How the integration of all the systems contribute to normal functioning Essay

All parts of the human body are extremely different and each one complex in the way in which they functioning. The integration of the eleven systems of the body are all essential for normal functioning and need interact to maintain a healthy body. An example of integration, is the respiratory system and the circulatory system. The respiratory system brakes down Oxygen (O) taken into the body. After this action has taken place, the Oxygen is then passed into the circulatory system to be transported around the body to provide cells with energy. This energy is called Adenosine triphosphate (ATP), without this energy the body and its functioning would fail. After Oxygen has been distributed around the body the waste product Carbon Dioxide (C02), is taken back to the respiratory system via the circulatory system to be excreted from the body. Another example of system integration is the relationship between the nervous system, endocrine system, circulatory system and reproduction system. The nervous system collects information from around the body and processes it to give a output action. Arousal of the sexual organs, detected by the nervous system triggers a hormonal release. The hormones, produced by the endocrine system in the testes and ovaries, travel through the circulatory system in the blood to the reproductive system. The two examples above show examples of Homoeostasis, which is the internal environment of the body which must kept balanced at all times. Should Homoeostasis fail or any of the body’s systems fail, temporarily or permanently, it can have consequences on the other systems in the human body. It can cause disturbance in the body functioning and can sometimes even result in death. Integration is absolutely essential for survival.

Self reflection in it truest sense education essay

Integrating a brooding pattern in one ‘s ain professional instruction methods, would be one manner to maintain up with the on-going assessments that should happen in any professional set up or larning experience. One could depict contemplation as looking back at past instruction experiences, either good or bad, and finding whether the experience could hold been better managed or taught. There is a clear differentiation between believing and reflecting. Thinking could be associated with a job and solution where as reflecting may non hold an absolute terminal consequence. Working as a instructor in a secondary school airss many jobs, and many inquiries that are really seldom answered. The job that surfaces with the thought of reflecting on 1s ain pattern is that we as instructors are non given the clip, or the motive to reflect more frequently, or more profoundly into our methods, learning manners or bringing of the course of study. The debut of standardization by manner of the N ational Curriculum towards the terminal of the 1980 ‘s and the beginning of the 1990 ‘s by the Conservative Government, has taken away the power from the single instructor in make up one's minding what is of import. It could be argued it has reduced the instructor to nil more than a courier of a province controlled course of study. It besides suggests a concealed docket. Neary, M ( 2002 ) highlights the ‘hidden course of study ‘ and the attitude towards instruction and the map a school should play in fixing people for society. Neary, M ( 2002, p45 ) states Lynch 1989 ( 1989, p3 ) : ‘The peculiar societal dealingss they deem of import in the generative procedure are chiefly the hierarchal division of labor between instructors and scholars, the anomic character of scholars ‘ school work itself, and the atomization in work – reflected in the institutionalized and frequently destructive competition among scholars through continual and apparently meritocratic ranking and rating ‘ . Neary, M argues that authors such as Bowles and Gintis have made connexions with a capitalist society and how this is reflected in the school system. It is of import to reflect on the course of study one Teachs and who decides what is ‘Really Useful Knowledge ‘ and how socially effectual this is for the scholars that we teach. The course of study that is offered at The Community College Whitstable is GCSE ‘S in all the nucleus topics, BTEC in Construction, Physical Education, Science, Drama, Science, Music, Business Studies, Travel and Tourism, Design and Technology, NVQ in Hairdressing, professional makings in Motor Vehicles ( IMA and ABC ) and A ‘ Levels. Students at The Community College Whitstable are progressively going familiar with BTEC instead than the traditional GCSE ‘S which are favoured by most Grammar and the top grade of other State schools. The logical thinking for this could be that province instruction is undergoing immense cardinal alte rations through political and ideological mentalities. The National Curriculum was sought to increase the pupil ‘s acquisition, the House of Commons 4th study provinces ( 2008, p10 ) : ‘This papers basically identified four wide intents ; presenting an entitlement for students to a wide and balanced course of study ; scene criterions for pupil attainment and to back up school answerability ; bettering continuity and coherency within the course of study, and helping public apprehension of the work of school: ‘ The school province system has now moved on more than a decennary since that pledge and is presently at the Centre of a political inspection and repair. The Community College Whitstable is come ining more pupils onto the BTEC programmes than of all time before. Through contemplation of the stance and vision that the school is taking, and with respects to the increased flexibleness of the school course of study programme, one could see that schools such as The Community College Whitstable are progressively fighting to vie on national and local footings through GSE ‘S consequences. Therefore turning to BTEC ‘s is a manner to increase pupils consequences and travel up the conference tabular arraies. The popularity with BTEC ‘s are that they are all coursework driven and this does give them an advantage over GCSE ‘S which are portion coursework, and portion terminal of twelvemonth test towards concluding Markss. The coursework is internally marked and externally v erified, pupils who would non hold had any opportunity of acquiring good consequences through GSES ‘s, stand a better opportunity with BTEC ‘s ( perchance acquiring 4 GSSE ‘s at A* – C class on another topic. ) The Community College Whitstable has been first-class in implementing the old Governments name for Vocationalism and Diversity in the course of study but is that all about to alter with the new Coalition Government. It is of import to reflect on 1s learning of the course of study, cognition, bringing, larning manners and methods, if we are to come on and turn as a instructor or facilitator. At present there are no school guidelines to go a Brooding Practitioner but there have been many writers and professionals that have laid down theoretical accounts for brooding pattern to be incorporated into the course of study. Brookfield, S provinces ( 1995 p29 ) : ‘We have available four lenses through which we can see our instruction. These lenses are represented by the four pointers in figure 2.1. They are ( 1 ) our autobiographies as instructors and scholars, ( 2 ) our pupils ‘ eyes, ( 3 ) our co-workers ‘ experiences, and ( 4 ) theoretical literature. Sing what we do through these different lenses alerts us to falsify or uncomplete facets of our premises that need farther probe. ‘ For illustration utilizing a ambitious pupil as a instance survey who attends the vocational Centre is a good manner to reflect on Brookfield ‘s lenses. The pupil that I have identified has had domestic jobs and personal jobs that stem from his place life. The pupil has a low academic ability and falls into the class of extra excess demands, which would hold been recorded on his informations from appraisals conducted in cardinal phase two and three. I believe this pupil suffers from low ego regard and assurance which reflects his aggressive nature towards instruction and higher-ups such as instructors and people in authorization. The pupil was pushed into the vocational Centre because of stereotyping and the low standards needed to inscribe on the classs at the vocational Centre at The Community College Whitstable. Taking this into consideration and seeing it from the pupil ‘s eyes would assist all instructors deal with his/her disputing behavior with greater empathy and compassion, and in bend this would enable us to undertake these jobs with greater cognition. A minority of pupils may hold an atrocious place state of affairs and life in a societal environment that does non advance larning. Students may be come to school with that luggage of place life and may endure from a deficiency of assurance through low academic ability. Sing this state of affairs from a pupil ‘s point of position should promote us as instructors to be more thoughtful and tactful when covering with certain pupils. From my experience of working and learning at The Community College Whitstable, the pupils who chose vocational classs are by and large lower ability pupils. Although there are some exclusions to this, and at that place will ever be pupils who opt for vocational class who are academically bright. Students that are on the Construction courses at The Community College Whitstable may hold jobs that range from behavioral, societal and academic through to the medic al and physical. Through my experience as a instructor, communicator or facilitator I have ever relied on my autobiographical acquisition, for illustration, learning pupils woodworking and joinery through my ain good experience as an learner and so traveling on to analyze at college. This contemplation into my past experiences has helped me to go a more rounded and competent instructor of the accomplishments of a trade that goes back many centuries. I believe that all instructors should utilize their autobiographical acquisition in their instruction because we can all retrieve the good instructors or the good teachers and employers. Our autobiography should organize the foundation of our learning methods and manners. Peer appraisal is a important portion of a instructors larning experience either informal or formal, both of these tools are every bit of import. Teaching on the BTEC Level 2 Construction class involves two members of staff and each member has equal duty to internally verify each others work. Fifty per cent of all pupils work will necessitate to be cross referenced and internally verified. There are regular squad meetings and departmental meetings on marker, pupil ‘s public presentation, attending and behavior. These meetings have ever been a good manner to go through on shared cognition and to interchange thoughts and beliefs on the best ways of learning. Informal feedback from 1s co-workers can be merely as effectual, for illustration inquiring a co-worker to come into a category to detect a peculiar portion of the lesson can supply us with greater cognition of the state of affairs. By merely inquiring other instructors how they deal with job pupils can work out the enigma. From my experience a co-worker had advised me to do up a seating program at the beginning of the lesson to battle bad behavior. The thought is that you have already taken control of the state of affairs and the pupil understands this and responds consequently. To this twenty-four hours the scheme has worked. Understanding how and why pupils behave in a mode requires understanding of human demands, this may non come of course to most of us, but the ability to reflect and to research is a tool all instructors have at their disposal. Completion of the Certificate of Education class in old old ages and now analyzing the BA Hons in Lifelong Learning, has put me on a acquisition curve utilizing theoretical literature that I am still researching and seeking to grok. This research into course of study political orientation, course of study alteration, cognition of instruction etc. suggests that instruction is non what it seems but a smokescreen for viing self-importances and constabularies f rom political parties at the helm of the state ‘s hereafter. Brookfield ‘s Lenses challenges us to travel off from our point of position and to take onboard other interventions that may or may non do a pupils advancement or fail. Brookfield highlights the complexnesss of how we learn, and how the acquisition environment is ever affected by more than one issue. By going a Brooding Practitioner it can assist one understand the jobs that arise from the jobs instructors face. Brookfield identifies Reflective Practice as a manner in which instructors can do sense of the instruction system and the political invasions that occur in the course of study. He suggests that through critical contemplation we find our terms and are so able to hold an openness that benefits both pupils and instructor. The pupils can be really ambitious and will all hold their ain set of issues to cover with as lineations above. Using Brookfield ‘s Four Lenses to cover with a ambitious pupil would be one manner of detecting the true art of pedagogical instruction. Brooding Practice through Brookfields theoretical account would be good when 1 encounters a hard twenty-four hours. Peer rating signifiers an of import function in our instruction methods, Brookfield highlight this in his Four Lenses and provinces ( 1995, p35 ) ‘Our co-workers serve as critical mirrors reflecting back to us images of our actions that frequently take us by surprise. As they describe their ain experiences covering with the same crises and quandary we face, we are able to look into, reframe and broaden our ain theories of pattern. ‘ This find through other instructors who deal with the same job pupils is really of import for a instructor to come on, and travel on in their chase of going a competent instructor. Brookfield ‘s 4th lens system focuses on theoretical literature whereby instructors and lectors should read more about the procedures of larning theory and research. Brookfield provinces ( 1995, p37 ) : ‘Reading a theoretical analysis that offers an alternate interpretative model for a state of affairs can be life salvaging – or at least, calling economy. Critical theory may assist us recognize, for illustration, that pupils ‘ neutrality is the predictable effect of a system that forces people to analyze staccato balls of cognition at a gait prescribed by course of study councils and license organic structures. ‘ Theoretical literature is covered by the leading squad at The Community College Whitstable in Staff Development eventides. From my experience this literature is used to warrant their scheme instead than to professionally develop a instructor ‘s head. Theoretical literature can assist instructors to still their frights and seek confidences from other professionals outside their on the job environment. Unfortunately excessively few instructors actively read theoretical literature on pedagogical instruction, from my experience reading and analyzing literature on behavior has been a great beginning of encouragement. Brookfield points out that the logical thinking for this is that the surveies carried out about learning in theoretical books are ever written by faculty members and non instructors. The old Government had realised this, the 4th study on the National Curriculum provinces ( 2008, p32 ) : ‘At the same clip, instructors need to be given a stronger sense that their ain inventions in teaching method can be valued. There is considerable support for the debut of some signifier of ‘pedagogic bank ‘ developed by instructors for instructors. ‘ In order for instructors to go a Brooding Practitioner or instructor they would hold to oppugn the footing of the Curriculum and the hierarchal establishment that administers it. This would convey them in direct struggle with the whole school system and the powers that control the system, both centrally through authorities, and straight through the senior direction of the school. This theory of oppugning the nucleus values of an educational establishment goes against the National Curriculum set up under the Conservative Government, where instructor control and powers are limited. In a universe where we are now used to following the regulations and codifications of administrations the true spirit of people power has been born out of us through Capitalism, Globalisation and laterality. If one was to take onboard brooding instruction and utilize it as portion of the course of study timetabling it would assist us to go better instructors and this would assist us learn pupils what we thin k is of import to them in the outside universe. Schon, D ( 1995, p332 ) argues: ‘What happens in such an educational bureaucratism when a instructor begins to believe and move non as proficient expert but as brooding practician? Her reflection- in-action poses a possible menace to the dynamically conservative system in which she lives. ‘ As mentioned earlier the ‘hidden course of study ‘ has many dockets, of all time since the debut of free province schooling in the 1940 ‘s the issue has ever been what should the pupils learn and why. Education was seen to be a manner to travel a state on from the injury of the World War and the deepnesss of desperation. The Education Minister at the clip was R. A. Butler. In a bill of exchange white paper ( 1943, pp182 ) he stated: ‘The new educational chances must non, hence, be of a individual form. Schools and classs must be available to accommodate the demands and aptitudes of different types of student or pupil. It is merely every bit of import to accomplish diverseness as it is to guarantee equality of educational chance. ‘ Although the Government were non straight involved in educational course of study there was a steadfast directive from the Government. Scholars throughout history have identified learning theoretical accounts and theories, armitage et Al ( 2003 ) identified five Models of Educational Political orientations: Classical Humanism, Liberal Humanism, Progressivism, Instrumentalism and Reconstructionism. Armitage argues that we as instructors need to understand these political orientations in order to take them on board and through this cognition we as instructors can put the acquisition experience for our pupils. Out of the five political orientations Reconstructionism seems the furthest off from our educational system and would accommodate the Developing World who need political orientations to draw themselves out of economical convulsion. Neary, M ( 2002 ) suggests that the Liberal Humanist political orientation has been the most relevant since the industrialized West evolved. Neary argu es that this political orientation had favoured the private and higher classed schools such as the Grammar schools but non the State schools. Tony Blair ‘s New Labour Government and the educational political orientation could be coined with instrumentalism. The educational policies under Blair such as the Leitch Report ( 2006 ) are in maintaining with the instrumentalism armitage et Al provinces ( 2003, p209 ) : ‘The instrumental course of study sees knowledge in factual footings and is clearly lecturer/teacher/trainer led. Therefore, through instrumentalism instruction and preparation pupils are fixing themselves for their functions in the workplace and in society as a whole. ‘ This instrumentalism has had a major consequence on province schools such as The Community College Whitstable because since New Labour, Vocationalism has made its manner into Secondary schools and is now portion of the course of study for 14 twelvemonth olds. It remains to be seen whether the new Coalition Government are prepared to transport on these political orientations or follow another way. In a perfect universe the educational political orientation would be Progressivism Armitage et Al provinces ( 2003, p208 ) : ‘The course of study would be based around active problem-solving in a assortment of societal contexts and be constructed of subjects which interested and challenged pupils ( larning from experience ) with the purpose that people would larn how to believe for themselves, make determinations, cooperate and take part as shapers of a democratic society. ‘ The job that has arisen in the course of study today is that pupils are being spoon fed the information and that they can non believe for themselves. This is the consequence of the course of study being excessively narrow and excessively focussed on good consequence and attainment instead than pupils growing. In order for our society or political administrations to make up one's mind the destiny of our instruction system or the function it plays in how the pupils will be taught, curriculum research is carried out to determine the terminal end. Neary, M ( 2002 ) has highlighted two course of study theoretical accounts the Product Model and the Process Model. The Product Model is linked with behavior and Neary, M ( 2002, p60 ) cites Tyler ( 1949 ) ; ‘1. What are the purposes and aims of the course of study? 2. Which larning experiences run into these purposes and aims? 3. How can the extent to which these purposes and aims have been met be evaluated? 4. How can these learning experiences be organised? ‘ Under this theoretical account each inquiry will necessitate to be answered in order for the development of the course of study to be successful and achieve the ends and results intended. Harmonizing to Neary the theoretical account was non without its critics based entirely on the idea that a course of study can non be based on Behaviourism. Armitage et al provinces there was an alternate theoretical account for course of study development, the Process Model ( 2003, p203 ) : ‘This is an attack to curriculum which is interested in the procedures and processs of larning so that the scholar is able to utilize and develop the content, non merely have it passively. ‘ Neary, M states the Process Model focuses on ( 2002, p61 ) : ‘Teacher activities ( and hence the instructor ‘s function ) , pupil and scholar activities ( possibly the most of import characteristic ) , the conditions in which the acquisition takes topographic point. ‘ Students on the BTEC degree 2 Construction classs at The Community College Whitstable will hold a variable grade of both theoretical accounts in the class purposes and aims and the construction and bringing of the content stuff and appraisals. The BTEC Level 2 Construction classs will already hold predetermined purposes and results in which the scholar will hold to run into to fulfill the awarding organic structure, if they are to accomplish the making, this type of course of study falls in line with the Product Model. The BTEC does let for some liberty of the instructors because the faculties or units will hold to be personally written by the instructor or lector for the pupils to finish. This does reflect portion of the Process Model but the ego written units and bringing of the units have specific guidelines laid down by BTEC Edexcel. Curriculum alteration and the political orientation behind it are really of import when sing a sweeping alteration of the National Curriculum for schools in Britain. With the debut of new makings, the appraisal of that is basically of import to the success and the length of service of the new set up. Knight, J Minister of province schools ( 14-19 ) provinces ( 2008, p1 ) : ‘Many schools are already seeing the benefits of utilizing appraisal for larning patterns and resources, but I want all schools to hold entree to high-quality preparation and support so that appraisal for acquisition can be embedded in all schoolrooms. ‘ The old Labour Government had targeted appraisal as the manner frontward for schools to undertake pupil ‘s weaknesss. Harmonizing to the section for Children, Schools and Families ( 2008 ) the appraisal for larning championed by Labour would enable pupils, instructors, parents and schools to cognize how the pupil is executing, where they should be and how they are traveling to accomplish a satisfactory degree of public presentation. For schools this meant that the construction would be crystalline for all to see. For instructors they would now hold a foundation to work from and be able to prove pupils intermittently against the in agreement appraisals and standards that are laid down by Government organic structures. There are many ways to prove pupils runing from summational testing ( terminal of twelvemonth test ) , to formative testing: this could be conducted in the schoolroom and workshops, and initial testing which would be carried out at the beginning of the class. The n ucleus inquiry that needs to be answered when assessing is, are the agencies of proving dependable and valid? Armitage et Al ( 2003, p 157 ) provinces: ‘A valid appraisal method is one which tests whether the purposes and aims of a learning experience have been achieved. ‘ The BTEC degree 2 Construction class that is taught at The Community College Whitstable has assorted signifiers of appraisal in order for the pupil to finish the units for that peculiar class. Currently pupils will hold to go through six units in which three are theory units, and three are practical units. The theory units are taught on a modular footing, one time the pupil has completed one unit they move onto the following 1. The units are broken down into three smaller balls of appraisal so that it is easier for the pupils to digest and use themselves and come on through the scaling system. The rating systems start with a base on balls and so travel onto a virtue and eventually a differentiation. This sort of appraisal follows the standard referenced path of appraisals, the pupils will hold a set of inquiries and each inquiry will hold base on balls, virtue or differentiation attached to it. The pupils can lucubrate on their replies and accomplish a higher mark or class. The prono unced work is so marked by the assessor and so internally verified by a co-worker learning the same class. This is indispensable for the appraisal procedure to be made valid and dependable. The practical elements of the BTEC degree 2 Construction class are marked by the assessor every bit shortly as the pupils has achieved the purpose, which could run from constructing a Flemish Bond wall, doing a panel door or preparing and painting a booth. The instructor ( assessor ) will immediately tag their piece of work in line with the class specification and rate the pupils a fail, base on balls, virtue or differentiation. This appraisal is in maintaining with a competency based expression which is similar with NVQ ‘s. There have been unfavorable judgments of this sort of competency based proving Armitage et Al ( 2003, p166 ) provinces: ‘Some argue that a competence-based system makes larning assessment-led. That is, for pupils at least, one oculus is ever on the competences that have yet to be awarded and the full class of survey the becomes skewed towards clicking off such competences. ‘ The pupils at The Community College Whitstable could place with this unfavorable judgment as we as instructors are pushed to increase accomplishments and base on balls makings instead than doing certain that the pupil is ready equipped for the outside universe. Assessment schemes and the dependability and cogency have become an issue with new Coalition Government. An independent reappraisal conducted by Sir Richard Sykes ( 2010p3 ) provinces ; ‘There is an compulsion with measuring, puting quantitative marks and roll uping conference tabular arraies, as though what can non be measured numerically has no value and should hold no topographic point in instruction. Yet the best things in instruction frequently can non readily be measured in this manner. ‘ Dockrell and Black ( 1980 ) pick up on this subject of cogency and dependability but their focal point is assessment in the affectional sphere. Dockrell and Black ( 1980 ) argue that this sort of appraisal is good for the success of the pupil ‘s patterned advance in their educational experience. Assessing person ‘s public assistance and fixing lessons to suit all pupils sat in forepart of them is portion of the pupil centred course of study at The Community College Whitstable. Teachers are expected to compose studies three times a twelvemonth on every kid they teach measuring both ability and attitude although this does non travel towards their concluding class it can move as a tool to measure the pupil ‘s advancement. Every kid must be taught to the best of their ability is the mantra at the college. Although I do non hold with the current instruction system in Britain one hundred per cent, there seem to be really small alternate. The 11 plus trial that is conducte d in the Kent District is designed to divide the brighter pupils from the less academic to the addition of the Grammar schools. This sort of appraisal has a immense consequence on all secondary schools in Kent, particularly The Community College Whitstable who will hold to choose pupils that have failed or are non eligible. The Tomlinson study ( 2004 ) had promised or set out a new course of study and appraisal that would hold revolutionised our province instruction. The study had identified that GCSE ‘s and A'Levels needed to be reformed every bit good as vocational instruction for 14 twelvemonth olds. Unfortunately, the reform did non transform the instruction system but was merely brought in a moire downed degree. Sir Richard Sykes ( 2010, p3 ) argues: ‘We therefore present a treatment and a set of recommendations which if adopted would, we believe, help to right the balance between instruction and appraisal. ‘ The new specification for all BTEC classs has been renewed as of September 2010, this follows a whole shingle up of the QCA model and the regulating organic structures that preside over the way of our making system in Britain. It remains to be seen whether this will convey the alteration that will bridge the spread between pupil ‘s advancement and an instruction system that is envied throughout the universe. In decision Reflective Practice enables one to see their professional function as a instructor and within society. It is of import that we as instructors and professionals encourage pupils to accomplish all that they can in the instruction system and to go life long scholars. It is of import that we encourage pupils to non merely larn what the course of study has offered them but to widen their acquisition. The essay has researched the course of study of The Community College Whitstable and how it has adapted to the alterations of a tiered school system through conference tabular arraies and appraisals such as the Eleven Plus. Schools such as The Community College Whitstable will hold to continually excel their outlooks if they are to last in this Capitalist State System. Brookfield ‘s Four Lenses is an of import starting point for contemplation in 1s ain professional pattern and this can set the teacher/professional onto the route of true satisfaction of 1s ain pattern. Curric ulum political orientations have played an of import portion in Britain and the World ‘s instruction system. This essay has focussed on instrumentalism and how this affects The Community College Whitstable and how it has played an of import portion in Britain ‘s Education System. This essay has identified and developed a cognition and apprehension of appraisals in our State Education System. It has identified how these appraisals are being used in a vocational sense through BTEC makings at The Community College Whitstable. It is of import to understand Britain ‘s instruction system, political orientations and cardinal beliefs as this will enable the instructor to come on and to do sense of educational alteration. Schools such as The Community College Whitstable have benefited from political orientation, political invasion and course of study development because more pupils are now come ining 6th signifier and traveling on to university or higher instruction than of all time before. Schools play an of import portion when educating the pupil and the local community, it is the start of womb-to-tomb acquisition for some pupils. Comparing the instruction system of the 1970 ‘s to the present twenty-four hours, pupils have a greater advantage because schools are now set up to profit the pupil. The Community College Whitstable offers a huge scope of makings that would be the enviousness of many states.

Evaluation of Acceptance of Violence in Mel Gibson's Films Essay

Evaluation of Acceptance of Violence in Mel Gibson's Films - Essay Example This only means that the film has a very large following of viewers, but it does not follow that it was generally well liked. Most viewers were dragged into watching it simply because of the controversy that enveloped the film. Firstly, the film is a depiction of the life of Christ but is more centered on the â€Å"passion†, or rather the suffering, the Christ endured in anguish. Controversy is already stirred by involving religion, even more so by depicting the anchoring figure of Christianity. Many of the more conservative religious practitioners have expressed their distaste on the film’s very violent and bloody depiction of Christ. A good number of criticisms also cite that Gibson conjured his own version of the real passion of Christ (Hammer & Killer). He depicted Christ as only a mere man, a man’s man, and not as someone in a holy light. This is parallel as to how he has usually treats the protagonist of a story, as previously mentioned in this paper, that the protagonist is depicted only as an ordinary person exalted and achieving hero status because of what the story has availed of him. And expectedly and more so understandably, this falls out of favor with a significant number of Catholics who will not tolerate such a holy and high figure be made to look as lowly as how Gibson portrayed it. Although the whole Christian and Catholic population share this outrage, many others would be easily swayed to give a prejudiced negative review of this film especially if the ones endorsing the distaste comes from authorities and preachers of the church. Thus, the Passion has only fetched a score that would otherwise be higher if not for the religious â€Å"offenses† that it has committed. On the other... The researcher states that through the course of Mel Gibson’s career as a director, he had two films which, at the very least, stood out among the rest because of raw violence and gore, aside from other own controversies of these films. It is important to note however that while both films received relatively high remarks from general film critiques, their level of acceptance to the public has been a drastic difference. This can be attributed to the level of sensitivity of the topic to its viewers and their own experiences and personal beliefs in accepting such films. Through the course of the paper, it will be discussed as to how and why the two films differed and how the other film garnered more awards despite having a smaller rating by the audience. The Passion garnered more awards, even though it has a relatively low rating, because it is a more thought provoking film. It boldly confronts what society is too shy to really look at and accept. It also grants a different pers pective on Christ and is approached as how others would see him, even the non-Christians. In conclusion, the subject of the film is a very critical juncture whether it shall be received with good praise or not. It cannot be stressed enough that one cannot please everybody; much more that the review and evaluation of a person regarding films is very relative to each as his own. Personal prejudices such as religious background and moral standards also significantly influence one’s opinion and critique of the matter.

Hydraulic Fracturing Assignment Example | Topics and Well Written Essays - 500 words

Hydraulic Fracturing - Assignment Example 168). Moreover, the proppants are graded and suspended in the pressurized fluid, and they include white sand, ceramic or spherical manmade particles. In this scenario, it allows the gas trapped in the shale and other minerals to be forced to the surface (Maule et al. 168). Furthermore, despite the benefits of hydraulic fracturing, it raises concerns on environmental matters. The greatest threat is to the human wellbeing and groundwater pollution (Maule et al. 168). In addition, fracking has made life expensive in the neighborhoods where it is carried out. I have let to the increase of rent rates and change of the natural landscape. Most worrying is the fast disappearing off the natural forests that are slowly being turned into factories of finding fossil fuel. The other disadvantages associated with hydraulic fracturing include congestion of trucks, noise from fracking sites and many other environmental problems. The environmental changes brought about by fracking have risen concerned amongst people, government and nongovernmental organizations concerning the safety of the environment (Vergano 1). The other demerits include the expansion of this activity into urban centers whereby drilling is carried out 24 hours a day. Some small farmers have leased their land for and forced them to, leave their native land and go elsewhere because of the environmental issues like noise and air pollution. Fracking can also cause earthquakes. The report that was released this month by the National Research Council shows that fracking does not have high risk to earthquakes. However, it cautioned that deeper disposal of the wastewater could trigger quakes like the ones that shook Youngstown in Ohio State last year (Vergano 1). According to Marketline, companies involved in hydraulic fracturing have not publicly published their reports concerning the leakages they have had or the environmental dangers of fracking (Marketline 19). In this

Argument essay Example | Topics and Well Written Essays - 1250 words - 9

Argument - Essay Example Nuclear power is the world’s best and first answer to the problem of the exhaustion of resources. Above that it is ecologically clean when used properly. Besides that atomic energy serves for military purposes as a nuclear weapon of mass destruction. Despite the fact of its massive ability to destroy everything living it is the political mechanism of the future which guarantees world peace and logical avoidance of any local conflicts on the theoretical basis of nuclear deterrence and mutual asserted destruction (Edwards, 2013). Opponents of the nuclear energy and its military usage ignore the benefits and fear the danger of nuclear holocaust and worldwide ecological catastrophe in the future if nuclear power will continue to exist. They say that benefits don’t exceed the harm and it is better to continue injuring nature slowly thought fossil fuel energy than put it in jeopardy of probable total annihilation with atomics energy. More than that ecological harm from the atomic accidents not only overcomes the usual pollution but bring whole generations of unproductive land, humans and animals with diseases and low immune system all because of the radioactive pollution. Above that they state that nuclear weapon in the hands of government that behave in a rough way is not a responsible way to treat such serious issue due to the political corruption and instability that so often shows itself. They state that political differences and dissidence of countries which possess nuclear weapon can lead to the nuc lear war which will annihilate and destroy the planet. Same opponents say that slow harm to the nature by the non-nuclear energy plants is better than the probability of total devastation. The also point out that disastrous events such as Chernobyl and Fukushima are the examples that prove people’s inability to treat atomic energy with responsibility and that it can lead to further even more disastrous nuclear

True Profession Article Example | Topics and Well Written Essays - 750 words

True Profession - Article Example However, today’s business environment is considered to be dynamic and challenging, as the success of a business depends on the amount of trust they gain from their customers and stake holders. This has provided opportunities for well-known business schools to introduce new academic course integrating management code of ethics that would help in aligning management with other well-known professions such as lawyers, doctors, engineers and teachers. Considering the above stated scenario, it is also believed that the integration of the code of ethics in the MBA course will serve as competitive advantages for the students in the business market. It is also believed that having the world first Certified Business Professional (CBP) will allow the academic institution to stay ahead from other in-state MBA programs over other universities (Khurana & Nohria, â€Å"It’s Time to Make Management a True Profession†; Nohria, â€Å"A Hippocratic Oath for Management†). Wit h reference to the stated scenario it can be viewed that the dean of ODU’s College of Business and Public Administration (CBPA) is planning to implement oath at the Hippocratic Oath for Managers at this year’s graduation and initiating the new CBP program next year. In this regard, the plan of implementation of the management code can be considered as an effective approach. In this rapid changing environment it has been viewed that organization who succeed in gaining trust of the people sustains in the growing competitive market whereas organization who only focus on gaining profit dissolve within a short span of time. In this aspect implementing managerial code of conduct in the MBA would not only help in establishing a modern management approach but would also help in establishing a modern approach in the business world. It would not only provide numerous opportunities but would also change the way business operates today. The student oath is component of more preval ent initiative to turn management into profession similar to those of medical doctors and lawyers. The Hippocratic Oath promotes the notion of sustainable development. Additionally, it would also help in expanding the knowledge of the student as it would explore new field of studies and also help in understanding the business world deeply. Additionally introducing the process of Hippocratic Oath for manager in academic institutions would also help in producing loyal managers and would also motivate them to implement their skills and knowledge effectively for establishing the organization goal efficiently and through effective utilization of the organization resources (Khurana & Nohria, â€Å"It’s Time to Make Management a True Profession†; Nohria, â€Å"A Hippocratic Oath for Management†).The process of taking oath is viewed to provide a normative framework that helps in shaping the identity of a personnel and their responsibility towards the society specificall y for the people associated with their organization. In this world of shrinking public trust for business managers by the general public, introducing of ethical code would help in establishing a sense of trust and believe amid the stake holders resulting in more efficient functionality of the organization as people would feel secured to invest more in the organization. (ISFP, â€Å"

Report and Accounts for Tesco PLC Essay Example | Topics and Well Written Essays - 1000 words

Report and Accounts for Tesco PLC - Essay Example The report provided shows an insight of supermarket sector, the emphasis majorly being on the analysis of its finances, competence, resources and culture. There are two options on future strategies that are suggested regarding financial strategies.This company is amongst the biggest in the globe, vested in operations in approximately 2,318 outlets and has employed over 320,000 employees. It also offers services only via its subsidiaries. The United Kingdom is its largest market, in which it runs in four ways superstore, extra, express and metro. The firm’s own labels of products are categorized under three levels inclusive of normal, finest and value. The firm makes sales of approximately 40,000 products of food inclusive of clothing and some other lines that do not deal in food stuff. Apart from convenient products, many stores contain gas stations, making them amongst the largest independent retailers of petrol in Britain. Other services offered by Tesco include personal fin ance. The main reason for the success of Tesco is the various products they deal in, popular products and the brand preferences. Furthermore, Tesco operate online sales of product which has seen them expand internationally and get customers all over the world. There are reasons as to why Tesco is customers’ favorite store in the UK. Tesco have got a well analyzed capital structure which supports the growth of business plan with consideration of their expertise in financial system and cash management. Financial Analysis In Britain, Tesco services offered by this firm are via Tesco bank. The main products offered are inclusive of mortgages, credit cards, savings accounts, and loans. They also offer insurance services like insurance on cars, travel and life. The awareness of these services is boosted by their website and leaflets given out in their stores. Tesco generated a profit worth 130 M pounds in 2007 which rated the value of shares at 66 M pounds. The impact that this mov e created towards the sector of finance brought diversification to the brand of Tesco. It also provided for growth opportunities in the external retail sector.In 2008, announcement was made on of purchase of 50% of its shares. In the year 2009, Tesco Finance changed to a bank. Other financial service was the intent to buy Dobbies Garden. This enterprise owns 28 gardens, almost half in the UK. In 2007, the deal had been sealed by BODs of Tesco on receivership of 53% of shares meeting the conditions that were set. This led to Tesco’s shares rising to 65% and in 2008, the acquisition was fully met. Tesco commenced selling of petrol in the year 1974.The main sources of finance for Tesco plc is long term debts, retained profits, commercial paper, leases, issues and bank borrowings.By the year 2006, Tesco was rated fourth biggest retailer after Carrefour, Wal-Mart, and Home Depot. In 2007, this firm managed to jump Home Depotdue to the sale of division of Depot’s professiona l supply and fall in value of US dollar on Britain pound. Immediately behind was Metro which may also make its way ahead in case the euro becomes stronger against pound. Though, Metro has its sales inclusive of wholesale turnover in terms of billions and its turnover in regard of retail is less than that of Tesco’s.Instead of Tesco increasing its revenue by way of increasing its leverage, they take

Investment and Portfolio Analysis Essay Example | Topics and Well Written Essays - 3000 words - 1

Investment and Portfolio Analysis - Essay Example 102-103). Such the yields are available for the public. For instance, one can easily find them on the Internet. The characteristics of a bond determine timing and values of associated cash flows. Therefore, an investor can easily discount all cash flows associated with a bond to figure out fairly good estimate of its value. As for the common stocks, the company that issues the stock can invest some portion of its earnings in projects in hope to increase the value of the firm. The rest of the earnings is distributed among the shareholders in the form of dividends. Unfortunately, â€Å"the details on forthcoming projects are not generally public information† (Ross, Westerfield and Jaffe 1999, p. 109). Therefore, the patterns of cash flows shareholders receive are not known in advance and can be much more complicated than those bondholders receive. However, a number of techniques for stock valuation were developed. All of them need as input â€Å"investor’s required retur n on the stock† and â€Å"growth rate† of one or several indicators of companys performance such as "dividends, earnings, cash flow or sales" (Reilly and Brown, 2003, p. 377). To estimate the first input, investors can use the return of a common stock of the respective class and rating as a useful benchmark (Haugen, 1979, p. 68). Due to above mentioned complexity, accompanied by the fact that the guarantees to the investors in common stocks differ from the ones to the investors in bonds, sometimes these inputs can be estimated only roughly. Moreover, their uncertainties can turn out to be â€Å"too large to be practical† (Ross, Westerfield and Jaffe 1999, p. 111). Thus, generally investors produce better estimates of bond values than those of common stock ones. To identify appropriate investments, portfolio managers figure out a set of â€Å"marketwide and industrywide factors† that makes unsystematic risks of

Response Paper Guidelines Essay Example | Topics and Well Written Essays - 500 words

Response Paper Guidelines - Essay Example In the opening section of the article, Fitzhugh maintains that he established a quarterly journal in 1987 in order to help other students and teachers measure the outcomes of education. Thus, the journal, The Concord Review, offers the students a chance to publish the exemplary high school history essays. Another forum founded by Fitzhugh, the National Writing Board was concerned with providing an independent assessment of high school research papers and he maintains that the students of history have made good use of it. In the following sections of the article, the author recounts the nature of students’ term papers, and the significance and consequences of writing such papers, etc. He also suggests the various ‘forces’ or hazards that dumb down writing and nonfiction reading in the high schools. According to Fitzhugh, the encouragement and publicity given to serious nonfiction academic writing are not sufficient and the endeavors such as The Concord Review are n ot able to survive due to ‘very little money and few subscribers’.

Marketing in Fashion Essay Example | Topics and Well Written Essays - 3250 words

Marketing in Fashion - Essay Example The essay "Marketing in Fashion" concerns the fashion marketing. Marketing research is a primary strategy used by marketers to assess the market environment and the customer-mix and to learn the customers’ needs. A shop-window provides 24-hour advertising and creates and identity for the shop. Using celebrities as models has also been a successful marketing strategy. Advertising has always been an effective marketing strategy for fashion clothing. Creating and using catchy terminology to describe fashion apparel is a recent and effective trend in fashion marketing. PR events such as press and commercial events play a significant role in fashion marketing communications. Meeting sociological needs of the people like overweight, age and utility is an emerging trend. An example is the marketing of designer clothes for plus-size women. Building customer relationships can help create new customers and keep the old ones. A well-recognised brand name is the most valuable asset of any business. This can increase customer loyalty in the short term as well as retain substantial value long term. Lastly and most importantly, assuring employees that the organisation values their input is important for the success of any campaign.Marketing fashion is a process that ensures that the products, from the producers’ hands, reach the consumers’ hands by motivating the consumer to buy the products. However, marketers cannot coerce customers into buying and this is especially true for the fashion industry as evidenced.... Lastly and most importantly, assuring employees that the organisation values their input is important for the success of any campaign. FASHION MARKETING: A CONTEMPORARY REVIEW 1. Introduction Marketing fashion is a process that ensures that the products, from the producers' hands, reach the consumers' hands by motivating the consumer to buy the products. However, marketers cannot coerce customers into buying and this is especially true for the fashion industry as evidenced by the failure of the Woolworths womenswear retail chain (Bohdanowicz & Clamp 1994, p.2). Marketers of fashion will have to consider all factors that influence the industry to ensure successful reception of products. While consumer preferences and utility would be the main factors to be considered while marketing fashion, with the increasing popularity for green products, social marketing strategies will have increased significance in fashion marketing in the coming decades. This report aims to analyse all marketing issues including those relating to the market environment, consumer behaviour and consumer relationships, marketing research, promotions like shop-window dressing, advertising, fashion shows , using celebrities as models, advertising, advertising jargons, creating brand equity, PR events, etc., sociological needs and staff involvement. Marketing tools like brochures, catalogues, press kits, look books, etc. have not been included in the report as they are routine and general, and do not have any specific use in fashion marketing in particular. 2. Market environment In the fashion industry, the external environment poses several challenges to marketing, which can be classified as

The Great Awakening and Age of Enlightenment Essay Example for Free

The Great Awakening and Age of Enlightenment Essay The eighteenth century was a period of change for American colonists. They encountered new ways of life with the revival of religion and the introduction to science. The yearning for knowledge encouraged the colonists to partake in religious activities and explore the scientific world around them. The Great Awakening was a movement created by the Protestants and its purpose was to reestablish religious faith. The Age of Enlightenment was a movement concerning intellectuals all around the world. It was the culmination of old traditions and the beginning of new ideas and approaches. These two major movements significantly affected the growth of colonial America because it inspired people to work as a unified group and gain independence. The Great Awakening took place during the 1700s in colonial America and soon reached to European nations such as England, Scotland and Germany. The movement expressed how being truly religious required a person to trust the heart instead of the head and to depend on biblical beliefs more than human logic. Preaching was vital and had a great impact on the people who were listening. For instance, Jonathan Edwards tried to reform the Pilgrims and turn them back to their Calvinist roots and make them fear God once again. His emotional sermons talked about how all of mankind had sinfulness and hatefulness in their souls. Those who agreed to the message Edwards was sending were called the New Lights and those who opposed it were called the Old Lights. The conflict between them later resulted in the development of future universities and represented a small step towards the unity of all the colonies. The Age of Enlightenment started in Europe around the time of the Great Awakening. The goal was to develop knowledge based on logic and free- thinking. Scientific views and natural philosophy were replacements of religion and were the resources for understanding nature and human fate. There were advancements in mathematics with Sir Isaac Newton, who created physics. In addition, technology was a major achievement with an example of Ben Franklin and his invention of the lightning rod. Due to these successes, people of colonial America grew in their mental rather than their physical state. They were more aware of things around them, which was beneficial  because it created a sense of independence that they didnt have before. In conclusion, the Great Awakening and the Age of Enlightenment were two important movements of the eighteenth century. The movements inspired the American colonists to bond and become less dependent on others who usually take charge. The revival of religions brought people practicing the same belief together, which helped them unite and the Enlightenment period marked the basis on the journey to discover individual liberty. So as it is shown, both would certainly help colonial America grow into one independent nation.

Hamstring Tightness Is Common Health And Social Care Essay

Hamstring Tightness Is Common Health And Social Care Essay Among the muscle undergoing adaptive shortening, hamstring is the one commonly going for adaptive shortening. The hamstring comprises of three large muscles namely semimembranosus, semitendinosus, and bicep femoris which arises from the tuberosity of ischium. They are present over the posterior compartment of the thigh and span the hip and knee joints. Hence they are the extensors of the hip and flexors of the knee. Hamstring tightness is common in normal individual because of immobilization of a tissue in a shortened position results in adaptive shortening. As the muscle shortens, its elasticity of the normal tissue was decreased and a change in the length tension relationship of the muscle, loss of flexibility also occurs. Hamstring tightness could make the musculo tendinous unit more susceptible to injury, increase resistance to various anatomical structures, which may lead to overuse syndrome. Tightness could also leads to pathological conditions at the joint on which the muscle acts, especially on a muscle like hamstring which passes over the two joints. Muscle tightness has a significant impact on neuromuscular control. Muscle tightness affects the normal length tension relationships. When one muscle in a force couple becomes tight or hypertonic, it alters the normal arthrokinematics of the involved joint. This affects the synergistic function of the entire kinetic chain, leading to abnormal stress, soft tissue dysfunction, neural compromise and vascular/lymphatic stasis. Muscle tightness also cause reciprocal inhibition. Increased muscle spindle activity in a specific muscle will cause decreased neural drive to that muscles functional antagonist. This alters the normal arthrokinematics of the involved segment. Flexibility has been defined as the ability of a muscle to lengthen and allow one joint (or more than one joint in a series) to move through a range of motion. Anderson and Burke defined Flexibility as the range of motion available in a joint or a group of joint that is influenced by muscles, ligaments and bones. Loss of flexibility means decreased ability of a muscle to deform. Loss of flexibility may lead to decrease in lumbar lordosis, reduction of muscle strength and quadriceps dysfunction during gait, lumbar pelvic rhythm was disturbed, anterior pelvic tilt was restricted, lumbar motion was increased. Excessive mobility of lumbar spine leads to overstretching of lumbar ligaments and consequently pain and instability. (Levangie and Norkin, 2001) Loss of flexibility can also cause pain arising from muscle, connective tissue or periosteum. (Hardy, 1989; Tillmann and Cummings, 1992) With regard to important role of hamstring flexibility restoration of its normal length is necessary. Muscle tissue length is thought to play an important role in efficiency and effectiveness of human movement. Benefits of flexibility is to enhance the range of motion, improved body position, potential relief of aches and pain, protection against low back pain and injuries, reduction of post exercise muscle soreness, and promotes relaxation. Hamstring tightness can be measured using the (1) Active unilateral straight leg raise test, (2) Passive unilateral straight leg raise test, (3) Sit and reach test, (4)Active knee extension test. Straight leg raise test are widely used as a neurologic tests, hence they do not give valid measures of hamstring tightness because of pelvic rotation that occurs during the test. Active knee extension test is the reliable test. Continuous ultrasound therapy increases tendon length by changing their viscosity and plasticity (Ziskin et al, 1986). Skeletal muscles have a higher rate of absorption of ultrasound waves when compared to fatty tissue. (Dyson, 1987; Low and Reed, 1990). Elevation of collagen tissue temperature affects on mechanical and physical characteristics of tissues and facilitates deformation of the collagen. As pain and discomfort was reduced during stretching and collagen fiber ability to tolerate greater forces was increased. Ultrasound increases soft tissue extensibility and may be an effective adjunct in the treatment of knee contractures secondary to connective tissue shortening (Folconer et al, 1992). Static stretching allow the muscle spindle to accommodate, reduces their firing rate; hence static stretch is effective in increasing the length of muscle. (Gordon and Ghez, 1991). Longer hold times during stretching of the hamstring muscles resulted in a greater rate of gains in range of motion (Feland et al, 2001). Stretch duration lower than 30 seconds did not increase muscle flexibility (Beaulien, 1981). Static stretch of 30 seconds is sufficient to increases the hamstring muscle length. Combination of ultrasound therapy with 30 seconds stretch is more effective than ultrasound therapy with 15 seconds stretch in increasing hamstring flexibility (A.Akbari, H.Moodi, A.A.Moein, and R.Nazok 2006). Muscle energy techniques (MET) are manually applied stretching techniques that use principles of neurophysiology to relax overactive muscle and stretch chronically shortened muscles. Muscle energy techniques (MET) have the ability to relax overactive muscles or stretch tight muscles and their associated fascial components when connective tissue or viscoelastic changes have occurred. When using Muscle energy techniques (MET), it is important to relax/inhibit the neuromuscular component before attempting to stretch the involved musculature. Two fundamental neurophysiologic principles account for the neuromuscular inhibition. The first principle of Muscle energy techniques (MET) is post contraction inhibition / autogenic inhibition / post isometric relaxation. The second principle is reciprocal inhibition. Muscle energy technique produced an immediate increase in passive knee extension in individuals with hamstring tightness (Ballantyne 2003). Muscle energy technique is significantly improving the hamstring flexibility in collegiate males (Wassim .M et al 2009). 1.1 NEED FOR THE STUDY: Continuous ultrasound therapy, static stretching, muscle energy technique (MET) are significant in improving hamstring flexibility in individuals with hamstring tightness. These methods of treatment are well accepted and practised by various researchers according to previous literature, but there was no study to compare the effect of muscle energy technique ( MET) and ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. So the purpose of this study is to analyse the efficacy of muscle energy technique and ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. 1.2 AIMS: To find out the effect of muscle energy technique versus ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. 1.3 OBJECTIVES: To study the effect of muscle energy technique in improving the hamstring flexibility in individuals with hamstring tightness. To study the effect of ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. To compare the effect of muscle energy technique and ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. 1.4 KEYWORDS: Hamstring flexibility, Muscle energy technique, Ultrasound therapy with static stretching, Active knee extension test. 1.5 HYPOTHESIS 1.5.1 NULL HYPOTHESIS: There is no significant effect of muscle energy technique in improving the hamstring flexibility in individuals with hamstring tightness. There is no significant effect of ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. There is no significant difference between the effect of muscle energy technique and ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. 1.5.2 ALTERNATE HYPOTHESIS There is a significant effect of muscle energy technique in improving the hamstring flexibility in individuals with hamstring tightness. There is a significant effect of ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. There is a significant difference between the effect of muscle energy technique and ultrasound therapy with static stretching in improving the hamstring flexibility in individuals with hamstring tightness. II.REVIEW OF LITERATURE HAMSTRING TIGHTNESS: Worrel et al (2003) Stated that hamstring injuries in athletes is mainly due to the lack of hamstring flexibility. Kishner and Colby et al (2002) Stated that adequate mobility of soft tissues and joints is thought to be an important factor in prevention of injury (or) reinjury to soft tissues. Donald E Hartig et al (1999) Stated that increase in hamstring flexibility decreases overuse injuries in lower extremities. Sarhmann.S et al (1997) Stated that muscle tightness and hypertonicity has a significant impact on the neuromuscular control. Muscle tightness affects the normal length tension relationship. Bullock-Saxton.J, Lewit.K et al (1997, 1984) Stated that muscle tightness alters the normal arthrokinematics of the involved joint. This affects the synergistic function leading to abnormal joint stress, soft tissue dysfunction, neural compromise and vascular or lymphatic stasis. Ronald F, Zernickle et al (1996) Stated that extracting flexibility changes related with structural and physiological changes influence the level of physical activity. Zachazewski et al (1989) Stated that loss of flexibility of hamstring may lead to decrease in lumbar lordosis, reduction of muscle strength and quadriceps dysfunction during gait. Cummings, GS, Crutchfeld, CA, Barnes et al (1983) Stated that tightness is referred to mild shortening of a healthy musculo tendinous unit otherwise referred to as a mild transient contracture. A muscle that is tight can be lengthened to all but the outer limits of its range. Normal individual who do not regularly participate in a flexibility program can develop mild myostatic contractures or tightness, particularly in two joint muscles such as hamstrings, rectus femoris or gastronemius. Fox E.L et al (1979) Stated that flexibility enhances movement by improving body awareness with greater ease and dexterity. Lawrence Gold et al Stated that the hamstrings are the muscles that run from behind and below the knees up to the back of the thigh till the sitbones. Soft tissue injuries, knee pain, torn menisci, chondromalacia patella and poor posture often come from tight hamstrings. Tight hamstrings can prevent the individual from reaching full extension or from bending over completely. ULTRASOUND THERAPY WITH STATIC STRETCHING Shadmer.A, Astaneh.H.N, et al (2010) Conducted a study to analyse the effect of two different modes (Continuous versus Pulsed) in decreasing the shortening of hamstrings. Thirty non impaired men aged 20 to 30 years were included. Ultrasound was applied over short hamstrings. Hamstring flexibility was measured by passive knee extension test. Continuous ultrasound of 2W/Cm ², 1MHZ, five minutes and Pulsed ultrasound of 200 µs burst of 1MHZ, 0.5W/Cm ², five minutes was used. They concluded that the heating effects of continuous ultrasound may be more effective than non thermal properties of pulsed ultrasound for increasing the flexibility of shortened hamstrings. Meroni, Roberto, Cerri, Cesare Giuseppe, Lanzarini, Carlo, Barindelli, Guido, Morte, Giancesare Della, Gessaga, Viviana, Cesana, Gian Carlo, DeVito, Giovanni et al (2010) Stated that the gain in flexibility was maintained for a period of 4 weeks after the cessation of training. This improvement was more significantly noticed in active stretching group by using active knee extension test than the passive stretching group. Buker N., Aslan E., Kitis A., Carluk U et al (2008) Stated that the superficial (or) deep heat applications before static stretching exercises shows positive effects to increasing flexibility of hamstring muscles. Nichole Lee Lounsberry et al (2008) Stated that the ultrasound treatment produced greater immediate gains in hamstring extensibility than moist heat packs treatment. A.Akbari, H.Moodi, A.A.Moein and R.Nazok et al (2006) Stated that the gains in range of passive knee extension obtained in continuous therapeutic ultrasound and 30 seconds stretch group were significantly greater than therapeutic ultrasound and 15 seconds stretch group in subjects with tight hamstrings. Denegar C, Saliba E, et al (2006) Stated that 3 MHZ ultrasound provides superficial heating, 1MHZ ultrasound heats tissue at depth of 3-5 cms and is considered to be a deep heating agent. Odunaiya N.A, Hamzat T.K, Ajayi O et al (2004) Stated that statically stretching tight hamstrings for any duration between 15 and 120 seconds on alternate days for six weeks would significantly increase its flexibility. The effect was also sustained for upto 7 days post intervention. Trae Sakiyo Tashiro et al (2003) Stated that the clinically practical parameters of thermal ultrasound in conjunction with static stretching is an effective way of increasing hamstring extensibility but ultrasound application location didnt showed difference in increasing knee extension range of motion in a healthy population. C.D.Weijer et al (2003) Stated that the static stretching is one of the safest and most commonly performed stretching methods used to measure muscle length. Feland et al (2001) Reported that longer hold times during stretching of the hamstring muscles resulted in a greater rate of gain in range of motion. Prentice WE, McClure M, Becker RO et al (2001) Stated that when slow stretch applied to muscle, golgi tendon organ get stimulated and thereby muscle tension is reduced. This leads is to an increase in length of muscle. Robert and Wilson et al (1999) Stated that static stretching increases muscle length by allowing muscle spindle to adapt overtime and cease fired. It also elicits golgi tendon response and therefore provides an effective flexibility training stimulus. William D Bandy et al (1996) Stated that a static stretch of 30 seconds at a frequency of single session is sufficient to increase the muscle length. Bandy WD, Irion JM et al (1995) Stated that the duration of 30 seconds of stretching is an effective time of enhancing the flexibility of the hamstring muscles. Bandy WD, Irion JM et al , Lentell G, Hetherington T et al, Madding SW et al (1994 ) Stated that Static stretching is a method of stretching in which the muscles and connective tissue being stretched are held in a stationary position at their greatest possible length for some period. When using static stretching on a clinical basis, stretches should be held a minimum of 15 to 30 seconds. Chan et al (1993) Stated that tendon reaches greater temperature and heat more quickly than muscle and the tendon was able to maintain vigorous heating for longer period than muscle. Draper D, Sunderland S, Kirkendall et al (1993) Stated that tendon tissue is less vascularized than muscle tissue; tendons will retain heat for longer periods of time. Folconer et al (1992) Stated that ultrasound increases soft tissue extensibility and may be an effective adjunct in the treatment of knee contractures secondary to connective tissue shortening. Gordon and Ghez et al (1991) Stated that static stretching may be effective in increasing the length of muscle due to the prolonged stretching which allows the muscle spindle to adapt over time and cease firing. Low and Reed et al (1990) , Dyson et al (1987) Stated that low absorption of ultrasound waves is seen in tissues that are in water content (eg.,fat), whereas absorption is higher in tissues rich in protein (e.g., skeletal muscle). Warren C, Lehman J, Koblanski J, Strickler T, Malone T, Masock A, Garrett W et al (1990) Stated that ultrasound therapy can be used to target the collagen rich tendinous unit of the hamstring muscle because of its ability to penetrate deeper tissues, and shown that increasing the temperature of collagen to 40 ° Celsius will increase the elasticity of the tissue. This increased extensibility allows for an even distribution of force and reduces the stress on localized areas of the tissue. Gajdosik RL , Godges JJ et al (1989) Stated that a low intensity maintained stretch that is applied gradually is less likely to facilitate the stretch reflex and increase tension in the muscle being lengthened. This is called static stretch. Ziskin et al (1986) Stated that an increasing in tendon length following continuous ultrasound therapy is due to change of their viscosity and plasticity. Beaulien et al (1981) Stated that stretch duration lower than 30 seconds didnt increase muscle flexibility. Coakley et al (1978) Stated that frequency of 1MHZ ultrasound used for patients with more subcutaneous fat who sustained injuries at deeper level because of its penetration to a depth of 3 to 5 cms. Lehman et al (1968) Emphasized on the thermal effects of continuous ultrasound compared to other heating modalities in increasing hamstring flexibility. De Vries HA et al (1962) Stated that static stretching offers advantages of using less overall force, decreasing the danger of exceeding the tissue extensibility limits, lower energy requirement, and a lower likelihood of muscle soreness. Static stretching also has less effect on the Ia and II spindle afferent fibres than ballistic stretching, which would tend to increase a muscles resistance to stretch and facilitate golgi tendon organ, thereby reducing the contractile elements resistance to deformation. MUSCLE ENERGY TECHNIQUE: Ahmad Faheem, Ahmad Shamin, Anjani Agarwal, Begum Shabana, Ram C.S, Waseem Mohd et al (2010) Conducted a study in Indian collegiate males on hamstring flexibility by comparing the effectiveness of muscle energy technique and eccentric training. Total of twenty males with hamstring tightness falling between age group of 18-25 years were included in the study. Hamstring tightness was measured by popliteal angle/active knee extension test. One group was treated with muscle energy technique and the other with eccentric training. This study stated that hamstring flexibility can be improved with muscle energy technique using post isometric relaxation than eccentric training. Wassim M et al (2009) Reported that muscle energy technique using post isometric relaxation significantly improving the hamstring flexibility (by active knee extension test) in normal Indian collegiate males with hamstring tightness. Azadeh Shadmehr, Mohmmed Reza Hadian, Sedigheh Sadet Naiemi, Shohreh Jalaie et al (2009) Concluded that the hamstring stretches in normal young women using either static stretch or muscle energy technique had similar effects on restoring flexibility to hamstrings. Madeline Smith, Gary Fryer et al (2008) Stated that the muscle energy technique is effective in increasing hamstring extensibility, and there appeared to be sustained improvement one week following the initial treatment. Ross A, Clark et al (2008) Stated that muscle energy technique can produces creep and plastic changes in the connective tissue thereby the length of the muscle can be increased. Lindsey Samilian et al (2007) Stated that muscle energy technique is a method used to strengthen weak muscles, lengthen the short muscles (or) increase a muscles range of motion. These techniques involve stretch during which a reciprocal force is imposed on the targeted muscle for short period of time, causing the muscle to relax and stretch further. Ballantyne F, Fryer G, MC.Laughlin P et al (2003) Conducted a study to find the effectiveness of muscle energy technique in increasing passive knee extension and to explore the mechanism behind any observed change. Forty asymptomatic subjects between age of 18 to 45 years were randomly allocated to experimental and control group. Experimental group was given with muscle energy technique and Control group with no treatment. They concluded that muscle energy technique produced an immediate increase in passive knee extension. This observed change is due to an increased tolerance to stretch. Chaitlow L, Liebenson C et al (2001) The other name for Muscle energy technique is active muscular relaxation technique. Freyer G et al (2000), Richard L, Gajodsik, Melonie A, Rieck and Debra K et al (1993) Stated that an increase in flexibility after muscle energy technique occurred due to biomechanical or neurophysiologic changes or due to an increase in tolerance to stretching. Lewit et al (1999) Concluded that post isometric relaxation is directed towards relaxation of hypertonic muscle, especially if this relates to reflex contraction or the involvement of myofascial trigger points. Lewit, Libenson, Murphy et al (1999) Stated that post isometric relaxation is an excellent technique for treating neuromuscular component muscle of a stiff, shortened or tight muscle. Lewit et al (1999), Greenman et al (1989) Suggested that in muscle energy technique, the holding time of 7-10 seconds is more effective than 3-5 seconds. Kuchera et al (1997) Stated that increase in range of motion of a joint after Muscle energy technique is based on neurological mechanism via inhibitory golgi tendon reflex. Muscle energy technique activates this reflex during isometric muscle contraction. Muscle energy technique produces a stretch on golgi tendon organ and a reflex relaxation of muscle. Goodridge and Kuchera et al (1997) Suggested that 3 repetitions of isometric contractions is optimal in applying muscle energy technique. Lederman et al (1997) Stated that a viscoelastic change in muscle is responsible for the increase in muscle flexibility after muscle energy technique. Chaitlow L et al (1997) Stated that the isometric contraction should be held for 10 seconds. This is the time required to stimulate the excitatory threshold of the golgi tendon organ, which has a neurophysiologic inhibitory effect on the muscle spindle. This provides the opportunity to take the muscle into a new range of motion. Following the isometric contraction, there is a latency period of approximately 25 to 30 seconds, during which the muscle can be stretched. Philip Greenman et al (1996) Stated that manual medicine treatment procedure includes Muscle energy technique which involves the contraction of the subjects muscle by the voluntary effort in a precisely controlled direction, at different levels of intensity, against a counterforce applied by the operator. This procedure can be used to lengthen a shortened, contracted or spastic muscle; to strengthen a physiologically weakened muscle; to reduce localized oedema, to mobilize an articulation with restricted mobility. Ward, Robert C et al (1990) Stated that muscle energy technique is an active, direct technique (engaging the barrier) that promotes muscle relaxation by activating the golgi tendon reflex. Libenson et al (1989) Stated that muscle energy technique is effective in treating the muscle tension disorder and it effectively relaxes stretches, strengthens the muscles and re-educate abnormal sensory motor pathway. Lewit et al (1986) Stated that when a muscle is isometrically contracted its antagonist will be inhibited and reduce tone immediately. Stiles and Greenman et al (1984) Suggested that muscles which requires stretching (agonist) should be the main source of energy for isometric contractions and achieves a more significant degrees of relaxation and so a more useful ability to subsequently stretch the muscle were the relaxation effect being achieved through use of antagonist (using reciprocal inhibition). ACTIVE KNEE EXTENSION TEST: C.M. Norris et al (2005) Stated that active knee extension test when used in conjunction with goniometry, accurate surface making, and manual monitoring of the test leg is a reliable measure of hamstring muscle length. M.Mathews et al (2005) Stated that active knee extension represents maximum length of hamstring muscles. Denise M. Cameron, Richard W. Bohannon et al (1985) Stated that active knee extension test is said to be a useful alternative to the straight leg raise test for providing an indication of hamstring muscle length. Gajdosik R.L et al (1983) Stated that active knee extension test is a more objective measure of hamstring tightness which produces high reliability co-efficient. III. METHODOLOGY 3.1 STUDY DESIGN: Pre test and post test experimental group study design. 3.2 STUDY SETTING: Study will be conducted at Physiotherapy Out Patient Department, KG College of Physiotherapy, Coimbatore. 3.3 STUDY DURATION: Total duration was one year. Individual received the treatment for the duration of one week. 3.4 POPULATION STUDIED: 30 normal individuals with hamstring tightness who fulfilled the predetermined inclusive and exclusive criteria were selected and divided into two experimental groups by simple random sampling method. Each group consists of 15 patients. Groups are named as group A and group B 3.5 CRITERIA FOR SELECTION 3.5.1 INCLUSIVE CRITERIA: Age between 18 to 25 years Both males and females Normal individuals with tight hamstrings (inability to achieve greater than 160 ° knee extension with hip at 90 ° flexion.) 3.5.2EXCLUSIVE CRITERIA: Low back pain Acute or chronic. Hamstring injury Acute or chronic. Soft tissue injuries around knee. Pregnancy. Metal implants in lower extremity. Recent fracture and stiffness in lower extremity. 3.6 VARIABLES: 3.6.1 INDEPENDENT VARIABLES: Muscle energy technique. Ultrasound therapy with Static stretching. 3.6.2 DEPENDENT VARIABLES: Hamstring flexibility. 3.7 PARAMETERS: Hamstring flexibility 3.8 MEASUREMENT TOOLS: Active knee extension test. Active knee extension test was used for measurement of hamstring tightness. The subject was instructed to lie on their back with hip and knees bent 90 degrees. Pelvic movement was controlled by the use of straps. By using the lateral condyle of femur as the goniometric axis, the stationary arm positioned along the femur, and the movable arm was positioned parallel to the leg. Keep hip and knee in 90 degrees then instruct the subject to straighten the knee as for as possible till a sensation of stretch being felt. Repeat the same for three times and mean were measured as the final result. 3.9 PROCEDURE: GROUP A: MUSCLE ENERGY TECHNIQUE. TECHNIQUE USED: Post isometric relaxation. INDIVIDUALS POSITION: Supine lying. PROCEDURE: Ask the individuals to assume supine position. Therapist flexes the affected hip fully and then extends the flexed knee with the back of lower leg resting on the shoulder of the therapist who stands facing the head of the table. Individual is asked to flex i.e. causing downward pressure against the therapist shoulder with the back of lower leg at the same time therapist resist the individuals voluntary effort so that, slight isometric contraction of hamstrings develops and individuals hold this for 10 seconds. After this effort, the individual is asked to exhale and relax the muscle completely. Then the therapist takes the muscle to its new restriction barrier without stretch. Starting from this new barrier, the same procedure is repeated two or three more times. FREQUENCY OF TREATMENT: Once in a day. TREATMENT DURATION: One week. GROUP B: ULTRASOUND THERAPY WITH STATIC STRETCHING: ULTRASOUND THERAPY: INDIVIDUALS POSITION: Prone lying PARAMETERS: FREQUENCY: 1 MHz INTENSITY: 2W/cm ² MODE: Continuous. AREA OF APPLICATION: Hamstring area DURATION: Five Minutes daily (Two minutes for medial hamstrings, Two minutes for lateral hamstrings and One min for between the two tendon). FREQUENCY OF TREATMENT: Once in a day TREATMENT DURATION: One week STATIC STRETCHING: TECHNIQUE USED: Active static stretching. INDIVIDUALS POSITION: Standing position. PROCEDURE: Subjects performed the hamstring stretch by standing erect with the foot planted on the floor and toes pointed forward. The heel of the foot to be stretched was placed on a plinth with the toes directed towards the ceiling. The subject then flexed forward at the hip, maintaining the spine in neutral position while reaching the arm forward. The subjects continued to flex the hip until a gentle stretch was felt in the posterior thigh. Then hold this position for 30 seconds and then relax for 10 seconds and repeat the same procedure for three more times a day. FREQUENCY OF TREATMENT: Once in a day. TREATMENT DURATION: One week 3.10 STATISTICAL TOOLS The following statistical tools used in this study is Paired t-test and Unpaired t-test Formula: Paired t-test = Where, = difference between the pre test versus post test = mean difference = total number of subjects = standard deviation Unpaired t-test was used to compare the mean difference between Group A and Group B. Formula: Unpaired t-test Where, = Mean of Group A = Mean of Group B Æ’Â ¥ = sum of the value n1 = number of subjects in Group A n1 = number of subjects in Group B S = standard deviation Level of significance: 5% IV.DATA ANALYSIS AND INTERPRETATION TABLE-1 PAIRED t TEST PRE TEST AND POST TEST VALUES OF GROUP A GROUP A MUSCLE ENERGY TECHNIQUE HAMSTRING FLEXIBILITY ACTIVE KNEE EXTENSION The comparative mean values, mean differences, standard deviation and Paired t test values of Group A , who were treated with Muscle energy Technique. S.NO GROUP A MEAN MEAN DEVIATION

Relationship Between Numeracy and Music Curriculum

Relationship Between Numeracy and Music Curriculum 1.1 Introduction Numeracy and music have been linked together as far back to medieval times. This link goes back as far the Quadrivium possibly even further. The quadrivium were a set of subjects or topics (which were grounded on the trivium of grammar, dialect and rhetoric) that were covered daily. The quadrivium involved four subject areas including Arithmetic, Geometry, Astronomy and Music. Music was studied in connection with arithmetic and in turn became a mathematical discipline (Wang, 2014). The current focus of numeracy can be viewed through the workings of the Organisation for Economic Co-operation and Development (OECD) and their Programme for International student Assessment (PISA) which is carried out every 3 years (OECD, n.d.). Irelands results in 2009 had dropped below the OECD average which led the Irish Government with the task of creating a new strategy to help enhance numeracy skills. The Literacy and numeracy for learning and life (2011) was created to help improve literacy and num eracy standards among children and young people in the education system (Department of Education and Skills, 2011). Currently, Ireland ranks 13th of 35 OECD countries, 9th in the EU and 18th out of all countries that took part in the assessment. This thesis brings forward valuable insights into the area of numeracy with a particular focus on the promotion of numeracy in the music curriculum. The researcher wanted to examine numeracy strategies/ideas that could be promoted and developed in the classroom. The key questions that were considered before this research was undertaken were; 1) What is numeracy and how is it related to Music? 2) Is numeracy important in the music classroom? and 3 how can numeracy strategies be developed in the music classroom? 1.2 Chapter layout The first part has introduced the reader to the research area and why this research topic was undertaken. Chapter 2 will look at the literature used in this research around numeracy and music in Ireland. It will look literature from and Irish context as well as other countries. Chapter 3 will focus on the methodologies employed by the researcher. It will outline the approach the researcher took in order to gather data and what the restrictions were in completing it. Chapter 4 will look at the findings of the research and will evaluate what was made of those findings. It will focus on discussing what happened and if anything changed. Exploring quantitative analysis in calculating results of the research topic. Chapter 5 will be a discussion around what was happened. It will explore research as to what happened and why it happened. It will look at whether or not the test were reliable and have they are valid. Chapter 6 will conclude any arguments that the researcher has brought up. It will conclude the research by highlighting the possibility of any future research around the area. Chapter 2: Literature Review 2.1 Introduction The purpose of this research topic is to explore numeracy in music education and consider the implementation of a numeracy strategy that can improve numeracy abilities in the post-primary curriculum. The goal is to look at whether or not numeracy is being developed through these strategies or naturally in the students learning. The aim of this section is to explore the most current literature around numeracy strategies and the implementation of said strategies into the post-primary curriculum. Looking at research from an Irish context is key but this section will also look at other countries and the numeracy strategies that they have implemented. This section begins by looking at the various definitions of numeracy that are used around in different education systems. It will then focus on the literature around music and numeracy and how the two are linked. 2.2 Numeracy What is numeracy? There are many definitions as to what numeracy is and what it relates to. O Donoghue (2002, p.48) notes aspects of numeracy as Basic computational arithmetic, essential mathematics, social mathematics, survival skills for everyday life, quantitative literacy, mathematical literacy and an aspect of mathematical power. The Programme for International student Assessment (PISA) (2009,p 14) define numeracy as An individuals capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individuals life as a constructive, concerned and reflective citizen. The Department of Education and Skills introduced The Literacy and Numeracy Strategy for Learning and Life (2011) and define numeracy as the ability to use mathematics to solve problems and meet the demands of day-to-day living    These definitions are accurate in nature and for the purpose of this paper, the researcher will focus on the holistic approach of using mathematics to solve problems and meet the demands of day to day living. This is the definition the researcher deems accurate for the aim of this research question. There are key skills that are outlined by the National Council for Curriculum and Assessment (NCCA) (2015) that aim to promote student wellbeing. The approach mentioned previously encompasses all of the key skills associated with the junior cycle. It has a close link with the skills of being numerate, staying well, managing information and thinking and communicating. By stating this, the researcher is not excluding the possibility that numeracy does not cross between all of the key skills. On a deeper level, numeracy incorporates three different types of knowledge. Beginning with Mathematical Knowledge (Foundation of numeracy) leading to Contextual Knowledge (The ability to apply the foundation skills) and finally to Strategic Knowledge (the flexibility to use the previous knowledge to solve strategic problems. 2.3 PISA Assessment PISA or The Programme for International Student Assessment is an assessment conducted every 3 years with students from 65 different countries at the age of 15. The assessments focus on students proficiency in the areas of Reading, Science and Mathematical Literacy. It takes a different focus every year with the process repeating itself every 3 years. In 2003 and 2012, Mathematical literacy was the primary focus of assessment. In the figure below, it is clear to see how well Ireland has done over the years. Cosgrove et al. (2013) however found that although it is positive that Irelands performance has not decreased between 2003 and 2012, it must be noted that there has been a decline by other OECD countries which could have resulted to Irelands placement in 2009. In recent years, the Irish Government has many strategies and frameworks to help deal with the under-performance of students. The National Strategy to improve Literacy and Numeracy among Children and Young People 2011-2020 (2011) emphasises that all students should leave school numerate and focuses on the fact that literacy and numeracy are among the most important life skills that our schools teach. No child should leave school without having mastered these skills to the best of their abilities. The main research areas of this document focus on Enabling parents and communities to support childrens literacy and numeracy development, Improving teachers and ECCE practitioners professional practice, Building the capacity of school leadership, Improving the curriculum and learning experience, Helping students with additional learning needs to achieve their potential and Improving assessment and evaluation to support better learning in literacy and numeracy (Department of Education and Sk ills, 2011, p. 3). The strategy outlines clear objectives regarding what needs to be accomplished and outlines a timeline for plans to be made in order for these objectives to succeed. However the can be some issues with this strategy. It recommends that teachers partake in CPD for 20 hours over a 5 year period and resources have been aimed at DEIS schools which can be seen with the Junior Cert School Programme (JCSP). 2.4 International Advances Looking at this from an international view, the United Nations Educational and Cultural Organisation (UNESCO, 2012) understand that even when a student finishes their education, they still lack the required knowledge and skills that are associated with mathematics. Conway and Sloane (2005, p.15) determine two main concerns in international trends in mathematics education, poor levels of understanding and achievement gaps and the need for 21st century skills. These are respectively called the push and pull factors. Zawojewski and McCarthy (2007) have commented on the ramifications of introducing a strategy that would see students actively engage with rich everyday applications of their mathematics. Other Relevant literature This research paper will aim to focus on the importance of numeracy in the classroom and how a music teacher can improve the numeracy ability of the students in class. As this research focuses on different strategies, the researcher focused on numeracy strategies that have been created and implemented in different countries. This in itself provided the researcher with a broad sense of where they wanted to go and how they were to go about it. One of the first documents that was researched was the Literacy and Numeracy for Learning and Life (2011) which was document that was published by the Department of Education and Skills in direct response to the PISA results. This document highlights a lot of really fair points regarding the development of literacy and numeracy in the education of students, but it is far more biased towards the literacy than the numeracy. Surprisingly enough, every time the word numeracy was searched just before it was the term literacy. Yes they are a combining factor but they represent two very different themes in the world of developing the educational needs and skills of each student. Getting the students to realise the connections between music and numeracy will help them to engage with what they are learning. In conjunction with the literacy and numeracy strategy, this research paper will draw from different methodologies and perspectives of music teachers and education specialists. Diverse Methodologies in the Study of Music Teaching and Learning (2008)covers a broad range of research subjects that researcher drew ideas from. A large number of the chapters present in this book are based on practiced based research in the classroom. As the research is focused on students in first year one article in which the researcher drew valuable insights from was First-Year Teachers and Methods Classes: Is there a connection? By Margaret Schmidt. This study examined the ways that three first year string teachers applied a song-teaching method emphasized in their junior-year. (Schmidt, 2008, p. 67) Schmidt focuses on the students developments but focuses on the teachers and how they need to be continually developing as teachers. Growing from these ideas Brown explored Actualising Potential in the Classroom: Moving from Practicing to be Numerate Towards Engaging in the Literature Practice of Mathematics and stated all students should have access to mathematical knowledge (Brown, 2011). He writes about transforming numeracy into literacy through engaging in mathematical practice. One way that this could be addressed is through practical performance. Students could be introduced to a numerical concept and that a musical performance activity could be introduced to structure the concept and could also help to refocus or clear up any misconceptions that the learners may have. Brown writes about mathematical literacy in a social context and getting the students to associate mathematical language with everyday concepts. This refers back to the literacy and numeracy strategy where the aim is to improve students numeracy abilities through linking it to outside experiences. Mathematics and Music by David Wright explores all the variations of number sequences, logarithms, music intervals, scales, octave identification, timbre and even tuning all of which can be replicated in the classroom. This book will form a basis in this research on how to promote numeracy in the classroom and how numeracy can be developed. According to Wright Mathematics attempts to understand conceptual and logical truthMusic evokes mood and emotion by the audio medium of tones and rhythmsà ¢Ã¢â€š ¬Ã‚ ¦Therefore it is not surprising that the symbiosis of the two disciplines is an age old story. (Wright, 2009, p. v) Numeracy is not mentioned in the curriculum which is a sign that the curriculum itself needs to be updated. David Elliott writes that there are numerous concepts of what curriculum is and what it means and even states that is has monopolized the thinking if scholars and teachers. (Elliott Silverman, 2015, p. 394) He mentions Ralph Tyler who proposes that curriculum makers should follow a four step process. (ANDREW WHAT ARE THE FOUR STEPS) This process could help with the integration of numeracy into the curriculum just like literacy is already included. This is why Re-setting Music Educations Default Settings would come into effect. Written by Thomas Regelski in 2013 explores how it needs to be rethought and complemented and enhanced for the learner in that it does not hinder their learning in any way. 2.4 Overview This literature review has shown that there has been research and documentation around the area of numeracy. Numeracy is an area that has many links to cross-curricular subjects and developing numeracy skills among all young people is fundamental to the life chances of each individual and essential to the quality and equity of Irish society (Department of Education and Skills, 2011). This research paper focuses on clarifying what numeracy is and its importance. It will also aim to promote numeracy in a music class that will develop and promote learning in a positive and constructive way. There are assessments available to test numeracy but none specific to music and numeracy since this research has been conducted. So this research paper will be focusing on looking at how to develop numeracy that is related to music and that it is linked to both the curriculum and the learning of each student. It can also be used as an aid for teachers to see how they themselves can incorporate numera cy into their classroom and tailor it for each students ability. One aspect that will have to be looked into in further detail is that of questioning and how are the students numeracy skills being tested. Chapter 3: Methodology 3.1 Introduction In the previous chapter, the researcher focused on literature and research addressing the areas of numeracy and music. The aim of this chapter is to explain how this study was designed and the specific reasons towards choosing the quantitative method. This thesis is based on action research. This chapter will highlight the ethical considerations of the research and. This chapter will firstly begin by outlining the research paradigm explain how data was collected. 3.2 Research aims and objectives The aim of this strategy is to see if numeracy can be developed in a music classroom with the aid of a guide. This strategy is a development from the results that Ireland has received in the PISA scores over the previous years. As mentioned in the introduction, there were three questions that helped to create this research and from those questions the research was looking at gathering quantitative data, using a pre and post-test with two different classes. This will allow the researcher to appraise the increase, if any, in the students numerical abilities. 3.3 Action Research Action research cited in Hine (2013) is a process of systematic inquiry that seeks to improve social issues affecting the lives of everyday people however on a more direct note to where it is situated in the classroom, Stringer (2014) describes it as a distinctive approach to inquiry that is directly relevant to classroom instruction and learning and provides the means for teachers to enhance their teaching and improve students learning Both of these representations of action research have helped to prove the researcher with enough information to understand the concept. When following an action research plan there are a few ways that it could be undertaken. For the focus of this research the researcher will outline the method of Kurt Lewin and its importance. Cohen et al. (2011) name Lewin as the originator of the action research process in breaking it down into four different sections; Planning, Acting, Observing and Reflecting. (INSERT DIAGRAM) From this model there have been numerous changes made. Kemmis and McTaggart (2005) action research cycle is similar in that it has a plan, act, observe and reflect, but this reflection is allowing the researcher to change the plan and begin the cycle again. 3.4 Quantitative Research The research methodology employed uses quantitative analysis. Creswell (2002) describes quantitative analysis as strategies of inquiryà ¢Ã¢â€š ¬Ã‚ ¦that invoked the postpositivist perspectives. These strategies are in the forms of experiments of surveys. postpositivist perspectives are considered to be that of a scientific method and it refers challenging the traditional notion of the absolute truth of knowledge and that the claims we make cannot be positive when studying the performance and abilities of humans (Creswell, 2002). Punch (2009) mentions quantitative research employing three different ideas; Conceptualizes reality in terms of variables Measures these variables Studies relationship between these variables Using these themes the researcher will follow how to correlate effectively the results gathered. 3.5 Instruments 3.5.1 Pre-post test The researcher employed different instruments to help bring about the findings of the study. To validate the students numeracy skills the researcher had to firstly find out where the students were regards to their learning. The researcher created a specific pre-test to assess their numeracy knowledge. The researcher focused on the concepts of the first year music curriculum and transferred any correlations with numeracy to an assessment form. (appendix) The researcher wanted to keep the focus on numeracy and assess what they students were able to do regarding rhythm. 3.6 Validity and reliability During this research, the researcher gathered quantitative data to get the best way of measuring students results regarding numeracy. The researcher believes that the findings have depth and provide detail as to confirming the research outcomes. Validity is an indication of how sound your research is, with looking at both design and method (BYU Department of Linguistics, 1997) of the research area. When looking at quantitative data one must be careful. Winter (2000) says that it is difficult to get 100% and that a certain degree of error is to be anticipated. Reliability is about the precision and accuracy of the research over a period of time. Having the pre and post-tests very close to each other can alter the reliability. Due to the 6 week period between pre and post-tests, the researcher believes the results to be reliable. It took 3 weeks getting consent forms back from the students which cut down the time between pre and post-test tests.. 3.7 Ethical considerations Hammersley and Traianou (2012, pp.2-3) outline the subsequent themes as the main ethical issues that need to be addressed; Minimising Harm Respecting Autonomy Protecting Privacy Offering Reciprocity Treating People Equitably. As this research is aimed towards the learning and development of students numeracy, the research had to get ethical approval as it would be focusing on those who would be unable to give consent. The researcher received ethical approval from FAHSS Research Ethics Committee from the University of Limerick in June 2016. The researcher proceeded to provide information sheet to the principal (appendix) and co-operating teacher. (appendix) Then the researcher provided the same information to each of the participants and their parents/ guardians. (appendix) Provided on the information sheet were details about how the research would have been conducted. It outlined that they could withdraw from the study at any time and that anonymity would be used. 3.8 School profile and study sample The school where this research was conducted is a large town in Munster. It is a co-educational school and both classes are made up of mixture of males and females. Both first year classes are students between the ages of 12 and 13. In this school, all students do music in first year regardless of prior experience or musical knowledge. Then when its time for them to move onto 2nd year, the students are given the option to do music if they would like. Before implementing the prior test, the research introduced some rhythms to both groups to get the students interacting and to get an understanding of what they were going to learn. Before the intervention, the researcher made sure that both classes were relatively on the same level before giving out the pre-tests. QUESTIONS ASSESSING STUDENTS NUMERACY What is a crotchet added to another crotchet? What is the interval between middle C and Eb? How many notes are there in a 1 octave scale? How many crotchet/ quaver/ minim/ semibreve beats are there in this phrase? How many beats are there in a semibreve? What is a crotchets added to a crotchet added to a quaver? What is the difference between 3 quavers and 2 crotchets? How many crotchet beats are the in 5/4? How many quaver beats are there in 13/8? How many minim beats are there in 3/2? (A musical phrase can be found on the next page) Source: Mozarts Piano Sonata in F, K. 332, first movement. (https://en.wikipedia.org/wiki/Phrase_(music)#/media/File:Mozart_-_Piano_Sonata_in_F,_K._332,_first_movement_phrase_group.png) Source: http://funandlearnmusic.com/portfolio-item/music-worksheets-music-and-math-14/ Source: http://funandlearnmusic.com/portfolio-item/music-worksheets-music-and-math-14/ Source: http://funandlearnmusic.com/portfolio-item/music-worksheets-easter-note-value-4/