The Lives of the Working Class During the Industrial Revolution

The lives of the on the job category during the Industrial Revolution The Industrial Revolution foremost started in Great Britain during the 18Thursdaycentury. It was a period when the chief beginning of work changed from agribusiness to industry, and society from rural to urban. Before the Industrial Revolution, fabricating normally took topographic point in people’s houses utilizing basic tools and machines. Most people’s lives were hard, because of their meager incomes, so people produced their ain vesture and nutrient. When the Industrial Revolution started, powered machines, mills and mass production took topographic point. Peoples began to travel into metropoliss to acquire occupations in industry. It besides improved transit, communicating and banking. The Industrial Revolution improved the criterions of life for most people, but the on the job category suffered from the Industrial Revolution because they worked for long periods of clip with small remainder and gaining small income, their living conditions were intolerable and allo wed disease to distribute easy. Although, during the Industrial Revolution, people began migrating to the metropoliss for a better life, the vicinities and lodging for the on the job category were insecure, unhealthy and cramped. For illustration, in 1750, the population of London was merely approximately 670,000 and by 1900, it was 3 million. With so many people migrating in, the mill proprietors had to construct lodging rapidly. These houses were called back-to-back houses. Back to endorse houses were literally built back to back ; sharing a rear wall with another house or mill, and most consisted of one room ( Troolin ) . Often one room housed a whole household and the whole edifice was shared between 15-20 households. The houses were tightly packed with no plumbing systems. Vicinities were foul ; people frequently threw their family waste out into the streets. Peoples had to have on long boots to traverse the soiled streets full of excrement and dead animate being organic structures. Sanitation was about non-ex istent and many lavatories were found outside of the houses, because they smelt bad ( â€Å"Everyday Life in the Industrial Revolution.† ) . Lack of patroling led to an addition in the offense rate. Banks, warehouses and sign of the zodiacs were new marks for larceny. More offense led to overcrowded prisons, and with that, it led to more decease sentences. ( â€Å"Did the Industrial Revolution lead to more crime.† ) . The unprecedented velocity and graduated table of migration into towns caused a important alteration in life style which did non better the quality of life for the on the job category. In dumbly populated, industrial towns, diseases spread easy and wellness was affected. As there was no cognition of sources, diseases spread quickly and easy over broad countries. Diseases such as cholera, enteric fever, and typhus were really common. Cholera was a menace ; because it was caused by contaminated H2O. Cholera hit Britain in the clip about 1830 to 1867, with a bantam interruption in the center. When sewerage came into contact with the H2O, as people largely used rivers as their beginning of imbibing H2O, the disease spread fast. In London, in 1831-1832, approximately 7,000 people died of cholera. The disease was non ever fatal when you got it, but it had a 50 per centum likeliness of deceasing. 15,000 died of the disease in 1848-49. The disease largely affected the poorer people ( working category ) but the upper category was non wholly unaffected, despite better life conditions. Another common disease was TB, which killed one tierce of all the people who died in Britai n. It was caused by hapless diet and moist places ( â€Å"Diseases in industrial metropoliss in the Industrial Revolution.† ) . Peoples became less immune because of their hapless diet. Normal in-between category people ate three repasts a twenty-four hours, whereas the working category Ate one time or sometimes twice a twenty-four hours with merely a piece of staff of life and a bowl of porridge. Compared to the countryside, life in the dumbly jammed towns with hapless sanitation made diseases dispersed rapidly and easy. Another ground for mortality was the on the job category had to work long hours ( 12-14 hours a twenty-four hours ) in mills. They could merely hold a small sleep ( 4-6 hours a dark ) and continued to work the twenty-four hours after, which reduced their opposition to disease. Air pollution had a major consequence on people’s lungs. London became a metropolis with high air pollution concentration. When fog and fume combined, smog formed, which could be lifelessly ; in 1873, 700 Londoners died of smog in a hebdomad. The combination of deficiency of slumber and smog in towns resulted in people falling badly more easy, sometimes even ensuing in decease. Working in mills was non good paid and conditions were rough. Peoples had to work 12 to 14 hours a twenty-four hours, 6 yearss a hebdomad. The rewards for working in a mill were besides highly low. The whole household had to work ( including kids ) in order to back up themselves ( Troolin ) . Work force earned between 20-30 shillings a hebdomad, adult females earned a 3rd of that and kids were non paid, but given nutrient and shelter ( Herman ) . Peoples would wake up early in the forenoon, eating their breakfast while running to the mill and work continuously until tiffin. Lunch breaks merely lasted 30 proceedingss and after that the workers would hold to work once more until around 9 p.m ( some until 11p.m ) and get down once more tomorrow ( â€Å"Everyday Life in the Industrial Revolution.† ) . Factory proprietors maximized net incomes by maintaining rewards low because of the copiousness of workers. Working in coal mines was likely the most unsafe occupation during the Industrial Revolution. There were many dangers, with roof fall ining being the most common. The tunnels linking the land and the mine were really narrow and low. It made it difficult for workers to travel from topographic point to topographic point. Explosions besides occurred which frequently killed a batch of people. Working in a coal mine for excessively long, the coal air that the workers breathed in would finally do serious harm to their lungs. Workers in coal mines did non hold a long life anticipation. Women and kids besides were employed in coal mines and did the same occupations as work forces ( â€Å"Coal Mines in the Industrial Revolution.† ) . Coal provided the fuel for the Industrial Revolution, but the human cost was high. Child labor was besides a serious job during the Industrial Revolution. 80 per centum of the full work force was made up of kids. Children were truly easy to engage. There were plentifulness of them in orphanhoods and they could be replaced easy if accidents happened. Some of the richer mill proprietors would take the kids to his attention to feed them and supply them a topographic point to kip in exchange of the kids working in their mill. Children did non gain the rewards that they should hold. It merely provided them with the basic demands and it’s hardly plenty to last. Children were lot cheaper than engaging grownups as the mill proprietors could pay less to back up the mill and the kids were little plenty so they could creep under machines and repair them. The unsafe conditions and the long working hours made them hold no clip to make other excess activities. These kids had no instruction. This meant they had nil better to make but to work in mills for the remainder of t heir lives, and it continued on to the following coevals. At first, there were no Torahs to protect these kids. The mill proprietors would merely corrupt the mill inspectors and that would be the terminal of it. By the early 1800s, 107,000 kids were employed in the fabric industry ( Thatcher ) . Numerous Torahs were passed to protect kids. The first act was in 1819 that stated that kids under the age of 9 could merely work a upper limit of 12 hours. The most of import labor jurisprudence that the British parliament passed was the Ten Hour Bill of 1847. It limited the working hours for kids and adult females to 10 hours with better rewards. Although Torahs were passed to protect kids, they were non followed by the mill proprietors and parents needed their kids to supply for the household. Life anticipation did non better until after the Industrial Revolution. In rural countries in Britain the life anticipation was 45 old ages ; in London, it was 37 old ages. Other topographic points like Liverpool it was 26 old ages and in the early nineteenth century 25-33 per centum of English kids died before the age of 5. In decision, the Industrial Revolution was a major alteration in life style and brought new sorts of engineering. Without the Industrial Revolution, the modern universe would non hold railwaies, mills, or mass production of goods. The upper and in-between categories had better and wealthier life conditions. The in-between category could afford non merely the basic demands, but other excess luxuries like more vesture, furniture, some vino on the dinner tabular array and a bigger house. The rich got richer and the hapless, unluckily, got even poorer. The working category clearly suffered from the Industrial Revolution. They had to populate in hapless and crowded houses, with the menace of diseases. Most of them didn’t have a batch to eat and many starved to decease. Whole households had to work and members were separated. In this period kids were one of the groups which suffered the most out of it. With the deficiency of instruction and because they were inexpensive to engage by mills proprietors, they became the chief work force and were frequently beaten. Although there were good long term effects for the on the job category and labour Torahs set to protect workers, it was still difficult for the working category to populate in industrial towns in such atrocious conditions after the Industrial Revolution. Plants Cited â€Å"Coal Mines in the Industrial Revolution.†HistoryLearningSite.History larning site.co.uk. n.d. Web. 3 March. 2015. â€Å"Did the Industrial Revolution lead to more crime.†National archives.n.d. Web. 8 April. 2015 â€Å"Diseases in industrial metropoliss in the Industrial Revolution.†HistoryLearningSite.History larning site.co.uk. n.d. Web.3 March. 2015. â€Å"Everyday Life in the Industrial Revolution.†mylearning.Huddersfield Local Studies Library n.d. Web. 3 March. 2015. â€Å"Factories in the Industrial Revolution.†HistoryLearningSite.History larning site.co.uk. n.d. Web. 3 March. 2015. Herman, Samantha. â€Å"Minimum Wagess for the Poor Class of the Industrial Revolution.†eHow.eHow.com. n.d. Web. 8 April. 2015. Lobley, Pam. â€Å"Differences Between Wealthy, Middle Class and Poor in the Industrial Revolution.†Synonym.eHow.com. n.d. Web. 3 March. 2015. Thatcher, Wade. â€Å"Child Labor During the English Industrial Revolution.†wathatcher.iWeb Ball State University.n.d. Web. 8 April. 2015. Troolin, Amy. â€Å"The Working-Class During the Industrial Revolution: Growth & A ; Ideologies.†Study.Study.com. n.d. Web. 3 March. 2015.

The Explorer Doughter

The Explorer’s Daughter Background Kari Herbert, whose father was a polar explorer, lived as a child with her family in northwest Greenland in the Arctic. She was so fascinated by the place she returned there later as an adult to write about it. The book from which this extract is taken is partly a memoir (a form of autobiography) and partly a travel book, giving the reader information about this strange and beautiful place, its people and its animals. She found that the way of life of the Inughuit people was changing under the impact of the modern world, but that they still retained aspects of their traditional way of life, for instance hunting for food and driving teams of dogs. A major part of the passage is an account of a hunt for narwhal whales. Hunting is a very emotive issue and many conservationists argue that whales should be protected. Kari Herbert’s feelings are divided on this topic. She sympathises with both the narwhal and the hunters, who face incredible danger. They hunt in kayaks – flimsy canoes – in water so cold that they would die quickly if their kayak overturned. What can I say about language? This passage has many purposes. The writer uses language in differing ways to fulfil these. She uses description to convey the beauty of the setting, gives us information about the Inughuit and the narwhal, dramatises the hunt, and gives us an insight into her own thoughts and feelings. Complete the following table to help you sort out these various strands. Kari Herbert sympathises with both hunter and hunted, and this tension is shown in this passage. Complete the following table to highlight this aspect of the passage Pharagraph by Pharagerph Paragraph 1 â€Å"†¦ spectral play of colour. † This sentence shows a sense of immediate aroma. It is an imagery so give a strong sense of place and setting. â€Å".. butter-gold.. † This text shows a sense of wealth â€Å".. shifting light. † is Poetical Paragraph 2 â€Å"dead of winter† This is a metaphor – weaker setting the tone is ominous and there is the sense of place and danger Paragraph 3 â€Å"dead of winter† is a metaphor to show a weaker setting. The whole of paragraph 3 has an ominous tone. It shows a sense of place and danger. Paragraph 4 The whole of paragraph 4 has a shift in tone from paragraph 3; it is more factual, informative and for example shows this by using technical words. It is also the biggest paragraph. In the context you find out that the community really relies on the hunting and how dangerous it is. Paragraph 5 â€Å".. clustered.. † The word clustered is a powerful connotation, it means that the women are scared so they huddle together and try to comfort each other. â€Å"It was like watching a cast, waterborne game with the hunters spread like a net around the sound†. This sentence is imagery. It has added adverbs to show how scared the women were and how much their husbands are important in their life. Paragraph 6 â€Å"†¦ gently picked up his harpoon† thought and care, focus on the actual hunt and the text also switches back to the hunters. â€Å"†¦ two heads and one bladder† not high-tech technology, limited, she respects them because they are using a harpoon, she is sympathetic to the narwhal and the hunters, dramatic. â€Å".. urge†¦ † to show how strongly she wanted the narwhal to survive â€Å"†¦ o dive, to leave, to survive† – triad Paragraph 7 â€Å"The dilemma stayed†¦ † This shows that she's not that sure who to be sympathetic for, the narwhal or the hunters but her sympathy gets switched back to the hunters un this paragraph. â€Å"How can you possibly eat seal? † is a view point of society this shows that the modern person thinks that this is a crime. -she build s up her argument, these are the points of her argument â€Å"use every part of the animal† – so theres no waste/leftover â€Å"imported goods can only ever account for†¦ † â€Å"do not kill for sport†

Emergency Care Nurse Essay Example | Topics and Well Written Essays - 2000 words

Emergency Care Nurse - Essay Example The study in today’s Lancet by M. Sakr and colleagues is a reliable comparison between nurse practitioners and SHOs in the service they provide in an emergency department. Patients were allocated randomly to management by a nurse practitioner or a SHO. No significant differences were noted in the accuracy of examination, adequacy of treatment, use and interpretation of plain radiological investigations, or arrangements of follow-up. Fewer patients seen by nurse practitioners needed unplanned follow-up. However, nurse practitioners took longer to assess patients and were more expensive to employ. The findings of this study, in general, support the case for employing nurse practitioners in the emergency department. The findings also raise several points for consideration. Nurse practitioners posts that are to be established within a department should be seen as a new resource and must be supported by appropriate funding to ensure that nursing levels are adequate to provide nursi ng care to patients not seen by nurse practitioners. If no additional nurses are provided, there may be difficulties in providing an adequate routine emergency service (Tye, et. al., 1998). The nurse practitioners may then be diverted to other nursing tasks, and the impact of having a nurse practitioner is lost. Concerns about the loss of clinical judgments and skills because of specialization can be addressed by rotation of nurse practitioner duties with those of traditional nursing.

Synthesis of Attributes Essay Example | Topics and Well Written Essays - 2000 words

Synthesis of Attributes - Essay Example In the past 25 years, worker skills or level of education were a favorable recipe that would earn any bearer of these attributes better and more stable jobs, amounting to job security. However, the trend in the current economy has been manipulated by the emphasized need to lower production expenses and increase profit margins. This aspect has caused many jobs to be offshored to countries such as China and India where the production expenses for jobs pertaining impersonal services are lower. Reportedly, only workers in possession of skills pertaining personal services such as barbers, medical practitioners, and counsellors can have some level of security. This calls for workers to develop leadership and innovative attributes that will facilitate the possession of innovative skills that cannot afford offshoring. According to Carnevale, Cheah, and Strohl, thanks to the U.S Department of Labor, data provided projecting employment projections in every ten years could go a long way in help ing prospective workers in decision making towards a choice of career path. Contrary to the attributes discussed first, possession of higher levels of education is a key attribute to ensure success in the new economy. At the time of the research reporting provided by Carnevale et al. (as cited in Behrens &Rosen, 2013, p. 180), the unemployment rates of Bachelor’s degree holders stand at 8.9%, while those of high school leavers and high school dropouts stood at 22.9% and 31.5% respectively. The risks that high school dropouts or lower educated job seekers faced included the grabbing of job opportunities that did not require high skillsets and education by more educated individuals. An emphasis is, however, put on the career path chosen as Carnevale et al. states: (as cited in Behrens &Rosen, 2013, p. 180) â€Å"not all college degrees are created equally.† The existing data indicated higher absorption rates in some career fields with specific college degrees that other fields. For instance, employment rates in the fields that required Computer Science, Education, and Healthcare competency had a higher absorption that greatly reduced the unemployment rates that then stood at an average of 5.4% compared to absorption in Architecture that left 13.9% unemployment rate. These differences arose due to the dynamic status that various job markets faced due to a variety of aspects such as collapse of housing construction in Architecture. Studies also revealed a higher absorption rate for individuals that contained graduate degrees than those with Bachelor’s (BA). However, the majoring specific was highly relevant as some undergraduate degrees like Computer Science seemed to perform way better than any Graduate degree. Successful workers in the new economy will have to possess a competitive and creative attribute of being creators and not servers. Kessler (as cited in Behrens &Rosen, 2013, p. 203), is quick to dismiss the existence of the two classic al types of workers; white-collar and blue-collar workers, and instead, replaces these categories by two types of workers: creators and servers.

Management - Southwest Airlines Term Paper Example | Topics and Well Written Essays - 1500 words

Management - Southwest Airlines - Term Paper Example Southwest Airline is one of the most popular low cost American domestic airlines which was incorporated in Texas and commenced operation in 1971 with three Boeing 737 aircrafts serving 3 cities. Today it has nearly 400 Boeing 737 series of aircrafts and operates in more than 59 cities across America. In 2011, it completes 40 years of its existence. Its mission is to provide the customers with highest quality of personal services (company). It has been able to sustain its profitability through the turbulent phase of post 9/11 period and current recessive economy even though the rest of the important airlines like Pan Am, Eastern etc. were struggling to survive. Situation analysisAfter deregulation in 1978, the airline business had become highly competitive. It had used various mechanisms to enhance its operational efficiency. While its human resource strategy was its major organizational coup to maintain its customer centric image, its efficient use of air routes, cost effective strat egy in operation became critical to its success. As such main reasons that have contributed to its continued success are: human resource; customer service; and innovative cost effective strategy of operation. Schwenk (1997: 4) claims that ‘employee’s absolute commitment to a shared vision of change is seen by many leaders/ change agents as so important for their organization’s continued survival’. The organizational culture of the company is highly encouraging which believes in empowering its workforce. It also provides a facilitating environment of continuous learning and most importantly it encourages share in profits through stock ownership. After the 9/11 tragedy, the operations cost of SW Airlines as well as other airlines had considerably increased. The key reasons being: tighter security had required more rigorous screening; increase of overheads expenses vis-a-vis security screening, changes and reprogramming of its tracking of passenger informatio n details and management strategy etc; drastic reduction in the number of passengers due to terrorist threat. These were major challenges that required highly creative inputs to not only maintain trust of the customers but also the confidence level of the employees. In the tough times, Southwest airline maintained high degree of employees’ morale by not laying off any employee. Most importantly, the management initiative was able to inculcate tremendous confidence amongst its workers by ensuring that there was no cut back in the number of flights also. This was a hugely important factor which sent a positive feedback to the public and greatly boosted the confidence of employees. Addressing the problem Maintaining the confidence of the customer was major problem which was mainly met by its human resource policy and organizational culture. It was also a key element that led to the firm’s continues success. It retained its policy of non attrition and did not lay off any s taff. The company’s strategic plan was to improve customer service by increasing the number of customer service agents. This helped the passengers to get more personalized service. The empathetic attitude of staff, emotional

Yoko Ono's Relationship with Popular Culture Essay

Yoko Ono's Relationship with Popular Culture - Essay Example The essay "Yoko Ono's relationship with popular culture" investigates the great talent of the famous artist and her role in the context of culture. Paper gives details from her life and activity. It is almost fifty years ago, when people started thinking of Yoko Ono as that woman. She was aged 27 years and lived in New York. Paper discover Yoko Ono's background that partly explains radical works and performances. The performances include ''Cut Piece'' that she did in 1965. It is here that she sat impassively like Bodhisattva, while the audience slowly one by one cut off her clothes. This was an amazing feminist manifesto as by then most people did not know what feminism was. It was about exhibitionism and sex. Similar to her other works she did, it rebuffed parent’s mores in a great way. But in the performance, of importance was the element of ritual violence. This was not like seppuku but a theatrical version of self-sacrifice. This was a recurrent theme around Yoko Ono's pub lic life. Yoko Ono can be considered as a muse. This does not only apply to John Lennon whose devotion and love for her resulted in the most interesting and beautiful artworks of his career. She was a pioneering artist, activist, musician, and feminist. Yoko Ono has influenced to a great extent those artists who are daring enough in pushing at and experimenting the imaginary distinctions and boundaries between media and art forms. Her talent was formidable but the prominent quality in her painting works was her spirit.

Analyst Report on Bridgestone Tyres Essay Example | Topics and Well Written Essays - 1500 words

Analyst Report on Bridgestone Tyres - Essay Example The net income Bridgestone Corp performed extraordinarily In Europe where sales increased by 17% followed by Americans where sales increased by 1%. However, the net sales in Japan remain unchanged compared to 2011. The total assets of the company increased by 14% to 3,038.3 billion in 2012; this increase in the assets by financed by a 12% increase in the total liabilities and 3% increased in the total equity. The company returns showed a strong growth as well. The return on stockholders’ equity increased by 4.6 percentage points to 13.7% and return on assets increased by 2.2 percentage points to 6.0% in 2012. The company promises significant returns as well as strong value addition in future. Company Profile Ticker symbol: 5108.T Mission Statement: Serving Society with Superior Quality Corporate headquarters: Tokyo, Japan Date of Incorporation: March 1st, 1931 Public Auditor: Deloitte Touche Tohmatsu Limited Name of CEO: Masaaki Tsuya Name of CFO: Koki Takahashi Stock classifi cations: Common Stock Authorized: 1,450,000,000 shares Issued: 813,102,321 shares Exchange: Tokyo Stock Exchange Dividends: 21.9 billion Industry Profile Market Sector The company belongs to the Consumer Discretionary Sector. It is a sector of the economy that comprises businesses that sell non-essential products or services. Leaders Toyota Motor Corp Comcast Corp Amazon.com Inc Industry The company belongs to the Auto Components Industry. The industry comprise companies that supply low value to high value component to auto makers around the world. Stock Comparison with Competitors Bridgestone Corporation’s stock has shown a remarkable growth since January 2012 as compared to Pirelli’s and Goodyear’s stock as shown in the figure. The graph notes some of the major events – dividends, earnings and news. The news article states that the company has invested billions of yen into the research and development to produce tyres with maximized durability and value . The company, currently, has invested millions of yen into a new North American desert plant to extract a new form of natural rubber for tyre manufacturing. This stresses that the company continues to strive hard fpr excellence. The graph shows that company has continued to announce dividends and interim dividends at year ends and half year ends respectively. This has strengthened the belief of the investors in the stock value. Likewise, the company announced promising earnings which has allowed the company to maintain number one position in the global tyre market. Both the dividends and earnings have an impact on the stock price – in this case, the company’s stock price has risen par the competitors’ value after continuously posting strong earninsg and dividends. Market Capitalization Company Market Capitalization Bridgestone Corp 20.24B Goodyear 3.9B Continental 27B Michelin 14.4B Market capitalization is basically the market value of the company’s out standing shares. It determines the size of the company which allows for conclusion on asset allocation and risk factor. The analysis shows Bridgestone Corp has the largest capitalization compared to its three giant competitors – Goodyear, Continental AG and Michelin. With the capitalization of â‚ ¬20.24 billion, it falls in the ‘large cap’ pool of companies with a strong asset allocation and less risk. Global Presence Bridgestone Corpo

How to Assess Information and Knowledge Needs and Be Able to Create Essay

How to Assess Information and Knowledge Needs and Be Able to Create Strategies to Increase Personal Networking - Essay Example The decision to accept the contract will lead to a decision to employ extra 100 workers in order to cope with new conditions of work. Donna (2008, P. 205) claim that the desire to diversify the business may lead to evaluation of resources to be used to pay the extra employees. Since, the business was operating before with 50 employees that show financial decision will be required to solve the problem. The business will make pricing decision of the services offered to customer in order to cater for the payment of the extra employees, and the extra hours that the workers will work will be required to be financed. It will not be easy to make some decision like that of pricing because it will bring conflict from customers who will be also affected in case the management opts to increase the price of services. To employee the additional workers, the management will be required to determine the availability of the potential candidate. The business should make sure to follow up the socializ ation of the new workers into the venture to ensure the decisions success. Lack of inadequate space to accommodate extra workers and the issue lease, the management should make a decision operate in shift for the time being as they wait to solve the issue of a lease and space. This move will be difficult to manage, but every business with an aim to maximize profit should be ready to accommodate risks involved with urgent decisions making. The management should evaluate the productivity of the contract to ascertain if it will meet the decision made to accommodate the venture in order to enhance the profitability. (P1.2) To ensure effectiveness of the new contract the framework within which these decisions making can be incorporated must be identified. The management should gather enough information on the viability of the contract depending on the current situation of the business. Past knowledge of the revenue trend of the services should be required in order to forecast the possibi lity revenue of the new venture. The profit trend will ascertain whether the customers should increase the price of services or reduce the wages of the employees in order to employee extra 100 workers to accommodate the operation. Before accepting the contract, the outsourced call centre should use digital media like facebook and the internet to search for the financial position of the Samsung. The management should be aware of the agreement and conditions of the lease term to avoid causing problems that would affect the operation. It should know if it is at position to renew the lease terms to continue operating on the same premises, or it has to relocate. According to the current situation of the business renewing the lease will not solve the problem of the inadequacy of the space but it will cause congestion. It should search for new premises to relocate so that the extra equipment can be accommodated that will enhance the productivity due to the maximization of the resources. (P 1.3) The decision taking requires the company to research both internal and external sources of information and understanding. According to John and Claudia (2005, P. 45), the availability of the internal data of the past performance makes possible for the business to extract accurate and complete knowledge. Evaluating these data will help the business to tell if it at position to employee extra employees given the unlimited space of

Childhood obesity Research Paper Example | Topics and Well Written Essays - 500 words - 3

Childhood obesity - Research Paper Example The best control is to train the participants on what is expected of them. The training session will involve coming up with a different mindset that will assist the participants to veer off these destructions until the end of the study (Babbie, 2009). This will apply to the control group. The idea is to gain a great understanding of the instruments in place while making good use of the Obesity and Weight-Loss Quality of Life Instrument in checking out the various domains that affect the way of life for all these individuals. The goal is to establish the valid and reliable scores that emanate from the study. The instrument consists of different checklists that will assist in rating all the answers provided. Test-retest reliability will be carried out to ensure consistency in the results attained. Face validity will be the ideal way of working on the measures accurate enough to assess the ability of the scores to define the results reliably. Interventions will be carried out amongst both the control and dependent variables, working on the ability to systematically assess the changes that can happen when different variables are in place (Cohen, & Arieli, 2011). With the obese participants, there will be some physical activities taking place and a chance to check on the impact this has on their scores after this. The control group will also be divided into two groups, where one takes up physical activities while the other does not (Gorard, 2013). The results will be correlated to check on the impact this will have on obesity issues. Public distress is another area where intervention will take place. This will happen by looking at the major signs that will define the individual as well as contribute to the changes. Counseling will be a part of the intervention, assisting in redefining the effects of obesity on an individual (Babbie, 2009). The data collections methods will be questionnaires and surveys. These are

The American Civil War Essay Example for Free

The American Civil War Essay The American Civil War has also been called the War Between the States or the War of Rebellion or the War for Southern Independence. It was a clash between the United States of America or the Union and the Confederate States of America or the Confederacy. The Civil War was fought from 1861 to 1865. There were many reasons for the outbreak of this Civil War such as States’ rights and slavery. The principle cause for this War was purely economic. The Southern states had always tried to become independent because of the fact that the people and the state were becoming wealthier due to extensive use of slave labor. These states feared a drastic reduction in their wealth if slavery were to be abolished (Guisepi, 2002). Subsequent to the election of Abraham Lincoln as president of the United States, the South became apprehensive as they felt that slavery would be abolished, accordingly they started the civil war. On the 12th of April, 1861 the Confederate army in Charleston, S. C. , started firing on Fort Sumter, which was held by the Union forces. This marked the commencement of hostilities between the North and the South. The prima facie objective of the South was to gain independence and that of the North was to preserve the integrity of the Union. In the year 1862, Abraham Lincoln announced the Emancipation Proclamation and this constituted a major cause for the war. If the North emerged victorious then slavery would be abolished and if the South had won the war then slavery would have been protected in all the Confederate states (Guisepi, 2002). Economic disparities had been on the increase during the early nineteenth century. More than fifty seven per cent of cotton exports from the US had originated in the South and this was mainly due to the employment of slave labor. However, the North had acquired its wealth by establishing industries and as such the inhabitants of the North were opposed to slave labor. In order to cope with the demand for labor, the North encouraged immigration. Therefore, there were a large number of European immigrants who worked as laborers in industries and in the construction of railways in the North. The South was a laggard as far as industrialization was concerned and this forced them to import manufactured goods from the North. The southern states opposed the overwhelming taxes and tariffs on imported goods, which was the main source of revenue for the Federal government. The Federal government was unwilling to reduce the taxes since it had to support various welfare measures and provide infrastructure like roads. This led to a further disagreement between the North and the South (Gallagher, 2005 ). Initially, in the republic there were sectional differences between the regions, which were overlooked, owing to the fact that the vast distances rendered communication difficult if not impossible. The Northerners favored a central government in order to enable them to construct railroads, roads, and infrastructure, protect complex trade interests and thereby control the national currency. The Southerners, on the other hand, were not in favor of forming a central government since their dependence on the Federal government was much lesser. They also believed that a central government would prevent them from practicing slavery. The US Constitution prohibits the federal government from interfering with slavery within the states. Opponents of slavery in the Northern states were limited to restricting the use of slaves and the spreading of slavery to other regions. This is borne out by the fact that in 1820, Missouri was admitted to the Union as a slave state whereas Maine was admitted as a free state to maintain the balance in the Senate (Gallagher, 2005 ). In 1857, the Supreme Court of the United States added fuel to fire of mounting tensions by its judgment in the case of Dred Scott. In that case Scott a Missouri slave sought freedom on the basis that his master had taken him to live in a free state. The Court opined that Negroes were not citizens of the United States and that accordingly Scott could not approach the Court as he had no rights to do so. Moreover, the Supreme Court ruled that the US laws prohibiting slavery were unconstitutional. Subsequently, on the 16th of October 1859, John Brown a convict of the Pottawatomie massacre raided the Harpers Ferry, VA, in order to free the slaves and to encourage them to start a guerrilla war against the whites in the South. This incident shook the Southerners as they felt that it was the beginning of organized Northern efforts to abolish slavery (Guisepi, 2002). With the election of Abraham Lincoln as the President of the Union, the Southerners seriously contemplated secession from the Union and South Carolina was the first state to secede from the Union. Other Southern states quickly withdrew from the Union and these secessionists occupied many southern forts. The Artillery of the Confederates opened fire on Fort Sumter and this marked the beginning of the war (Guisepi, 2002). The Civil War had the dubious distinction of resolving the issue of secession permanently as has been borne out by the fact that since 1861, there have been no attempts by the states of the Union to secede. Another major change wrought by the Civil War was the abolition of slavery, subsequent to the Emancipation Proclamation announced by Lincoln. However, the Civil War was unable to make the blacks the equals of the whites and it was also unsuccessful in emotionally reuniting the North and the South, as had been hoped by Abraham Lincoln. References Gallagher, G. (2005 ). American Civil War. Microsoft ® Encarta ® 2006 [DVD] . Redmond, WA: Microsoft Corporation. Guisepi, R. (2002). American Civil War. Retrieved June 23, 2007, from http://history-world. org/american_civil_war. htm

The relationship between double dissociations and cognitive processes

The relationship between double dissociations and cognitive processes A relationship implies the way things interconnect and includes ways these groups regard and behave towards one another. Double Dissociations (DDs), modularity and connectionist modeling (CM) will be introduced. Discussions about their strengths and weaknesses, how advances in technology have added value to existing data and possible theoretical models will follow. Research community opinions will be explored as these factors impact the extent to which these processes uphold one another. Prior to 1960 the brain was primarily understood in terms of behaviorism where human behavior was thought of in actions of stimuli and response rather than through structure and organizational process (Cohen, 2000). Computer technology and cognitive psychology seemed to be a natural match as cognitive psychologists frequently used computers for analogies to explain the human brain. Armed with philosophies concerning modularity scientists started to explore ways in which computer technology could model actions of the human brain (Parkin, 1997). Cognitive neuropsychology leans on the theoretical framework provided by cognitive psychologists and detailed observation of brain behaviors and is noted for comparing differences between how an intact system works and what happens when it becomes damaged. Parkin (1997) shares an example of the difference between determining function for individual modules of an intact television set. He points out that observing modular failures in the set may be more informative than separating out the multiple components and how they contribute to media transmission. Even if one is ignorant of the workings of a television, by observing consistent mechanical failures it can be noted that it is possible for a television to lose sound and retain a picture or to retain the picture and lose the sound. By this it could be assumed that the components are independent of one another. The same principles can be applied to mechanical failure in a car or in the human brain where these observations can be foun d in the form of Double Dissociation (DDs) (Parkin, 1997). Dissociation is the process of identifying the neural substrate of a specific area of brain function. DD was a term originally used in statistics where 2 independent variables (IV) have different effects on two dependent variables (DV) where one IV affects DV1 but not DV2 and the second IV affects DV2 but not DV1 (Tauber,1955). In neuropsychology 2 independent brain areas are functionally dissociated by 2 cognitive tests. DDs are seen as the result of traumatic damage, disease or congenital deformities and offer a window into processes that normally operate in symbiotic ways such as the ability to understand and communicate with language (Parkin, 1997). DDs are sometimes criticised as reductionist however they can be vital signposts for estimating functional perimeters. DDs are useful for showing what happens when functional impairment occurs in one area of the brain leaving another area intact, while in other individuals the opposite functional pattern emerges (Shallice, 1988). It is challenging to find DDs where there are no mitigating factors or co-morbid conditions and some researchers recommend a classification system to rate DD extent and quality (Shallice, 1988; Parkin, 1997). DF is an individual with a single dissociation. She sustained Visual Form Agnosia when her ventral stream, the area responsible for the conscious identification of visual objects became impaired. Visual areas in the dorsal stream needed to identify color and texture remained intact so she could identify fruits and vegetables but was unable to identify a card, even though she was able to push it through a slot. She could draw on long term memory to draw objects but later when asked to identify them could not (Milner and Goodale cited in Datta, 2004). D.B. another person was found to have unconscious/covert visual function, allowing her to do better than chance on forced choice experiments which tests knowledge of areas she claimed not to see (Stoerig Cowey, 1992). DDs are noted in the contrast between deep dyslexia and surface dyslexia. The term dyslexia describes disorders of language concerning reading and spelling and can be acquired as the result of trauma or can be present at birth).Deep dyslexics have semantic, visual and reading errors (Plaut Shallice, 1993), they fail to name pseudo words but can name some exception words indicating the non lexical or visual route remains impaired but the phonological/lexical route was intact. Surface dyslexics can accurately name the pseudo words but demonstrate difficulty when pronouncing exception words such as pint which they pronounce as though it rhymed with lint. This indicates the non lexical/ visual route is intact but the lexical/phonological is impaired (Naish, 2000). Connectionist modeling (CM) is the process of using the computer to model various components of brain function so the patterns of how they work together can be observed. CMs, like the brain are layered for sequential tasks. The influence of the neuron is based on the strength of its connection and learning or recognition is achieved by altering the strengths of connections between learning. In models this is accomplished by assigning weights and connections that are determined by predetermined rules (McLeod, Plunkett Rolls, 1998) Modeling relies on gaining understanding of cognition through rule-guided transformation of mental representations. Hinton Shallice (1991) designed a connectionist model and used this to replicate co-occurrences of semantic and visual errors. After training the model to map from orthography to semantics it was lesioned. Three common network properties were identified to reproduce deep dyslexia, distributed orthographic/ semantic representations, gradient descent learning and attractors for word meanings. A fourth factor proved valuable which consisted of increasing the ratio of concrete to abstract semantics. The network replication proved useful for studying deep dyslexic patterns however may not be an accurate representation of how the brain learns (Plaut Shallice, 1993). DD and connectionist modelling have worked together to explore prosopagnosia, (face blindness). Face recognition has been traced to the fusiform area of the brain and because it is domain specific and information encapsulated there are characteristic of modularity present (Carlson, 2007). In Prosopagnasia it is common for face perception to show impairment, while object recognition remains intact (Cohen, 2000). Within prosopagnosia some people retain covert recognition without overt recognition. (De Haan, Young, Newcombe, 1987) explored this, utilizing behavioural techniques with PH, who sustained trauma related prosopagnosia. PH was only able to recognize two out of multiple faces he was tested on, moreover he was unable to discern famous from common faces above the level of chance, yet he retained the ability for covert recognition which was identified by the use of galvanic skin response testing and forced word choice testing where he did better than would be possible by chance. CM to study prosopagnosia was adapted to investigate whether recognition was sequential and temporally driven and how the information was linked to determine comprehension. (Cohen et al, 2000). It was found significance in the first process is unnecessary for successful execution of the adjacent process and this observation was later strengthened by FMRI findings (Cohen et al, 2000). Adjustments to face recognition CM were the result of what was already known through DDs about overt and covert recognition. The model allowed repetition of the patterns and the ability to alter parameters to resolve questions about timing versus modular involvement. Hidden layers in the network work to average error across the network and the covert learning is seen in the model. It learns by minimizing error to produce responses for information not directly inputted to the model (Cohen, Johnston Plunkett, 2000) LaVoi Naish, (2009) urge that the simplicity of available cognitive models cant mirror the complexity of the human brain and that at best the networks are useful for modeling small tasks. Cognitive neuroscience was originally dominated by case studies, cognitive modelling in the form of neural networks and carefully developed neuropsychological testing tools. DDs were critical tools for discovery (Parkin, 1997). Modularity was observed through behaviour and confirmed at post mortem or through animal studies. Technology lacked capacity to ethically observe structural brain changes in living participants. The brain was dissected and stained after dearth so changes could be observed. Differences in function were more readily seen by brains that were damaged (Parkin, 1997). DDs provided and continue to contribute valuable information in living patients and in lesioned laboratory animals. Brain impairments can also be explored and charted through case studies of cognitive dysfunction in humans and animals. There is considerable research done with animal models due to ethical and financial constraints. One added advantage of animal studies is that multiple generations can be studied in fewer years than it takes a human to reach maturity (Carlson, 2007). Recently Transcranial Magnetic Stimulation (TMS) technology has been used to approximate a lesioned condition however TMS is temporary and fails to show results of long-term impairments. Hubel and Wiesel used kittens to demonstrate extended light deprivation during critical periods in development can cause permanent visual impairment. When light was restricted to one eye, the seeing eye took over function; however the kittens failed to develop binocular vision. Research delivered insight for ocular dominance and childhood cataracts (Goldstein, 2001). They contributed to visual neurophysiology by demonstrating how signals from the eye are processed by the brain where they generate detection of motion, edges, color and depth perception (Carlson, 2007). The research supports cortical plasticity studies by revealing plasticity can be developmentally triggered as well as domain specific. Similar activity occurs in hearing and motor domains (Ramachandran, Altschuler, 2009). The brain is dynamic and adapts in impairment which has implications for modularity assumptions and consequent rehabilitation (Purves, 2008). A 1949 manuscript cited by Scoville and Milner (1957) reveals findings of significant memory loss in two patients with medial temporal lobe surgery (MTLS including the hippocampus. In 1957 Scoville and Milner warned other surgeons not to overlook the role of the hippocampus which brings us to the study of HM. HM was one of Scovilles patients in 1953 and a victim of MTLS. HMs difficulty began with a bike accident at age seven, initially recovery seemed normal but three years later HM sustained intractable seizures. At age 27, HM underwent experimental surgery in hope of limiting seizure activity. The bilateral medial temporal lobe MTLS reduced seizure activity but also impaired HMs ability to learn new information, mental processing speed, and episodic explicit memory, resulted in language impairment and erased long term memory (Scoville and Milner, 1957; Corkin, 1984; Sagar et al., 1985). He remained a case study from age seven until after his death at age eighty three. Ironically one of the few individuals he continued to recognize was Dr. Scoville who remained involved with his care until his death. There is no evidence of Scoville blaming others or shirking responsibility for his surgical actions. After HMs death at his request and with the guidance of his guardian, HMs brain was donated to science to help others. HMs brain was dissected and the procedure broadcast online (Science Blogs, 2009) HMs cognitive impairments spanned memory, visual, and language domains providing a long term picture of how network involvement and developmental changes may follow the removal of domain specific anatomy. These impairments were more clearly defined by recent advances in imaging technology such as high definition functional magnetic resonance imaging available in HMs later years however some of the impairments may have been present from the onset of his epilepsy. Deficits on tests of executive functions and hippocampal involvement are common unusual in epilepsy patients, pre and post surgery. They can be prone to perseveration as well as language and motor skill impairments (Hermann et al., 1988; Horner et al., 1996; Martin et al., 2000; Trenerry and Jack, 1994). H.M.s neurological examination in 2005 reveals his medications still included prescribed anti seizure medications, Tegretol, Paxil, and Tegretol-X. Additionally in 2002-4 when HMs brain was re-scanned extensive white matter damage and corpus callosum fiber and cortical thinning beyond that considered normal for his age group was discovered in addition to the original damage from the resection. This may indicate modular damage can impair the networks and other modules that interface with it. Initially there was resistance in the medical community to naming the hippocampus as the seat of memory because animal models did not demonstrate the same degree of disruption as HM (Barr, Goldberg, 2003). This cultural mindset and lack of information may have been a factor in Scovilles failure to recognize the earlier warning signs about memory retention and hippocampal involvement. The hippocampus was gradually accepted by the medical community as a structure having domain specific function that was critical to information encapsulation. More recently it has been noted that memory may have significant network features mediated by paths in the frontal lobes rather than an exclusively domain specific module (Barr, Goldberg, 2003). Case studies such as HM (Henry Molaison) are valuable to cognitive neuroscience as they can show the transition of theory over time and how views on what constitute modularity are subject to change. There are similar findings where severe childhood brain injury led to widespread long term negative effects on white matter architecture and restricted the potential for brain growth. Damage patterns in the hippocampus indicate the white matter injury may come from the lesions restricting long term cerebral blood flow (Tasker, 2006). Neural network architecture could possibly model patterns of learning but would lack the capacity to predict developmental cascades in organic brain matter (Shallice, 1988). Scientists such as Broca who identified the segment of brain mainly responsible for language understanding and Wernicke who found areas relative to speech production are examples of how DDs increase understanding of localist function. Broca and Wernicke both researched aphasia post-mortem at the same time period in history and compared cases (Purves, 2008). Wernicke identified the area of the brain responsible for language comprehension and named it Wernickes area. Carl Wernicke was the scientist who discerned there was a regional difference between patients with aphasia dividing those with expressive aphasia (produce language) and those who sustained receptive aphasia (understand language) Wernicke located impaired language patients whose left frontal lobe was intact. These patients experienced language impairments in the area of comprehension and even though their speech was well formed it made little sense. Wernicke found that the area of the brain damaged in these patients was a small area in the left parietal cortex. Wernickes area is considered responsible for accessing words and decoding them for speech, whereas Brocas patients could understand language but could not transform them into understandable speech (Purves, 2008). Broca found speech accuracy impairment in expressive aphasia was due to the brains inability to produce language rather than the mouth failing to produce words. (Purves, 2008) Brocas patients included Leborgne who could only repeat the word tan and Lelong whose vocabulary consisted of only five words. Both patients were found to have lesions in the left frontal lobe an area later named as Brocas area. These patients led Broca to assume speech was region specific in the brain. Brocas area is presumed to be the syntax module and Wernickes area the semantics module (Purves, 2008). Wernicke and Brocas areas until recently appeared to fill some of Fodors (2000) conditions for modularity including domain specificity, autonomy and information encapsulation. The extent of this modularity is being examined in the light of more recent findings incorporating high tesla magnetic resonance imaging (MRI). Additional damaged areas are now identified as contributing to speech disruption. It was found that although Brocas area specific lesions can cause speech disruption, they are unlikely the source of complete and permanent speech impairment (Dronkers, Plaisant, Iba-Zizen, Cabanis E (2007). Additional evidence that Brocas area can be largely destroyed and language can remain intact was presented in a case study involving a computer engineer who had a tumor in Brocas region. The tumor and Brocas area were destroyed but he was able to function with minimal language problems and return to his work 3 months post surgery (Grodzinsky Santi 2002). Ongoing problems included an inability to create complex sentences, or relay reported speech. The problems were reported as working memory deficits and his recovery was explained by neural plasticity of the surrounding cortical area and a shift of some function to the right hemisphere (Grodzinsky Santi 2002). It seems unlikely that working memory could be the causation factor as the occupation he returned to is one highly dependent on working memory access. There is no report of auditory working memory in this individual differing from his visual working memory so it may be that Brocas area is not so easily dismissed (Grodzinsky Santi 2002). Figure 1 Broca and Wernicke areas NIH publication 97-4257, http://www.nidcd.nih.gov/health/voice/aphasia.asp (accessed 17/04/2010) Evidence from children who learn to read after a TBI indicate those who relearn reading or recover language may not be as fluent as they were previously (Ewing-cobb, Barnes, 2002). The adverse effects of diffuse axonal injury extend to linguistic development in the areas of discourse processing, lexical development and reading. An analogy could be the functional capacity deficit experienced when one injures the writing hand and has to adjust to using the alternate one. It appears the older and more expert a child reader is at the time of injury the better chance they have of functional recovery in the area of language (Ewing-cobb, Barnes, 2002). The areas of working memory and speed of processing for mediating recovery were acknowledged by Ewing-cobb and Barnes as an area for further research. Functional MRI (FMRI) reveals more explicit localization in the way language is used than that proposed by Broca and Wernicke as evidenced by (Lyons, Mattarella-micke, Cieslak, et al, 2009) who maintain language activates domains and networks beyond the areas commonly ascribed to language processing and that the expanded process influences the language experience. Gonzà ¡lez, Barros-Loscertales, Pulvermà ¼ller, Meseguer, Sanjuà ¡n, Belloch, et al. (2006) found that neural areas which access word meaning can include related sensory systems. For instance accessing the meaning of the word vanilla may activate the olfaction and gustatory systems. Action language can activate motor regions used to complete these actions (Lyons et al, 2009). One example (figure 5) shows left dorsal premotor cortex activity. This area is considered central to selection of higher level action plans and contributes to increased comprehension of sport specific and signals increase in strength in accordance with levels of expert learning (Beilock et al., 2008). This is much like the trend cited by Posner, (2004) in regards to the fusiform area being more than face specific with expert learners. Hickok Poeppel, 2007; Vigneau, Beaucousin, Herve, Duffau, Crivello, 2006) found left dorsal premotor cortex activity is modulated by personal experience when category specific action related language is used (figure 5) Figure 2 Shows brain activation differences between expert and novice hockey players when category specific language is introduced indicating language is also accessed via motor pathways (Lyons, Mattarella-micke, Cieslak, et al, 2009) This may have profound implications for cognitive rehabilitation when Brocas or Wernickes area are damaged however it is important to note that in spite of the coordination of other networks these areas are still largely domain specific for functional capacity. Cognitive models can be supportive in logging where, and to what extent cognitive functioning is systematically impaired or spared. They can offer some insight as to whether the function in question is mainly modular or if it is distributed like a network (Cohen et al, 2000, McLeod, Plunkett, and Rolls, 1998: Parkin, 1993). Present cognitive models lack the processing power to model complex modules and the inclusion of multi sensory network architecture (|Naish, 2000) The modularity assumption is ascribed to philosopher Fodor who conceptualizes the brain as having modular characteristics and goes on to define modularity as domain specific, autonomous, innately specified, hardwired (neuronal path specific), informationally encapsulated, and not assembled (Coltheart,1999). Multiple areas of the brain are considered to have modular characteristics but do not meet all the criteria for Fodors model by (Cohen, Johnson Plunkett, 2000). Fodor insists he has never maintained the brain is modular but only that it contains modular characteristics which he goes on to describe. Fodor (1983) does not believe the mind is massively modular explainable by computational or excessively modular models, instead his emphasis is on the function of a mental state rather than its biology and he maintains modularity can be by degrees rather than on an all or nothing basis (Fodor,2000). Fodor (1983) gave his model (figure 2) three components. The transducers act like perception whose task is to convert precepts or stimuli into signals for neurons. The input systems he envisions interpret the information within mainly modular platforms. The central system operates as an executive system Fodor suggests basic aspects of vision, and language have modular characteristics and Fodor describes the central system as responsible for reasoning, problem solving analysis and making choices as network mediated (Fodor, 2000). The diagram below shows a limitation of this model in that it is feed forward only without feedback networks. Figure 3 Fodor, J.A. (1983) the Modularity of Mind, MIT Press/Bradford Books Scientists such as Posner, 2003; Gordon, Arns Paul, 2008 and Williams, Brown,, Palmer, Liddell, Kemp, Olivieri, et al. 2006) have credited neural network models as learning tools from which they have derived theoretical models of how the brain learns (Posner Carr, 1992) Two of these models will be briefly described to demonstrate that neural networks contribute to the understanding of the functional patterns of the brain. Rennie, (2001) a physicist, models the large-scale electrical activity of the brain and mapped the neuronal activity from temporal and localist assumptions. His model has contributed to the development of the integrate theory model where conceptual knowledge of cognition, biology, modelling, physics and even psychiatry are combined to propose how the brain integrates cognitive and emotional feedback(Gordon, Arns , Paul,2008 ). The integrate model could allow for cognitive function based on fight/flight mechanisms and internal/external motivators while still retaining the modular aspects. Although the integrate model was conceptualized by information accessed by observing Rennies cognitive modelling of the brain, contributions of genomics, neuropsychology, psychiatry, case studies, neuro-imaging and meta analysis are in use to further develop the model (Gordon, Arns , Paul,2008 ). This model explores age and temperament stimulus processing changes, and possibilities for personalized psycho-active drug formulation. Fight /flight response is represented in how emotion is processed and its affect on language response. In this model there is feedback and feed forward mechanisms at all levels (Williams, Brown, Palmer, Liddell, Kemp, Olivieri, et al. (2006). Figure 4 Integrate Model http://brainNET.net (accessed 11/04/2010 Posner employed cognitive modelling networks investigating patterns for attention which informed his theory on executive attention networks and assisted the design of attentional network training for children (Posner Rothbart, 2007). This computer training module used in his research demonstrates functional neural plasticity in that long-term gains in attention, language skills, working memory, visual perception and executive functioning are observed (Thorell, Lindqvist, Nutley, Bohlin, Klingberg, T. 2009). The advantages extend to near and far transfer tasks such as language acquisition, working memory and cognitive load capacity. Posner describes the brain as a network but does not deny domain specificity plays a role in identifying localization. His emphasis is on mental states, a position similar to Fodor, (Posner Rothbart, 2005). Posner refers findings which favour localized mental operations as an opportunity to explore neural plasticity and uses elements of face processing to support his position. Posner references the common activation that occurs in the fusiform area when experts think about a domain of expertise rather than an exclusive face recognition task. He maintains that if we see localizations in the form of mental operations it would be natural for to share operations in common (Posner, 2004). In fact (Corbetta Shulman, 2002) show localization of separate mental operations within the parietal lobe which merge with a larger network to align attention to specific targets (McCandliss, Cohen, Dehaene, 2003) Posner and Tang (2009) have recently explored attention state models and how they influe nce learning and communication. See a diagram of Posners conceptual model below: Posner model of localization of aspects of executive attention states www.dana.org/NEWS/cerebrum/detail.aspx?id=23206 accessed (14/04/2010) The relationship between DDs and the modularity of cognitive processes in conjunction with the role CMs play is informed by ongoing research. Ellis and Young (1988) indicate unearthing a double dissociation, is only a starting point as processes and the aspects they mediate in common need careful identification. Crowder (1972) comments investigating the necessity of a two process theory may be more informative than the properties of individual processes (Plaut, 2003). DDs and CMs may oversimplify functional processes leading to distorted perceptions of neuroanatomical systems. Dividing executive function and episodic memory may undermine mutual network connections to temporal lobe systems, (Barr, Goldberg, 2003) DDs are useful for showing what happens when functional impairment occurs in one area of the brain leaving another area intact, while in other individuals the opposite functional pattern emerges (Parkin, 1997). The correlations can act as a reference in a similar way to a labelled fuse box which points the way to the specific appliance that caused an overload malfunction in the system. Fuses can be individually tested for function and the electrical impairment can be isolated for further review. CM simulates to some extent how patterns can develop in response to stimuli and injury. CMs work on an input in/out basis and as a result are unable to account for the complexities of phenotype variations influencing cognition (Naish, 2000). The patterns themselves are more concrete than abstract concepts and this may lead to insights about how specific cognitive processes work. FMRI, TMS, Galvanic skin response, single cell electrical recording, Magneto-encephalography, Quantitative encephalography, Positive electron tomography, Single photon emission computed tomography methods all allow neuro-anatomical functional observations with living individuals/animals. This informs understanding about modularity and the interaction of adjacent structures. It is important to note that each technology has limitations, MRI with temporal resolution, MEG and QEEG with spatial resolutions. With TMS artificial lesions can be created without harm to living participants by means of magnetic stimulation however, this process is time limited and can produce artefacts. These methods add to the foundation laid by early cognitive neuroscience and in some cases lead to confirmation or disputes about the original findings (Carlson, 2007). Bowers (2009, 2010) for instance notes single cell recordings may be consistent with localist coding rather than a distributed model based on the fact that neurons in the hippocampus and certain areas of the cortex may selectively respond to one stimulus out of many. His assumption is that because the IA word identification model uses single units to code for specific units it is not distributed. Parallel Distributed Processing networks (PDP)s rely on graded constraints and interactivity to determine actions that are consistent with the systems knowledge as determined by connection weights between units. However, (Plaut and McClelland, 2010) claim PDP neural network could learn localist grandmother cells in training specific learning conditions. The CMs are built from mathematical formulas using incomplete knowledge, they can be useful for showing patterns however it is illogical to expect them to uphold something they were only created to simulate and this thinking leads to unintentional error in interpretation. Statistically constructed mathematical computer models are built by the National Institute of Highway Safety to assess levels of diffuse axonal brain injury using squid axons (IIHS, 2007). These axons are electrical synaptic models rather than the chemical synaptic structure commonly found in human brains. Chemical synapses are less robust and more vulnerable to secondary cell death than the electrical synaptic structure (Roberts, 2005). Myelination damage cannot be measured by squid axon models. The resulting inaccuracies prejudice compensation claims for diffuse axonal injury survivors who often sustain language and vision impairments as the squid axon model can survive higher impact without brain damage. (Price, 2007) Cohen reports being disturbed by the ad hoc tinkering of connectionists trying to make the model work. Naish retorts that if connectionists tinker it is only to appear to model what neuro-physiologists claim to have found. He notes the complexity of the brain and notes this leave cases open for contamination by extraneous variables (Naish, 2009). Parkin (1997) states DDs may contain co-morbidities and research will reflect this. Literature tends to report simple conditions because they are easier to understand (Naish, 2009). Rebuttals can include neuro-psychologists calling connectionists tinkerers and connectionists accusing neuro-psychologists of cherry picking cases. This may reflect frustrations of research demands in a rapidly evolving field. Hinton reports CMs require labelled training data and most data learning relevant data is not constrained by labels. The signals CMs attempt to replicate require different equations than biological neural signals creating comparative discrepancies (Hinton, 2010). The brain processes data for 10^14 labels @ 10^9 per second, well beyond what computers presen

Peace of God Essay -- Essasys Papers

Peace of God The â€Å"Peace of God† encompasses a wide array of definitions. â€Å"Peace of God† is a gift from God. It is simpler than the peace that we may think. For example, I picked a sample of three gentlemen in my fraternity and asked them what is their first thought that arises with the phrase â€Å"Peace of God.† The responses in order was: . A society without wars . A God that condemns wars . A union of all religions. As interesting as their responses are, my research has found that the peace that God has endowed within his people are, â€Å"peace of mind and heart.† Site http://www.realtime.net/~wdoud/ice/peace.html exhibits an interesting viewpoint of â€Å"Peace of God.† It begins by defining peace from the bible, where peace came from a Greek word â€Å"eireinei,† which refers to the â€Å"mental attitude of tranquility based on a relationship with God in the Christian way of life.† The site further analyzes â€Å"peace† in two ways. â€Å"There is a personal peace of God which comes when a person accepts Jesus Christ as Savior.† â€Å"There is the peace of God which is available on a daily basis as the believer participates in the Christian way of life according to the plan of God.† The site continues further by emphasizing that â€Å"Peace of God is never available apart from Grace.† Essentially through God's Grace, he dissolved the barrier between man and God. So that when â€Å"the unbeliever responds to Grace by faith, the result is peace.† Another site I found interesting in the way they defined â€Å"peace† was http://www.wolfe.net/~bibline/info/peace.html. This site contains diverse definitions of the biblical view of â€Å"peace.† Although this site does not exactly define the phrase â€Å"Peace of God,† the ... ...safety, and calmness†. Although I believe I have concluded my search for the â€Å"Peace of God,† I decided to search one more site. The site that I found is http://www.calvarychapel.com/lakevilla/tracts/peace.htm, which similar to the former site. It begins by defining God's peace in two ways, â€Å"Freedom from worries, troubles, and fears.† â€Å"Peace of mind: a state of friendliness and calm.† These two definitions regarding the peace of God are relevant in the life of a chivalrous knight in that a knight faces adversity many times. One cannot be worried or troubled because it is a waste of energy. For if a knight is constantly worried and afraid, he cannot have enough courage to defeat his enemy. Also without a â€Å"state of friendliness and calmness,† a knight is not being chivalrous if he does not have peace of mind and acts ungentlemanly – like.

Conflicting Desires in A Portrait of the Artist as a Young Man :: Portrait Artist Young Man

Conflicting Desires in A Portrait of the Artist as a Young Man In the story, A Portrait of the Artist as a Young Man, written by James Joyce, the main character Stephen Dedalus has many encounters with women. Women and sexuality are major influences on Stephen's adolescent life. Another major factor that has an influence on Stephen's life is the Church. Women and sexuality conflict with the Church and its beliefs, and that is one of Stephen's major problems thus far. Stephen is having a very big identity crisis, from being a God fearing Catholic to a very hormonal teenager. As Stephen sits at the "adults" dinner table for the first time, his father, Mr. Casey and Dante are fighting about religion and politics in Ireland. As they are arguing, Stephen's train of thought leads him to think about Eileen. Eileen Vance was the little girl that Stephen wanted to marry when he was younger. She is described to have ivory hands and golden hair, which confuses Stephen with the phrases, "Tower of Ivory" and "House of Gold" which is part of the Roman Catholic Litany of Our Lady. Later when Stephen is at school, he again thinks about Eileen. Stephen gets his first sensual experience from Eileen when she puts her hand into his pocket and touches his hand. Stephen gets quite confused with the terms of the Litany of Our Lady so he starts to associate the "Tower of Ivory" and "House of Gold" to Eileen. The way James Joyce describes the scene, "She had put her hand into his pocket where his hand was and he had felt how cool and thin and soft her hand was."(43) gives the reader the idea that Stephen enjoyed the feeling. The only problem with Eileen was that she was a Protestant and Stephen was a Catholic. Stephen also associates women with the Virgin Mary, who was the mother of Jesus Christ. He thinks women as pure, just as Mary was and since he already associated the "Tower of Ivory" and "House of Gold" with Eileen, he assumes her to be like the Virgin. Another influence of women in Stephen's life comes from the story "The Count of Monte Cristo" while reading this story, Stephen starts to fantasize about Mercedes.

Teens and Premarital Sex :: Sexual Education Pregnancy Marriage

The Impure Waterwheel Have you ever seen a watermill? Turning continuously, they are bound in an eternal cycle. Continually spinning,, the lack of purity in the United States can be compared to that watermill, a never-ending cycle that threatens to spin out of control. We must intercede. Sex out of wedlock creates dysfunctional families, and teens searching for â€Å"more† in life, who often turn to the reason they're feeling so glum, sex. Having sex out of wedlock is a big problem in the United States that needs to stop. Strained by relationships on the verge of collapse and peer pressure, many teens turn to sex as an escape. Hardly sixteen, Jamie Lynn Spears is an excellent example of how family problems can pressure someone to do things they know they shouldn’t. Jamie Lynn’s sister, Brittany Spears, is undergoing extensive criticism from the media about her recent mental breakdown, this pressure from the paparazzi has taken its toll on Jamie Lynn’s life and she made a bad choice, as so many young people today do. With the baby, that so often follows sex out of wedlock many times a â€Å"family† is quickly formed out of girlfriends and boyfriends who think they’re â€Å"in love†. In many cases, one of the parents will leave, forming yet another dysfunctional family. Dysfunctional families are often unloving and make childhood difficult. Wrestling with their own problems many single parents will simply hang their children out to dry. Basically neglected, children deem themselves extremely reviled and not good enough. Off this assumption of worthlessness, many young people will label or allow themselves to be labeled as â€Å"unloved†. Hated by their parents, or at least feeling they’re hated, teens will go to extensive lengths to find self-worth. While they realize they will never be able to replace their parent’s love, adolescents will always try to find meaning. Teens will search for something â€Å"more† in life, which they never got in their childhood always. If they feel they can’t earn their parent's love young people will turn to other things to satisfy their need to be accepted. Grossly, many teens turn to drugs or alcohol to try to forget their life. Tortured by life, some people turn to popularity to appease their soul, but none of these alternatives can. Craving love, many teens turn to sex as an alternative to facing reality, or simply as a place to find the love they’ve never felt.

Polymers

It is possible to modify the properties of many polymers by 3 generating crosslink such as these. You will experiment with crosslink the polymer in Elm's glue. A number of different processes are used to turn synthetic and natural polymers into useful objects. These include molding, extrusion, foaming and casting. In this experiment, you will use the technique of extrusion-blow molding in which a tube of polymer is blown up while in the molten state inside of a hollow mold. Almost all Throughout the experiment, you will test the various properties of the polymers that you synthesize and modify.Some polymers have exceptional properties and capabilities that can make them extremely useful to us. You will observe the property of one such polymer, sodium polymerase (the sodium salt of polysaccharide). CHI An NH O NH This polymer can absorb up to 800 times its own weight of water. The ionic portion of the macromolecule is directed toward the center of the structure. When water is added to dry sodium polymerase, the water molecules are drawn into the center of the polymer in an attempt to dilute the salt, and the polymer expands.It is very important that you record careful observations throughout the experiment. You will be asked to describe the appearances and properties of the various polymers in your lab report. 4 Procedure Record detailed observations throughout the experiment. Polymer synthesis Addition polymer?polystyrene Place 20 drops of styrene into a disposable 13 x 100 mm test tube (provided by your TA). Caution! Styrene is a flammable liquid! Keep styrene away from all Bunsen burner flames. It is also a suspected carcinogen. Wear gloves!Using a wooden or plastic utensil, add a few grains of defensibly peroxide and shake the tube to mix. Caution! Defensibly peroxide is explosive when heated. Use only a few grains! Label the test tube with your name, and place it in a sand bath that has been set up by your instructor. Allow the solution to heat for 90 minut es. You may proceed with the rest of the experiment as it heats. When the material in the test tube has turned slightly yellow, remove the test tube from the sand bath and cool it on ice. Try to shake the polymer out of the test tube.If it has not separated from the glass sufficiently to do this, you may wrap the test tube in a cloth towel and carefully break it so that the polymer can be removed. Wear gloves when doing this! Describe the appearance and properties of your polymer. Test the solubility of the polymer by grinding a few chunks in a mortar and pestle and placing the powder in two test tubes. Add water to one of the test tubes and acetone to the other test tube. Record your observations. Dispose of the acetone mixture in the appropriate Laboratory Byproducts Jar. Discard the polystyrene in the appropriate Laboratory Byproducts Jar.Condensation Polymer?Glottal Resin The following procedure must be carried out in a fume hood! Obtain a paper cup. Place 5 Goff ophthalmic anhy dride and 0. 25 g of sodium acetate in a disposable 18 x 150 mm test tube (provided by your TA). Add 2 ml of glycerol. Using our test tube clamp, carefully heat the mixture over a Bunsen burner flame (see TECH I. D). Heat the top of the contents first and work toward the bottom as the mixture melts. Move the test tube in and out of the flame as you do this. Note when the mixture begins to boil and then continue to heat for 3 to 4 minutes.The solution Pour the solution into the paper cup. Allow the solution to thoroughly cool, then tear off the cup to recover your polymer. Dispose of the test tube in glass waste. Describe the appearance and properties of your polymer. Test the solubility of the polymer as you did for polystyrene. 5 Modification of polymers Experiment on crosslink with Glue It is recommended that gloves not be worn when working with Elm's glue. It is easier to remove glue residue from your skin than from the gloves. Obtain a plastic cup and pour 15 ml of Elm's white g lue into it.Add 15 ml of water and stir well. Next, add 10 ml of saturated borax solution (sodium borate, Nabbing) and stir well. Remove the solid material and pull it off the stirrer. The material will be sticky for about one or two minutes. Pour any excess liquid left in the cup into the appropriate Laboratory Byproducts Jar. Rinse the cup with warm water. Perform another crosslink experiment using 1 5 L of glue and different amounts of water and borax (from 5 to 15 ml of borax and from O to 30 ml of water). Compare the properties of the two polymers (strength, bounce, stretchiness, etc. ).Observe the properties of at least two other students' polymers who used different amounts of water and borax in their second preparation. Record these observations. Polymer fabrication Polyethylene bottle Heat one end of a 10-15 CM piece of polyethylene tubing in a Bunsen burner flame. When the polymer is in the molten state, crimp the end with crucible tongs to seal it off?allow it to cool som ewhat before opening the tongs. Re-heat the tubing at the loosed end by passing it in and out of the flame until 1-2 inches of the tubing is in the molten state (looks transparent instead of opaque).Place the molten tubing into a small wide-mouth Jar or vial. Blow air into the open end of the tube so that it expands within the Jar. Let the expanded tubing cool in the Jar for about 2 minutes. Because the polymer is flexible, you should now be able to easily remove it from the â€Å"mold†. Show your polyethylene bottle to your TA. Polymer properties Supersaturates Weigh 1 Goff sodium polymerase and place it in a 150 ml beaker. Add 50 ml of water to the beaker from a graduated cylinder. Record your observations. Add another 50 ml of water to the beaker. Record your observations.

Maslow’s Hierarchy of Needs Essay

In the 1950’s a psychologist called Abraham Maslow conducted research on the understanding of human motivation. In 1954 he suggested there were two sets of human needs, one set related to basic survival needs such as homeostasis, physiological needs and safety. The second set he believed focused on self –actualisation, this particular need is where he thought an individual realised their full potential. (Cardwell et al, 2000). On the basis of his theory he arranged these various needs in a hierarchy, starting with the basic survival needs and at the very top the self-actualisation need. (As pictured below). Maslow’s original Hierarchy of needs. image00. png (www. outlandishjosh. com/files/400px-Maslow’s_hierarchy_of_needs. svg. png) He suggested that each need had to be satisfied first before moving on to the next stage of the hierarchy, and the higher up the hierarchy an individual went, the more difficult it was to satisfy the needs, he suggested this was because the higher up the hierarchy an individual went the needs became psychological rather than physiological, they also became long term needs rather than short term needs. (Cardwell et al, 2000). Maslow suggested that many individuals would never reach our full potential and would therefore never reach self-actualisation. How the Hierarchy Works. Each individual starts at the bottom of the hierarchy and has to satisfy each level before they can move to the next level of the hierarchy. Physiological needs: – these are the basic needs such as, oxygen, shelter, food, thirst, sleep, sex etc, these basic needs must be meet in order to move up to the next level of the hierarchy. Safety needs: – the next level that has to be satisfied is the safety needs, these include, a need to feel physically safe and secure, security in a job, protection and stability. Love & Belongingness: – the next needs that have to be satisfied are love and belongingness, this is where an individual wants to be accepted and belong to a family or friends, to be loved and to love someone in return. Esteem needs: – this is where an individual has to satisfy their own self esteem, where they desire to be respected by others, to be given recognition in their job etc. Self-actualisation:- this is the final need to be satisfied; this is where an individual realizes their full potential and seeks self fulfilment. (Class notes). (Cardwell et al, 2000). In 1970 his hierarchy of needs was revised to include Cognitive needs (an individuals need to know and understand and needing to search for a meaning) and Aesthetic needs (the need for beauty in arts and nature etc and the need for order) he place these needs above the esteem needs. (Class Notes). (Haralambos & Rice, 2002). image01. jpg (www. waterstone. files. wordpress. com/2007/06/mh-pxw. jpg) How Maslow’s Hierarchy works In everyday life. Maslow’s hierarchy can be applied to a number of situations in everyday life, in the work placement, in schools etc to encourage motivation. Applying Maslow’s hierarchy in the work place. Physiological needs: – this level can be met by providing a place to eat and drinks, ensuring the workers have breaks, have reasonable working hours and providing a comfortable working environment, bonuses to boost their wages, etc. Safety needs: – this level can be met by providing a safe working environment, job security, pensions, health insurance etc. Love and Belongingness needs:- this level can be met by involving the individual in decision making, so that they feel part of the team, encouraging friendliness amongst the workers, introduce team building activities outside of work hours e. g. nights out, sports activities etc. Esteem needs: – this level can be met by praising the individual for their work, treating them in a professional friendly manner, offering the chance of promotion, etc. Self-actualisation:- this level can be met by the individual reaching their own goals in the workplace, encouraging the individual to be creative, by encouraging the individual to take promotions, encourage training scheme’s, etc.

Personal Financial Planning Worksheet Essay

Based on your readings and discussions in class this week, answer the following multiple choice questions. 1. The process of creating a detailed plan to meet your financial needs and prepare for the future is called a. developing goals b. personal financial planning c. collecting financial information d. personal finance The answer would be (B) Personal financial planning. 2. Which of the following is not one of the five major steps of the financial planning process? a. Analyze your current finances. b. Establish and implement your plan. c. Collect and organize your financial information. d. Reevaluate and revise your plan as needed. The answer would be ( C) Collect and organize your financial information. 3. Which phase in life is commonly associated with focus on marriage, family, purchasing a home, and career development? a. Teenage years b. Between your 50s and 60s c)Late 20s through your 40s c. During retirement The answer would be (c) 4. Which of the following is a benefit of having a college degree that can affect your financial planning? a. The potential to make a higher salary b. Jobs with retirement plans and benefits c. The ability to receive promotions and wage increases d. All of the above The answer would be (D) All of the above 5. Which of the following elements of a comprehensive financial plan involves analyzing future needs, such as saving for retirement or college funding for dependents? a. Building wealth b. Securing basic needs c. Establishing a firm foundation d. Protecting wealth and dependents The answer would be (a) Building wealth Directions Respond to the following short-answer questions in 50-to 100-words: 6. People have different styles when it comes to handling their money. List the two things that affect your personal beliefs and opinions about financial planning. How well do you feel you manage your money? Can you spot areas for improvement in your money management style, and if so, where/how? I feel lthat I don’t manage my money as well as I should . I find myself waisting money on things I don’t need.I defiently need to improve on making a list when going to the grocery store.I always write a list but never stick to it .I end up spending more money than I budget for. 7. Which element of the comprehensive financial plan focuses on your housing  needs, setting aside money for emergencies, and establishing a career path? Consider your own finances. Do currectly own a vehicle and/or home? If yes, how well do you manage monthly home and auto expenses? How well do you save for unforeseen expenses? I manage my home and auto expenses pretty well . I place these things high priority. With having kids things are pretty tight . I have a small rainey day savings. I try to save for things like this as much as possible , because my car and home is two things I need. 8. The economy is unpredictable and can affect your personal financial planning. List one factor in economic conditions that may affect your financial future. How could you reduce the impact of that factor on your finances? One factor in economic conditions that may affect my financial future would be Job employment and security. In a tough economy its hard to maintain a job and job security. To reduce the impact of job employment I will save and do whats needed to maintain my job. That is honestly the best plan for me in this economy. 9. Which step in the five-step financial planning process requires you to organize your financial information, create personal financial statements, and evaluate your current financial position? Have you ever completed this step? If so, is it still applicable to your current financial situation? If not, do you plan to do this soon? Why or why not? 10. Step Five in the five-step financial planning process discusses the importance of regularly reevaluating and revising your plan because personal circumstances often change. List two life changes that may require you to update your financial plan. Have you recently experienced a change that requires you to reevaluate your financial plan? If so, what was it and how have you accommodated it? (Please share only what you are comfortable sharing)

Emotional Intelligence Vs Cognitive Intelligence Essay

DECLARATION I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications. I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties,  and where applicable parental consent has been obtained. In a fiercely competitive and changing world, organisational competency has become a crucial tool of survival (Alvesson & Sveningsson, 2007). As intelligence testing is regaining popularity, it is increasingly common to fill out personality questionnaires at job interviews. What is IQ, and does it define a person? What does it mean to be emotionally intelligent? How do these theories compare with each other, and do they provide adequate appraisal of competency? This essay presents a Cognitive Intelligence (CI) and Emotional Intelligence (EI) overview in modern organisations, the two most prominent cognitive processes in the field of Organisational Behaviour; it evaluates strengths and limitations in theory and practice. Furthermore, this essay offers practical recommendations for modern organisations, including a proposed integrated approach of both theories as a comprehensive model of assessment to help gain a deeper understanding of the complexity of the human mind. Organisational behaviour examines individuals and groups in the work environment (Wood et al., 2013). The human element exerts profound influence in the workplace (Presser, 2006, as cited in Lockwood, 2006). According to Armstrong, Cools and Sadler-Smith (2012), cognitive development is an essential business tool with interest increasing six folds over the last 40 years. Evidence of ability testing was found as far back as ancient China 2200 BC (Fletcher & Hattie, 2011) but the discipline was not accredited until the late 1940’s (Wood et al., 2013). In spite of its popularity, cognitive development has generated fierce debates among the experts who disagree on concepts, interpretation and terminology; this discord has generated undesired scepticism and misunderstanding (Fulmer & Barry, 2004). CI and EI explore two distinctive aspects of cognitive abilities. The more accepted of the two, with many decades of extensive research, is CI (Viswesvaran & Ones, 2002). Over a hundred years ago, Spearman (1904) introduced CI as an essential part of learning (as cited in Schmidt & Hunter , 2004). CI is â€Å"essentially the ability to learn† (as cited in Schmidt, 2002, p. 188). Gottfredson (1997) expands with terms like â€Å"catching on,† â€Å"making sense† or â€Å"figuring out what to do† (as cited in Fulmer & Barry, 2004, p. 247). CI is measured through psychometrics tests (or intelligence metric assessment) and expressed as a number called IQ or  Ã¢â‚¬ËœIntelligence Quotient’ (IQ, 2014). There are many psychometrics tests, but the most popular are the Wechsler Adult Intelligence Scale-Revised and the Stanford-Binet Intelligence Scale – frequently revised and used worldwide (Human Intelligence, 2014). IQ scores range between 85 and 115 (please see Graph 1); the further to the right, the more gifted the individual. Early research maintained that IQ scores determined a person’s intelligence (Fletcher & Hattie, 2011) but society has evolved from this limiting idea. Many theorists agree that CI remains a reliable performance measurement (Fulmer & Barry, 2004). It is hard to ignore people’s intellectual or physical differences (Fletcher & Hattie, 2011) and to this day, CI remains the most widely accepted and understood cognitive theory (Fulmer & Barry, 2004), particularly in the fields of business, medicine and education. Armstrong, Cools and Sadler-Smith (2012) attribute this renewed interest to several factors: research is now able to recognise the difference between abilities (CI) and personality (EI); the theories are easier to grasp and considered mainstream psychology; also research is conducted in a more ethical manner and the results are more convincing. This attitude is also reflected in empirical studies. Since the end of WWI, CI has been used to hire employees in the workplace (Yerkes, 1921); its use remains consistent in many behavioural categories of health risks, crime and occupation (Schmidt & Hunter, 2004). Mistakes are learnt from the past and researchers are more politically aware, ethical and flexible; morals and objectivity have replaced lack of transparency to factor human variables (Fletcher & Hattie, 2011). CI will stay as long as technology is employed at work (Salgado & Anderson, 2002; as cited in Viswesvaran and Ones, 2002). However, some limitations are present in the research. One of the most significant limitation is Tthe wide variety of definitions and terminology generates confusion and doubt (Armstrong, Cools & Sadler-Smith, 2011). For example: intelligence testing (Fletcher & Hattie, 2011), intelligence model (Roberts, Matthews & Zeidner, 2010), general mental health (GMA) (Schmidt & Hunter, 2004) and so on. Another criticism is reducing individuals to a simplistic linear value, discounting environmental and cultural variables (Fletcher & Hattie, 2011). However the biggest criticism is the neglect of other vital aspects of cognitive ability (Neisser et al., 1996, as cited in Fulmer & Barry, 2004). Studies increasingly demonstrate that a single theory no  longer provides adequate competency measures when alternatives are available (Schmidt & Hunter, 2004). CI constraints are not limited to theoretical concepts; there are a number of practical flaws. A typical CI drawback is the lack of practical use of academic skills in the real world (Schmidt & Hunter, 2004). Brody (2004) argues that a person may have knowledge of a discipline, but not the competence to put it into application in the work environment. For instance: relationship counsellors may be familiar with the theories of dealing with harassment, yet fail deliver comfort, compassion and understanding for their clients. In reverse, research shows that some individuals without education may still possess competent thinking abilities (Fletcher & Hattie, 2011). *Linking sentence here if you’re going to introduce EI next* One of the most revolutionised ideas that came out of the nineties was EI and its impact on job performance (Goleman, 1998; as cited in Cà ´tà © & Miners, 2006). Four elements define EI: thought-processing, problem-solving, learning, decision-making and interpersonal relationships (Witkin et al. 1977, as cited in Viswesvaran & Ones, 2002); the five personality dimensions of EI that affect work performance are: introversion-extroversion, conscientiousness, agreeableness, emotional stability and openness to experience (Wood et al., 2013). EI has been integrated in many organisations’ training includi ng business schools, professionals, sales, management and so on (Cà ´tà © & Miners, 2006). A number of EI tests have emerged but the most popular one is the Myers-Briggs Type Indicator (Myers, 1962, as cited in Armstrong, Cools and & Sadler-Smith, 2011). CI is far more accepted than before and research reveals EI capabilities too significant to ignore (Neisser et al. 1996, cited in Fulmer & Barry, 2004). As knowledge is easier to access anytime, anywhere in the world via technology, it is becoming less about ‘what you know’ and more about what to do with the information in terms of identifying, analysing and problem-solving (Fletcher & Hattie, 2011). EI is gaining considerable influence in the business world. Research demonstrates that EI predicts academic achievement beyond CI (Miller et al. 2007, as cited in Lyons & Schneider, 2005); it also works as a contextual predictor (Borman & Motowidlo, 1997; as cited in Viswesvaran & Ones, 2002). Where CI lacks consideration for variables, EI abilities allow for a more accurate assessment of work by accounting factor s such as culture, gender,  disabilities and other environmental elements. Additionally, these cognitive abilities, which provide big insights into the human personality and its triggers, can be developed through adulthood (Boyatzis & Sala, 2004). In the practical sphere, the same concept is found. Where CI is deficient, EI is able to balance via a number of ways; for example by discerning and interpreting emotions using body language and visual signals where knowledge and practical skills fail on the job (Rafaeli & Sutton, 1987; Sutton, 1991). And vice versa by those who lack EI and can increase their CI processes through developing interpersonal skills with colleagues to seek assistance to perform the task (Law, Wong & Song, 2004; as cited in Cà ´tà © & Miners, 2006). Consequently, EI’s theoretical limitations are almost on par with the positive attention it has received over many decades. The lack of adequate research and empirical studies are its biggest downfall (Becker, 2003; Landy, 2005; Locke, 2005; cited in Cà ´tà © & Miners, 2006). EI i s also criticised over its theory and assessment (Davies, Stankov, & Roberts, 1998). Experts can’t agree with its definition; some consider EI a function purely based on emotion, others suggest that EI is a mix of personality and emotional management (Lyons & Schneider, 2005; Cherniss, 2010). There are some mixed feelings about EI’s gain to organisations (Motowidlo, Borman & Schmidt, 1997; as cited in Cà ´tà © & Miners, 2006). On the practical side, similar flaws are present. A practical limitation of EI is apparent in the MSCEIT questionnaire where the focus is to identify the emotional aspect of abstract art; a more practical approach would be to teach management and staff basic skills in stress tactics (Cherniss, 2010). The workplace is where individuals compete for goals, promotion or reputation; studies by Joseph and Newman (2010) or Williams, Bargh, Nocera and Gray (2009) caution about the possibilities of using ‘strategic’ EI for self-promotion in the workplace through manipulation, control and self-exploitation (Kilduff, Chiaburu & Menges, 2010). To avoid mishaps, the following is a proposed model to apply CI and EI in modern organisations. There are a number of ways that CI and EI can be applied to modern organisations. 1) More studies are proving that the single theory approach is inadequate and moving towards an integration of the cognitive processes to provide a more satisfying model; where linear models are too simplistic, the critical use of moderation compensates for the other (Boyatzis & Sala, 2004, as cited in Boyatzis,  2011). Organisations would benefit by providing training in both CI and EI development on a regular and ongoing basis to override the honeymoon period of training, particularly focusing on staff with the most experience as it has been found that long term employment tends to lead to a drop in performance (Schmidt & Hunter, 2004). 2) It is important to formulate questionnaires in a clear concise fashion, and keep the content practical and focus on the topic. The audience needs to be carefully considered to keep the content appropriate, for example child counsellors versus drug rehabilitation counsellors (Lynn, 2002). 3) Provide alternative assessment styles to reach a wider audience; for example, delivered as a group or in a private interview (Cools et al., 2009). 4) Consider the relevance of a cross-cultural approach, and other variables such as gender, age group and position within the company. 5) consider a variety of medium to appeal to a wide audience; for example a video, a web-based interactive medium or virtual reality (Chan & Schmitt, 1997). 6) Do some market research relevant to the industry to ensure there are no gaps in the information delivered (Armstrong, Cools & Sadler-Smith (2012). 7) Use care and judgment at all times, respect privacy and cater for existing environment culture (open or discree t). 8) Explore areas in need of development, such as cultural, religious, and interracial. 9) Be mindful that not everyone will be at the same level of knowledge, skills, social ladder and cater for introverts and extroverts. In conclusion, there are differences between CI and EI as the two constructs cover two distinctive aspects of mental intelligence. Both are relevant and contribute to organisational behaviour, however, human behaviour is much too complex to be simplified into two single independent theories. The flaws and strengths found in EI and CI complement each other in a linear fashion (Van Rooy & Viswesvaran, 2004). In this essay, many aspects of CI and EI were explored. It was determined that in spite of a long history, a person is much more than an IQ, and that EI is still at early stage of development. Much work and development is required in the theories to further explore the human potential. To conclude, fFuture studies and competency assessment tools will be interesting to witness over the next few years if the research includes various human genetic var iables in the endeavour to find more answers to adapt to change and reach the full potential of the human personality. References Alvesson, M., & Sveningsson S. (2007). Changing organizational culture: cultural change work in progress. New York, NY: Taylor and Francis. Armstrong, S. J., Cools, E., & Sadler-Smith, E. (2012). Role of cognitive styles in business and management: reviewing 40 years of research. International Journal of Management Reviews 14(3) 238-262. doi:10.1111/j.1468-2370.2011.00315.x Billett, S. (2006). Work, change and workers. Dordrecht, the Netherlands: Springer. Brody, N. (2004). What cognitive intelligence is and what emotional intelligence is not. Psychological Inquiry, 15(3), 234-238. Boyatzis, R. E. (2011). Managerial and leadership competencies: A behavioural approach to emotional, social and cognitive intelligence. Vision, 15(2), 91-100. doi:10.1177/097226291101500202 Cherniss, C., & Goleman, D. (2003). The emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups and organizations. New York, NY: Wiley. Encyclopaedia Brit annica. (2014). Retrieved from http://www.britannica.com/ Fletcher, R. B., & Hattie, J. (2011). Intelligence and Intelligence Testing. New York, NY: Taylor and Francis. Fulmer, I. S., & Barry, B. (2004). The smart negotiator: Cognitive ability and emotional intelligence in negotiation. The International Journal of Conflict Management, 15(3), pp. 245-272. Human intelligence. (2014). In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/289766/human-intelligence IQ. (2014). In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/topic/289799/IQ IQ. [Art]. In Encyclopaedia Britannica. Retrieved from http://www.britannica.com/EBchecked/media/70827/Graph-of-intelligence-quotient-as-a-normal-distribution-with-a Kilduff, M., Chiaburu, D. S., & Menges, J. I. (2010). Strategic use of emotional intelligence in organizational settings: exploring the dark side. Research in organizational behavior, 30 129-152. doi:10.1016/j.riob.2010.10.002 Lockwood, N. R. (2006). Maximizing human capital: demonstrating HR value with key performance indicators. HR Magazine, 51(9), 1-10. Lynn, A. (2002). The Emotional Intelligence Activity Book: 50 Activities for Promoting EQ at Work. New York, NY: Amacom. Lyons, J. B., & Schneider, T. R. (2005). The Influence of emotional intelligence on Performance. Personality and Individual Differences 39(4) 693-703. doi:10.1016/j.paid.2005.02.018 McShane, S., & Travaglione, T. (2007). Organisational behaviour on the Pacific Rim. Sydney, Australia: McGraw-Hill. Roberts, D. R., Matthews, G., & Zeidner, M. (2010). Emotional intelligence: muddling through theory and measurement. Industrial and organisational psychology, 3, 140-144. Schmidt, F. L., & Hunter, J. (2004). General Mental Ability in the World of Work: Occupational Attainment and Job Performance. Journal of Personality and Social Psychology 86(1) 162-173. doi:10.1037/0022-3514.86.1.162 Viswesvaran, C., & Ones, D. S. (2002). Agreements and Disagreements on the Role of General Mental Ability (GMA) in Industrial, Work, and Organizational Psychology. Human Performance, 15(1/2), 211-231. Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R., Morrison, R., & Seet, P. (2013). Organisational behaviour – core concepts and applications (3rd ed.). Milton, Australia: John Wiley & So ns Australia. Yorks, L., & Whitsett, D. A. (1985). Hawthorn, Topeka, and the issue of science versus advocacy in organizational behavior. Academy of Management 10(1), 21-30. Marking Criteria – Academic Essay