Unmanned Aerial Vehicles Essay Example for Free

Unmanned Aerial Vehicles Essay Border security continues to become a core policy development priority for the United States because this cuts across various issues faced by the country including illegal immigration, drug trafficking, human trafficking, smuggling, and terrorism. Congressional debates center on two issues, the focus of border security efforts in relation to budget allocation and means of improving border security (Sullivan, 2009) as a preventive measure instead of a reactive process as in the aftermath of September 11, 2001. Border security involves the patrol of the 6,000 miles of land border with Mexico and Canada and 2,000 miles of coastal waters of Florida and Puerto Rico. The task of border patrol is to identify and assess potential threats and respond effectively. However, even with a large workforce of 30,000, border security has jurisdiction over a large and widespread area encompassing land, sea and air space. (Customs Border Protection, 2009) Patrolling a large area and simultaneously handling the issues of illegal immigration, drug trafficking, smuggling, and terrorist threats makes border security a daunting task because of the limitations in the vantage point of land and sea mobile personnel. This led to efforts to adopt unmanned aerial vehicles (UAVs) as an integral technology for border patrol. Unmanned aerial vehicles refer to aircrafts without a pilot on board and controlled from the ground. These are fitted with sensors that transmit data to orbiting satellites that in turn bounce data to receivers on the ground. The transmission of data takes seconds to happen so that the receipt of data is almost instantaneous. UAVs can fly long distances at high altitudes or short distances at lower altitudes depending on the purpose of use. High altitude flights can provide information on large targets such as trucks while low altitude flights provide better information on smaller targets such as humans. (Valavanis, 2007, p. 533) As a border patrol technology, UAVs fill the limitations of the land and sea vantage points. History and Uses of Unmanned Aerial Vehicles Unmanned aerial vehicles have existed for more than a century and continued to evolve with the development of technologies to improve flight control and dynamics as well as imaging and data acquisition and transmission. UAVs developed as a military initiative and it was only in the past few decades that UAV found non-military or civil use. With its roots in the military, the Department of National Defense defined UAVs as â€Å"a powered aerial vehicle that does not carry a human operator, uses aerodynamic forces to provide vehicle lift, can fly autonomously or be piloted remotely, can be expendable or recoverable, and can carry a lethal or non-lethal payload† (Valavanis, 2007, p. 533). The definition clarifies the capabilities of UAVs, its possible purposes, and the innovative developments that accumulated over the decades. The idea of unmanned aerial vehicles existed as early as the First World War. The idea targeted improvements in the discharge or delivery of guided missiles. However, existing technology was unable to facilitate the development of the flight control system needed to have a functioning unmanned aircraft delivering missiles to the enemy’s territory. The gyroscopic devices developed by Elmer Sperry in 1909 became the predecessor of inertia navigation system applied in modern UAVs. At the same time, the Western Electric Company also developed radio control technology for the remote piloting of aircraft. Radio control together with inertia navigation system paved the way for the development of UAVs. These technologies were adopted by the military in developing a cruising missile but efforts met problems. UAVs were used instead as target drones for anti-aircraft practice and actual warfare countermeasures. This was the first use of UAVs. However, the navy continued research into flight control and navigation initiatives that included the fitting of RCA cameras and radar guidance system to improve control and make drones capable of delivering missiles. Developments led to the use of UAVs as target drones in World War II. (Zaloga Palmer, 2008, pp. 4-9) After the Second World War, the UAVs further evolved into tools in espionage during the Cold War. While control and guidance of the drones continued as an area of innovation, greater focus was given to the image capture capability of UAVs for surveillance. During the 1950s, surveillance UAVs were fitted with daylight and infrared cameras, rocket-assisted takeoff, radar tracking, and radio control. The shooting down of a manned aircraft resulting to the capture of pilots renewed development efforts in the 1970s. Drones became decoys until the Russian radar technology developed to make decoys ineffective. Efforts focused on developing drones with reduced radar signature, increased range, and improved flight control. The new drones were christened as lighting bugs and used in the Vietnam War. (Zaloga Palmer, 2008, pp. 10-12) After the Cold War, technology innovation on UAVs continued in support for combat operations. The 1980s witnessed key developments including improved satellite communications, compact or miniature technology, and state of the art sensors. Improved data and imagery and better navigation control led to the use of UAVs for â€Å"intelligence, surveillance and reconnaissance (ISR) and for time critical targeting† (p. 1). The development in UAVs split into technology for small and large UAVs. The size was a consideration because of differences in navigation control and capabilities. In large UAVs, the flight and retrieval control is separable from its data and imaging functions so that it can transmit information via satellite links while on flight while in small UAVs retrieval of the aircraft is necessary before obtaining information. (Drew et al. , 2005, p. 1) Now, the uses of UAVs are increasing. Traffic control is one use of UAVs because its aerial view provides accurate information on traffic conditions over a particular area. Search and rescue operations also benefit from UAVs providing an initial view of the situation in conditions unsafe for manned aircraft. (Borchardt, 2004, p. 28) Recently, small UAVs were used to gather data and assess the damage caused by Hurricane Wilma in areas inaccessible due to flooding and blocked roads (Murphy et al. , 2008, p. 164). NASA also developed sensor technology for the monitoring of pollution and measurement of ozone levels using UAVs. The Massachusetts Institute of Technology integrated global positioning technology and video camera control in UAVs for sensing toxic substances and contaminated areas. The Department of Energy also announced the development of radiation sensor for UAVs for use in detecting nuclear accidents. (Bolkcom Nunez-Neto, 2008, p. 2) Different data processing, imaging and other features evolve depending on the purpose intended for UAVs.

Egyptian History Essay Example for Free

Egyptian History Essay The period in Egypt from 2660 to 1100 BC can be considered as a very important time in Egyptian history as it witnessed many changes in how the land was ruled. This period in time experienced wars and changes in leadership, slowly molding the Egyptian nation into what it is today. These people and events not only played an important role in Egypt’s history but also for the rest of the world. One specific period during this time was the Old Kingdom, back to the time when Egypt was ruled by the Third Dynasty all throughout the Sixth Dynasty. During this time, the capital of Egypt was located at Memphis, and the ruling pharaoh was Djoser. This period in time was known for the construction of large pyramids, which were built to serve as the burial places for pharaohs and other important persons during that time. This was considered as the Age of Pyramids. During this time only the pharaoh ruled the former independent ancient states of Egypt which was known as nomes. The former ruler of these states were forced to take the role of governor, else, they’ll have to work in the tax collection area. During this time, the pharaoh is not only recognized as a ruler but as a god, and was worshipped by all his subordinates. This is because of the belief that worshipping these gods would mean assurance of the annual flooding of the Nile River. This is because agriculture during this time centered on the â€Å"fertile crescent† or the area which has been flooded by the Nile. All their crops are dependent on this annual flooding, as Egypt is filled with barren lands and desserts which they cannot use for farming and agriculture and the river is their only hope for scarce food supplies. This period of time also witnessed feuds between different rulers which resulted from the fall of the Old Kingdom. The previous kingdom collapsed as a result of civil conflict which was insinuated by regional governors waging wars on each other. The unity of the kingdom weakened, causing it to finally fall. The case worsened as the lands were plagued with severe drought, resulting to a drop in rainfall, affecting the normal flooding of the Nile River. Decades of famine and strife followed eventually. Intermediate periods have risen afterwards, wherein there were several acting rulers and leaders, further complicating the matters. This has lead to many wars between the different peoples of Egypt, since no one held power over the whole nation. To make matters worse, neighboring lands were starting to invade Egypt, hoping to besiege the already war-torn nation. Because of this, consolidations were made by local leaders and a new line of pharaohs have been formed. After several changes in the ruling heads, Egypt was able to prosper further and continued to exist many years after. Some pharaohs were able to expand their influence, thus making the nation wealthier and more powerful. This period however, ended in another intermediate period wherein the power has been divided between the recognized king which was Smendes and the High Priests of Amun at Thebes. The king ruled the northern half of the nation while the High Priests took control of the southern part of the country. This division proved to be less significant since both the ruling king and high priests came from the same family line.

Study On The Alternative Medicine Reflexology

Study On The Alternative Medicine Reflexology Presently there are various methods of treatment for different types of diseases, such as cancer, asthma, and multiple sclerosis, and alternative medicine is becoming more prevalent among people despite the advanced technology. Many people nowadays try to avoid the use of medications because of the side effects. this is why people are attracted to alternative therapy techniques, because they want an effective treatment that is not costly and does not cause any harm. There are over a hundred different types of alternative medicine and the number is still growing. A few examples are: chiropractic, reflexology, hypnotherapy, reiki, ayurveda, kinesiology, homoeopathy, osteopathy, cranial therapy, various types of acupuncture, colour-therapy, massage, and sound therapy [1]. For example, Reflexology has been widely used in fields such as midwifery, orthopedics, neuroscience and palliative care [2]. 1.1 What is Reflexology : Reflexology is the physical act of applying pressure to the feet and hand with specific thumb, finger and hand techniques without the use of oil or lotion [3]. It is also called zone therapy, based on the notion that each body part is represented on the hands and feet and that pressing on specific areas on the hands or feet can have therapeutic effects on other parts of the body. The body is divided into 10 longitudinal zones-five on each side of the body. Each organ or part of the body is represented on the hands and feet; massaging or pressing each area can stimulate the flow of energy, blood, nutrients, and nerve impulses to the corresponding body zone and thereby relieve ailments in that zone[4]. Each part of the foot represent a reflex area that correspond to specific organ or part of the body, for example: the tips of the toes reflect the head the heart and chest are around the ball of the foot the liver, pancreas and kidney are in the arch of the foot low back and intestines are towards the heel This concept was furthered by physiotherapist Eunice Ingham into the modern practice of reflexology. Dr. William H. Fitzgerald, an ear, nose, and throat doctor, introduced this concept of zone therapy in 1915. American physiotherapist Eunice Ingram further developed this zone theory in the 1930s into what is now knows as reflexology. A scientific explanation is that the pressure may send signals that balance the nervous system or release chemicals such as endorphins that reduce pain and stress [11]. 1.2 The difference between Reflexology and Foot Massage: Reflexology is different from foot massage in that it involves more superficial contact, deeper pressure on certain parts of the foot and resembles a caterpillar-like movement. It has been claimed that by pressing the reflex zones, energy blocks or disturbances such as calcium, lactate or uric acid crystals are reabsorbed and later eliminated a process referred to as detoxification'[2]. In foot massage people typically use massage oil or lotion and use gentle gliding strokes all over the foot. Reflexology is quite different, while many people find reflexology relaxing. One of the reasons people often confuse the two is that some spas and salons advertise that they offer reflexology, but what people actually get is foot massage by a therapist who isnt properly trained or certified in reflexology [12 ]. 1.3 Reflexology Foot Chart: 1. Top of Head 2. Sinuses 3. Pituitary Gland 4. Temporal Area 5. Neck, Cervical 6. Upper Lymph Area 7. Parathyroid Gland 8. Ears 9. Eyes 10. Thyroid Glands 11. Shoulder 12. Lungs and Bronchi 13. Heart Area 14. Heart 15. Spine, Vertebra 16. Pancreas 17. Solar Plexus 18. Stomach Duodenum 19. Liver 20. Spleen 21. Spleenic Fixture 22. Gall Bladder 23. Adrenal Glands 24. Hepatic Flexure 25. Kidneys 26. Transverse Colon 27. Waist 28. Ureters 29. Ascending Colon 30. Descending Colon 31. Lumbar 32. Small Intestines 33. Sacral 34. Bladder 35. Ileo-Caecal Valve 36. Appendix 37. Sigmoid Flexure 38. Hip Lower Back 39. Coccyx 40. Sciatic Area 41. Rectum 42. Uterus 43. Prostate 44. Breast 45. Lymph Drainage 46. Fallopian Tubes 47. Lymph Nodes (Arm Pit) 48. Sacro Iliac Joint 49. Ovary or Testicle 50. Lymph Nodes (Groin) 51. Maxilla/Submaxilla (Jaw) 52. Tonsils 1.4 Reflexology Remedies: Some illness related to the: Skin: ACNE can be treated by applying pressure on specific areas; liver(19), gall bladder(22), adrenal glands(23), ureters(28), bladder(34), kidneys(25). Also ECZEMA can be relieved by applying pressure on other areas; Parathyroid glands(7), adrenal glands(23), kidneys(25), ureters(28), bladder(34). Digestive system: ANOREXIA can be treated by applying pressure on certain areas; Thyroid glands(10), stomach duodenum(18), small intestines(32), transverse colon(26), descending colon(30), rectum(41). GINGIVITIS can be treated by applying pressure on other areas; maxilla submaxilla(51), STOMACHACH can be relieved by applying pressure on this areas: stomach(18), and DIARRHEA NAUSEA by applying pressure on areas; Stomach duodenum(18), small intestine(32), ascending colon(29), transverse colon(26), descending colon(30), rectum(41), lymph areas(6). Circulatory system: HYPERTENTION can be treated by applying pressure on these areas: Head(1), kidneys(25), ureters(28), bladder(34), ear(8). ANEMIA; Stomach duodenum(18), liver(19), pancreas(16), small intestines(32), ascending colon(29), transverse colon(26), descending colon(30), spleen(20). HEART PROBLEMS can be treated by concentrating the applied pressure on these specific areas: Heart(14), stomach duodenum(18), small intestine(32), ascending colon(29) and IRON DEFECINCY be treated by applying pressure onthis area in the chart: spleen(20). Nervous system: ANEXIETY can be decreased by applying pressure on these areas as in the foot reflexology chart; Head(1), adrenal glands(23), kidneys(25), ureters(28), bladder(34), duodenum(18), small intestines(32), transverse colon(26), descending colon(30), rectum(41), EPELIPSY; Head(1), lymph areas(6). MIGRAINE can be relived by applying pressure on these areas: Head(1), frontal and temporal areas(4). BACKACH can be relieved by applying pressure on specific areas; Hip and lower back(38), spine(15). Immune system: TUMOR (CANCER) can relieved its symptoms by applying pressure on specific areas; Spleen (20), lymph areas (6), tonsil (52) (also reflex areas relating to the cancerous regions). Respiratory system: ASTHMA can be treated by applying continuous pressure on these areas: parathyroid(7), lungs and bronchi(12), kidneys(25), ureters(28), bladder(34), lymph areas(6). Also BRONCHITIS can be treated by applying pressure on certain areas such as parathyroid(7), lungs and bronchi(12), adrenal glands(23), lymph areas(6). Joints: PAIN IN THE HIP JOINT can be relieved by applying pressure on certain areas such as adrenal glands(23), kidneys(25), ureters(28), bladder(34), neck(5), hip(38). INFLAMMATION OF THE HIP JOINT can be treated by applying pressure on certain areas such as stomach duodenum(18), kidneys(25), ureters(28), bladder(34), hip(38), waist(27), vertebra and spine(15). And Parkinsons Disease can be treated by applying pressure on certain areas such as Head(1), neck(5), parathyroid(7), adrenal glands(23), stomach duodenum(18), pancreas(16), liver(19), small intestines(32), colon areas(26,29,30), kidneys(25), ureters(28), bladder(34), rectum(41) [14]. 1.5 History of Reflexology: Around the world and throughout history reflexology has been rediscovered and reinstated as a health practice time and time again by peoples around the globe seeking to deal with health concerns. Archeological evidence in Egypt (2330 BCE), China (2704 BCE) and Japan (690 CE) points to ancient reflexology medical systems. In the West the concept of reflexology began to emerge in the 19th century, based on research into the nervous system and reflex. While no direct evidence of direct cross-fertilization from ancient times has been discovered, the practice of foot and hand work in a variety of cultures, belief systems and historical periods speaks to reflexology for health as a universal bridging concept [3]. Reflexology was introduced into the United States in 1913 by William H. Fitzgerald, M.D. (1872-1942), an ear, nose, and throat specialist who called it zone therapy. He used vertical lines to divide the body into 10 zones. Eunice D. Ingham (1899-1974) further developed reflexology in the 1930s and 1940s, concentrating on the feet of Mildred Carter and a former student of Ingham subsequently promoted foot reflexology as a miraculous health method. A 1993 mailing from her publisher stated: Not only does new Body Reflexology let you cure the worst illnesses safely and permanently, it can even work to reverse the aging process, Carter says. Say goodbye to age lines, dry skin, brown spots, blemishes with Body Reflexology you can actually give yourself an at-home facelift with no discomfort or disfiguring surgery[4]. Some reflexologists who deny that they diagnose or treat disease claim that the majority of health problems are stress-related and that they can help people by relieving the stress associated with various diseases or body organs. And this type of double-talk is similar to chiropractic claims that subluxations lower resistance to disease and that adjusting the spine to correct subluxations will improve health [4]. 1.6 The benefits of reflexology: Our bodies are endowed with a wonderful self-healing potential. Sadly, this potential often remains unfulfilled because the vital energy pathways are blocked by illness, stress, congestion, injury, and toxicity. By applying a constant and alternating finger and thumb pressure to the feet and hands, the reflexologist induces a prolonged state of deep relaxation. Through relaxation, the body returns to a state of balance (known as homeostasis), as the energy flows freely from fingers and toes to the head, and only then can the body heal it [5]. It has also been suggested that reflexology may help release stress and tension, improve blood flow of the body and promote homeostasis. Anecdotal evidence has shown that reflexology is beneficial in many conditions such as pre- and postnatal discomfort, pain, migraine and chronic obstructive pulmonary disease. Other therapeutic effects, such as strengthening the immune system, improving sleep quality and wound healing, have also been claimed [2]. Reflexology like other forms of body work, can have a variety of benefits including [6]: Structural benefits: assistance with physical problems such as pain and mobility Emotional benefits: help in providing nurturing and holding Energetic benefits: restoring and mobilizing energy for self-healing The benefits of reflexology in general include [3]: Relaxation Pain reduction Amelioration of symptoms for health concerns Rejuvenation of tired feet Improvement in blood flow Impact on physiological measures (e. g. blood pressure and cholesterol; measurements by ECG, EEG, and fMRI) Beneficial for post-operative recovery and pain reduction Enhancement of medical care (e. g. cancer, phantom limb pain, and hemodialysis patients) Adjunct to mental health care (e. g. Depression, Anxiety, Post traumatic stress disorder) Complement to cancer care (pain, nausea, vomiting, anxiety) Easier birthing / delivery / post-partum recovery 1.7 The theories behind reflexology: The theory that reflexology definitely works with the central nervous system of the body is built on the studies done in the 1890s by Sir Charles Sherrington and Sir Henry Head, who showed that there is a neurological relationship between internal organs and the skin and the bodys nervous system can adjust to a stimulus. Therefore according to this theory, a pressure applied to the hands, feet or ears will send relaxing and calming messages to various parts of the body from peripheral nerves in the feet, hands and ears [7]. The Gate Theory and The Neuromatrix Theory also explain why reflexology produces relief from pain and stress. The theories suggest that the brain creates pain which is a subjective experience in response to cognitive or emotional factors; therefore ones moods and factors like stress and tension can affect our experiences of pain [7]. Thus reflexology therapy reduces pain by improving the mood and reducing stress. Another theory states that the human body has vital energy and there is congestion or choking of the energy flow which causes illness and disorders in the body [7]. Surgical interventions and medical therapies continue to evolve and offer hope to people with acute and chronic diseases. However, both patients and healthcare staff aware that technology and aggressive treatments are not the only answer to providing care and improving wellbeing. Stone (2001:55) suggests that both UK and US there has been a significant shift towards integrated health care and greater tolerance towards the inclusion of complementary therapies by governments and the medical fraternity. There is evidence to suggest that an increasing number of hospital trusts are employing therapists or allowing volunteer practitioners to provide therapies such as massage, aromatherapy and reflexology. There are also a growing number of research projects reporting on the use and benefits of reflexology and foot massage in hospital wards, managing pain, reducing anxiety, improving perceptions of care [6]. With the fast development of reflexology, now there is something called clinical reflexology, which is an advanced form of reflexology. It covers the application of reflexology within specific areas of clinical practice, including maternity care, and palliative care. Clinical reflexology is adapted to the clients needs using the most effective techniques to help with the clients problems and issues [15]. 1.8 There is an arguing about the use of touch therapies such as reflexology in the hospital, and Ashcroft (1994) has highlighted the stresses of hospitalization with acute illness [6]: The anxiety arising from being in an alien environment Being disturbed constantly for clinical observations and the administration of often uncomfortable medical investigations and treatments. Fear of dislodging intravenous and monitoring equipment Being unable to drink and eat normally Physical discomfort made worse by wounds, immobility, invasive catheters and sleep deprivation Intrusion from noise, light and smells Separation from friends and family 1.9 Where is Reflexology practiced nowadays, and for whom is used : Reflexology, although most commonly practiced in the community (Coxon 1998, Lett 2000) is now emerging as a choice for patients being cared for in mental health setting, maternity care and palliative care settings[6]. It has been suggested in the nursing literature that the introduction of reflexology and other complementary therapies in healthcare settings, could be an ideal non-pharmacological way of managing difficult symptoms, such as pain and nausea as well as reducing stress and limiting anxiety. Aside from the patient feeling the benefits, relatives too appear to gain satisfaction from the provision of reflexology [6]. Identifying when and for whom it is appropriate to offer reflexology present challenges. Currently, provision of reflexology in acute hospital settings is largely on an ad hoc basis, delivered by existing healthcare staff or as part of a pilot or research project (Dryden et al 1999) [6]. Volunteer reflexologists may visit wards and departments supervised by clinical staff, providing only short treatments without any remuneration to selected patients deemed suitable for treatment. Finding a mutually convenient time is important, avoiding mealtimes, ward rounds and at peak visiting in the early evening. Dryden et al (1999) found that the best time to offer treatment was early afternoon, when the ward had a rest period and there were few visitors [6]. 2. Many literature reviews about the studies that been conducted to see the effectiveness of reflexology technique on symptoms occurs in patients with chronic diseases such as cancer and osteoarthritis. A study done by Nancy L.N Stephenson et al. on the effects of Foot reflexology on anxiety and pain in cancer patients. It is a quasi-experimental, pre/post and crossover study. A sample of 23 inpatients from different medical/oncology units in hospitals of southeastern united states with breast or lung cancer were participants in this study. The majority of the sample were female, Caucasian and 65 years old or older who were receiving regularly scheduled opioids and adjuvant medications on the control and intervention day. The patients were divided into two groups randomly. Group A: receiving a foot reflexology to both feet for 30 minute total by a certified reflexologist in the first contacts and group B: receiving the same intervention in the second contact. The pain and anxiety were measured using two instruments; the VAS, the simpler one and the Short-Form McGill Pain Questionnaire (SF-MPQ) prior and post the intervention time. The VAS used to measure the anxiety, is a 10-cm lin e with verbal anchors at each end stating not anxious at all to the most anxious I have ever been(McGuire, 1988). Following the foot reflexology intervention, patients with breast and lung cancer experienced a significant reduction in anxiety. Also one of three pain measures showed that patients with breast cancer experienced a significant decrease in pain. An additional study is required to determine the effects of foot reflexology on pain as measured by the intensity sections of the SF-MPQ, the VAS and IPP. There were no significant decreases in pain between the two groups because the crossover design allowed the 23 patients to be their own control; some of them were taking medications to manage their pain. Limitation of this study were the small sample size and the crossover design [8]. When reflexology is provided in a palliative care setting it is essential that the patient is at the center of the treatment process because living and dying is ultimately a unique, intimate and personal journey. Reflexology can offer a means of relieving physical symptoms and of facilitating emotional and spiritual wellbeing, but requires the therapist to practice with awareness, sensitivity, intuition and adaptability. Reflexology cannot promise sustained improvements in physical health but can provide therapeutic touch and the space and attention to support patients in connecting their mind, body and spirit [2]. Reflexology can also be invaluable in helping carers to cope both before and after the death of their loved ones. It is vital that reflexologists acknowledge their contribution within the team of health professionals involved in caring for the person and the family and the need for practice to be based on contemporary evidence-based knowledge. Sensitivity and humility enable the practitioner in reflexology to provide holistic, individualized and appropriate care for people at perhaps the most difficult time of their lives [2]. Another study is done by Miss.Serawal Haera et al. about the effect of reflexology on joint pain in knee osteoarthritis patients on 21 May, 2003. A quasi-experimental research method was used, a sample of 30 knee osteoarthritis patients with pain were selected by purposive method at the orthopedic clinic, outpatient department of Phrae Hospital. Simple change-over design was used in this study to compare the difference of joint pain scores among patients before and after intervention. The subjects were randomly assigned to the experimental period first followed by the control period, and vice versa. In the experimental period patients received reflexology for 1 hour/day for 7 days, and in the control period patients didnt receive reflexology for 7 days. The instrument for data collection were demographic data and information about knee osteoarthritis, the assessment of joint pain in patients with knee osteoarthritis, and a daily record of joint pain, medication used and daily activi ties. The data were analyzed by using frequency, mean, standard deviation and ANOVA for simple change-over design. The results of this study showed that the joint pain score in the experimental period after receiving reflexology was statistically significantly lower than during the control period. What this study revealed is that reflexology can be use as a complementary therapy to relieve joint pain and decrease drug used for pain relief [9]. In the study by Siev-Ner et al. (2003) the reflexology group demonstrated statistically significant symptom relief in a study of patients with multiple sclerosis. Compared with no improvement in the massage group, scores for urinary symptoms, paresthesia and spasticity were statistically significantly improved, whereas muscle strength revealed only borderline improvement at the end of reflexology. The improvement in paresthesia remained statistically significant at the 3-month follow-up [2]. Statistically significant reductions in the severity of hot flushes and night sweats, measured by a visual analogue scale (VAS), were reported after 6 weekly sessions of reflexology, but no statistically significant difference was found between the groups receiving reflexology and non-specific foot massage for menopausal symptoms in the study conducted by Williamson et al. (2002). In terms of general well-being, both the reflexology and non-specific foot massage groups demonstrated an improvement in the Womens Health Questionnaire (WHQ) score. However, the difference between the two groups was not statistically significant. Similarly, although improvements in the two sub scores (anxiety and depression) of the WHQ were detected, there was no statistically significant difference between the reflexology and foot massage groups [2]. In the study by Brygge et al. (2001), the outcomes of lung function tests including peak expiratory flow (PEF) and the ratio between forced expiratory volume in 1s and forced vital capacity (FEV1/FVC) did not improve after reflexology in patients with bronchial asthma. In addition, the reflexology group was not superior to the sham foot massage group in lung function improvement [2]. No statistically significant changes in patients with irritable bowel syndrome were observed either within or between the reflexology and sham foot massage groups in the study by Tovey (2002). Abdominal pain, constipation/diarrhea, and bloating remained unchanged after the reflexology treatment [2]. Also about the edema of the feet in late pregnancy, women with oedema in late pregnancy perceived less swelling and tightness as compared with the pretest level in the reflexology treated group, according to Mollart (2003). However, there was no statistically significant improvement in mean ankle and foot circumference measurements after lymphatic reflexology. There were also no statistically significant differences among the lymphatic reflexology, relaxing reflexology and rest groups [2]. These studies showed that reflexology is can be used as one of the effective techniques in physical therapy treatments, because it showed an effective results in treating the symptoms of the common diseases that been treated with physical therapy such as pain in cancer, osteoarthritis, LBP, and MS. Reflexology also shows it is effectiveness in pregnancy and childbirth. Women who actively choose to receive regular reflexology during pregnancy have been shown to gain a degree of relaxation that indirectly impacts on the developing fetus [6]. Some women may have been attending for treatment prior to conception and may even have sought help for infertility, subfertility, or premenstrual syndrome. Anovulatory infertility may be resolved through the stimulation of the reflex zones for pituitary gland and ovaries whilst general relaxing reflexology can be helpful where stress and anxiety appear to be contributory factors. Stress, tension, anxiety and fear affect every pregnant woman to a greater or lesser degree [6]. Reflexology can have profound benefits at this time, although whether this is due to physical effects of reflexology, the therapeutic value of human touch or the psychological effects of interaction with the therapist is debatable. Specific physiological disorders of pregnancy can be treated effectively with reflexology or reflex zone therapy. Some physiological conditions respond with just one or two treatments of no more than 10 minutes duration, with no further appointments being necessary. These include nausea and vomiting, constipation, carpal tunnel syndrome and heartburn. Also reflexology can be extremely relaxing, pain relieving and psychologically comforting during labour. Following delivery, reflexology can be used to treat women with physiological disorders of the puerperium, including constipation, haemorrhoids, perineal discomfort and inadequate lactation. Relief from ongoing discomfort following epidural anesthesia, such as backache, neck pain or headache, can also be obtained (Tiran 1996) [6]. 3. The contraindications for reflexology are [10]: If the patient has contagious or acute infectious disease recent surgery of malignant tumor foot wounds, burns or infection deep vein thrombosis/phlebitis pregnancy (treatment should be done with caution to certain reflexes and caution should be taken particularly in the early stages of pregnancy) avoid reflexology when you are using alcohol or street drugs or strong pain medication such as morphine recent or healing fractures active gout affecting the foot osteoarthritis affecting the ankle or foot or severe circulation problems in the legs or feet should seek medical consultation before starting reflexology 4. The recommendations for developing and integrating reflexology in clinical practice [6]: Evaluate hospital provision of reflexology for benefits and find the best ways of delivering treatment through quality research and audit activities. Presentation of conference papers, workshops and poster sessions on complementary therapies, such as reflexology, covering various specialties. Share best practice in reflexology in journals covering a wide range of clinical areas, e.g. intensive care, accident and emergency, and orthopaedics Establish and/or practice in complementary therapy/reflexology networks and specialist interest groups to obtain support and share best practice. Establish and/or practice in a Trust or hospitals Complementary Therapy Committee Ensure that only qualified complementary therapists with experience in managing patient care in the private and public healthcare sectors are employed Support practitioners to complete courses in specialist application Provide and support supervision and management arrangements for all practitioners providing reflexology, for example, by employment of a Complementary Therapy Coordinator/Practitioner 5. Conclusion: Reflexology should not be considered a cure for any condition. It is used to relieve or reduce symptoms, problems, and stress affecting the body. Health professionals should be cautious about a reflexologist who claims that this is a valid way of assessing health or for treating diseases. Even reflexology is not a cure but is a technique to reduce the symptoms associated with chronic diseases. From my perspective, I think that physiotherapist should become familiar with the benefits of reflexology and master this amazing technique so they can use it in their treatment sessions; because it is effective in reducing anxiety and pain in cases of chronic diseases such as cancer. There is very little researches about the effects of reflexology. As such studies were set up to examine the effects of reflexology treatments on cancer, arthritis, LBP, MS and pregnancy symptoms, the results were qualitative and quantitative and showed that there are a number of areas of possible benefit for pati ents with these chronic diseases. But a larger scale study with a longer time frame is needed for a full evaluation of these effects. At the end, I would like to clarify that physical therapy is different from reflexology, but that does not prevent to use it in the treatment of some chronic conditions that are difficult to relief their complicated symptoms by using only physical therapy techniques.

Journey Theme in Whitman’s O Captain! My Captain! and Tennyson’s Crossing the Bar :: Captain! My Captain! Essays

Journey Theme in Whitman’s O Captain! My Captain! and Tennyson’s Crossing the Bar The theme of a journey is a common metaphor used in poetry. This is no exception in two poems by famous poets of the 19th century: Walt Whitman and Alfred, Lord Tennyson. In Whitman’s poem â€Å"O Captain! My Captain!† from his collection Leaves of Grass, he writes of the sorrow over a fallen ship captain coming into the home harbor. Lord Tennyson’s â€Å"Crossing the Bar† expresses the hopes on the departure of a journey. Both poems use the metaphor of a boat’s trip over the sea as a spiritual journey to death. The poems have many similarities, but also differences that give character to each poem. Each poem is shaped by its imagery, speaker, and emotional invocation. Without such literary devices, the poems would not have such an emotional impact of the reader. Both â€Å"O Captain! My Captain!† and â€Å"Crossing the Bar† are similar in their themes of a journey. In Whitman’s poem, the crew of a ship is returning to their home port from a long journey. All is finished, with the purpose of the expedition completed, except their captain has fallen dead on the deck of the ship. The speaker describes the festivities on the shore as the boat arrives, the joyous townspeople celebrating the return of their captain. This contrasts the sullen mood on the ship, where the crew deeply mourns the loss of their captain. In â€Å"Crossing the Bar,† the speaker is about to depart on a journey, one from which he expects not to return. He hopes that his journey will not be difficult, especially when he first sets out. He pleads to the reader not to mourn or protest against his departure. Although these are both journeys, there are key differences. Whitman addresses the mournful return from a voyage, while Lord Tenn yson writes of a final exit from a life. While the speaker in â€Å"O Captain!† appeals that his captain be not dead, the speaker in â€Å"Crossing the Bar!† implores almost the complete opposite. He says in lines 11-12 â€Å"And may there be no sadness of farewell,When I embark;† He is content in leaving the life he has known, to go on this final journey to see his â€Å"Pilot.

Essay --

Throughout history, many different types of economic models and theories have been developed. These different philosophies of business often were an important and integral part of a government’s basic structure. For example communist countries like China and the Soviet Union practiced a type of socialism. While, democratic nations like the United States and Canada practice forms of capitalism. Also within these economic models exists different theories as well such as Keynsian economics and laissez faire economics. To understand how these types of economies work in the world today, it is important to study and define a variety of economic systems. Researching such economic systems as capitalism and socialism, and also looking at the ideas of laissez faire and the Keynsian economics, a person will start to have a better understanding of how business works in the world today. One of the most common major types of economic systems in the world today is capitalism. In its simplest terms, capitalism can be defined as an economic system in which a country’s trade and industry are run by private organizations for profit. So within capitalism major industries such as manufacturing, energy, banks, transportation, medicine and more are not run by the government. The earliest forms of capitalism can be traced to the 17th century English Puritans who possessed a strong work ethic that focused an importance on productive labor. Modern capitalism is said to have started in the mid-18th century with the birth of factories. Factory owners were able to maximize wealth by making goods that were in-demand and also by streamlining labor. For capitalism to work. supply and demand is typically unregulated by government. It is based on the f... ...omy. For example, China is considered a communist government. However for their economy to exist in the world market, some private ownership and factories have been allowed to exist with government oversight. And the United States while considered a capitalistic society has such institutions as public schools, energy, medicare, and services which all share in and benefit from equally. All economic systems also have their pros and cons. For example, Capitalism has been accused of ignoring the individual in pursuit of profit. While socialism does not reward the entrepreneur with wealth, but often punishes the rich with crushing taxes. In the end, the best way to understand how economies work in the world today is to research each ones basic history and definition. In this way a person can make an informed decision on what economic system they believe works best

Tension and Suspense in The Red Room by H.G. Wells :: English Literature

Tension and Suspense in The Red Room by H.G. Wells In H.G Wells’ The Red Room tension and suspense are created through the characters, the plot and the setting. The setting is typical of Gothic and Victorian ghost stories. In these times there was no electricity so use of candles for light created an eerie atmosphere. They had no modern technology like televisions for entertainment so they used books and story telling. Also people in Victorians times were less educated than we were now so they relied more on religion than science which made them more gullible which adds to the suspense as they were more likely to believe this story. Short stories usually have to start well to attract a reader’s attention and keep it throughout. The best way to do this is to begin with an enticing level of tension and keep building up throughout the story. Wells uses literary techniques such as short clauses and good word choice to build up the suspense. The story is based on three old characters warning a man not to stay in the isolated red room, but him being over confident that nothing haunts the room, he goes and stays there over night. Talk about connotations of colour in the title!!!! The characters build the suspense straight away as they do not tell the man their names, which creates a lack of personalisation. It makes the reader feel as if they are hiding something, and that maybe they are subhuman. Also the description of each of the old characters is abnormal. The old man is described with a â€Å"withered arm† which is a feature of horror which can create pictures in the reader’s mind of peculiar person. â€Å"Decaying† and â€Å"yellow teeth† are both phrases which implies a huge contrast between the man and the old people. The man is young and confident about going to the red room and he is also un-believing in ghost. The old people are awkward to one anther and towards the man,†with their gaunt silences†, â€Å"evident unfriendliness†. He will fear these old people and if the narrator feels uneasy so will the reader. The repetition of warnings is another factor that creates suspense. Each of the characters warns the man repeatedly of the danger in the room. The man with the withered arm repeats several times â€Å"it’s your own choosing† The other old man shows his â€Å"small and bright and inflamed† eyes. His eyes are portrayed like fire, and fire is a symbol of danger. The young man again sees â€Å"another Glance of his red eyes†. The old woman repeats â€Å"this night of all nights†.

The Effectiveness Of Collaborative Learning Education Essay

As EFL teachers we are concerned with two chief issues in linguistic communication acquisition. The first issue addresses the accomplishments pupils should get in EFL categories as a consequence of teaching-learning experiences. Such accomplishments are frequently measured by pupils ‘ accomplishment. The 2nd issue takes history of the schemes EFL instructors use to assist pupils get such accomplishments and in bend increase their accomplishment. Writing is a accomplishment which requires attempts from both the pupil and the instructor. It is one of the four linguistic communication accomplishments which is given accent in 2nd linguistic communication acquisition ( Inggris 2009 ) . Writing is one of the accomplishments which need to be mastered by the scholars. They learn different genres of composing like descriptive, expository, recount and narrative based on the prescribed course of study of their suppliers. Language larning involves larning the linguistic communication codification every bit good as the civilization ( appropriate ways of thought and moving ) associated with the linguistic communication ( Becket & A ; Gonzales 2004 ) . Students ‘ authorship abilities are affected by the type of instructions instructors use within their schoolroom patterns. Writing is one of the productive accomplishments that scholars are expected to accomplish in order to guarantee their communicative competency. While larning composing, pupils are supposed to acquire involved in many activities that enable them to bring forth a piece of composing at the terminal. They can be engaged for illustration in category treatments, act in function playing or acquire involved in equal redaction. While engaged in schoolroom activities pupils build up experience and hold more pattern that may eventually give the opportunity to make a proper merchandise of authorship. In learning authorship, instructors strive difficult to happen schemes to ease increasing pupils ‘ accomplishment. There are many methods adopted by the instructors in learning EFL authorship in the schoolrooms. One of the methods recommended in learning authorship is the incorporation of concerted acquisition ( Kagan 2002 ) . In ability grouping, pupils are grouped in a assortment of more flexible ways so that they spend some part of a school twenty-four hours in heterogenous groups and some part in homogenous groups. ( Grady et al 2007 ) . In most EFL categories, some scholars perform better beyond grade-level, others struggle with mark linguistic communication, while another great portion of the category falls someplace in between. In their attempt to run into the demands of such a diverse pupils, pedagogues tend to delegate brace and group work with pupils of different ability degrees happening ways to affect all pupils in the activities. These ways could include communicative and concerted undertakings to let staging of less advanced pupils. In this schoolroom environment advanced degree scholars act as a span to ease the acquisition procedure and lower degree schoolmates exhibit a willingness to traverse that span ( Sean, 2002.A As a general regulation, it would look sensible to propose that schoolroom harmoniousness might better be achieved in a group of motivated pupils who are allowed to take part and collaborate.Statement of the jobTeachers and pedagogues seem to hold struggled for decennaries to happen replies to inquiries about heterogenous and homogenous grouping: Does anyone benefit from each? Is anyone harmed by each? Who benefits ( or is harmed ) the most? Why? Are at that place options to these two types grouping? The replies are non ever clear-cut and frequently depend on whom you ask and what larning results are considered of import. To many pedagogues, grouping is considered a reasonable response to academic diverseness. To others, the pattern has harmful unintended effects and should be abandoned. Indeed, research, logic, and emotion frequently clash when debating the subject of grouping. But what do we truly cognize? Consequently, this survey aims to look into the consequence of homogenous grouping versus heterogenous grouping on EFL pupils accomplishment in composing in the hope that it may settle the statement on which is better for both high and low winners. Homogeneous grouping can be defined as spliting pupils into little groups which include pupils of the same ability or degree for illustration high winners together and low winners together. While heterogenous grouping can be defined as spliting pupils into groups that include assorted or different degrees, high and low winners together.Theoretical ModelCognitive growing springs from the alliance of assorted positions as persons work to achieve common ends. Both Piaget and Vygotsky saw concerted acquisition with more able equals and teachers as ensuing in cognitive development and rational growing ( Johnson, et al. , 1998 ) . The premise of behavioural larning theory is that pupils will work hard on undertakings that provide a wages and tha t pupils will neglect to work on undertakings that provide no wages or penalty. Concerted acquisition is one scheme that rewards persons for engagement in the group ‘s attempt. A reappraisal of the literature on concerted acquisition shows that pupils benefit academically and socially from concerted, small-group acquisition ( Gillies, 2002 ) . Concerted acquisition can bring forth positive effects on pupil accomplishment ( Cohen, 1986 ; Davidson, 1989 ; Devries & A ; Slavin, 1978 ; Johnson & A ; Johnson, 1989 ; Okebukola, 1985 ; Reid, 1992 ; Slavin, 1990 ) . Academic benefits include higher attainments in reading comprehension, composing ( Mathes, Fuchs, & A ; Fuchs, 1997 ) and mathematics ( Ross, 1995 ; Whicker, Nunnery, & A ; Bol, 1997 ) and enhanced conceptual apprehension and accomplishment in scientific discipline ( Lonning, 1993 ; Watson, 1991 ) . Social benefits include more on-task behaviours and assisting interactions with group members ( Burron, James, & A ; Ambrosio, 1993 ; Gillies & A ; Ashman, 1998 ; McManus & A ; Gettinger, 1996 ) , higher self-pride, more friends, more engagement in schoolroom activities, and improved attitudes toward larning ( Lazarowitz, Baird, & A ; Bolden, 1996 ; Lazarowitz, Hertz-Lazarowitz, & A ; Baird, 1994 ) . Harmonizing to Slavin ( 1987 ) , there are two major theoretical positions related to concerted acquisition — motivational and cognitive. The motivational theories of concerted acquisition stress the pupils ‘ inducements to make academic work, while the cognitive theories emphasize the effects of working together. Motivational theories related to cooperative learning focal point on wages and end constructions. One of the elements of concerted acquisition is positive mutuality, where pupils perceive that their success or failure prevarications within their working together as a group ( Johnson, Johnson, & A ; Holubec, 1986 ) . From a motivational position, â€Å" concerted end construction creates a state of affairs in which the lone manner group members can achieve their personal ends is if the group is successful † ( Slavin, 1990, ) . Therefore, in order to achieve their personal ends, pupils are likely to promote members within the group to make whatever assist the group to win and to assist one another with a group undertaking. There are two cognitive theories that are straight applied to cooperative acquisition, the developmental and the amplification theories ( Slavin, 1987 ) . The developmental theories assume that interaction among pupils around appropriate undertakings increases their command of critical constructs ( Damon, 1984 ) . When pupils interact with other pupils, they have to explicate and discourse each other ‘s positions, which lead to greater apprehension of the stuff to be learned. The battle to decide possible struggles during collaborative activity consequences in the development of higher degrees of apprehension ( Slavin, 1990 ) . The amplification theory suggests that one of the most effectual agencies of acquisition is to explicate the stuff to person else. Concerted acquisition activities enhance elaborative thought and more frequent giving and receiving of accounts, which has the possible to increase deepness of apprehension, the quality of logical thinking, and the truth of long term keeping ( Johnson, Johnson, & A ; Holubec, 1986 ) . Therefore, the usage of concerted larning methods should take to improved pupil acquisition and keeping from both the developmental and cognitive theoretical bases. Several surveies have examined the effects of concerted larning methods on pupil acquisition. Humphreys, Johnson, and Johnson ( 1982 ) compared concerted, competitory, and individualistic schemes and concluded that pupils who were taught by concerted methods learned and retained significantly more information than pupils taught by the other two methods. Sherman and Thomas ( 1986 ) found similar consequences in a survey affecting high school pupils taught by concerted and individualistic methods. In a reappraisal of 46 surveies related to concerted acquisition, Slavin ( 1983 ) found that concerted acquisition resulted in important positive effects in 63 % of the surveies, and merely two surveies reported higher accomplishment for the comparing group. Johnson, Maruyama, Johnson, Nelson, and Skon ( 1981 ) conducted a meta-analysis of 122 surveies related to cooperative acquisition and concluded that there was strong grounds for the high quality of concerted acquisition in advancing accomplishment over competitory and individualistic schemes. Johnson and Ahlgren ( 1976 ) examined the relationships between pupils ‘ attitudes toward cooperation, competition, and their attitudes toward instruction. The consequences of the survey indicated that pupil amenability, and non competitiveness, was positively related to being motivated to larn. Humphreys, Johnson, and Johnson ( 1982 ) besides found that pupils analyzing in a concerted acquisition intervention group rated their learning experience more positively than did pupils in competitory and individualistic intervention groups. In a survey affecting simple and secondary pupils Wodarski, et al. , ( 1980 ) found that 95 % of the simple pupils enjoyed the concerted acquisition activities and that they had learned a batch about the topic. Cooperative acquisition has its roots in the theories of societal mutuality, cognitive development, and behavioural acquisition. Some research provides exceptionally strong grounds that concerted larning consequences in greater attempt to accomplish, more positive relationships, and greater psychological wellness than competitory or individualistic acquisition attempts ( Johnson, Johnson, & A ; Holubec, 1994 ( Social mutuality theory positions cooperation as ensuing from positive links of persons to carry through a common end. The Gesalt psychologist Kurt Koffka proposed in the early 1900 ‘s that although groups are dynamic wholes the mutuality among members is variable. Kurt Lewin ( 1948 ) stated that mutuality developed from common ends provides the indispensable kernel of a group. This mutuality creates groups that are dynamic wholes. The power of the group is such that a alteration in any member or subgroup straight alterations any other member or subgroup. Within cognitive development theory, cooperation must predate cognitive growing. Harmonizing to Emmer and Gerwels ( 2002 ) some research on concerted acquisition has addressed instructional constituents. In a figure of surveies pupils have been taught interaction accomplishments, such as how to oppugn or to assist each other so that they did non give replies but facilitated each other ‘s thought ( Fuchs, Fuchs, Kazdan, & A ; Allen, 1999 ; Gillies & A ; Ashman, 1996, 1998 ; Nattiv, 1994 ; Webb, Troper, & A ; Fall, 1995 ) . And, when pupils are taught such accomplishments, positive results such as increased intrinsic motive, wishing for school, and self-pride can ensue ( Battistich, Solomon, & A ; Delucchi, 1993 ) . Homogeneous grouping Homogeneous grouping has been proposed and implemented as a possible solution to run into the demands of the assorted ability categories, proposing that pupils of different abilities can be gathered in groups of same ability thereby easing direction ( Slavin, 1987 ) . This sort of grouping is based on the pedagogical rule that the instructor has the advantage of concentrating direction at the degree of all the pupils in the peculiar group ( Ansalone, 2000 ) . It is assumed that instructors of assorted ability categories can increase the gait and raise direction degree for high winners whereas low degree pupils can bask single attending. So, advanced students are taught more hard constructs while low winners deal with simple and fewer things. Advocates of homogenous grouping opine that it is an first-class agencies of individualising direction. Achievement is considered to increase as instructors adjust the gait of direction to pupils ‘ demands. Kulik and Kulik ( 1982 ) and Slavin ( 1987 ) carried out meta-analyses of surveies at the simple school degree, happening benefits of within-class ability grouping. Both low ability pupils and more advanced 1s placed in separate groups, benefited from direction addressed to their degree. More late, Mulkey et Al ( 2005 ) found that same ability grouping has persistent instructional benefits for both high and low degree pupils. Marsh ( 1987 ) supports HG as a manner of get bying with assorted ability categories presuming that grouping kids homogeneously enables those in lower ability groups to gain with regard to self-evaluation by being isolated from advanced equals. Furthermore, Allan ( 1991 ) supports that students model their behavior after the behavior of similar ability kids who are get bying good with their school work. The protagonists of homogenous grouping conclude that research fails to back up that homogenous grouping does n't carry through anything ( Loveless, 1998 ) . Although instructors of assorted ability categories seem to hold positive attitudes towards homogenous grouping ( Scherer, 1993, Mulkey et Al, 2005 ) , the last one-fourth of the twentieth century witnessed terrible unfavorable judgment of ability grouping. It has been declared that this type of grouping stigmatizes lower ability pupils, offering them inferior direction. Several research workers argue that homogenous grouping does non vouch that all advanced or all weak pupils are likewise. Matthews ( 1997 ) conducted a relevant research with pupils in classs 6 through 8 determination that gifted pupils are well more diverse than they are homogenous. They vary in their grades of promotion, their abilities, their acquisition manners and involvements, their test-taking accomplishments, and their social/emotional development. So, garnering advanced kids of the assorted ability classes together in one group may non be the wisest solution to the job. Ability grouping may diminish the self-esteem and aspirations of low ability kids and hence slow their academic advancement. Welner and Mickelson ( 2000 ) carried out rather an extended research reappraisal happening that low ability kids are exposed to lowered outlooks, reduced resources and rote acquisition. Children ‘s self-concept is affected and outlooks are internalized ( Ireson and Hallam, 1999, Gamoran, 1987 ) . This implies that pupils of low ability in assorted ability categories are provided with low outlooks if placed in same ability groups doing them feelings of lower status. This is confirmed by Ansalone ( 2001 ) and Hallinan ( 1994 ) who demonstrated that kids assigned to lower ability groups, are exposed to less and more simplified versions of the course of study whereas high ability groups have broader and more ambitious stuff covered. In this sense, Oakes ( 1992 ) and Wheelock ( 2005 ) support that educational benefits in assorted ability scenes are non provid ed by homogenous grouping but instead by a ambitious course of study and high outlooks. Research has accumulated grounds bespeaking that schooling tends to increase single differences ( Van der Veer and Valsiner, 1991 ) . Homogeneous grouping seems to add more chances to advanced scholars who are normally middle-class or upper-middle-class kids, striping students who already suffer from socio-economic segregation, or those who are larning less fast. Kozo seems to hold that homogenous grouping amendss non merely low but besides high-ability pupils as the latter who are normally the flush kids are non given any chances to larn the virtuousnesss of assisting others or larning about unselfishness ( Scherer, 1993 ) . It is inferred that grouping pupils homogeneously for direction on the assorted ability categories is one more advantage conferred on those who already enjoy many. Heterogeneous grouping – Concerted acquisition Heterogeneous grouping, that is garnering kids of changing abilities in same groups has been proposed by many research workers as an effectual scheme to advance academic development of pupils holding diverse background cognition and abilities. Brimfield, Masci and Defiore ( 2002 ) believe that ‘all pupils deserve an academically disputing course of study ‘ ( p.15 ) . So, our end is to happen a manner to prosecute all students of the assorted ability schoolroom in the lesson irrespective of their abilities. The writers point out that by making mixed-ability groups, we send the compelling message that everybody is expected to work at the highest possible degree as high and low ability pupils trade with the same challenges. Disadvantaged students are at decreased hazard of being stigmatized and exposed to a ‘dumped-down ‘ course of study in a mixed-ability scene. Teachers ‘ outlooks for all students are maintained at higher degrees and less able pupils have chances to be assisted by more able equals. It is assumed that heterogenous grouping provides pupils entree to more learning chances. Johnson and Johnson ( 1987 ) recommend delegating kids of high, medium, and low abilities in the same group maximising the heterogenous make up of each group. Such ability diverseness within the same group creates an effectual acquisition environment ( Manlove and Baker, 1995 ) supplying larning chances for low-level pupils every bit good as chances to more advanced kids to supply accounts to others revising, consolidating and utilizing some things they have encountered before. The instructors can utilize concerted undertakings among high and low winners of assorted ability groups or braces in order to advance task battle of all pupils in the assorted ability category as advanced kids can supply accounts and counsel in transporting out a undertaking. Concerted undertakings among high and low winners are valued by the sociocultural theory of Vygotsky ( 1978 ) . Students of assorted ability categories differ at their competency degree and anterior lingual experiences. Vygotsky supports that kids who are exposed to books and other out-of-school factors which contribute to lingual development i.e.prior cognition of English from private institutional direction, are expected to hold already run through a big portion of their ZPD. On the other manus, students with hapless literacy chances i.e. without anterior cognition of English may possess a larger Zone of Proximal Development ( Van der Veer and Valsiner, 1991 ) . So, they may profit greatly from equal interactions which are likely to assist low degree pupils reach higher degrees of public presentation. In this model, Lyle ( 1999 ) showed that both low and high accomplishing pupils value the chance to work together as all students believed that they benefited. It was concluded that equal interactions can ease literacy development particularly of low ability pupils. In this vena, Guralnick ( 1992 ) points out that societal competency acquired in group work affects the amplification of all pupils ‘ cognitive competences, connoting that both low and advanced scholars of assorted ability categories may derive from such scenes. The function of equal acquisition as lending to linguistic communication development has besides been emphasized by Mize, Ladd and Price ( 1985 ) Webb ( 1989 ) , Jacob et Al ( 1996 ) and Slavin ( 1996 ) . Rogoff ( 1993 ) refers to kids ‘s societal sharing of their knowledge through interaction. When pupils participate in corporate activities, they guide each other ‘s attempts. Harmonizing to Tudge and Winterhoff ( 1993 ) advanced kids give changeless feedback through conversation coercing equals to endeavor for making higher degrees of public presentation. Assorted surveies have indicated a positive correlativity between concerted acquisition and accomplishment in assorted ability categories. For illustration, Walters ( 2000 ) asserts that concerted acquisition is suited for instructors covering with progressively diverse schoolrooms as it easy accommodates single differences in accomplishment. Consequently, Fulk and King ( 2001 ) support that ‘class-wide equal tutoring ‘ improves all pupils ‘ larning. They add that functioning in the function of coach seems to be peculiarly good for bettering the self-pride of pupils with low accomplishment while they may, for illustration, rate their spouse ‘s reading. Therefore, it appears that CL may fulfill the demands of a assorted ability category. Surveies conducted by Pica and Doughty ( 1985 ) , Porter ( 1986 ) , and Cotterall ( 1990 ) indicate that scholars of different abilities produce more in assorted ability brace and group work by assisting one another to get the better of cognitive obstructions. This decision is consistent with Urzua ‘s ( 1987 ) happening that the assorted ability kids in the experimental survey conducted, appeared to hold developed a sense of power in linguistic communication through the procedure of working with sure equals i.e. authorship and rewriting. The benefits of concerted acquisition are more touchable when it comes to written work. O'Donnell et Al ( 1985 ) found that engagement in concerted couples can better the quality of pupils ‘ public presentation on a written undertaking. Weak pupils of assorted ability categories can utilize advanced scholars as beginnings of information, noticing on and reviewing each other ‘s bill of exchanges in both unwritten and written formats ( Liu and Hansen, 2002 ) . Rollinson ( 2005:25 ) attributes this phenomenon to the possibility that ‘peer audiences are more sympathetic than the more distant instructor audience ‘ . Peer reappraisal groups are besides favoured by Huot ( 2002 ) and Inoue ( 2005 ) and Cotterall and Cohen ( 2003 ) who showed the positive effects of scaffolding in assorted ability scenes Concerted activities such as group probe are likely to promote diffident and low public presentation pupils since they have the advantage of necessitating the engagement of all group or brace members to transport out a undertaking, leting each member to make something harmonizing to one ‘s abilities.Reappraisal of LiteratureAbility grouping can be carried out between-class or within-class ( Dukmak 2009 ) . Between-class ability grouping refers to a school ‘s pattern of organizing schoolrooms that contains pupils of similar ability. Within-class grouping refers to a teacheraˆYs pattern of organizing groups of pupils of similar ability within an single category ( Gamoran, 1992 ; Hollified, 1987 ) An extended research has been conducted on ability grouping proposing that academically, high-achieving pupils achieve and learn more when they are grouped with other high-achieving pupils ( Gentry & A ; Owens, 2002 ; Grossen, 1996 ; Hollified, 1987 ; Page & A ; Keith, 1996 ) . In mixed-ability grouping it is hard to supply an equal environment for learning to everyone. Since pupils differ in cognition, accomplishments, developmental phase, and larning rate, one lesson might be easier for some pupils and more hard for the others ( Slavin, 1987b ) . In ability grouping, high-achieving pupils view their ain abilities more realistically and experience that they are suitably challenged with their equals ( Fiedler, Lange, and Wine-Brenner, 2002 ) . Mixed-ability grouping is based on concerted acquisition which demonstrates positive success related to pupil ‘s accomplishment. In this type of grouping, pupils work collaboratively to successfully accomplish a coveted educational result and develop a greater apprehension and regard for single differences. All signifiers of diverseness within the acquisition environment are embraced ( Felder & A ; Brent, 2001 ; Freeman, 1993 ; Saleh, Lazonder, & A ; DeJong, 2005 ) . Furthermore, in a mixed-ability, instructors respond to the individualised demands of all scholars ( Kulik & A ; Kulik, 1992 ) . The most compelling statement against ability grouping is the creative activity of academic elites – a pattern which goes against democratic ideals ( Slavin, 1987a ) . Johnson and Johnson ( 1999 ) and Johnson, Johnson and Smith ( 1998 ) say that concerted acquisition has five basic elements. The elements are â€Å" positive mutuality, single answerability, promotive interaction, appropriate usage of societal accomplishments, and periodic processing of how to better the effectivity of the group † ( Johnson & A ; Johnson 1999 ) .When these elements are decently implemented, the research has shown that â€Å" group coaction in the schoolroom can increase acquisition and accomplishment, societal accomplishments, self-esteem, and attitudes toward schoolmates and school † ( Slavin, 1990 as cited in Webb, Nemer & A ; Zuniga 2002 ) . Puting pupils in squads or concerted acquisition groups has many advantages. It helps to construct a pupil ‘s communicating accomplishments, can assist increase tolerance and the credence of diverseness, promotes higher degree logical thinking, promotes increased coevals of new thoughts, promotes greater tr ansportation of information from one state of affairs to another, increases keeping, builds teamwork accomplishments, reduces emphasis, and â€Å" increased willingness to try disputing undertakings † ( Baker & A ; Campbell, 2005 ; Huss, 2006 ; Lin, 2006 ; Payne & A ; Monk-Turner, 2006 ; Patrick, Bangel, & A ; Jeon 2005 ; Kim 2004 ; Vaughn, 2002 ; Johnson & A ; Johnson, 1999 ; Johnson, Johnson & A ; Smith, 1998 ; Slavin, 1996 ) . The concerted acquisition experience besides [ gives ] pupils the chance to reexamine and larn information that they did non understand before the concerted acquisition activity ( Webb, 2002 ) . Harmonizing to Lin ( 2006, ) , research has concluded that concerted acquisition is the top ranked learning theoretical account that â€Å" promotes greater higher-order thought, job resolution, and accomplishment. † Students can retrieve 75-90 % of stuffs when they learn it in concerted acquisition state of affairss ( Lin, 2006 ) . In a study of college pupils after an experiment affecting group work, Payne and Monk-Turner ( 2006 ) found that 90 % of pupils favored group work and that 90 % learned from their group members. Since 1924, 168 surveies have been conducted that comparison concerted acquisition to competitory and single acquisition. These surveies have shown that concerted acquisition outputs higher academic accomplishment than single and competitory acquisition ( Johnson, Johnson & A ; Smith, 1998 ) . Concerted acquisition groups are besides said to be peculiarly good to low academic achieving pupils and pupils of colour ( Huss, 2006 ; Vaughn, 2002 ) . Concerted larning groups appear to be successful for many grounds. Students become an instrumental portion of the group when they feel their attempts will lend to the success of the group ( Baker & A ; Campbell, 2005 ) . Students are successful and learn in concerted acquisition groups because â€Å" [ they ] learn by making instead than listening † ( Payne, Monk-Turner, & A ; Smith 2006 ) and because they are actively utilizing the stuff and information ( Zimbardo, Butler, Wolfe, 2003 ) . Concerted acquisition besides strengthens pupils societal interactions, it gives them the desire â€Å" to accomplish, [ to develop ] more positive interpersonal relationships, and [ have ] greater psychological wellness than competitory or individualistic acquisition attempts † ( Johnson, Johnson, & A ; Holubec, 1994 as cited in Morgan, 2003, ) . Concerted acquisition can learn pupils that â€Å" ( a ) that cognition can be, or should be, shared with fellow pupils ; ( B ) that diffe rences in sentiment can be rationally negotiated even under conditions of trial force per unit areas ; and ( degree Celsius ) that cooperative larning processs can be gratifying and productive † ( Zimbardo et al. , 2003, ) . These types of lessons enable pupils to larn how to work good with others. The mutualist relationships that develop within a group aid to ease the group ‘s success. Everyone feels the end of the group will be met if everyone achieves their single ends ( Vaughn, 2002 ; Morgan, 2004 ) . Harmonizing to Morgan ( 2004 ) , group members should besides be cognizant of the fact that a individual group member can impact how and/or if the end is achieved. The concerted acquisition experience is most effectual when the participants work good together and they successfully achieve their end. There are many features to successful squads. Some of these features include unfastened communicating, efficaciously listening, open-mindedness, clear functions, an established leader, clearly defined undertakings, teamwork where everyone works together and contributes, there are good developed come-at-able ends ( Payne, Monk-Turner, 2006 ; Baker & A ; Campbell, 2005 ) , and a timeline ( Payne & A ; Monk-Turner, 2006 ) . In a schoolroom, there are besides many things a instructor can make to assist see the success of a group activity. The instructor should supply strong counsel ( Payne & A ; Monk-Turner, 2006 ; Baker & A ; Campbell, 2005 ) , model the coveted behaviour, supply immediate feedback, and reward desired behaviour ( Lin, 2006 ; Baker & A ; Campbell, 2005 ) . The instructor can besides utilize cheques and balances to supervise productivene ss, employ assorted job work outing schemes ( Friend & A ; Cook, 2007 ) , lengthen the sum of clip the group spends together, supply proper group behaviour preparation, set up â€Å" land regulations † ( Mitchell, Reilly, Bramwell, 2004 ) and let group members rate each other ( Lin, 2006 ) . If the instructor proctors, provides wagess and allows the pupils to rate each other, it may cut down the effects of a shirker and maintain pupils from acquiring a class they do non merit ( Payne & A ; Monk-Turner, 2006 ) . Students that slack off can demotivate difficult working pupils and give them a negative feeling about group work ( Ashraf, 2004 ) . Many surveies have been conducted that demonstrate the success of teaming. Robert Slavin has conducted extended research on the execution of concerted acquisition theoretical accounts in schools. He has examined the effects schools going complete concerted acquisition centres on their academic accomplishment. He has found many successful state of affairss where lower acting schools were transformed because they converted to a concerted acquisition format ( Slavin, 1999 22-23 ) . Payne and Monk Turner ( 2006 ) conducted a survey that examined how pupils felt about squads. In this survey, they assigned pupils to groups, gave them an assignment, and so asked them how they felt about the assignment after the group undertaking was completed. They found that 90 % of the pupils had a favourable experience, 90 % of the pupils learned from their group members, and 85 % of the pupils felt they learned teaming accomplishments that could be transcended into concern. Baker and Campbell ( 2005 ) c onducted a survey in which pupils were placed in groups and observed that the pupils who worked in groups, as opposed to working separately, were more successful because they had more entree to knowledge, they felt pressured to win to maintain the group from neglecting, and the assorted personalities helped relieve the emphasis of the jobs. For illustration a member frequently told gags to assist lesson the tenseness. Additionally, members frequently provided positive support and motive. Puting pupils in groups to take trials is another manner to utilize concerted acquisition and group work. Morgan examined the benefits and nonbenefits of college pupils finishing tests utilizing concerted acquisition groups. She concluded that â€Å" The increased deepness of apprehension, the feelings of support, regard for other ‘s parts, and the elucidation of information produced more pupils with a greater consciousness of the stuff and more developed societal accomplishments to be lending members of squads † ( Morgan, 2004 ) . The apprehension of successful concerted larning group theoretical accounts non merely affects groups in grade school ; it besides affects groups in occupations and college. Harmonizing to Payne, Monk-Turner, and Smith ( 2006 ) â€Å" employers want college alumnuss that have developed teamwork accomplishments. † Miglietti ( 2002 ) says that group work is normally used in the workplace and employers want to engage people with these acco mplishments. Furthermore, these accomplishments can be learned when pupils are placed in successful squads where the ends have been reached. Socialization and communicating are illustrations of accomplishments that pupils learn in groups that can assist their passage into the concern universe ( Payne et al. , 2006 ) . In a study of college pupils, after a survey affecting group work, Payne and Monk-Turner ( 2006 ) found that 85 % of college pupils admitted that making group work would likely work on squads in future occupations.ParticipantsThe topics of this survey will be 46 11th graders representing two scientific discipline categories in Al Dahmaa Model School. Based on the consequences of a trial prepared by the research worker and correlated to the pupils ‘ last semester consequences of the concluding authorship test they will be grouped harmonizing to their abilities in authorship. Another tool to find the grouping of the pupils the research worker will analyse the infor mation provided to the school of the EMSA test which is a national external appraisal of the pupils in the UAE which step pupils ‘ accomplishment in math, scientific discipline, Arabic and English reading and authorship. The research worker will be concerned with the consequences of the authorship exam merely as all the consequences are provided individually. Few points to reference here, foremost is that the pupils will be divided into groups for the intent of composing direction and activities merely. Since pupils ‘ abilities vary from accomplishment to skill, for the intent of this research, labeling pupils of higher, mean and lower winners will merely be mentioning to their abilities in composing merely. In add-on, a peculiar degree or group is non based on the capable perceptual experience or the other label, but on the consequences of the nonsubjective appraisal tool. In other words pupils will non be grouped harmonizing to other accomplishments than composing, such as their eloquence or their unwritten abilities, chiefly the consequences of a valid arrangement trial in their authorship abilities.ProceduresIn one category, the pupils will be grouped homogeneously, when high winners in composing & gt ; ? will sit together and low winners & lt ; ? will sit together. In the 2nd category pupils will be grouped heterogeneously in a ssorted ability groups when each group will include high and low winners in authorship. A pretest will be held for the participants before grouping them. The intervention will include teaching pupils composing schemes that will be covered within 20 Sessionss each session is 45 proceedingss stand foring a school twenty-four hours period. The posttest will be held shortly after the terminal of the whole Sessionss. During the Sessionss the pupils will be trained on utilizing the composing schemes such equal and ego redaction, outlining and peer rectification. The learning techniques and schemes will be varied harmonizing groups abilities. The instructor will follow the techniques suited for each group individually but the content of the intervention will be the same.