Building Teams and Resolving Conflict Essay Example | Topics and Well Written Essays - 750 words

Building Teams and Resolving Conflict - Essay Example Besides, compromise is a basic part of organizations in the contemporary world. This is attributable to the way that there is expanded assorted variety in the work environment coming about to expanded odds of contention. A powerful supervisor will have the answer for clashes emerging in the working environment. In the event that he neglects to do as such, he will have bombed his obligation as a chief. This paper talks about a portion of the significant explanations for managers’ disappointments. One of the striking explanations behind manager’s disappointment is poor relational abilities. Directors who are inactive communicators neglect to pass the message across to their workers that reflect in lackluster showing that may inevitably prompt disappointment (Dotlich and Cairo, 2007). Inadequate directors will in general have poor relational abilities as they don't tune in to what the workers need to state and don't impart their contemplations to them (Gallos, 2008). Choices made by such administrators are one-sided and workers can't communicate their disappointment and this effects negative on the entity’s execution. There are those directors that need authority and may neglect to apply persuasive aptitudes to confront the issues in the association. Directors who don't address the perspectives and sentiments of workers are probably going to bomb as they face approaching opposition from the representatives. Strife among representatives is unavoidable and administrators ought to be set up to manage such circumstances once they emerge. Worker clashes have been an expanding marvel in the advanced world inferable from expanding decent variety in the current occasions (Moley, Pietri and Mosley, 2010). On the off chance that administrators don't have what it takes to deal with worker clashes successfully, they will bomb as the work spot will get disorderly and this will unfavorably influence the manager’s execution. Absolutely, the manner in which a director handles strife decides if they will succeed or come up short. An extensive number of directors experience thriving

Phonological Awareness in Young Children

Question: Depict about the Handbook of study hall exercises to create phonological mindfulness in little youngsters? Answer: Presentation The significance of phonemic mindfulness for the improvement of early figuring out how to peruse is generally acknowledged however individuals are still doubter with respect to the job it plays in the advancement of perusing and articulating ability of the youngsters. A few instructors get confounded about the idea of phonetic mindfulness with some other pertinent issues. So there is a need to characterize phonemic mindfulness in a suitable manner. Phonemic mindfulness is characterized as the ability to hear, distinguish, perceive, and control sounds. It is vital for kids to know about how the hints of the words work before they figure out how to peruse prints from the book. To cause the kids to comprehend that the words are comprised of discourse sounds which are called Phonemes. Phonemes are the littlest section of a specific word that can be verbally expressed such that has any kind of effect in the significance of the word. (Path, 2015) It is obvious that phonological mindfulness is basic for figuring out how to peruse any arrangement of words. Research uncovers that one who finds phonemic mindfulness and phonological aptitudes troublesome shows that he have poor perusing, articulating and spelling formative perspective. The activity of a phonological processor is done naturally by effectively speaking with the kids. Be that as it may, a degree of metalinguistic discourse is required to create perusing and realizing, which isn't simple or normal. Another viewpoint that needs a notice is that phonological aptitude don't have any relationship with the degree of knowledge. It has been demonstrated that some extremely savvy individuals have issues identified with phonetic mindfulness. (Phonological Awareness, 2015) In this way we see that the significance of the phonological or phonemic mindfulness at the youth level is gigantic. We will attempt to clarify the contention for the significance of phonological abilities to perusing and spelling. (PHONOLOGICAL AWARENESS, 2015) Significance Of Phonological Awareness For learning and utilizing alphabetic composing framework, Phoneme mindfulness is required. Without appropriate phoneme mindfulness understudy may be ignorant regarding the letters imprinted on the course books and get confused with this printing framework. The phoneme mindfulness assists with recognizing and precisely foresee the eventual fate of the youngsters in regards to their capacity to peruse, articulate and spell words. This sort of expectation is done through straightforward trial of information on the names of the letters, mindfulness identified with the discourse sound of words and jargon. (Pre-K Pages, 2015) Some poor perusers and spellers are by chance need appropriate phonological expertise and phonemic mindfulness. In this manner the requirement for the mindfulness is perceived. (Understanding Rockets, 2009) Phonological mindfulness made by homeroom directions help the amateurs to lessen challenges related with perusing and spelling. (Partin, 2013) Phonological mindfulness causes kids to take care of new words and attempt to partner and contrast them and such words that are natural to them. It encourages the youngsters to rehash and articulate words in a right way. This sort of mindfulness likewise empowers the youngsters to recollect words with the goal that they can utilize at whatever point required. One of the significant thing that the phonological mindfulness encourages youngsters to do is that they figure out how to recognize words that sound comparable and isolate the importance of the two separate word. (Great and Gillon, 2014) (Reading Rockets, 2010) Instructing systems to create phonological mindfulness: Phonemic mindfulness can be invigorated by utilizing instructional exercises in the preschool and primary school so as to guarantee that the youngsters are prepared for their perusing, articulating and spelling exercises. (Ldonline.org, 2015)Here are four instructing strategies are talked about that are going to assist an instructor with developing phonological abilities in the kids. (Aability.com, 2015) (Teams.lacoe.edu, 2015) Tuning in To A Series Of Sound The methodology is to create abilities of mindfulness and memory upgrade by tuning in to a grouping of sounds and language with respect to talking about them. Materials: Here articles are necessitated that make particular sounds. A portion of the materials that are required in these exercises are talked about underneath: Items that make sounds: Slamming into the table, applauding, hacking, folding paper, pounding, pouring water, ringing the ringer, whistling Instructional technique: In this game, kids are encouraged to perceive the sounds made by all the accessible materials independently. When they have effectively distinguished the single hints of the articles, they should be encouraged to close their eyes. The instructor presently makes each stable in turn and requests that understudies remember them with shut eyes. The appropriate response of the understudies should in a sentence structure like This is the sound of a ringer. When the understudies can recognize single sounds the instructor should next proceed with pair of sounds. The understudies with shut eyes should again distinguish sounds and answer them in a sentence structure. At that point in conclusion the instructor must make a progression of sound and let the youngsters to answer them. It must be remembered that the teacher should separately ask understudies with the goal that every single youngster can take an interest in this game. (Mihai et al., 2014) Applauding Names To Identify Syllables The procedure here is to assist youngsters with recognizing syllables by advising them to applaud and include the quantity of syllables in their own names. This is done to familiarize the youngsters to the idea of syllables. (Nchindila, 2012) Materials: Paper patterns with names of the youngsters composed on it, a bin to store the paper patterns Instructional strategy: First the instructor must record names on the paper patterns. The names that are to be chosen must be of differentiating lengths which will make ID of syllables various. Next the instructor must welcome a youngster and ask him/her to choose a paper and read out the name on it. The name must be rehashed by the teacher syllable by syllable while applauding on the include of every syllable in the name. After this ask the youngsters what number occasions did we applauded? thus what number of syllables are there in the name? (Mann and Foy, 2003) Along these lines various names of differing length must be chosen by the youngsters with the goal that they can include multiple syllables in the names. This system should likewise be possible by presenting pictures of various articles and applauding by articulating the names. Along these lines syllables can be tallied and comprehended by kids. Discovering Intial And Final Sounds This instructing system empowers kids to distinguish introductory phonemes. This is finished by looking into the underlying hints of a wide scope of words. (Tips for Teaching Phonological Awareness, 2015) Materials: Picture cards Instructional method: The teacher is encouraged to utilize a table for this method. The instructor is required to spread the image cards on the table. At that point the kids must be approached to distinguish and choose those photos whose name start with a comparative sound. For instance, kids must choose picture cards of box and ball and separate it as the underlying phoneme is comparable. Here again the teacher should be increasingly careful about the articulating the words after the image card is chosen. The words must be articulated by extending the underlying phoneme of the words like b-b-b-b-box, b-b-b-ball. This can be additionally done by making little gatherings of youngsters and passing pictures around them. They should recognize the photos and drop the photos on the heap of comparable starting phoneme. Here the instructor is encouraged to exclusively evaluate the youngsters and permit them to choose, isolate and articulate the words in an appropriate manner. It is fundamental for a phonological educator to permit each kid to take an interest in the exercises. (Justin, n.d.) Remove A Sound The game focuses on the capacity of the youngsters to isolate the hints of the words and comprehend the significance of those words. Material: A white board and a marker Instructional methodology: The instructor initially should record a few words on the board whose end of the main letter can shape an important word. For instance, hear, blow and so forth these words can be utilized in this game. In the event that the main letter of the word Hear is evacuated, at that point we get Ear which holds an importance. Next the instructor should boisterously articulate the word composed on the board showing the understudies to rehash the word. When they have rehashed the words, the teacher must cause them to comprehend the significance of the word by activities. At that point the instructor must eradicate the primary letter of the word and articulate the word boisterously and in an extended way. On the other hand the importance of the word must be shown the youngsters. In this by removing the primary letter of the words, the underlying phoneme changes. End The various methodologies utilized in the phonological exercises are energetic in nature yet every system centers around the distinctive sound structure. Our point is to present phonemic mindfulness as a segment I the early education program. The handbook of study hall exercises to create phonological mindfulness inspires the instructor or educator to advance understudies in a situation accepted to be semantically rich. It is profoundly fundamental for the guardians to perceive the need of their youngsters to create phonological aptitude so as to empower their kids to peruse and spell appropriately. Scholarly projects that incorporate these sort of phonological mindfulness exercises must be empowered by the general public and its significance must be perceived. (Varela Osorio, Viecco Reyes and Florez Trochez, 2014) References Aability.com, (2015).FREE Phonemic Awareness Games. [online] Available at: https://aability.com/styled-3/styled-6/index.html [Accessed 25 Feb. 2015]. Fresch, M. also, Harrison, D. (2013). Playing With Poetry to Develop Phonemic Awareness.IRAE, pp.1-9. Great, P. also, Gillon, G

Work Projects Administration

Work Projects Administration Work Projects Administration (WPA), former U.S. government agency, established in 1935 by executive order of President Franklin Delano Roosevelt as the Works Progress Administration; it was renamed the Work Projects Administration in 1939, when it was made part of the Federal Works Agency. Created when unemployment was widespread, the WPAâ€"headed by Harry L. Hopkins until 1938â€"was designed to increase the purchasing power of persons on relief by employing them on useful projects. WPA's building program included the construction of 116,000 buildings, 78,000 bridges, and 651,000 mi (1,047,000 km) of road and the improvement of 800 airports. Also a part of WPA's diversified activities were the Federal Art Project, the Federal Writers' Project, and the Federal Theatre Project. Close to 10,000 drawings, paintings, and sculptured works were produced through WPA, and many public buildings (especially post offices) were decorated with murals. The experiments in theatrical productions wer e highly praised and introduced many fresh ideas. Musical performances under the project averaged 4,000 a month. The most notable product of writers in WPA was a valuable series of state and regional guidebooks. WPA also conducted an education program and supervised the activities of the National Youth Administration . At its peak WPA had about 3.5 million persons on its payrolls. Altogether WPA employed a total of 8.5 million persons, and total federal appropriations for the program amounted to almost $11 billion. There was sharp criticism of the WPA in a Senate committee report in 1939; the same year the WPA appropriation was cut, several projects were abolished, and others were curtailed. A strike of thousands of WPA workers to prevent a cut in wages on building projects was unsuccessful. Steadily increasing employment in the private sector, much speeded just before and during World War II, caused further drastic cuts in WPA appropriations and payrolls. In June, 1943, the agency officially went out of existence. See D. S. Howard, WPA and Federal Relief Policy (1943). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History

Queen Seondeok of Koreas Silla Kingdom

Queen Seondeok ruled the Kingdom of Silla  starting in 632, marking the first time a female monarch rose to power in Korean history — but certainly not the last. Unfortunately, much of the history of her reign, which took place during Koreas Three Kingdoms period, has been lost to time. Her story lives on in legends of her beauty and even occasional clairvoyance.   Although Queen Seondeok led her kingdom in a war-torn and violent era, she was able to hold the country together and advance Silla culture. Her success paved the way for future ruling queens, marking a new era in a female dominion of South Asian kingdoms. Born Into Royalty Not much is known about Queen Seondeoks early life, but it is known that she was born Princess Deokman in 606 to King Jinpyeong, the 26th king of the Silla, and his first queen Maya. Although some of Jinpyeongs royal concubines had sons, neither of his official queens produced a surviving boy. Princess Deokman was well-known for her intelligence and accomplishments, according to the surviving historical records. In fact, one story tells of a time when the Emperor Taizong of Tang China sent a sample of poppy seeds and a painting of the flowers to the Silla court and Deokman predicted the flowers in the picture would have no scent. When they bloomed, the poppies were indeed odorless. The princess explained that there were no bees or butterflies in the painting — hence, her prediction that the blossoms were not fragrant. Becoming Queen Seondeok As the oldest child of a queen and a young woman of great intellectual power, Princess Deokman was selected to be her fathers successor. In Silla culture, a familys heritage was traced through both the matrilineal and patrilineal sides in the system of bone ranks  Ã¢â‚¬â€ giving high-born women more authority than in other cultures of the time. Because of this, it was not unknown for women to rule over small sections of the Silla Kingdom, but they had only ever served as regents for their sons or as dowager queens — never in their own name. This changed when King Jinpyeong died in 632 and the 26-year-old Princess Deokman became the first-ever outright female monarch as Queen Seondeok. Reign and Accomplishments During her 15 years on the throne, Queen Seondeok used skillful diplomacy to form a stronger alliance with Tang China. The implicit threat of Chinese intervention helped to ward off attacks from Sillas rivals, Baekje and Goguryeo, yet the queen was not afraid to send out her army as well. In addition to external affairs, Seondeok also encouraged alliances among the leading families of Silla. She arranged marriages between the families of Taejong the Great and General Kim Yu-sin — a power bloc that would later lead Silla to unify the Korean Peninsula and end the Three Kingdoms period. The queen was interested in  Buddhism, which was fairly new to Korea at the time but had already become the state religion of Silla. As a result, she sponsored the Bunhwangsa Temple construction near Gyeongju in 634 and oversaw the completion of Yeongmyosa in 644. The  80-meter-tall Hwangnyongsa pagoda included nine stories, each of which represented one of Sillas enemies. Japan, China, Wuyue (Shanghai), Tangna, Eungnyu, Mohe (Manchuria), Danguk, Yeojeok, and Yemaek — another Manchurian population associated with the Buyeo Kingdom — were all depicted on the pagoda until Mongol invaders burned it down in 1238. Lord Bidams Revolt Near the end of her reign, Queen Seondeok faced a challenge from a Silla nobleman called Lord Bidam. Sources are sketchy, but he likely rallied supporters under the motto Women rulers cannot rule the country. The story goes that a bright falling star convinced Bidams followers that the queen too would fall soon. In response, Queen Seondeok flew a flaming kite to show that her star was back in the sky. After just 10 days, according to the memoirs of a Silla general, Lord Bidam and 30 of his co-conspirators were captured. The rebels were executed by her successor nine days after Queen Seondeoks own death. Other Legends of Clairvoyance and Love In addition to the story of the poppy seeds of her childhood, further legends about Queen Seondeoks predictive abilities have come down through word of mouth and some scattered written records. In one story, a chorus of white frogs appeared in the dead of winter and croaked ceaselessly in the Jade Gate Pond at Yeongmyosa Temple. When Queen Seondeok heard about their untimely emergence from hibernation, she immediately sent 2,000 soldiers to the Womans Root Valley, or Yeogeunguk, west of the capital at Gyeongju, where the Silla troops found and wiped out a force of 500 invaders from neighboring Baekje. Her courtiers asked Queen Seondeok how she knew that the Baekje soldiers would be there and she replied that the frogs represented soldiers, white meant they came from the west, and their appearance at the Jade Gate — a euphemism for female genitalia — told her that the soldiers would be in the Womans Root Valley. Another legend preserves the Silla peoples love for Queen Seondeok. According to this story, a man named  Jigwi  traveled to the Yeongmyosa Temple to see the queen, who was making a visit there. Unfortunately, he was tired out by his journey and fell asleep while waiting for her. Queen Seondeok was touched by his devotion, so she gently placed her bracelet on his chest as a sign of her presence. When  Jigwi  woke up and found the queens bracelet, his heart was so filled with love that it burst into flame and burned down the entire pagoda at Yeongmyosa. Death and Succession One day sometime before her passing, Queen Seondeok gathered her courtiers and announced that she would die on January 17, 647. She asked to be buried in the Tushita Heaven and her courtiers replied that they did not know that location, so she pointed out a place on the side of Nangsan (Wolf Mountain). On exactly the day that she had predicted, Queen Seondeok died and was interred in a tomb on Nangsan. Ten years later, another Silla ruler built Sacheonwangsa  Ã¢â‚¬â€ The Temple of Four Heavenly Kings — down the slope from her tomb. The court later realized that they were fulfilling a final prophecy from Seondeok wherein Buddhist scripture, the Four Heavenly Kings live below the Tushita Heaven on Mount Meru. Queen Seondeok never married or had children. In fact, some versions of the poppy legend suggest that the Tang Emperor was teasing Seondeok about her lack of offspring when he sent the painting of the flowers with no attendant bees or butterflies. As her successor, Seondeok chose her cousin Kim Seung-man, who became Queen Jindeok. The fact that another ruling queen followed immediately after Seondeoks reign proves that she was an able and astute ruler, Lord Bidams protestations notwithstanding. The Silla Kingdom would also boast Koreas third and final female ruler, Queen Jinseong, who nearly two hundred years later from 887 to 897.

Islam And The Western Media - 3071 Words

â€Å"When I think Islam, I think belly dancers, bombs, and billionaires† This is something I have heard from many people’s mouths. When people think of the word Islam, or Muslim, a certain generalized picture comes to mind. I am sure this picture involves such things as sand, camels, oil, covered women, hookah, amongst other things. Though this is what the Western media generalizes Islam as, there is much more to Islam than the three B’s and these pictures that come to mind. Islam is not only a religion but is also a way of life. Like many things, Islam is stereotyped, generalized, and misunderstood. When most of us think of Islam we think of the â€Å"oppressed† women and â€Å"messed up† laws and we fail to see the truths of Islam and what it really stands for. Though the stereotypes we have heard may have or currently do believe, hold some truth there is more to Islam than what most Americans and westerners claim to see. Islam means submission to the will of Allah (swt1), {see footnote} the Arabic word for God, and the obedience of His law. Islam is the religion followed by Muslims. Muslim means one who submits to Allah (swt). Allah (swt) sent Prophet Muhammad (saws2) the words of the Koran, the Holy Book of Islam. Prophet Muhammad (saws) also wrote the Hadith, which is the group of sayings of Prophet Muhammad (saws) {see footnote} and a collection of things that he did. The Koran, also spelt Qur’an, and the Hadith are the books that are the basis for the Islamic faith and theShow MoreRelatedIslam and Western Media1930 Words   |  8 PagesSiddiqui Introduction to Islam Islam amp; Muslims in Western Media In July 12, 2008 publication of the New York Times, it was reported that the President of Sri Lanka was killed in a suicide attack. The religion of the suicide bomber was never reported. 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Whether or not the media portrays the entire story or the full truth, most Westerners do not question the reports. Currently, Western media incorrectly portrays the members of the terrorist group ISIS as pure Islamic followers because of their use of verses in the Quran to justify their extremist actions. However, ISIS has a vastly different interpretation of the Quran than otherRead MoreMedia Portrayal of Islam Essay760 Words   |  4 PagesIslam: suppressor of women, enemy of Western nations, and breeder of terrorists. The West has many stereotypes and misconceptions about Islam that are due to the media, prejudice, and ignorance. Islam is often seen as an extremist or terrorist religion. Often, the medias reports about Islam are incorrect due to ignorance or not wanting to acknowledge its true teachings. This is one of the reasons why Westerners are often wary of Muslims. 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As well as, identifying how these framings, specifically from Western media, can incite feelings of fear and hatred towards Muslims and Islam. B. Population/ Area of Focus: Young Adults and Adults with access to broadcast and internet media Thesis Statement: Due to limited exposure to Islam and the Muslim lifestyle and a narrow scope of news reporting there

Spiral Concentrator Free Essays

Chapter 1. Spiral  §1. 1 Spiral A spiral concentrator uses gravity to separate particles of different densities. We will write a custom essay sample on Spiral Concentrator or any similar topic only for you Order Now It is used globally in the mineral processing industry. It is one of the most effective, low-cost devices for the gravity beneficiation of ores. Manufactured from lightweight, corrosion and abrasion resistant materials, spirals require a minimum of maintenance and upkeep. Consists of an open trough that twists downward in helix configuration about a central axis. Particles fed to the top of the concentrator are separtated radially on the basis of density and size as the slurry gravitates downward.Spirals are made of fiberglass onto which smooth urethane surface is molded to form a trough in the shape of a spiral as the name suggests. Between individual spiral types, the profile of the trough and the pitch as well as the diameter and height and number of turns can vary according to duty. Feed slurry is introduced at the top and is subjected to a combination of gravitational and centrifugal forces imparted by its motion down the spiral. This causes high SG minerals to move towards the centre of the trough and water and low SG minerals towards the outside. The segregated slurry discharging from the spiral at the bottom can thus be separated by cutters into high SG (concentrate) and low SG (tailings) together with intermediate SG (middling). Single Start Spiral  §1. 2 Applications of Spirals Spiral concentrators have, over numerous years, found many varied applications in mineral processing, but perhaps their most extensive usage has been in the treatment of heavy mineral sand deposits, such as those carrying ilmenite, rutile, zircon, and monazite, and in recent years in the recovery of fine coal.Spirals are commonly used to separate sand sized particles with moderate SG differential in the range -2mm +75um, although varieties exist that can separate reasonably efficiently down to 38um. Below this size range efficiency falls off rapidly, and enhanced fine gravity separators are generally required. Applications for spiral separators †¢ Mineral Sands †¢ Iron ore †¢ Chromite †¢ Silica Sands †¢ Coal †¢ Gold à ¢â‚¬ ¢ Others Spiral components ? Modular feedbox ? Splitters ? Repulpers ? Product box Modular feedbox – The feed point to a spiral separator is an area where the feed slurry is normally relatively fast flowing.The duty of the feedbox is to dissipate some of the energy in the feed slurry and present the feed to the top of the separation trough in a homogenous and quiescent slurry distributed across the width of the spiral trough. The modular feed box system achieves this objective with replaceable componentry that can withstand a high impact abrasion. [pic] Splitters- Each spiral start has six concentrate collection splitters which direct the concentrate into the inboard collection trough. These splitter mechanisms are designed for easy adjustment and repeatable positioning (using a graduated scale).They have a positive splitter-to-spiral seal and are able to handle a high volume of concentrate. All splitter handle indicators are readily visible so that the operator s can see and adjust large numbers of handles accurately and quickly. The splitter is used to direct the particles to their respective discharge ports. At the end of the spiral there is a Splitter and discharge part Repulpers – The installation of repulpers on spiral troughs improves the separation efficiency of spiral separators. The function of repulpers is to capture and divert a portion of water from the high velocity tailing stream and introduce it to the relatively sluggish middling stream in order fluidise the particle bed and re-initiate separation mechanisms . Repulper to Direct water from Outer Spiral Wall To concentrate collection area Product Box- The collection and laundering of the product fractions from spirals (concentrators, middlings, tailings) is facilitated by product boxes which are designed to collect common fractions from the separating troughs of multi- start spiral separators.The design of this feature is critical to ensure the effective directional change and joining of fast- moving slurries whilst minimizing splash and impact abrasion. [pic]  §1. 3 Spiral Operation [pic] Cross section of a spiral concentrator divided into various regions A cross section of a spiral concentrator can be divided into various regions, with each region describing the effect it has on the slurry travelin g through it : ? On the outer most region (1) (perimeter), will have mostly water, with fine particles, trapped by the high velocity of the moving water. Moving inward towards the center of the spiral, the next region(2) would consist of a very small area where the maximum water velocity exists, and prevents any separation to occur. This region is defined since it separates the next region (3) from the first region ? Region 3 is a very active region where the velocity begins to slow down and most of the separation occurs, as more dense particles settle to the bottom and the water velocity keeps the light density particles in the stream near the surface, where they eventually wind up in the outer regions (2 and 1). The next region (region 4) is actually where two regions overlap (region 3 and 5), and is a very narrow region (like region 2). ? Next to the last region (region 5) is where the heavy density concentrates collect Working Principle of Spiral Concentrators: In order to have a good separation, there should be a difference in Specific Gravity’s of at least 1. 0. One main benefit of spiral concentrators is they have no moving parts. The feed range, in percent solids, to a spiral ranges from 20% solids up to 40% solids. Depending upon the material characteristics, a maximum efficiency will usually be reached somewhere in this range.All that is required are some slurry pumps, the slurry to be separated and the banks of spirals with a feed distributor. ? Slurry is pumped to the top of the spiral (typically 13†² to 15†² from the floor), and it enters a feed distributor that evenly distributes the feed to each spiral concentrator. The design and shape of the spiral make it work, when combined with gravitational acceleration. ? As the slurry travels the spiraling path down the spiral, mineral grains settle and start sorting according to size, density and to a lesser extend shape. Low density particles are carried with the bulk of the water towards the outside of the spiral (perimeter), while particles with the greatest density migrate towards the inside of the spiral Chapter 2 Types of Spirals  §2. 1 Types of Spirals ? Washwaterless Spirals This type of spiral is used in most applications, particularly for concentrating low-grade ores. The only water required is added with the solids prior to introducing feed onto the spiral. Concentrates are removed either at the bottom directly into the product box or at several interme diate take-off points down the spiral. ? Coal/Mica SpiralsLarger in diameter than mineral-type spirals, these spirals are designed to take advantage of the particle shape differences as well as specific gravity differences. Take-off splitters at different points down the helix give this spiral a high capacity to remove refuse ore and siliceous contaminants from the coal or the mica. ? Washwater Spirals Washwater spirals require the addition of water at various points down the spiral providing more efficient washing of the concentrate, i. e. , transporting away light gangue (silica) from the concentrate band Standard Spiral Separators – Typically treat 2tph per start Have 3 starts per assembly (attached to one column) – Tonnage per assembly is 6tph ? High Capacity Spirals – Treat up to 5tph per start – Have 4 starts per assembly – Tonnage per Assembly is 20tph High Capacity Spiral (Rougher and Scavenger) High Capacity Spiral Fine Mineral Spiral Standard Spiral Standard High Grade Spiral New High Grade Spiral  §2. 2 Benefits of the use of Spirals ? One main benefit of spiral concentrators is that they have no moving parts; ? To treat more material in less floor area; ? Low maintenance and simplicity; ? Higher separation efficiency than pinched sluice devices Chapter 3 Geometric and Operational ParametersGeometric Parameters Geometrical variables: ? Diameter ? Pitch ? Down trough slope Some of these factors are interdependent. In general, recent design spiral separator have complex geometrical trough profiles that change throughout the length of the spiral trough. Diameter The trough diameter impacts on the trough profiles and downtrough slope and thence scale-up for higher capacity is not a trivial geometrical exercise Pitch The pitch (vertical distance between successive turns) determines the down trough slope and slurry velocity. This factor also influences the residence time of the feed slurry as does the number of turns.Down slope The slope can effect the velocity of the slurry moving through the spiral. The steeper the slope the higher the slurry velocity. |Model |5LL-1200 |5LL-900 |5LL-600 |5LL-400 | |Chute Outside Diameter(mm) |1200 |900 |600 |400 | |Qitch(mm) |900,720,540 |675,540,405 |450,360,270 |240,180 | |Ration of Qitch to Diameter |0. 5,0. 6,0. 45 |0. 75,0. 6,0. 45 |0. 75,0. 6,0. 45 |0. 6,0. 45 | |Lateral Slope |9 ° |9 ° |9 ° |9 ° | |Max Number of Spirals |4 |4 |3 |2 | |Feed Size(mm) |0. 3-0. 03 |0. 3-0. 03 |0. 2-0. 02 |0. 2-0. 2 | |Feed Density(%) |25-55 |25-55 |25-55 |25-55 | |Capacity(T/h) |4-6 |2-3 |0. 8-1. 2 |0. 15-0. 2 | |Dimention |Length(mm) |1360 |1060 |700 | Operational Parameters Operational variables: ? Slurry velocity ? Amount of slurry ? Amount of water Each parameter improves the impact on the other. The amount of water improves the amount of slurry and the Slurry velocity. The slurry velocity also depends on the density, mass and the viscosity of the materialThe amount of water effects the slurry viscosity . If the amount of water increases the flow- rate of the slurry increases. Conclusion The wide variety of spiral separator models now available provides a selection of models that ensures most applications where gravity separation of fine minerals can be utilized. The use of spiral concentrators benefits low-cost process plant .Further benefits to operators of mineral processing plants incorporating spiral separators include: †¢ Efficient feed distribution and products laundering systems †¢ Ease of control †¢ Low maintenance and long service life †¢ The availability of circuit modeling systems †¢ Simplified plant operation The ongoing development effort to improve the metallurgical performance and capacity of spiral separators for specific duties has e ffectively extended the product life cycle of this gravity separation device. How to cite Spiral Concentrator, Papers

Make Your Essay Perfect from the Beginning

Academic Essay How to Begin your Academic EssayThe purpose of academic writing is to express your idea and support it with evidences. Even the structure of your essay must serve this purpose, and the beginning of the essay is one of the most important parts. It must introduce your topic and focus your readers on key points of your paper. It must also give a hint on how you are going to explore a certain issue.Introduce your EssayFirst of all, you have to introduce your topic. But a topic is related to the entire paper, so if you want to make your readers understand the purpose of your essay, you have to get clear how you’re going to work on this topic. Here you need to point out examples of your arguments. Your readers must be able to get a general context of the essay. For example, if you write an essay about the Second Amendment, you can use certain historical sources or legal publications. You can mention some mass shooting or other incidents that raised questions about gun control. Anywa y, your goal is to specify what exactly you will talk about, so this is a stage where you can narrow your topic, which is mostly important for too broad issues. Narrowing your topic is the next necessary step of your introduction essay. You focus your readers on particular features of your subject, giving them a certain context to work with. This simplifies your task and also grabs attention, so your readers want to consider such an issue with you and get clear, what exactly you are talking about.Focus Your EssayIntroducing your essay, try to recall how you started working on this subject. Following the natural line of thoughts, you have to specify the key issue of your essay. Tell which question you consider the most important and why. The nice way to do it is to ask a question, so you could give a detailed answer then. Another approach is writing a thesis statement. You can also give the answer immediately after the question, giving a suggestion about the content of your essay. If you have a controversial topic, your question may be followed by different arguments that represent key points on this question.Obviously, the beginning of your essay shouldn’t be too long. We are talking just about hints that help readers understand your paper and consider certain issue with you. The body of the essay is a better place for detailed analysis and extended answers to the questions raised at the beginning. We also suggest you to make a correct structure that could allow you to develop your idea step-by-step. Write your arguments, sorting them by priority, so that the whole idea of your essay would be clear at the conclusion section.Orient Your ReadersYou have to locate your readers in the discussion, giving them all necessary information. It’s important to orient your readers through your entire essay, but at the beginning, it’s the most important thing. You need to make sure that your readers understand all specific terms and facts. You can easil y find necessary phrases just by answering basic questions about your arguments and statements, such as â€Å"why?†, â€Å"when?†, â€Å"how?† and so on. Thus you provide your readers with a quick guide to your paper. Moreover, if the source of your statement is really short (just like with the Second Amendment), you can write the entire citation. If you use a well-known quote, you can just write a key phrase from it, or the beginning of it. Anyway, we suggest you to pay special attention to orienting your readers, so it’s better to write a short summary of your claims and arguments.The Length of the BeginningThe beginning of the essay writing must be proportional to the other parts. It also depends on the complexity of your topic and used terms. Thus, if you write a five-paragraph essay, we suggest you to make a classic structure with one paragraph of the introduction. Obviously, if your essay is twenty pages long, an introduction would take up to five p ages.You need to write your introduction, following a logical order. You have to focus readers at the end, to create a smooth logical transition to the main part, which is a body of the essay. Keep your topic and context related to each other, but it doesn’t mean that you must always introduce the topic first. Your structure is flexible and you can change it depending on the purpose and style of your essay.

Tess of the dUrbervilles

Tess of the dUrbervilles written by Thomas Hardy is a novel about a young girl of a poor family whose life changes because someone tells her family that they belong to a noble family. But is it a bad change or a good one? This story is written in third person point of view. John Durbeyfield is walking through the street at night and suddenly a historian visiting the town, stops and tells him that his last name is really dUrberville and it belongs to a noble family. Sir John hurries and tells the news to his family. He is a very poor man. So he tells his young daughter, Tess, to go find job at their familys town, but Tesss mother never warned her about how mean man can be. There, Tess meets a man, Alec dUrberville, and in a short time he manages to seduce her and he forces her to do something she didnt want to. She leaves immediately that town and shortly after finds out that she is pregnant but her baby, soon after being born, dies. This makes her have a lot of anger towards men. When she goes to find a job at another town she meets a very charming man, Angel Clare, and very soon they fall in love and get married, but when Tess tells him her dark secret he is not able to forgive her after he has done wrong too by having relations with a woman he did not love, and knowing it was not Tesss fault. He then leaves her. While Angel is gone Alec starts to seduce Tess again and she falls for him again. When Angel realizes he was wrong it was too late. Tess then realizes she really loves Angel. Alec was still that mean man she had met and was forced to kill him. Angel and Tess are finally very happy, but just for two days because Tess is put in jail and killed. Alec ends up marrying Tesss sister Liza-Lu like Tess wanted when she knew she was going to be killed. This story takes place in the countryside of England at first in a little village called Marlott, ...

Ice Breakers for the First Day of Elementary School

Ice Breakers for the First Day of Elementary School The first few minutes of class, kicking off a new school year can be awkward and nerve-wracking for both you and your new students. You dont yet know these students well, nor do they know you, and they may not even know each other yet. Breaking the ice and getting the conversation going so everyone can get to know each other is an important thing to do.   Check out these popular  Ice Breaker activities that you can use with your elementary school students when school opens. The activities are fun and easy for students. Best of all, they elevate the mood and help thaw out the first day of school jitters. 1. Human Scavenger Hunt To prepare, pick about 30-40 interesting characteristics and experiences and list them on a worksheet with a little-underlined space next to each item. Next, have the students roam around the classroom asking each other to sign on the lines that relate to them. For example, some of your lines might be, Went out of the country this summer or Has braces or Likes pickles. So, if a student went to Turkey this summer, they can sign that line on other peoples worksheets. Depending on the size of your class, it may be OK for each student to sign two of any other persons blank spaces. The goal is to fill up your worksheet with signatures for each and every category. This may look like organized chaos, but the students will typically stay on task and have fun with this one. Alternatively, this activity can be put into the format of a Bingo board, rather than a list. 2. Two Truths and a Lie At their desks, ask your students to write down three sentences about their lives (or their summer vacations). Two of the sentences should be true and one should be a lie. For example, your statements might be: This summer I went to Alaska.I have 5 little brothers.My favorite food is brussels sprouts. Next, have your class sit in a circle. Each person gets a chance to share their three sentences. Then the rest of the class takes turns guessing which one is the lie. Obviously, the more realistic your lie (or mundane your truths), the harder time people will have figuring out the truth. 3. Same and Different Organize your class into small groups of approximately 4 or 5. Give each group two pieces of paper and a pencil. On the first sheet of paper, the students write Same or Shared at the top and then proceed to find qualities that are shared by the group as a whole. Make sure to point out that these should not be silly or trite qualities, such as We all have toes. On the second paper, label it Different or Unique and give the students time to determine some aspects that are unique to only one member of their group. Then, set aside time for each group to share and present their findings. Not only is this a great activity for getting to know each other, but it also emphasizes how the class has shared commonalities as well as unique differences that make up an interesting and completely human whole. 4. Trivia Card Shuffle First, come up with a predetermined set of questions about your students. Write them on the board for all to see. These questions can be about anything, ranging from What is your favorite food? to What did you do this summer? Give each student an index card numbered 1-5 (or however many questions you are asking) and have them write their answers to the questions on it, in order. You should also fill out a card about yourself. After a few minutes, collect the cards and redistribute them to the students, making sure no one gets their own card. From here, there are two ways that you can finish out this Ice Breaker. The first option is to have the students get up and mingle as they chat and try to figure out who wrote the cards they are holding. The second method is to begin the sharing process by modeling for the students how to use the card to introduce a classmate. 5. Sentence Circles Split your students into groups of 5. Give each group a piece of sentence strip paper and a pencil. On your signal, the first person in the group writes one word on the strip and then passes it to the left. The second person then writes the second word of the burgeoning sentence. The writing continues in this pattern around the circle with no talking. When the sentences are complete, the students share their creations with the class. Do this a few times and have them notice how their collective sentences improve each time around. Edited by  Stacy Jagodowski.

The United States vs Sioux Nations of Indians Essay

The United States vs Sioux Nations of Indians - Essay Example The 1877 Act exercised the Congress power over Indian poverty and protected the tribal property which had been set aside by the Fort Laramie Treaty for Sioux. The treaty was concluded after the Powder River war of 1866 to 1867. The decisions undertaken in this case include the following. The government promised to provide the Sioux with the necessary services and materials and subsistence rations for four years in order for them to become civilized farmers. The United States also permitted this tribe to choose for themselves lands within the reservations for them to cultivate. The government through the executive branch decided to do away with the Nations treaty obligation of keeping safe the territory for Sioux. Besides, the court dismissed the earlier 448 U.S. 371 for lack of jurisdiction and without determining the merits of the Black Hills claim. In reference to this situation, I would like to describe a related case. I had a friend whose land was unjustly grabbed by a company. The ideal situation was that this particular company had detected some land which was rich in oil. Following its admiration, the company had decided to negotiate for the same that it would partake the necessary legal procedures. Instead of doing that, the company which was notably found to be corruptive somehow instead paid huge amounts of money to the land authorities in order to gain the consent from both parties (Seelye, # 25). The government through the lands authority on the contrarily did not protect the land and its owner. Instead, it took advantage of the lots of money offered and corruptly gave out a title deed to the company. This situation is unfair because it is classified under the crime of land grabbing. To me, both the company and the land authorities are corrupt. They should have protected the property of this citizen and acquire it in a correct way. If I were the in the position of the lands authorities, I would shun from corruption and sue this particular company for its mistake.     Ã‚  

My current student life and my future professional life Essay

My current student life and my future professional life - Essay Example This shows a major similarity between the two environments. Consequently, hard work and efforts to create solutions are major concerns in both student and professional life. Students and professionals are supposed to think critically in finding solutions to daily challenges while adhering to deadlines. Despite the similarities, there are several differences. First, professional life is more result oriented. What this means is that a professional is gauged by practical results achieved firm his or her work. The overall notion is that whereas school life calls for hard work, professional life requires one to think smart and constantly learn from daily activities (Scanlon 2011). Moreover, professionals are bound by strict deadlines that can be detrimental to their work if not met. Unlike student deadlines where professors threaten grade penalties, forfeiture of deadlines in the professional life can spell doom for an organization. Personal characteristics play an important role in the professional world. A professional is supposed to observe work ethics and aspects such as dressing codes, which is uncommon in student life (Cheney 2010). This is because such attributes are critical in the job environment. Thus, student should prepare themselves about for future roles as

Effectiveness of conventional language therapy in stroke patients

Effectiveness of conventional language therapy in stroke patients Stroke is a major non-communicable disease of increasing socio-economic importance in aging populations. According to the world health organization (WHO) Global Burden of Disease report, stroke was the second leading cause of mortality worldwide in 1990 the third leading cause of mortality in developed countries, (1), causing approximately 4.4 million deaths worldwide. (2), the most recent estimates showed that in 2002, the number of deaths due to stroke reached 5.51 million worldwide, with two-thirds of these deaths occurring in developing countries. Stroke also is a major cause of long-term disability, has an enormous emotional socioeconomic impact on patient, families health services. Speech language problems are common sequelae of stroke that significantly impact the daily lives of stroke survivors. Reduced speech language skills have negative ramifications on the individuals social, vocational recreational activities, often leading to social isolation, loneliness. Given the importance of communication to the stroke survivors quality of life, it is essential that rehabilitation professionals recognized address the speech language disorders associated with stroke. Normal speech language is extraordinarily complex. A number of steps are required, some accomplished sequentially some in parallel that incorporate the following: Conceptualization of an idea generation of a communicative goal. Formulation of a grammatically structural sequence of verbal symbols (words), each consisting of an interacting set of ordered sounds. Selection of a series of neural commands (or) sensorimotor programs that will activate co articulated times, durations, intensities Central peripheral nervous system innervations of muscles of respiration, phonation, resonance, articulation to produce the intended acoustic signal. Stroke can disrupt any of the stages of speech language, resulting in one (or) more of the disorder of aphasia. Disruption to the initial stage involving the structure rules of the linguistic message results in aphasia. Aphasia has been defined as a multimodality language disorder resulting from damage to brain areas that sub serves the formulation understanding of language its components (i.e., phonology, syntax, morphology semantics). Brocas aphasia: It is a motor aphasia (or) non-fluent aphasia. In this type of aphasia, speech output is highly reduced and is limited mainly to short utterances of less than 4 words. The vocabulary access is limited and the sound formation by the patients with Brocas aphasia is often laborious and clumsy. The patient may understand speech relatively well and also be able to read, but be limited in writing. Brocas aphasia is often named as a non fluent aphasia due to the halting of the speech. Fluency: Non-fluent Slow effortful output Short phrase length (less than 4 words) Disrupted prosody of speech. Oral Expression: Agrammatism: Uses primarily substantive content words (nouns, verbs) with few functional words (pronouns, prepositions, articles), most sentences are simplified. May have an associated apraxia of speech. Auditory Comprehension: Relatively good comprehension except for sentences that involve syntactic complexity. Repetition: Poor. Restoration of normal communicational activities of patient is the primary goal of rehabilitation. To reach the aim the physiotherapist can use conventional language therapy and constraint induced language therapy. Conventional language therapy includes Exercise, Naming, Repetition, sentence completion, following the instructions of therapist and Conversation. The conventional language therapy helps the patient to relearn the simple communicable activities. Constraint induced language therapy includes Word Games like (i) Material constraint (use of minimal pairs), (ii) Shaping rule constraints (form sentences), (iii) Reinforcement constraints. The constraint induced language therapy helps the patient to improve the communicable activities. The combination of conventional language therapy and constraint induced language therapy would bring about excellent improvements in communicational activities. The commonly used parameter to evaluate the outcome of treatment procedures are the western aphasia battery. The parameter selected for this study is the western aphasia battery. The pre post test values of western aphasia battery will be computed in numbers for comparison. Thus the study intended to compare the effect of conventional language therapy versus conventional language therapy and constraint induced language therapy in improving the communicational activities of stroke patient. This study facilitates to find out the most effective treatment to improve the communicational activities of stroke patients in society at the earliest. AIMS AND OBJECTIVES AIM OF THE STUDY To compare the effectiveness of conventional language therapy versus conventional language therapy with constraint induced language therapy in the management of post ischemic stroke Brocas aphasia. OBJECTIVES OF THE STUDY To determine the effectiveness of conventional language therapy in the management of post ischemic stroke Brocas aphasia. To determine the effectiveness of constraint induced language therapy in the management of post ischemic stroke Brocas aphasia. To determine the effectiveness of conventional language therapy versus conventional language therapy with constraint induced language therapy in the management of post ischemic stroke Brocas aphasia To find out the effective treatment regarding language functional status in post ischemic stroke Brocas aphsia. HYPOTHESIS NULL HYPOTHESIS The null hypothesis states that there was no any significant difference between conventional language therapy versus conventional language therapy with constraint induced language therapy in the management of post ischemic stroke Brocas aphasia. ALTERNATE HYPOTHESIS The alternate hypothesis states that there was significant difference between conventional language therapy versus conventional language therapy with constraint induced language therapy in the management of post ischemic stroke Brocas aphasia REVIEW OF LITERATURE 1. Pulvermuller F, et. al., (2001) Conducted a study on patients having chronic aphasia were assigned randomly to one group to receive either conventional language therapy or constraint induced language therapy. Patients in both groups received the same level of treatment (30 to 35 hours) as 10 days of massed practice language exercises for the CILT group ( 3 hours/day minimum; for 10 patients) or over a longer period of approximately 4 weeks for the conventional language therapy group ( 7 patients). CILT led to significant and pronounced improvements on approved clinical tests, on self-ratings, and on blinded observer readings of the patients communicative effectiveness in day to day life. Results suggest that the language skills of patients having chronic aphasia can be improved in a short course by the use of an appropriate massed practice method that focuses on the patients communicative needs. 2. Swearengin JA, et. al., (2006) Conducted a pilot study on a group of individuals with chronic aphasia. Here we compared treatment that required forced use of the language modality, CILT, to treatment allowing all modes of communication. Both treatments were administrated intensively, using the same therapeutic stimuli tasks. The results suggest that whereas both interventions yielded positive outcomes, but CILT group showed more consistent improvement on standard aphasia measures and clinician judgments of narrative discourse. Thus these results findings suggest that CILT intervention may be a viable approach to aphasia rehabilitation. 3. Jerzy P. Szaflarski et. al., Conducted a pilot study on three male patients with moderate to severe post-stroke aphasia. They received CILT 3-4 hours per day for 5 successive days. Pre and post testing included formal language evaluation, linguistic analysis of story retell and mini communication activity log. Results showed substantial improvements in comprehension and verbal skills. Thus the results indicate that the CILT is useful tool in language restoration in after stroke. 4. Meinzer M, et. al., (2005) Conducted a study on 27 patients with chronic aphasia received 30 hours of treatment over 10 days. 12 patients were trained with CILT program, for 15 patients the training included a module of written language and an additional training in everyday communication plus CILT. The outcome measures included standardized neurolinguistic testing. The results showed more pronounced and increased language function for patients of the group CILT plus. Thus this effective intervention can be successfully used in the rehabilitation of chronic aphasia patients. 5. Sanjit K. Bhogal BA et. al., Conducted a recent study on aphasic patients had determined that intense aphasia therapy (CILT)over a short period of time has greater impact on recovery than less intense therapy over a longer period of time. Thus this study examines other aspects of aphasia therapy that may be combined to facilitate recovery. Several areas of aphasia therapy have proven to be more effective than others. 6. Cynthia M. Shewan et. al., (2004) Conducted a study on aphasic patients who received one of three types of speech and language treatment was compared with that in aphasic patients who received no treatment. One hundred aphasic patients were followed from 2 to 4 weeks post on set for 1 year or until recovery, using a standardized test battery administered at systematic intervals. Both treatment methods were provided, while the method provided by trained nonprofessionals approached statistical significance. Small group size prevented resolution of the question of whether one type of treatment was superior to another. Thus the results show that language therapy improves the language status of aphasic patients. 7. Robert Teasell, MD et. al., Conducted a study on post stroke aphasic patients. The aim of the study is to evaluate the relationship between the intensity of aphasia therapy and aphasia recovery. Alterations in mean scores from all studies were recorded. Intensity of the therapy was recorded in means of length of therapy, hours of the therapy provided per week, and the total hours of therapy provided. Pearson correlation was used to check the relationship between changes in average scores of outcome measures and the intensity of therapy. Studies that explained a significant treatment effect gave 8.8 hours of therapy per week for 11.2 weeks versus the negative studies that only gave 2 hours per week for 22.9 weeks. On a mean, positive studies provided a total of 98.4 hours of the therapy, whereas the negative studies provided 43.6 hours of the therapy. Total length of therapy time was judged to be inversely correlated with hours of therapy provided per week (P=0.003) and total hours of therapy given (P=0.001). To tal length of therapy was inversely correlated with mean changes in Porch Index of Communicative Abilities (PICA) scores (P=0.0001). The number of hours of therapy given in a week was significantly related to greater improvement on the PICA (P=0.001) and the Token Test (P=0.027). Total number of hours of therapy was significantly correlated with higher improvement on the PICA (P References and further reading may be available for this article. To view references and further reading you must purchase this article. 8. Kelly H et. al., (2009) Conducted a study on person with aphasia. They identified 30 trials involving 1840 randomized participants that were suitable for inclusion in this review. Overall, the review shows evidence from randomized trials to suggest there may be a benefit from speech and language therapy. 9. Karyn pingel et. al., (2010) Conducted a study on 9 patients with chronic non fluent aphasia and the patients are selected by Nonrandomized control trial. One group is treated with constraint induced language therapy and next one is treated with conventional language therapy. Both groups received treatment 3h/d, 4d/wk for 2 consecutive weeks. The main outcome measure is Western aphasia battery, Boston Naming Test, Action Naming Test, and linguistic analyses. Although participants in both groups evinced positive outcomes post treatment, the results suggest that CILT subjects showed increased performance on more measures than the traditional subjects. 10. Lynn Maher et. al., (2008) Conducted a study on 48 patients with chronic aphasia. They are randomly assigned for this study. After the treatment session results suggest that individuals with chronic aphasia made substantial, measurable change on a language battery following intensive CILT in regarding with a standardized assessment tool. The main purpose of this study is to investigate the effects of intensive, constraint induced language therapy (CILT) for individuals with chronic aphasia compared with traditional aphasia therapy. 11.loading please wait Berthier ML, et. al., (2009) Conducted a randomized, double blind, placebo-controlled, parallel group study of both memantine and CILT on chronic post stroke aphasia. Patients were randomized into two groups for interventions after baseline evaluations. The main outcome measure is Western aphasia battery and communicative activity log. In accordance with Western aphasia battery and communicative activity log the best outcomes were achieved combining memantine with CILT subjects. 12.Anastasia Raymer et, al., (2009) Conducted a study on a small group of patients with aphasia to examine the effectiveness of constraint induced language therapy (CILT), in which they are received CILT. In contrast to other aphasia treatment approaches like conventional language therapy. In CILT improved verbal responses than conventional language therapy in accordance with a standardized measurement tool. It is indicated by increase in assessment score. The treatment is provided on an intensive schedule, up to three hours per day for five days per week. Thus the result was concluded that CILT was useful in rehabilitation of language function in aphasia. MATERIALS AND METHDOLOGY MATERIALS Couch. Chair. Pillow. Token. Picture cards. Western aphasia battery scoring sheet. METHODOLOGY Study Design Quasi Experimental Study Design. Study Setting The study was conducted at out patient department in J.K.K. Munirajah Medical Research Foundation College of Physiotherapy, Komarapalayam and District Head Quarters Hospital, Erode under the supervision of the concerned authorities Sampling Method Convenient sampling method. Sample Size Thirty patients with Ischemic Stroke Brocas aphasia, who comes under the inclusion criteria, were taken for the study. Study Duration The study was conducted for a course of 4 months (5 sittings per week). Inclusion Criteria Age group 40-60 years. Both sexes. Right-handed persons Primary Language is Tamil. Adequate hearing and vision to participate in language therapy Unilateral Left CVA involvement Moderate To moderately severe aphasia. Non-fluent aphasia Cognition > 11(MMSE). Exclusion Criteria Degenerative or Metabolic illness. Severe depression or psychiatric disorders. Brainstem stroke. Recurrent stroke History of other neurological impairment (e.g. dementia) Non-Tamil speaking Deaf and dumb Severe apraxia of speech. Parameters Western Aphasia Battery Token Test. Mini Mental State Examination Porch Index of Communicative Abilities (PICA). Technique: Conventional language therapy Exercises Naming Repetition Sentence completion Following instructions Conversations on patients interest topics Constraint induced language therapy Constraint means: Avoiding the use of compensatory strategies such as gesturing, drawing, writing etc. Forced use : Means communicating by talking, and Massed practice : Means 2 to 4 hrs of speech therapy a day. Word Games Material constraints Shaping and rule constraints Reinforcement contingencies Procedure A total number of 30 patients having Ischemic Stroke Brocas aphasia who met the inclusion criteria were recruited by convenient sampling method. After the informed consent obtained, they were partitioned into two groups as Group A and Group B, with 15 patients in each. Hence prior to the onset of treatment, pre-tests were conducted using Western Aphasia Battery and results were recorded for both groups. After a clarifying demonstration about Conventional language therapy, Group A subjects were subjected to Conventional language therapy with supervised for a period of 4 months. After a clarifying demonstration about Conventional Language Therapy with Constrained induced language therapy, Group B subjects were subjected to Conventional Language Therapy with Constrained induced language therapy for a period of 4 months. In the last session, a post test was conducted using Western Aphasia Battery and the results were recorded. In fine, the analysis of the recorded results was carried out for the purposes of comparing the pre-test Vs post-test results, in turn the treatment techniques. Statistical Tool The statistical tools used in the study were pairedt test and unpairedt test. Pairedt test: The pairedt test was used to find out the statistical significance between pre and post test of patients treated with Conventional Language Therapy and Constrained induced language therapy in Ischemic Stroke Brocas Aphasia separately. Formula: Pairedt test: s = t = d = difference between pre test Vs post test values = mean difference n = total number of subjects s = standard deviation. Unpaired t test: The unpaired t test was used to compare the statistically significant difference between Group A and Group B. Formula: Unpaired t test: s = t = n1 = total number of subjects in group A n2 = total number of subjects in group B = difference between pre test Vs post test of group A = mean difference between pre test Vs post test of group A = difference between pretest Vs post test of group B = mean difference between pre test Vs post test of group B s = standard deviation. DATA PRESENTATION TABLE -I S.No GROUP- A Conventional Language Therapy GROUP- B Conventional Language Therapy with Constraint Induced Language Therapy Pre-Test Post-Test Pre-Test Post-Test 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 44 46 42 43 45 44 43 44 49 50 43 44 42 45 45 63 61 69 61 65 65 60 66 70 73 67 66 62 68 69 45 45 42 44 43 50 49 44 43 43 45 43 42 46 44 75 73 75 80 81 80 73 75 75 80 72 80 75 81 82 DATA ANALYSIS AND INTERPRETATION This portion deals with the analysis and interpretation of the data collected from group A and Group B who underwent Conventional Language Therapy And Constraint induced Language therapy TABLE II Group A Table II represents the mean values, mean difference, standard deviation, and paired t value between pre test Vs post test values of Patient Rated Brocas Aphasia Evaluation for group A who have been subjected to Conventional Language Therapy. Western Aphasia Battery Mean Mean difference Standard deviation Paired t value Pre test 44.6 21.07 3 26.31 Post test 65.67 It shows the analysis of Brocas Aphasia Evaluation; the paired t value of pre Vs post sessions of group A was 26.31 at 0.05 level of significance, which was greater than the tabulated value of 2.15. This showed that there was a statistical significant difference in between pre Vs post test results. The pre test mean was 44.6, the post test mean was 65.67 and mean difference was 21.07, which showed that there was a decrease in Brocas Aphasia Evaluation in post test indicating the recovery of selected samples in response to intervention. Graph I -Western Aphasia Battery Evaluation of Group A Pre Post test values TABLE III Group B Table III represents the mean values, mean difference, standard deviation, and pairedt value of Brocas Aphasia Evaluation for group B, who have been subjected to Conventional Language Therapy And Constraint induced Language therapy Western Aphasia Battery Mean Mean difference Standard deviation Paired t value Pre test 44.53 32.6 4.29 29.41 Post test 77.3 Table III shows the analysis of Brocas Aphasia Evaluation; the pairedt value of pre Vs post sessions of group B was 29.41 at 0.05 level of significance, which was greater than the tabulated value of 2.15. This showed that there was a statistical significant difference in between pre Vs post test results. The pre test mean was 44.53, the post test mean was 77.13 and mean difference was 32.6, which showed that there was a decrease in Brocas Aphasia Evaluation in post test indicating the recovery of selected samples in response to intervention. Graph II Western Aphasia Battery Evaluation of Group B Pre Post test values TABLE IV Table IV represents the comparative mean values, mean difference, standard deviation, and unpairedt value between group A and group B on Brocas Aphasia Evaluation. Western Aphasia Battery Mean Mean difference Standard deviation Unpaired t value Group A 21.07 11.53 3.7 8.54 Group B 32.6 Table IV shows the analysis of group A and group B with Brocas Aphasia Evaluation. The unpairedt value of 8.54 was greater than the tabulated unpaired t value of 2.05 at 0.05 level of significance which showed that there was statistically significant difference between group A and group B. The mean value of group A was 21.07 and the mean value of group B was 32.6, and the mean difference was 11.53 which showed that there was a greater improvement in group B when compared to group A. Therefore, the study is rejecting the null hypothesis and accepting the alternate hypothesis. Graph III Mean difference of Group A and Group B Western Aphasia Battery DISCUSSION The aim of the study was to compare the effectiveness of Conventional language therapy versus Conventional language therapy with Constraint induced language therapy in improving language function in ischemic stroke Brocas aphasia. Based on Berthier ML. et.al., (2009) Karyn pingel et.al., (2010) Studies Western Aphasia Battery was selected as parameter in present study. In the analysis and interpretation of Language function in group A: The paired t value of 26.31 was greater than the tabulated paired t value of 2.15, which showed that there was statistically significant difference at 0.05 level of significance and 14 degrees of freedom between pre and post results. The pre test mean was 44.6, post test mean was 65.67 and mean difference was 21.07, which showed improvements regarding language functional status in response to Conventional language therapy after 4 months. In the analysis and interpretation of Language function in group B: The paired t value of 29.41 was greater than the tabulated paired t value of 2.15, which showed that there was statistically significant difference at 0.05 level of significance and 14 degrees of freedom between pre and post results. The pre test mean was 44.53, post test mean was 77.13 and mean difference was 32.6, which showed improvements regarding language functional status in response to Conventional language therapy with constraint induced language therapy after 4 months. The results of studies conducted by Jerzy P. Szarflarski.et.al., Meinzer M et.al., Anastasia Raymer, supported the present study in which Conventional language therapy with constraint induced language therapy was given. IN THE COMPARISON OF GROUP A AND GROUP B: In the analysis and interpretation of Language Function between group A and group B: In the analysis and interpretation of Language function, the unpairedt value of 8.54 which is greater than the tabulated t value of 2.05, at 0.05 level of significance and 28 degrees of freedom, which showed that there was statistically significant difference between the pre test Vs post test results of group A and group B. The mean value of group A was 21.07, mean value of group B was 32.6 and mean difference was 11.53 which showed that there was significant improvements regarding language functional status in group B compared to group A in response to treatment. Based on the statistical analysis and interpretation of the results, the present study showed that there was significant improvement regarding language functional status based on (increase) in Western Aphasia Battery in patients with Ischemic Stroke Brocas Aphasia treated with Conventional language therapy with onstraint induced language therapy. Therefore, the present study is accepting alternate hypothesis and rejecting null hypothesis. Reason for Improvements in Conventional Language Therapy It increases the efficiency and strength of language skills. In conventional language therapy regular exercise and practices are used. It helps to strengthen the weak muscles and to prevent it from further degeneration. Reactivation of the cortex was due to increased responsiveness of weak inputs from neighboring areas. It takes over of existing descending pathways from premotor and supplementary motor cortex which is involved in language control. It used to help a survivor of an aphasic regain his ability to talk, recognize voice patterns and regain the ability to relate words to images. It helps to regaining control over the voice cords is an important part of therapy. Reason for improvements in constraint induced language therapy Constraint induced language therapy is very intensive treatment with sessions lasting for up to 6 hours over the course of 10 days so it gives repeated stimulus to brain. Constraint induced language therapy principles are motivated by neuroscience insights about learning at the level of nerve cells (synaptic plasticity). So it helps to regain language skills. Constraint induced language therapy contrasts sharply with traditional therapy by the strong belief that mechanisms to compensate for lost language function should not be used unless absolutely necessary, even in everyday life. It make coupling between cortical systems for language and action in the human brain and it reverses the elements of learned disuse. It produces some reorganizational changes during language practice. Reason for improvements in conventional language therapy with constraint induced language therapy It enhances both parallel and hierarchical processing with in central nervous system which induced stored areas of the brain and it result in enhancing effective recovery. It consists of various throat and neck exercises, such as Cognitive Linguistic Therapy. Cognitive Linguistic Therapy concentrates on the patients emotions, coaching them on how to respond to tones of voice or words describing emotions, such as happy. It encourages the patients (constrained) to use their remaining verbal abilities to succeed in the communication game. Here the interaction is guided by communicative need in a language game context, picture cards, and the barriers making it impossible to see other players cards, and other materials, so that it induces active participation of patient. It is believed that CILT works by the mechanism of increased neuroplasticity. By constraining an individual to use only speech, it is believed that their brain can reestablish old neural pathways and recruit new neural pathways to compensate for lost function SUMMARY AND CONCLUSION SUMMARY The aim of the study was to compare the effectiveness of Conventional language therapy alone with combined effect of Conventional language therapy and constraint induced language therapy on language function in Ischemic stroke Brocas aphasia. A total number of 30 subjects with Ischemic stroke Brocas aphasia were selected by convenient sampling method after considering the inclusion and exclusion criteria. Then informed consents were obtained from subjects individually. Western Aphasia Battery was taken as the parameter. Pre test data were collected for group A and group B patients and computed. Group A patients were subjected to Conventional language therapy and Group B patients were subjected to Conventional language therapy and constraint induced language therapy for a period of 4 Months. The results of the same parameter were recorded for comparison after four months of treatment. The paired t test was used to compare the pre versus post test results of Group A and Group B separately. The unpaired t test was used to compare the mean difference of

John Steinbeck †“Of Mice and Men” Coursework Essay

‘Of Mice and Men’ written by John Steinbeck set in California near Soledad in the 1930’s on two men called George and Lennie who travel together from ranch to ranch trying to make their life like the † American Dream† what Lennie shares with George. During this time there was a depression in America, which meant unemployment and Racism was high so men had to go to different ranches. Racism and bad employment at this time in the United States was called â€Å"The Great Depression.† After The Great Depression, World War 2 had started and John Steinbeck decided to write the book â€Å"Of Mice and Men† what was influenced also by a poet called Robert Burns who was Scottish and also had released a book in the past. Later â€Å"Of Mice And Men† was published in 1937. The American Dream in the U.S.A is thought to be for any American to go through hard work and courage to achieve the goal of their life leading them to success. Lennie and Georges Dream was to own a farm house with lots of chickens and rabbits. â€Å"The American Depression† what had been the harshest depression ever what was from 1929 leading to 1939. This Depression started in North America what went on to Europe and other areas of the world. Although it was started in the united states because of the fast economic growth, it lead the whole world to a disaster. This was originally started because of over production in agriculture what lead to rising debt with farmers. The ranch where Lennie and George end up working for was near Soledad, which is south east of Salinas, Weed was nearby. Soledad what meant lonely was an ideal setting to the story for people who could translate Soledad into English. All of the ranchers with them are lonely with no family and never have anything to look forward to just their daily routines and also just thinking of â€Å"The American Dream†. After the ranchers do their routines the only kind of entertainment what they do is play cards. The ranchers belong to no – one what everyone knows â€Å"Guys like us, that work on ranches are the loneliest guys in the world . . . They got no family†. This also adds to the fact that the ranchers are missing out from a lot in their life’s as they have no family or friends to share their fun with and they have no life only sadness. Ranchers don’t seem happy as they never have any fun entertaining things to look forward to like normal people so they just carry on with their lives in loneliness and misery. George Milton who is a small and intelligent man with sharp feutures. He is Lennies carer as he always has to take care of him and be beside him through everything as he is, his only friend. After George’s aunty died he had to look after Lennie as he was the only one he could talk to, but got fed up as Lennie talked like a child. Even though George leads Lennie out of problems what he gets him self into accidentally he loves him a lot but doesn’t like to show it. Lennie Small is large and has a shapeless face. He drags his feet when he walks, and lets his arms hang. He has a child’s brain as he doesn’t really remember anything and looks up to Lennie as he leads him in the right way and always helps him in bad situations. Lennie in the story gets compared to an animal more than a human as he is a really big man who is mentally retarded â€Å"Dragging his feet a little, the way a bear drags his paws†. George and Lennie relation differs from the other ranchers as they travel together where ever they go and are not lonely as the other ranchers as they have got each other. Crooks is an old black man, he is called this because he has a crooked back he is the stable worker, with a personality just like Candy’s. Crooks doesn’t like company like candy and also wants to live for George and Lennies dream. He has a small place where he lives by himself because of his color as he can not stay in the bunk-house. Lennie gets along with crooks more than anyone else as their resemblances are the same. Crooks is one individual who spends most of his time reading and is a fairly clever person, he lives in a small space, with no one with him. He is segregated because of his color. â€Å"Crooks said, long as you won’t get out and leave me alone.† He is not allowed in the bunk-house to play cards as the other ranchers say he stinks, but he tells Lennie â€Å"You all stink to me† Candy is an old man with one arm who works as a swamper. Candy had an old dog but agreed to kill it as the entire ranch workers were complaining that it smelt â€Å"we can’t sleep with him stinkin around in here†. Candy is very attached to his dog which he had since it was a pup, and was the only thing he could really talk to. When he hears about George and Lennie’s dream of getting their own place, he asks them to take him with them and offers them his savings to help. He offers his money to them as he doesn’t have any other family to share his savings with. Candy becomes very happy, as he thinks he will not be lonely again, but these dreams are broken in the end. Curley the bosses’ son who was a welt weight boxer. He is short and wanted to prove that he wasn’t a laboring man. He acts as he is superior to anyone else in the ranch. He goes around like he is the boss but no one dares to go up to him as he is a strong boxer. Curley is quite a violent man and in the story he ends up getting in to a fight because he thought that Lennie was laughing at him â€Å"No big son-of-a-bitch is gonna laugh at me†. Curleys wife who is always left lonely and no-one respects her, Curley never pays attention to her She is forced to flirt with other ranchers to get attention however, she does not get it as everyone knows Curley will be furious if he finds out and any one who will try it with Curleys wife will get into very big trouble with the boss. She is one of the loneliest people in the story as everyone neglects her and never pays attention to her so she is forgotten out from everyone else. Even though she dresses up like a tart she doesn’t achieve anything wit the other ranchers. Even when she tells Curley â€Å"I never get to talk to nobody, I get awful lonely† she still gets neglected. The people who are most lonely in the story are Candy, Crook and Curley’s wife. Candy is lonely because, he has no family or friends. His only friend was his dog who he could talk to. â€Å"I’ve had his since he was a pup.† This shows that the main people who are lonely are really different from normal people as they never have anything to look out for. George and Lennie’s relation is very strong unique friendship as none of the other ranchers travel with anyone else or share experiences traveling together or either copeing with life together. They are good friends because they share the same dream of owning a farm. George wanted to be his own boss. Lennie wanted, to pet animals all day long and they both believed that it will come true and even when George has doubts he encourages Lennie. They both know how important they are to each other and Lennie likes it when George tells him that â€Å"I got you and you got me†. They both look out for each other as they depend on one and other, they haven’t got no one else like friend or family † Ranchers are loneliest guys in the world they got no family†. In the end George has to kill Lennie to save him from being killed by the other ranchers what would have been twice as bad seeing a close friend die. â€Å"The American Dream† was something what George and Lennie truly believed in. Without the dream no – one would have nothing to look forward to but George and Lennie were well in way of thinking about their future. This was their main objective through out the story of owning a big farm together even crooks and candy got involved in with the dream John Steinbeck wanted each characters individual self to have some thing to look forward to in their up and coming life. To the end of the story Lennie goes to the place where George told him to go if he got into any trouble near by the river. Then Lennie began to think and imagined a rabbit who told him that George would get rid of him because, he is sick of him. And when George comes to the place where he had told Lennie to wait Lennie asks that if he would leave him and George replies back no. Then Lennie decides to leave but George says no and reminds him of the Dream they had planned of them two owning a farm with Furry rabbits and lots of land. But then George tells Lennie to look across the river and Shoots him with the gun to the back of his head. Slim guesses what had happened and reassures George that it had to be done in the end for the best. This was very important for George to do as he can live a life where he doesn’t have to look out for some-one else rather than him self. But also George will become really lonely without Lennie besides him and also their Dream of being together in a big farm had been destroyed. But now George can settle down and think about how he is going to go on with the rest of his life and what job to do without him keeping to move. The thing that has died with Lennie is everything that George and Lennie had. George had done everything for Lennie and could take no more. He had protected him so much an always encouraged him to the max. George killed Lennie as a good friend to save him from harsh misery. The theme of loneliness in this book is important If the characters in the book weren’t lonely then they wouldn’t have done the things that they did and so there wouldn’t have been the same. Curley’s wife and Lennie die because of loneliness which causes George to be even more lonely. If Curley’s wife hadn’t been lonely she wouldn’t have started the conversation with Lennie which caused her death.

Race And Discrimination Between Men And Women Essay

The article that has been chosen regards to race and discrimination between men or women throughout their lifetime. In this article, it states statistics data of woman children suffering because of the women’s race. Like if they are a specific race; they are more likely to be in a difficult situation which may or may not include their child’s life. Being a Hispanic young woman, it is really interesting to learn about the percentage number of experiencing something in the near future that may affect me negatively or positively than other women of another race. Also, in this article; it states how if a certain race woman partnered up with a man of another race; then, there is a high possibility of the man experiencing discrimination from the woman’s family. The reason for the discrimination is the family doesn’t want the women to marry or partner up with anybody outside their race or culture. They would rather have her marry someone within their race. That author also states that the scientists have conducted an experiment where they see the statistics of babies’ low birth weight, size for gestational age, preterm birth, and infant mortality. Women from all races should read this article because if they are planning to start a family in the near future, they should know the statistics of their life and child’s life due to their race and background. The issue of this article is based on the couple’s race/ethnicity; this may cause stress to the mother during pregnancy becauseShow MoreRelatedDiscrimination In The Kite Runner1698 Words   |  7 PagesFor centuries, society has been plagued with the sickness that is discrimination. People have taken it upon themselves to have the right to discriminate against others, basing their prejudice on parts of others that they themselves cannot control such as age, race or gender. From past to present, many have faced segregation and the damaging ripple effect it has on their lives. 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