Dog Research Paper Example | Topics and Well Written Essays - 750 words

Dog - Research Paper Example Why the dog’s exhibit friendships with human when all the other members of its species or family like the foxes or Jackals stay away from human beings?. Do dogs possess more intelligence than all the other animals? These are interesting questions one might ask. It is difficult answer the above questions without having a dog as a pet animal. Dog owners have many stories to talk about the honesty, loyalty and intelligence of their pet dog. But others may not have such experiences. This paper is written based on my personal experiences with my pet dog. I don’t know how my audience (those who are not interested in having pet animals or dogs) will respond to my experiences because of their less knowledge about animal behaviors. I think they might not agree with my arguments. Anyway this paper is written for convincing my audience about the intelligence and honesty of my pet dog (A Doberman). According to S. Coren, author of "The Intelligence of Dogs", there are three types of dog intelligence: Adaptive Intelligence (learning and problem-solving ability), Instinctive Intelligence and Working/Obedience Intelligence (The Intelligence of Dogs). I am living in a rural area and my house is surrounded by some big trees and herbs. Snakes are plenty in number around my house. We usually release our Doberman from its kennel during the night time because of the threats from thieves. One midnight, when all of us were sleeping, I woke up because of the continuous barking of our Doberman. I have opened the door and watched my dog trying to call my attention towards him. I have examined all the surrounding and found nothing extra ordinary. When I tried to return to my home, my dog started to block my way and keeping a close look at a particular area around my home. I have realized that something was wrong and decided to make closer look at that area. To my utter surprise I have seen a poisonous cobra resting near the doors of my house dog. My dog was making a conscious effort

Strategy Case Study Example | Topics and Well Written Essays - 750 words

Strategy - Case Study Example erative pillar for economic development companies operating in Qatar; it deals with three major issues: The first is to facilitate sound economic management through five major approaches as in: To facilitate cooperation with Arab regional states as well as the Gulf Cooperation Council States thereby promoting the establishment of trade relations and reduction of financial crisis. The other approach is to facilitate competition in the international market by opening flexible economic structures. Moreover, sustained economic management shall be achieved by creating structures that attract foreign investors in Qatar. In addition, the vision aims to achieve sustained economic management through reducing inflation thus creating a stable economic growth. Qatari government also aspires to provide sustained economic growth condition to ensure that it provides high standards of living. The economic pillar also aspires to facilitate responsible ways of oil exploration and gas in Qatar. This shall be achieved through four different sustainable exploration methods. Additionally the economic pillar is also geared towards promoting suitable economic diversification. This is expected to reduce the country’s dependency rate on some of its natural resources such as hydrocarbons; it shall also be achieved through empowering the private sector hence improving their competitive advantage. Another pillar of the Qatar vision 2030 that may be applied to facilitate economic development is the Human Development Pillar. The Qatari government recognizes that effective economic development can only be achieved through proper human capital development. In this regard, the human development pillar focuses on three issues: Provision of world class education among the Qatari populace thereby improving their skills to undertake economic development activities; provision of world class healthcare services to the Qatari populace and improving the capacity of the Qatari populace to participate in

Critical Period for Language Acquisition Chomsky

Critical Period for Language Acquisition Chomsky Chomsky claimed that there was a critical period for language learning which was first proposed by Eric Lenneberg. He claimed, as Cook Newson (1996:301) explain, that there is a critical period during which the human mind is able to learn language; before or after this period language cannot be acquired in a natural fashion. Although the rare cases of feral children who had been deprived of first language in early childhood seems to support the idea of critical period but it is not known for definite if deprivation was the only reason for their language learning difficulties as Sampson (1997:37) points out, it is not certain if children in cases of extreme deprivation have trouble learning language because they have missed their so-called critical period or if it is because of the extreme trauma they have experienced.Although Chomsky was a very influential and successful nativist, Sampson (1997:159) claims his theories were given a helping hand by external circumstances. Behaviourist Theory and Chomskys Innatism Further, reasoning the success of these new nativist writers Sampson says When Chomsky originally spelled out an argument, the reader would assess it and might detect its fallacies; but when recent writers refer to something as having been established back in the 1960s-70s, most readers are likely to take this on trust, for lack of time and energy to check the sources.Finally, on the subject of nature vs. nurture debate, which so heavily involves Chomsky, it seems impossible to distinguish whether language is only acquired due to environmental exposure or simply due to innate faculties. From the evidence it seems that humans possess innate capabilities which enable linguistic development, but the correct environment, with exposure to adult language throughout the critical period, also seems to be necessary in order for a child to develop and become a proficient speaker. Singleton evaluates the scenario in these words, The one qualification that might be entered with regard to such evidence is that deprivation of language input during the phase in a childs life when cognitive development is at its most intense may have quite general psychological/cognitive effects, and that it may be these general effects that are reflected in later language development rather that effects relating specifically to a critical period for language (Singleton 1989, 54). The behaviourist theory is also contradicted by the fact that young children very often make intelligent mistakes as they learn a language. As they progress beyond the two-word stage, they begin to understand and try to express more complex concepts, such as plurality, past tense and negation. Mistakes such as sheeps, goed, and I no want to, are all formed from formulae in the English language. In the first case, the child has grasped the general rule that /s/ at word endings implies more than one, but has not yet distinguished irregularities. The same applies to the second; /ed/ is a regularised past tense ending. In the third instance, the child definitely understands the concept of negation, but cannot yet distinguish between the different forms of expressing it (such as do not, dont; will not, wont; no; none etc) or completely comprehend the complex syntax involved. (Foster-Cohen, 1999, 89) If children only learned through repetition and imitation, would they be able to produce u tterances with grammar applied that they would never have heard their parents use? Chomsky and the Language Acquisition Device (LAD) Therefore there must be more to a childs linguistic development than simply social factors. Theories suggesting that the human brain has a unique capacity for language which is genetic and exists from before birth include Chomsky and the Language Acquisition Device, Piaget and Cognitive theory and Lenneberg and the Critical Period. The Language Acquisition Devise (LAD), according to Chomsky, is an inborn mechanism facilitating the learning of language, consisting of neural wirings and brain structures unique to human beings. A child does not need to be taught language formally, but simply needs to be exposed to adult speech. This effortless discovery of the language system is due to LAD. Chomsky, 1986, 118) The four properties of LAD are: Ability to distinguish speech sounds from over environmental sounds Ability to organise linguistic events into various properties Knowledge that only a certain kind of linguistic system is possible Ability to engage in constant evaluation of developing linguistic systems, such as generating new sentences and selecting the correct tense. Chomsky argues that language develops in a uniform way, which is genetically determined, and that learning develops in an individual with the trigger of experience. The human brain is ready for language intake from birth, and exposure to adult speech activates it. An ancient experiment where an emperor ordered for a group of children to grow up in isolation with no exposure to language resulted in none of them developing language for communication. This shows that exposure to adult language is essential for linguistic development, as language will not appear without it. A childs language develops through hypothesis testing: deciding an utterance and trying it on parents. Through trial and error, their speech will eventually correspond to adult speech. Chomskys LAD theory therefore does tie in with the behaviourist theory, but maintains that language acquisition is much more complex then simply imitation because innate faculties are also involved. If language development is dependent on the environment triggering the LAD, what is it that determined how and when children learn what? Certainly, the same stages of linguistic acquisition occur for all children (i.e. holophrastic, two-word, telegraphic), in the same order and at roughly similar ages.Piagets Cognitive Theory identifies language as an element of knowledge acquisition. He believed that the growth of knowledge is a progressive construction of logically embedded structures replacing one another by a process of inclusion of lower, less powerful logical means into higher and more powerful ones up to adulthood. This means that childrens logic and thinking methods are originally different to adults. Piagets cognitive theory suggests language is one of many cognitive behaviours, and it emerges from cognitive development or learning to think and problem solve. However, this theory is contradicted by the cocktail party chatterer children. Observations of these children have suggested that an ability to cope with language structure is largely separate from general intelligence. They talk for the sake of talking and their sentences may not make sense. However, as the behaviourist theory might have suggested, they are not simply repeating phrases they have heard, because they make grammatical mistakes such as three tickets were gave out by a police last year which they would not have heard said. A theory which would explain why these cocktail party chatterers could be able to speak fluently even with a very low non-verbal I.Q. is Lennebergs Critical Period Theory. He considered language to be an example of maturationally controlled behaviour, like walking and sexual behaviour, which is genetically programmed to emerge at a particular stage in an individuals life. Learning is required, but cannot be significantly hastened by coaching. Aitchinson Reith tells us no external event or conscious decision causes it, and a regular sequence of milestones can be charted. When the brain is in this period, lateralisation occurs, when the two sides of the brain develop specialised functions. Lenneberg recognised that in an adult brain, language is found only in the left hemisphere, whereas in infancy it is more spread out, meaning the infant brain has equipotential. Feral Children Phenomenon So-called feral children, those that have had no exposure to language in their critical period have helped to credit Lennebergs theory. Genie is an example. She was kept in appallingly deprived conditions, with almost no social contact or exposure to language until she was found at age thirteen. Attempts were made to teach her language, but although she progressed to the two-word and three-word stages like most children, her lack of morphology was never remedied. She only grasped simple grammatical concepts. Had and gave where her only past tenses which were used rarely and her only auxiliary was be; never have or must. She never used the demonstratives there or it although there were attempts at the definite article the. Genie demonstrates that after the critical period, pragmatic skills can still be developed but the structural knowledge of language is lost. She suggests that a child must be exposed to language during the critical period, and that after puberty language acquisition cannot reach its normal end point. (Snow, Hoefnagel, 1978, 1116) This suggests that universal grammar is no longer operative as an LAD. About Genies case, De Villiers is of the opinion that It is unnecessary to explain that such circumstances did not leave Genie intact in body and mind. However, although she was malnourished, there was no evidence of physical abnormalities sufficient to account for her behaviour, for she had adequate hearing, vision and eye-hand coordination. She was severely disturbed emotionally, having frequent but silent tantrums, yet there were no other symptoms of childhood autism. The most likely explanation was the chronic social deprivation she had suffered for those twelve years (De Villiers De Villiers 1978, p.215) Critical Period and Language Acquisition What the critical period theory does fail to emphasise is the way in which children learn language, concentrating more on the scientific explanation for why they are able to. The fact that children definitely need exposure to adult speech in order to learn language has already been discussed. But the reasons that humans, as social animals, need language have not been covered by any of the previously mentioned theories. Through studying his own son, Halliday identified five main purposes children need language for. These functional frameworks can be distinguished from childrens utterances even before recognisable words can be articulated, i.e. in the childs proto-language. Interpersonal functions are when the child is increasing and extending his capacity for engaging linguistically with others, for opening and sustaining dialogue with them. These include Instrumental, to satisfy material needs, for example /na/ when requesting an object. This is the I want function of language. The regulatory function is used to control behaviour of others, such as /ee/ meaning do that again! This is the do what I say function of language. Ideological functions are the aspects of adult language systems concerned with giving shape to and expressing events and the external world, and also the internal world of consciousness. (Jackson Stockwell, 1996, 170) The heuristic function is where a child uses language to explore its environment, such as requesting the name of and object. (Harley, 1989, 166). This is the tell me why function of language. The personal function enables the child to communicate his identity by expressing pleasure or interest, for example /a/ for thats nice. This is the here I come function of language. Hallidays language functions propose that both proto-language and later linguistic development can be identified by frameworks. These frameworks are factors which are important for humans to establish relationships with others, satisfy material wishes and to find out about the environment in which they live. All of the theories discussed in this essay have their merits, because the reason humans learn language and the way in which they do so are determined by many factors. Humans do uniquely possess innate faculties which enable linguistic development, but the correct environment, with exposure to adult language throughout the critical period, must be present in order for a child to develop and become a proficient adult speaker. Lexical Development Lexical development also continues after puberty, and, according to some suggestions, may continue throughout our lives, as people are continually interested in learning new things (Singleton 1989, p.56). Diller (1971) points out that twelve year olds have a recognition of about 135,000 words, Harvard freshmen know about 200,000 words, the typical thirty year oold PhD student know about 2,500,000 words. Vocabulary development continues in a natural, almost unnoticed fashion as long as one lives and is interested in new things. There have been several studies that strongly support Lennebergs hypothesis. Among the most prominent are feral children. Feral children are persons that have been linguistically isolated. When they were found, most were unable to pick up on language abilities. These cases propose that there may be a critical age in which any child who has somehow missed out on learning a language will never fully master one. (Macwhinney, 2004, 910) Genie never learned proper grammar or sentence structure. Other cases of feral children include: Victor, the wild boy of Aveyron (who was found at age 11) and Kamala of Midnapore (who was found at age 8), both never learned language correctly either. Therefore, although Lennebergs hypothesis is not proven, feral children forcefully support it. Critical Period Hypothesis and Empirical Evaluation The Critical Period Hypothesis is further supported by experiments about second language acquisition. Lenneberg believed that the language acquisition device, like other biological functions, works successfully only when it is stimulated at the right time (p. 19). Aitchison (1998, p.88) goes for a general outcome by saying that young children who start signing early because of their deaf parents end up more proficient that those who have hearing parents. The Ildefonso case is probably used against the hypothesis of upper limit critical period because he has shown nearly full competence in sign language despite his late start which was far beyond puberty. Psycholinguistic, a branch of linguistics theory covers the cognitive process that discusses the process as how to generate a grammatical and meaningful sentence out of vocabulary and grammatical structure, as well as the process to make it possible to understand utterances, words, texts, etc. It concentrates in the internal process of acquiring language and their effect on language learning. Whereas, adults can perform and develop many aspects of new ways of language and vocabulary (Singleton:1989,p.55) One internal factor is the development of Interlanguage, which is developed by learners of a second language who have not become fully proficient, but are only approximating the target language. Learners use some features of their first language during speaking and writing and they also create their own innovations; it is a system based upon the best attempt for learners to provide order and structure to the linguistic stimuli surrounding them. Interlanguage is particularly based on the learners experience on the target language. The learner creates an interlanguage using different learning strategies such as language transfer, overgeneralization and simplification. Language learning acquisition is a gradual process where errors will be unavoidable, but learners will slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers. Educators can give appropriate feedback after checking learners interlanguage, and assure learners that making mistakes is a procedure of development from the mother tongue to the second language. Universal Grammar Orientation Universal Grammar is another theory that explains failure of second language competence. It is said that Universal Grammar is a natural unconscious ability present at birth, that is a knowledge of grammar. This does not imply that a person does not make mistakes, but that they do make mistakes but irregular types of errors, and somehow a person has the ability to accept these errors and re-apply them. The set of grammatical rules are learned through conditioning, meaning that if a person when learning their mother language never heard anyone make mistakes, then he or she learns it that way. With Universal Grammar set in place at birth, the person is able to take on whichever language he or she is exposed to, as all languages have common elements and are inter-adaptable. This theory does not state that all human languages have the same grammar, or that all humans are encoded with a structure that underlies all surface grammatical expressions of each and every specific human language. But it implies that Universal Grammar suggests a set of rules that would explain how a person acquires their language or how they construct valid sentences of their language. (Chomsky, 1972, 37) This theory explains that grammar is the system of principles, conditions, and rules that are properties of all human language. Second Language Learning And Critical Period Learners begin by transferring the sounds and meaning, words order into the learning of the second language. By doing this an obstruction of the second language acquisition starts to raise, the learner starts to confuse the grammatical rules of the first language with the second language creating an incorrect language learning process. When learning a second language, a learner uses this language transfer concept as a strategy to have an uncomplicated language learning process. The learner uses parts of the analysis of one language in order to manage with the unclear grammatical rules of the target language. Learners when presenting or expressing their ideas, opinions and statements in the target language, tend to consider and apply the same grammatical structures of their first language; this transferring interferes with the proper application of the grammatical structure of the target language. The Monitor Model is another likely explanation for this second language incompetence. T his theory is characterized of five hypotheses. The Acquisition-Learning Hypothesis involves that there are two independent systems of second language performance; acquisition is the result of a subconscious process similar to childrens mother language acquisition and requires life-like second language interaction, which concentrates on communication rather than accuracy. On the other hand, learning occurs through formal instruction and includes a conscious process, which results in knowledge of the target language. Learned knowledge permits learners to read and listen more so that the acquisition is effectual. The Natural Order Hypothesis; suggests that just as first language learners, second language learners seem to acquire the characteristics of the target language in an obvious order. Contrary to intuition, the rules which are easier to state and to learn are not necessarily the first to acquire. It is observed that the natural order is independent of the order in which rules have been learned in class. Monitor Hypothesis The Monitor Hypothesis; states that a learners learned system acts as a monitor to what they are producing. In other words, while only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken, this occurs before or after the interaction is made, but not at the same time. The interlocutor therefore monitors their spontaneous speech using what they have learned. The Monitor Model then predicts faster initial progress by adults than children, as adults use their monitor when producing statements in the target language before having acquired the ability for natural performance, and adults will input more into conversations earlier than children. Input Hypothesis The Input Hypothesis states that only understandable input will produce acquisition of the target language. It is implied that learners must be exposed to input that is higher than their actual level of knowledge of the target language in order to produce a result in the acquisition of the target language. Because some instances learners do not posses that higher level of input, the development and improvement of the target language will not occur. The Affective Filter Hypothesis affirms that the learners emotional state acts as flexible filters that freely permit or obstruct input necessary to acquisition. It is said that adolescence and puberty are not effective periods for second language acquisition due to the hormonal changes that occur during that development period. The Sociolinguistic theory is concerned with the effect of all aspects of society in the learning process of the target language such as cultural norms, expectations and context on the way language is applied. It also concentrates on the different types of language variation, ethnicity, religion, status, gender, level of language knowledge and how all these factors have an impact on second language learning process. The Acculturation Model which is a likely reason for the failure of second language competence refers to the process of adjustment to a new culture, on how new language learners acclimatize not only to the target language but also to the culture of that language. This model refers to immigrants that are in second language surroundings, but it could also apply to new language learners and the way it affects them to also acquire a new culture. (Sagae, MacWhinney, 2004, 119). For some learners the idea of modifying and adding another culture in their life could cause difficu lties in their language learning process. One important distinguishing factor in the acquisition of second language is fossilization which refers to the permanent cessation of progress towards the target language, despite all attempts and exposure to the target language. (McLaughlin, 1985, 209). An aspect that has a relevance to fossilization is motivation; there exists lack of empathy with the target language, the culture and the native speakers. Accommodation Theory The Accommodation theory implies the way learners may adapt their speech in multilingual settings. This theory suggests the way learners adjust their way of interacting with people of different culture with different languages in order to facilitate communication. It also states that: is the way the learners social group (ingroup) identifies itself in the target language community (outgroup). If these two groups do not have a positive effect on one another, or they do not connect and identify themselves with each other, there will be a consequence in the acquisition of the second language. When learning a new language, learners need to feel that they belong in this outgroup, they need to feel that they are part of this new culture and that they feel a cordial welcoming from this outgroup; but if none of these intentions are met then learners will not have an effective and productive learning acquisition process. Social identity is another sociolinguistic issue that has a great impact in second language competence. Social identity is the way in which learners understand themselves in relation to others, and how they view their past and their future. Structural inequalities can limit leaners exposure to the target language as well as their opportunities to practice it. (Asher Garcia, 1969, 338). The input that learners acquire could be received from different sources such as; the teacher, textbooks, individuals, radio, television, newspapers, magazines, etc. And if these resources are not accurate in their language transmission then the input might not be logical to the learners and the learners intake will be erroneous which will result in the failure of language competence. (Collier, 1989, 523). Conclusion In conclusion, numerous linguists believe that there is a Critical Period in which humans can acquire language. The theory proposed by Lenneberg about a limited time in which language can be acquired is supported by large amounts of research. Although many challenge this hypothesis with the theory of Universal Grammar, both are unproven. Studies have determined that invalid conversational interaction affects the acquisition of second language, which in result could decrease the pace of language acquisition. Invalid interaction is the product of inaccurate input, which could cause a decline in the learners participation and motivation to produce language properly. The role of instruction has been examined as the role of focus on the grammatical forms of language in instruction. Many factors such as; internal or external factors can modify the way learners acquire and learn the target language; the above stated factors can obstruct second language acquisition competence. However, learners can manipulate and be capable of attaining the knowledge of the second language if their perspective of the target language is adjusted. Learners with low motivation and low language confidence will have high filters which will obstruct the achievement of second language acquisition. There are other variables in second language acquisition process. Aptitude refers to the ability and capacity that a learner has towards the language. The attitude the learner posses towards the target language, how the learner feels, the posture they have towards the target language. Age has also an influence in second language acquisition, as it is stated above adolescents might have an increase difficulty level when it comes to acquisition of language due to the hormonal changes, but at the same time they perceive language faster than adults due to their neurological development. As for adults, they become more appropriate for the study of a second language because of their maturity, but at the same time, their learning process struggles due to their developmental age.

Essay --

The formula for baking soda is NaHCO3 (http://en.wikipedia.org/wiki/Sodium_bicarbonate_).The chemical formula for vinegar is CH3COOH (http://en.wikipedia.org/wiki/Acetic_acid). The chemical formula for the reaction is NaHCO3 + CH3COOH => CaCO3 + 2NaCl + H2O + CO2. The calcium atom from the calcium chloride molecule forms a new bond with the carbon trioxide form the sodium bicarbonate. This creates one of the product calcium carbonate, which is a covalent bond (https://answers.yahoo.com/question/index?qid=20070328160450AAVglRs). The two chlorine atoms left from the calcium chloride molecule is bonded with the sodium atom in the sodium bicarbonate to create sodium chloride, an ionic bond (http://hyperphysics.phy-astr.gsu.edu/hbase/molecule/nacl.html). The left over atoms are two hydrogen atoms, three oxygen atoms, and one carbon atom. The two hydrogens form the water molecule with an oxygen atom, and ionic bond (comp book). Then all that is left is the carbon and the other two oxygen atoms. These three form the CO2 that is released. Below is a picture summarizing most of this paragraph. How would you give models or examples of any reaction? Well, in terms of 3D models, you should make sure that all the atoms in the product are equal to the number atoms in the reactants when they are combined. No atom is lost or created during the reaction. The same requirements go for writing an equation, as shown in the photo above. you can also write a formula for the product. Something that you must remember is that the metal reactant always comes first. The non metal reactant comes in second, and it usually end in -ide. (http://www.deltacollege.edu/emp/preedy/Handouts/Nomenclature%20Handout.pdf) Last, but not least, the easiest way to show a r... ... when a reaction happened and how to make it happen faster, but do you know to identify the reactants and the products, and how did it bonded? in terms of acid or base, you can use a pH meter or even some pH paper. After you use them, compare the color you get to the scale that should be included. You can also look at the formula for the product to find the reactants, telling you what is in it. The elements on the periodic table are organized based on the number of electron rings and valence electrons, which determine if they will bond and with what. The element carbon has biggest number of bonds, which is four. Carbon can be covalently bonded, meaning sharing electrons with another element, like in the calcium carbonate. Carbon can also be an ionically bonded, meaning the opposite charges of non metal ions and metal ions attract, like in sodium chloride. (comp book)

Creative Arts Therapy Essay

A study was performed in the United Kingdom in 2012 to evaluate the usefulness of creative therapy for dementia patients. Creative therapy can include art, dance, and music, and movement. There is a wide range of pharmacologic and non-pharmacologic interventions that can be used with dementia. The use of arts or creative therapy has been proven to be useful with dementia patients. This would be useful in routine health care to help patients with agitation and affected verbal expression also. It has positive effects on mental health, specifically self-esteem, well-being, recovery, and perception of pain. Reminiscence therapy is also effective in improving mood and cognition. This study was carried out in two community units that provided day treatment and inpatient services for patients with dementia. Nurses and support support staff took part in the evaluation. The nurses and staff received a one day training workshop in creative therapy. Therapy was given for 30 minutes, three times weekly. Interventions, and observations were recorded. Photographs were taken to use for future reminiscence. Patients were invited to take part in dance, drama, music, and movement activities. Ethical approval was not required but consent for the project and photographs was obtained from patients or their family members. To maintain anonymity, participants were assigned an identification number. The study was conducted over an eight week period. Information was recorded on attendance, activities, and outcomes of the sessions. The degree of improvement in each participant was recorded during each session. No improvement was zero. Some improvement was one, and marked improvement was two. Activities included dance and use of objects to aid in memory stimulation. The closing session included singing, breathing exercises, and gentle movement. The same two staff members collected data during each session. Neurological deterioration in the frontal lobes in Alzheimer’s disease inhibits motivation and self -expression. Arts and creative activities can help a person communicate by creative self-expression. Participants in both units showed marked improvement in communication. Pleasure and enjoyment are important for well-being. All but two of the participants in the study showed pleasure and enjoyment. This suggests that creative therapy can have a positive effect on well-being. This study showed that dementia patients responded well to creative therapy. Some limitations to creative therapy are the skill mix of the staff and the individual diagnosis of dementia and degree of complexity of the patient’s needs. This study suggests that maintaining artistic approaches to health care can have beneficial outcomes for patients. Creative therapy should be adopted into mainstream care services for dementia patients. Short and long term effects of the therapy still need to be researched. Creative arts therapy uses art, music, dance, movement, and yoga. Creative arts therapy is useful for communication, emotional release, and healing. It helps promote self-expression, emotional well-being, coping skills, emotional release, and build physical and mental strength. Hospitalization is stressful. Arts therapy can help reduce the stress level of patients. It is particularly useful for hospitalized children. Dance and movement therapy can be very useful to reduce stress and help heal disabilities and diseases. It is useful for a wide range of disorders such as autism, mental retardation, post- traumatic stress disorder, Parkinson’s, dementia, and depression. It can also be used for blind patients to help build coordination. It provides social interaction, expression, reduces stress, and improves motor abilities as well as providing exercise. It would be very useful in rehabilitation, centers, day care centers, nursing homes, and children’s units in hospitals. It is a good way for nurses and other staff to interact with their patients. Staff should be properly trained to provide this therapy or physical or occupational therapist can be used to provide creative arts therapy. The ethical considerations in this study mostly revolved around willing participation from patients. All of the patients in the study volunteered to take part. Consents were obtained from patients and family members. They also consented to photographs being taken. The patients were identified by numbers during the entire 8 week study so they were therefore anonymous in the results. Ethical approval was not required since this was a service improvement project evaluation. No harm was done to patients in any way. For any physical activity the patient should first be cleared of any risk to their health by their doctor. Patients should be able to stop therapy at any time. Some of the rights involved were the right to self- determination, right to privacy, right to fair treatment, and protection from discomfort and harm. All of these patient rights were respected in this study. The risk benefit ratio was acceptable. There was little if any risk to patients and the study could benefit the participants and others. I feel that creative arts therapy can be used in many more settings than it is currently. As a rehabilitation nurse I believe it should be incorporated into the physical therapy the patients receive each day. Patients stay on the unit I work on for 5 to 30 or sometimes more days. This kind of therapy would probably greatly improve patient satisfaction. They often feel that physical therapy is hard work. Mixing art and creative therapy would make it more enjoyable.

Consumer Society Is a Divided Society

TMA 2 Consumption has great control on individual’s lives, the whole development, contemporary UK and the rest of the world. Consumer society is characterization used to explain a society that is defined by the way individuals acquire goods, how they use them and the disposal of these goods. (Hethering, 2009, p. 33). Consumption comprises of individual that acquire goods for personal use and those that acquire for manufacturing and resale. However Social Scientist comes in to try and analyse consumer behaviour when acquiring these goods. The question now is whether the consumer society is a divided society.Some view consumer society as divided society and others see it as a society that acquires goods for personal use and that reflects personality and individuality. For some consumer society is not only about purchasing good for essesntial use but also as a way of trying to get a sense of belonging in society. Social Scientist Zygmun possed a question on whether the ability to be part of a consumer society was equally available to everyone. (need referencing. )Bauman’s concept of seduced and repressesd consumers visualise inequalities and differences created by a consumer society.Bauman, claims that we live in a consumer society where divisions are entranched not by class, but by the economic ability to consume. (Hethering,2009,p. 25) Buman described the consumer society by dividing them into two group, the seduced and the repressed. The seduced being the weathy, highly paid professional. This group often run an expensive lifestyle, for example buying expensive houses, cars, designer clothes etc. The repressed as the ones that are not employed, on low paid jobs, the disabled and many others. Hethering,2009,p. 25). this concept in Bauman’s view reflects his understanding in consumer division.