Not Specified Essay Example | Topics and Well Written Essays - 2000 words

Not Specified - Essay Example as in the case of the European Union), on the basis of conventions like the English Common Law, and on theocratic basis (as in the case of Islamic nations). This essay examines the legal issues vis-Ã  -vis management of engineering organisations in an advanced democratic country like the UK. It is appropriate, at this stage, to put forth the argument concerning the topic. Legal issues may be irksome for effective management of engineering organisations but there is no gain saying the fact that the legal rules provide a definitive and helpful background for professional management. The existence of a body of established law helps in smooth running of an organisation and conducting of its business in a predictable manner. Irksome laws and legal rules are certainly there, if viewed from the narrow perspective of a few organisations or a few managers but in the final analysis, one realises that laws evolve with the collective wisdom of the society and hence are to be accepted in the larger context. For example, the safety, health and environmental laws or corporate governance laws may appear to be intrusive, irksome and expensive to implement. But it is proved time and again that in the ultimate analysis, compliance is more economical than paying the price of damages or clean up costs. The prime examples of the Bhopal Gas Tragedy (Pratima, 1998) of the Union Carbide or the Exxon Valdez oil spill in Bligh Reef near Alaska (Thinkquest) testify to this harsh reality. Engineering organisations are formed to provide goods and services in exchange for a consideration, usually payment of money. This simple definition points out the stakeholders involved in the process of setting up and running of engineering organisations. They can be identified at the broad level as the employees, customers, vendors, investors / financial institutions, and the statutory authorities. All engineering organisations are legal entities, separate from the promoters or owners. To this extent,

Equality and Diversity Essay Example for Free

Equality and Diversity Essay This essay examines the key factors that influence inclusive learning and teaching in the lifelong learning sector. Teaching methods will vary according to what you want to get out of the session, what the learners are able to achieve within the time frame, what materials and resources are available, what you are teaching, the needs of the learners and your personal style. This could be formal, informal or a mixture of both. Formal teaching methods include lecturers, demonstrations and presentations. Informal teaching includes discussions, group work and practical activities. As I will be teaching within the Beauty Therapy my lessons would be a mixture of both these delivery methods. Each activity within the classroom will consist of teaching and learning activities which are balanced to meet the different needs of my learners. Blended learning incorporates both traditional and computer based methods. This is commonly referred to as Information learning technology (ICT) this use of computer based technology to enhance teaching methods and resources or develop learner autonomy is widely promoted. The other main teaching methods other than ICT I am opting to use are lecturers and demonstrations. These demonstrations are very important as it would show the students the beauty routine that we would expect them to follow within their practical sessions. This ensures that students will be working to the same standard and will also adhere to the requirements of the awarding body. Practical sessions also help to explain difficult parts of the task when verbal exposition in not enough. I would also use group work activities, these particularly suit kinaesthetic learners but also when you have a group consisting of various abilities it allows both weak and strong learners to work collectively. Question and Answer sessions will be most commonly used in my tutorials. If I was teaching for example ‘the bones and muscles of the body) I would ask students to identify where muscles are on the body to help promote learning. At the start of the course the approach I will use to facilitate inclusive learning will be to carry out an initial assessment. This will help me identify what type of learners they are, I would then plan my teaching sessions to meet these individual needs by using a mix of visual, auditory, kinaesthetic teaching and learning strategies. For example I had just completed a practical demonstration to my group on ‘a facial routine’, I wanted to make sure my learners could confidently work in pairs and practice this routine on each other. A task like this would suit the kinaesthetic because he/she is provided with an opportunity to do and learn, and for the visual learner I would produce a step by step illustrated hand-out to support the routine. The Equality Act 2010 outlines protective characteristics which promote equality within schools and colleges and prevent discrimination. This includes sexuality, sex, disability, marital status and religion. In order to promote equality in my classroom I will need to respond positively to the diverse needs of all learners. Effective communication with learners is essential and it is the teacher’s responsibility to ensure that learners understand appropriate vocabulary and terminology and that comments are not discriminatory or offensive. As a teacher I would keep language simple so that if I have a learner from different backgrounds they may not have the same level of English as British learners. Resources used such as hand-outs, assignments and work sheets will also aim to promote equality and diversity. For example I would produce worksheets in a gender free language and also aim to promote multiculturalism by producing scenario based worksheets that use names from various ethnic backgrounds. I would also pace my sessions so students have plenty of time to take notes and ask any questions. Although inclusion is about supporting learners’ needs. It is not always possible for teachers to do this without support themselves. All teachers should be aware of the limits of their own responsibility and know when and where to access support for learners. you will not be able to get students to solve all their own difficulties. Get to know and use your institutions student services or pastoral support system: it exists to support your students, and you, so do refer where it is appropriate† Petty 2004 There are many places of referral within education; these can be both internal within the education establishment or an external organisation. The internal places of referral may inc lude student support services, learner study support centre, and counselling and careers advice. If I had a student for example who needed help with writing their essay I would arrange for them to go to the learner study support centre who would be able to assist Learners with learning difficulties or disabilities may need additional support and may need a designated support worker to support them within the classroom. A learner with dyslexia may find it hard to read text or numbers or have difficulty with writing and spelling, therefore I would produce written hand-outs and allow learners with dyslexia to present their ideas verbally or tape notes if necessary. Political correctness is a commonly used term at the moment and is used to ensure that expressions do not cause offence to any particular group of people. There are also many external agencies where learners can be referred, and which agency they are referred to would depend on the individual’s needs of the learner. This may include health related issues, family difficulties, poor attendance, or repeated challenging behaviour. The purpose of referring a learner to an external support agency is to support an individual student and to help them overcome their difficulties which are impacting on their education. For example if I had a student who was constantly disruptive in class and had a record of aggressive behaviour I would refer them to the Pupil Referral Unit. They would help and encourage the learner to be involved in the learning process, but in a smaller environment where they be in a much smaller group (3-4 learners) and also receive one-to-one support. Functional skills such as literacy, numeracy and ICT can be easily integrated into my lessons. These activities will meet both literacy and numeracy standards but are more easily understood by the learner. An example of this would be an assignment covering salon duties. I would ask the students to produce a sales ledger for stock to be re-ordered from our supplier. This would include maths as the student would have to calculate the cost of goods and also the total value of the order, it would include English as the student needs to produce the document and ICT as the student would have to present it in a typed format. The best way to establish ground rules with my learners is to negotiate them. The rules should be appropriate and fair and agreed as a whole class. As a teacher, I would establish ground rules during the first session, and plan a short activity around this. The class could discuss what is expected of them and write the rules in small groups. I would also list a few ground rules and then negotiate them as a class. This gives all learners the opportunity to be included and involved and as they have decided on the rules they are also more likely to respect them. When establishing ground rules it is important to ensure they are clear and brief and start positively rather than with ‘do not’. Once the rules have been established I would ask the learners to write them on some flipchart paper and hang them up in the class so that they are visible to all. It is also important to reinforce the rules consistently and to phrase learners when rules have been adhered to. I feel this method would motivate learners and also model good behaviour. Some rules may not be able to be negotiated. For example when the students come into class they must be wearing their salon uniforms and hair must be tied back. As a teacher even though I have designed my lessons to meet everyone’s needs I still need to ensure that my learners are motivated and want to learn. Maslow (1970) argues that basic needs such a food, safety, love and belonging and self-esteem need to be met in order for them to achieve their goals and aspirations. Everyone is motivated through either Intrinsic (because they want to learn) or extrinsic motivators (because they have to i. e. better job prospects). â€Å"A good teacher will play to the strengths of the learner when trying to raise enthusiasm in learning† Wilson 2004 – page 188 Other theories of motivation that can be used to motivate learners include the goal orientated theory, based on desire to be rewarded for achievement. A learner is given a clear direction or task and when it is reached there is a reward. For example I would set a group task for my learners to complete within the lesson. If they finish before the end of the lesson they are allowed an early break. If they don’t complete the task at the by the end of the session they will have to complete as homework. Albert Bandura (1994) suggested that an individual’s belief in themselves and their ability is related to what they can achieve. An example of how this can be applied into the classroom is to encourage my learner to try, and re-explain the topic if they are unsure. Through coaching and reassurance I will enable that learner to achieve. Giving effective feedback will help to improve the confidence of learners and develop their potential. Feedback should be delivered promptly and be a two way process. I would ask the learner how they think they did and get an idea if their understanding of the topic. Even if I had negative feedback to give to my learner I would end with a positive statement to incite the learner to take my comments on board and leave them feeling more positive about their performance. To conclude I suggest that inclusive teaching can only take place if both equality and diversity are positively promoted. Inclusive teaching relies on a range of differentiation strategies which may include adapted resources or additional classroom support. Depending on individual learner needs, learners may need to be referred to internal or external places of referral for extra support. .

Neural structures: Subserving psychological function

Neural structures: Subserving psychological function This essay will evaluate what is known about the role of neural structures in subserving emotion. It was concluded that although emotion is a difficult behaviour to study scientifically, clear importance of the role of the amygdala has been found. Nonetheless, other structures and brain regions are involved in the responses to emotion, and how they interact together is an area in need of further investigation. Neural networks have been defined by Colman (2009) as a system of interconnected neurons. These systems can be either in the nervous system or in the brain. This essay will focus on the role of these neural structures in emotion. Colman (2009) defined emotion as a short-term evaluative, affective and intentional psychological state. The cognitive neuroscience of emotion has been slow to become widely recognised, as emotion is a behaviour that is difficult to study in a systematic manner. Recently however researchers have been challenging this gap in knowledge, and as a result, emotion is quickly emerging as a critical research topic (Gazzaniga, Ivry Mangun, 2009). BASIC HUMAN EMOTIONS Ekman and Friesen (1971) set out to find the basic human facial representations. From their cross-cultural work they suggested that anger, fear, disgust, happiness, sadness and surprise are the six basic human facial expressions that represent all emotional states. Despite there still being considerable debate about whether a single list is enough to incorporate all emotional experiences, it is generally agreed that these are the basic, universal human emotions (Gazzaniga et al., 2009); these emotions will therefore be the ones focused on later in the essay. HOW RESEARCH HAS DEVELOPED Early research into the cognitive neuroscience of emotion mainly focused on identifying the limbic system as the emotional brain (MacLean, 1949). Recently research has been focused on specific types of emotional tasks and identifying the neural systems underlying specific emotional behaviours. It is no longer thought that there is simply one neural circuit of emotion, rather that there are usually a number of different neural systems involved, dependant on the emotional situation (Gazzaniga et al., 2009). THE ROLE OF THE AMYGDALA The amygdala is a small structure in the medial temporal lobe. This structure has been a focus of research on emotional processing in the brain since Weiskrantz (1956, as cited in Gazzaniga et al., 2009) identified the amygdala as the primary medial temporal lobe structure underlying the fear related deficits in a medical condition known as KlÃÆ' ¼ver-Bucy syndrome. The amygdala receives inputs from every sensory system and is thought to be the structure where the emotional significance of sensory signals is learned and retained (Pinel, 2008). Sergerie, Chochol and Armony (2008) carried out a meta-analysis of functional neuroimaging studies looking at the role of the amygdala in emotional processing. Previously many functional neuroimaging studies have given solid support for an important role of the amygdala in negative emotional processing (Sergerie et al., 2008). The rationale behind this study was to address the issue of whether factors such as sex, valence and stimulus type have an effect on the magnitude and lateralization of amygdala reaction. The results confirmed that the amygdala reacts to both positive and negative emotional stimuli, particularly when participants were exposed to faces showing emotional expressions (Sergerie et al., 2008). Differences were not found in amygdala lateralization as a function of sex or valence. Strong support was also shown for a functional dissociation between the left and right amygdala in terms of temporal dynamics. The findings of this study indicate that the amygdala is involv ed in the processing of positive emotion as well as negative emotion. Following the large amount of empirical evidence showing the role of the amygdala in emotional processing, LeDoux (1996) warned that it may be tempting to conclude that the amygdala is at the centre of emotion reaction in the brain. This would be erroneous however, as there are clearly other structures involved in emotional processing. For the role of the neural system in emotion to be fully understood, further research is needed into the other structures involved. THE ROLE OF THE MEDIAL FRONTAL LOBES Recently, functional brain imaging studies have shown evidence of activity within the medial frontal lobes whilst emotions are being both cognitively suppressed or re-evaluated (Quirk Beer, 2006). The latest studies of medial prefrontal lobe activity have used suppression paradigms (where participants are told to suppress their emotional reactions to unpleasant images) or reappraisal paradigms (where participants are asked to try to reinterpret an image to adjust their emotional reaction to it) (Quirk Beer, 2006). The medial frontal lobes have been found to be active when both of these paradigms have been studied, and it seems that they interact with the amygdala to exert their cognitive control of emotion (Holland and Gallagher, 2004). These studies show that the medial frontal lobes have a role in the processing of emotion; further investigation is required in this area to reveal exactly what role this structure plays and how it interacts with other structures in the brain. THE REGULATION OF EMOTION Mak, Hu, Zhang, Xiao and Lee (2009) investigated the regulation of emotion through functional magnetic resonance imaging. The study identified neural correlates of the regulation of positive or negative emotion. The study of the regulation of emotion is important, as dysregulation of emotion is associated with the inability to modulate intense emotions that may worsen affective disorders (Mak et al., 2009). Whilst either viewing emotional pictures or regulating their emotions induced by these pictures, participants brain activities were monitored (Mak et al., 2009). The neuroimaging findings showed that the left superior and lateral frontal regions were common neural correlates of regulation for both emotions. The prefrontal regions and the left insula were found to be associated with regulation of positive emotion, while activity in the left orbitofrontal gyrus, the left superior frontal gyrus and the anterior cingulated gyrus appear to be associated with regulation of negative emot ion. In conclusion, Mak et al. (2009) suggested that there are both shared and specific neuro-cognitive mechanisms involved in the regulation of positive and negative emotions. If knowledge was to be enhanced into the neural mechanism behind emotion regulation, the understanding of the complex interaction between emotion and basic human behaviours could be improved. Through understanding the neural mechanisms behind emotion regulation, helpful insights could be provided into the biological basis of mental health (Mak et al., 2009). THE ROLE OF INDIVIDUAL DIFFERENCES Several studies into the neural mechanisms of emotion have focused on individual differences. One of these studies, by Adolphs et al. (1999) tested how well nine neuropsychological patients with bilateral amygdala damage could identify emotion in facial expressions. As previously reported, the group as a whole was found to have problems identifying the emotion of fear (Adolphs et al., 1999). There were however, individual differences amongst the patients; some had difficulty identifying other negative emotions whereas two of the patients had no problem identifying emotions in facial expressions at all. Adolphà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s et al. (1999) said that remarkably these latter two patients had total bilateral amygdala lesions as revealed by structural MRIà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s. Canli, Sivers, Whitfield, Gotlib and Gabrieli (2002) used functional MRIs to look at the differences between the reactions of healthy participants who scored high in extraversion (who tend to have positive emotional reactions) and those who scored high on neuroticism (who have a tendency towards negative emotional reactions). It was found that all of the participants showed increased activity within the amygdala when viewing images of fearful faces, however only extraverts showed increased amygdala activity from viewing images of happy faces (Canli et al., 2002). These two studies indicate that individual differences affect the roles of neural structures in relation to emotion (Adolphs et al., 1999; Canli et al., 2002). This suggests that neural structures may play varying roles in experiencing emotion depending on the person, meaning that research into the roles of neural structures needs to consider differences between individuals for their findings to be relevant. A case study into one individual may show certain roles of a neural structure in emotional processing, however in another person this role may be slightly different. NEURAL NETWORK MODELLING OF SPECIFIC EMOTIONS Previously, the majority of the research into the neural network modelling of emotion has differentiated positive versus negative affect. Recently however, neural network modelling of specific emotions is beginning to emerge (Levine, 2006). The emotions mainly focused on in this research are the ones that were distinguished by Ekman and Friesen (1971), as mentioned earlier. THE NEURAL BASIS OF ANGER Blair, Morris, Frith, Perrett and Dolan (1999) carried out a study into the neural basis of anger. To do this they exposed subjects to either neutral or increasingly angry facial expressions while analyzing the areas of brain activation associated with the gradient of the intensity of anger. Blair et al. (1999) found the right orbitofrontal cortex became increasingly active when subjects were exposed to increasingly angry faces. These results suggest that the orbitofrontal cortex plays a role in explicit emotional labelling of angry faces. The role of the orbitofrontal cortex was further demonstrated by Sander et al. (2005). Participants were presented with meaningless phrases spoken with neutral prosody in one ear, and with angry prosody in the other. Participants were told to either attend to one ear or the other. It was found that activity in the right amygdala and superior temporal sulcus was changed independent of attention. Alternatively, the orbitofrontal cortex was only activated when the angry prosody had been attended to. This finding implies further that the orbitofrontal cortex is important for the explicit processing of anger. What now should be investigated is whether, and to what extent, individual differences have an effect; this could potentially help people who have problems with their anger by identifying the differences so that a solution can be found. THE NEURAL BASIS OF SADNESS Using the same paradigm, Blair et al. (1999) also investigated the neural basis of sadness. They found both the left amygdala and the right temporal lobe demonstrated activity linked with the intensity of sad expressions. These findings have however been contradicted by other recent studies. Adolphs and Tranel (2004) used a more sensitive approach, which involved the participants rating the intensity of an emotion rather than labelling it. They found that damage in the right amygdala caused a greater deficit in identifying sad faces when compared to damage to the left amygdala. Adolphs and Tranel (2004) believed that this difference in conclusions may have been due to the more insightful approach. There has not been much agreement for the neural basis of sadness, therefore this is an area of emotion which requires further research so that the roles of neural structures can be clarified. THE NEURAL BASIS OF FEAR Fear conditioning has become the preferred method of investigating fear as the source of fear is unambiguous and the development of the fear response can be systematically investigated (Pinel, 2008). Romanski and LeDoux (1992) studied the neural mechanisms of auditory fear conditioning by creating lesions in the auditory pathways of rats. It was found that bilateral lesions of the medial geniculate nucleus blocked fear conditioning to a tone; bilateral lesions of the auditory cortex however did not. The findings suggest that signals created by the tone only have to be able to reach the medial geniculate nucleus, not the auditory cortex, for auditory fear conditioning to occur. This also indicates that a pathway plays a crucial role in fear conditioning, going from the medial geniculate cortex to a structure other than the auditory cortex; this structure was proved to be the amygdala (Romanski LeDoux, 1992). They then found that lesions in the amygdala also blocked fear conditioning. Romanski and LeDoux (1992) argued that just because auditory cortex lesions do not disrupt fear conditioning does not mean that this structure is not involved in auditory fear conditioning. This is because there are two pathways from the medial geniculate nucleus to the amygdala. These are the auditory thalamus, and the auditory cortex; the indirect one, capable of mediating fear conditioning to more complex sounds (Jarrell et al., 1987, as cited in Pinel, 2008). Similarly, Armony et al. (1997) proposed a brain-based neural network model of auditory fear conditioning. Included are parallel cortical and subcortical pathways, reaching the primary emotional processing areas of the amygdala, as also shown by LeDoux (1996). It has been found that the subcortical pathway is quicker than the cortical, however the cortex performs more precise discrimination than the thalamus pathway. This finding suggests that the two pathways are involved in performing complementary functions; the subcortical pathway is vital in the presence of potentially dangerous stimuli where a fast response is crucial, and the cortical pathway is more useful where more detailed evaluations of stimuli are needed (Armony et al., 1997). Studies into fear have continually identified the amygdala as the main brain structure involved in the acquisition, storage and expression of conditioned fear (Armony et al., 1995;1997, Romanski LeDoux, 1992), therefore the role of the amygdala in fear conditioning is a widely accepted and stable notion. THE NEURAL BASIS OF SURPRISE Not many studies have investigated the emotion of surprise, however it is believed that surprise has important survival value, and therefore must be accessed early in the course of sensory processing (Plutchik Kellerman, 1986). To enable this, direct inputs to the amygdala from primary pathways provide this access, modulated by the swift habituation of sensory evoked responses in the amygdala. Because of this rapid action, surprise tends to be a short lived emotion, which leads on to another emotional state (Plutchik Kellerman, 1986); potentially making surprise a difficult emotion to study. THE NEURAL BASIS OF DISGUST Generally throughout the study of the neural basis of disgust, there has been a broad consensus that at least one area, the anterior insula, is crucial for both the detection and feeling of disgust (Philips et al., 1998). Based on imaging studies, this conclusion is in line with a study on a patient with insula damage whom is incapable of detecting disgust within varying modalities (Calder, Keane, Manes, Antoun, Young, 2000). Wicker, Keysers, Plailly, Royet, Gallese and Rizzolatti (2003) supported these findings, and went even further by analysing neural responses while watching others experience disgust, and firsthand experience of disgust. It was observed that in both these conditions the same part of the anterior insula was activated. These findings suggest that maybe understanding the emotions of others could require stimulation, and mildly experiencing, the emotions ourselves. This also implies a potential role of emotion in empathy (Gazzaniga et al., 2009). These findings by Philips et al. (1998), Calder et al. (2000) and Wicker et al. (2003) provide evidence that the insula is a neural correlate of experiencing disgust directly. The study by Wicker et al. (2003) also shows that the insula is essential in identification of disgust in others. Therefore, this indicates that the insula plays a role in the emotion of disgust, however the importance of this role is unknown. NEURAL CORRELATES OF HAPPINESS, SADNESS AND DISGUST An investigation into the neuroanatomical correlates of happiness, sadness and disgust was carried out by Lane, Reiman, Ahern, Schwartz and Davidson (1997). They used positron emission tomography to measure regional brain activity during exposure to happiness, sadness and disgust induced by film and recall. They found that happiness, sadness and disgust were all linked with increased activity in the thalamus and the medial frontal cortex, and also activation of anterior and posterior temporal structures, mainly when the emotions were induced by film. When sadness was recalled this linked with increased activation in the anterior insula; happiness was distinguished from sadness through greater activity around the ventral mesial frontal cortex. Lane et al. (1997) concluded that there seem to be a number of regions in the brain that are involved in emotions, with different combinations of structures concerned in feeling and identifying different emotions. This finding backs up LeDouxà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s (1996) reluctance to conclude that the amygdala is the centre of emotional reaction. EVALUATION OF METHODS Positron emission tomography (PET) is a technique often used in studies investigating co-morbidity. It provides images of brain activity, however these images are not of the brain, they are merely coloured maps giving an indication of the amount of radioactivity in the brain (Pinel, 2008). This means that it can only be estimated how much activity there is in each particular part of the brain, and therefore it is not a particularly accurate method of measuring brain activity in specific regions (Pinel, 2008). Another commonly used method of investigating brain activity in cognitive neuroscience is functional MRI (fMRI). The main strength of fMRI is that it provides both structural and functional information about the brain in one image (Posner Raichel, 1997), therefore revealing the brain function. This gives it an advantage over PET as a more precise image is produced (Pinel, 2008). Other advantages of this method over PET are that it provides a better spatial resolution, and three-dimensional images can be produced showing activity in the entire brain (Pinel, 2008). This information suggests that studies into the role of neural structures in emotion may be more reliable if the evidence comes from fMRI measurements, as a more accurate indication of which brain regions are activated at a certain time is given. CONCLUSION Through examining the literature surrounding the role of neural structures in emotion, it can be concluded that neural structures do play an important role. However, the significance of the role of neural structures in comparison to other factors, such as individual differences is still not clear. It has been proposed that neural structures have differing functions in the experience of emotion depending on the individual (Adolphs et al., 1999; Canli et al., 2002). This suggests that further research is needed in the field of individual differences to find these underlying factors, so that the function of neural structures can be more fully understood. Many challenges are faced in the study of emotion, as it is a behaviour that is difficult to define, manipulate and study with a scientific approach (Gazzaniga et al., 2009). Even so, investigation into the cognitive neuroscience of emotion has generally emphasized the importance of the role of the amygdala. The function of this structure in the response of emotion has been greatly influenced by research into animals; in both humans and other species the fact that the amygdala plays a vital role in the fear response has been demonstrated (Gazzaniga et al., 2009). The role of the amygdala is not the only structure researched in trying to identify the neural correlates involved in emotion, as recently different emotions have successfully been associated with other neural structures, including the orbitofrontal cortex in anger (Blair et al., 1999), and the insula, involved in disgust (Wicker et al., 2003). Nevertheless, an emerging change in the way the cognitive neuroscience of emotion is moving the emphasis from the study of individual neural structures to the investigation of neural systems (Gazzaniga et al., 2009). It is clear that the amygdala, orbitofrontal cortex and insula are vital in the processing of emotion. It is now important that in order to enable how the brain produces both normal and adaptive emotional responses to be understood, the way that these structures interact together (with each other and with other brain regions) and the effect of individual differences needs to be investigated. FURTHER READING Gazzaniga, M. S., Ivry, R. B., Mangun, G. R. (2009). (See References). Gives a general overview of the neural networks involved in emotion, particularly the amygdala. Plutchik, R. Kellerman, H. (1986). (See References). Gives more in depth detail of the networks involved in specific emotions. Sergerie, K., Chochol, C., Armony, J. L. (2008). (See References). Looks at previous research into the role of the amygdala in emotional processing which gives new information regarding previously proposed models.

Magnetic Fields of Stationary Magnets :: physics science magnet magnetic field

Missing figures/equations My goal in writing this paper is two fold. Goal one is to try and understand how a stationary magnet exerts force by means of a magnetic field (even across a complete vacuum). Frequently, electromagnetic fields are compared to the gravitational field. Goal two is to explore the similarities between the two types of fields to see if comparison throws any light on the mechanism of magnetic field generation. The term action-at-a-distance is often used to describe forces that travel through space and exert their effect without directly touching the objects acted upon. Newton's idea of instantaneous action-at-a-distance has been replaced by the modern action-at-a-distance which is transmitted at the speed of light so as to avoid conflict with Relativity Theory (Hoyle and Narlikar 1974). The term "field theory" either replaces action-at-a-distance or is used as the means by which action-at-a-distance transmits force. In this paper "field" will represent the means of transmitting forces such as electromagnetism and gravity, avoiding the need for the term action-at-a-distance. Magnetic fields are frequently compared to gravitational fields. Gravitational fields cause a curvature of space-time. That curvature of space-time provides a mechanism for the gravitational attraction between masses. A magnet also causes a curvature of space-time. In fact a magnet can cause space-time curvature in several distinct ways.

Units Of Sound In The Ict Suite Education Essay

The purpose of this assignment is to measure a piece of package happening out the benefits the programme has to offer for kids with extra demands in ICT. The package that is traveling to be evaluated is Unit of measurements of sound. The unit of sound programme was created in 1972-3 by Walter Bramley. The programme contains a Cadmium ROM which is installed on a computing machine ; a user usher and a reading book are besides provided. Unit of measurements of sound are besides associated with the Dyslexia Action Organisation Group. The package was chiefly designed to assist Dyslexic readers. Rice and Brooks ( 2004 ) found that â€Å" Unit of measurements of Sound was designed to assist dyslexic readers but has been used to assist non-dyslexic hapless readers – in line with the research that ‘ordinary hapless readers ‘ benefit from the same instruction and larning methods designed for dyslexic pupils † . The Unit of measurements of sound is a structured cumulat ive and multisensory programme learning kids reading, spelling, memory and command, it involves the kid to work at their ain gait independently. ‘Information and Communication Technology has a alone and valuable part to do to the acquisition experiences of students with particular educational demands ‘ ( Aquilonis, 2007 ) It is an extra programme that helps back up Particular Educational Needs ( SEN ) kids with Literacy, assisting the kid to construct on their vocabulary, reading and replying simple comprehension constructing on their ego assurance. The advantage of Unit of measurements of sound it has the capableness to alter the background coloring material fount size if the kid types in an wrong spelling or grammar it highlights by altering the coloring material text, besides it has a programme that would read the sentence back to you in full. If you can non recognize the spelling the word can be heard before composing the text. Data is provided which shows how the kids are bettering over the term efficaciously monitoring and entering the kids ‘s advancement. There are three phases of Unit of measurements of sound stage1 Basic is coloured Green stage2 Functional is coloured Blue and stage3.Independent is coloured Orange. Each phase has two elements to it reading and spelling there are four programmes for the kids to finish at each phase. First the kid is assessed with a little reading and spelling trial of 50 words to see if they are successful to get down the programme utilizing the computing machine which is ocular and auditory. The single kid ‘s degree is set depending on their mark by the computing machine to the reading page, and the spelling sets. Unit of measurements of sound is a literacy programme that is used to excite a kid ‘s head by memorizing ocular, there are besides benefits parents every bit good as instructors can back up their kid signifier place with Unit of measurements of sound if they have a Personal computer. Before get downing my observations I spoke to the parents of the kids I would wish to detect by inquiring for their consent to take exposure of their kids working on the computing machine accessing Unit of measurements of sound for portion of their course of study in literacy. Guaranting the parents all their kids ‘s picture taking would merely be used for the school internal web page and my assignment. ( See appendix ) Under The Data Protection Act ( 1998 ) and the Freedom of Information Act ( 2000 ) command the utilizations of information produced by schools. Such web sites must protect the individuality of kids and if, for illustration, exposure of kids are to look, permission from the parents or carers must be obtained and care taken non to supply information that could be misused ( pg4 ) . Title: Unit of measurements of sound in the ICT suite Date: 24.11.09 Time: 8.55am Duration: 35 proceedingss Observer Jacqueline Wildman Purposes: To detect Child A deriving entree to the package Units of sound. Observation: Child A comes into the computing machine suite he says hullo and goes over to the chair pulls it out and sits on it. Child A switches on the computing machine, delaies for a piece and says this computing machine is taking it ‘s clip. Child A bends to another kid and what are you making? The screen comes up child A logs in and entree the package Units of sound, Child A asks â€Å" should I make the reading foremost miss, † I said yes Child A puts the earphone over his ears he looks over and smile. Child A puts his manus up and says lose my earphones are non working I said you have plugged it in the incorrect socket, Child A says, oh! and carries on. Child A accesses the reading and starts the activity Child A reads what is on the screen in the mike hearing his voice what he has said, Child A completes the reading undertaking and clicks the mouse onto the spelling screen.Child A listens to what word is said and so types out what he heard. Child A completes the spellings and asks if he can salvage and publish it out I said yes and please can I see the consequences. Evaluation: Child A accesses the computing machine and the package really easy, the lone clip he wanted aid was when the earphones were non working. Child A seems really confident and knowing with how to utilize a computing machine. Title: Unit of measurements of sound in the ICT suite Date: 25.11.09 Time: 12.00pm Duration: 30 proceedingss Observer Jacqueline Wildman Purposes: To detect Child H entree the package Units of sound. Observation: Child H switches on the computing machine she logs in her name and watchword and says girl I ca n't log on because my watchword wo n't allow me in. The instructor tells her to seek once more she tries the instructor comes over and tells her the watchword she logs on. Child H put her manus up and says girl I ca n't retrieve were to travel the instructor shows her the icon, Child H waits for the programme to come up on the screen she turns to Child A and asks him if she should travel on the reading Child A says yes. The instructor comes over to see if she has accessed the programme Child H says, â€Å" look miss I got on myself. † The instructor says, â€Å" that is first-class. † Child H smiles Child A shouts out! â€Å" Miss I showed her † . She moves the mouse around the desktop and says it ‘s non doing noise the instructor inquire her â€Å" where is your earphones? † Child H replies â€Å" I do n't cognize lose it is non in my draw à ¢â‚¬  . The instructor asks Child H â€Å" where is it? † she shrugs her shoulders ; the instructor gives her another earphone. She plugs the earphone in the socket and listens to the sound and reiterate what she hears in the mike. Child H calls the instructor and says, â€Å" I do n't cognize what the individual is stating, † the instructor takes the earphone and listen and tells her he said dab the kids are asked to log off and close down the computing machine Child H asks if she should salvage her work because she did non complete her reading Evaluation: Child H switches the computing machine on all right but logs in her watchword falsely she could non retrieve what icon she should snap on. The instructor praises her when she entree the reading screen Unit of measurements of sound Child H did non successfully finish a reading page, but with this programme kids can work at their ain gait independently non experiencing that this has to be rushed. In my professional function I use Information Communication Technology ( ICT ) about every twenty-four hours with the kids with limited experience. ICT is linked with portion of the course of study used efficaciously in the schoolroom with different types of demands. ICT besides enhances kids larning which enriches the learning potency for kids who are particular educational demands ( SEN ) with ocular damages, address and linguistic communication damages, medical demands, physical disablements, emotional and behavioral troubles and dyslexia. Katz ( 1995:109 ) cited Nutbrown and Clough ( 2006, p 13 ) states â€Å" about what should be learned and how it would best be learned depend on what we know of the scholar ‘s developmental position and our apprehension of relationships be early experience and subsequent development † . Children are taught the simple and basic instructions which is differentiated to their abilities, such as how to exchange on the computing machines, logging into their history with their username and ain watchword. Children are non afraid to do errors they are confident and knowing scholars who jump to a challenge. Nutbrown and Clough ( 2006 P, 13 ) province that â€Å" Development progresss when kids have chances to pattern freshly acquired accomplishments every bit good as when the experience a challenge merely beyond the degree of their present command † . Monitoring and recordings of the kids advancement would be on traveling procedure publishing out kids ‘s single informations sharing the information with the category instructor and the particular demands co coordinator ( SENCO ) . Benefits of a Particular Educational Needs they are able to entree all installations at their ain gait. Wall ( 2003 p164 ) states that â€Å" inclusion exists where all kids have a right to be able to entree all installations offered and are hence a portion of that community † . Every Child Matters suggest that ‘The Government believes that every immature individual should see the universe beyond the schoolroom as an indispensable portion of acquisition and personal development, whatever their age, ability of fortunes ‘ . Evaluation: In my mundane function I support my SEN kids in utilizing Unit of measurements of sound from every twelvemonth group for 20-30 proceedingss a twenty-four hours. Working and be aftering with the SENCO how the kids are movitative and have benefited from this programme accomplishing good consequence at their ain degree.

Animal Behavior essays

Animal Behavior essays Before doing this lab you should understand: The concept of distribution of organisms in a resource gradient, and The difference between kinesis and taxis. After doing this lab you should be able to: Describe some aspects of animal behavior, such as orientation behavior, agonistic behavior, dominance display, or mating behavior, and Understand the adaptiveness of the behaviors you studied. 1. Place ten pill bugs and a small amount of bedding material in a petri dish. Pillbugs generally do not climb, but if they do, you may cover the dish with plastic wrap or the petri dish cover. 2. Observe the pillbugs for 10 minutes. Make notes on their general appearance, movements about the dish, and interactions with each other. Notice if they seem to prefer one area over another, if they keep moving, settle down, or move sporadically. Note any behaviors that involve 2 or more pillbugs. Try to make your observations without disturbing the animals in any way. Do not prod or poke or shake the dish, make loud sounds, or subject them to bright lights. You want to observe their behavior, not influence it or interfere with it. 3. Prepare a choice chamber as illustrated in the Figure. The choice chamber consists of two large, plastic petri dishes taped together with an opening cut between them. Cut the opening with scissors and use tape to hold the dishes together. Line one chamber with a moist piece of filter paper and the other with a dry piece of filter paper. 4. Use a soft brush to transfer 10 pillbugs from the stock culture into the choice chamber. Place 5 pillbugs in each side of the choice chamber. Cover the chambers. 5. Count how many pillbugs are on each side of the chamber every 30 seconds for 10 minutes and then record your data. Continue to record even if they all move to one side or stop moving. 6. Return your pillbugs to the stock culture. ...