage can also reflect the grey areas of the play that have not been revealed yet. Lady Macbeth, when talking, should come across as bolder and more confident than what you would think from a woman of her time. She should talk extrovertly and seem to get a sense of pleasure from what is happening, so she should look quite smug, she seems to have no remorse. You can tell that this is her outer shell as as soon as she hears the owl’s hoot, she panics and jumps but manages to regain her composition quickly. As when she says, ‘Hark! Peace’ This shows her panicking when she says Hark but then she realises that is nothing as so redeems herself by saying peace. She should enter from upstairs but the other side to Macbeth and should seem quite elated and with a smug sense of accomplishment as she meanders down the stairs and into the courtyard. She also actually freezes when she hears the owl. She is seen as dominating and so being strong relates to her being forceful before. The fact that she seems so jumpy is a contradiction to her otherwise confident manner, this shows that maybe deep down she isn’t so confident as is let on. That she only shows this exterior as to cover up the fact that she isn’t as strong as she wishes to be. When she says ‘if he had not resembled my father as he slept’ it should be said looking away from Macbeth. This shows her reluctance to show off her weakness and it shows that she did not really want to admit that to him, as if she though that it would make her seem weaker. It should also be said very monosyllabic, as to mask her feelings. This shows she does feel and does have emotions, but she chooses never to let anything but her rock solid exterior to be shown. Also that she is not as tough as she wants people to believe. When Macbeth returns with the daggers he should be in shock, to show what he did still hasn’t really sunk in and he doesn’t really believe what he did. He should talk in with a soft, distant tone as if he is not really concentrating on what he is doing. He should also not focus on anything as if he is far away, he should look through objects, not at them. When he says, ‘There’s one did laugh in’s sleep, and one cried ‘Murder!’ it is more to himself and when he is saying the speech around this he should never look at Lady Macbeth. He should seem more transfixed at the daggers. Lady Macbeth should talk with an almost hungry tone as she craves the power that it gives her. When she notices the daggers in his hands she has to seem quite disbelieving of his stupidity. When she says, ‘Why did you bring these from the place?’ She has to say it as if she cannot possibly understand why he did that, also very patronising. When Macbeth enters he is upstairs and Lady Macbeth is at the bottom and when they talk at the beginning of the scene, he is walking as they talk. He should seem shaky and closed. Lady Macbeth goes over to him, to go and comfort him but he pulls away and is transfixed with his hands and the blood on them, Lady Macbeth should also seem a bit put out by his rejection. Macbeth is filled with guilt so much he is controlled by it, so he cannot say ‘Amen.’ This is important as in Jacobean time, they were still very religious times, so by failing to be able to say the ending of a prayer shows how sinful this deed was. It shows a connection with the devil and being apart from God. He also talks about sleep, he describes it as being wonderful and relief, a blessing. When he was saying, ‘Sleep no more’, he is saying that this is a terrible punishment, sleep was taken away from him because he took a life. Lady Macbeth should seem forceful and annoyed still that he had rejected her earlier. She is very bossy and seems to be able to control and manipulate Macbeth, even though he is a strong warrior. Lady Macbeth is practical and keeps her head in their predicament, but this is quite misleading as later in the play she goes mad from the guilt of what she has done. So you know then that she doesn’t find it as simple as she lets on. We see a contrast in their characters by how they perceive the blood on their hands from the daggers. Macbeth uses a hyperbole by saying that ‘all Neptune’s water’ could not wash the blood away, so he is exaggerating and is talking more about the emotional scarring that that would leave him with. That nothing could possibly wash away what he did, no amount of water could make him forget. But Lady Macbeth simply talks about ‘how easy it is then’ as she describes only how easy it is to physically wash it off. She does not think of the guilt, only on how to get out of the blame. The dramatic effect of the knocking is that people are waking and that they can be found at any point. Somebody could arrive, also shown by the knocking as you knock to enter when you arrive. Macbeth should not seem jumpy as he is not really aware of what’s going on around him as he still hasn’t consciously awoken. Lady Macbeth should seem more aware of it as she is more aware of what they have done. During the whole of Lady Macbeth’s soliloquy, Macbeth should very slowly being playing with the water in the bucket, also to be staring very intently at it, and sounds of water movement. When Macbeth says ‘to know my deed, ’twere best not know myself’. He says it directly at Lady Macbeth, looking straight into her eyes as if willing her to understand him. When the knocking is finally getting to Macbeth he should suddenly outburst and talk very loud, almost shouting, ‘Wake Duncan with thy knocking!’ This shows that the knocking and what he did are starting to really get to him, he is more aware of the knocks when he become more aware of what he did. The voice is also a contrast to his distant and scared voice straight after he killed Duncan. Yet when he says, ‘I wish thou couldst.’ To be said softer and more inwardly, said more to himself, he should also bow his head as it shows his remorse for what he has done and his wish to rever se it. My play differs in many ways from what it would have been showed in Shakespeares day, as there is more technology and equipment in theatres now than they did then. In Shakespeare’s time there wasn’t backdrops, limited props and not very much in the way of scenery. Whereas, in my play there is an entire wall of a castle with a staircase and an upstairs for the actors to go in certain parts of the play, also there is a background of a forest for later on in the play. Underneath the stage is an area that opens up for the witches to go in when needed. These things they wouldn’t have been able to do in Shakespeare’s day, I am also using more advanced lighting then they would have then as well. Also the costumes that I use are from medieval time, whereas they were in Elizabethan dress when they were first performed. The audience would be different now as in Shakespeare’s day, the arena was a bit of a commotion, people talked, traded, drank. But nowadays, Shakespeare’s plays are seen almost as religious and the whole theatre is in silence. You are scolded if you even dare to cough. Also as people don’t have the same belief in witches and the supernatural as they did then, the story seems quite far-fetched, but it is still regarded as one of the greatest plays even written. Which is contradictory to the belief at the time. I think that my ideas are effective and also they are original, for example, my idea for Macbeth’s soliloquy, which, to my knowledge, hasn’t been used before. I think that it will be effective as I feel I have captured the characters in the way that they were written by Shakespeare and it stays very close to the original setting and so stays traditional.

Javascript and JScript Whats the Difference

Netscape developed the original version of JavaScript for the second version of their popular browser. Initially, Netscape 2 was the only browser to support a scripting language and that language was originally called LiveScript. It was soon renamed JavaScript. This was in an attempt to cash in on some of the publicity that Suns Java programming language was getting at that time. While JavaScript and Java are superficially alike they are completely different languages. This naming decision has caused numerous problems for beginners with both languages who continually get them confused. Just remember that JavaScript is not Java (and vice versa) and you will avoid a lot of confusion. Microsoft was attempting to capture market share from Netscape at the time Netscape created JavaScript and so with Internet Explorer 3 Microsoft introduced two scripting languages. One of these they based on visual basic and it was given the name VBscript. The second was a JavaScript lookalike which Microsoft called JScript. In order to try to outdo Netscape, JScript had a number of additional commands and features available that were not in JavaScript. JScript also had interfaces to Microsofts ActiveX functionality as well. Hiding from Old Browsers Since Netscape 1, Internet Explorer 2, and other early browsers didnt understand either JavaScript or JScript it became a common practice to place all of the content of the script inside of an HTML comment so as to hide the script from older browsers. New browsers even if they couldnt handle scripts were designed to recognise the script tags themselves and so hiding the script by placing it in a comment was not required for any browsers released after IE3. Unfortunately by the time that the extremely early browsers ceased to be used people had forgotten the reason for the HTML comment and so many people new to JavaScript still include these now completely unnecessary tags. In fact including the HTML comment can cause problems with modern browsers. If you use XHTML instead of HTML including the code inside a comment like that will have the effect of making the script a comment rather than a script. Many modern Content Management Systems (CMS) will do the same. Language Development Over time both JavaScript and JScript were extended to introduce new commands to improve their ability to interact with web pages. Both languages added new features that worked differently than the corresponding feature (if any) in the other language. The way the two languages work was just similar enough that it was possible to use browser sensing to work out whether the browser was Netscape or IE. The appropriate code for that browser could then be run. As the balance shifted toward IE gaining an equal share of the browser market with Netscape this incompatibility needed a resolution. Netscapes solution was to hand over control of JavaScript to the European Computer Manufacturers Association (ECMA). The Association formalized the JavaScript standards under the name ECMAscipt. At the same time, the World Wide Web Consortium (W3C) commenced work on a standard Document Object Model (DOM) that would be used to allow JavaScript and other scripting languages full access to manipulate all of the content of the page instead of the limited access that it had up until that time. Before the DOM standard was complete both Netscape and Microsoft released their own versions. Netscape 4 came with its own document.layer DOM and Internet Explorer 4 came with its own document.all DOM. Both of these document object models were made obsolete when people ceased using either of those browsers as all browsers since then have implemented the standard DOM. Standards ECMAscript and the introduction of the standard DOM in all of the version five and more recent browsers removed most of the incompatibilities between Javascript and JScript. While these two languages still have their differences it is now possible to write code that can run both as JScript in Internet Explorer and as JavaScript in all of the other modern browsers with very little feature sensing needed. Support for specific features may vary between browsers but we can test for those differences by making use of a feature built into both languages from the start that allows us to test if the browser supports a specific feature. By testing the specific features that not all browsers support we will be able to determine what code is appropriate to run in the current browser. Differences The biggest difference now between JavaScript and JScript are all of the additional commands that JScript supports that allow access to ActiveX and the local computer. These commands are intended for use on intranet sites where you know the configuration of all of the computers and that they are all running Internet Explorer. There are still a few areas remaining where JavaScript and JScript differ in the means that they provide to perform a particular task. Except in these situations, the two languages can be considered to be equivalent to one another and so unless otherwise specified all of the references to JavaScript that you see will also usually include JScript.

Key Theories and Approaches in Architechure

The History of Chamber Music - 895 Words

The History of Chamber Music What is chamber music? It is ensemble instrumental music for up to about ten performers with typically one performer to a part. Since circa 1450, there has been instrumental music designed for private playing. These pieces used many instruments and (in Germany) it was common that the folk songs would contain 2-3 countermelodies to expand and elaborate the whole, and to arrange the outcome for groups of instruments. Although the pieces were never written for particular instruments, we can, through art/paintings, reasonably guess that the viol was a predominant early chamber music instrument. A more important source of later chamber music is to be found in the†¦show more content†¦Parallel to the developments that led from the vocal chanson, in France, to the instrumental canzona, primarily in Italy, was the development of the dance suite. Early sixteenth-century dance tunes in all countries of Western Europe usually had appeared in pairs: one was slow, stately in mood and in duple metre (i.e., with two beats to the bar); the other fast, lively in mood, usually in triple metre, and often melodically similar to the first. Through much of the sixteenth century, composers in the several countries sought to expand the dance pair into a unified dance suite. Suites based on variations of one movement appeared in England; suites in which each of four dances had its own rhythmic character, melodically based on the first dance, were written in Germany; sets of dances with no internal relationships to each other were common in Italy. The most influential steps were taken in France by composers for the lute or the clavecin (harpsichord). Consisting essentially of four dance forms that were then popular – the allemande, courante, sarabande, and gigue – the suites they composed were based on contrasting tempos, metres, and rhythmic patterns. The French version of the dance suite became the prototype for later chamber-music forms. It was not until the middle of the seventeenth century that two types of composition –Show MoreRelatedHistory of the Violas Role in Part-Writing for Chamber Music975 Words   |  4 PagesCarolyn Hunter Music 700 November 1, 2009 Mini-Research Paper #2 History of the Viola’s Role in Part-Writing for Chamber Music There is considerable debate amongst scholars as to whether the birth of the viola preceded or succeeded that of the violin. However, iconographic and documentary evidence indicate that the violin, viola, and cello most likely evolved together as a family of instruments very early in the sixteenth century and almost certainly in northern Italy. 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Reflection for Communication and Language Problem- myassignmenthelp

Question: Write about theReflection for Communication and Language Problem. Answer: Event description This assignment highlights one event of my nursing career that has a special significance. I have used Carpers ways of knowing, located within the event and identified the impact of each of the ways of knowing. I had been associated with a mental care centre, where elderly people suffering from Dementia were being treated. I have been associated with the treatment of these elderly patients. People suffering from Dementia tend to forget things very easily (Alzheimers 2015). The symptoms include memory loss, communication and language problem, unable to focus or pay attention, loss of reasoning and power of judgement. Moreover, patients suffering from Dementia also experience immobility and visual perceptions (Mill et al. 2016). The patients, who have been suffering for a long time, tend to become arrogant and violent. They tend to harm the other patients as well as the doctors and nurses treating them. Being one of the care workers, I have often faced violence from the patients suffer ing from Dementia. Moreover, since they tend to forget things and suffer from short-term memory loss, hence they often forget whether they have eaten their food or taken their medicine. Patience and empathy are the only ways to keep the patients from being violent (Garrett and Cutting 2015). During the period of treating the patients, I have learned a lot and experienced various way of knowing. Treating the patients suffering from Dementia is critical, since I have to be patient and empathetic towards them. Since Dementia has, no definite medicine to completely cure it, hence care and therapy are the only treatment for the well-being of the patients suffering from Dementia. Ways of knowing In nursing and healthcare, Carpers fundamental ways of knowing is a classification that categorises the various sources of knowledge and beliefs in the professional nursing practices (Terry et al. 2017). The ways of knowing could be categorised into four fundamental patterns. These are as follows. Empirical knowing This refers to the knowledge that is organized systematically into theories and laws and helps in explaining the suffering of a person along with predicting the cure of the suffering. The empirical knowing is based on science and highlights the theoretical knowledge that a medicine practitioner needs to know. The empirical knowledge is believed to be factual and reliable. However, it is a generalised knowledge that is applicable for the initial treatment. This kind of knowledge acquired is useful for a reflective practitioner and has to be interpreted according to the situation encountered. In the chosen event, the empirical knowledge includes the therapies and treatment for Dementia (Steen et al. 2014). As a medical practitioner, the knowledge that I have gained, for treating the Dementia patients are included in the empirical knowing. Dementia cannot be completely cured. However, the various symptoms of Dementia could be lessened and prevented from getting worst. Acetyl cholinesterase inhibitors could be used for the patients suffering from mild Dementia. These patients suffering from Dementia with Lewy bodies, such that the hallucination could be reduced (Zolnierek, 2014). The Acetyl cholinesterase inhibitors also slows down the rate of the heart beat, hence ECG before and after the treatment has to be done. Another treatment to curb down the effect of Dementia is Memantine hydrochloride. This is a medicine that works by blocking the effects of a chemical on the brain. This is usually used to treat people suffering from severe Dementia. Patients who are not respondin g positively to the Acetyl cholinesterase inhibitors also undergo this treatment. I can also use cognitive simulation and reality orientation therapy for the Dementia patients. The cognitive simulation therapy involves problem-solving skills, enhancement of memory as well as exercise to reduce the immobility (Garrett and Cutting 2015). I can use the reality-orientation theory to reduce stress and mental-disorientation of the patients, thus reducing memory loss as well as confusion. This helps in improving the self-esteem of the patients (Klapwijk et al. 2014). Thus, using the empirical knowledge, I have gained knowledge about the treatment that is most appropriate for the patients suffering from Dementia, based on the severity of the suffering. Aesthetic knowing The aesthetic knowing includes the practitioners responses to the clinical situation. The aesthetic knowing involves the ability of the practitioner to grasp the nature of a particular situation, interpreting the situation and the practitioner knows taking the best actions that (Carnago and Mast 2015). Even if the practitioner faces the same situation, the treatment and the responses vary. The aesthetic knowing includes grasping and interpretation, envisioning and responding. As a medical practitioner, it is important for me that I respond to the same situation differently, depending on the situation, which I am facing. With my own style of care and empathy, I am able to establish a positive relation with the patients, thus assisting them to be cured faster. Moreover, since the patients suffer from Dementia, hence a positive relation with the medicine practitioner is effective and useful for the faster cure (Richardson et al. 2013). My personality and my way of communication have to be empathetic and directed towards ensuring the well being of the patients. Personal knowing The personal knowing, in contrast to the empirical knowledge, highlights the unique style of each practitioner to respond to a situation in his or her own way (Kelley et al. 2015). Based on the empirical knowledge, the response of a medical practitioner is referred to as the personal knowing (Garrett and Cutting 2015). The modifications of the empirical knowledge, according to the demand of the situation are essential for the practitioners. I, as a medical practitioner have a unique way of treating the patients suffering from Dementia. I am empathetic towards the patients and treat them with care. Since the patients are old, hence they suffer from immobility, visual impairment, auditory impairment and other age related diseases. Along with these, suffering from Dementia makes the patients confused and violent (Robert et al. 2014). Thus, I need to be empathetic towards them, in order to reduce their suffering. The patients tend to ask the same question over and again, since they suffe r from short-term memory loss (Garrett and Cutting 2015). Hence, I use hand-written text in order to communicate with them. The writings remain with the patients and they are reminded of the conversation by the written text. This is my way of treating these patients, thus helping them to reduce the state of confusion. The personal knowing involves three inter-related factors. These are: The perception of the feelings of a person, along with the prejudice within the situation The effective management of the personal feelings and responding to the prejudices effectively The effective management of anxiety of the practitioner (Garrett and Cutting 2015) Thus, I have to ensure that I am able to respond to the prejudice effectively, along with having control over my emotions and feelings. Thus, I will be able to ensure that the care and cure given to the patients will be effective. Ethical knowing Ethics has a major role to play in the lives of a medicine practitioner. The ethical learning highlights the sense of right and wrong in the medical practice. Based on the ethical dimensions, the practitioner makes the choice between the right and wrong. Ethics have to be maintained, while ensuring that the requirements of the patients have been met. As a medical practitioner, I have often faced ethical dilemma. The path of truth and the benefits of the patients might often take different paths (DiCenso et al.2014). Thus, ethical dilemmas are caused. In such a situation, I have to take critical decisions and ensure that the people suffering from Dementia do not get worst. There is often a tension between the ethically right situation and the best suitable decision for the patients. However, I have to ensure that I take up the best possible decision, thus helping in the faster recovery of the patients. Conclusion This assignment highlights the ways of knowing and its reflection in a real life event. The ways of knowing includes the empirical knowing, personal knowing, aesthetic knowing and ethical knowing. The empirical knowing has been done successfully and based on it, the personal knowing is applied. Using the aesthetic knowing, the patients could be helped to recover faster, while the ethical knowing helps to take the right decision in case of ethical dilemma. The empirical knowing could have been used more effectively, such that the personal knowing would have been enhanced. The interactions with the patients suffering from Dementia could have been made better, thus relieving them from the suffering. Better communication could have relieved the patients from confusion and helplessness. Thus, with the enhancement of the communication with the patients, the care given to them could have been improved. Various innovative ways of communication could be used as a form of activity, to improve the mental health of the patients. The ways of knowing are significant in the lives of a medical practitioner. References Alzheimers, A., 2015. Alzheimer's disease facts and figures.Alzheimer's dementia: the journal of the Alzheimer's Association,11(3), p.332. Carnago, L. and Mast, M., 2015. Using ways of knowing to guide emergency nursing practice.Journal of Emergency Nursing,41(5), pp.387-390. DiCenso, A., Guyatt, G. and Ciliska, D., 2014.Evidence-Based Nursing-E-Book: A Guide to Clinical Practice. Elsevier Health Sciences. Garrett, B.M. and Cutting, R.L., 2015. Ways of knowing: realism, non?realism, nominalism and a typology revisited with a counter perspective for nursing science.Nursing inquiry,22(2), pp.95-105. Kelley, A.S., McGarry, K., Gorges, R. and Skinner, J.S., 2015. The Burden of Health Care Costs for Patients With Dementia in the Last 5 Years of LifeBurden of Health Care Costs for Patients With Dementia.Annals of internal medicine,163(10), pp.729-736. Klapwijk, M.S., Caljouw, M.A., van Soest-Poortvliet, M.C., van der Steen, J.T. and Achterberg, W.P., 2014. Symptoms and treatment when death is expected in dementia patients in long-term care facilities.BMC geriatrics,14(1), p.99. Mill, J.E., Allen, M.N. and Morrow, R.A., 2016. Critical theory: Critical methodology to disciplinary foundations in nursing.Canadian Journal of Nursing Research Archive,33(2). Richardson, T.J., Lee, S.J., Berg-Weger, M. and Grossberg, G.T., 2013. Caregiver health: health of caregivers of Alzheimers and other dementia patients.Current psychiatry reports,15(7), p.367. Robert, R.R., Tilley, D.S. and Petersen, S., 2014. A power in clinical nursing practice: concept analysis on nursing intuition.Medsurg Nursing,23(5), pp.343-350. Terry, L., Carr, G. and Curzio, J., 2017. Expert Nurses' Perceptions of the Relevance of Carper's Patterns of Knowing to Junior Nurses.Advances in Nursing Science,40(1), pp.85-102. van der Steen, J.T., Radbruch, L., Hertogh, C.M., de Boer, M.E., Hughes, J.C., Larkin, P., Francke, A.L., Jnger, S., Gove, D., Firth, P. and Koopmans, R.T., 2014. White paper defining optimal palliative care in older people with dementia: a Delphi study and recommendations from the European Association for Palliative Care.Palliative medicine,28(3), pp.197-209. Zolnierek, C.D., 2014. An integrative review of knowing the patient.Journal of Nursing Scholarship,46(1), pp.3-10.