Sensitive Periods

The term â€Å"Sensitive Period† was first used by Hugo De Vries, a Dutch botanist and geneticist who spent much of his life researching animal development. His work largely related to the development of animals. He found that in nature different species show a higher sensitivity to learn a specific skill at a particular period in their lives. Hugo De Vries observed the lifecycle of the Prosthesis Butterfly. His work examined the first sensitive period in the early phase of development.He noted that the Prosthesis Butterfly laid its eggs on the bark of a tree. From these eggs emerged tiny caterpillars with an innate desire to feed. The mouth parts were so small they could not feed on the tough parts of the leaf they began to crawl towards light and by doing this; they found themselves on the softer side of the leaf where they could manage to eat the softest and most tender leaves. As the caterpillars had no experience in choosing food, they held an inherent instinct. Hugo De V ries asked himself, how do caterpillars know where to go?He came to discover that the caterpillars had sensitivity for light, going to the tip of the leaf meant going toward the light. He then experimenting with caterpillars in a room with a little window, and when he introduced light through the window, the caterpillars went in that direction. After the caterpillars became larger, he conducted the same experiment and found that the caterpillars no longer moved towards the light in the window. So this confirmed that once they were large enough to eat any part of the leaf they didn’t need this sensitivity to light anymore.Maria Montessori, with extensive observational studies with young children from concluded that human beings too show the same characteristics. There are definite sensitive periods in children's lives during the first plane of development when they are extra sensitive to particular stimuli in their environment. Children absorb this opportunity and through repe ated experiences master the skills. These skills will help the child build up the characteristic of a human being and if unhindered in their development will allow a person to reach their full potential.After a certain period of time the sensitivity for the various stimuli pass and if during this period a child was unable to receive the necessary stimulus or is hindered in practicing the necessary skills needed, after the age of six; it would be very difficult or even impossible for that child to learn those skills later on in life. The absorbent mind takes in everything around in with equal importance. If we had only an absorbent mind all the information we received would be equally important. Every thing would demanding attention for our brain and would be in a state of chaos.Because of the sensitive periods that are ‘windows of opportunities’ where some information is absorbed more than other information, like a flashlight shining on certain periods or like a camera zooming in and focusing on a detail and is like a power that directs the mind to a certain type of stimuli and helps the child learn with great ease and passion about it. Once the information has been gathered, the sensitive period passes. â€Å"These are like a beam that lights interiorly, or like a battery that furnishes energy. It is this sensibility that enables a child to come into contact with the external world in a particular intense manner.At such a time everything is easy; all is life and enthusiasm† Maria Montessori, The secret of Childhood. Pg 40) Characteristics of Sensitive Periods They are universal: They have been present in every person’s childhood, regardless of where a child lives or what cultural background he/she has. The Sensitive Periods come and then disappear: they are active when certain things need to be learned and when they are learned the sensitive period disappeared, some disappear gradually, they come slowly, then peak at a certain point , and then leave slowly.A transitory state once realized, the sensitive period disappears. Sensitive periods are never regained, once they have passed. They are unconscious: Similar to the absorbent mind, the child doesn’t know he has sensitive period, and cannot express his need for certain stimuli and cannot influence them in any way. We can only see the outside effects of the sensitive periods through observation of the child. They correspond to the essential capacities necessary for the human being to develop. This can be mental, intellectual and physical.For ex: refinement of movement has to do with both physical and intellectual. This period helps the child coordinate will and movement that help develop the intellect. They appear during the first plane of development, they are most obvious then. That is why this period is marked in red; it is an important period where the most activity is going on. They are overlapping: They appear at different times, but a child can ha ve sensitivity for more than one (even two) stimuli at a time. The sensitive periods are an Intense and prolonged activity.They influence a child beyond curiosity; it is a passion, directing children to particular qualities and elements in the environment. They do not lead to fatigue or boredom, but instead leads to persistent energy and interest. The child can appear fresh and active afterwards†¦ The sensitive periods are of great importance for the children, it was through observation that Maria Montessori discovered the inner force that guilds the children. She discovered six main Sensitive Periods a child will go through from birth till six.Sensitive Periodsfor order ( 1-3 years) perfecting movement ( 1.5-4 years) language (0-6 years) perfecting the senses ( 0-5 years) social relations (2.5 -6 years) for small objects (2nd year)Sensitivity for OrderStarts at aprox: 6months-3years Helps the child stabilize inner order Is very important for the development of the childâ€℠¢s intelligence Helps the child to categories and classify informationThe child has a need for inner orderThe young child needs ritual. If his life has a predictable rhythm and his routine is maintained, he begins to trust the environment. If his needs for food, sleep and bodily comfort are predictably met as they arise, he uses this satisfaction as the basis to feel secure and to explore his world. The child has a need for inner order: The idea of putting things into order for adults is very different from children. We become stressed if we don’t have the time to organize our thoughts, and once we organize ourselves and we feel calmer and happy, often we don’t realize that it is our need for outer order.The child has a need for inner order. The child needs outer order to influence the inner order. By creating order, the child is making an impression from which he creates his personality, this period helps the child structure and organize everything he has absorbed. By understanding this structure in life it will help the child become an important part of it. We can’t influence the inner order of a child, but we influence the outer order or environment by putting things in order and in the same place everytime, to help positively influence their development during this sensitive time.The child is sensitive to a spatial order; that is, everything has a place. When his environment is arranged the same way day after day, he comes to rely on it and can get his bearings. Children during this time can be very sensitive to any change, if they move to a new place; it can be very stressful for children when these outer changes appear. Many kinds of behavior difficulties come from children not being able to create order in his mind. â€Å"Obviously the love of order in children is not the same as that of adults. Order provides the adult with a certain amount of external pleasure. For he small children it is something quite different.It is like the land on which the animals walk or the water in which fish swim† Maria Montessori, The Secret of Childhood, pg 53. This period does not start at birth. The baby has to get used to the world and culture around him before he can being to organize things, and the brain has to be sufficiently developed before it can make use of this period. So once the child has had enough experiences in this world, then this period will appear. These periods helps the child to categories and classify information. Because our brain needs order, it’s much easier to connect new experiences to former ones.When you hear something new, if you heard it before, it’s easier to compare it to the new information than if you never heard it before, so we need order in the brain to connect it to the new information. The role Adult and the environment Keep consistency and order in the classroom and with the boundaries. Let predicted things keep their promises, which helps them build trust. Keep the environment orderly, clean and objects in the same place so the children can easily find what they need. We can create routines, order in the environment to help them find their inner order.Sensitive period for refinement of movement Represents the essence of life. Period help the child coordinate will and movement that help develop the intellect. the hand is the brains instrument basic movements are stabilized in the first 3 yearMovement represents the essence of life. Through movement of the muscles, the body becomes stronger and healthier and the child is able to perform more tasks. The baby, unable at birth to control any of his movements, doesn't even know he has hands and feet. But by about twelve months many babies take their first steps. Walking develops without being taught. An infant's need to walk is so strong that he becomes upset if he is impeded.At 1 year old the child will start to stand, walk and balance, on the other part they start moving the hands as well, lots o f in coordinated movement, the basic movements develop in the first years the child becomes conscious of his body, starts to use basic movements to coordinate his movements and will develop from a helpless human being to standing, walking and eventually control his body. This sensitive period will help the child coordinate will and movement that help develop the intellect.The child can develop his will through movement, by acting on his interests, his will grows stronger. Children will often resist being carried or held by the hand, because of the restriction of his will and lack of movement, but if a child is able to develop unhindered, at the end of this period the child can control his movements better; and because a child has a tendency to repeat movements, he will repeat these movements until they are perfected. The movement of the hand is the brains instrument.The child will do movements with his body and his hands in order to learn and grow. The child handles the objects in h is environment with a purpose to imitate the actions of other in his family and surroundings; this helps him build up the necessary coordination that is crucial for organized movement. Often children find themselves in a world geared to adults, with adult sized objects that they are not permitted to touch or work with. The Adult and the environment Take them to new places. Offer opportunities where they can explore their environment safely and with fun.Give them opportunities to participate in home activities such as cleaning, washing cooking etc†¦ Resist helping unnecessarily Trust them (within reasonable expectations) Allow time for exploration Make sure they have an environment rich in concrete ‘touchable’ objects, like all the materials found in a Montessori class. Sensitive Period For language Is the most obvious of all the periods Helps the child learn one or many languages. Starts at birth At 3-4 discover the importance of written languageThe Sensitive perio d for Language starts at birth, peaks around two years and slowly goes away at around 6 years. It is the human voice that he deeply hears and imitates. Because of this Sensitive period for language, the child who was absorbing all the sounds in his environment at once, begins to find some sounds more attractive than others, like the sound of people talking, languages, music. By listening and absorbing these sounds around himself, the child’s provided with the necessary elements for his development.There are no obvious manifestations of the sensitive period, since the young child is absorbing the languages and sounds that are necessary for his growth, but you can see his manifestations of it when the child shows his contentment when being read a story or sung a lullaby, and also shows anger and frustration when his needs are unsatisfied. By six months, the child can uttering his first syllables, by one year his first word. By one year, nine months he uses a few phrases, and by about two years old he â€Å"explodes† into language. He talks non-stop.By the time he is three years old he is speaking in sentences and paragraphs with proper syntax and grammar. He can fully express himself to get his needs met. Children have the capability by the age of 3 to learn many languages. Even if the language is as complex and different as Chinese and English. This Period will last a little over the age of six, but becomes less and less intensive. The adult and environment. Young children copy facial expressions, and there is when we stabilize the base for communication. We talk to them. Start giving nouns with concrete objects and keep on adding to their vocabulary.We can read to them. Start with simple books, rhymes and songs, and make a habit to read everyday. Speak clearly to them. Use soft voices and let them listen to various sounds. Give her opportunities for activities with sequencing, and matching. Give an environment that is rich in vocabulary. Give hug e words and funny words and rhyming words and words in songs just what a child needs to meet his word hunger perfectly. Introduce written language to a child, when we recognize the interest in the written language when the child demonstrates an interest in letters that belong to him (name) and to his family (mom).Sensitivity for refining the senses. Starts from birth till four years, The senses are the gates to intelligence; children need to collect sensorial information to develop their brains. The child has to use all his senses to gather information about the world. By using the senses the child will become better organized and classified impressions of the world. Sensitivity for small objects is connected to the sensitive period for perfection of the senses, they work together with each other, and they are connected. The senses develop before the child is born, taste, and can feel.They can suck their thumbs in the womb. The largest part of their development happens after birth, because the brain needs the stimulus from the world, so the child is interested in all kinds of sensorial impression and uses his senses to learn about the word. During this sensitive period for refining the senses, the child feels the urge to touch and feel the objects in his surroundings; it is not the objects around the child that interests him but the stimuli he gets from handling those objects that interest him.This is a period of physical growth and also a period of learning through the five senses. Because the child is developing his senses, his attention is on the environment surrounding him and the objects in that environment. Unfortunatly there are many times when there are objects in the environment that the child is not allowed to handle. During the absorbent period the brain is taking in impressions of the environment, and the child has to use all his senses to gather information about the world, so the child will be able to organize and classify his impression of the w orld.Sensitive period for small objects Is a time when the children show a great attention and are fond of small details, they notice an appreciate objects with intricate or small details. This period is often mistaken for Sensitive Period for movement, because they become attentive to details. Also mistaken for the sensitivity to order. Sensitivity for small objects is connected to the sensitive period for refinement of the senses, they work together with each other, and they are connected. Role of the Adult and the environmentMake sure they have an environment rich in concrete ‘touchable’ objects, like all the materials found in a Montessori class. Allow them to explore new sights, sounds, smells and tastes to broaden their experiences. Give them safe things to taste, to touch and smell. Give them a variety of textures to feel. Talk to them sometimes very softly so that they are aware of sounds. Expose them to fine objects and show them how to appreciate them, how to carry them with great care and take of them in their environment. Sensitive Period for Social Relations from aprox 2and half- 5 years oldThe children learn about the social rules for their culture This period continues into the second plane but not as a sensitive period, in a different way. This Period comes late in the child’s development, it occurs around the age when a child becomes conscious of himself. Before that he didn’t have chance to develop his social relations in the same way because he was occupied with himself. This is a time when the child becomes interested in playing with other children and the child starts doing things for others. The child also begins experimenting the ways he can be together with other people.That’s why there is lots of conflict with very young children, not because they are naughty, but because they have no understanding how they are influencing people, so they need to be constantly watched and helped, to keep them away from conflicts. Around 2 and a half or 3 we can expect children to experiment with relations, their behavior becomes consistent and we can trust them with friends. Around 4 and a half they become interest in greeting and social courtesies from their culture and they imitate polite and considerate behavior leading to an internalization of these qualities into the personality.Role of the Adult and the environment. Have good interactions with the people we work with and parents. Be role models of grace and courtesy Give the children opportunities to work together and solve their differences. Significance for Education If unhindered during a sensitive period children are: Able to have a deep concentration, even if they work a long time, they are still refreshes at the end of the activity. Does a lot of goal directed activity, meaningful to the children, they will always use their hands when do these act. Do lots of repetition, happily with the same con.Until they master the skill We see joy and harmony in the child, generally happy, takes care of the environment and cares for others. Are affectionate. If hindered during a sensitive period we see: A lot of frustration. Negative behavior, they don’t listen, or do things you ask them not to do Has an inner conflict and is not happy Meaningless behavior, being agitated and screaming for no reason, without point. And is still unhappy. General Role of the adult Prepare the environment with everything a child needs during these periods. Give the children sufficient time and freedom to be active and independent.Time and freedom to act on the impulses of the sensitive periods. Need to observe so we can see how these sensitive periods manifest themselves in children because they are not always the same. They all have them, but they look different depending on the temperament of the child We will prepare practically and mentally to meet the needs of the children ex: if a child touch surfaces or other children, we can say that he is prepared for sensorial. Remove hindrances: make sure our environment support the independence of the child and doesn’t hinder it, that we help but not too much help. Be role models for the children.Especially for the social relation and order period. They observe us when we greet and talk to parents. No ‘timetables’ should be imposed on the children (i. e. slots of time for specific activities, music, art, foreign language etc. ) since these adult oriented groups could easily interrupt a child’s concentration and thereby disrupt the spontaneous development that was taking place. â€Å"A child’s love of his surrounding appears to adults as the natural joy and vivacity of youth. But they do not recognize it as spiritual energy, a moral beauty which accompanies creation. † (Maria Montessori, The Secret of Childhood, pg 103)

Pinoy Youth’s Preference for Kpop Music

Pinoy Youth’s Preference for KPOP (Korean Pop) music: How does it affect their taste for OPM (Original Pilipino Music)? CHAPTER IV RESEARCH METHODOLOGY This particular research study aims to determine the Pinoy Youth’s Preference for Korean Pop Music and how does it affect their taste for Original Pilipino Music (OPM).Regarding this, the researchers will seek to know whether factors like rhythm and music composition of Korean Popular Music really affect the Pinoy teenagers’ preference towards Original Pilipino Music In addition, the researchers want to distinguish the respondents (female residents of the University of the Philippines Cebu College Dormitory and other chosen students in UPVCC) view toward Korean Pop music as well as their outlook in the Original Pilipino Music (OPM).Moreover, this study would identify if the students’ music preference would affect their sense of nationalism. In doing this, the researchers gathered information which will help in achieving the goal of the researchers. This would serve as support to the current research study. RESEARCH ENVIRONMENT This study will be conducted at the University of the Philippines Cebu College (UPVCC). The location will be the University of the Philippines Campus in Gorordo Avenue Lahug Cebu City. The place is accessible to the researchers for they would not spend much time travelling.The researchers choose the locale since one of the researchers is currently residing in the dormitory and because it is more accessible in terms of distributing the survey questionnaires. RESEARCH PARTICIPANTS The major concern of choosing respondents would be the residents staying in the UP dormitory which consists of 9 rooms with 53 student residents but the researchers respondents are on to chosen female dormers only. On the other hand, there will also be some respondents who do not stay in the dormitory but still female students in the University of the Philippines Cebu College.RESEARCH IN STRUMENT Simple random sampling was done for the sample selection. This sampling method is conducted where each member of a population has an equal opportunity to become part of the sample. As all members of the population have an equal chance of becoming a research participant, this is said to be the most efficient sampling procedure. The researchers will list down all the names of the female respondents. After that, the researchers will use the fishbowl technique and will randomly pick 15 out of these 32 respondents including the chosen respondents not staying in the dormitory.The researchers decided to use this fishbowl technique since all the respondents are females and would only choose by means of â€Å"draw by lots†. This method involves the selection of the sample at random from the sampling frame through the use of random number tables (Saunders, Lewis & Thornhill, 2003). Numbers were assigned for each respondent in the master list. These numbers were written on piec es of paper and drawn from a box; the process was repeated until the sample size was reached. This research study will use a survey questionnaire as a research tool.The survey will be arranged basing on the factors that affect the respondents’ preference toward Korean Pop Music and how it affects their taste to Original Pilipino Music (OPM). There are 4 factors that the researchers consider. These are the respondents’ outlook towards the performers of the Korean Pop Music and Original Pilipino Music, the rhythm of music that K-pop and OPM music brings, as well as music’s composition and the message being delivered by both K-pop and OPM music. Every factor will be stated in a form of table.The researchers prepared an introductory part for survey consisting of 3 questions involving whether the respondents’ are into K-pop music or OPM Music. One of the questions determines what music does the respondent like from the two choices, the Korean Pop Music or the Original Pilipino Music. The second question is just related to a supporting answer to question number one in which the choices pertains to the time that the respondents often listens to her preferred music. Below the introductory question will be 2 tables, one for K-pop music and the other one is for OPM music. The two tables are divided into 5 columns.These columns would serve as the respondents’ ratings from 1 to 5 and 5 as the most appreciated towards K-pop and OPM Music. Each factor consists of 3 phrases related to the factor revealed. As mentioned earlier, one factor that affects the respondents’ preference toward music is the performers. The second factor involves the pattern of beats that the music contains. The third one relates to the lyrics of the music and how the message is being delivered to the listeners or audience. The researchers provide a survey questionnaire with a letter of permission to the chosen respondents.If the respondents approved the letter , they would answer the questionnaire automatically. If not, the researchers would pick another respondent and will answer directly to the survey questionnaire after approval. The respondents would just directly answer the questions with no time limit. After the respondents have completed answering the questions, the questionnaire will be collected. DATA ANALYSIS The researchers would then tally the results obtained. The results will then be tabulated. After that, thorough analysis should be done and the results would then be interpreted.This will be done by calculating the results using the Chi-Square Test for Independence. The researchers decided to use this type of test for it is applicable whether there is a relationship between two variables. In this study, the relationship between Pinoy Youths’ Preference towards K-pop Music and OPM Music is being described. This type of test actually involves statistics. As said earlier, the chi-square test is used to determine whether there is a â€Å"significant difference between the normal frequencies and the experimental frequencies in one or more categories.The Chi-Square statistic compares the tallies or counts of categorical responses between two or more independent groups†(Maben, 2009). In so doing, the researchers would be helped by the Chi-Square test in determining Pinoy Youth’s Preference for Korean Pop Music and how does it affect their taste for Original Pilipino Music (OPM). CHAPTER III THEORETICAL FRAMEWORK Several theories have been gathered and analyzed in this research study to help determine the factors causing an individual to affect his/her attitude due to the type of music he/she prefers.A theory of Rudolf Radocy and David Boyle (2003) contends that musical preference is â€Å"more than an interaction of inherent musical characteristics and individual psychological and social variables† (p. 371). They cite the work of Abeles (1980) who, after a thorough review of the p ertinent literature, concluded that personality factors and emotional states were related to preference, but not in a clear cut aspect. Moreover, Radocy and Boyle (2003) stress out that music preference might be influenced by the factors of environment such as institutions, experiences, group gatherings, self-concept, mass media and among other things.Another theorist, Warren Prince (1972) developed a paradigm for music listening with a major premise that â€Å"a listener is capable of more than one response pattern and more than one type of listening experience† (p. 446). His paradigm is proposed as an initial effort to build â€Å"a framework based on crucial decisions on what variables and what relationships between variables are to be investigated† (p. 446). In addition, his paradigm gives a graphic representation of the variables in the listening process.Prince’s paradigm has three categories; the listener variables, response patterns and a group of learnin g process variables. The variables in these three categories are interrelated indicating causal relationships. Below is the diagram interpreting his paradigm. Figure 1. 5 Figure 1. 5 shows the flow of Prince’s Music Listening Paradigm with the (1) listener variables that are located at the top which are directed through the listener’s general state of attention, (2) response patterns at the center and the learning process variables are located at the bottom, and mostly has the function of feedback into the responses.Moreover, the reason why the listener variable is located on the top is that, it determines its behavior according to the influence that the environment is causing it. From here, these listeners can be able to provide their own response patterns (e. g. music materials) from what they get from the environment’s influence. This then makes the learning process variables take place giving the outcome and effect from what the listeners prefer. Another mus ic listening preference theory was developed by Albert LeBlanc (1982). LeBlanc’s theory conceptualizes musical judgment as a hierarchical process.LeBlanc’s music listening preference theory covers a whole system of input information. He explains that a person’s decision on music listening preference must follow â€Å"unavoidable time sequence. † He asserts that music is differently processed at different levels, which one involves personality characteristics. When Prince built his music listening theory, he considered his theory as an initial paradigm. He mentioned that â€Å"an initial paradigm represents theoretical considerations not yet confirmed even though they may be supported strongly by research evidence. A later paradigm or theoretical schema may emerge as a result of many studies based on the initial paradigm. † (p. 446) LeBlanc (1991) stated that his model has a different focus (music listening preference) from that of Prince (music lis tening). However, LeBlanc’s music listening preference theory can be classified as a later paradigm of a more specifically developed theoretical model for music listening paradigm. The theory developed by Robert Walker (1980) similarly characterizes musical preference as only indirectly related to personality and/or attitude factors.Walker asserts that liking is directly influence by musical complexity. He point out the idea that preference is modeled by a â€Å"bell-curve† which means that there is an â€Å"optimal level of complexity that is most enjoyable. Both very low complexity and very high complexity are less enjoyable† (p. 105). â€Å"Individuals have particular optimal complexity levels, with deviations in either direction decreasing liking. Simplistic music might produce boredom while overly complex music requires extensive processing that can decrease the likelihood that an individual will continue attending to the music. (Perkins, p. 5) Walker†™s idea stresses out the fact and/or assertion that an individual, when introduced to a new kind of music will probably like and abandon the previous preference or he/she would have the same level of likeness to the both; previous and new kind of music. This, then leads to the point where the individual’s personality and/or attitude is greatly affected and influenced by the preference he/she chooses resulting to the creation of different views of the individual. Below is the diagram of the Theoretical Framework:Conceptual Framework: Base on the ideas of the theories that were combined, the researcher came up with the above conceptualized framework. The music environment variables which include the institutions, experiences, group gatherings, self-concept and mass media are located at the top of the framework, followed by the second variable—students that become affected by the music environment. From this, the second variable could experience the exposure of the thir d variable which is considered to be the various types of music materials and response patterns.Then, they can assess their response patterns by weighing the dominance of the dominant music which becomes the fourth variable in the framework. Upon weighing the dominance, the students will learn to choose and prefer the more dominant kind of music which then, formulates their views on it and the effect comes after. The variables in this framework are considered the specified factors following the points and ideas from the theories mentioned. In addition, the framework’s flow is also based on the things that the theories pointed out. Below is the diagram of the Conceptual Framework:Operational Framework: The variables featured on the operational framework as showed below are the most specified factors that become a background flow of the research study. Home, UP Grounds, television, pals—variables found at the top of the framework are part of music environment which funct ions as the ones mainly influencing the second variable—the selected UP Female Students. This student variable now becomes the dependent variable in a way that its reactions depend on a certain situation due to the process that takes place in the music environment.In reacting to the environment variable, students tend to enumerate in their minds the response patterns—KPOP’s beat, rhythm, composition, styles and performers—that they get from the influence of the music environment. Having the response patterns settled, students will have a selection of one type of music leaving the other type. Appearing in the framework, the dominance of KPOP music on the preference of Pinoy Youth becomes the outcome gained from the response patterns.The dominance of KPOP music can possibly be assessed that Pinoy Youth will end up selecting and/or preferring KPOP music over OPM (original Pilipino music), which is another variable based on the framework. The effect of select ing Kpop over OPM by the Pinoy Youth will probably lead to the effect on their personality and/or attitude questioning now their sense of nationalism. In accordance with these analyses, the specific flow of ideas showed in the framework is only based on the points pondered by several theories provided in the previous pages having the views of the theorists, respectively.Below is the diagram of the Operational Framework: CHAPTER II REVIEW OF RELATED LITERATURE The new generation today has been exposed already to the different kinds and genres of music. From time to time music has been improved and made more entertaining than before. This has evolved from the native type of music to the modern kind of music in which most of the teenagers at present seems to like and appreciate. Most of the music nowadays are already been mixed up.Some music are from other countries that become popular and known to other neighboring countries and is still getting much popularity worldwide. Butler (2006 ) defines music as â€Å"an art of arranging across time†. Music is part of almost every culture on Earth but it varies widely among cultures in means and structure. Music is a language of human figure of communication with well developed rules of structure much like a form of sentence structure. An individual through music would be making interpretations based upon speech patterns like loud or soft rapid and bitten off, slow or smooth.According to Greeks (20th century), the beginning of music can be solved by thought where ancient people make up chants of religion, war, love and death through direct organization of words with the combination of body movements. Greek philosophers assumed that listening to music based on certain modes in use at that time was beneficial to the enhancement of the young person’s character. With music, an individual can develop one’s potential and positive outlooks in life (Butler (2006). Music is â€Å"a mode of thought, a way of t hinking in tones†. In addition, the usical mode of thought is a complex means of â€Å"expressing a thought for the suggestion of ideas of beauty and emotions† (Ferguson, 1959). With the help of rhythm, the message in music is delivered conveniently for rhythm contains everything that pertains to the forward movement of music in time. Rhythm is the pattern of beats in a piece of music. Mayol (1990) stated that â€Å"music has existed from time immemorial: archaeologists have unearthed traces of music in the most ancient society, ethnomusicologists have found it in even the most primitive tribal culture and scientists have claimed it present in space.Yet, no one has been able to established precisely when, where, why or how music originated. Mayol (1990) also claimed that there are recent theories proposing that in all cultures, music originated in a similar manner which was from a universal source (monogenesis) (p. 3). Ordinary people became uninterested with its begin ning that for them it is a nonsense and worthless. But as time pass by, its implication and origin have brought sensation to their lives.And so, this made them vary their preferences towards the different kinds of music leading to other individuals conducting research and other related studies regarding with these behavior and choices. At present, there are already many types of music known to be famous. One of which is the popular music. Popular music pertains to a kind of music that is produced for a broader audience. This includes jazz, rock, rap music and many more. Popular music has three of the most important elements and these are language, beat and tune.This popular music originated in America in the year 1850-1950 (Yudkin,1996). In addition, popular music is typically vocal where everybody can sing more or less, and it has no formal training because it is intended to appeal to the widest possible audience. Until now, this particular music is still being acknowledged and app reciated worldwide including Philippines as well as other European countries. (Yudkin,1996). Regarding this popular music, Korean Pop or known as K-Pop is one of today’s hits and famous music worldwide.Korean pop music is the well kind of music in the country of South Korea today. K-pop music is just similar to western music. The only difference is their lyrics which are in the form of Korean. Hallyu is the word that means Korean wave. Part of the Korean wave is their overwhelming success not just in music but as well as in South Korean dramas and movies. The term Korean pop music does not only pertains to music but with accompaniment of movement that makes South Korea popular in Asia and neighboring countries from 1990’s until present (Villano,2010).According to Hicap (2010), the making of Korean pop music also involves attractive young stars and their unique moves in dancing accompanied with how they dress up. One of the newest and most famous is Rain, the male singe r who became artist after his shooting in the Korean Drama Full House with the actress Song Hye Kyo. BoA is one of Korea’s top female singers who has topped the charts in Korea, then Japan and released an album in US. BoA worked in partnership with western artists and was cited as an influential artist in the 2004 MTV Asia awards.Others are bands and groups which are today’s most known. One of them is the female group 2nel having a member who became famous in the Philippines before she reached her fame in Korea. Her name is Sandara Park. The next known group is the Wonder Girls, also a female group who was famous for their popular hit â€Å"Nobody† which was loved by many Filipinos. Other group includes SS501, a male group that become famous after the inclusion of some of their songs in the soundtrack of the popular Boys Over Flowers and having their member Kim Hyun Jung.Todays’ known female group, the Girls Generation who were trained in various aspects of the performing arts, has its own TV Series and they endorse products in Korea. There are still many known groups and artists that contributed to the success of the Korean Pop Music such as the Super Junior and Shinee group. These bands and groups made Korean Pop music be known (Hicap, 2010). Younger Korean musicians have already gained reputation, much popularity and appreciation as top performers in both concert and entertainment fields.In relation to this, youth around Asia especially Filipino youths have been affected by the outstanding effect not just to the K-pop music but also to other music from other countries (Kim,1985). A study by Fritzie Joy J. Dungog (1997) distinguishes the influence of Pinoy alternative music to the attitude of students towards local government officials. Dungog used a three part questionnaire that asked questions pertaining to personal data, exposure questions and an attitudinal test. The questionnaire was distributed to 284 respondents.Based on th e questionnaires she gave to the 284 respondents, the researcher found out that the respondents showed a high level of exposure to Pinoy Alternative Music and that the majority of respondents exhibited a positive approach towards their city government officials. The study also revealed that â€Å"there were no significant relationship between the attitudes of respondents toward their city local government officials and the frequency exposure to Pinoy Alternative Music†(Dungog, (1997)). Dino Arnaldo A.Karganilla (1994) determines the effect of exposure to foreign music in FM stations on the perception of high school students towards Filipino music. The study covered a sample size of 111 fourth year U. P. College High School attendees through a two-page questionnaire which were given to those 111 respondents. The instrument that Karganilla used in his study was a two paged questionnaire composed of three sections with an additional information part. The researcher discovered th at the respondents had a low level of exposure to foreign music and that the respondents had a favorable insight towards Original Pilipino Muisc (OPM).There was no connection between the respondents’ sexual category and rank of exposure that could influence their view towards Original Pinoy Music (OPM) and in turn, the exposure to foreign local FM stations did not bear a negative impact of the respondents toward Original Pilipino Music (OPM). A supplementary research study by Jessica Servande Losorata (2008) verifies whether Cebu local rock music airplay on Monster Radio BT 105. 9 has either a positive or a negative impact on selected rock bands that have played for Harakiri Mosh Production. â€Å"A Focused Group Discussion (FGD) with selected ock bands that have played for Harakiri Mosh Production was the main method in gathering the data. A separate Focused Group Discussion (FGD) with Monster Radio BT 105. 9 listeners and online interviews with the station’s manager and a representative of Harakiri Mosh Production were also conducted to gather additional information† (Losorata, (2008)). The researcher found out that the respondents were not devoted clients of radio. They had a low level of exposure to radio but their consciousness of its Cebu local rock music airplay was positive.The results of the study was been supported after the researcher interviewed Paolo Valera, known as Paolo Walker, the station manager of Monster Radio BT 105. 9 together with Shanette G. Mancao, one of the founder of Harakiri Mosh Production. For the respondents, the interviews and interactions were done through internet because of the interviewees schedule and activities. Another study by R. S. Holganza (1987) was all about the relationship between the exposure to foreign music in FM stations and the attitude of fourth year high school University of San Jose-Recoletos (USJ-R) students towards Original Pilipino Music (OPM).This particular research was conducted to determine if there is a connection between the exposure to foreign music in local FM stations and the attitude of fourth year USJ-R students toward OPM. The research was conducted inside the University of San Jose-Recoletos (USJ-R) High School campus using 100 fourth year male and female respondents from the different economic levels. The respondents exposure to foreign music was determined by the number of hours spent listening to FM stations while the respondents attitude was measured by four OPM-related statements.The respondents in this specific study belonged to the same age level which was 16 to 17 with same educational attainment (fourth year high school). The researcher found out that the respondents were exposed to local FM stations whose programming was more on foreign music but the playing of foreign songs in FM stations seems not to decrease or slow down the popularity of the Original Pilipino Music (OPM). The amount of exposure to FM stations influenced the responden ts’ liking of Filipino songs and the respondents over-all choice of song as verified by the results of the chi-square test was the Original Pilipino Music (OPM).A related study was conducted by Minni K. Ang and Miranda P. Yeoh (year) concerning the music preferences of Malaysian students and KBSM Curriculum implications (explain). Ang and Yeoh organized this by preparing ten selection of ethnic-based Malaysian music and twenty selection of non ethnic related music consisting of ten popular music selections and ten western art music selections were used. Ratings of preferences, familiarity and musical training were gathered from 139 randomly selected teenage students of two public schools in Serdang, Malaysia.The researchers discovered that the respondents preferred non-ethnic related music especially popular music. In addition, the interpreted results proved that the main factor affecting their preference for both ethnic-based Malaysian music and non ethnic-related music was their familiarity of the music (M. K. &Yeoh, 2002). These past studies serve as a basic foundation to this recent research which determines if factors like rhythm and music composition of Korean Popular Music really affect the Pinoy teenagers’ preference towards Original Pilipino Music and if this would affect their sense of nationalism.According to Malm (1977), there are explanations about the behavior observed with regards to the preference of Filipino youth. Malm said that early in the history back to the time where Philippines was colonized, the Filipino music traditions were mixed with Spanish-type of music which was distributed into the country. â€Å"The Spanish influence becomes even stronger as one move toward Philippine urban culture† Malm (1977). Malm (1977) claimed that Filipino possesses an attitude which comes from the experience of colonization, wherein it has adapted many music cultures from different neighboring countries in the history.Through this fa ct, it can now be related to the issue of choice of music that Filipino youth is experiencing with interest, specifically its fascination towards Korean pop music. Additionally, they ought to love the unfamiliar type of music with amazement and astonishment to that kind of music. Regarding this concept, the popularity of the native music will declined slowly until it will no longer be known. According to Mayol (1990), the shifting of the Youth’s musical preference is due to the music’s influential power that serves as a â€Å"shaping force in determining the nature of the moral character of the populace.The power of music affecting a person was derived from its structure. The above mentioned cases and studies have shown that there is an effect or impact regarding the preference of Pinoy teenagers toward music. And the above researches would aid the current researchers to accomplish their study about the Pinoy Youth’s Preference for Korean Pop Music and how does it affect their taste for Original Pilipino Music (OPM). This would serve as guiding principles in this latest study. Bibliography Books: Hoffer, C. R. (1989). The Understanding of Music (sixth edition): Personal Preference in Music.United States of America. Wadsworth Publishing Company, Inc. Kim, E. (1985). Facts About Korea: Music and Dance. Seoul, Korea Malm, W. (1997). Music Cultures of the Pacific, the Near East and Asia (second edition): Philippines. Eaglewood Cliffs, New Jersey 07632. Prentice-Hall, Inc. Mayol, P. (1990). The Development of Western Music: Heritage from Antiquity. United States of America. Wm C. Brown Publishers Yudkin, J. (1996). Understanding Music: Popular Music. Upper Saddle River, New Jersey. Prentice-Hall, Inc. Unpublished Materials: Ang, M. K. & Yeoh, M. P. 2002). Music Preferences of Malaysian Students and KBSM (Kurikulum Bersepadu Sekolah Menengah or Integrated Secondary School Curriculum) Implications. Serdang, Malaysia. Retrieved December 2, 2010 f rom http://www. musicmall-asia. com/minni/Educ/2002. pdf Dungog, F. J. J. (1997). Influence of Alternative Music on Students’ Attitude Towards Local Government Officials. Unpublished Undergraduate Thesis. University of the Philippines Cebu College Holganza, R. S. (1987). The Relationship Between the Exposure to Foreign Music in FM Stations. Unpublished Undergraduate Thesis.University of the Philippines Cebu College Karganilla, D. A. A. (1994). Relationship Between the Exposure to Foreign Music and the Perception of Fourth Year UP High School Students Towards Filipino Music. Unpublished Undergraduate Thesis. University of the Philippines Cebu College Losorata, J. S. (2008). The Impact of Cebu Local Rock Music Airplay on Monster Radio BT 105. 9 on Cebu Rock Bands. Unpublished Undergraduate Thesis. University of the Philippines Cebu College Online Periodicals: Hicap, J. (2010). Filipinos Get Hooked on Kpop Craze. Korea Times.Retrieved December 7,2010 from http://koreatimes. co. kr. /www/news/nation/2009/09/117_51347. html Villano, A. (2010). The Korean Pop Invasion. The Philippine Star. Retrieved December 12, 2010 form http://dancepinoy. com/forum/music-lifestyle/k-pop-invasion-in-the-philippines-2 Internet Sources: ______. (2006). Kpop: History and Globalization. Retrieved November 24, 2010 from http://encyclopedia. thefreedictionary. com/korean+pop ______. (2007). Music of Korea. Retrieved November 24, 2010 from http://encyclopedia. thefreedictionary. com/korean+music ______. (2008). Kpop’s History and Definition.Retrieved November 27, 2010 from http://www. asiafinest. com/review/kpop. htm ______. (2007). Korean Music Popularity. Retrieved November 27, 2010 from http://www. chinatownconnection. com/korean-music-popularity. htm ______. (2009). Korean Pop (K-pop). Retrieved December 1, 2010 from http://www. 123helpme. com/preview. asp? id=35074 Xiong, Y. & Li, S. (2007). Effect of South Korean Pop Culture on the Potential Tourists from Chinese Mainl and. Retrieved December 16, 2010 from http://www. docstoc. com/docs/19647133/ effect-of-south-korean-pop-culture-on-the-potential-tourists-from.

Integrated Logistics for DEP/GARD Case Study Essay

Tom Lippet, sales representative for DEP, feels the challenge when the successor of Mike O’Leary, Richard Binish, becomes the new purchasing agent at GARD who plans to trim the product line in the next three years. His plan to narrow the service window for suppliers from the original 5 days to 3 days in the next three years to the eventually 1 day window forces Tom to consider ways that can increase the performance and service of their company to win the contracts in the future. Solutions for DEP 1) Diagram on the Left shows the DEP/GARD supply chain. Value adding stages are: – The inbound transportation from compound suppliers – The manufacturing and packaging process – The outbound transportation to GARD Non-value adding stages are: – The compound inventory sitting in DEP (7-day supply) – The order transmission time wasted by receiving and handling orders manually – The finished product staying in the warehouse The minimum performance cycle for the supply chain is 9 days, whereas the maximum performance cycle is 20 days. 2) The performance cycle can be improved through the use of the 25 percent and 15 percent suppliers. But because DEP used a bidding system that emphasized on price, by giving out more proportions of the raw materials to the 25% and 15% suppliers, the average variable cost per unit will be higher for each compound. However, choosing 25% and 15% suppliers who has a relatively higher fill rate can increase the reliability of inventory availability and reduce the possibility of shortages. Which in turn means that DEP can lower the 7-day supply of each compound to a 6-day or even 5-day supply depending on the reliability of the supplier. By doing so, the inventory carrying cost will decrease and in the end if not saving more for the company, at least balances the extra costs used by purchasing from 15% and 25% suppliers. A Performance Statistics of Compound Suppliers copied from the Integrated Logistics for DEP/GARD Case Study is shown in the next page. For instance, we can see that the f ill rate for company 1 is relatively low comparing to other suppliers. And in the case of compound E and F, we have to reason to procure these two compounds from company 1 since it not only has the lowest fill rate but also costs the most. All or portion of the compound A and B can be purchased from company 2 or 3 depending on their capacity and performance consistency. 3) Things to do if I were Tom Lippet: Change the bidding system in a way that DEP is able to purchase more compounds from suppliers with a higher fill rate and lower performance cycle uncertainty, in order to reduce the days of inventory storage. (People  challenge: Employee’s reluctance and unwillingness to change in the manufacturing department.) Communicate with compound suppliers before the next bid and inform them the changes that are going on. Tell them the importance to reduce their performance cycle uncertainty and increase their fill rate. And that these two criteria are also going to be considered as well on the next bid. (Challenge: a) Disturbed relationship between buyer and supplier. b) Ethics issues. ) To facilitate the order transmission process in order to reduce the performance cycle, a more reliable internet-based information technology should be used, such as EDI and ERP systems. However, the installation and implementation of an ERP system can be costly and time consuming. The order transport ation performance cycle uncertainty is too high (3-6 days). Automated inventory management is highly recommended to ensure exact day delivery, and cost savings will incur from less labor force required in the warehouses. (People challenge: Possible resentment and intentional sabotage or strikes from warehouse personnel. To mitigate the process, appropriate procedures should be taken to help the workers to find alternative jobs. ) 4) It’s important to let Richard Binish to realize how the company is consistently improving according to his expectations. Maintaining a competitive price and quality while enhancing and exceeding their competitors in terms of performance cycle and service would be order-winning criteria for DEP. The implementation of the EDI system will provide real time information between the companies and solidify collaboration. Of course, the criteria will be continuously changing when supply chain management becomes more sophisticated and evolved over time. There will eventually be a day when the fill rates required become 100% and the service window will not be exact day delivery but exact time delivery for DEP. With the industry’s average standard constantly increasing, continuous improvement on supply chain management is necessary in order to survive in today’s competitive environment.

From Social Media Revolution to Social Media Evolution Dissertation

From Social Media Revolution to Social Media Evolution - Dissertation Example Marketing executives of five telecom company were approached to answer the questionnaire about SMM strategies and approach of their company. The method adopted in this research is qualitative research approach coalescing diverse case studies in the research strategy. SMM executives of five telecom companies were each provided with a specific questionnaire coordinated to their terrain of business. The five cases were analyzed with the help of data collected from the questionnaire. On the whole, result of this thesis concludes that communication by means of SM is still in the evolutionary stages of its development. Companies in general commend SM as a successful tool to surpass and sustain marketing communication, nevertheless, companies applaud SM as a tool for marketing communication. SM has brought revolution in the realm of communication, it holds immense growth potential concerning delineation and stipulation or blueprint of distinct platforms, for the reason that not all the avai lable platforms are convenient and relevant for every company. Table of Content Abstract....................

Mathematics Curriculum in the US Research Paper

Mathematics Curriculum in the US - Research Paper Example As people compete in the modern century, they stand on the main changes threshold in the United States curriculum of mathematics education. This paper seeks to identify some of the main changes in the mathematic curriculum in the US and highlight how teachers will make some adjustments in their teaching styles to accommodate these drastic changes. Discussion An increasing anxiety in the US concerning the mathematics education state is evident. The challenge is evident in the poor USlearners’ performance on different global evaluations. People have assumed that they only require one established mathematical skill body in preparation of the twenty first century careers. This assumption has led to increased anxiety. The reality is; diverse mathematics skills sets are crucial foundation for various careers. Therefore, the current mathematics skills must be altered and reshaped to reflect such fact. The fundamental premises of this discussion is that mathematic curriculum in the Un ited States is and has been undergoing drastic changes in the recent past and teachers must restructure the curriculum of mathematics in the United States - in terms of methods of teaching and the content of their teaching materials- to be competent and competitive in the modern world. Therefore, if students are to develop current mathematic knowledge and confidence in order to utilize that knowledge – and be individually and professionally competitive and competent in the 21st century - teachers and instructors have a crucial role to play in reshaping their tactic and techniques to fit and adjust to the constantly changing mathematic curriculum of the US. This restructuring entails a lot more than just inventing new teaching materials or retaining educators, (Russell, Corwin, Mokros, Friel & Stone, 1992). Similarly, changing some parts is insufficient, what is needed is a total reshaping or redesigning of the school content of mathematics curriculum, as well as the teaching methods. Some of the main changes in the US mathematic curriculum The crucial changes include first alterations in the mathematical operations requirements. As the US economy adapts to the current information era requirements, workforce in all sectors such as hotel secretaries and clerks, travel agents, mechanics of automobiles and many others should learn to explain and interpret competently modern IT controlled procedures. Various jobs presently need analytical and not peculiar mechanical knowledge and skills, therefore, all learners require increasingly mathematical intelligent in colleges as a preparation for such opportunities. In addition, the intensive utilization of financial, graphical, and statistical information in everyday magazines, and public media and debates demands increased quantitative literacy standards for efficient engagement in democratic community, (Russell, 1997). In the United States, there exists a shift towards the standards of common core, demanding an c ombined and an increasingly comprehensive mathematics curriculum. Even though, United States has witnessed a complete sample paper, it is clear that increasingly multi-dimensional queries will be extremely based on problem-solving standards, requiring the learners to utilize various skills to attain various solutions. Such a new move is increasingly encouraged, but from the perspective of teachers, such a change must be carefully introduced. To attain successful outcomes, the new questioning style must aid students realize where maths is applied in daily life. This is crucial chance to change the pseudocontext tradition of textbooks, whereby fake actual world samples contain a mathematical query. Common core evaluations and other functional knowledge present a crucial opportunity to indicate the mathematics

Superhero Assignment Essay Example | Topics and Well Written Essays - 750 words

Superhero Assignment - Essay Example ble definition, originality seems to be an idea that is unachievable by man since from birth, everyone is influenced in different ways and to varying degrees in terms of thoughts and actions by the immediate environment, which precedes the actions of all the individuals. Originality does not necessarily imply that a person must invent or come up with new discoveries since inventions and discoveries are rare occurrences (Santrock & Halonen, 2007). Originality simply implies that one has to do something different from what other people have done in the past. Coming up with original work involves driving a concept or a theory forward through incremental amounts and then letting other researchers who come later continue from where the research reached. Nevertheless, coming up with an idea in one area that is similar to an idea that was developed in a different area cannot be considered as originality. Therefore, originality is a fundamental objective quality of an aspect that us different from the conventional and pre-established forms while having no form of bearing on the value of something. It also does not play any role in the determination of other attributes that may be more objective such as authenticity. The state of originality can only be achieved once but may be applied to the same individual or work recurrently except if it is being compared to previous of later versions of itself where in this situation, the one that was created first becomes the original. In this context, it is important that students do their own work to avoid cases of plagiarism, which entails taking somebody’s work and presenting it as your own in order to get credit from it. If plagiarism is discovered, the student might lose all the marks depending on the universities regulations. Furthermore, directly presenting the work done by a different person has no academic value to the student as this means the student has not taken time to understand the underlying concepts. The poster

Visual Arts and Film Studies Tests. Changes in exhibition from the Assignment

Visual Arts and Film Studies Tests. Changes in exhibition from the early 1900s through the 1940s - Assignment Example Moreover, cinema of attraction is based on shock, spectacle, and sensation. According to Gunning, cinema of attraction greatly differs with the contemporary narrative cinema that solicits a voyeuristic spectatorial gaze. It is an early exhibition where the spectators become overtly acknowledged, and invited to look. What is the PCA? In order to regulate morality and politics within films, the PCA (Production Code Administration), patrolled major issues that came about in the movies, moral barricades and the politics involved in movie productions. The government decided that wartime movies were very delicate to be left to the moviemakers thus the PCA, the Office of War Information, policing morality, and guarding politics made sure that the American screen was tightly regulated like no any other time in history. The PCA and its associated groups worked towards improvement in the film content in outright falsifications in others and evasions. What is a â€Å"star vehicle†? A ‘star vehicle refers to a movie, television show, or a play fabricated mainly to enhance a star’s career. The main aim of a star vehicle revolves around promoting a performer with the anticipation of inducting a bankable star. For instance, a bankable star compels the spectators to watch either the television show, play or even the film since he/she is featured in the project. Any successful star vehicle portrays unique talents exhibited y the star being promoted. In addition, a star vehicle can be created to showcase a star shifting from one genre to another. In a star vehicle, the young or inexperienced actor signs a long-term contract with a major studio. However, in some cases, the actor may produce for himself or herself a vehicle thus resulting to a form of self-promotion (Lewis, 2002). d. What does Jane Feuer mean when she refers to the â€Å"dual diegesis† of the backstage musical? Modernist cinema in association wi th Hollywood musical, use dual in the world of films in order to reflect the relationship of the spectator to the film. Dual diegesis in this sense parallels the use of internal audience. In other cases, dual diegesis calls attention to the discrepancy between reality and fiction, or history and fiction. According to Jane, Hollywood musicals are built upon a base of dual registers with the contrast between number and narrative defining musical comedy as a form. In the backstage, musical dual levels are apparent in contrast between the show or film and the backstage plot within the film, between the world offstage and world onstage. e. How was the production of Casablanca affected by U.S. entry into World War II? Scholarly research depicts that one of the main argument was that the government collaborated with the Hollywood industry to use film as propaganda during the Second World War. Due to the stigma that surrounded Hollywood in the early 20’s, directors and actors were co nvicted of outrage that led to public accusation of immorality within the film industry. Moreover, the government worked directly with Hollywood by using its films as a powerful tool to enhance the war. It was during t5his period that Casablanca was greatly affected. These films displayed anti-Japanese propaganda, grim images, and the sacrifices made by the American soldiers. Even after the war, the films continued to portray skewed sights of the war with glorifying efforts made by the soldiers to show the sacrifices they made were quite worthwhile. 2. What changes in exhibition took place

Promoting good nutrition in patient with dementia Research Paper

Promoting good nutrition in patient with dementia - Research Paper Example Based on the causes of dementia, Alzheimer’s disease is the major cause, but secondary causes also have a role to play. This includes secondary brain conditions and injury to the brain substance secondary to trauma. Alzheimer’s disease is a degenerative brain condition affecting memory and cognitive brain functions, and is the commonest form of dementia in people over the age of 65. Vascular dementia results from cerebrovascular or cardiovascular problems which often result in strokes. Minor but important causes of dementia include HIV diseases, Huntington’s disease and Creutzfeldt-Jakob disease. Dementia is a condition whose principal prevalence is in old people over 65 years, but children and middle aged adults may suffer from dementia. Trauma, brain tumours, heart conditions, lung conditions, poisoning and some terminal infections may lead to dementia in this group. Some inherited disorders like glycogen storage diseases and mitochondrial abnormalities are specific for children, causing dementia. Whatever age group affected, dementia is a serious condition that leads to progressive memory loss and degenerative cognitive functions. Treatment will never reverse or stop the condition, but instead the treatment reduces the symptoms, thereby slowing down the disease progression. Apart from symptom alleviation, adequate rest, nutrition and hydration are very important as they reduce morbidity and mortality. In terminal dementia, the patients are unable to cater for themselves completely which calls for the input of the caregiver in providing optimal nutrition and in the correct proportion. In dementia, there is degenerative brain loss due to loss of neurons. Dementia is associated with malnutrition due to the feeding difficulties in people who suffer from the condition. Impaired cognitive functions lead to a deficit in the short-term memory making the patient forget simple tasks like feeding. The patient may also become easily distracted, thereby

Potential essay question Example | Topics and Well Written Essays - 250 words

Potential question - Essay Example Franklin Mall conducted a study which showed that race is a creation of the human psyche; it is not inherent in us. Stephen Gould stated that we should view race as just part of our outward appearance because it defines very little aspects of our lives (Jurmain and Kilgore 23). The relationship between anthropology and colonialism is uneasy because anthropology disagrees with the colonialist perspective that some races are inferior to others (Jurmain and Kilgore 24). In British and French colonies, anthropologists were used to spread the message that the colonialists were superior to the â€Å"natives.† Evans-Pritchard felt that anthropologists should be actively involved in policymaking, but Malinowski was of the opinion that involvement in policymaking dilutes the impacts of anthropology (Jurmain and Kilgore 26). Development is anthropology’s evil twin because it uses fallacious claims to advance the interests and influence of some races over others. Development is a mirage created by racial supremacists. Applied anthropology is incredibly wide and therefore requires intensive research in order to understand its application. In addition, applied anthropology requires a lot of time to master because it comprises several sub-disciplines that can create confusion (Jurmain and Kilgore 13). Finally, most people have a problem differentiating applied and theoretical anthropology because they overlap in so many ways (Jurmain and Kilgore 13). The debate about anthropology and the four-fields of anthropology centers on the application of anthropological principles in an ethical and holistic manner. Anthropology has worked in medicine, genetics, engineering and philosophy. New areas include biological and quantitative research. The spring lancet is an example of a product created by anthropologists. It was designed in the 18th and 19th centuries to help in the drawing of blood and fluid samples for analysis (Jurmain and

Learning Theories Based on Behavioral Perspectives Essay Example for Free

Learning Theories Based on Behavioral Perspectives Essay Behaviorism is a school of thought in psychology based on the assumption that learning occurs through interactions with the environment (Cherry,2011). Two other assumptions of this theory are that the environment shapes behaviour and that taking internal mental states into consideration is useless in explaining behaviour. Ivan Pavlov, a Russian physiologist discovered the classical conditioning in the 1920s. Classical conditioning focuses on the learning of involuntary emotional or physiological responses. In his laboratory, Pavlov was in a dead end by his experiments to determine how long it took a dog to secrete digestive juices after it had been fed, but the intervals of time kept changing. At first, the dogs salivated in the expected manner while they were being fed. Then the dogs began to salivate as soon as they saw the food. Finally, they salivated as soon as they saw the scientists enter the room. Pavlov decided to make a detour from his original experiments and examine these unexpected interferences in his work. In one of his experiments, Pavlov began by sounding a tuning fork and recording a dog’s response. There was no salivation. At this point, the sound of the tuning fork was a neutral stimulus because it brought forth no salivation. Then Pavlov fed the dog. The response was salivation. The food was an unconditioned stimulus (US) because no prior training or conditioning was establish the natural connection. The salivation was an unconditioned response (UR) because it occurred automatically-no conditioning required. Using the food, the salivation, a tuning fork, Pavlov demonstrated that a dog could be conditioned to salivate after hearing the tuning fork. At the beginning of the experiment, Pavlov sounded the fork and then quickly fed the dog. After he repeated this several times, the dog began to salivate after hearing the sound but before receiving the food. Now the sound has become a conditioned stimulus (CS) which bring forth salivation by itself. The response of salivating after the tone was now a conditions response (CR). In my opinion, this method can be very useful for people to train their pets. These techniques also useful in the treatment of phobias or anxiety problems. Teachers can apply classical conditioning in the class to familiarize students with new environments and help students overcome their anxiety. John B. Watson further extended Pavlov’s work and applied it to human being. In 1921, Watson started the Little Albert experiment. The goal was to condition Albert to become afraid of a white rat by pairing it with a very loud noise (UCS). At first, Albert showed no sign of fear when he was presented with rats, but once the rat was repeatedly paired with the loud noise (UCS),Albert developed a fear of rats. It could be said that the loud noise (UCS) induced fear (UCR). In my opinion, Watson’s theory of classical conditioning can be use to create a phobia. I think that this method can be applied to trigger feelings of fear toward something harmful or dangerous in order to avoid something bad from happening. It can be used in a classroom to teach students what is bad and cannot do. Operant conditioning is a method of learning that occurs through rewards and punishments for behaviour. Through operant conditioning, an association is made between a behaviour and a consequence for that behaviour. Operant conditioning was coined by behaviourist B.P.Skinner. He believed that internal thoughts and motivations could not be used to explain behaviour. Instead, he suggested that we should look only at the external, observable causes of human behaviour. Skinner’s system is based on operant conditioning. One of the key concepts in operant conditioning is reinforcement. Reinforcement is any event that strengthens or increase the behaviour it follows. There are two kinds of reinforcers; positive reinforcers and negative reinforcers. Positive reinforcers are favourable events or outcomes that are presented after the behaviour. Negative reinforcers involve the removal of an unfavourable events or outcomes after the display of a behaviour. In both of these cases of reinfo rcement, the behaviour increases. This operant conditioning work all around us in everyday life. Children completing a task to get a reward from parent or teachers or even employees try hard to finish a project are examples of operant condition. In my point of view, these kind of activities are useful for they give pleasant results and make the individuals work hard when completing something. Some ill-behaviour also can be removed if it brings bad effect to the individual. Thus, operant behaviour will be enhanced and unpleasant stimulus will be removed. In a nutshell, I think all of this learning theories inspired by Pavlov, Watson and Skinner are essential in introducing the first learning theories of education. Scientists are able to produce a variety of new learning theories based on their experiments. They are the pioneers in creating the initial theories of education and a source of reference to those involved in education.

The Development Of Strong Sense Of Self Esteem

The Development Of Strong Sense Of Self Esteem Introduction The development of a strong sense of self-esteem during childhood is important since children are to withstand the family stresses, school pressures, and temptations in societies. It is also a general belief of many professionals, including researchers, educations and parents, high self-esteem in children is linked to better academic achievement and more success in life (Leary, Schreindorfer, Haupt, 1995), conversely, low self-esteem is linked to poor school performance and deviant social behaviours (Daane, 2003). This paper is to discuss whether schools should put resources for boosting self-esteem of their students so as to improve students school performance/achievements. Self Esteem and School Performance Self-esteem is a complex concept. Burns, Dunn, Brady, Starr, and Blosser (2000) explained this term as the basic developmental milestone of all children which is paramount in basic personality development. The simple definition for self-esteem is how much value that people place on themselves. Self-esteem is difficult to have an accurate or exact definition. Thus various explanations/definitions of self-esteem are listed in the figure below cited by Malbi and Reasoner (2000). Figure 1: Some Definitions of Self-Esteem Cited (Malbi Reasoner, 2000) The interpretation of self-esteem can be generalised as the extent to which an individual believes himself or herself to be competent and worthy of living. Humphrey (2004) identified the three constructs of sense of self which are self-concept, ideal-self, and self-esteem. He explained that self-esteem is an evaluation of personal worth based on the difference between ones ideal-self and ones self-concept. Lawrence (2000) mentioned that self-esteem construct is recognised today to be a major factor in learning outcomes. With reference to the various definitions of self-esteem, people with high self-esteem possess the characteristics of having higher aspiration and better global evaluation of oneself. They should be more willing to persist in dealing with initial failure and to have no sense of hopeless when recognising of their initial incapability. Furthermore they should have confidence when facing problems and get satisfaction easily from progress and success. According to Baumeister, Campbell, Krueger, and Vohs (2003), however, self-esteem can refer to an inflated, arrogant, grandiose, unwarranted sense of conceited superiority over others. Low self-esteem refers as an unfavourable or relatively unfavourable definition of self when using some common self-esteem scores. Therefore, low self-esteem can be further defined as either an accurate and well-founded understanding of a persons shortcomings or a distorted, pathological sense of insecurity and inferiority (Baumeister et al., 2003). Learning refers to acquire information and skills that one does not initially have. Effective learning can be revealed by proper measurement of school performance of students such as commonly use of GPA and achievement scores/grades. Researches have consistently shown positive correlations between how people value themselves (self-esteem), and the level of their academic achievements (school performance). Those who have higher self-esteem with confidence, generally achieve more in schools, while those who lack confidence with lower self-esteem achieve academically less. No one would argue that the majority of students in band 3 schools of Hong Kong are likely to have relatively low self-esteem as a result of feeling inadequate over not being able to read, write or spell like most others studying in the schools at the upper bands although their relatively low self-esteem may be a result of other experiences beginning in childhood (Lawrence, 2000) or problematic distribution of self-es teem scores. Furthermore, many educators and administrators believe that one of possible sources of self-esteem may be academic achievement. Good academic results could enhance a students sense of worthiness and competence (Naderi, Abdullah, Aizan, Sharir, Kumar, 2009). It is found in a research that self-esteem and academic achievement seem to be most highly related between the years of about seven to fifteen (Malbi Reasoner, 2000). However, the enthusiastic claims of the self-esteem movement are not sustainable in view of some selected researches to be discussed in the following section. In fact the effects of self-esteem on academic achievement are small, limited, and not all good. A Myth of Self-Esteem In 1986, the Californian government funded a task force annually with the huge amount of money to boost the self esteem of her citizens aiming at the reduction of some social problems, such as unwanted pregnancy and school failure, as well as subsequently the contribution of the taxpayers. Disappointingly, the literature review done by this task force shown low associations between self-esteem and its presumed consequences (Smelser, 1989). Albert Ellis, a reputable clinical psychologist, claimed that self-esteem was the greatest know to man or woman because it was conditional so that people would be in more favourable conditions if they stopped trying to force themselves to believe they are worthy. Self-esteem movements are a distinctive feature of individualist cultures in western countries like the US but the same concerns are rare in collective cultures like Japan. That indicates that self-esteem is not a universal human motive but rather an artefact. The effect of self-esteem on a childs school performance can be examined in two aspects: the correlation and the causal relationship between self-esteem and school performance. Positive but Weak Correlation Many researchers investigated the correlation between self-esteem and academic achievement in recent years. However, only some of them, like Maruyama, Rubin, and Kingsbury (1981), found that high self-esteem facilitates academic achievement. Self-esteem is multidimensional, which can refer as either academic self-esteem, physical appearance self-esteem or global self-esteem. Many researches in which showed positive correlation were generally used global self-esteem instead of academic self-esteem for their measurements that reduced the confidence of their outcomes and results. Pullmann and Allik (2008) found that only a limited correlation between self-esteem and academic achievement. Indeed they identified in their studies that low general self-esteem did not necessarily signal a poor academic achievement. By contrast, their research results showed that low, but not high as the general belief, self-esteem is a significant predictor of good school performance. In addition, Naderi et al. (2009) found in their studies done in Iran that self-esteem is not significantly related to academic achievement and they concluded that self-esteem and academic achievement might be confounders to each other. According to the research findings from Marsh and OMara (2008), prior self-esteem has only small positive effect on subsequent academic achievement. From the studies of Hansford Hattie (1982) with more than 200,000 participants also showed that a significant positive but weak correlation with average r between +.21 and +.26. In addition, r ranged from .10 to .03 of which reflected very weak correlation was found in the research on standard achievement tests done by Davies and Brember (1999). Similarly, research of students most recent semester grades in Maths and English by Bowles (1999) showed very weak correlation of r=.29. Kugle, Clements, and Powell (1983) conducted a similar research using scores on a reading achievement test as school performance which gave the result of r=.18 indicating very weak correlation. Another research by Simon and Simon (1975) proved the correlation between self-esteem and scores on achievement tests/IQ test scores was weak with r=.33 although it was significant. Zimmerman, Copeland, Shope, and Dielman (1997) asked students for general ratings of their grades in the studies. They concluded that high self-esteem could lead to better school grade but the correlation was very weak. Rubin, Dorle, Sandidge (1977) concluded for their research on measuring achievement and teachers rating of students behaviour and performance that practical significance between self-esteem and academic achievement is negligible. All in all, a number of researches support that self-esteem and school performance shows positive correlation but the relationship is weak and ambiguous. High-esteem and good school performance go together in many circumstances but there is no indication of causal conclusion whether self-esteem is a cause or a result of school performance. Positive but Bi-directional Causal Relationship It is interested to understand on whether self-esteem causes educational success or the other way round. In addition many researchers investigated the effectiveness of using self-esteem intervention program in schools on escalating the self-esteem of students so as to improve their academic performance. Could there be other variables responsible for the correlation between self-esteem and school performance as proved in many researches? Bachman and OMalley (1977) found that no significant causal influence between self-esteem and achievement in the high school context with the examination of longitudinal data by utilizing a priori model relating self-esteem and academic achievement of young males. Another study by Maruyama et al. (1981) also showed no significant relationship existed between self-esteem and school achievement. They revealed that self-esteem and academic achievement were not causally related to each other. In the study of about 1,900 boys who were at 10th-grade and 12th-grade (Rosenberg, Schooler, Schoenbach, 1989), the researchers only found modest causal relationship leading from school grades to self-esteem and, not surprisingly, extremely weak causal relationship leading from self-esteem to educational attainments. Thus they concluded that there was no solid evidence to support that self-esteem affected school results, instead self-esteem seemed to be the result of good school performance. Furthe r in the study conducted in Norway by Skaalvik and Hagtvet (1990), they found that doing well in school on year led to higher self-esteem the next year for the 600 samples of Norwegian students in two cohorts. They concluded that the self-concept of ability mediated the relation between global self-esteem and school performance. In addition they identified that there was no strong causal relation between self-esteem and school performance. Bachman and OMalley (1986) conducted a longitudinal study on more than 1,600 students at 10th-grade with the conclusion that there was no obvious causal relation between self-esteem and educational attainment. They also found that self-esteem was a result from good school performance, rather than a cause and the global self-esteem had a negligible relationship to eventual educational attainment. In addition they found that third variables like family background or ability were responsible for the relationship between self-esteem and school performance, though it was a very weak correlation. Regarding the effect of self-esteem intervention program on school performance, the research by Scheirer and Kraut (1979), in which it aimed at boosting self-esteem and hence improving study skills, revealed that no association between self-concept change and educational attainment. This view is also supported by Forsyth and Kerr (1999) in their field experiment of self-esteem intervention for college students. They found that boosting self-esteem could have negative impact on students academic achievement. Thus the findings of this experiment support that high self-esteem leads to low academic performance. Based on the above evidences, positive causal relationship between self-esteem and school performance exists but it seems to be a bi-directional one. It is also important to note that other varaibles, such as family, ability and socioeconomic status, are also responsible for the correlations between self-esteem and academic achievements. Conclusion According to the findings of Dalgas-Pelish (2006), it might be beneficial to offer self-esteem enhancement education, which could be incorporated into curriculum in schools, to children to improve their feelings about themselves. Then a child who is exposed to self-esteem enhancement programs may be better equipped to face decisions that are usually made in schools and homes. However the risk is that boosting self-esteem may lead to inflated self-esteem, i.e. students may overestimate themselves. Inflated self-esteem may also increase the risk of violence and self-defeating behaviours in schools. In accordance with most of the researches, it is certain that there are some benefits of high self-esteem on school performance but this is only minimal and most of the time the effects are difficult to notice. Even in some researches indicate that childrens academic achievements could be worse off due to their high self-esteem. It is evident that self-esteem makes little difference in school performance and it is not wise and not justify for putting a lot of scarce educational resources, in particular in Hong Kong, by boosting self-esteem of children in schools and then looking for unrealistic hope for having significant improvements in students academic achievements. However, this does not mean that educators do not need to put effort on boosting their students self-esteem since this is important for them to bounce back after failure, in particular academic failure, and try again. In general, high self-esteem can make students feel good so that their school performance could be reinforced by other third variables, such as self-control, which are responsible for the correlation between self-esteem and academic achievement.