Solving Quadratic Equations

While the ultimate goal is the same, to determine the value(s) that hold true for the equation, solving quadratic equations requires much more than simply isolating the variable, as is required in solving linear equations. This piece will outline the different types of quadratic equations, strategies for solving each type, as well as other methods of solutions such as Completing the Square and using the Quadratic Formula. Knowledge of factoring perfect square trinomials and simplifying radical expression are needed for this piece. Let’s take a look! Standard Form of a Quadratic Equation ax2+ bx+c=0Where a, b, and c are integers and a? 1 I. To solve an equation in the form ax2+c=k, for some value k. This is the simplest quadratic equation to solve, because the middle term is missing. Strategy: To isolate the square term and then take the square root of both sides. Ex. 1) Isolate the square term, divide both sides by 2 Take the square root of both sides 2Ãâ€"2=40 2Ãâ€"22= 40 2 x2 =20 Remember there are two possible solutions x2= 20 Simplify radical; Solutions x=  ± 20 x= ± 25 (Please refer to previous instructional materials Simplifying Radical Expressions ) II. To solve a quadratic equation arranged in the form ax2+ bx=0.Strategy: To factor the binomial using the greatest common factor (GCF), set the monomial factor and the binomial factor equal to zero, and solve. Ex. 2) 12Ãâ€"2- 18x=0 6x2x-3= 0Factor using the GCF 6x=0 2x-3=0Set the monomial and binomial equal to zero x=0 x= 32Solutions * In some cases, the GCF is simply the variable with coefficient of 1. III. To solve an equation in the form ax2+ bx+c=0, where the trinomial is a perfect square. This too is a simple quadratic equation to solve, because it factors into the form m2=0, for some binomial m. For factoring instructional methods, select The Easy Way to Factor Trinomials ) Strategy: To factor the trinomial, set each binomial equal to zero, and solve. Ex. 3) x2+ 6x+9=0 x+32=0Factor as a perfect square x+3x+3= 0Not necessary, but valuable step to show two solutions x+3=0 x+3=0Set each binomial equal to zero x= -3 x= -3Solve x= -3Double root solution IV. To solve an equation in the form ax2+ bx+c=0, where the trinomial is not a perfect square, but factorable. Similar to the last example, this is a simple quadratic equation to solve, because it factors into the form mn=0, for some binomials m and n.Strategy: To factor the trinomial, set each binomial equal to zero, and solve. Ex. 4) 2Ãâ€"2-x-6=0 * Using the factoring method from The Easy Way to Factor Trinomials, we need to find two number that multiply to give ac, or -12, and add to give b, or -1. These values are -4 and 3. Rewrite the trinomial with these two values as coefficients to x that add to the current middle term of -1x. 2Ãâ€"2- 4x+3x-6=0Rewrite middle term 2Ãâ€"2- 4x+3x-6=0 2xx-2+ 3x-2= 0Factor by grouping x-22x+3= 0Factor out the common binomial (x-2) x-2=0 2x+3=0Set each binomial equal to zero x=2 x= -32Solutions V.To solve a quadratic equation not arranged in the form ax2+ bx+c=0, but factorable. Strategy: To combine like terms to one side, set equal to zero, factor the trinomial, set each binomial equal to zero, and solve. Ex. 5) 6Ãâ€"2+ 2x-3=9x+2 -9x -9x 6Ãâ€"2- 7x-3= 2 -2 -2 6Ãâ€"2- 7x-5=0 * To factor this trinomial, we are looking for two numbers that multiply to give ac, or -30, and add to give b, or -7. These values would be 3 and -10. Rewrite the trinomial with these two values as coefficients to x that add to the current middle term of -7x. 6Ãâ€"2+ 3x-10x-5=0Rewrite middle term 6Ãâ€"2+ 3x-10x-5=0 3x2x+1-52x+1=0Factor by grouping Careful factoring a -5 from the second group 2x+13x-5=0 Factor out the common binomial (2x+1) 2x+1=0 3x-5=0 Set each binomial equal to zero x= -12 x= 53Solutions Now that we have explored some examples, I’d like to take this time to summarize the strategies used thus far in solving quadratic equations. Keeping in mind the goal is to isolate the variable, the format of the equation will dictate the strategy used to solve. When the quadratic does not have a middle term, a term with a power of 1, it is best to first isolate the squared term, and then take the square root of both sides.This essentially will result in two solutions of opposite values. For quadratics that do not have a c-value, arrange the equation so that ax2+ bx=0, and then factor using the GCF. Set the monomial, or the GCF, and the binomial equal to zero and solve. When the quadratic has one or more ax2’s, bx’s, and c’s, the like terms need to be combined to one side of the equation and set equal to zero before determining if the trinomial can be factored. Once factored, set each binomial equal to zero and solve. Keep in mind while combining like terms that a must be an integer greater than or equal to 1.The solutions to cases such as these may result in a double root solution, found when the trinomial is factored as a perfect square, or two unique solutions, found when the trinomial is factored into two unique binomials. There may be other cases where a GCF can be factored out of the trinomial before factoring occurs. Since this unit is focused on solving quadratic equations, the GCF would simply be a constant. The next example to illustrates while it’s helpful to factor out the GCF before factoring the trinomial, it is not imperative to do so and has no impact on the solution of the quadratic equation. VI.To solve a quadratic equation in which there is a GCF among the terms of a trinomial. Strategy (A : To determine the GCF between the terms of the trinomial once it is in standard form, factor out the GCF, factor the trinomial, set each binomial equal to zero, and then solve. Ex. 6A) 12Ãâ€"2- 22x+6=0 26Ãâ€"2- 11x+3=0 * To factor this trinomial, we are looking for two numbers that multiply to give ac, or 18, and add to give b, or -11. These values would be -9 and -2. Rewrite the trinomial with these two values as coefficients to x that add to the current middle term of -11x. 26Ãâ€"2- 9x-2x+3=0Factor out the GCF of 2 from each term 3x2x-3- 12x-3=0Factor by grouping 22x-33x-1=0Factor out the common binomial (2x-3) 2x-3=0 3x-1=0Set each binomial equal to zero x= 32 x= 13 Solutions Strategy (B): To factor the trinomial, set each binomial equal to zero, and solve. Ex. 6B) 12Ãâ€"2- 22x+6=0 * To factor this trinomial, we are looking for two numbers that multiply to give ac, or 72, and add to give b, or -22. These values would be -18 and -4. Rewrite the trinomial with these two values as coefficients to x that add to the current middle term of -22x. 12Ãâ€"2- 18x-4x+6=0 x2x-3- 22x-3=0Factor by grouping 2x-36x-2= 0Factor out the common binomial (2x-3) 2x-3=0 6x-2=0 Set each binomial equal to zero x= 32 x= 26= 13Solutions * Notice in Ex 6A, since the GCF did not have a variable. The purpose of factoring and setting each binomial equal to zero is to solve for the possible value(s) for the variable that result in a zero product. If the GCF does not have a variable, it is not possible for it to make a product of zero. With that said, in later topics there will be cases where a GCF will include a variable, leaving a factorable trinomial.This type of case results in a possibility of three solutions for the variable, as seen in the example below. 3xx2+ 5x+6=0 3xx+2x+3=0 3x=0 x+2=0 x+3=0 x=0 x= -2 x= -3 At this point we need to transition to solving quadratics equations that do not have trinomials that are factorable. To solve these types of equations, we have two options, (1) to Complete the Square, and (2) to use the Quadratic Formula. Essentially, these two methods yield the same solution when left in simplified radical form. For the remainder of this unit I will o the following: * Explain how to Complete the Square * Provide examples utilizing the Completing the Square method * Prove the Quadratic Formula starting with Completing the Square * Provide examples solving equations using the Quadratic Formula * Provide an example that parallels all three methods in this unit * Provide instructional strategies for solving quadratic equations VII. How to Complete the Square Goal: To get x ±m2=k , where m and k are real numbers and k? 0 For equations that are not factorable and in the form ax2+ bx+c=0 where a=1, 1.Move constant term to the side opposite the variable x. 2. Take 12 of b and square the result. 3. Add this term to both sides. 4. Create your perfect square set equal to some constant value k? 0. VIII. To solve quadratic equations using the Completing the Square method. Ex. 7)x2+ 6x-5=0 * Since there are no two integers that multiply to give ac, or -5, and add to give b, or 6, this trinomial is not factorable, and therefore, Completing the Square must be used to solve for x. x2+ 6x+ _____ =5+ _____ Move constant to the right x2+ 6x+ 62 2=5+ 62 2Take 12b, square it and add it to both sides 2+ 6x+9=14Simplify x+32=14Factor trinomial as a perfect square x+32= 14Take the square root of both sides x+3=  ± 14Simplify x= -3  ± 14Solve for x; Solutions Ex. 8) 2Ãâ€"2+ 16x=4 * Before proceeding with Completing the Square, notice a? 1 and the constant term is already on the opposite side of the variable terms. First step must be to divide both sides of the equation by 2. x2+ 8x=2Result after division by 2 x2+ 8x+ _____ =2+ _____ Preparation for Completing the Square x2+ 8x+ 82 2=2 + 82 2 Take 12b, square it and add it to both sides x2+ 8x+16=18 Simplify x+42=18Factor trinomial as a perfect square +42= 18Take the square root of both sides x+4=  ± 32Simplify x= -4  ±32Solve for x; Solutions At any point during the solving process, if a negative value exists under the radical, there will be NO REAL SOLUTION to the equation. These types of equations will be explored later once the imaginary number system has been learned. IX. Quadratic Formula The Quadratic Formula is another method to solving a quadratic equation. L et’s take a look at how the standard form of a quadratic equation can be transformed into the Quadratic Formula using the Completing the Square method.Ensure a coefficient of 1 for x2 by dividing by a, and move the constant term to the right ax2+ bx+c=0Standard Form of a quadratic equation ax2a+ bxa+ c a= 0 a x2+ b ax+ c a= 0 x2+ b ax= – c a * The square of half of what is now the b term, or the middle term, is 12 †¢ b a2= b2a2= b24a2 Complete the Square Get common denominator on the right Factor trinomial as a perfect square Take the square root of both sides Simplify Solve for x Quadratic Formula x2+ b ax+ b24a2 = – c a + b24a2 x2+ b ax+ b24a2 = – 4ac 4a2 + b24a2 x2+ b ax+ b24a2 = -4ac+b24a2 + b 2a2= -4ac+b24a2 x+ b 2a2= -4ac+b24a2 x+ b2a=  ± -4ac+ b22a x= -b 2a  ± -4ac+ b22a x= -b  ± b2- 4ac2a X. To solve quadratic equations using the Quadratic Formula. Ex 9. ) 2Ãâ€"2- 8x+ 5=0 a=2 b= -8 c=5 Substitute Evaluate Subtract Simplify radical Simp lify fraction; Solutions x= -b  ± b2- 4ac2a x= –8  ± -82- 42522 x= 8  ± 64 – 404 x= 8  ± 244 x= 8  ± 264 x= 4  ± 62 Ex. 10) 2x=5-4Ãâ€"2 * Notice this equation is not in the standard form for quadratic equations. Before identifying the values for a, b and c, the equation must be arranged in ax2+ bx+c=0 form.After adding 4Ãâ€"2 and subtracting 5, we get 4Ãâ€"2+ 2x-5=0 a=4 b= 2 c=-5 Substitute Evaluate Add Simplify x= -b  ± b2- 4ac2a x= -2  ± 22- 44-524 x= -2  ± 4+808 x= -2  ± 848 x= -2  ± 2218 Simplify fraction; Solution x= -1  ± 214 As in Completing the Square, if a negative value results under the radical, there’s NO REAL SOLUTION. XI. Compare all three methods learned Factoring| Completing the Square| Quadratic Formula| Ex. 11) 4Ãâ€"2- 8x-5=0 * Two integers that multiply to give -20 that add to give -8 are -10 and 2. x2- 10x +2x-5=02x2x-5+ 12x-5= 02x-52x+1= 0 2x-5=0 2x+1=0x= 52 x= -12| Ex. 11) 4Ãâ€"2- 8x-5=0 * First step is to obtai n a coefficient of 1 for the x2 by dividing both sides of the equation by 4. x2- 2x- 54= 04Ãâ€"2- 2x- 54=0x2- 2x=54Ãâ€"2- 2x+ _____=54+ _____x2-2x+ 22 2 =54+ 22 2 x2- 2x+1=54+1Ãâ€"2- 2x+1=94x-12= 94x-12= 94x-1=  ± 32x=1  ± 32x= 52 x= -12| Ex. 11. ) 4Ãâ€"2- 8x-5=0a=4 b= -8 c= -5x= -b  ± b2- 4ac2ax= –8  ± (-8)2-44-52(4)x= 8  ± 64+80 8x=8  ± 1448x= 8  ± 128x= 208 x= -48x= 52 x= -12| XII. Instructional StrategiesThis is such a wonderful unit that builds on the familiar skills like solving equations, while setting up the transition to exploring the graphical nature of quadratic solutions. Check out Being Strategic in Solving Equations Part I & II to learn more about the flexibility in equation solving. Students have quite a bit of flexibility in solving quadratic equations as well. This unit follows the factoring lessons in most curriculums very closely. Essentially, the only new material in this unit is the Completing the Square and the Quadratic Formula.It is i mperative that you teach this unit in a progressive nature as I have laid out here, starting with what students are familiar with, adding one layer at a time to arrive at the more complex equations as illustrated in Examples 7 – 10. Throughout the beginning of this unit, pose questions to students such as * Does the equation have a middle term, or does the equation have a b term? * Is the equation in standard quadratic form? * Is there a greatest common factor? * Is the trinomial factorable? * Can the trinomial be factored as a perfect square? How many unique solutions does the equation have? Encourage students to ask these questions back to you or other students as equations are solved in class. This will cause students to slow down and think carefully about the type of equation they are solving. With that said, there is usually more than one approach to solving most equations. Take for instance Example 11. Even if the equation is factorable, the Completing the Square method and the Quadratic formula can be used to solve the equation; however, it may not be the most efficient method.Often students will gravitate towards the formula because they are comfortable with mindless substitution and computation that’s involved with a formula. Needless to say, they quickly realize they must be meticulous weaving in and out of the steps so not to lose a sign or simplify incorrectly. In many cases, taking the scenic route, or the more elaborate method of solution, will cause careless errors throughout the solving process. The goal is for student to learn the process of examining what they have been given and proceed with the method of solution that makes sense for the given equation.To encourage this type of analysis and discourse, provide opportunities for students to showcase these skills. One activity is to group students in 3’s, provide them with a quadratic equation to solve, have each student demonstrate one of the methods of solution, and then decide as a group which method was the most efficient or strategic. When presenting to the class, have each student explain why their method was, or was not the most efficient. In a class, this could be 10 or more equations solved. Don’t shy away from including equations that are missing terms or equations that are not in standard form.These might prove to be more difficult, since they are required to think more carefully about what they have been given, but they are very valuable learning tools. Following this activity, provide students with an equation, and without requiring them to solve using paper and pencil, have them explain, either verbally or in written form, which method they think would be the most strategic or most efficient. Keep in mind, there is room for opinion in these responses. Simply listen and evaluate students thought process as they explain. Skills such as these are invaluable and will help create well rounded mathematical thinkers.

Renting Versus Buying a Home

Renting versus buying a home, what are the pros and cons? I: In todays’ economy, renting is a better option for some families. With the downfall of the economy and the loss of so many jobs, renting a home is a less expensive way for some individuals. Either families had to sell or foreclosure was the only option they had when the economy took the downward turn. Therefore, renting a home became the most convenient option available to those families hit hard from the economic change. One of the most important ideas to keep in mind when looking for a new home is, is this a suitable place.They always have to think about, where the kids will go to school, is this neighborhood safe, and most important will they be happy living here. There are some positive notes to renting versus buying a home. However, there are some cons also. II: The pros to renting a home can be positive. The cost to renting a home is typically less expensive than buying a home. Their monthly rent is less expens ive than mortgage payments, and they will not have to pay any property taxes. Property taxes will be the property owners’ expense.They will also have the ease of moving. If they choose to move, they will not have to worry about having to sell their home. If they sign a lease, they can move after their lease has expired. One other pro to renting can be the fact that they will never have to worry about paying for any maintenance or repairs. This will be the property owners’ expenses as long as the tenant was not neglectful and caused any of the problems. The security deposit that they pay upon moving in is what takes care of things that may have happened while living in the home.This is where the property owner will subtract monies when renter moves out for wear on the home. III: There are always cons to renting versus buying a home. When renting a home they will not have any equity in the home. They are paying for something that they will never own. Some people feel tha t when they rent they are just throwing away money or just helping the property owner buy their property. This is true as this is typically, why people buy homes. They make the mortgage payments from their renters but it is also their means of making money also.Property owners are their own bosses and some do not have normal jobs, this is their means of supporting their families. Renters also have to face that there can be rental increases also. They may sign a lease but when the lease expires, the property owner may choose to increase the rent. One other con to renting is the restrictions that property owners may place. This can be whether they can have pets, paint the walls a different color, or make any changes to the dwelling in which they are living without prior consent from the property owner.The positive to all of this â€Å"That renting is a better way of living in today’s economy. † Yes, there are some positives and negatives but the positives with renting ou tweigh the negatives. Most property owners will help renters with things that will make them more comfortable but within reason. The renters just need to have an open mind and talk to the owners. Most property owners will bend as long as the tenants talk to them in advance and are willing to pay for things such as painting an inside wall to a different color, or planting things that will make the place more pleasing.Things like this will only increase the value of the home, and if the property owner does not have to pay for it, then they are more than likely to allow something’s within reason. I choose this type of outline because it was a more professional layout. I felt it had an easier feel to it and was a nice layout. I was able to use this outline and still get most of my material in. I also was able to have my topic sentences stated clear, and with all the supporting points in the proper places. This to me was a better outline to follow.

Falling And Getting Up Health And Social Care Essay

The writers explained that increasing in age ( ageing ) is associated with hazard of falling and inability to acquire up when fell. They besides reported the complications linked with lying on the floor for long clip. In add-on, they stated that inability to acquire up carried hapless forecast with respects to hazard of hurt in subsequent autumn, admittance to infirmary and eventually mortality. Aims They stated the aims of this survey and this can be found in the first paragraph under the abstract subdivision. These include ; 1. To depict the incidence and extent of lying on the floor for a long clip after being unable to acquire up from a autumn among people aged over 90. 2. To research their usage of call dismay system in such fortunes as stated in ( 1 ) above. Study design Cohort study-the exposure is non clearly stated in the article but the hazards associated with it are ; ageing, terrible cognitive damage, serious hurt, inability to mount stepss, and admittances to the infirmary. The result is fall and inability to acquire up. This is an appropriate survey design as the writers were looking at a rare exposure and a comparatively common result ( autumn and inability to acquire up ) .In add-on, they were looking at more than one result. Target population The mark population is the full staying endurance aged over 90, of a population based survey, the Cambridge City over-75s Cohort ( CC75C ) .However, it is hard to state from this article how representative these are over the whole Cambridge population since the entire figure of aged over 90 of the whole Cambridge community at the start of the survey is non known and it would hold been nice for the writers to province this. The response rate is however good as 84 % ( 110 ) of the participants took portion in the study and follow up. Study population-exposed Aged?90 old ages who were the staying subsisters of CC75C survey participants were used as the open persons in relation to the hazard factors and instance definition was evidently stated in the article but it is non cognize on which standard it is based on. Study population-unexposed The writers did non give any information about the unexposed group but we may presume that internal comparing method of cohort survey was used in which instance merely one cohort is studied. Therefore, aged?90 old ages subsisters of CC75C were besides used as the unexposed persons. Follow up The terminal of follow up was non clearly stated. In the method paragraph, the writers merely said that the participants were followed up for one twelvemonth or until decease if Oklahoman. It would hold been good if we were told the specific get downing day of the month and stoping day of the month in footings of yearss and months of the old ages. We were besides non state how they handled instances of participants that were transferred from either community or sheltered lodging to institutional scenes ( nursing place or infirmary ) as a consequence of demand for better direction. This may take to rising prices in the figure of falls recorded in institutional scenes. Ascertainment of result Falls, inability to acquire up and usage of dismay systems rates recorded were more subjective than nonsubjective in this survey and this is so since there was no dependable system for observing all the results. In add-on, the steps taken did non truly reflect what one would hold wanted them to. The result assessors and the participants excessively were non blinded to the exposure ; therefore we can non state that the results were accurately measured to minimise prejudice. However, falls reported by telephone with follow-up visit or phone call by undertaking nurse can be a small spot dependable. The above statement indicated some of the commissariats made to cover with possible prejudices in the ascertainment of the survey results. Exposure information The information about exposure was assumed to hold come from the participant themselves and other placeholder sources because we were non told if there was any database where the exposure information was got from ; for that ground, it is hard to state if the exposure was accurately measured. Furthermore, there are no clear cut definitions of hazard factors and/or confusing factors that may be linked to the results. Confusing factors The writers did non place any of import confounding factor perchance due to the survey design adopted. Howbeit, the writers missed some confounders like organic structure mass index, ataractic drug usage, intoxicant maltreatment and other carbon monoxide morbid conditions. Presentation of the consequences Descriptive statistics The research workers of this survey did a thorough occupation by explicating in inside informations the proportions of those who fell and that of falls in participants populating in the community, sheltered lodging and those in institutional scenes. It was observed that most people fell at least twice and that falls in the community scenes were more than in the other scenes. It was besides noticed that falls occurred more when the participants were entirely. In the same vena, per centums and proportions of inability to acquire up amongst participants were given in inside informations. It was noticed here that most people needed aid to acquire up after a autumn in all the scenes. Be that as it may, of all the reported falls ; it was found out that few people were seen lying on the floor for an hr or more. Sing those who fell instead than falls, it was inferred from the description by the writers that the proportion of those who fell was higher than those that did non. Furthermore, from the information provided by the writers ; it can be deduced that most participants had one signifier of call dismay systems but were mostly non used by them. The findings nevertheless as presented by the writers were non really clear, they are subjective and non in sufficient item to enable any reader to judge objectively as perchance more tabular arraies would hold been added to do them clearer. Furthermore, some findings are internally inconsistent ; illustration of this can be seen in the first statement made under the inability to acquire up subdivision which says everyone who fell in an institutional scene, 66 % ( 41/62 ) who fell in sheltered lodging, and 43 % ( 52/120 ) who fell in community scenes needed aid to acquire up after a autumn. The entire figure of participants in the sheltered lodging is 19 which are far less than 66 % of 62 quoted above. Similarly, the entire figure of participants in the community is 62 which are more than 43 % of 120, so the Numberss did non add up here. Statistical analyses-multivariate analysis scheme The writers adjusted for the undermentioned variables ( addition in age, sex, topographic point of abode, maximal walking distance, usage of walking assistance, cognitive damage, recalled falls in past twelvemonth, hurt sustained in falling, hospital admittances ) with regard to unable to acquire up without aid after?1 autumn on one manus and lying on floor for at least 1 hr after?1 autumn on the other manus by utilizing arrested development theoretical account in a individual block format to command for possible confounders between them. However, they failed to demo us the adjusted odds ratios with their 95 % assurance intervals which makes it to belie the rubric of the tabular array ( factors associated with inability to acquire up and lying on the floor for a long clip after autumn, with unadjusted and adjusted odds ratios ( 95 % assurance interval ) ) . Furthermore, it is non really clear whether the writers used an a priori hypothesis or non since merely the adjusted odds ratios were calculated in the survey. Consequences from the tabular array It was noted that unable to acquire up without aid after ?1 autumn has strong association with can non mount stepss or & A ; lt ; 1 flight/day OR 16.6 ( 95 % CI 3.1 to 87.7 ) and autumn related infirmary admittance OR 21.1 ( 95 % CI 1.9 to 230.5 ) except for the broad assurance interval. Furthermore, lying on floor for at least 1 hr after ?1 autumn has strong association with terrible cognitive damage OR 8.1 ( 95 % CI 2.1 to 31.0 ) , serious hurt OR 4.2 ( 95 % CI 1.2 to 14.8 ) , serious OR 7.4 ( 1.3 to 41.1 ) and autumn related infirmary admittance OR 4.0 ( 95 % CI 1.3 to 12.3 ) . This implies that though the odds ratios are statistically important, the hazards estimations are weak and non precise. Furthermore, the absence of p-value in the analysis made this consequence non to be really dependable although the reading was done right from the available statistics. Discussion The writers summarized their survey reasonably good by stating us which factors have associations with the results of involvement but p-values were non stated to confirm the significance of the associations. There is handiness of call dismay systems for most of the participants but were frequently non used by them when they should hold. They failed to compare the consequences of the survey with those from old surveies except that they mentioned what is already known on the subject and what this survey adds to what is already known. Overall, the survey is relevant and addressed most of the inquiries raised by the methods and consequences. The value of this paper to a local authorization responsible for planning services for the aged in United Kingdom Though the consequences of this survey may non be really dependable due to absence of p-value to buttress the significance of the associations between the explanatory variables and the result variables, it has got some information that may be of practical usage to a United Kingdom ( UK ) local authorization responsible for be aftering services to the aged. First, happening of association between cognitive damage and lying on the floor for a long clip suggests the demand for the development of automatic autumn sensors that do non necessitate the wearer triping them and this could cut down the extent of clip spent on the floor and its effects. Besides, reported restrictions with mobility were strongly associated with being unable to acquire up after falling and this suggests that those at hazard can be readily identified for preventive enterprise like preparation in how to acquire up which UK local authorization can direct policy toward. Furthermore, findings of widely handiness of alarm systems but with rare use by the participants due to some moral issues put frontward the demand for attitudinal alteration instruction of them which could be designed by the planning authorization. Interventions to forestall autumn in the aged in UK. Background Falls amongst elderly remain a major public wellness job in the UK. They are a chief cause of unfitness and are the taking cause of decease ensuing from hurt in the aged people in UK. ( 1 ) In add-on, over 400,000 aged people attend accident and exigency unit following accidents in England and about 14,000 people die yearly as a effect of osteoporotic hip break. ( 2 ) There is hence blazing grounds that falls have impact on wellness, quality of life and wellness attention costs. Furthermore, aged people have higher hazard of inadvertent hurts that result in hospitalization or mortality than any other age group. ( 3 ) The chief issue of concern is non merely the high incidence of falls in aged people since kids and jocks have high incidence of falls but alternatively, the combination of high incidence and a high susceptibleness to hurt. ( 4 ) Furthermore, there were about 647,721 accident and exigency attendings and 204,424 admittances to hospital for autumn related hurts in UK population of aged ?60 old ages in 1999. ( 1 ) The cost deduction of these falls to National Health Service and Personal Service Society was & A ; lb ; 908.9 million and 63 % of these costs were spent on falls in aged?75 old ages. ( 1 ) This reappraisal will therefore discuss grounds to two effectual intercessions that have been proved to cut down the hazard of falling and autumn in aged people. The outstanding grounds for the effectivity of intercessions to forestall falls in the aged should come Forth from big and good conducted randomised controlled tests, or from the meta-analysis of little trials. ( 5 ) Systematic reappraisals of some surveies that have been carried out in the yesteryear revealed that some intercessions are effectual while others are non. The extent and magnitude of their effectivity besides vary from one another. Some have besides been found to be effectual merely if used in combination with other types. In add-on, the continuance of effectivity of some are short while some have complications attributed to them. In most of the surveies reviewed, multifactorial hazard appraisal and direction was found to be effectual. Multifactorial hazard appraisal and direction can be described as a focussed station autumn appraisal programme or systematic hazard factor testing amongst persons at hazard of autumn tied to recommendations of intercessions and follow up for hazards undetected. ( 6 ) These appraisal and direction are performed by wellness attention professionals with equal accomplishments and experience on aged people who present for medical attending because of autumn, or study recurrent falls late or show abnormalcies of pace and balance. ( 6 ) The appraisals include the followerss ; History taking for autumn designation Gait, balance, mobility and musculus failing appraisal Osteoporosis hazard appraisal Appraisal of cognitive damage and neurological scrutiny Home jeopardies appraisal Fear associating to falling and perceived functional ability appraisal Examination of cardiovascular system and medicine reappraisal Any of the above one time detected is managed medically or surgically as deemed tantrum to forestall falls. Another intercession that was found to be effectual in most of the surveies reviewed is exercise programmes. Exercise is any bodily activity that enhances or maintains physical fittingness and overall wellness. ( 7 ) The constituents of exercising programme that have been proved to be effectual for aged people include balance exercising, flexibleness, endurance and strength exercising ( musculus beef uping ) . ( 8 ) The exercising should nevertheless be separately prescribed and monitored by an adequately trained professional. ( 5 ) It has been said that programmes which contain two or more of these constituents cut down falls and figure of people falling enormously. ( 8 ) Evidences to back up their effectivity from the surveies every bit good as the consequences Searchs were undertaken in the Cochrane library for secondary grounds on intercession for bar of autumn in aged. Most recent reappraisals on the subject gettable within the clip frame of this study were selected for assessment. One recent Cochrane reappraisal specifically addressed effects of intercessions to cut down the incidence of falls in older people populating in the community. ( 9 ) This reappraisal included 111 tests carried out in 15 states. Based on these surveies the followers were reported: Multifactorial hazard appraisal and direction Decrease in rate of falls ( rate ratio=RaR 0.75, 95 % ( assurance interval=CI 0.65 to 0.86 ) but non in hazard of autumn decrease ( comparative risk=RR ) . ( 9 ) RR 0.82, 95 % CI 0.72 to 0.94 and monthly RaR 0.63, 95 % CI 0.49 to 0.83. ( 10 ) RR 0.78, 95 % CI 0.64 to 0.96. ( 11 ) Adjusted comparative hazard ( ARR ) 0.82, 95 % CI 0.72 to 0.94. ( 12 ) RR 0.84, 95 % CI 0.73 to 0.97 for hazard of falling and pooled incident ratio of 0.65, 95 % CI 0.49 to 0.85. ( 13 ) Exercise programmes Multiple-component group exercising caused decrease in rate of falls and hazard of falling ( RaR 0.75 95 % CI 0.71 to 0.86 ; RR 0.83, 95 % CI 0.72 to 0.97 ) , Tai qi is a signifier of exercising practised by the Chinese ( RaR 0.63, 95 % CI 0.52 to 0.78 ; RR 0.65, 95 % CI 0.51 to 0.82 ) , and separately prescribed multiple-component place base exercising ( RaR 0.66, 95 % CI 0.53 to 0.82 ; RR 0.77, 95 % CI 0.61 to 0.97 ) . ( 9 ) RR 0.86,95 % CI 0.75 to 0.99 ; but non for rate with RaR 0.86,95 % CI 0.73 to 1.01. ( 10 ) RR 0.82,95 % CI 0.70 to 0.97. ( 14 ) ARR 0.86, 95 % CI 0.75 to 0.99. ( 12 ) All the consequences quoted above caused decrease in either hazard of falling ( RR & A ; lt ; 1 ) or rate of falling ( RaR & A ; lt ; 1 ) . In add-on, the assurance intervals are non broad doing the consequences to be dependable. However, exercise if non monitored by a professional or adequately prescribed can be harmful. The intercessions discussed above are likely traveling to be helpful in the oldest aged ( those 90 old ages and above ) due to the fact that all the surveies reviewed were fundamentally done on elderly 65 and over and none placed upper bound to the age scope. In add-on, multifactorial hazard appraisal and direction and exercising programmes reduced the hazards and rate of falling as evidenced by decrease in the RaRs and RRs of the surveies reviewed and should hence be included in falls bar programmes. The lone state of affairs where they may non work is if there is associated dementedness. Other intercessions like taking vitamin D addendums, environmental alterations in places, instruction programmes, and medicines optimizations have non yet been shown to be effectual.

Implementing Quality Management System in Emmar As a UAE Based Company Term Paper

Implementing Quality Management System in Emmar As a UAE Based Company - Term Paper Example The paper will also cover the benefits and problems of six sigma strategy in the business organization. Furthermore, the paper will also relate each of these topics with Emaar which is a UAE based company. The company in order to maintain their quality standards has to take various steps of quality management in its operations.Quality management framework is basically a wide concept of management which comprises of structure of an organization, methods, processes, resources that are needed to provide quality management in an organization. It encompasses all processes in an operational life cycle of a service in an organization. These processes affect the quality from identification of the needs of clients to final satisfaction of their requirements. By this framework, quality services are rendered to clients and stakeholders (Haule, 2007). It is considered as a strategic activity undertaken by a business organization in the competitive global market. In various types of organizations, Total Quality Management (TQM) has turned out to be a paradigm of management. TQM has facilitated organizations to make significant development and achievement in their businesses. There is a great difference between the success variable of TQM related to manufacturing and service companies (University of Nebraska Lincoln, n.d.). Quality management plays a significant role in modern business organizations. TQM is a technique to maintain consistency in production process in organizations so as to uphold reliability, efficiency along with quality. The success and achievement of an organization is based upon the loyalty of customers and through this technique, an organization can achieve satisfaction of the customers. ... Quality management plays a significant role in modern business organizations. TQM is a technique to maintain consistency in production process in organizations so as to uphold reliability, efficiency along with quality. The success and achievement of an organization is based upon the loyalty of customers and through this technique, an organization can achieve satisfaction of the customers. The value of TQM is a management based approach which is characterized by three aspects: principles, practices and techniques. These three principles are focused upon continuous improvement, customer orientation along with teamwork (Hoag & Et. Al., 2010). In 1999, Dow & Et. Al. developed the model of TQM in order to examine the effect of TQM practices on the performance of a firm and its effect on the quality of an organization. There are nine dimensions of quality practices in a firm which include commitment of workforce, joint vision, customer orientation, team building, personal training, mutual relation of supplier, high-tech manufacturing methods and use of bench-marking along with principles of just-in-time (Hoag & Et. Al., 2010). The quality management system encourages an organization to examine the requirements of customers. It also assists to define the processes that add towards the attainment of product which is suitable to the customers and maintains these processes under control. The quality management also caters the framework for incessant improvement of increasing the probability of customer satisfaction as well as the satisfaction of interested parties. Due to these facts of quality management, customers along with organizations become satisfied with the products and processes (International Standard, 2000). Emaar was established in 1997, as

Modern Europe Research Paper Example | Topics and Well Written Essays - 2750 words

Modern Europe - Research Paper Example The issue of whether or not the NATO is still a relevant organization can be resolved by assessing the organization’s ability to protect and ensure security and peace when it is most needed. With the global reach of activities which disturb the peace and security, the efficacy of the NATO seems to depend on the degree to which a more extensive application of its overall goals can be established and supported (Michta, 2007). Even as the NATO is considered an organization of equal states (with equal authority) who apply a consensus in their decision-making processes, the organization seems to function based on the extent of United States participation in these decisions. The security policy objectives of the US are important policies for the NATO (Michta, 2007). Its future efficacy largely depends on whether the European members will consider sharing common priorities with the Americans and whether these members will accept the related risks to such sharing. In the contemporary scene, it is important to consider the extent to which NATO supports such goals and the extent to which it has failed. NATO’s current dilemma exemplifies the looming issues in the current operations, mostly in the continuing armed issues with the NATO-led International Security Assistance Force in Afghanistan. (Michta, 2007). The questions on NATO’s efficacy come from its failure to implement similar expansion activities it implemented during the 1990s in terms of military capability. Such a failure also comes from the missed opportunities after the September 11 attacks and the intercontinental political gaps over Iraq. Despite the shared contempt for any and all terrorist attacks, the US and the European states have still not agreed on how to respond to terrorist and other forms of attacks (Daalder and O’Haanlon, 2001). Attempts to resolve these differences in perceptions have not been successful. As a result, countries like France, Germany, and other European states still have differing opinions with the US in terms of methods which address the terrorist issue and other securi ty problems. The NATO is currently unstable because the end of the Cold War threat in the 1990s caused a gridlock on what the organization’s main mission should then be (The Economist, 2011). NATO established that it needed to consider partnerships, expansions, and enhancement of capabilities; however, the organization cannot seem to act as a united organization in terms of what its main security mission today is. The visions for NATO seem to be competing with each other, and these competing visions are not likely to be settled or resolved via the Continental security approach being advocated by France, Belgium and Germany (Michta, 2007). While the European members have supported NATO’s operations, the scope and the quality of the missions seems to be vague. Moreover, the EU’s goals to establish the European Security and Defense Policy have also impacted on the NATO’

Discussion Questions Essay Example | Topics and Well Written Essays - 250 words - 2

Discussion Questions - Essay Example (Craig Dobbins). This part has to do with the organizational structure of the said company. Organizational Structure is defined as â€Å"The  framework, typically  hierarchical, within which an organization arranges its  lines  of  authority  and  communications, and  allocates  rights  and  duties.  Organizational  structure  determines the manner and extent to which  roles,  power, and  responsibilities  are delegated, controlled, and coordinated, and how  information flows  between  levels of management.† (BusinessDictionary.com, 2012). If an organization has a flexible, decentralized organizational structure then it is easier for information to flow vertically through the different hierarchies and thus it’ll be easier for information about strategic environmental factors to come to the notice of strategy makers of the organization has a flexible structure. To make sure that the strategy makers use this information appropriately, top management can implement an internal audit/control system to keep check on subordinate management levels and what they are doing. Internal controls protect the organization against internal fraud, resource wastage, increases reliability, increases security and helps evaluate performance. (Internal Audit, Kansas State University, 2003). This way there is less chance of inefficiency and mismanagement. 2. Craig Dobbins. â€Å"Strategic Planning: External Environment Scanning†. Center for Food and Agricultural Business, Purdue University. Accessed on: June 20, 2012.

A short review of Nancy Folbre, Valuing Domestic Product New York Term Paper - 2

A short review of Nancy Folbre, Valuing Domestic Product New York Times, May 28, 2012 - Term Paper Example In her New York Times article titled â€Å"Valuing Domestic Product,† eminent economics professor Nancy Folbre lamented how domestic work or housework, is excluded from the usual computation of gross domestic product, which is the total value of all products and services that are produced within an economy in a given period. This is quite ironic because household work, if actually given a monetary value by computing the total amount of hours devoted to household chores and multiplied by the domestic workers supposed current market wages, is really a big amount of money and therefore constitutes a very significant portion of any gross domestic product. The economists have excluded or omitted this home sector of mostly unpaid services. An implication of the said article is that women who form the vast majority of the house workers suffer from gender inequality (Folbre, 2012, p. 1), an invisible workforce that over the years contributed greatly to improving living standards. This unpaid work has been exchanged in recent years with paid work due to globalization fostered by neoliberalism, which is more of a social and moral concept than just a mere economics idea, as more women join the workforce. A consequence of the neoliberalism fostered by the globalization concepts of free trade, privatization of public institutions, economic liberalization and open markets is an uptrend in the exploitation of labor, mostly women who now joined the paid labor force, and the degradation of the processes in social reproduction and a diminution of the social contract under a regime of the liberal democracy government. The home or family as a basic social unit has been weakened due to more women leaving the home in search of paid work outside, but at wages considerably less. Brown argues neoliberalism is a political project because it enforces the existence and operations of a free market by a state that can either promote or suppress it, but primarily to enhance it. This means

Word autobiographical research paper Example | Topics and Well Written Essays - 1000 words

Word autobiographical - Research Paper Example I saw that people were being mistreated because they belonged to a different race altogether. The differences stemmed from the fact that there was less empathy for one another and more emphasis on one’s own self. This paper explains how racial relations are dealt with in an organizational setting and how value would be derived from different agendas that the people have had during this scenario. Moving ahead with the discussion at hand, the members of this community, which is essentially an organization, are more or less like me. They are different in the sense that they are from varied backgrounds and hence their understanding and behavioral levels are slightly distinctive. The members of the organization are undertaking the same tasks as I am and hence in a number of ways they are very similar to how I work and how I spend my life. This is an important understanding because my organization has hired individuals who are much like me and who know how to strike big with the cha nging organizational norms and routines. Furthermore, the leaders within the organization treat distinctive people of the racial differences in varied ways. They do not have any uniformity within their ranks and there is a definitive racial divide that is existent within the workplace settings. I am being treated differently than the ones who are from other sides of the city as this is something that does not go down well with the employees. Nearly every one of these employees has an issue or the other with the way the leaders manifest their point (Hindes, 2009). All of them believe that sanity can prevail if the leaders mend their ways and start doing the right thing at the right time. The role of the leaders under such racial discussions is an important one if they realize the same. If they do not understand the gravity of the situation that has come about within the workplace realms, then it is about time that they should start getting their point across to the concerned individu als. Race is such a critical and sensitive issue that it cannot be taken for granted, and especially by the people who are in significant positions, like the leaders themselves. It would be correct to state here that the other people present within the workplace settings have biased perspectives. This is because they believe it is up to them as to how they shape up racial discussions. It is a fact that they treat people in a number of different ways, all of which are based on their thinking realms. They treated the Blacks as people who are under them, no matter if they senior to them. They treat the Asians shabbily because they are from a third world region. I am also treated differently as I belong to a totally different race and I have felt that under certain occasions and situations, they treat me in a way that is unbecoming of them as well as my own self. I am of the opinion that such stigmas should be done away with because they are not at all in the better interests of the org anization from the long term scheme of things. As far as the organizational rules and policies are concerned, there are clear cut instructions as to how racial biasness should be avoided and the manner in which they should be dealt. There is absolute discouragement for racial talks, discussions, slurs and the like, but then again nothing is being promulgated in true letter and spirit within the organization (Carter, 1997). I believe this is because the human resources management department is not playing its due role in a quantifiable manner. If this department knew that such racial problems could arise, proper steps would have been taken to avoid the same. However, this seems to be something which is apparent now than ever before in the history of the organizatio

An Unstoppable Convergence Coursework Example | Topics and Well Written Essays - 750 words

An Unstoppable Convergence - Coursework Example This fact has formed, as Ralf Nader puts it, a kind of â€Å"duopoly† in American political life. Yet the point is that when one party loose, another party takes benefits from that. Along with the winner ideas and interests of this party are established on the highest level. And whoever comes to power, the result is always the same – â€Å"a corporate statist†, because one ideology can only win by restraining another. But that’s not how things naturally should go in the society. Nader says in Introduction, he had noticed that an ideology doesn’t matter in people’s everyday life. When he was young and helped with the local restaurant his father owned in Winsted, Connecticut and also, when Ralf Nader was hitchhiking, he noticed that people did not organize themselves according to their political views, but they have gathered together a common interest and common current thing they need to do. Therefore Nader stresses on the idea that ideologica l confrontation disappears when there’s a clear understanding what thing is the right thing to do. Behind an ideological explanation of the problem, there's always a common issue which can be found and shared by different parties adherents. In U.S. history there are a lot of examples of such cooperation, or â€Å"a convergence† as Ralf Nader puts it. That means it’s not only an interpersonal relationships’ characteristic. In 1982 a coalition against The Breeder Reactor Project in Tennessee was formed.

HR Essay Example | Topics and Well Written Essays - 500 words - 1

HR - Essay Example As they see perceive via the general operating conditions of the TWTC, some managers confessed that their company occurs to have no clear career â€Å"road map† and this is not suitable especially for starting workers who aspire to yield growth and promotion at a time in the future. With less opportunities toward professional advancement and incomes that barely hit the average, it is plain to imagine how easily TWTC could lose employees by mass resignation if only there exist several other alternatives in which to spot greener pastures for employment and internship alike. Despite the negative observations the managing staff, however, expressed hopes about the impacting contributions of the Human Resources stating â€Å"HR is part of all process developments and is not merely supportive of the processes.† By exploring analysis of this area, the company is able to convey how people are greatly valued in terms of healthy working relations and quality training. Besides recruitment and staffing, the HR is said to demonstrate expert potential in evaluating employees and thereby determining the benefit packages that grant employees the satisfying monetary worth for the equivalent skills and efforts shown. Majority had agreed with the way HR is claimed to exhibit a character of readiness and availability in supporting most aspects of operations as well as responding to requests in a timely manner. A manager admitted that, being an asset to the company in different ways, TWTC HR receives good compensation in exchange of excelling in the field where personnel go beyond their fundamental duties, keeping a balanced aid between the employer advocate or executives and the workforce. Moreover, the interviewees further stressed that â€Å"HR is engaged in every part of the firm’s structure† and on this ground, the processes and

Russian Mafia. Russian organised crime. Is the Russian Mafia is dead Essay

Russian Mafia. Russian organised crime. Is the Russian Mafia is dead or not - Essay Example The Russian Mafia can be linked with the imperial period of Russia, which started in the 1700s. Most of the Russian populations at that time were very poor people. During that time, the criminals who stole from the government resources and shared the profits with the poor were regarded as heroes and were seen as protectors of the community (Gleason, 2009). The term Russia Mafia is a phrase used by most people to refer to a collection of various criminals that are organized and are originate in the previous Soviet Union. Most of these groups share a similar organization structure and goals that identify them as part of the association. They have also been given names like Bratva, Organizatsiya, or the Red Mafia. In the world of today, more than 6,000 different groups that are existing, and more than 200 of these groups are operating globally (Niklaus, 2014). For an organized crime syndicate that is powerful, there was the integration of two USSR characteristic. There was present of a bureaucratic power that was excessive and an illegal market that was present. The bureaucratic excessive power encouraged organized crime by availing an environment for bribery, corruption, extortion and shakedown. According to the Soviet Ministry of Interior All- Union Research Institution in 1991 (Ruth, n.d), bribes were part of the salary of almost half the population of the entire government employees. However, the existence of a market that was illegal was the basis of the presence of the Mafia in the Soviet Union. Most people know that a market that is illegal, like alcohol during the period of prohibition or elicit organized crime of drugs today, yet this connection was distinctive in the Soviet Union. In the Soviet Union, any business form that was not approved by the government was associated with a market that was illegal. This strengthened the cr iminal growth in the USSR. Also, the government was not able to provide the basic products to the citizens hence making a

Determination of Ka for a weak Acdi Essay Example for Free

Determination of Ka for a weak Acdi Essay In the experiment preformed the objective is to titrate a weak acid with a strong base. In a titration of a weak acid with a strong base the titrant is the strong base and the analyte is a weak acid. The reaction that will occur is the direct transfer of protons from the weak acid to the hydroxide ion. The data gathered will be represented on the titration curve, a graph of the volume of titrant being the strong base plotted against the pH . The pH is an indicator of an acids strength. The titration curve can be used to determine the pKa. By reading the graph the equivalence point can be found; which is the point where equal parts acid and base have reacted by knowing this the half-equivalence can be found pH=pKa. Procedure In the experiment pH paper will be used instead of a pH meter. The pH will be determined at the beginning and the end of the titration and the data table will be used to calculate the intermediate values. A burette is a more accurate piece of glassware used to deliver the titrate; in the lab being performed disposable pipet will be used making it very important to consistently dispense the same size drops. Before the titration the volume of a drop must be determined. A pipet is completely fill with distilled water. The average number of drops in a mL and the average quantity of a mL represented by on drop is calculated and recorded. Water is added drop by drop to a graduated cylinder from a pipet at the first, second and third mL lines the water drops are recorded. The average number of drops are calculated per mL. The average of the quantity of a mL represented by a drop is also recorded. A data table is set up to represent the trail averages. First 2. 0 mL of unknown acid is measured into graduated cylinder and then poured into a beaker the volume is the recorded. By using a toothpick a drop of acid is placed onto low portion of pH paper, the pH level is recorded. One drop of the phenolphthalein indictor is added to the acid and the color is recorded. The beaker is set on a white sheet of paper before moving on. Next, a well in the 24-well plate is filled with NaOH solution and then sucked up into an empty pipet. The pipet is the held vertically slowly adding drop by drop the NaOH into the beaker of the unknown solution. Drops are added until a color change occurs, changing to a faint pink for at least 30 seconds. A plastic spoon is used to stir after the addition of each drop. The number of drops of NaOH is recorded and the equivalence point is now determined. A drop of the acid is now transferred by toothpick to the high range pH indicator strip. The pH level of the acid is recorded before titration. The contents of the beaker are poured down the drain and all equipment is thoroughly cleaned. The above procedure is repeated twice more, all data is recorded to 4 decimal places for each trail on the data table. The average of the 3 trails is calculated and data is recorded. At the top of the pH column the unknown’s acid’s starting pH level before titration is entered. Next, the pH level of the acid after the titration, at its equivalence point is entered at the bottom of the pH column. The appropriate pH levels for each 2 drop interval is then calculated, by subtracting the initial pH from the final pH and dividing the resulting difference by the number of rows minus 1. This number is then added to the previous pH value. A graph is then made, pH is plotted on the y axis and volume of NaOH added on the x axis. This represents the titration curve. The pH that corresponds with the equivalence point and half equivalence points are located and the pKa is determined for the unknown acid, pH=pKa. The relationship between Ka and pKa is that Ka is the equilibrium constant for the dissociation of a weak acid and pKa is the half-equivalence point where pH=pKa. In addition to the pH, Ka is an indication of an acids strength; pKa = log Ka. B. The potential sources for errors in this experiment are the inconsistent and miscounting of drops of NaOH in the titration. The pipet must be held upright dispensing the exact size drops to have an accurate measurement. C. If your experimental Ka is 5. 3 and the actual Ka of your unknown acid is 4. 7, what is your % error?

Effect of Communication on Collaborative Working

Effect of Communication on Collaborative Working Discuss how communication within an inter-professional team could affect collaborative working. Inter-professional learning and collaborative working in healthcare are two significant practices that must be understood as health care practitioners and trainee health professionals, to deliver high quality of patient-centred care in National Health Service (NHS) through effective communication. Thus, the aim of this essay is to critical discuss and analyse how communication within an interprofessional team could affect collaborative working to reduce medical errors, decrease workloads, reduce mortality rate, conflict and lack of trust. Two specific key points will be addressed throughout this essay; collaboration with staff and students, effective communication such as verbal and non verbal which entails active listening. In accordance to the Nursing and Midwifery Council (NMC) (2015) codes of conduct on confidentiality, personal information and trust identifiers will be anonymous in the essay and service users (SU) will signify patients. Buring et al (2009) explained Inter-professional teamwork as the extent of which an array of several healthcare professionals such as doctors, nurses, pharmacists and many more work together successfully to influence the quality of care being provided, improve collaboration, enhance quality of patient care, lower costs, decrease patient length of stay and overall reduction in medical errors in health care setting. Negatively, poor communication within a team of health professionals might lead to conflict, lack of trust and may impact on patient care and safety (Vincent, 2011). Collaborative working in healthcare is the process whereby professionals from different disciplines work and support each other as a team cohesively, whilst balancing their roles, sharing responsibility towards making difficult clinical evidence based decisions appropriate enough for the best interest of the SU (McCabe Timmins, 2013). The NMC (2015) stated that to promote a dynamic collaboration among health and social care professionals, effective communication must be established and demonstrated within respective teams, at the same time respecting individual professional’s knowledge, skills and contribution. Flin (2009) defines communication as ‘the transfer of information, ideas or feelings’ (p. 16). However, Emmitt and Gorse (2009) articulate that the transmission of information from sender to receiver may be distorted, therefore, in order for communication to be successful within collaboration, professionals have to utilise this skill effectively. Daly (2004) affirms that effective communication between healthcare professionals is the cornerstone to successful collaboration. Furthermore, Stukenberg (2010) states that once effective communication has been implemented within collaborative working, improved knowledge, work interactions, and positive environment for professionals to work cohesively is established, subsequently, improving the delivery of patient care (Chatman, 2008). The two method of communication that has been commonly cited by numerous literatures are, verbal and non-verbal communications which are widely used by health and social care practitioners in various settings. A study of Purtilo and Haddad (2009) highlighted that verbal communication is vital to health professionals in forming professional relationship through the form of team meetings. The study further emphasised that regular meetings of interprofessional team linked by a common care pathway help to enforce verbal communication and activate effective team collaboration. An example of this was during the author’s placement in a hospice (palliative care), a multidisciplinary meeting was held regularly every week consisting of an array of professionals from different department such as nurse specialists, consultants, social workers, student nurses, doctors, occupational therapist, spiritual and psychological specialist to discuss and up-date members of the team regarding patien ts care. As observed, effective communication was utilised and initiated throughout the course of the meeting as ideas from this group of professionals were put forward in an orderly manner as each professionals took it in turn to contribute towards the decision-making process. Communication observed was clear and concise among the health professionals. Bach and Grant (2012) concurs that clarity of conservation among professionals will aid the process of information being transmitted accordingly thus leading to understanding, as it ensure vital information are not misheard in turn reduces the risk for confusion among individuals within the team. Burnard and Gill (2014) further explained that communication is the art and process of creating and sharing ideas from different individuals, therefore, when this is demonstrated within a group of professionals, they are able to contribute ideas drawing from their own knowledge, experience and expertise as suggested by Baatrup (2014). Tindall, Sedrak and Boltri (2013)also articulated that effective communication will warrant that each members of the team are kept up-to-date which is vital when key decisions are made regarding a patient’s care. They further elaborate that communication forms relationship where trust and respect are instilledthereby enhancing job satisfaction and wiliness of health professionals to join forces with one another as a team in order to deliver a care that is of high quality. Rost and Wilson (2013) maintains that active listening should also be incorporated within communication as it an invaluable tool that sustains collaborative working among healthcare professionals. However, communication failures among health care professionals have been highlighted as the leading cause of unintentional patients harm with many leading to permanent injuries and even deaths (The Joint commission, 2006). An example will be the devastating case of Victoria Climbie (UK Department of Health (DoH), 2003) which demonstrated the effects of ineffective team work and poor communication among health professionals. The recommendation from Lord Laming’s report on the Victoria Climbie inquiry stress the need for health care professionals to improve interprofessional communication and collaboration. As emphasised by UK DoH (2013), effective communication is crucial among health professionals to enhance care delivery, develop therapeutic relationships and it is known to be one of the 6C’s approved by government and NHS to support the values and ethics in health care delivery. Ineffective collaborative working can be as a result of lack of understanding, poorly defined roles and responsibilities, poor communication challenges among health care professionals, which evidently has a negative impact on clinical outcomes. As seen in the Francis report (2013) of the Mid Staffordshire hospital where SU were left to suffer as a result of poor communication and collaboration among interprofessional team. For this reason, the DoH (2013) emphasise the need for all health care professionals to work together collaboratively, communication effectively among each other and have an increased knowledge of the role of each member of the team. Interprofessional team must possess active listening skills which is an important tool in improving discussion and help building trusting relationships between health care professionals (Stainton et al, 2011). Aitken (2013) recognised good listening skills as an important tool for effective communication that can consolidate collaborative working among health professional especially for student analysis and learning. In terms of collaboration between staffs and students, this allows students to be able to gain insights into the varieties of language used such as terminologies commonly used within health and social care, in turn enhances understanding as students are aware of how best to communicate with other professionals within clinical practice building up their interprofessional skills paving away for effective collaboration (ref). REF) put fort the notion that where there is effective communication between staff and students, a strong relationship is formed where there is mutual respect and trust, even though there is differing competence between this specific group of individuals (Hamilton, 2010). Morgan, (2013) also states that effective communication will improve staff and students experiences. Collaborative working through effective communication facilitates professionals from a diverse range of other expertise to help achieve single aim, decrease work load, share ideas on how to deliver highest quality of care through understanding of information communicated. In addition, NMC (2015) recommends that professionals should have the necessary skills to communicate effectively with colleagues and other professionals in order to improve patient care. Hence, working collaboratively has been widely stimulated as the best approach in improving health outcomes (UK DoH, 2010). Furthermore, to support collaborative practice individuals need to utilise interpersonal skills to promote effective teamwork and communication. Therefore, Combined Universities Inter-professional Unit (CUILU) (2010) recommended a guideline designed to help students and different professionals understand how the development of a collaborative worker is evaluated by applying the inter-professional capability fr amework. This consists of four domains which are Collaborative working (CW), Reflection (R), the Cultural Awareness and Ethical Practice (CAEP) and the Organisational Competence. In conclusion, effective communication and collaboration has a huge impact on the lives of SU and health professionals either positively or negatively. It is the role of health professionals to address this and collaboratively maintain continuity of care where there is high quality patient centred care, promote good working relationship with members of a team, thereby enhancing job satisfaction for professionals and quality of life for patients. A good listening skills, mutual respect and value for team members irrespective of their discipline will also facilitate an effective collaboration and patient safety. REFERENCES Aitken, J.E. (2013). Cases on Communication Technology for Second Language Acquisition and Cultural Learning. United States: IGI Global. Baatrup, G. (2014). Multidisciplinary Treatment of Colorectal Cancer:Staging – Treatment – Pathology – Palliation. United Kingdom: Springer. Bach, S. A. Grant, (2012). Communication and Interpersonal skills in nursing. Exeter: Learning Matters Ltd. Buring, S.M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. Westberg, S. (2009). Interprofessional Education: Definitions, Student Compentencies, and Guidelines for Implementation. American journal of pharmaceutical education, 73 (4), 1-8. Burnard, P. Gill, P. (2014). Culture, Communication and Nursing. United States: Routledge. Chatman, I.J. (2008). Medical Team Training:Strategies for Improving Patient Care and Communication. United States: Joint Commission Resources. CUILU (2010) Interprofessional Capability Framework: a framework containing capabilities and learning levels learning to Interprofessional capability. The Combined Universities Interprofessional Unit. Sheffield Hallam University and The University of Sheffield. Daly, G. (2004). Understanding the barriers to multiprofessional collaboration. Nursing Times, 1(9), 78 -79. Emmitt, S. Gorse, C.A. (2009). Construction Communication. United Kingdom: John Wiley Sons. Flin, R. et al (2009) Human factors in patient safety: review of topic and tools. Report for Methods and Measures Working Group of WHO Patient Safety. Geneva: World Health Organization. Retrieve April 7th 2015, from http://www.who.int/patientsafety/research/methods_measures/human_factors/hu man_factors_review.pdf Francis, R. (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. The Mid Staffordshire NHS Foundation Trust Public Inquiry. London: TSO Hamilton, C. (2010). Communicating for Results: A Guide for Business and the Professions. (9th ed.). United States: Wadsworth Cengage Learning. McCabe, C. Timmins, F. (2013). Communication Skills for Nursing Practice. (2nd ed.). United Kingdom: Palgrave Macmillan. Morgan, M. (2013). Improving the Student Experience:A Practical Guide for Universities and Colleges. United Kingdom: Routledge. Nursing Midwifery Council. (2015). The code professional standards of practice and behaviour for nurses and midwives. London: NMC Purtilo, R. Haddard, A. (2009). Health professional and patient interaction. (7th ed.). United States: Rost, M. Wilson, J. (2013). Active Listening. United States: Routledge. Stainton, K., Hughson, J., Funnell, R., Koutoukidis, G. Lawrence, K. (2011). Tabbners Nursing Care:Theory and Practice. Elsevier Health Sciences. Stukenberg, C.M. (2010). Successful Collaboration in Healthcare:A Guide for Physicians, Nurses and Clinical Documentation Specialists. United States: CRC Press. The Joint Commission (2006). Root causes of sentinel events, all categories. Oakbrook, IL Retrieved April 4th , from http://www.jointcommission.org/NR/rdonlyres/FA465646-5F5F-4543-AC8F-E8AF6571E372/0/root_cause_se.jpg Tindall, W.N.,Sedrak,M., Boltri, J. (2013). Patient-Centered Pharmacology:Learning System for the Conscientious Prescribe. Philadelphia: F.A. Davis. United Kingdom. Department of Health (2010). Modernising Scientific Careers: The England action plan. Retrieved April 10th, 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/139529/dh_115144.pdf United Kingdom. Department of Health and NHS Commissioning Board (2013). Compassion in practice. Nursing, midwifery and care staff: our vision and strategy Redditch: NHS Commissioning Board. United Kingdom. Department of Health. (2003). Laming Report. The Victoria Climbià © Inquiry-Report of an inquiry by Lord Laming. Retrieved April 4th , 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273183/5730.pdf Vincent, C. (2011). Patient Safety.(2nd ed.). United Kingdom: Wiley Blackwell.

Process Of Cross Domain Mapping Psychology Essay

Process Of Cross Domain Mapping Psychology Essay The conceptual metaphor theory studies the cognitive process of cross-domain mapping. Discuss the mechanism of metaphoric mapping. In particular, you should address the difference between linguistic metaphors and conceptual metaphors; (b) the relationship between primary metaphors and compound metaphors; and (c) the relationship between conceptual metaphors and the embodied experiences Metaphor is the phenomenon whereby we talk and think about one thing in terms of another, as when a difficult enterprise is described as a battle. (Semino, 2008, p.1) That being said, metaphor is a form of figurative language and it was viewed as a characteristic of language and words, rather than a vehicle of thought, experiences and act, like it is viewed in nowadays. The way metaphor is characterised is by the schematic form of A is B, as in Achilles is a lion (Evans and Green, p.293). In this example a word or a phrase are applied to something which is not accurately applicable, and metaphor is created. However after the 1970s, Cognitive linguists argued that metaphor is a central feature of human language. In the field of Cognitive Linguistics, where our conceptual system is examined it has been found that our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature. (Lakoff and Johnson, 1980, p.3) This statement hence implies that everything we do, or think we do it in a way that it is metaphorical. According to Lakoff through the way we conceive one mental domain in relation to another, metaphor has now obtained the meaning of a cross domain mapping in the conceptual system. The aim of this essay is to introduce conceptual metaphor theory: a framework which studies the cognitive process of cross-domain mapping, and the mechanism of metaphoric mapping, as well as conceptual metaphors and the difference they have with linguistic metaphors. Also, the relationship primary and compound metaphors have as they are both derived subsecti ons of conceptual metaphors, and lastly the relationship conceptual metaphors have with embodied experiences. Cognitive Linguistics Enterprise The field or better enterprise, of Cognitive linguistics arose firstly in the early 1970s. It basically revolves around the symbolic and interactive functions of language as well as the systematic structure the language has. Cognitive linguistics enterprise has two key commitments and it also has to do with cognitive semantics and cognitive approaches to grammar. It basically examines the embodied mind and the connections the mind has with language. Cognitive linguists like other linguists attempt to describe and account for linguistic systematicity, structure and function. Nevertheless the difference from Linguistics is that for cognitive linguistics, language reflects patterns of thought; therefore, to study language is to study patterns of conceptualisation. (Evans and Green, 2006, p.20) Thus, Cognitive Linguistics deals mostly with the relationship the mind and the language share as cognitive linguists believe that through language peoples thoughts and experiences are revealed. Taking into further consideration the two key commitments in Cognitive linguistics which were introduced by George Lakoff and both distinguish Cognitive linguistics, as they make the individual enterprise it is. As it is stated by Evans and Green the Generalisation Commitment which is a commitment to the characterisation of general principles that are responsible for all aspects of human language and the Cognitive commitment which provides a characterisation of the general principles for language that corresponds with what is already known about the mind and brain from other disciplines. (Evans and Green, p.27) Both of this commitments mark the study of cognitive linguistics and they are followed by all cognitive linguists. Their importance is really great as they are the starting point and the foundation for all the methods and theories that are engaged by the two main studies of cognitive linguistics, cognitive semantics and cognitive grammar: two fields of cognitive linguistics wh ich study the mind and grammar. What is more, in Cognitive linguistics the relationship between language, mind and experience through the embodied cognition is also one of the key facts and research within cognitive linguistics. The main argument of cognitive linguistics is that the human mind and conceptual organisation are functions of the ways in which our species-specific bodies interact with the environment we inhabit. Cognitive linguistics disagree with Noam Chomsky and his theory of Generative Grammar as given the Generalisation Commitment which argues that areas of language like polysemy or metaphor share central organising theories, several areas of language are indeed foregrounded. Metaphor is a key subject of study in Cognitive Linguistics as cognitive linguistics study the relationship of language and the mind, how our thoughts are connected with our language. Metaphors are not just a stylistically attractive way of expressing ideas by means of language, but a way of thinking about things. (Ungerer and Schid, p.118) Hence, metaphor is a key subject in cognitive linguistics as metaphor reflects the way we think and also create a new meaning in several areas of our language. Conceptual Metaphor Theory As it has been stated in the title, Conceptual Metaphor Theory studies the cognitive process of cross-domain mapping, which simply means that it studies the mental course or development of metaphor. It is a framework which was firstly introduced by Lakoff and Johnson in 1980. Through this framework metaphors are created and distinguished as parts of language and speech. The basic principle of Conceptual Metaphor Theory is that metaphor is not only a literary feature of language but the way individuals think is metaphorical in general. There are some key aspects which underlie Conceptual Metaphor Theory and the way this framework emerges in Cognitive Linguistics. In short, Conceptual Metaphor Theory is concerned with the mapping of inferences from source to target (ofx, p.191) Firstly, the fact that conceptual metaphor is unidirectional, which means metaphors have one specific direction from source to target and it cannot change. This notion of unidirectionality affirms that metaphors usually move from the more concrete to a more abstract way of thinking. For instance: Secondly, is motivation for source and target. As it was stated above mappings are unidirectional and this raises the question if there is a specific pattern which can direct and point out the domains which typically operate as source and target domains. Kovecses argued that the most common domains for metaphorical mappings include domains relating to the HUMAN BODY (the heart of the problem), ANIMALS (a sly fox) and much more, and concerning the target domain he found that the most common target domains is for example the ones which consider EMOTION (she was deeply moved), THOUGHT (I see your point). Therefore, target concepts seem to be more mental, whereas source concepts can be characterized as more solid or physical. According to cognitive linguistics our basic knowledge of A is B and our natural way to experience and join the concepts creating metaphors. Moreover, metaphorical entailment is another key aspect of Conceptual Metaphor theory. Conceptual metaphors sometimes provide extra information through the metaphoric mappings which are called entailments. What is more, the fact that conceptual metaphors interact with each other, they cost the creation of complex metaphor systems, something which was found also by Lakoff and Johnson. These complex metaphor systems are collections of more schematic metaphorical mappings that structure a range of more specific metaphors like LIFE IS A JOURNEY (Evans and Green, p.229) Due to this Lakoff created a system, called the Event Structure Metaphor, illustrating metaphors which interact in the understanding of expressions. Taking the example above of the metaphor LIFE IS A JOURNEY we can acknowledge that this metaphor can create several articulate examples as it is structured from the event structure metaphor. Additionally, another key aspect of the Conceptual Metaphor Theory is the conceptual nature of metaphor. As it was stated before, in Cognitive linguistics metaphor is an indication of someones thoughts and experiences. Many conceptual theorists claim that conceptual metaphor is based in our basic experiences. Last but not least a significant idea in Conceptual metaphor theory is related to hiding and highlighting as several metaphors can hide or highlight certain information. An example is given in Evans and Greens with the metaphor AN ARGUMENT IS A JOURNEY as this metaphor highlights the progressive and organisational aspects of arguments while hiding the confrontational aspects (Evans and green, p, 304). For example: She will follow step by step her recovery instructions. This metaphor is keen on highlighting the continuity and development the arguments has. In this way metaphors can highlight the importance of the concept. Another really important notion of conceptual metaphor theory is the theory of image schemas. The theory of image schemas is part of cognitive semantics and it is also related to metaphor as image schemas are dealing with an individuals bodily experiences and they are derived from interaction with and observation of the world.(Evans and Green, p.182) Image schemas work as a supporting structure for human thought (Oakley oxf p,214) as the basic correlations help us understand the events and actions taking place in the world around us relating some aspects of life like presence and existence. Culture-dependent evaluations differ from culture to culture as they describing the characteristics of it. According to Oakley, in a few words, an image schema is a condensed redescription of perceptual experience for the purpose of mapping spatial structure onto conceptual structure. (Oakley oxf, p.215) Therefore, image schemas help us improve our knowledge and understanding of metaphor as accord ing to Lakoff and Johnson they can function as source domains for metaphoric mapping. (Evans and Green, p.300) For example, our image-schematic concept COUNTERFORCE arises from the experience of being unable to proceed because some opposing force is resisting our attempt to move forward. (Evans and Green, p.301) According to Lakoff what is really remarkable is that peoples abstract thoughts which are enabled by metaphor, have an image-schematic and therefore embodied basis. What is more, Invariance is also an important principle of image schemas concerning some restrictions in metaphors as not all the source domains can serve and it is a principle which explains the gaps invariance principle basically explains all the gaps in conceptual metaphor theory like why DEATH cant be described metaphorically as a TEACHER but instead is described as a DESTROYER All of the above are key aspects of the Conceptual Metaphor Theory as they mark the way target and source domains work in order to create conceptual mappings. The mechanism of metaphoric mapping Mapping is a greatly important feature of Conceptual metaphor theory as it marks the way metaphors work by joining source to target domains. The mapping scope of a metaphor is best understood as a set of constraints regulating which correspondences are eligible for mapping from a source concept into a chosen target concept. The mapping scopes of metaphors reflect our conceptual experiences in dealing with the world around us (Ungerer and Schmid, p.119). That being set, according to Langacker our thoughts and experiences are organised in several domains. Domains are based on our knowledge and understanding of language and the meaning of the words. Without understanding a domain we would not be able to make any usage of the terms that apply to it. In cognitive linguistics, source domain and target domain are the two main roles that metaphors can have. Source domain is the domain of the metaphorical expressions we use and the target domain is the one that we are trying to comprehend. Th e figure below indicates the basic elements that substitute the mechanism of metaphorical mapping: the source and target concept, the mapping between them and the mapping scope. C:UsersOwnerPictures1winteruhhh8.png Figure 1 Therefore, mapping is a set of connections between essential features of the source and target domain as in order to understand a conceptual metaphor you have to be aware of the set of mappings which apply to the particular source and target combination. This mechanism of metaphoric mapping is stimulated by image schemas, discussed above as a key subject of the conceptual metaphor theory. A primary tenet of this theory is that metaphors are matter of thought and not merely of language: hence, the term  conceptual metaphor. The metaphor may seem to consist of words or other linguistic expressions that come from the terminology of the more concrete conceptual domain, but conceptual metaphors underlie a system of related metaphorical expressions that appear on the linguistic surface.   which are pre-linguistic schemas concerning space, time, moving, controlling, and other core elements of embodied human experience. is largely metaphorically constructed, and thereby reflects a  cognitive bias  unique to humans that uses embodied prototypical processes (e.g. counting, moving along a path) that are understood by all human beings through their experiences Moreover, metaphoric mappings are used in order to help us understand metaphors and the structure of our thoughts. Mapping scopes have three major components: image schemas, basic correlations and culture-dependent evaluations. Metaphoric mapping also has some major source and target concepts used. Figure 2 Major source and target concepts of metaphorical mappings Source as well as the target concepts are the foundational metaphors as they show the direction of the metaphor and all of them are the starting points for the other linguistic expressions to follow. For instance the target concept of TIME is based to the metaphor: TIME IS MONEY. This metaphor is a conceptual metaphor and it not only conceptualizes the development of the metaphoric expression but they also show how they are linked as they all follow the conceptual structure that the conceptual metaphor illustrates. According to Lakoff and Johnson in cognitive linguistics we conceptualize the notion of TIME in terms of MONEY, showing that we understand the fact that time is something valuable. The conceptual metaphor TIME IS MONEY shows that people can acknowledge the importance of time and the fact that they measure their time as something significant in their lives. What is more, the metaphor TIME IS MONEY serves as a core expression giving the direction and meaning to the linguisti c expressions that will follow. For instance: TIME IS MONEY I dont have time to see you. Is he really worth your time? It took ages to dye my hair. All of this linguistic expressions following TIME IS MONEY show an acknowledgement of the mapping structure, and the way the mapping works in terms of target and source. In Cognitive Linguistics metaphors are establishing a theoretical link, amongst a source and a target concept. What is more, there are different mapping scopes, as cognitive metaphors achieve different cognitive functions: Firstly lean mapping between specific concrete source concepts and concrete target concepts is primarily used to highlight individual aspects of the target concept. For instance giving a characterization to person as George is a lion. Secondly rich mapping The mechanism of metaphoric mapping establishes and the difference between linguistic metaphors and conceptual metaphors as conceptual metaphors are the ones who give the concept and the direction of the linguistic expression that will follow. The difference between linguistic metaphors and Conceptual metaphors Taking everything into account, as it was stated above in Cognitive linguistics, metaphor is something which exists in our everyday life and it is vital as well as fundamental. It is not just figurative language used in several poems or books but on the contrary, it is used on a regular everyday basis as our mental system grasps several concepts metaphorically. Hence, the way we think or express ourselves can be considered metaphorical. Linguistic metaphors as well as Conceptual metaphors are both a way of communicating in language. The difference that they share though is that conceptual metaphors are considered to be the foundation and the way the A is B mapping works. Linguistic metaphors are the ones that follow. Conceptual metaphors are the metaphors that conceptualize what we think and how we think as they are drawing the direction from source to target domain. They can be described as the whole idea or the metaphor which establishes the linguistic expressions that will follow afterwards and the train of thought which are constructed about as all of the expressions share something in common. Within Cognitive Linguistics the term metaphor is understood to refer to a pattern of conceptual association, rather to an individual metaphorical usage or a linguistic convention. (Grady, OXF, p.188) According to Grady in Cognitive Linguistics What really distinguishes metaphorical linguistic expressions between conceptual metaphors is the fact that all the metaphorical linguistic expressions come from language and they can, for instance imply on the term of life which is derived from the domain of journey. The corresponding conceptual metaphor that they make manifest is LIFE IS A JOURNEY. Conceptual metaphors are showed in capital letters in order to demonstrate the fact that is not used in language but instead they underlie all the metaphorical expressions listed underneath a conceptual metaphor which are the linguistic metaphors. Conceptual metaphors have two different domains. The conceptual domain from which we draw metaphorical expressions to understand another conceptual domain is called source domain, while the conceptual domain that is understood this way is the target domain. Thus, LIFE, ARGUMENTS, LOVE, THEORY and others are considered target domains, while JOURNEYS, WAR, BUILDINGS, and others are source domains . (Kovecses, p.4) We try to understand the target domain through the use of the source domain. As it was stated in the above paragraphs, in cognitive linguistics metaphor is something which exists in our everyday life and it is vital as well as central. It is not just figurative language used in several poems or books; on the contrary it is used on a regular everyday basis, when people think or speak. Conceptual metaphors can be described as the whole idea or the metaphor which establishes the linguistic expressions that will follow afterwards and the train of thought which are constructed about as all of the expressions share something in common. For instance: The relationship between primary metaphors and compound metaphors As it was examined by Murphy in 1996 Conceptual Metaphor Theory carries a problem concerning the target domain and its structure, which limits the metaphorical mappings and entailments that can apply, and at the same time that the target domain is abstract in the sense that is not clearly delineated According to Grady there are two types of conceptual metaphor: primary metaphor and compound metaphor. Both primary and compound metaphors are constituents of conceptual metaphor. Primary metaphors differ from compound metaphors but at the same time they share a relationship. According to Grady primary metaphors relate two simple concepts from distinct domains. In contrast, compound metaphors relate entire complex domains of experience. (Evans and Green, p.307) Threfore, the idea that rises is that they are both conceptual metaphors, instead primary metaphors link different concepts from different domains rather than linking entire domains like compound metaphors do. Lakoff and Johnson and Grady and Johnson claim that humans from very early on form experiential correlations, which they call primary metaphors. As instances of such basic metaphors AFFECTION IS WARMTH, DIFFICULTIES ARE BURDENS, and KNOWING IS SEEING, among others, have been proposed. A feeling of warmth is often concomitant with an affectionate embrace. The above authors see primary metaphors as the atomic building blocks of more complex metaphors. ( oxford book. Chapter 10 metonymy panther and Thornburg) p.245 The relationship between conceptual metaphors and embodied experiences Conceptual metaphors are greatly linked with our embodied experiences as our experiences help us in order to understand and conceptualize metaphors. An important observation about conceptual metaphors is that many of their source domains reflect significant patterns of bodily experience. (Gibbs Jr, 2003, 1192) For instance when we talk about love as LOVE IS A JOURNEY, we refer to the notion of love as an experience we feel, and it has a starting point, an ending or a destination. We experience the idea of love and through metaphors we express our experiences. Therefore our experiences and memories help us in order to construct conceptual metaphors in our minds. Conclusion All in all, to conclude, metaphors are part of our way of expressing ourselves, thoughts, as well as experiences, in our everyday life. Through conceptual metaphors which mark the destination and the theme of the linguistic expressions, people express their thoughts and experiences.

Buster Keatons The Cameraman :: essays research papers

The Cameraman (Rough Draft) The Cameraman (1928), an MGM Buster Keaton feature, is one of the last truly great feature films of the silent era. From the artistic balance it finds between the simplicity of an all-too-familiar storyline and the complexity of technique and cinematography, to the very-entertaining and captivating performances of its actors, the film that was nearly lost to the annals of motion-picture history is a multi-faceted gem that is joyous to watch. Simplicity is one of the big keys to the success of The Cameraman. The simple plot is of the age-old yet noble type (â€Å"hero-sees-girl, is-knocked-off-feet, goes-to-great-lengths-to-be-noticed, getting-in-much-trouble-en-route†). It has Buster trying to get a break as a cameraman into the newsreel department of a famous studio (MGM, and win the affections of the office receptionist, Sally, played by a beautiful Marceline Day. His endeavors land him in all sorts of uproarious situations, including several hilarious altercations with the romantic rival, a snooty â€Å"made† newsman played by Harry Goodwin. The thematic elements stay simple as well. Pungent with cynicism, irony rears its humorous head on more than one occasion. These bits of the film are delivered with perfect timing, laced with a little seriousness. One such instance is near the latter end of movie when Buster, in a daring stunt, saves Sally from drowning. He leaves her unconscious on the shore momenta rily while he rushes into a pharmacy mere yards away to get something to help her. During those few moments, she awakens, and Buster’s rival, who had abandoned her to drown in order to save his own skin, happens upon her just as she opens her eyes. She thinks he has saved her from certain peril and Buster emerges from the drug store with bandages and the like just in time to see them stroll off into the sunset, arm in arm. Another such moment comes when Buster has gone through hell and high water to obtain footage of a gang war going on in the city streets, only to find that he had never loaded film into his camera. Uncomplicated twists such as these lend to the easy, fun watching that The Cameraman is. There is no profoundly deep symbolism to be found, and the lack of any attempt at thought-provoking societal depictions really lend to a successful package. This is supposed to be comedy, and a marvelous one it is. Though simple, the plot of The Cameraman is perfectly construc ted.