Use of Acupuncture for Treatment of Lateral Epicondylitis Essay Example for Free

Use of Acupuncture for Treatment of Lateral Epicondylitis Essay Lateral epiconylitis is a commonly encountered condition resulting from minor injury to the extensor muscles of the forearm, which originate from lateral epicondyle of humerus. This condition is characterized by pain and tenderness over the lateral epicondyle of humerus. Pain is typically present upon the resisted dorsiflexion of the wrist, middle finger or both (Buchbinder, Green Struijs, 2007). Lateral epiconylitis is known by many analogous terms like tennis elbow (TE), rowing elbow, tendonitis of the common extensor origin, peritendonitis of the elbow etc. In the United Kingdom, the incidence of tennis elbow in general practice has been estimated to be about four to seven per 1,000 persons a year (Buchbinder et al). Though TE is a self-resolving condition its symptoms can persist for as long as 18-24 months. Pain of tennis elbow can interfere with normal day to day functioning like carrying objects, lifting and gripping things etc. Though pain of TE can be initially cured with various conservative treatment modalities and rest, it can frequently recur after resumption of activity. Thus TE can cause significant amount of chronic pain and disability, which can lead to considerable morbidity and financial cost (Buchinder et al, 2007). Thus there is a need for an efficient treatment modality for TE. Till date, physicians and physiotherapists are uncertain about the exact etiology and best management option for patients with TE. There are several conventional therapies which are being used for treatment of TE. These therapies are believed to relieve pain, promote tissue healing and improve joint mechanics. These conventional therapies include anti-inflammatory medicines [NSAIDS (non-steroidal anti-inflammatory drugs) and corticosteroids], physiotherapy interventions (such as stretching and strengthening exercises), cast immobilization, ultrasound therapy, using ice packs, neural stretches, deep friction massages, surgery etc (Trinh, Philips, Ho Damsma, 2004). Various non conventional therapeutic modalities like acupuncture, pulsed electromagnetic field therapy, transcutaneous electric nerve stimulation etc have also been used for treatment of TE. In 1992, Labelle et al attempted to perform a quantitative meta-analysis in order to evaluate the therapeutic effectiveness of above mentioned treatment modalities (both conventional and non-conventional) for patients suffering from TE. They considered the results of 18 clinical trials conducted in the period from 1966 to 1990. From their analysis they concluded that the various randomized and controlled trials, which they had analyzed, were of poor quality and did not provide sufficient scientific evidence to support or oppose the therapeutic benefit of any of these conventional or non-conventional treatment modalities. Labelle et al (1992) did find some weak evidence supporting the beneficial effect of ultrasound therapy in comparison to that of placebo therapy in treatment of patients with TE. More recently, a systematic review of the literature, comprising of randomized controlled trials evaluating the effectiveness of various treatment options for TE was carried out by Assendelft, Green, Buchbinder, Struijs, Smidt, (2003). They have suggested significant beneficial effect of NSAIDS (both topical and oral) in comparison to placebo in the providing short term relief from pain in patients with TE. However they found little evidence regarding the beneficial effect of NSAIDS (both topical and oral) in providing long term pain relief. While the use of topical NSAIDS was not found to be associated with significant side effects, use of oral NSAIDS, typically aspirin was associated with significant side effects like gastro-intestinal bleeding etc. This review found limited evidence regarding the beneficial effects of steroid injections in comparison to placebo, local anaesthetic agents, elbow strapping or physiotherapy. Assendelft et al also found insufficient evidence to support long term or short term beneficial effect of treatment modalities like acupuncture, physiotherapy exercises, orthoses (elbow strapping), extra corporeal shock wave therapy and surgery. They have recommended long term use of oral and topical NSAIDS and physical therapies (elbow strapping, physiotherapy, etc and avoidance of provoking activities as the first line of treatment, especially in the early stages of the disease.   They have also suggested the use of corticosteroid injections as second line therapy for providing relief from pain. However the pain relief provided by corticosteroids is usually temporary in nature with the pain recurring again after a few months. Thus they have suggested that the patients receiving such therapy should be counselled about not subjecting the extensor muscles to increased activity during the pain-free period resulting from use of corticosteroid injections. On the other hand, Bisset, Paungmali, Vicenzino, Beller,   Herbert, (2005) from their systematic review of literature, comprising of studies evaluating   the effectiveness of   various physical interventions (non pharmaceutical or   non-surgical therapeutic modalities) for treatment of TE have shown short term benefit   with the use of physical interventions like ultrasound therapy, ionisation, and acupuncture. However no evidence of long term benefit due to these therapeutic modalities was observed in this review; benefit due to these interventions was usually seen to last between two to eight weeks. Bisset et al observed insufficient evidence regarding the beneficial effect of manual therapy (involving manipulation of elbow or cervical spine), use of elbow strapping and physiotherapy exercises in the management of TE. They also observed the presence of sufficient evidence that disapproved the beneficial effect of extracorporeal shockwave therapy and laser therapy in the treatment of TE (both in short term and long term). However they have indicated the requirement of larger studies in future in order to confirm this finding. Since no clinical study till date has been able to demonstrate definite clinical efficacy of any conventional therapeutic modality in treatment of TE, there has been increasing trend towards the use of non-pharmacological treatment modalities, especially acupuncture, since last two decades, for alleviation of chronic pain due to TE. One major advantage of using acupuncture for treating   pain of TE over the conventional anti-inflammatory drugs like NSAIDS (oral or topical), corticosteroids etc is that it is free from the numerous deleterious   side effects commonly associated with the use of these drugs. Also the evidence supporting the use of these conventional pharmacological interventions is no better than that supporting acupuncture [National Institute of Health (NIH), 1998]. Despite the growing popularity of acupuncture in treatment of pain related to lateral epicondylitis, presently, there is little evidence which confirms the efficacy of acupuncture in treatment of tennis elbow. The studies conducted until now have produced conflicting results. Bisset et al (2005), in their systematic review of literature considered four studies evaluating the therapeutic effect of acupuncture in treatment of TE. Three studies out of these four compared acupuncture with placebo whereas one study compared acupuncture with ultrasound. The overall evidence considered in this review supports short term beneficial therapeutic effect of acupuncture over placebo in patients with TE. Two studies, (Fink, Wolkenstein, Karst, Gehrke, 2002; Molsberger Hille, 1994) which compared acupuncture with placebo are described below in details. Fink et al (2002) conducted a study to evaluate the clinical efficacy of acupuncture in   treatment of TE. They also tried to compare the therapeutic effects produced by stimulating selected acupuncture points (as defined by traditional Chinese acupuncture) in contrast to those achieved through stimulation at non-specific points (these puncture points were at least 5 cm away from the traditional Chinese acupuncture points). The results of this study indicated that use of acupuncture with correct location and stimulation, in accordance to the recommendations of tradition Chinese acupuncture helped in significantly alleviating the pain, reducing disability of arms, shoulders and hands (measured through DASH questionnaire) and improving the strength of the extensor muscles in the patients suffering from TE. However these therapeutic effects (pain relief and muscle strength) of acupuncture were less evident in long term. In this study, at the time of follow-up after two months, though the overall functioning of the arm was observed to be better in the treatment group as compared to the control group, the differences in pain intensity and muscle strength were no longer found to be significant. The main aim of the study by Molsberger Hille (1994) was to find out whether acupuncture showed an intrinsic analgesic effect even after only one treatment session in comparison to that of placebo treatment for TE pain. In one single session of acupuncture treatment, patients in the treatment group were treated at a non-segmental distal point on the fibulo-tibial joint of the homolateral leg. The painful area of the elbow itself was not needled. The depth of insertion was 2 cm and during the procedure of needling, the patient was asked to move the painful arm. Patients were treated for a total of 5 min. Overall reduction in the pain score was 55.8% in the treatment group and 15% in the placebo group. After one treatment session, 79.2% (19 patients out of 24) patients in the treatment group reported pain relief of at least 50%, whereas in the placebo group only 25% patients (6 patients out of 24) reported pain relief. The average duration of analgesia after one treatment was 20.2 h in the treatment group whereas that after placebo was 1.4 h. All these results show that acupuncture has a statistically significant intrinsic analgesic effect in the clinical treatment of TE pain, which exceeds that of placebo treatment.   Since this study dealt with short term analgesic effects of acupuncture, further studies need to be carried out in future in order to evaluate the long-term therapeutic value of acupuncture for treatment chronic tennis elbow. Davidson et al (2001, cited in Bisset et al, 2005) conducted a study to compare the   therapeutic effect of acupuncture with that of ultrasound treatment in patients suffering from TE. Though significant improvement in two outcome measures i.e. pain reduction and disability prevention were observed in both the groups, no statistically significant differences in terms of these outcome measures were observed between the two groups. Thus this study indicates that there is no difference in therapeutic benefit between ultrasound and acupuncture in patients with TE. However it is difficult to reach to any definite conclusion from the results of a single study. More studies are required in future in order to arrive at a definite conclusion. In a publication by the NIH in 1998, it was determined that the results of various studies conducted till date has been promising enough to support the use of acupuncture as an adjunct treatment or an alternative to classical conventional therapeutic modalities for patients with TE. Trinh, et al (2004) conducted a systematic review of literature regarding use of acupuncture in treatment of TE, using the best evidence synthesis approach (BESA), which aimed at qualitative analysis of clinically homogeneous studies. The results of this review strongly suggested that acupuncture was an effective therapeutic modality for attaining short-term pain relief in patients with TE. Though there was a great deal of clinical heterogeneity between various studies considered in this review, five studies out of six studies considered in this review indicated that acupuncture treatment was more effective compared to placebo treatment. The studies conducted till date have failed to provide us with definite results. This can   be attributed to a variety of factors like: flaws in study design, heterogeneous treatment protocols, small sample size, inherent difficulty in the use of appropriate controls etc (NIH publication, 1998). Selection of method for performing the procedure in control group for these studies poses to be a difficult problem. Method of performing the   procedure in control group is important because the insertion of placebo needles itself results in inherent analgesic effect due to release of local ?-endorphins (opioid like substances), which can influence the outcome of the study too (NIH publication, 1998). Future research is recommended to resolve the issues discussed above. Thus there is a need for large scale, well-designed, multicentric, randomized control trials in future that will use standardized treatment protocol and appropriate methods for performing the procedure in controls. It is evident from the above discussion that various studies which aimed at assessing the   efficacy of acupuncture in treatment of TE had employed different processes for performing acupuncture, in terms of location of puncture points, depth of insertion of needles, the number of needles used, duration of treatment etc. In order to arrive at a definite conclusion regarding the efficacy of acupuncture in treatment of patients with TE and in order to maximize the chances for a successful treatment with acupuncture, there is a need for a uniform, accurate and complete description of the most effective method to be used for performing acupuncture in patients with TE. With this in mind, Webster-Harrison, White Rae (2002) conducted a study in order to develop a standardized treatment protocol for acupuncture therapy in patients with TE. They adopted a modified Delphi’s consensus technique to combine the opinions of fourteen British acupuncture experts into a standardized treatment protocol. This protocol contained eight items pertaining to the treatment of TE using acupuncture and has been described in table 1. The various items considered in this protocol were: selection of acupuncture points; length and diameter of needles used; depth of insertion; duration of treatment; interval between successive treatments; whether the needle should be stimulated or not; the type of response to be achieved upon stimulation and number of treatment cycles needed. Use of this protocol in randomized multicentric trials conducted in future is likely to give accurate results (Webster-Harrison et al). Conclusion From the discussion in this paper it becomes apparent that till date no study in published   literature has been able to demonstrate long term beneficial effects of any pharmacological, surgical or physical therapy in comparison to that of a placebo therapy for treatment of patients with TE. Among various non-pharmacological therapeutic options, acupuncture presents an effective and safe adjunct treatment or an alternative to classical conventional therapeutic modalities, especially in cases where these conventional therapeutic modalities had previously failed (NIH, 1998). Presently, the optimal treatment option for patients with tennis elbow in clinical care largely remains unclear. Acupuncture appears to be a lucrative treatment option for both clinicians and patients. However, the therapeutic benefits provided by use of acupuncture are not supported by sufficient evidence, at present. There is a need for well designed, high quality research studies, especially randomized control trials in future, in order to help in establishing the appropriate place for acupuncture in treatment of patients with TE in modern medical practice. References Assendelft, W., Green, S., Buchbinder, R., Struijs, P., Smidt, N. (2003). Extracts from concise   clinical evidence: Tennis elbow. British Medical Journal, 327, 329-340. Bisset, L., Paungmali, A., Vicenzino, B., Belle, E., Herbert, R.D. (2005). A systematic review and meta-analysis of clinical trials on physical interventions for lateral epicondylalgia. British Journal of Sports Medicine, 39(7), 411 422. Buchinder, R., Green, S., Struijs, P. (2007). Tennis elbow. American Family Physician, 75 (5),   701-702. Retrieved on 30 June 2007 from http://www.aafp.org/afp/20070301/bmj.html Fink, M., Wolkenstein, E., Karst, M., Gehrke, A. (2002). Acupuncture in chronic   epicondylitis: A randomized controlled trial. Rheumatology, 41(2), 205 209. Labelle, H., Guibert, R, Joncas, J., Newman, N., Fallaha, M., Rivard, C. (1992). Lack of scientific evidence for the treatment of lateral epicondylitis of the elbow: An attempted meta-analysis. Journal of Bone and Joint Surgery, 74, 646–51. Molsberger, A., Hille, E. (1994). The analgesic effect of acupuncture in chronic tennis elbow   pain.   British Journal of Rheumatology, 33(12), 1162-1165 National Institute of Health (1998). NIH consensus conference: Acupuncture. Journal of   American Medical Association, 280, 1518–24. Trinh, K.V., Philips, S.D., Ho, E., Damsma, K. (2004). Acupuncture for alleviation of lateral   epicondyle pain: A systematic review.   Rheumatology, 43, 1085–1090. Webster-Harrison, P., White, A., Rae, J. (2002).Acupuncture for tennis elbow: An e-mail   consensus study to define a standardised treatment in a GP’s surgery. Acupuncture in Medicine, 20(4), 181-5.

Victorian England Essay Example for Free

Victorian England Essay On the 7th February 1812 Charles John Huffham Dickens was born to John and Elizabeth Dickens in Portsmouth, England. Charles had the good fortune of been sent to school at aged 9 was short-lived when his father, who was his inspiration for the character Mr. Micawber in David Copperfeild, was sent to jail for bad debt. Charles was sent to work in Warrens blacking factory and endured appalling conditions as well as loneliness and despair. Due to the passing of a wealthy family member 3 years later John Dickens inherited enough money to pay of his debts, so he was released and Charles was sent back to school. This experience was never forgotten and became fictionalised in two of his better-known novels David Copperfield and Great Expectations when Charles went on to become one of the most popular and beloved writers who ever lived. More than just a writer, Dickens used his enormous popularity to attack injustice and strengthen the sympathies of his readers for the poor and the helpless, for orphans and outcast people. He believed that many schools discouraged the development of the childrens imaginations, and during a lecture he gave in 1857 stated schools trained them as little parrots and small calculating machines. In Hard Times Dickens created his characters to reflect his views on education and showed this by the language he used to describe and tell the story. The main literary technique used by Charles Dickens is the use of exaggeration, using powerful language to elaborate reality much of which contains the truth. Dickens exaggerates the names of the characters and the description of the characters and classroom to show you how ridiculous the education system was and how wrong it was in the way of teaching children. The scene was a plain, bare, monotonous vault of a schoolroom Dickens reveals that the school is dull and lifeless; there is no colour in the room or images that could stimulate a Childs mind. The word vault makes us think of a safe, a hard metal prison-like box that we use to lock away items of great importance and beauty. In this case it is the childrens imagination that is been locked away. All imagination, creativity and joy are taken away from the children, leaving them to learn the same monotonous lessons in a cold, blank classroom. Dickens is saying that the classrooms and way of teaching lacks imagination and creativity, things a child will need to expand there mind more than facts will. Dickens emphasizes the word facts to again show how the education system is driving away a Childs imagination. NOW, what I want is, facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life From the very beginning Dickens is establishing with the reader that facts alone are what is been taught to the children. The education system was based upon the learning of facts and nothing else. This is acknowledged by the constant repetition of the word fact in the first chapter, especially in the first paragraph. The repetition is used to emphasize the importance of facts and that nothing else will ever be of any service to the students. Dickens is mocking there believe that a child will need nothing in life but the knowledge of facts.

The Natural And Human Sciences

The Natural And Human Sciences Our knowledge in the natural and human sciences has evolved significantly over the past centuries. This can be primarily attributed to disagreement within these fields of science. Disagreement can be understood in different ways; it may be over the logic of the arguments or the value of evidence presented or it may also refer to differences among scientists or differences amongst scientists and society. The disagreements may be over in their views of scientific paradigms, assumptions or research methods. However, just because an individuals idea may be rejected, or disagreed upon, in the marketplace of scientific ideas, it does not mean that one shies away utterly defeated. Instead, one can try to increase their efforts to uncover more evidence, or attempt to formulate an experiment that can provide a more rigorous test of the ideas, or try to make a slight modification to the discarded idea to provide an improved fit to the evidence. Through these methods of counteracting disagreeme nts in science, new knowledge or evidence is likely to be discovered. Hence, the knowledge issue that will be focused on in this essay is as follows: To what extent are disagreements useful in the creation of knowledge in the natural and human sciences?  [1]   The generation of new knowledge in the natural sciences can be notably credited to disagreement. For example, before the theories of plate tectonics and continental drift were proposed, geologists assumed that the Earths major features were fixed. Additionally, most Europeans thought that a Biblical Flood played a major role in shaping the Earths surface.  [2]   However, in the early 1900s, Alfred Wegener opposed the logic of these hypotheses and formulated his own hypothesis that a single landmass called Pangaea split up about 40 million years ago, and the resulting continents eventually drifted to their present locations. In contrast to the previous hypotheses mentioned, Wegener provided evidence to support his theory stating that fossils of the same species were found in two different continents, rock sequences were nearly the same on both sides of the Atlantic Ocean and geological structures matched up with one another suggesting that Pangaea once existed. The opposition of Wegners views against the previous beliefs on why the Earth is shaped as it is has proved to be useful in generating new knowledge. His theory of Pangaea has acted as a root on which scientists have branched out to explore. It has revolutionized our understanding of Earth and has provided explanations to questions that scientists had speculated upon for centuries suc h as why earthquakes and volcanic eruptions occur in very specific areas around the world, and how and why great mountain ranges formed.  [3]   In addition to Geology, another natural science where disagreement is beneficial in creating new knowledge is in Biology. For instance, in my IB Biology HL course, it is required to create and conduct your own independent research paper. In investigating the effects of different concentrations of coffee on heart rate, I recognized that I was not getting the desired results, as there was no effect on the subjects heart rate a few minutes after they drank the diluted coffee. However, it has been scientifically proven that coffee, no matter what concentration, will ultimately have an effect on ones heart rate.  [4]  The discrepancy between the data I collected and the already proven science allowed me to learn two things. Firstly, the reason I was not getting the desired results was because any liquid ingested within the body needs about 10-15 minutes to be absorbed by the respective organs hence why the heart rate had not increased. Finally, I was also able to create a new scientif ic method hence demonstrating the new knowledge I acquired through the disagreement of my initial data and previous scientific knowledge. Despite these situations, having demonstrated that disagreement plays a strong role in the formation of knowledge in the natural sciences, this does not hold true for all circumstances. Take, for instance, Global Warming. For the past years, there has been an on-going debate about the causes of Global Warming and whether or not it is man-made. The small percentage of scientists who believe that man-made actions are not the sole cause for this epidemic have used logic to appeal to those who disagree. Their points include that there is measurement technology bias, meaning that improvements in our ability to accurately count or measure a phenomenon is mistaken for a real underlying change in the frequency of the phenomenon. This means that we cannot categorize weather patterns as normal or abnormal since we only have a short history of measurements to support these claims and finally climate is an extremely complex system with many variables changing simultaneously. Even with an appeal to logic, the majority of scientists still disagree with this theory. Therefore, this illustrates that although there was disagreement amongst the views of scientists, it was not useful in creating accepted knowledge as the majority refuted over these claims.  [5]   Similar to the natural sciences, disagreement plays an equally significant role in making new knowledge in the human sciences. Psychology, for example, is divided into many subfields like biological, cognitive and social psychology due disagreements on how to best explain human behaviour. Nevertheless, having these different explanations provides us with more of an understanding of the factors that influence behaviour and consequently aid the pursuit of knowledge regarding human behaviour.  [6]   Furthermore, in the human science of Economics, dispute in the explanation of how economies function led to the formation of two schools of economic thought, namely Keynesian economics and Laissez-faire economics. Keynesian economics holds the belief that in order for an economy to flourish and function, it is necessary that there be a combination of involvement from the government and the private sector. On the other hand, free-market economists believe in the hands off policy where there is no government intervention.  [7]   These two ways of economic thought have allowed me, as an HL Economics student, to gain an understanding of economic concepts. For instance, I realize that although a laissez-faire economy may be beneficial in that it allows an economy to naturally reach equilibrium without interference, an economy with government intervention will ensure that the economy is stabilized with no hyperinflation and a relatively high employment rate thus, making Keynesian economics the more suitable economic choice. Hence, this shows that due to the disagreement between economists on the explanation of how economies function, I was able to create new knowledge as by analysing the pros and cons of each school of thought, I came to the decision that Keynesian economics is the more logical economic choice.  [8]   Although disagreement in the human sciences has illustrated to be useful in the generation of knowledge, there are also times where it has not. For example, in 1996, Mark Rosenweig conducted an experiment on rats to see the effects of enriched environments on rats brains. Despite there being disagreement on the ethical considerations of the use of rats in the experiment, it was conducted anyways. The results from this experiment showed that rats exposed to enriched environments had greater dendritic connections, meaning a greater formation of knowledge compared to the rats that were put in dim cages with no toys or enriching activities. However, despite showing that enriched environments could benefit knowledge acquisition, this experiment was conducted on rats. Therefore, it was not useful in that it could not be applied to humans as the physiology of humans and rats are completely different. Furthermore, this shows that while there was disagreement against the use of rats in Rosenw eigs experiment, it did not create useful knowledge, as the results from the actual experiment were hard to relate to the brains of humans.  [9]   Disagreement has aided the pursuit of knowledge in the natural and human sciences; however, many disagreements are based on ways of knowing like sense perception, reason, language and emotion. For example, even though Einstein and Bohr were able to perceive the data of the double slit experiment in the same way their interpretation of this perception was different due to fundamentally different assumptions regarding quantum physics. Consequently their explanations of the double slit experiment findings were different, even to the point that the terminology they used was different. At times the debate between the two physicists got quite emotional. Einsteins view that God does not play dice annoyed Bohr to the point that he finally responded to Einstein asking him not to tell God what to do. Consequently, disagreements within areas of knowledge are often rooted in differences in ways of knowing.  [10]   While writing this essay I have become increasingly aware of the fallibility and limitations of human knowledge. Even theories that seem most unshakable are changed due to new discoveries. Sometimes these changes result paradigm shifts within an area of knowledge. Subsequently, to ensure progress in knowledge, one should, as a knower, remain both open minded and critical. By entertaining ideas that may initially seem impossible to accept, it is possible to push the limits of ones understanding. Consequently, without disagreement in science, or any area of knowledge, progress would not be possible.

Nendel :: Essays Papers

Nendel The Arts play a large role in the expression of inner thoughts and beauty in my life. From dance and music to abstract art our concept of life is shown through the various ways in which we interpret it. We use the Arts as a means of touching that part of us that we cannot reach with Physical Science, Social Science, or any of the Humanities. The arts allow us to be as specific or as abstract as we please. It helps us become closer to ourselves and to others around us. Though there has been a lot of confusion as to what the true definition of â€Å"good art† is, how we show others what is going on in our minds and inner souls cannot be judged, graded, criticized or revised by anyone other than ourselves. The arts play a valued role in creating cultures and developing and documenting civilizations. The arts teach us how to communicate through creative expression. Show us how to understand human experiences, past and present. Prepare us to adapt to and respect the ways others think, work, and express themselves. Music, singing, dancing, poetry, and sketching are just a few of the different forms of art that I use to express myself in a way that I enjoy. Because each art discipline appeals to different senses and expresses itself through different media, each adds a special richness to the learning environment. Arts help people Learn to identify, appreciate, and participate in the traditional and non-traditional art forms of their own communities and the communities of others. Art teaches us how to be imaginative, creative, and reflective. Different art forms help us develop the verbal and nonverbal abilities necessary for lifelong learning. The intellectual demands of the arts help us develop problem-solving abilities and such powerful thinking skills as analyzing and evaluating. Numerous studies point toward a consistent and positive comparison between concrete education in the arts and student achievement in other subjects. A program in arts education would engage students in a process that helps them develop the self-esteem, self-discipline, cooperation, and self-motivation necessary for success in life. Most important, the arts should be experienced and studied for their own true value. If art was not present in my life, I know that I would be missing so much. I would not be able to do the things that I love to do each day.

Groups Essay -- Communities Psychology Group Essays

Groups Group Processes and Structures One of the most elementary aspects of group formation may be the experience of common fate, the perception that ones outcomes are bound up with those of others. An even stronger form of interdependence is that shaped by the task goals of the group. Where these bring people into a positive relationship with one another then cooperation, cohesion and enhanced group performance are likely. Negative interdependence on the other hand leads to competition, reduced liking for others in the group and usually lower performance. As the group develops, the roles to be occupied by individuals emerge and develop This process of role differentiation emerges where there is a new group one individual may assume the task-leadership role other may emerge as well. Where the group has been in existence for some time and a member of the group leaves a newcomer may be specifically assigned to take over the role. This division of labour will contribute to peoples identities. As the group developes so also do the expectations members have about what rules and procedures might be appropriate to develop. This is the process of the establishment of group norms. Group members enjoy different amounts of power and prestige which gives rise status hierarchies in groups. Such status differences can generate expectations for group members behaviour. Closely tied to status differentiation are social comparison processes through which individuals can make a...

Modern Love :: essays research papers

The handsome prince sweeps the beautiful maiden off her feet. They are so in love, so adoring of each other. The perfect courtship is quickly followed by the perfect wedding, thereupon the perfect couple creates the perfect life together. The wondrous dream of the â€Å"happily ever after† is one hidden deep in everyone. Although, the dreamy, vain quest for this perfect life mostly results in pretense, lying, and ceases in complete unhappiness.   Ã‚  Ã‚  Ã‚  Ã‚  In George Meredith’s poem from Modern Love, the speaker conveys a kind of love that is very grim. Both characters long to escape their dark marriage. It seems their life together has regretfully been empty and full of pretense. That is shown in the beginning of the poem, when she does not want him to know she is crying, â€Å"At his hand’s light quiver to her head the strange low sobs...were called into her with sharp surprise.† (Line 2-4). She seems to keep on with her happy show even when they are alone, though both of them know it is fictitious. They long for this tortuous relationship to end, and they see death as the only conclusion to their turmoil, â€Å"Each wishing for the sword that severs all.† (Line 16). Although death is hardly the best solution to a problem, the woman in this poem sees it as an alternative and an escape to the lie she is living. Both of them, in desperation, accept the loss of their life and their world. H iding their feelings and ignoring their problems only brought them unhappiness. It appears that the speaker is saying that modern love is really no love at all, but an act that one puts on so that their world can appear happy, while those who are â€Å"in love† are dying inside.  Ã‚  Ã‚  Ã‚  Ã‚  Any love relationship has its downfalls and complications, but to be healthy, it must be honest.

Learning Styles

The process of educating one's self can be a difficult process. That is if you don't understand your habits and the way you learn and absorb information. Luckily in these times educators are becoming more understanding to their students learning habits and are able to adapt to a students learning styles to better educate them. Some may not know in what category of learning style that they are, there are online surveys one can take to find out there learning style strengths.I myself have Just aken a survey and my results are as follows; Visual: 7 Aural: 9 Read/Write: 4 Kinesthetic: 9. Pretty much what this means is that I am good at listening and hands on learner. The survey also provided learning strategies to better help me. I scored strong on the Aural side (Auditory) strategies that were recommended are, Step 1: INTAKE: attend class discussions and tutorials, discuss topics with others and your teachers, explain new ideas to other people, use a tape recorder, pretty much any metho d that is easier for you to â€Å"intake† the information.Step 2: â€Å"SWOT† which means study without tears, convert your notes into a smaller package, as an Aural learner it would be key study with another aural learner like yourself, also have your partner listen to your understanding of the material discussed, and reading your summarized notes aloud to yourself is also key. Step 3: Output, which is how you will use this information on your tests, assignments and examinations. Imagine talking with the examiner or speaking the answers aloud and writing them down, listen to your voice nd write it down, spending your time in a quiet place is also helpful in recalling the information.I also scored strong on the kinesthetic part of the survey, which is someone who needs to experience something to learn from it, or you need to be able to relate to it, something real, or an easy way to remember it is a hands on person. Studying for every learning style uses the same three step process I discussed in paragraph Learning Styles Executive Summary Learning also known as studying usually occurs when some one can demonstrate that he/she knows something that they don’t know before and/or when they can do something they couldn't do before (skills).  Learning is set of skills, and like all other skills one can improve and develop them over time. Therefore it is important spending some time reflecting  on how to learn best, so that once learning can be more efficient and effective. Honey & Mumford's (1986) designed a Learning Style Questionnaire, which has four styles and these styles are Theorist, Activist, Reflector and Pragmatist.  One of the four learning styles described by Honey & Mumford (1986) is what we shall consider in this paper. Reflectors Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to any conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant, unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others' observations as well as their own. Conclusion Honey and Mumford (1992) define a reflector as one who likes to stand back and ponder experiences from many different angles. They collect data and prefer to think about it thoroughly before coming to any conclusion. They tend to be cautious and thoughtful and usually listen to discussions and get the gist of the arguments before making their own points. Once you have identified that the reflector learning style is the one that most closely suit you. You can improve your learning skills following the Honey and Mumford strategies stated in this paper References 1. De Bono, E. (1967) The Use of Lateral Thinking, Penguin Books Ltd, Harmondsworth. 2.   Honey, P. and Mumford, A. (1986) The Manual of Learning Styles Peter Honey, Maidenhead, UK. 3.   Honey, P. and Mumford, A. (1992) The Manual of Learning Styles, Peter Honey, Maidenhead, UK. Learning Styles The process of educating one's self can be a difficult process. That is if you don't understand your habits and the way you learn and absorb information. Luckily in these times educators are becoming more understanding to their students learning habits and are able to adapt to a students learning styles to better educate them. Some may not know in what category of learning style that they are, there are online surveys one can take to find out there learning style strengths.I myself have Just aken a survey and my results are as follows; Visual: 7 Aural: 9 Read/Write: 4 Kinesthetic: 9. Pretty much what this means is that I am good at listening and hands on learner. The survey also provided learning strategies to better help me. I scored strong on the Aural side (Auditory) strategies that were recommended are, Step 1: INTAKE: attend class discussions and tutorials, discuss topics with others and your teachers, explain new ideas to other people, use a tape recorder, pretty much any metho d that is easier for you to â€Å"intake† the information.Step 2: â€Å"SWOT† which means study without tears, convert your notes into a smaller package, as an Aural learner it would be key study with another aural learner like yourself, also have your partner listen to your understanding of the material discussed, and reading your summarized notes aloud to yourself is also key. Step 3: Output, which is how you will use this information on your tests, assignments and examinations. Imagine talking with the examiner or speaking the answers aloud and writing them down, listen to your voice nd write it down, spending your time in a quiet place is also helpful in recalling the information.I also scored strong on the kinesthetic part of the survey, which is someone who needs to experience something to learn from it, or you need to be able to relate to it, something real, or an easy way to remember it is a hands on person. Studying for every learning style uses the same three step process I discussed in paragraph