Information Systems in London during Olympics 2012 Essay Example for Free

Information Systems in London during Olympics 2012 Essay The London Olympics preparations are integrating technology for the purpose of making the event a success in terms of order and security. An estimate of 7 billion euros has been budgeted for the technology sector for the purpose of coordinating the Olympic event (House of Commons 2006). The London Organising Committee of the Olympics Games (LOCOG) has projected that the information system will use 204 million euros, the telecommunications, 63 million euros, and the internet applications, 12. 5 million euros (House of Commons 2006). The LOCOG and the Olympic Delivery Authority (ODA) will oversee that resources for information systems management are carried on effectively and efficiently for the Olympics success. Technology Following the announcement that the 2012 Olympics will take place in London, the LOCOG announced the need to capitalize on latest IT developments and creation of software and hardware that are integrated from a common database (House of Commons 2006). The IT structure in London consists of an estimate of 8000 PCs, 900 servers and 1000 network and security devices which will be integrated for the function (Jones, 2009). Moreover, there is a planned use for green IT systems for instance virtualisation which will help in reducing the number of servers needed and in turn help to cut down costs. Jones (2009) stipulates that London has the task of matching or even surpassing the Information system in the Beijing Olympics. The following types of technology were incorporated; Journalists recorded and communicated the happenings of the event through wireless technology, and also information systems were included in the commentators’ analysis. In the event venues, radio frequency technology was used for ticket verification. Worlwide TV coverage and online video streaming were enabled by Digital Ignition Control Systems which controlled time lags between the various Olympic venues. Online ticket selling will ensure a faster and easier success to tickets but the IS should be integrated in a way that online ticket scams are prevented (Hervey 2010). The IS in London will install surveillance systems such as the CCTV cameras that will help identify any suspected malicious behaviour (Chowdhry 2008). The UK intelligence community is expected to effectively use technology in information gathering and prevention of any adversaries. Purpose of information management systems in 2012 Olympics The purpose of the integrated information systems will be to serve as a foundation for the Olympic Games planning across all the important functional and operational areas such as the transport and sport venues, the Games workforce, the press operations, and the spectator services (House of Commons 2006). IT system is to link all the venues which will be used for Olympics in the UK and the Olympics Village. The venues are more than 90 and it is necessary to have an effective and efficient control system that will ensure that Olympic event runs smoothly. Transport system and sport venues planning Information systems will be applied in the planning and coordination of airlines, underground and overland rail links, javelin shuttles, cabs and buses. The major issues to consider in the planning include reduction of traffic and ease of transportation to and from the Olympic venues, and parking space; and the enhancement of security in both public and private transportation systems. This is based on the fact that in such a crowded event, it is expected that pickpockets and conmen will mingle with the crowd. Information gathering CCTV cameras will be situated at strategic locations for surveillance as people go about their activities. This includes surveillance in the transportation facilities as well as the games’ venues. Data will also be gathered by the large fleet of security officers who have been disposed to foresee the planning of the event by the Security Industry Authority (SIA) (Chowdhry, W. 2008). Training needs to take place for all the officers to be able to use integrated technologies in detection and prevention of adversaries. IT developments allow for efficient management of information and data, and thus facilitate faster and more effective processes of decision making. This saves the time required to reconcile independent and duplicative systems. Possible barriers to knowledge management IT technology is considered the most efficient and effective in management of such a mega event that will see visitors from all over the world visit London. However, one of the major hurdles that face the preparation is the very high costs usually associated with integration of high tech information systems. The high IT costs have escalated the general amount required for carrying out the whole even by ten times more (Jones 2009). The barrier is that this budget is already too high yet it may not be enough to deal with handling the increased security alert issues prior to and during the event. Terrorism events are on the increase and most of the developed nations including the UK are target to international terrorism (Hervey 2010). The most significant possible barrier involves the IT security where the London InfoSecurity committee fears that the Olympics information systems could be targeted by terrorists and thus imposes a threat to the national security. Physical security measures are put in place but there are worries that weaknesses detected in the Olympics Information Systems may be overlooked and then turn out to be major security hurdles. According to Hervey (2010) terrorists have the capability to simultaneously hit both cyber systems and physical targets through a blended attack strategy, and therefore the London security has to be very cautious when installing and managing these security systems.

Garment dipping

Garment dipping Garment dipping What is a wrinkle free shirt? A wrinkle free shirt is a garment that has been treated in such a way that it preserves its shape, smooth appearance and creases after laundering. If the garment is tumble dried, little Ironing or No ironing is required. Wrinkle free materials can withstand even the roughest of treatment. Even though Wool is much stronger than cotton, this method is mostly done with cotton fabrics. Cellulosic fiber containing fabrics are made resistant to creases by the use of a durable wrinkle- free process which is composed of the treatment of a cellulosic fiber with formaldehyde, a resin with a catalyst, a softener, polywax emulsion and an Optical Brightening agent. The process is carried out in conditions at which the formaldehyde reacts with the cellulose in the presence of a catalyst and a softener to improve the wrinkle resistance of the fabric and better tear strength after laundering with less treatment. The most common agents that crosslinks among themselves and results in the wrinkle free finishes are often the derivative of Urea. Figure 1.0 show the crosslinking between DMDHEU (dimethylol dihydroxyethyleneurea) and DMEU (dimethylol ethylene urea) Figure 1.0 Nowadays most of the wrinkle free shirts are being composed of cotton and synthetic fibers even if the label states 100% cotton. Due to the loose regulations, a list additional materials is necessary in the fabric if the secondary fibers exceed a certain percentage of the entire garment which affects its quality and may result in shirts that dont last as long as they should. Some wrinkle free shirts are not meant to be pressed at a professional dry cleaner because the more the temperature is , the more exposed the shirts are to the discoloration of the resins used during manufacturing. What are the components that the resin is made up of? 1) Catalyst A catalyst is asubstance that speeds up a chemical reaction, but is not consumed by the reaction; hence a catalyst can be recovered chemically unchanged at the end of thereaction .The rate and speed of the reaction is positively affected by the presence of a catalyst. It speeds up the reaction and allows a better flow For chemicals to react with the cellulosic fibers, the ingredients involved in the reaction should have a rearrangement of chemical bonds. Energy is needed to form the transition state and it is called the energy of activation. Reactants with lower energy cannot react with high energy ones and this is where the catalyst is used so that it provides a different route for the reaction. The catalyst allows a greater proportion of reactant species so that they gain enough energy to pass through the transition state and complete the reaction. This will result into the perfect distribution of chemicals throughout the shirts. 2) Softeners There are normally 2 types of softener that are being used and it depends on the structure, colour and resistance of the fabric being used. i) An elastomer softener is used and it is an innovative finishing agent, mainly composed of multifunctional polyurethane. It enhances wrinkle recovery and prevents wrinkle of fabric. The softener also gives perfect elasticity to the fabrics and it does not cause yellowing on white fabrics. It is a clear viscous liquid with a pH of 6.5 , a nonionic substance and it is very soluble in water. Normally 1-4 % of the weight of the fabric is added with a pickup of 80% maximum. Curing should be performed at 180deg maximum. ii) A Silicone softener is also used and it a highly concentrated softener normally found in gel form. Silicone normally delivers excellence in softness and smoothness of garments. It gives the garments a durable soft handle and very smooth feel. It also increases crease recovery, shape depth and brilliancy when applied on dyed fabrics. It is a transparent liquid and is a blend of amino silicones and urethane. It is a non-ionic substance with a pH of 7 and is soluble in water. A pickup of 70-80% should be used and maximum temperature should be around 130 degrees. 3) Optical Brightening Agent Fibers contain natural or contaminant coloring matters are generally subjected to decolorisation by the different bleaching methods therefore chemical treatments need to be done so that every substance are neutralized and an optical brightening agent is used. In order to use an optical brightener for textile application, it should have a good solubility, good fastness properties, build up properties, exhaustion properties, effect of water hardness, good leveling and penetrating properties, should not absorb light , compatible with the other chemicals in the concentration and should be stable and fast to the oxidative and reductive bleaching agents. Types ofWrinkle Free Process of Cotton Shirts: This concept of non-iron shirts existed since the very roots of cotton shirt making decades ago. Polyester and other fibers were firstly tried but the result was just a failure and it is then that the consumers got to know about the positive properties of the cotton fiber. The ability of cotton fibers to hold moisture and release it controlled makes cotton one of the best fibers among all. It has got a good breathability and gives a feeling of comfort to the user. Since some 15 years back, new methods have been established to use chemicals with the cotton fiber in order to make them almost wrinkle free and there are mainly 4 types of methods that are used: †¢ Pre- Curing †¢ Post- Curing †¢ Dip- Spin †¢ Vapor – Phase Pre- Cured fabric: The fabric used can be a 100% cotton fabric or a cotton blend and as compared to the other processes, this method does not require any further heat treatment as curing has already been done prior to the manufacture of the shirt. The already finished fabric is resistant to wrinkles already. Post- Cured fabric: In this system also, 100% cotton fabric or cotton blends can be used and the fabric will be delivered with the curing chemicals found inside. After the shirt had been manufactured, it has to be ironed entirely and hanged inside an oven indicating a temperature of 130 °C to 150 °C. Dip- Spin system: This method is the most commonly used process to manufacture wrinkle free shirts and can be used both for 100% cotton and cotton blends. After the full assembling of the shirt, it will be dipped into a mixture of chemicals which will be absorbed by the cotton fibers. The shirt being moisturized is kept in a closed bucket and will be pressed entirely. After pressing, the shirts will be placed onto a hanger and will be sent to cure in an oven of about 140 °C for 5 minutes maximum. This one belongs to the most popular process for wrinkle free shirts and can be used for 100 % cotton fabrics or cotton blends. After the shirt is manufactured as usually, it will be dipped into a mixture of chemicals, which will be absorbed by the cotton fibres. After the treatment in a tumbler the shirt is still moisturized and has to be pressed entirely.After pressing the shirt will be put on a hanger and can be cured in a curing oven by about 140 °C for about 3 -5 min. After the curing process is over, all wrinkles will tay for life. A re-touching by an iron is impossible. This is the process that I will be emphasizing more in the following pages. Vapor – Phase: This method cannot be practiced in many countries as very aggressive chemicals are being used. It follows the same system as the Dip Spin and is manufactured in the same way. After the last pressing, a special curing over is used instead of liquid chemicals, gas chemicals are used to make the shirt wrinkle free. The gas circulating throughout the oven and gradually penetrates the cotton fiber. The gas has to be extracted later on and the products need to be washed in order to remove the excess chemicals left inside. Garment dipping in Mauritius I have explained above about the different components and processes towards the production of a Non-Iron shirt on foreign lands. Coming now to Mauritius where this process was implemented only by Laguna Clothing in the year 2012. It was introduced on a pilot project and several testing were conducted before taking any command from their abroad clients. Gradually the different machines like the sprayer, dryer, bulk press and the oven were installed. After 1 year they started to get demands to produce Non iron shirts and at first they produced around 500 shirts per day but with the increase in commands, they had to boost the production and nowadays they produce around 1000-1200 shirts per day according to the client specifications. Batches of 80-90 shirts are sent for processing at one go and it take approximately 1 hour to complete 4 steps that is after the removal from the oven and an additional 4 hours to complete the finishing of the product. More details will be provided in the sections to follow. The department consists of 5 huge machines, the sprayer, 3 dryers and 1 oven. Bulk press machine .. GAIN MAXIMUM INFORMATION ABOUT THIS WITH CEDRIC How is the whole process carried out? First and foremost size segregation is a compulsory step that needs to be done in order to develop a rapid flow of work. Each size has got a specific mould. The first step that is done is the size segregration which enables a rapid flow of work during the whole process The second step is the preparation of the chemicals that would be injected into the shirts. The clothes are inserted into a chemical injecting machine and the process lasts only for some minutes and after that the shirts are sent into a pre drying machine where they are dried at 50 % and kept humid. The shirts are then sent for bulk pressing under huge pressing machines. There are 5 different machines and each part of a given shirt has got its own specified machine. The collar, back , front , sleeves and cuffs are pressed and all these processes has to be completed into a given time period. The shirts are then sent into an oven in order to cure them. Wooden hangers are normally used at the temperature is usually high. The shirts are then sent into the cooling room where water are sprayed on them to cool them down and bring pores back to original form. Shirts are tested and sent for rinsing 20 times and curing is done. Tensile and tear strength tests are also carried out to determine whether the cloth can be dipped A grab test is used for woven and non woven

Effect of Music on the Level of Happiness

Effect of Music on the Level of Happiness ABSTRACT The present study was designed to investigate the role of music in increasing the level of happiness of college students. The convenient sample comprised of 120 (sixty men and 60 women) undergraduate students from G.C University, Lahore. Their age range was 17 23 years (M = 20.38, SE =0.11). This study used a 2(Gender) X 3(Music) X 2(Phase X S) mixed factorial design, with gender and type of music as between-subject factors and phase as repeated measures factor. Type of music had three levels, viz., classical, popular and mystical and phase was divided into pre- and posttest measures. After taking informed consent, participants were randomly assigned to the three conditions. Each participant was assigned a computer and was provided with a set of headphones through which they heard the specific kind of music. The Depression Happiness Scale (Joseph and Louis, 1993) scale was administered once before and then after the participants listened to the music. The results of (2 X 3 X 2) mixe d factorial Analysis of Variance and post-hoc Tukey tests revealed that popular music had significantly increased the level of happiness of college students, unlike classical and mystical music. No gender differences were found. CHAPTER 1 INTRODUCTION This thesis examines the enhancing effects of music on happiness. Music is the purest form of art. It can be said that it has an impact on almost everyone. Certain pieces of music have a relaxing effect, while others stimulate us to act, and some cause change in or emphasize our mood. This work specifically investigates if listening to different kinds of music can increase the level of happiness or not. 1.1 Defining Music The word music basically comes from the Greek word mousike meaning art of the muses. Technically, all sounds are the result of atmospheric vibrations; however, unlike mere sounds and noises, music consists of a set of sounds with particular frequencies, amplitudes, and timbres which are organized into highly predictable patterns. The Social and Cultural meanings by people turn these sounds into music (Smith, 1989). Culture and social context is very important while defining some construct (Matsumoto Juang, 2008). Thus, the definition of music varies according to culture and social context. The artists may view music as a performing art, a fine art, and an auditory art. According to J. P. F. Richter, Music is the poetry of the air.William Shakespeare called music the food of love, (Galwitz, 2001). Humanistic psychologists view music as a means of self fulfillment, integration and self actualization. For existentialists it is another department of choice and freedom. Music in any form has a universal appeal, like an international language, it is understood and spoken everywhere, and its charm and penetrating power cannot be denied (Malik, 1983). Components of Music Music consists of particular frequencies, amplitudes, and timbres etc which are organized into patterns. (North, Hargreaves Hargreaves, 2004).The components of music are, Musical note is a single sound of definite pitch and duration which can be identified in writing. Rhythm, is the arrangement of sounds in time, this arrangement is a complex arrangement of notes into a mixture of short and long durations within a single bar or a series of bars. Regular pulse groupings are called bars or measures. Rhythm is one of the most central features of many styles of music, especially jazz and hip-hop (Lerdahl Jackendoff, 1983). A Scale is a progression of notes in an ascending or descending order. Melody or tune assembles a series of notes into recognizable musical shapes. The notes of a melody are created with respect to pitch systems such as scales. A melody usually though not necessarily possesses rhythm. The rhythm of a melody is often based on the tones of language, the physical rhythms of dance or just periodic beatings (Narveson, 1984). The beat of a piece of music is its regular pulse, determined by the bar lines by which music are metrically determined. Pitch, is the height or depth of a note in relation to other notes or in relation to an absolute pitch. The absolute pitch has internationally been set at A=400 Hz that is, the A above the middle c has a frequency of 440 cycles or vibrations per second. Pitch is determined by the sounds frequency of vibration. The process of assigning note names to pitches is called tuning. The difference in frequency between two pitches is called an interval. The interval indicates either the doubling or halving of the base frequency (Machlis Kristine, 2007). Harmony is the study of vertical sonorities in music. A vertical sonority refers to considering the relationship between pitches that are together. Harmony can also be implied by melodies that outline a harmonic structure. Larger structures involving multiple pitches are called a chord (Darmschroder Williams, 1990). Harmony in music can be analyzed through Roman numeral system. A system of chord symbols is used in popular and jazz music (Friberg, 1991). Musical texture is the overall sound of a piece of music .It is described as the number of parts or lines and their relationship. The perceived texture of a musical piece can be affected by the interval between each musical line, the timbre of instruments or the number of instruments used. Monophony, homophony and polyphone include musical textures. Monophony is the texture of a melody. The texture of homophony is achieved when a melody is accompanied by chords. The melody in homophony is usually voiced in high notes. Polyphony consists of several simultaneous melodies of equal importance (Temperly, 2001). Form, is a feature of musical theory that explores the concept of musical syntax, on a local and global level. The syntax is often explained in terms of phrases and periods or sections or genre respectively (Juslin Laukka, 2004). 1.1.2 Types of Music Different types of music help in soothing ones disturbed soul and cheer us up. There are various types of music i.e., classical music, rock, hip-hop, folk, opera, mystical etc. Classical music is a complex form of music as it requires high musical skills like learning the ragas and ability to coordinate with other musicians .The one who wants to learn, he/she has to go through proper training in this field of music (Bhattacharyya, 2008). Classical music is different from other types due to its instruments and form. Classical music can be described as of having two kinds, western classical music and eastern classical music. The central norms of western classical music were codified from 1750 to 1820, which is known as the classical period. The major instruments used in western classical music include, the piano, harpsichord, the organ and bagpipes. Western Classical music is also capable of taking on different forms such as, concerto, symphony, sonata, opera, dance music, suite, etude, symphonic poem etc. The composing of classical music aims to instill the music with a complex relationship between the emotional and the intellectual aspects. Classical musicians get extensive training and schooling to attain technical mastery before performing classical music. They understand the principles, and gain the knowledge that is essential for the performance of classical music (Grout et al, 1996). The origin of eastern classical Music was from, the Hindu traditions. The oldest of the scriptures and the Vedas describe music at length. The major instruments used include, the tabla, sitar, sarood, pakhawaj, tanpura, tambura, swarmandal, bansuri and sarangi. The eastern classical music is basically monophonic, and is arranged around a single melody line. The composition based on a particular raga, begins with the performers coming out in a ritualized order, first the drone instruments, then the soloist, then accompanists and percussionists. The musicians first tune their instrument. The tambura is played at a steady tone throughout the raga, by a student of the soloist. The raga begins with the melody being developed gradually. The beginning of the raga is called an alap. Once the raga is established, the ornamentation begins to become rhythmical, which gradually speeds up. This section is the jor. After the jor reaches its climax, everything stops and then finally the percussioni st begins to play while interacting with the soloist. Beginning from India, the classical music tradition has extended towards Pakistan and also Afghanistan. The major vocal forms of eastern classical music include, Dhurpad, which is a style of singing, is accompanied by tempura and pakhawaj. The lyrics are heroic in theme, or otherwise in a praising tone. The, Ghazal originally being Persian in form, exists in multiple variations. The Khayal is an informal form of vocal music. It is partially Improvised and emotional in nature. The Tarana, are songs that are used to convey a mood of elation. They have a few lyrics and are mostly composed of rhythmic sounds. Thumri is an accessible and informal vocal form. The lyrics are typically in a language called braj bhasha, and are usually romantic. The system of notation called sargam holds a very important place in classical music of the east. For eastern classical music, the expertise of voice, rather than the instruments is emphasized (Patnaik, 2006). Popular Music is music belonging to any number of musical styles that are widely popular. It covers mainstream music that does not falls into any specialized style such as jazz or hip hop. Popular music essentially includes the use of instruments such as guitar, violin, fiddle, piano, bass and drums. In these types of music, the bass guitar is an important instrument. This can be used in different intensities to emote feelings of anger, pride and others. As compared to classical music, popular music does not require expertise. Many people play popular music together with their friends, on a casual amateur basis. The roots of the music are found in African American and West African music (Moore, 2004). Mystical music is an outburst of the soul. It comprises of spacious, contemplative, heartfelt, trance inducing and psychedelic sounds. It is a mix of entrancing drones, structures, and rhythms. Mystic music is different from classical music in terms of its lyrical content. The sole theme of Mystical music is of building a connection with God. The singer addresses God as his beloved and tries to gain his acceptance Mystical music makes one explore a kind of rich sound experience that lifts and awakens one above normal consciousness. It is relaxing. Mystic music fulfills the purpose of music which is to help us contact the spiritual dimensions of life and reveal the secret to us and to, keep the spirit alive (Nasr, 1997). An important feature of Pakistani mystical music is the interchanging of gender of the singer. 1.1.3 Effects of Music Music holds a very significant position in our lives since the beginning. From the early beginning to the present day, interest in music with reference to healing and therapeutic experience has sustained (Bartlett, 1996). Researchers have found that about two-thirds of the inner ears cilia resonate only at the higher frequencies that are commonly found in music (3,000 20,000 Hz). This seems to indicate that primitive humans communicated primarily through song or tone. There are references to the divine alliance of music and medicine in classical antiquity and the healing function among primitive people (Schullian Schoen, 1948). Recent work on music has confirmed the effectiveness of music too. Music has been found to be capable of triggering Endorphins in the human body, which help the mind in creating sound images, thus making it possible for people to escape into painless worlds sheltered by their imaginations. Music can regularize or disturb the heart beat or relax or tense the nerves; it is also able to affect digestion, respiration and blood pressure (Tame, 1984). Ansdell (1995) suggested that music could act as a powerful tool with neuro-disability. In many instances it has been found that people with brain related problems were able to function in better ways while being exposed to music (Bunt Hoskyns, 2002). Mc Carty (1999) described how music could reduce negative emotions and increase positive emotions in healthy as well as clinically ill Music can decrease pain and depression while increasing mood and self esteem. A study indicated that tempo affected arousal, while mode of the music affected the mood (Husain, Thompson Schelenburg, 2002). Wellness is a product of healthy body, mind, spirit interactions, and, as a result music can be an important asset in creating the appropriate environment for persons healing (Stewart, 1990). Musics appeal to us is primarily emotional and psychological. Music has been noted for its ability to enhance peoples moods, move them to tears, make them want to rejoice or just move them emotionally in both negative and positive ways (Goldstein, 1980). Radocy and Boyle (1979) suggested eight kinds of affective responses to music. Some are related to an innate sensory perception of the sound whereas; others are related to images, experiences and emotional context of the experiences. These responses may include simple, negative and positive feelings, and moral or religious temperaments. Thus, music is often capable of helping people in dealing with the issues which they have not dealt with earlier in their lives. (Bright, 1993; Levine, 1999; Ortiz, 1997). According to Stewart (1990) music can act as an affective therapeutic agent under the right circumstances. Music can be helpful to us in initiating psychological movement by altering our mental states and leading us towards more positive affirmations (Blaking, 1990). Menuhin (1972) revealed further that music can bring order out of chaos, because rhythm makes the divergent unanimous, melody turns the disjointed into continuous, and harmony is capable of imposing compatibility among the incongruous. Sloboda (1989), states that, most of us take part in musical activities because it can arouse deep and significant emotions in us. The music itself cannot have extra musical meaning unless the experience to which it refers already exists in the mind of the listener. When music is similar to the connections with human life, then people experience intense emotions. Particular kinds of music are capable of moving painful memories or the unresolved problem in life. Storr (1990) believes that apart from the relations between seeing an emotional arousal, the relation between hearing and emotional arousal is stronger. Campbell Angus (1976), in a study observed that when people communicate with the emotional centers of our being through the use of music; we become better able to reduce stress and achieve a sense of well-being. Diamond (1979) suggests that music can be used as an important part of primary preventative health care at a psychosocial level. It has been reported that music is an activity which the healthy, impaired, talented and interested enjoy, because it provides them with a relief from their stress, anxiety (Blacking, 1995). Music if combined with personal attention and, can provide satisfaction and restore a sense of value to people who may be feeling depressed or low in self-esteem (Crystal, Grober Masur, 1989). In view of Hallan Price (1998), calming music led to better participant performance on arithmetic and memory tasks. Music can line up patterns of emotions, structures of consciousness and / or psychic energy (Stewart, 1990). Thus, music has great influences on a listener. It can take the mind and body to do spontaneous things. Depending on the type of music and the inner message it has, music can influence a person and his/her actions (Cassidy Byo, 2008). Happiness In this older sense, Happiness was used to translate the Greek Eudemonia. There has been a surge of interest in Positive Psychology during the last quarter of this century. There has been a huge amount of interest and research on happiness, well-being and satisfaction among all positive fields (Diener Diener, 1995). The term happiness is synonymous to subjective well- being (Seligman and Csikszentmihalyi, 2000). Happiness can be defined as a feeling about yourself and the outside world. It is born from the internal workings of our own minds (Diener et all, 1997). Yew-Kwan Ng and Siang Ng (2000), define happiness as a complete state of mental health. They have defined emotional happiness as the presence of positive affect and life satisfaction with the absence of negative affect. It is a positive emotional state that is defined by every person on a subjective level. Diener, Scolon Lueas (2003) define Happiness as an overall appraisal of life, where the good and the bad are balanced. According to one of the founders of positive psychology, Seligman (2002), happiness consists of positive emotions and positive activities, emotions can be categorized as they are related to the past, present and future. Positive emotions concerning the past include satisfaction, contentment, pride and serenity whereas, positive emotions that are associated with the future include optimism, hope and trust. Veenhoven (1997) has defined happiness or subjective well-being as the degree to which one judges the quality of his life favorably. According to Schwartz Strack (1999), even very minor incidents in life can affect the level of happiness; however, Kahneman Schkade (1998), state that external circumstances are have little effect on happiness or subjective well- being. Theories of happiness The basic theories of happiness have been divided into two types, Top down theory Bottom up theory Bottom-Up Theory: Happiness and satisfaction depend on the sum of many smaller pleasures and happy moments (Diener Scwartz, 1984). In the perspective, of the bottom-up theory, well- being or happiness is a summing up of the positive experiences in a persons life. The assessment of satisfaction is considered in a small number of lifes domains. According to this theory, people self-rate their subjective well being with the help of a variety of external circumstances. The frequency of the pleasant moments makes a person happier. These circumstances may include the level of ones marriage, income work and family etc (Linley, Joseph Seligman, 2004). In this view, the objective life experiences, postulate the overall happiness. Top-Down Theory: The other perspective assumes that happiness is more related to general tendency to assess and infer to experiences in a positive way. From this point of view, a person brings tendencies of positivity towards the situations that he encounters. This view to subjective well being is known as top-down theory. This approach is mostly considered by observing personality traits or attitudes (Linley, Joseph Seligman, 2004). This theory states that people, who are over all satisfied with life, are satisfied with everything. People possess a disposition to judge lifes experiences in negative of positive ways. There are also other models of happiness which include, Need/goal satisfaction model, Process/activity model, Genetic/personality predisposition models. Psychoanalytic and humanistic theorists believe that reduction in tension and satisfaction of needs lead to the achievement of happiness. It was theorized that people were happy as they had achieved their goals (Compton, 2005). Emmons Diener (1986) has also emphasized how pursuing goals generates happiness. According to the process/activity theorists, participating in activities generates happiness. Csikszentmihalyi (1990) proposed that people who indulge in interesting and challenging activities, and experience the feelings of flow, as a result, are happier. The genetic/personality theorists view happiness as a stable construct. A Research by Costa and McCrae (1986) suggested that happiness is based on personality and genetics. Similarly, Lucas (1996) also found in a research that personality traits were closely related to happiness. Most of recent researches agree with idea of happiness being a combination of psychological, emotional, and physical well-being. Correlates of Happiness Individual differences in the levels of happiness have their significance, but studies have shown that predictors of happiness can be indicated and generalized. Evidence has been found that environmental factors and happiness can be correlated. However, it was also found that demographic variables, together account for less than 20% variance in happiness or subjective well- being (Campbell et al., 1976). A study by (Suhail Chaudary, 2003) found that work satisfaction, social support, religious affiliation, social class, income level, and marital status and marital satisfaction can be the predictors of happiness. Marital status and satisfaction: It has been found that marriage and happiness correlate significantly. Diener, Suh, Lucas, Smith (1999), found that unmarried people who cohabit with their partners are significantly happier in a few cultures. Research has shown that married people are happier as compared to unmarried, divorced, separated or widowed people. Shields Wooden (2003) found that married women and men were consistently happier than unmarried men and women. Finances: Financial status is related to happiness; however with an increase the effect diminishes (Diener, Diener Carol, 1995). Veenhoven (1994), stated that People of third world countries relate their happiness more to wealth. Evidence shows that relationship between happiness and wealth depends on the value that one associates with money (Burroughs, James Rindflisch, 2002). 3) Health: Physical health is strongly related to levels of happiness. If one is physically healthy he/she would have higher levels of happiness as compared to a person who is sick. Ryan Deci (2001) found that perceptions of health have more effect on happiness than objective health. If one is healthy (physically), then one experiences a feeling of well- being (Feist, Bodner, Jacobs, Miles Tan, 1995). According to physicians, Brief, Butcher, George Link (1993) a strong correlation exists between happiness and health. 4) Gender: women have been generally found to report higher levels of subjective well- being or happiness. Fujita, Diener Sandvick (1991) reported that women showed greater capacity for joy. Similarly, in a study by Wood, Rhodes Whelan (1989), it was found that women report slightly higher levels of happiness. However, Shayam and Yadev (2006) found that elderly men scored higher on well-being as compared to elderly women. In a study by Pennebaker, Rime Blankenship (1996), women expressed more intense emotions then men. Women also rated themselves as more verbally expressive than men. 5) Education: education does affect the happiness of people positively. Layard (2005), found that education is capable of increasing happiness indirectly, as it effects the ability to earn. Education has greater affect on the happiness levels of people with lower incomes (Campbell et al, 1976).Education appears to have only small direct influence on happiness. Life Events: Peak experiences have been found to be due to religion music or other intense activities. Diener Lucas (1999), state that subjective well-being correlates with friendship activities, having frequency of occurrence. The number of positive events correlates with positive affect (Schimmack, Diener Oishi 2002). Heady Wearing (1989) found that areas of friendship and work, increase happiness. 7) Culture: Diener Suh (1999) found that some nations appear to be more emotional than other nations. It was also found that happiness varies with interpersonal trust of people (Diener Suh, 2000). It was found that people in individualistic cultures had higher subjective well-being as compared to collectivistic cultures (Ball, 2001). 8) Religion: Many researches support that people who are religious tend to be happier. Studies have found that engagement in religious activities is significantly related to higher well-being (Donahue Benson, 1995). Peacock and Poloma (1999) found that ones perceived closeness to God was a very strong predictor of happiness. 1.3 Literature Review Immense research has been done to investigate the effects of music on physical as well as mental health. Researches have found that music has made positive influences on the physiological, psychological and the social domains. In a study, Fratianne, Prensner, Huston, Super, Yowler Standley (2001), conducted a study on patients at a burn care centre and found that the group which received the music therapy intervention, reported significant reduction in pain, compared to the groups having no music therapy. This conformed that music therapy is a valuable non-invasive intervention for the treatment of pain after burn injury. Nering (2002), in an experimental study investigated the effect of piano and music instruction on intelligence of monozygotic twins. Post-tests on the Wechsler standardized intelligence tests indicated that, that music instruction through individual piano lessons increased intelligence. Weinberger Norman (1998) conducted research to investigate if music is capable of improving brain development. They found that music not only improves our brain development, it even enhances skills like reading and mathematics. Music promotes social development, self -worth, personality adjustment, and also enhances creativity. It was also found that music making provides the most all-embracing exercise for brain cells and the synaptic interconnections. A study on the effect of music therapy in treatment of social isolation in visually impaired children was conducted. It discussed how that music therapy can be helpful in making the child explore his environment, and modify stereotypic, autistic-like behaviours, and encourage social awareness and interaction with other children. The results indicated that Music evokes profound responses without the help of words and therefore, can reach children with the severest disabilities (Gourgey, 1998). In another experimental study on the effect of music, Hallman, Price, and Katsarou (2002), found that calming music led to better participant performance on an arithmetic task and a memory task than no music. It was also found that background music on cognitive test performance led to improved performance when compared with a control condition (Cockerton, Tracey, Moore, Simon, Norman Dale, 1997). A study by Rideout Taylor (1997), involved 16 female and 16 male undergraduates, who completed two equivalent spatial tests, Results indicated that exposure to classical music, given to undergraduate students caused a small but significant improvement in spatial tests. In a study entitled, Music therapy for adolescents, Tervo (2001), suggested that music makes adolescents become expressive, be in contact with and share among themselves feelings of anger, rage, grief, longing and psychological disintegration. It provides opportunities to feel closeness or isolation and to explore sexual fantasies and feelings. Standley Hughes (1997) evaluated the effects of music sessions which were designed to enhance pre-reading and writing skills of 24 children (aged 4-5 yrs). The children were enrolled in Early Intervention and Exceptional Student Education (ESE) programs. The music treatment was provided along with the regular prekindergarten course. Pre and post-tests revealed that music significantly improved print concepts and prewriting skills of the children. A study by Chalmers, Olson Zurkowski (1999) examined the effect of music on lunchroom noise level and on the behaviours of children requiring intervention. The playing of classical music indicated that the noise level dropped to an average of six decibels, whereas, upon playing popular music the noise level decreased by ten decibels. In both conditions, music was capable of decreasing behavioral interventions. Covington (2001) stated that, many patients with psychiatric disorders struggle with poor skills in coping, socialization, communication, and self-expression which leads to dysfunctional cognitive, behavioral, and emotional responses. It was found that therapeutic music offers a noninvasive approach which helps in strengthening the skills and effect behavior change. Ming (2002) explored the Anxiety, Depression and self- esteem of undergraduates. The study examined the effects of music therapy on anxiety, depression and self-esteem of undergraduates. Twenty-four undergraduates showing greater anxiety and depression with lower self-esteem were assigned to experimental and control groups. The experimental group was provided twenty hours of music therapy, unlike the control group which did not receive any treatment. Quantitative and qualitative analyses indicated that the experimental group showed a reduction in anxiety immediately after the music therapy, the group expressed that they experienced more positive changes, including more pleasure, relaxation, and confidence, and less negative emotions. Chlan Linda (1998) investigated the effectiveness of a music therapy intervention on relaxation and anxiety for patients receiving ventilatory assistance. They used mystical music as music therapy. Mystical music therapy was found to be effective in decreasing anxiety and promoting relaxation. Decrease in heart and respiratory rate was also found. In another research, Smith and Noon (1998) investigated mood change induced by contemporary music. When analysis was done, it was found that all the pieces of music produced an overall change in mood. Popular/independent music produced highly significant changes. Ostertag (2002), in his article on music therapy with abused children stated that music therapy can play a very important part in the change process of abused children, specially while addressing emotional and relationship issues which are difficult to address using the cognitive or behavioural treatment models. Hendricks (2001), in his study on the use of music therapy techniques in a group for the treatment of adolescent depression, stated that one in five adolescents is effected by depression, which results in substance abuse, anorexia nervosa, poor academic performance and adolescent pregnancy. He investigated the use of music in a school setting for the treatment of adolescent depression. The pre and post test scores showed that the use of music therapy techniques positively correlated with reduced depression increased self-concept in the participants. In a study, Labbà ©, Schmidt, Babin Pharr (2007), conducted a study using a sample of 15 males and 41 female college students. They were exposed to classical and relaxing music after experiencing a stressful test. It was found that listening to classical and relaxing music after exposure to a stressor resulted in significant reductions in anxiety, anger, and sympathetic nervous system arousal, and increase in relaxation when compared to listening to heavy metal music or sitting in silence. In a study titled, An experience sampling study of emotional reactions to music: Listener, music, and situation, Juslin, Liljestrà ¶m, Và ¤stfjà ¤ll, Barradas, Silva (2008), investigated the prevalence of different musical emotions and how such emotions are related to various factors in th

Macbeth Senior Research Paper -- essays research papers

In Shakespeare’s lifetime he wrote many plays. Many of them were critically acclaimed and others cast aside. The crowd always wanted to be more thoroughly entertained and Shakespeare always tried to keep up with the people’s needs. In 1605, Shakespeare was being hounded for another work of genius. Hamlet and King Lear had just been completed and the people begged for more. He knew not of what to write and like many playwrights, he did research. He found two stories from Hollinshed’s Chronicles of England, Scotland and Ireland. Shakespeare had already taken ideas from Hollinshed for his plays like Henry IV and Henry V. William decided to combine the reign of Macbeth and the murder of King Duff by Donwald and his wife, altering both to suit his needs. Macbeth is by far the shortest play that William Shakespeare wrote. The main reason why this is so is not because Shakespeare did not have much to say, but because King James was so impatient. Macbeth was written basically for the king. In fact, the emphasis on witchery was because King James so heavily believed in sorcery. Shakespeare worried very much about the evil powers insulting the king. After all was said and done, Macbeth was another barrier to be broken in the great scheme of performances. It was an instant success. King James and the court loved it along with England. No offenses were made from Malcolm needing help from England. Shakespeare had feared that James would be offended. From that moment on Macbeth would be known by all. Yet the people begged for more and hoped Macbeth would be out done by another astounding play. Shakespeare wondered how such a task could be accomplished. What was it about Macbeth that made it loved by everyone? Shakespeare’s style has been analyzed by many and some still can not figure it out. His poetry has influenced his plays immensely.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Apart from the fascinating characters of the two leading roles, the play’s chief   Ã‚  Ã‚  Ã‚  Ã‚  attraction is it wonderful poetry. Scarcely a word is wasted, and vivid images   Ã‚  Ã‚  Ã‚  Ã‚  tumble after each other in a stream of color and ideas. (Ross 43)  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare put great thought into what he wanted to write and his feelings expressed themselves through the stylistic devices of tone, characterization, and symbo... ...is victim, Duncan, is a Christ-figure overflowing with love and grace; in his welcome at Dunsinane to Duncan as being reminiscent of Judas at the Last Supper; and in the earthquake and eclipse that accompany the crucifixion of Christ and the murder of Duncan. (Monarch Notes 4) In my opinion, I never would have thought about Macbeth and the Bible relating to one another, but everyone has their own opinion. Symbolism played a very important part in Macbeth. Blood, for instance, was very key in it. Duncan’s blood on the Macbeth’s hands is a symbol of the evil crime they committed, the guilt of which cannot be washed away. Macbeth’s curse, â€Å"Will all great Neptune’s ocean wash this blood clean from my hand? No, this my hand will rather the multitudinous seas incarnadine, making the green one red† (Shakespeare Act II, Scene III). â€Å"Lady Macbeth: Out, damned spot! out I say!...yet who would have thought the old man to have had so much blood in him† (Shakespeare Act V, Scene I). The guilt of Duncan’s murder, although more present in Macbeth at first, has grown in Lady Macbeth until she began having the same insane visions of her hands getting bloodier and bloodier not ever coming clean.

Marx and the Communist Movement Essay -- Marxism Karl Marx Communism E

Marx and the Communist Movement The Communist Manifesto, written by Karl Marx and Fredrich Engels, has become one of the world's most influential and significant pieces of political propaganda ever written. It contains the viewpoints and ideology of the world-view that Marx and Engels had come to know from their political involvement from the previous years. Published in 1848, in a time of European revolution, the Manifesto is an incisive summary of the Marxist vision and outlines the foundation of the Marxist movement. According to Marx, four stages of human development exist. In the beginning of social development there is slavery where political and social freedoms are non-existent. The second stage of development, known as feudalism, is a system in which freedom becomes slightly more obtainable, yet a lord or vassal who oversees all rules. The third, and most controversial of stages, is known as capitalism. Here, private or corporate ownership of capital goods is determined by private decisions rather than the state. Price, production and the distribution of goods are determined mainly by competing in a free market. Lastly, the forth stage of human development, is referred to as Communism. This is a final stage of society in Marxist theory in which the state and private ownership is demolished, and economic goods are owned and distributed equally. In the stages of society previous to communism, society is based on antagonisms of the à ¬oppressed and the oppressing,à ® from freeman and slaves, working class and government, to proletariat and bourgeois. Each stage of the social order goes through a passage from one stage to the other. The movement from one platform to another is best described as going through a co... ...ols, allowing for the advancement of the younger generations. All of these concepts would benefit the working class holistically. The utopian society formed would end wars and conflict among people. It would bring an end to the exploitation of people allowing all people the opportunity to succeed in life. National boundaries and all class antagonisms would obliterate. Therefore, the Communist society, in the eyes of Karl Marx, would allow the masses a chance to come together and unite for all people to work for the common good. Marx's final words in the conclusion of the Manifesto, à ¬Let the ruling classes tremble at a Communistic revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, uniteà ® gives hope to the working class to further disassemble the oppression from the prior capitalist society.

How Literature Displays Positive Character Trait Through Characters Essay

Traits Through Its Characters It is known that a piece of writing can do more than tell a story, but can also portray indirect ideas to the reader. A narrative piece is able to show positive traits, presented through its characters. Literature can display a variety of positive attributes, through different characters, and situations. This is demonstrated in the story, â€Å"The Blue Bead,† through Sibia’s acts of selflessness, and again in the text â€Å"Long, Long, After School,† through Miss Tretheway’s acts of kind-heartedness. In the story â€Å"The Blue Bead,† an example of how literature shows positive raits through its characters, is composed by Sibia’s displays of selflessness when saving a woman from an attacking crocodile. In the text, the narrator states, â€Å"Sometimes it had seemed difficult to cross these stones, especially with the big gap†¦ But now she came on wings†¦ and in a moment, she was beside the shrieking w oman (pg. 61). † This shows selflessness because Sibia, usually hesitant on the slippery stones, flies across them making rapid footing decisions, throwing herself towards to woman being attacked, aware of the fact that if she falls, she could harm herself severely. Another piece of evidence is shown when the narrator states, â€Å"Its eyes rolled on to Sibia. One slap of the tail could kill her. (pg. 61). † This shows selflessness because the young girl willingly put her life at risk, to save one that was not her own. Through the young girl’s displays of selflessness, one can see how the text, â€Å"The Blue Bead† portrays a positive trait through Sibia. Throughout the text, â€Å"Long, Long After School,† Miss Tretheway shows kind- heartedness through acts presented in the story. An illustration of this is when a flashback occurs, back to when Miss Tretheway states, â€Å"Why, Marilyn, Wes’s hands re much cleaner than yours. Maybe Wes doesn’t like to get his hands dirty†¦ (pg. 114). † This shows kind-heartedness because though Miss Tretheway is Wes’ teacher, she stood up for him when his classmate insulted him in front of his peers. Another illustration of how Miss Tretheway shows ki nd-heartedness is when a character states, â€Å"She gave me a whole quart, just as soon as she found out that hers would match. † This shows kind-heartedness because one was willing to give up blood, an element that signifies life, almost immediately to save someone who with the woman shared a student-teacher relationship. Through the acts of kind- heartedness displayed through the story, â€Å"Long, Long, After School† shows that literature shows positive attributes through its characters. A piece of writing can portray positive traits through its developed characters. Sibia shows selflessness through her acts of saving the woman being attacked by the crocodile, putting one’s own life at risk. Miss Tretheway displays kind-heartedness by standing up for a student, and giving the aforementioned student a much needed blood transfusion. These examples show that positive traits can be demonstrated through characters presented in literature.

Are Learners With Besd Supported In Secondary School Education Essay

There are a figure of footings to depict scholars with behavioral troubles. In earlier old ages they were categorised as being maladjusted defined by The Underwood Committee Report on Maladjusted Children in 1995 as â€Å" an persons relation at a peculiar clip to people and fortunes which make up his environment † . This was subsequently succeeded by Emotional Behavioural Difficulties ( EBD ) as referred to in the Particular Educational Needs ; Report of the commission of Enquiry Into the Education of Handicapped Children and Young People ( The Warnock Report ) ; HMSO ( 1978 ) . The Elton Report ( 1989 ) stated a kid had EBD when they showed â€Å" terrible and relentless behavior jobs as a consequence of emotional or neurological perturbation such that their demands can non be met in an ordinary school † , Elton Report ( 1989 p.42 cited in Wood, 1995, p14 ) . Within this statement I already notice the mention of demand for EBD students ‘ to be educated outside of â€Å" ordinary schools † , advancing the demand for exclusion or resettlement to jump supplier of instruction. This definition does non see the complexness of influences that contribute to the behavior itself. SEN codification of pattern This was subsequently replaced by behavioral, emotional & A ; societal troubles ( BESD ) identified in the SEN codification of pattern as: â€Å" Children and immature people who demonstrate characteristics of behavioral and emotional troubles who are withdrawn or isolated, riotous and distressing, overactive and lack concentration ; those with immature societal accomplishments ; and those showing ambitious behaviors originating from other complex particular demands. † ( DfES,2001a: 7:60 cited in Capel, Leask & A ; Turner, 2009 ) . Sometimes the fact that the student has a SEN and the celebrated riotous behavior is the consequence is frequently overlooked. The force per unit areas of the instruction system due to the rigidness of the course of study, demands on raising accomplishment, low staffing ratios and clip restraints, instructors interpret hard behavior as peculiarly nerve-racking due to the sum of clip spent on behavioral issues as opposed to learning and larning as supported by Bennett ( 2006 ) . It is this negation that has raised concern for this peculiar group and their inclusion in the chief model of the instruction system. The Department for Children Schools & A ; Families ( DCSF ) , Statistical First Release ( SFR ) ( 2009 ) reported a rise of 7 % in lasting exclusions from 2001/02 to 2003/04 with lasting exclusions making 8430, which so fell back to 7000 in 2007/08 within province funded secondary schools. The study besides identified that ; â€Å" Students with SEN ( both with and without statements ) are over 8 times more likely to be for good excluded than those students with no SEN. In 2007/08, 33 in every 10,000 students with statements of SEN and 38 in every 10,000 students with SEN without statements were for good excluded from school. This compares with 4 in every 10,000 students with no SEN. The figures show a little lessening in the rate of fixed period exclusions in secondary schools for those students with SEN compared with the old twelvemonth. In 2007/08, the rate of fixed period exclusion for those students with statements was 30.8 per cent ; the rate for those with SEN without statements was 28.9 per cent. This compares to 5.1 per cent for those students with no SEN. † ( DCSF SFR, 2009 ) . I found the most important facet of this study is the bulk of exclusions both lasting and fixed period, where as a consequence of relentless riotous behavior. This contributed to a monolithic 31 % to all lasting exclusions during 2007/08 in province funded secondary schools in the UK ( DCSF SFR, 2009 ) as frequently associated with BESD scholars. This was dual that of the following major subscriber being physical assault on another student. Having looked at these figures it is obvious that the inclusion of BESD students ‘ is still really much a high precedence country, sing the sheer volume of exclusions they represent. As a following measure I need to look into what practises and policies are being put in topographic point to assist cut down this figure.It is evident that BESD clearly stands out from other SEN appellations. Many within the instruction system still remain ill-defined on how to pull off scholars whose SEN on a regular basis seems to necessitate retaliatory actio n, potentially including exclusion. It is unusual to see a school policy that recommended a punitory response for a scholar who demonstrated trouble in reading as a consequence of a known acquisition trouble. If this were so all scholars recognised as holding a SEN with cognitive damage like dyslexia, would be at uninterrupted hazard of exclusion merely because of their SEN. Realistically they would hold their demands met by an individualized programme, including extra resources, larning support, extra clip allowances, ICT handiness and much more. ( Null, 2008 ) .If a student is identified as holding BESD falls quarry to the exclusion punishment, is this a contemplation on the schools inability to pull off and back up that student neglecting to run into the demand of the National Curriculum ‘s Inclusion Policy. Is it still acceptable to state that in some cases exclusion may be the lone option non in the sense of â€Å" acquiring rid † as its negative intension implies, but to put the scholar in an environment that will be better equipped to vouch their entitlement to an instruction. Previously I thought that exclusion was a agency of traveling on scholars to a more suited acquisition environment where they will hold better support. Having experienced the other side of exclusion, I question this move. There is turning concern over the ability of surrogate commissariats to run into the demands of the scholars in mention to the frequence of Sessionss available and the nature of the educational chances on offer ( Gray and Panter, 2000 ) . Should more be done to forestall exclusion, schools reflect the construction and regulations of the society we live in and if we can non learn BESD learners how to get by within the confines of a school, how are they to pull off in society where there is really small support. Exclusion deprives scholars of societal interaction and a high degree of instruction, increasing the opportunities of them going disaffected, taking portion in anti societal behavior and cut downing their part to the state ‘s societal and economic well being ( Gray and Panter, 2000 ) . During an observation at School A, I identified that as portion of the schools ‘ Plan for Success 2010-13 they wanted to raise accomplishment of the least successful groups of pupils. I hope to look into the current tendencies of inclusion of BESD students ‘ and place what patterns are good in advancing their inclusion in mainstream secondary schools and their effectivity in advancing a positive acquisition environment, raising attainment and making good rounded scholars who are able to accomplish societal and economic well being, in conformity with the Every Child Matters Aims.In order to understand what is being done to include scholars I must foremost specify it.Inclusion is the addition of engagement and decrease of exclusion from, the civilizations curricula and communities of local schools. Inclusion is concerned with the larning engagement of all pupils vulnerable to exclusionary force per unit areas, non merely those with SEN. Inclusion is concerned with bettering schools for staff every bit good as for pupils.( Centre for Studies on Inclusion in Education ( CSIE ) , 2000 ) .The current national model is embed with values and rules back uping equalit y, diverseness and inclusion including the right of all scholars to entree a rich course of study, provide chance to belong and accomplish. These rights were set out in the national course of study as a set of rules now known as the `general inclusion statement` . The three chief rules for inclusion are ;The demand for suited acquisition challenges.Reacting to pupils ‘ diverse acquisition demands.Overcome possible barriers to larning and appraisal.These three rules focus to a great extent on what the school and instructors should be making to make a positive acquisition environment for all scholars. For me the most of import issue to see is what extra resources and preparation are provided to assist instructors provide for single acquisition demands. Having read several documents on the effectual direction of BESD students ‘ and sing a school with an internal support unit, I have identified several successful methods that were echoed in several documents in advancing the inclusion of BESD students ‘ . Over the last few old ages at that place has been a steady diminution in exclusions due to the addition in support units with specialized trained staff within mainstream schools in an effort to advance inclusion. School A provided extra support for students ‘ at hazard of exclusion in a support unit within the school. At first I noticed the unit provided an environment that the students ‘ felt safe and able to concentrate on their acquisition. The staff and pupils seemed to hold good relationships with each other. Within the unit it appeared that there were clear outlooks of the students ‘ as incidents arose when effects were implemented which the students ‘ responded to. Research in 1999 by Ofsted identified that students with BESD preferred working with instructors who meant what they said and followed the carnival but house. Additionally the research identified that successful schools believed that hapless behavior is non the mistake of the student but thei r reaction to the people and environing environment as shared by The Underwood Committee Report on Maladjusted Children ( 1955 ) and Ogden ( 2001 cited in Jull, 2008, p.15 ) . Having read these accounts I now know it is of import for schools to see how the school environment can be modified both physically and socially to cut down the presence of triggers taking to behavioral jobs. Examples of such triggers include unjust competition, inappropriate or irrelevant academic demands, bossy instruction manner, inordinate or deficiency of structuring ( Maag, 2004, p.61 ) The category size was little consisting of merely six students ‘ . The aesthetics of the schoolroom were shown marks of debasement and the siting layout did non look optimum. These units provide chance for students ‘ with BESD to hold an individualised timetable supplying extra support where it is needed leting them most of their educational and societal development to develop in a mainstream environment ( Gray and Panter, 2000 ) . The school followed the SEN Code of Practice three phase attack in placing degrees of support for students on the SEN registry. When looking at the Particular Educational Needs Staff Handbook I noted all students ‘ registered as holding BESD where School Action or higher. I was so able to place through the proviso maps in the enchiridion what support the student ‘s would have. During a visit to school A, I observed student A, whose timetable consisted of lessons in the support unit and normal lessons in the afternoon. During the forenoon student A attended forenoon lessons in the support unit alternatively of physical instruction due to a struggle with the instructor which I identified as an ongoing job through treatment but had yet to be resolved. In the afternoon he attended scientific discipline and mathematics. There was a clear contrast in the manner each lesson was delivered. The scientific discipline lesson merely had four students ‘ go toing who were all sat individually at the instructors direction. The lesson was lead in a really autocratic manner. Pupil A was demoing marks of detachment by looking about and shirking with points on his desk. I felt pupil A had non been motivated or challenged academically. In contrast the mathematics lesson was a batch busier. The instructor started with an synergistic starting motor acquiring the whole cat egory engaged. There was good schoolroom direction where some debatable students ‘ had to be relocated and the instructor demanded silence when explicating activities but was rather happy to let pupils to speak while working one time they had finished. The schoolroom was a really positive acquisition ambiance with all students ‘ working and basking themselves. I noted that pupil A was one of the brightest in the category as the instructor supported during treatment at the terminal of the lesson. The instructor had provided plentifulness of chances for student A to reply inquiries during the lesson and provided tonss of positive congratulations. It was interesting for me on contemplation to see where student A had been seated during the lesson and had this had a direct impact on his ability to concentrate. Comparison between the behavior of junior aged kids go toing a unit for students with emotional and behavioral troubles and similar kids in mainstream categories Wood, Michael Henry July-1995The SEN codification of pattern implemented a three phase attack in fiting the demands of students with their SEN. The first phase is School Action where low degree support is provided frequently ensuing in a Individual Education Plan, puting out learning schemes, usage of resources, usage of extra staff and short term marks. Next is School Action Plus which encompasses all the above but so includes audience with external support services provided by the local Authority and outside agencies. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?