Applied Linguistics Essay Example for Free

Applied Linguistics Essay Second language learning has always become an important work-field both in schools and other private sectors dealing with language teaching and learning process especially in the time of global integration. It is a complex activity involving a mix of internal factors such as age, aptitude, motivation, personality, or learning strategies†¦and external factors such as socio-economic and cultural background, learning and teaching contexts†¦ All these factors play a very important role in learners? success in acquiring and using a second language. Thus, learners’ second language achievement can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. Because of the limited size of this article, I am going to discuss some of the most important factors affecting learner’s second language achievement: motivation, age, personality, social and cultural factor in order to analyze what stimulates successful language learning and what places obstacles in the learner’ s path to language proficiency. II. DEVELOPMENT II. 1. Some factors affecting learner’s L2 achievement II. 1. 1. Internal factors II. 1. 1. 1. Motivation It is undeniable that motivation is one of the major factors in deciding the learner’s failure or success in second language achievement. Motivation is a kind of desire for learning. It is very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language. Reece Walker (1997) stress that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. In this article, we are concerned with motivation related to foreign language teaching and learning. Wilkins (1972) points out that â€Å"motivation is not a general covert term for possibly distinct concept such as energy, interest and enjoyment, but instead, restricted to the degree of willingness to learn which depends largely on the learner’s needs in learning the language. Psychologists have distinguished two major types of motivation which play an important role in determining how willing the learner is to persevere with the task: instrumental and integrative motivation The first motivation will be discussed is instrumental motivation. It is generally characterized by the desire to obtain something practical or concrete from the study of a second language (Hudson 2000). With instrumental motivation, the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status. Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place. According to Richards (1976) simply learning a language to acquire course credits, or to carry out a limited range of tasks that do not involve the learner in close face – to – face interaction ( for example a person learning enough English to sell souvenirs to tourists does not generally lead to a high degree of accomplishment in learning). However, in recent years, according to Brown (1977), he stated that Indian English is one example of a variety of English which can be acquired very successful for instrumental reasons alone. Another motivation will be taken into consideration is integrative motivation. According to Gardner and Lambert (1959), this kind of motivation means learning a language because the learner wishes to identify himself with or become integrated in the society whose language it is. It has generally been thought that integrative motivation is the more powerful of the two because it implies a desire to integrate with speakers of the target language. Instrumentally oriented students would be expected to acquire the second language only to the point where their instrumented goals were satisfied. It is likely that when the learner merely wanted to be able to buy food and take public transportation he could achieve those goals with a very low level of proficiency in the second language and if the learner had to use the target language in his professional life, his level of learning would be much higher. Learners with integrative motivation view the language as a key to social and cultural enrichment through the opportunities to provide for association with members of a different culture. Then their goal in learning the language is to be able to use the language as a means of  communication and also for acceptance by the people who speak the language. Such motivation often leads to high accomplishment. In settings such as Vietnam, learners who learn English for special purposes have a great deal of instrumental motivation to acquire English in order to be able to be applied for a good job with a high salary. They learn English very fast just because they want to communicate orally, in a very simple English with other speakers of English. In Vietnam, English is a compulsory subjects so almost all of students learn English just to pass the exam. Thus, the type of language learned namely forms as mainly for communicative use will be directly affected by the type of examination students need to pass. As a result, it is likely that learners will not achieve a high standard of English. II. 1. 1. 2. Language aptitude As has been discussed in the previous section, success in mastering a foreign language depends very much on the learner’s motivation. Beside the motivation factor, social psychologists have also found out that whether a student can learn a foreign language very successfully or not also depends on his language aptitude. This section is an attempt to discuss an intrinsic factor influencing foreign language learning that is language aptitude. Aptitude for language learning is usually composed of four different types of abilities: the ability to identify and memorize new sounds, the ability to understand the function of particular words in sentences, the ability to figure out grammatical rules from language samples, the ability to memorize new words. Many tests of language aptitude have proven extremely effective in predicting which learners will be successful in learning. However, considerable controversy remains about whether language aptitude is properly regarded as a unitary concept, an organic property of the brain, or as a complex of factors including motivation and short-term memory. Research has generally shown that language aptitude is quite distinct from general aptitude or intelligence, as measured by various tests, and is itself fairly consistently measurable by different tests. Language aptitude research is often criticized for being irrelevant to the problems of language learners, who must attempt to learn a language regardless of whether they are gifted for the task or not. This claim is reinforced by research findings that aptitude is largely unchangeable. In addition, traditional language aptitude measures such as the Modern Language Aptitude Test strongly favor decontextualized knowledge of the sort used in taking tests, rather than the sort used in conversation. For this reason little research is carried out on aptitude today. However, operators of selective language programs such as the United States Defense Language Institute continue to use language aptitude testing as part of applicant screening. In my opinion, as a teacher of English, aptitude plays an important role in learner’s language achievement. How is it that some people can learn a foreign language quickly while others, given the same opportunity experience utter failure? Does this depend on how language is taught? Partly this is true as when the teacher is equipped with a better language teaching method, his students can learn faster. But partly it is not true as in the same group there always exists fast and slow learners. Another answer to the question is the problem of â€Å"motivation† but not all students with the same motivation can have the same accomplishment. Another possible answer to the question is that some people have language aptitude while others do not. II. 1. 1. 3. Learner’s age The previous section dealt with the learner’s language aptitude, a factor that influences language acquisition a great deal. This section will take into consideration another factor age which has received a number of opinions so far. In the past few decades, the comparisons among child, adolescent and adult learners have been made by many researchers, and the different findings as well as explanations have been reported. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learningthe younger = the better and the older = the better. However, recently the scholars in the fields of linguistics, psychology and psycholinguistics have reported their study or experiment results continually, resulting in completely different points of view so the argument for or against the Critical Period Hypothesis has never stopped. The question of how developmental stages interact with individual learning differences is still a question of great debate. Is there an optimal age, a critical period or a sensitive period? How does the age factor affect the development of linguistic abilities? Are adults really inferior to children and even to adolescents? There exists a belief that younger learners have certain advantages over older learners in language learning. According to Ellis in 2008; Larsen-Freeman in 2008; Mayberry Lock in 2003, Robert Dekeyser in 2000, younger children learn L2 easily and quickly in comparison to older children. Larsen-Freeman Long in 2008 also suggest that there is a period of time, between birth and somewhere around the age when a child enters puberty, exists in which the learning a second language can be accomplished more rapidly and easily than times falling outside of this period (i. e. post puberty). This is because children are in the most flexible condition learning a foreign language. This stage might be strongly impressed on their brain, which can stimulate nervous function system, and the further learning can help them to form language habit and competency easi1y. however Researchers also disagree with withdrawing home language support too soon and suggest that although oral communication skills in a second language may be acquired within 2 or 3 years, it may take 4 to 6 years to acquire the level of proficiency needed for understanding the language in its academic uses (Collier, 1989; Cummins, 1981). So children who are taught L2 intensively too early will damage their L1 acquisition. Another belief reported by Johnson and Newport, Dekeyser, Asher and Price, Politzer and Weiss, Olson and Samuel, Lightbown and Spada (2008) that older learners have a higher level of problem solving and metalinguistics abilities than younger learners.. The young learners are considered fluent in communication of the second language and achieve native like accent. Learners after the age of puberty do not acquire native like accent of a second language but have complex learning pattern. Research suggests that children and adults L2 learners pass through different developmental states in second language learning. Learning depends on the cognitive maturity and neurological factors. Adults’ cerebra nerve network has come into being completely, and their thinking habits have become mature in this period. They can deal with complicated language form and contents easily, because their meta-language consciousnesses, common sense and literary knowledge are better than children. In general, age is important but not everything in second language learning. There are some factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners. II. 1. 1. 4. Learner’s personality We have mentioned some important factors influencing learner’s second language achievement such as motivation, language aptitude and age. In this section we continues with some specific personality factors in human behavior in relation to second language acquisition. The psychological factors to be discussed here are self-esteem, inhibition, extroversion/ introversion. Self –esteem is the degree of value, a worthiness which an individual ascribes to himself. According to Schuman in 1978 and Brown in 1980, there are three kinds of self- esteem: global, specific and task self – esteem. How is self –esteem related to second language acquisition? Brown (1980) states that specific self- esteem might refer to second language acquisition in general but task- esteem might approximately refer to one’s self-evaluation of a particular aspect of the language process: speaking, writing†¦ A study by Adelaide Heyde (1979) revealed that all three aspects of self-esteem correlated positively with performance in oral production and student with high self –esteem actually performed better in the foreign language. Inhibition sets of defences built to protect the ego, a concept closely related to self-esteem and of course has to be considered by teachers. Language learners, children or adults, make progress by learning from making mistakes but at the same time, making mistakes can be viewed as a threat to one’s ego. As a result, the learner tends to build a certain degree of defence to protect himself. Guiora et al (1972a) produced one of the few studies in inhibition in relation to second language learning, and the experiments have been high-lighted a possibility that the inhibition, the defence which we place between ourselves and others can prevent us from communicating in a foreign language. . Another factor which also needs some examination is extraversion and introversion. Language teachers often assume that the extraverts are better language learner than introverts. In a language class, the teacher tends to prefer to have more students with an outgoing and talkative personality. At an early stage, extroverts seem to speak the language better than the introverts, but this does not mean that the proficiency of a more introverted student will be lower. This depends very much on the goal of learning. It can be argued that the reserved learner may be very quiet but he can be a good language learner in the sense that he is good in aural and reading comprehension even though he cannot speak. Thus, it is not clear then that extraversion or introversion helps or hinders the process of second language acquisition and it is hard to say which is ideal for language learning. II. 1. 2. External factors The previous section examined some aspects of internal factors. This section accounts for some equally important external factors which also affect learner’s second language achievement. As language teachers we are faced with factors such as the social context of learning, the cultural differences between two language involved. The learning environment of the educational context and the teaching method being used. Most of these are largely beyond our control but nevertheless they are important because they can affect, sometimes decide the learner’s internal factors in learning. To improve teaching and stimulate better learning, these factors should be taken into consideration. II. 1. 2. 1.  Social factor The child’s acquisition of his mother tongue is affected by the condition under which it takes place. The same influence is also relevant to learning of a second or foreign language. The classroom itself is a kind of social setting where each student has a role, so his success of learning a foreign language is, to some extent, determined by the teacher- student relationship and the student- student relationship. The teacher’s love for his job is often an encouragement to his students in their learning. According to Cheatain (1976), student is also strongly encouraged to learn the language when his teacher is always hopeful. The student- student relationship is no less important. This instance concerns face- saving. No students likes to let his errors be known to his friends, so correction of errors by the group is helpful when there is non- hostile trusting climate in the classroom. In addition to the classroom features of the learning situation itself, there are factors in the wider social context that influence language learning. Teaching never occurs in a vacuum. Any subject occupies a position in the syllabus in order to meet a need of all part of the school population. Second language or foreign language teaching is not an exception. As the political, economic and historical conditions change, the course objectives are altered. In a great number of countries it so happens that shifting political economic and social conditions often bring about the change in status of a second or foreign language. For example, English was not introduced into the school curriculum in Vietnam until 1971. Nowadays, when Vietnam is a member of WTO, English becomes a compulsory subject as it is an international language of commercial and official communication. Political factors are not the only ones that influence second language learning. Other attitudes towards language learning which are characteristic of the society to which the learner belongs are particularly important to the success of language learners. In Vietnam, the ability of using English fluently is a special qualification for certain favored jobs, but in others like the UK or the USA, learning another language is little more than a hobby. Obviously, all the different attitudes, which actually stem from political, economic or historical causes play an important part in the overall achievement in foreign language learning. II. 1. 2. 2. Cultural factors It is obvious that knowing a second language no longer means merely having acquired some linguistic competence: the ability to construct grammatically correct sentences. It also includes the acquisition of communicative competence: the ability to communicate the second language. To the extent that language is culturally acquired, one can never learn a second language successfully without learning the culture of that language. In the article â€Å"Talking across culture† in 1981, Richards argues that those who are supposed to know a foreign language must have linguistic competence, communicative competence and social competence as well. By social competence, he means that the learner is expected to know how to behave in a speech community of speakers of the target language. In other words, he must be familiar with the culture of the native speakers otherwise, he will be shocked, or fail to understand native speakers even though he is linguistically competent. It can be concluded that anyone decides to learn a certain language properly, culture is something he cannot avoid in the process. In teaching English, we need to be aware of the cultural assumptions that the students already possess. We also need to be aware of the cultural assumptions that surround the use of English. Functions and structures used to be examined for cultural content, it cannot be assumed that they are neutral. II. 2. Language teaching implications. For the reason that motivation plays a very important role in second language achievement, the task of the teacher is to maximize the motivation. Teachers should raise students’ interest in learning English so that they no longer learn English to pass the exam or to fulfill curriculum’s requirement but for the desire to interact and communicate with foreigners†¦ In order to achieve these goals, teachers should vary the activities, tasks and materials, provide students with opportunities for interaction in the target language in and outside the language learning environment through preplanned, and authentic activities. As a result, students will be more interested in learning English. Not many researchers have carried out research about language aptitude because it is something that teachers are powerless to alter. Students vary in terms of aptitude so teachers should categorize them according to their aptitude profiles. For example, one group was identified as having particularly good memory abilities (relative to other abilities), and another group was identified as being high in verbal analytical abilities. It is the duty of teachers to select appropriate teaching approaches and activities based on learners’ aptitude profiles to accommodate their differences in aptitude. If the methodology matches students, they will learn better otherwise it may decrease students’ second language achievement. We all know that different ages have different ways of learning and different ways of achieving language. The differences among the three age groups (children, adolescents and adults) are really existent and the biological L2 learning conditions are unchangeable. Learners of different ages and stages should use different strategies. Thus, the teacher’s duty is different in the three groups and the teaching approaches and strategies should cater for the traits of students. For example, children use strategies unconsciously and their teacher should help them form good learning habits in this period. Some adolescents might be unable to be aware of using learning strategies, and others use too many complex and sophisticated learning strategies in L2 language learning, which might not ensure to achieve high level. Adult learners prefer analytic-style strategies such as comparative and contrastive analysis, generalization rules learning, and dissecting words and phrases. As a result, teachers should manipulate a number of options according to the aim of the teaching and learning, such as different reading materials, the speed of teaching procedures, etc Suitable approach and strategies for each trait of age will help learners achieve language better, compensate the shortcomings and take good advantage of in three groups. As the results listed in the previous part indicate, learners differ in terms of personality. Some students are very reserved, some are self- confident, some are ready to take a risk but others do not. Understanding each student’s personality is extremely important to every teacher not except for teacher of English. When teacher know students’ characteristics, they can use appropriate methods for each of them. For example, most of Vietnamese students are still basically shy and withdrawn. Then teachers should involve a lot of pair and group work instead of using the teacher- students questions and answers. Teachers should use cooperative rather than competitive goals to create a supportive and non-threatening learning atmosphere. Besides, teachers should encourage and support students all the time especially when they are struggling or lacking confidence in certain areas. Good teachers will know how to adapt their methods of teaching to different learners’ personalities to have best results in second language achievement. It cannot be denied that social context has a big influence on situation of second language teaching and learning of each nation. Thus, in order to create a good learning condition for second language learning to flourish is the duty of everyone: parents, authority of school, community, ministry†¦ For example, parents should give children favorable condition to learn second language, school should be concerned about students’ language learning and teaching to make it better, ministry of education should pay more attention to the quality of language teacher, textbooks and facilities necessary for effective second language teaching and learning to happen. Culture is very important in second language learning so the duty of teachers is to raise students’ awareness of cultural differences between countries. When teaching a foreign language such as English, teachers should teach students language competence along with socio- cultural competence. Both teachers and authorities should bear in mind that learning about other cultures does not mean changing one’s own values and world outlook. On the contrary, by comparing some aspects of cultures in different societies, students may better appreciate their own culture and tradition and avoid false stereotypes which may result in either prejudice against other culture or blind belief that other cultures are superior. A successful language learner is a person who not only knows how to make grammatical and meaningful sentences but also knows how to use them in appropriate situations and a good language teacher is a person who knows how to help them do so successfully. III. CONCLUSION In conclusion, the success in second language acquisition depends largely on many factors but some of the most important factors can be mentioned are motivation, language aptitude, learner’s age and personality, social and cultural context. Thus, knowing these factors and how they influences learners’ second language achievement is very crucial to teachers of foreign languages in general and English in particular. Their language can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. IV. REFERENCE Krishna K.  B , â€Å"Age as an Affective Factor in Second Language Acquisition†, Troy Universityn Press. HIDASI, Judit, (2005) â€Å"The Impact of Culture on Second Language Acquisition†, Annals of the International Business School. Hoan, P. K, (1985), â€Å"Psychological and cultural factors related to methodologies to Hanoi foreign languages Teachers’ college student†, Sydney Zhang . J, (2006) Sociocultural Factors in Second Language Acquisition, Sino-US English Teaching, Volume 3, No. 5 (Serial No. 29) Mehmet, N. G, (2001) â€Å"the effects of age and motivation factors on second language acquisition† F? rat University Journal of Social Science. tic

Influence of Pain on Quality of Life for Cancer Patients

Influence of Pain on Quality of Life for Cancer Patients Abstract Purpose: Pain is a common complaint of cancer patients which is found to significantly affect the quality of life of Head and Neck cancer patients. For patients suffering from cancer, control of symptoms and pain play a significant role in improving the overall quality of life of head and neck cancer patients. A literature search revealed that studies on the intensity of pain and quality of life before receiving anticancer therapy are lacking. Thus, this study was an attempt to assess the influence of intensity of pain on quality of life of cancer patients before receiving anticancer treatments Methods: A total of 100 histopathologically confirmed cases of head and neck cancer were interviewed. Intensity of pain was evaluated using the Brief Pain Inventory and the quality of life of patients was evaluated using EORTC QLQ-C30 module.. Results: The results showed that majority of patients suffering from oral cancer belonged to 5th and 6th decade of life. Kruskal Wallis test showed statistically significant in the quality of life and tumour stages. Chi square test also gave significant association between the quality of life and pain. Conclusions:. Assessment of Quality of life in cancer patients will direct the attention of clinician to the most important symptom; pain. Thus appropriate interventions can be instituted at right time along with palliative care to improve the Quality of Life of cancer patients. Keywords: Pain, Quality of Life, Cancer, Palliative care Introduction: Head and neck cancer encompasses a group of tumours involving the lip, oral cavity, nasal cavity, larynx, pharynx and paranasal sinuses. By incidence, it is the sixth leading cancer worldwide and eighth by fatality. Every year 0.5 million new cases are reported. It usually develops in 6th-7th decade of life and five year survival rate in a patient suffering from HNSCC is 40-50%. Approximately 40% of these tumours occur in the oral cavity, 15% occur in the pharynx, and 25% occur in the larynx; in 90% of the cases, the most common histologic type is squamous cell carcinoma. (1) Pain is the most burdensome symptom and is one of the most common complaints in a patients suffering from Head and Neck cancer. A systematic review evaluating the prevalence of pain in cancer patients over past 40 years reported high figures in the range of 52-77%. (2) The review also stated that as the stage of cancer advanced the prevalence of pain also increased. They reported a prevalence of 62%–86% in patients with advanced cancer. (2) These figures are in contrast to rapidly increasing research work in the field of pain relief. Pain is one of the most significant symptoms of cancer patients that affects multiple domains of life ranging from its impact on physical functioning to emotional functioning. It is a usual symptom of cancer patients, accounting for 30% to 40% of their chief complaints, and is of multifactorial aetiology. Approximately 58% of cancer patients suffer from unbearable pain, and this prevalence increases to 85% in patients with cancer in advanced stages. (3. A metanalysis which was carried out in the year of 52 studies for evaluating the prevalence of pain in cancer patients, reported that head and neck cancer patients had the highest prevalence of pain exceeding gastrointestinal gynaecological, breast and lung tumours. (2) In Head and Neck cancer patients, pain distresses the oral functions and is chief complaint in approximately 58% of the patients awaiting treatment and in 30% of the treated patients (4,5). The term â€Å"Quality of Life† has been used in literature in various ways both as a concept and an instrument of measurement. Very rarely has it been defined clearly. It may be considered as a subjective term which conveys the perception of a patient about his life which may either be positive or negative. It includes an assessment of general health, satisfaction, fulfilment, ability to cope, happiness, being in control and degree of independence. (6) Not only does pain affect the life of quality of patients before seeking antineoplastic treatment, also it has devastating effect in patients undergoing treatment. Thus there has been a growing interest in the inclusion of measures for improving life quality of patients before, during and after undergoing quality of life treatments. Literature search revealed that studies on the intensity of pain and quality of life before receiving anticancer therapy are lacking. Thus, this study was undertaken to assess the severity of pain and its impact on the quality of life (QoL) in untreated patients with head and neck carcinoma using questionnaire. Also the association of pain severity with clinical stage of the tumour and lymph node involvement was assessed. Materials and Methods: The study was carried out in the patients reporting to the outpatient department of K.L.E.V.K.I.D.S and Belgaum Cancer Institute. Ethical clearance was obtained from the institution. A total of 100 confirmed head and neck cancer patients were interviewed. Untreated histopathologically confirmed head and neck cancer patients were included in the study while patients who were receiving, or had completed their course of treatment for cancer, with recurring malignant disease and with compromised physical and mental state which prevented them from answering questions were excluded from the study. Patients were divided into four groups depending on their stage of tumour as follows:- Group I = Stage I=23 patients Group II = Stage II=25 patients Group III = Stage III=25 patients Group IV = stage IV=27 patients Pain was evaluated using â€Å"Brief Pain Inventory (BPI)† (7) which was validated in the North Indian Population.(8) The BPI is a 11 point scale which is presented horizontally from numbers ranging from 0-10. The Questions were translated in the local language of the patient. Patients were asked to rate their pain in the last 24 hours at its Worst, Least and on Average. Patients were also asked to encircle the number indicating the amount of pain they were having at present. The pain was then categorized into four groups: No pain (0), Mild pain (1-4), Moderate pain (5-6) and Severe pain (7-8) The Quality of Life of patients was assessed using the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core-30 (EORTC QLQ-C30) version 3.0 (9) which was validated in Indian Population (10).EORCTC QLQ-C30 is a 30 item questionnaire which consists of five functional scale, three symptom scale, six single items and Global Quality of life question.(8) The functional scale comprises a set of questions to evaluate the functioning of a cancer patient which includes Physical, Role, Cognitive, Social and Emotional Functioning. Symptom Scale includes three items to evaluate the fatigue, pain and nausea in patients. A number of single items such as Dyspnoea, Insomnia, Insomnia, Constipation, appetite loss, Diarrhoea and Financial difficulties were also included. The Symptom scale evaluated Fatigue, Pain and Nausea. Patients were asked to answer each question on a 4 point scale ranging from 1-4; corresponding to pain as Not at all (1), A little bit (2), Quite a Bit (3, Very Much (4). Patients were asked to rate the last two items (Global Quality of Life ) on a horizontal scale ranging from 1-7. All the scores thus obtained were linearly transformed to be expressed on a scale from 0-100. All the data was tabulated and non-parametric tests were applied. The data was subjected to Descriptive statistics, Mann-Whitney and Kruskal – Wallis test. Results: 100 histopathologically confirmed cases were enrolled in the study. The results showed that head and neck cancer was common in patients in 5th and 6th decade of life (35% and 32% respectively) with a mean age of 54.8 years (age range-24-86 years). Strong predominance of male population (79%) was seen. Out of a total 100 patients, 67% patients had the site of primary tumour in Oral cavity followed by Oropharynx (22 %), Larynx (6%)and Hypopharynx (5%). Lymph node involvement was present in 66% patients. The Mean scores for all the items on the scale was obtained using the EORTC QLQ-C30 Scoring Manual. Patients in the early stages of tumour scored significantly higher on function scale indicating higher functionality and ease in their daily activities. On contrary patients with advanced cancer scored higher on symptom scale indicating hampered quality of life and greater difficulty in doing their day to day work. Kruskal wallis test showed significant difference in the quality of life and the tumour stages, which was statistically significant .(p value On applying Mann Whitney test significant differences in the quality of life of patients with lymph node involvement and without lymph node involvement. (p value Chi square test also gave significant association between the quality of life and pain. (p value Discussion: This study was carried out to assess the influence of pain severity on quality of life of head and neck cancer patients before receiving any antineoplastic treatment. With approximately one million of new cancer cases being added every year in India and 80% of them presenting in advanced stages ( stage III and stage IV)(11)the need for pain relief and palliative therapy is imperative. Cancer pain still being one of the most dreaded and burdensome aspects of cancer patients draws attention to the management of pain in head and neck cancer patients. Inspite of introduction of WHO’s step ladder pattern for the management of pain control in cancer patients (12) it has been reported that less than 3% patients in India have an adequate access to pain relief. (13) . The present study also showed signification association between the cancer pain and stage of tumour. Patients with advanced stage of tumour experienced more difficulty in talking, swallowing etc. and poorer quality of life thus indicating a greater need for the institution of pain relief measures. The findings were consistent with the study done by Oliveira KG et al (14) who concluded that patients in advanced stages showed higher impairment in their functional status. Similar findings were noted by Connely et al (4) who reported that patients with squamous cell carcinoma experienced significantly incr eased function-related intensity of pain rather than spontaneous. The reasons for under treatment and inadequate pain relief could be attributed to poor resources, inaccessibility to morphine, misconception about the drugs for pain relief e.g. addiction, opiophobia of patients and communication problems. (15) Also the nature of Cancer pain is not fixed. It has multiple complex aetiologies and is recurring in nature. One of the very important reasons for the inadequate pain relief in cancer patients is that currently no such medication exists for chronic cancer pain that will provide more than 30% relief to the cancer patients.(16) This makes the institution of palliative and support care even more essential. The World Health Organization has defined Palliative care as â€Å"An approach that improves the quality of life of patients and their families facing the problems associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial, and spiritual.† (17) WHO emphasizes on meeting the psychological, social and mental needs of the patients so as to improve their quality of life. However, it has been reported that approximately 85% of patients who are admitted to palliative care centres have inadequate relief of pain. (18). Despite the fact that HNC has the highest pain prevalence of all the cancers and is one of the initial symptoms that motivate the patients to seek medical opinion, health care professionals concentrate solely on the surgical aspects, radiotherapy and chemotherapy. The management of chief complain of the patient i.e. pain is neglected which leads to poor quality of life. Therefore an evaluation of cancer patients before initiating any antineoplastic treatment is critical to because most of the studies concentrate on the assessment of pain during or after treatment. Conclusion: The average time from the admission of patients to palliative care unit and their death is usually less than a month thus indicating that palliative care is usually initiated only in the terminally ill patients, An assessment of quality of life of cancer patients before treatment will draw the attention of the clinician to the most symptomatic and feared aspect of cancer i.e. pain. Thus appropriate measures for pain relief along with supportive and palliative care can be instituted right from the beginning of the treatment which will greatly enhance the quality of life of cancer patients. References: Parkin DM, Bray F, Ferlay J, Pisani P:Global cancer statistics, 2002. CA Cancer J Clin2005,55:74-108. Van den Beuken-van Everdingen MH1, de Rijke JM, Kessels AG, Schouten HC, van Kleef M, Patijn J. Prevalence of pain in patients with cancer: a systematic review of the past 40 years. Ann Oncol. 2007 Sep;18(9):1437-49. Cuffari L, de Tesseroli SJT, Nemr K, Rapaport A:Pain complaint as the first symptom of oral cancer: a descriptive study. Oral Surg Oral Med Oral Pathol Oral Radiol Endod2006,102:56-61. Connelly ST, Schmidt BL: Evaluation of pain in patients with oral squamous cell carcinoma. J Pain 2004, 5:505-510 Epstein JB, Emerton S, Kolbinson DA, Le ND, Phillips N, Stevenson-Moore P, Osoba D: Quality of life and oral function following radiotherapy for head and neck cancer. Head Neck 1999, 21:1-11. Bjordal K1, Kaasa S. Psychometric validation of the EORTC Core Quality of Life Questionnaire, 30-item version and a diagnosis-specific module for head and neck cancer patients. Acta Oncol. 1992;31(3):311-21. Cleeland CS, Ryan K: Pain assessment: global use of the Brief Pain Inventory. Ann Acad Med Singapore 1994, 23:129-138. Saxena A , Mendoza T,. Cleeland C. The assessment of cancer pain in north India: the validation of the Hindi Brief Pain InventoryBPI-H. J Pain Symptom Manage. 1999 Jan;17(1):27-41 Aaronson NK, Ahmedzai S, Bergman B, Bullinger M, Cull A, Duez NJ, Filiberti A, Flechtner H, Fleishman SB, de Haes JCJM, Kaasa S, Klee MC, Osoba D, Razavi D, Rofe PB, Schraub S, Sneeuw KCA, Sullivan M, Takeda F.The European Organisation for Research and Treatment of Cancer QLQ-C30: A quality-of-life instrument for use in international clinical trials in oncology. Journal of the National Cancer Institute 1993; 85: 365-376. Chaukar DA, Das AK, Deshpande MS, Pai PS, Pathak KA, Chaturvedi P, Kakade AC, Hawaldar RW, DCruz AK. Quality of life of head and neck cancer patient: validation of the European organization for research and treatment of cancer QLQ-C30 and European organization for research and treatment of cancer QLQ-HN 35 in Indian patients. Indian J Cancer. 2005 Oct-Dec; 42(4):178-84. Seamark D, Ajithakumari K, Burn G, Saraswalthi Devi P, Koshy R, Seamark C. Palliative care in India. J R Soc Med. 2000;93:292–5. Vardy J, Agar M. Nonopioid drugs in the treatment of cancer pain. J Clin Oncol. 2014 Jun 1;32(16):1677-90. Khosla D, Patel F, and Sharma S. Palliative Care in India: Current Progress and Future Needs. Indian J Palliat Care. 2012 Sep-Dec; 18(3): 149–154. Oliveira KG, von Zeidler SV, Podestà ¡ JR, Sena A, Souza ED, Lenzi J, Bissoli NS, Gouvea SA. Influence of pain severity on the quality of life in patients with head and neck cancer before antineoplastic therapy. BMC Cancer. 2014 Jan 24;14:39. Thapa D, Rastogi V, Ahuja V. Cancer pain management-current status. J Anaesthesiol Clin Pharmacol. 2011 Apr-Jun; 27(2): 162–168. Bloodworth D. Opioids in the treatment of chronic pain: Legal framework and therapeutic indications and limitations. Phys Med Rehabil Clin N Am. 2006;17:355–79. Geneva: World Health Organization; [Last accessed on 2012 Mar 02]. â€Å"WHO Definition Of Palliative Care â€Å"Available from: http://www.who.int/cancer/palliative/definition/en . Lin YL, Lin IC, Liou JC: Symptom patterns of patients with head and neck cancer in a palliative care unit. J Palliat Med 2011, 14:556-559.

Anselms Ontological Argument

Anselms Ontological Argument In this essay I shall describe Anselms ontological argument and look at how it may prove Gods existence. I will then go on to look at criticisms of the argument from both Gaunilo and Kant to see if they can show that the argument does not work and if not, why not. The core of Anselms ontological argument uses a reductio ad absurdum structure to attempt to prove the existence of God. He does this by showing that if the negation of the conclusion is followed then this leads to absurdity (a false or nonsensical conclusion). Anselms argument is as follows: If therefore that than which nothing greater can be conceived exists in the understanding alone [and not in reality], then this thing than which nothing greater can be conceived is something than that which a greater can be conceived. And this is clearly impossible. Therefore, there can be no doubt at all that something than which a greater cannot be conceived exists in both the understanding and in reality. This quote is somewhat confusing due to the language used so a simplified version may be of some use. The argument can be seen as such (1) God is something which nothing can be greater than; God is the being of maximum greatness. (2)It is completely possible that God can exist within reality ; God, no matter whether he actually exists within reality, can exist within some circumstances, therefore God may possibly have existed within our world. (3)Now if something exists entirely and only within the constraints of the mind and does not exist in reality but is still possible then it is plausible that that something which exists only within the mind may have been greater. (4) Now imagine that God exists only within the mind and does not exist in our reality (this can be seen to be God not actually existing at all), this allows for the idea that there is a possible entity which is greater than God. (5)So it can be a possibility that there is a being or entity which is greater than God! (6)Because God is the greatest and there is nothing which can be greater than God (as stated in point 1) then this argument has shown that there is something which can be greater than that which nothing can be greater than! Because statement 6 makes no sense due to it being self contradictory God must exist not just in the mind but also at the same time in reality. This argument has been given in many different forms over time and I will cite one here to show that the interpretation given above is not too far removed from other interpretations. The following interpretation is given by Plantinga: God exists in the understanding but not in reality. (Assumption for reductio) Existence in reality is greater than existence in the understanding alone. (Premise) 3. A being having all of Gods properties plus existence in reality can be conceived. (Premise) 4. A being having all of Gods properties plus existence in reality is greater than God. (From (1) and (2).) 5. A being greater than God can be conceived. (From (3) and (4).) 6. It is false that a being greater than God can be conceived. (From definition of God.) 7. Hence, it is false that God exists in the understanding but not in reality. (From (1), (5), (6).) 8. God exists in the understanding. (Premise, to which even the Fool agrees.) 9. Hence God exists in reality. (From (7), (8).) This interpretation basically follows the same structure as mine and uses the reductio ad absurdum principle to prove Gods existence. Now we have seen how the argument works we must look at some criticisms of Anselms approach. One of the most successful and effective criticisms is given by Gaunilo. He attacked Anselms argument by stating that his reductio ad absurdum could be applied to many things and not just god. For this reason he believed that Anselms argument was not a valid or acceptable way to justify Gods existence. Gaunilo used the example of the greatest possible island (originally conceivable but we shall use possible for cohesions sake). He went on to apply Anselms argument to the greatest possible island to prove the existence of this fictional island using the same style of reasoning which Anselm used to prove the existence of God. Now if somebody told me that there was an island greater than all other islands ever I would have absolutely no problem understanding the words which they used or the concept they were attempting to divulge. But if they then went on to state that because I can imagine the island in my mind then the island must be possible then I would have serious doubts about thi s concept (and their sanity for that matter). What follows will be Gaunilos criticism placed into the format of Anselms reductio ad absurdum argument : (1) Best island is an island that nothing can be greater than; Best island is the island of maximum greatness. (2)It is completely possible that Best island can exist within reality; Best island, no matter whether it actually exists within reality, can exist within some circumstances, therefore Best island may possibly have existed within our world. (3)Now if something exists entirely and only within the constraints of the mind and does not exist in reality but is still possible then it is plausible that that something which exists only within the mind may have been greater. (4) Now imagine that Best island exists only within the mind and does not exist in our reality (this can be seen to be Best island not actually existing at all), this allows for the idea that there is a possible island which is greater than Best island. (5)So it can be a possibility that there is a land or island which is greater than Best Island! (6)Because Best island is the greatest and there is nothing whic h can be greater than Best Island (as stated in point 1) then this argument shows that there is a possible island which is greater than the island that no island can be greater than. Because statement 6 is self contradictory then Best Island must exist not just in the mind but in reality at the same time. This argument seems to show that Anselms argument to prove God can be used to prove a lot of seemingly ridiculous ideas, for example greatest possible bouncy castle or greatest possible goat. On first impressions it would seem as though this argument goes a long way to disproving Anselms argument for God but there is a problem with this. Gaunilos argument doesnt actually tell us what is wrong with Anselms argument; although it shows that seemingly ridiculous conclusions can be proved to be true it does not specify what is exactly is wrong or invalid about Anselms argument. It does not state that any of the premises are wrong and neither does it show the conclusion to be invalid. In fact if Anselms argument is looked at in terms of logic then there is nothing wrong with it at all. Although this is the case, Gaunilos criticism is still a fairly weighty one due its ability to prove absurd conclusions. As with every objection there is always a response so now lets look at some responses to Gaunilos weighty criticism. One of these responses focuses on the idea of the greatest possible island (or best island). It states that the greatest possible island can actually not exist. My conception of the greatest possible island almost certainly differs from your conception of the greatest possible island. For example I may prefer there to be a lot of animals on the island, dangerous and non dangerous and a lot of trees. Whereas you may prefer to only have non dangerous animals and mostly open areas on the island. This shows us that although subjectively there is the possibility of the greatest possible island on a large objective scale there can be no such thing. In other words there is nothing within the definition of an island that allows for maximum greatness within a certain island. The oxford English dictionary defines an island as a piece of land surrounded by water. Clearly there is nothing there which could allow for one island to be greater than all others. It mentions nothing of the depth of water surrounding the island, whether or not there are inhabitants of the island, the size of the island etc. This is not the same for God though. Anselm describes God as maximum perfection of which nothing can be greater. The idea of God cannot be pulled away from the description of God. God is that which nothing can be greater than. This differs from the greatest possible island as the idea of perfection is a separate concept which has be added to the idea of an island. So it seems that although Gaunilos objection on first inspection is a good one it misses the point that maximum perfection cannot be separated from the concept of God whereas maximum perfection can be separated from the concept of an island. The final objection that I will look at comes from Kant, the very man who coined the phrase ontological for Anselms argument. Kants argument works by rejecting premise (3) (if something exists entirely and only within the constraints of the mind and does not exist in reality but is still possible then it is plausible that that something which exists only within the mind may have been greater). Kant states that the Anselms argument is based on the idea that a God which exists is greater than a God which does not. Kant believes this to be false and confusing. In this objection Kant states that existence is not a property which can be possessed, or not possessed by an object. He goes on to say that existence, if it not a property, is a concept which refers or corresponds to something within our world (universe). In other words if something exists then there will be an example of the thing that exists in our world. A way to illustrate this is by giving the example of a ball. This ball is blue, round, fairly heavy and has the diameter of 50cm. Now if I say that this ball exists it does not add any properties to this ball, equally if I say that it doesnt exist it adds no properties to the ball. When I say that it exists I am merely saying that there is an example of this ball within our world. When one applies this to the argument we can see why Kants objection is so well accepted amongst those who reject the ontological argument. If existence is not a property then a God which exists and a God which does not exist are absolutely identical. Both are omnipotent, omnipresent and so on. If they are both identical then Anselm cannot claim that a God which exists is greater than a God which does not exist. If this is the case then the ontological argument fails as premise three is false! One response to Kants objection is that existence adds something to our conception of a subject. If I read about superman believing that he existed I would be very impressed with his powers and what he has done etc. If then I discover that superman does not exist I may be disappointed and my conception of him may change. This then allows for existence to alter my conception of a subject thus allowing for a God that exists to be different, slightly, to a God which does not exist. This response seems somewhat weak though and I believe that Kants objection still stands. To conclude I have found that, through Kants property based objection, Anselms ontological argument fails to provide a decent way of proving Gods existence. Because Existence cannot be seen to be a property then the ontological argument fails. Gaunilo also provides some criticism of Anselm through showing that the ontological argument can be used to prove all kinds of ridiculous conclusions (if one accepts that the idea of maximum perfection can be separated from the concept of God). So because the ontological argument fails to defend itself adequately against criticism I believe that it fails as a way to prove Gods existence.

Cell Phones: Society‘s Newest Addiction Essay -- Technology, Psycholog

Imagine a situation in life where two friends are out for lunch or a couple is out on a date, and one person is talking on their cell phone the entire time. This is a perfect example of something that we as a society are experiencing more frequently every day. This kind of extremely rude behavior is starting to become the unfortunate norm in many social affairs, and this is just one example of how cell phones are starting to become a major addiction to everyone. Cell phones have become an extreme detriment to society for various reasons that are obvious every day. Cell phones have become the ultimate distraction and addiction for almost everyone in society today. Almost every person that is walking or driving around is on their cell phone in some way. Either they’re texting, on a phone call, or on the internet. It is extremely rare to look around anywhere and not see anyone with a phone in their hand. And when driving, this addiction goes from being just distracting to being seriously dangerous. According to a study by the University of Utah, distraction from cell phone use while driving (hand held or hands free) extends a driver's reaction as much as having a blood alcohol concentration at the legal limit of .08 percent. (http://www.nationwide.com/newsroom/dwd-facts-figures.jsp) Even with the laws prohibiting texting while driving and having a phone up to the ear, people still do these things every day as if the laws do not exist. Driving and using your phone is a potentially deadly practice, but the addiction to cell phones has grown so strong that most people appear to be unable to put them down, even if it means risking their lives or the lives of their passengers and other drivers on the roads. The addiction to cell phone... ...ble to us nowadays it’s hard to not get caught up in the technological age. But even with all the advancements available to us as a society, we must not forget that there is a real world outside of the flashing, colorful world that is our cell phones. There are people to be spoken to face to face, things to see and do that cannot be experienced unless we look up from our cell phones or take them off our ears for just a small part of our day. A world without cell phones was able to manage and a world with them can function just as well as long as our usage is wise and controlled. Works Cited "Cell Phone Driving Statistics | Get Texting While Driving Statistics & Facts from Nationwide | Nationwide.com." Nationwide Insurance - Auto Insurance Quotes and Car Insurance Rates. N.p., n.d. Web. 10 Feb. 2012. .

Considerations When You Buy an Existing Web Site :: Sell Websites Buy Websites

Considerations When You Buy an Existing Web Site Reprinted with permission of VotanWeb.com Almost everyone in the business of selling new websites offer impressive presentations projecting future sales and growth, but it's really just an educated guess about what may happen with any particular website in a given market niche. When all is said and done, all projected revenue and earnings on a new website are, to a certain extent, just hanging on a hope and a prayer. If you want to greatly improve your chances of success on the internet then should buy an existing website. A website that's already established and successful will allow you to get on the internet quickly while already having a track record of success. It just makes sense that your chances for success will be much greater. While it is not always easy to locate successful websites that the owners are willing to sell, there are still plenty of them around. The best way to find one is to use the services of an established website marketplace. We developed VotanWeb as the ideal platform to allow website owners to present their websites to the public. It is also the perfect tool for anyone with an interest in purchasing established turn-key websites. What is your perception of a "turn-key" website? Do you believe that if you purchase a turn-key website then you can just sit back and let the money roll in? Remember, although the table has been set by the current website owner, the website still requires your input and management to ensure it is a success. Buying an existing website does have some advantages, but it is by no means a guarantee of success. The website developer may have already done demographic and marketing studies evaluating the existing customer base, profile of website traffic, etc. Of course, the website seller cannot guarantee your success nor will they guarantee any projected revenues or profits. Probably the most attractive feature of buying an existing website from the buyer's point of view is that you can investigate any existing website much easier than you can research an idea for a non-existing website. The reason for this is because you will be able to research the existing website as well as other websites in the same or similar markets. You can also communicate with the current website owner and they will be a wealth of information for you. Considerations When You Buy an Existing Web Site :: Sell Websites Buy Websites Considerations When You Buy an Existing Web Site Reprinted with permission of VotanWeb.com Almost everyone in the business of selling new websites offer impressive presentations projecting future sales and growth, but it's really just an educated guess about what may happen with any particular website in a given market niche. When all is said and done, all projected revenue and earnings on a new website are, to a certain extent, just hanging on a hope and a prayer. If you want to greatly improve your chances of success on the internet then should buy an existing website. A website that's already established and successful will allow you to get on the internet quickly while already having a track record of success. It just makes sense that your chances for success will be much greater. While it is not always easy to locate successful websites that the owners are willing to sell, there are still plenty of them around. The best way to find one is to use the services of an established website marketplace. We developed VotanWeb as the ideal platform to allow website owners to present their websites to the public. It is also the perfect tool for anyone with an interest in purchasing established turn-key websites. What is your perception of a "turn-key" website? Do you believe that if you purchase a turn-key website then you can just sit back and let the money roll in? Remember, although the table has been set by the current website owner, the website still requires your input and management to ensure it is a success. Buying an existing website does have some advantages, but it is by no means a guarantee of success. The website developer may have already done demographic and marketing studies evaluating the existing customer base, profile of website traffic, etc. Of course, the website seller cannot guarantee your success nor will they guarantee any projected revenues or profits. Probably the most attractive feature of buying an existing website from the buyer's point of view is that you can investigate any existing website much easier than you can research an idea for a non-existing website. The reason for this is because you will be able to research the existing website as well as other websites in the same or similar markets. You can also communicate with the current website owner and they will be a wealth of information for you.

Differences between the ancient civilizations of Greece and Egypt Essay

The antiquated Egyptian and aged Greek human advancements are two of the eldest known developments in our history. Looking again at the past it is most likely Ancient Egypt and Ancient Greece were truly incredible. They were building their civic establishment’s peace by peace trough centuries. Egypt is a nation in North Africa, on the Mediterranean Sea, and is around the  most senior developments on earth. It began around 3150 BC and proceeded till the close of the Pharaoh lead in 31 BC. The antiquated Greek development is accepted to have been in actuality from 1100 BC work something like 146 BC. However, there are many, many differences between the ancient civilizations of Greece and Egypt in term of education system, art and geographical regions. In the advanced world no aptitude is more exceedingly esteemed than education. The saying â€Å"instruction† is typically utilized as a part of the restricted feeling of educated training; and the rate of proficient subjec ts has turned into a measuring stick of the social advancement of creating nations (Saggs, 1989). According to History kids in Ancient Egypt stayed with their moms until the age of four (n.d.). Throughout these years, a solid admiration for their moms was imparted in the kids. At the age of four, instruction of the young men was assumed control by their fathers. Whereas Children in the vast majority of old Greece began their training at age seven (History, n.d.). In Sparta, young men were given military preparing from ages seven to twenty to equip them for administration in the armed force. Young ladies likewise were obliged to prepare physically. They accepted solid ladies handled solid children. The exchanges Ancient Egypt had levels of income and force connected with them. Children regularly followed in the same exchange that their father honed. Some kids at this point went to a general town school while others went to a school intended for a particular vocation, for example, a minister or a copyist (History, n.d.) . While In Athens, poor youngsters finished not head off to cl ass. They were required around their homes to help their family bring home the bacon (History, n.d.). White collar class young men may head off to class for just three to four years. In ancient Egypt schools were taught composing, perusing, math, and games and in addition ethics and estates. At the age of fourteen, children of agriculturists or specialists joined their fathers in their callings (History, n.d.). Those kids whose folks had higher status professions preceded their training at extraordinary schools generally joined to sanctuaries or legislative focuses. In aged Greece the subjects they took in were perusing, written work, essential math, music, and physical preparing (History, n.d.) . At the age of eighteen, most young men were  obliged to join the armed force for two years of preparing. In antiquated Egyptian larger amount of instruction included taking in what was called â€Å"Guideline of Wisdom.† The â€Å"Direction of Wisdom† included lessons on morals and ethics. This more elevated amount of instruction likewise concentrated on aptitudes required for higher status positions, for example, specialist or recorder (History, n.d.) . The instructive track that a scholar emulated was regularly dictated by the position that the father held in the public arena, yet, understudies who indicated capacity were ready to get preparing for higher status employments however in aged Greece, after military preparing , young men from affluent families considered under a pedant. Regarded as an â€Å"intelligence vender,† a critic charged a charge to show subjects, for example, open talking or talk (History, n.d. . In Athens and different vote based systems, open talking and influence were exceedingly prized abilities. Based on history ocrates, the acclaimed Greek savant, accepted it was dishonest to take cash for showing youngsters (n.d.). He accepted the hunt for learning was more critical than the specialty of talking. Aged Greece is found in the mainland of Europe. Greece is encompassed by slopes and mountains, and is close to the Mediterranean ocean (University Press Inc, 2003). The Empire was the core of European civilization. Whereas antiquated Egypt is placed in the Nile Valley, in the north east of Africa ( The British Museum, n.d). By 3000 BC, the consolidated kingdom of Egypt took the entire Nile Valley and by 1500 BC, Ancient Egypt involved the area in all bearings from the Syrian coast to the Red Sea down along the valley past Nubia ( The British Museum, n.d). According to University Press Inc Athens is the image of flexibility, craft, and majority rule government in the soul of the socialized world (2003). The capital of Greece took its name from the goddess Athena, the goddess of astuteness and learning. In Athens memory never blurs. Wherever you stand, wherever you turn, the city’s long and rich history will be alive before you. This is the place that wonder of building design, the Parthenon, was made (University Press Inc, 2003) . This is the place  symbolization got indistinguishable from life, and this is the place Pericles gave the funerary discourse, that landmark of the spoken word. In the focal point of town are two slopes, the Acropolis with the landmarks from the Age of Pericles, and Lycabettus with the beautiful sanctuary of Ai Giorgis. Whereas, in Egypt it was divided in two sorts of area, the ‘dark area’ and the ‘red land’. River Nile the ‘dark area’ was the ripe arrive on the banks of the Nile ( The British Museum, n.d). The aged Egyptians utilized this area for developing their products. This was the main arrive in antiquated Egypt that could be cultivated since a layer of rich, dark sediment was kept their consistently after the Nile flooded. The ‘red area’ was the infertile betray that secured Egypt on two sides ( The British Museum, n.d). These deserts differentiated old Egypt from neighbouring nations and attacking guards ( The British Museum, n.d) . They additionally gave the aged Egyptians a hotspot for valuable metals and semi-valuable stones. An ominous aspect that sets the most obvious parts of both these progresses apart upon a look lies in their respective specialties. In antiquated Egypt, works of art were upheld and honed. A significant part of the workmanship portrayed in antiquated Egypt has been discovered to be typical in nature and is commonly found on tombs and landmarks (History, n.d.). Works of Egyptian craftsmanship have utilized numerous far more diverse yet expressive colours to paint sketches. Old Egyptians created numerous fine arts where they portrayed nifty gritty in nature and is usually intended to give recognition to the individuals who have passed in their eternity. Paper made from papyrus played a considerable role in the artistic creations of Egyptians (History, n.d.). On the other hand, figurines were an unmistakable work of art in old Egypt with Egyptian makings huge models of divine beings, Pharaohs, rules and monarchs. A standout among all these figurines is the sphinx as it displays Egyptian culture only lesser than the pyramids. Hieroglyphics scripts of pictures are images is another fine art of the old Egyptians. Workmanship utilized in antiquated areck is likewise very note worthy as it clear the paths for other westernize artistic expression. The areas made a variety of symbolizations. Earthenware was used for multiple purposes ranging from running regular errains to trophies or awards. The antiquated Greeks also worked with metals for numerous bits of craftsmanship (History,  n.d.). The Greeks also made a variety of dirt and terracotta figures. Huge models of marble, stone and metals like bronze are recognizable feature of Greek craftsmanship made throughout their time. Coins were another outlined aspect of Greek craftsmanship (History, n.d.). This practice is still accompanied by practically all the nations on the planet. The Greeks also develop a specialty of board painting, where put into practicality on dividers and columns and regularly told epic stories of heroes and divine beings. Different types of compositions that were practice by old Greeks include painting vases and many more Thus, we find that ancient civilizations of Egypt and Greece had many differences. There are many differences between civilization of Egypt and Greece such as Egypt was built all the more in light of River society, Greece was on Sea society, Egyptian myths is all the more nearly identified with Christian mythology, While Egypt and Greece were both positively impacted by their divine beings responding as individuals may with insignificant jealousies and such, Greece’s divine beings were malignant to the point of torture and Egypt had a divine being for everything, Greece just had divine beings for the more basic components of life. The main differences are art, geographical, and the education of the two civilizations as discussed herein. References American tourism company.(n.d.)Ancient Egypt education and learning. The Life of Ancient Egyptians Education and Learning in Ancient Egypt.Retrieved from http://www.touregypt.net/historicalessays/lifeinegypt7.htm#ixzz2uyntwE4X History.(n.d.).History link 101.Education in Ancient Egypt.Retrieved fromhttp://historylink101.com/n/egypt_1/a-education.htm History.(n.d.).History link 101.Education in Ancient Greece. Retrieved fromhttp://historylink101.com/2/greece3/education.htm Joshua,J.(2013).Egyptian culture.Definitian.Retieved fromhttp://www.ancient.eu.com/Egyptian_Culture/ Miercoles.(2008).Compare and contrast essay.Ancient Egypt and ancient Greece.Retrievedfromhttp://xlxkasaxlx.blogspot.com/2008/04/compare-and-contrast-essay_16.html Saggs,H.,W.,F.(1989)Civilization before Greece and

Emotional and practical difficulties Essay

â€Å"Approximately 240,000 children every year find themselves experiencing the emotional and practical difficulties arising from their parents separating or divorcing. † (NACCC 2001). In most cases parents can be responsible, put their own feelings aside and do what is best by their children by mutually agreeing on contact without the use of solicitors and the courts etc. Unfortunately however there are many cases where this does not occur. Usually this happens through lack of trust and communication, which develops because of many different reasons e. g.  one partner having an affair. As a result of this many children lose contact with close attachment figures and many members of their extended family. If children are denied contact with their non-residential parent they may start to feel rejected or abandoned, blame themselves for what has happened, feel increasingly insecure and may even become withdrawn and in some cases depressed. Research by the NACCC has indicated that children who experience this situation may start to take unnecessary risks or even harm themselves through feelings such as ‘I just don’t care anymore’. In many cases children have become rebellious and in some cases to the extent of anti-social behaviour within their communities and in school or wherever they can receive the most attention. Most disturbingly however many researchers state that the denial of contact can lead to a child experiencing difficulties in establishing happy and lasting relationships in adulthood and thus the cycle continues. â€Å"A Child Contact Centre is a meeting place where children of separated families can enjoy contact with one or both parents, and sometimes other family members, in a comfortable and safe environment when there is no viable alternative. † (NACCC 2001). Child Contact Centres can ensure that children involved in parental disputes can not only enjoy contact with a non-residential parent (s) and/or other family members but:There are currently 280 Child Contact Centres throughout England, Wales and Northern Ireland. Here in N. I. there are four Centres. Three of these are in Belfast and Cookstown hosts the fourth. Knock Child Contact Centre on the Kings Road in East Belfast is taken as the example. It is staffed by approximately 40 volunteers who are trained in rigorous child protection, domestic violence and conflict, confidentiality approaches and other relevant areas. The centre is organised and co-ordinated by a senior social worker. It is overseen by a management committee and is now an independent charity. During the year 1 June 2002 to 31 May 2003, 74 families used the Knock Child Contact Centre. This involved 102 children and provided 784 family contact visits or 1043 individual children’s visits. There were also 56 visits where children came but the contact adult did not attend and 80 visits where the contact adult attended but the children were not brought. These situations can be very disappointing and distressing for both children and adults. Seventy per cent of the children attending the Centre in 2002/2003 were in the 0-5 years age range (71 children), 26% were between 6 and 10 years of age (27 children) and 4% were 11 years of age and older (4 children). While the majority of contact adults are fathers, in the past year, the number of mothers coming for contact with their children has risen from 11% to 19% (14 mothers). In 10 families the resident adult was the father, in one the grandparents, one was an aunt and in two families the children were in foster care. The remaining resident adults were mothers. Most of the families using the Knock Child Contact Centre have been involved in the legal system. Sixty-three families (85%) had contact orders when they were referred to the Centre and others obtained orders during the time they were using the Centre. In 22 cases (30%) there were non molestation orders, with allegations of domestic violence in a further 16 families. The Knock Child Contact Centre is open on Saturdays from 10. 00 am till 12 noon. Between 10 and 15 families attend and there are usually 8 volunteers plus the Coordinator present. Throughout the year the Centre continued to open on Wednesdays from 2.30 to 4. 30 pm. From the middle of June 2003, this has been extended to 3. 00 – 7. 00 pm to enable older children to attend after school and also to make midweek contact available to parents who are working. Four volunteers plus the Coordinator are present on Wednesdays. Throughout the first few visits families arrive where adults are apprehensive, often hurt and angry, and children are upset and confused. Over a period of time, in most cases, tensions lessen between parents and trust and confidence begin to build again to the extent that families can move on and make their own arrangements in the community. Ideally, the Child Contact Centre is a stepping stone which provides a neutral, relaxed setting for children to build or rebuild relationships with a parent or other relative with great practical and emotional support. It is not a â€Å"normal† situation or a long-term solution. â€Å"Attachment theory supplies us with an understanding of the abiding need for secure attachments, the profound significance of separation and loss and the lifelong importance of our relationship with others. † (Fox, I. Website 1).