Case study on British Broadcasting Company (BBC) Essay

Case study on British Broadcasting Company (BBC) - Essay Example The BBC or the British Broadcasting Company is the leading broadcasting association in the world. It is a community service broadcaster recognized by a Royal Charter and funded by the households who pay the license fees. The proceeds from the license fees are used by the BBC to provide services that include eight national television channels along with other regional channels, ten radio stations at the national level, forty radio stations at the local level and a wide-ranging website. Services are broadcasted by the BBC through the radio, the television, and also online, providing news and information to its customers on 32 different languages. These are funded by grants provided by the government and not from the fees obtained from licenses. BBC worldwide is the commercial arm of the BBC. The profits earned from the BBC worldwide are returned to the BBC which in turn gets invested in new programs and services (BBC, 2011). The study of this case includes a research and analysis on on e of the largest media company in the world. For this purpose the British Broadcasting Company has been chosen as the organization for study. The report would look into the aims, objectives and strategies of the company, the history and the organizational structure of the company, the company’s media activities related to the wider media framework, its funding and accounting details, employees and their different roles played in the organization as well as the career prospects, the public relations maintained by the company, a SWOT analysis of the organization thus analyzing the strengths, weaknesses, opportunities and threats represented by the company, and the future planning and prospect of the organization in the media industry. Aims and Objectives of the Organization: Mission of the company: The mission of the company is to â€Å"enrich people's lives with programmes and services that inform, educate and entertain† (BBC, 2011). Vision of the company: The vision of the company is to â€Å"be the most creative organization in the world† (BBC, 2011). Values of the company: (BBC, 2011) The company believes that trust is the basic foundation of the company. The members of this organization believe to be autonomous, unprejudiced and truthful. The main focus of the company remains on its audience whose satisfaction counts the most for the success of the organization. Quality and delivery are given utmost value as the company takes pride in the value that it provides. The most important feature of the

Women fce greter chllenges thn men in their ttempts to climb to the Essay

Women fce greter chllenges thn men in their ttempts to climb to the top of the corporte ldder - Essay Example More recently, however, there hs been n influx of women into non-trditionl, higher sttus occuptions, nd it ppers tht trditionl ptterns of occuptionl segregtion my be slowly chnging. It is considered, tht women fce greter chllenge thn men in their ttempts to climb top of the corporte ldder. This suggestion hs been mde due to historicl chnges tht took plce in the distribution of gender workforce nd will be discussed lter in this pper. lthough women nd men hve lwys engged in purposeful ctivity, the set of ctivities tht mny people consider work or employment is not lwys cler. Historiclly, men nd women worked side by side together in the fields. Tody, however, distinction is mde between pid, public work externl to the fmily nd unpid, privte work in the home. Ech of these spheres of work hs come to be sex-typed, with pid work being viewed by mny s the domin of mles nd unpid work in the home the domin of femles. These perceptions re chnging but re still deep-seted in mny respects. Historiclly, men nd women hve hd very different experiences of work. Men hve either secured goods or worked externl to the fmily unit, wheres women often hve worked more integrlly s prt of tht unit. Beginning with industriliztion nd continuing to the workplce tody, men's nd women's experiences of work hve vried significntly, lrgely due to the continuing sex segregtion of occuptions. However, with the onset of two world wrs, both Blck nd White women stedily incresed their numbers in the externl, pid workforce. During the 1990s, the mjority of both men nd women, Blck nd White, were employed outside of the fmily unit. The reltions between men nd women - sometimes chrcterised s "wr" - hve since been trnsformed. In the City of London tody, for exmple, some highly pid expectnt mothers ttempt to time their bonus pyments so tht they fll within the reference period used to clculte mternity py entitlements. If they mnge to win bonus between 18 nd 26 weeks before their expected birth dte, they cn receive mternity py mounting to much more thn they ern normlly - nd with the pprovl of the Inlnd Revenue. How much of this chnge is due to the lw, nd how much would hve hppened nywy becuse of economic nd lbour mrket pressures It is, s lwys, difficult to sy. Yet most commenttors rgue the SD hs hd significnt impct on British working culture. "Tody, it is unusul for women to be discriminted ginst directly becuse they re women, which is wht used to hppen," sys Michel Rubenstein, the founder of Equl Opportunities Review, specilist journl. "The discrimintion tht tkes plce now is mostly round women's fmily roles nd resentment of the disruption it cuses." (Overell, 2006). Jmes Cox, n employment prtner t shurst, n interntionl lw firm, sys: "The City [of London] is the lst bstion of old-style employment prctices, where the focus is on working hrd nd ceding your life to your employer nd clients. "But in the lst few yers it hs been hit relly hrd by women tking [employers to] tribunls nd sometimes wlking wy with multimillion-pound compenstion pyments. It is those cses of the lte 1990s, directly due to the SD, tht hve forced the City to chnge its wys." (Overell, 2006). It is only in very recent yers tht there hs been notble rise in the number of people (mostly women) using sex equlity lw to chllenge employers. In 1998-99, 6,200 women took their employers to tribunl; by 2003-4 the figure hd risen to 17,000 people

Current Issues in Visual Arts Education Essay Example for Free

Current Issues in Visual Arts Education Essay Reading has always been a part of my life. So do playing. Play in the sense of enjoying our life. What I hate most is formality, a life exist without freedom. Then I combined these two interests into one, to study about something fun, and can benefit others too. The study of literature has consumed most of my waking moments. Of course, I have done other things, but the more I have explored the more connections I see between the written page and the world in which I live in. How I realize I am the same with others, too. I think I am master enough naming and knowing the Malay traditional games that exist till now, but I am wrong. The daily games like ram-ram rip, rangkai-rangkai periuk, da da ko, cak lerang benang emas, tebang-tebang tebuk, ting-ting gula batu is already alien to me while I am searching the literature. However, the more I learn, the more I realize what I do not know. Actually, my thesis writing was under supervision of one kind-hearted professor of my school, which was under Research Methodology subject that I took last semester. She really influenced me in guiding the do and don’t in thesis writing. Her positive comments often play in my minds and always keep me awake. It is such a reflection to me. Although reflections are difficult to look into because we see what was lacking and what was missing, but I always feel relieved and more focused after seeking her advises. On the other hand, nothing could be more valuable. I have constructed this paper to reflect a dynamic process in writing my thesis. That is when I write a paper, it is not necessary I should be sitting in front of my computer, but rather I have to jot down what are appears in my mind on a piece of paper, otherwise it should left undone anywhere it could be. Hence, looking back at saved articles and references has often inspired me to expand upon an idea in completing the thesis writing. Thus, I have included list of articles for references, followed by the more polished works that have grown out them, with minimal faultlessly. I hope so. Statement of Research Problem and Research Objectives The reason why I as a researcher, trying to dig the problem of Malay traditional games because I realize that these games has been disappearing in our Malaysian community. As we know, Malaysian’s strong sense of community is reflected in many of their traditional games and pastimes. With the multicultural Malaysia, the traditional games especially among the Malays developed over a period of many centuries in the wake of important cultural influences. Some of the oldest surviving Malay traditional games like the real congkak and wau bulan still exist, but it is hardly to find one while newly developed games consoles explore brand new gaming style nowadays. Consciously or not, by the 80th era the existence of Malay traditional games is already faded out . For some concerns, traditional game augmentation aims at adding new value and playful features to a traditional game with keeping its original looks-and feel (Yamabe, Iwata, Shichinohe, and Nakajima) is the best way to keep the originality from disappear especially from the eyes of the new generation. I still remember my lists of childhood’s games. But have we ever thought that our children ever experience sitting in a circle on a wooden hut near paddy field to play batu seremban? Do they manage to collect every players shoe to build a cone-like shoe pyramid while playing tuju kasut? Or hiding under a huge tree near the bushes and get bitten by army of ants while playing aci sembunyi or hide and seek? Children are missing out of the benefits of traditional games that their parents and grandparents played in their childhood (Casbergue and Kieff ). More children are engaged in solitary games such as computer games, portable play station and other high-tech portable devices such as iPad. With the changes of time, many of the traditional games cherished by generations have their own history. Sometimes we are not even care where does it come from, including me. If I am not the researcher of this study, I think I don’t even bother about the history of congkak. The game of congkak, for example, is a mancala game of Malay origin where the oldest mancala game boards were found in a ruined fort of Roman Egypt and date back to the 4th century AD. There are frequent references to the game of marbles in Roman literature; precursors to modern-day marbles, spheres or flint, stone or baked clay have been found in archaeological sites around the world. Another popular traditional games, playing kites or ‘wau’ is believed to have been derived from the Arabic letter ‘wau’, because the shape of the wings resemble the outline of that particular Arabic letter. Of course as we played the traditional games, we were totally unaware of their long traditions. Especially for young children, they were simply having fun the same with generations before us without noticing the important part of inner value; preserving the games for the future. Traditional games are very significant in Malay cultural heritage. When we talk about something traditionally, at the same time it will reflect the culture. They reflect the ingenuity and resourcefulness of Malay forefathers in creating their own games by using inexpensive materials for their pastimes and recreations. These indigenous games are fun, and developing strong social skills among children. Lack of exposures from early ages of the children will affects the identity and originality of the traditional games. Nevertheless, future generation have no chances to explore the games if most of these traditional games faded out. According to (Akbari, Abdoli and Shafizadeh, pg. 123-129), traditional games have humanity and cultural values, beliefs translate by these from one lineage to other. These games were forgotten as a result of industrialization in recent years. As the thesis writing is upon completion of masters degree in education field, I tried to look at the issue from the angle of Malaysian education system. The implementation of traditional games into the syllabus is still lacking except for the Physical and Health Education subject specifically in primary schools. Furthermore, only a small part being inserted into the Preschool Curriculum under the thematic subject, Tunjang Kesihatan dan Kecergasan. These games, although simple, have cultural and social value and encourage children to exercise their ingenuity, especially in fostering team spirit in school and in the neighborhood. Three years back, I was a preschool teacher in my school. While doing this thesis, it jogs my memory when teaching the kids. Seriously, they were very excited at that time when I asked them to play galah panjang and baling getah. And as usual, they were asking me to play the same games the next day. Another interesting experience to share was during teacher’s day celebration in 2012. Both teachers and students were requested to compete in galah panjang games at that day. The best part was female need to wear kain batik while the male will wear kain pelekat. Everyone was having so much fun. Thus, I came out with the idea in order to preserving the true identity of Malay traditional games towards the students. I hereby conducted a case study research to implement the effects of applying Malay traditional games in the classroom for a group selection of primary school students. The application of these games wills actually results into the cognitive skills and the learning styles of students, also in teaching and learning environment in the classroom. As a result, I make the case that educational games can impact in the developing world. Significance and Limitation of the Study I am not suggesting that these games should replace existing explicit teaching strategies or supplant instructional time. My concerns are to improvise the teaching and learning style in our education by applying a new fun and interesting method while learning. The children are most likely to have peer interactions without teachers input by learning about the culture of childhood from their peers, not their parents or teachers. According to (Casbergue and Kieff), making traditional games available in the classroom could give children the opportunity to develop intellectual and physical skills within a supportive environment. An important void in the existing research literature would also be filled. This fact alone makes this research very significant. In addition, we have to remember that social skills are culturally based. Therefore, it is important for teachers to understand and be sensitive to the culturally based behaviors of students and use a variety of activities to foster acceptance of individual differences. They also can show students how to play ethnic games and encourage students to play in groups (Church, Gottschalk and Leddy). The study will then shows the importance of preserving the original identity of Malay traditional games from faded out. One of the goals of this both quantitative and qualitative research is to study the process of playing Malay traditional games and number of repetition within a certain period. I know that is important to note that the name and process may vary from one practices to another, as many version of games rules and how-to-play version, which could not be controlled by me. Sometimes, it may create confusedness among players. Brief Review on Malay Traditional Games People may see that traditional game is a simple thing, but actually traditional games are valuable elements of a culture. Their inventions show how creative the humans are, a combination with high imagination. It is such a precious heritage to be preserved and imply with the history of its creation. Furthermore, it is hard to find the true inventors of the games and how it is evolved. I have never thought who are the one created konda-kondi, tuju kasut and dam aji. This kind of heritage is a basis where a human group funds its identity, its projects for the future, its memory, its history, its fears, its desires. When people lose this untouchable, fragile fragment of their culture, then they will lose their reason for living, their past and their future (Civallero). Traditional games are a sort of intangible cultural heritage with its richness of Malay cultural values and ethics. Normally, the original version of traditional games had been manipulated by the oral from one to another. This effects the exaggeration of the true identity of traditional games itself. Traditional Malay games usually require craft skills and manual dexterity and can be traced their origins since the days of Melaka Sultanate. Sepak raga and kite flying are among traditional games that were mentioned in the Malay Annals being played by nobilities and royalties of the Malay Sultanate (Ooi). I think we should discuss on few numbers of existing Malay traditional games surround us. Firstly is ‘Dam Impit’. The purpose of this game is for players to test their expertise and brains to collect as many as opponent’s dam and getting close to opponent side of the dam’s table. Playing Dam Impit helps the player to sharpen their thinking skills, capable to develop their patience and discipline among the players (Nasarah and Nasarah). Children can play this game on free time. Adults also make this game as their spare time hobby. Secondly is Cuit Bintik. It is a very fun game to play. In certain places they call this game as Orang Ganjil Kena Cuit. The rules of the game is whoever had been touched by others at certain part of the body need to become the ‘toucher’ while holding their particular part of body and chasing for the next victim (Nasarah and Nasarah). According to (Nasarah and Nasarah ), Jarum Mas is one type of recreational game, not in a form of competition. Players can enjoy the game with one of the main character in the game as the ghost or ‘hantu’. The role of ‘hantu’ is to look after the treasures in the drawn circle. Player who had been caught by ‘hantu’ will become the next ‘hantu’ and the game will be repeated over again. For me, this one is a very interesting game to play. The game represents the culture of sending kuih to neighbors that has always been a practice to Malay people since a very long time ago. Traditionally, the kuih was made by the mother or the family members during Ramadhan or fasting month for break fast. In the research by (Nasarah and Nasarah), there is a game called ‘hantar kuih’ , often play by the boys at night of the fasting month. The game is plays for the whole month, consisting two groups A and B. The group will send the kuih secretly with name taken and wrote in a piece of paper. Whoever had been caught by the opponent will lose. By the end of the month, all players will forgive one another during Hari Raya. This kind of game test the level of children’s speed from chasing by other players and how to avoid themselves from been caught by enemies. (Nasarah Nasarah) said players who had been touched by the chaser need to sit squat until just one player left. The sitting playing is considered as died, and the only one player left will be the winner. The Malays also have a variant of Mancala board games known as Congkak Lubang Sepuluh or Congkak Lubang Dua Puluh. The game is played by moving stones, marbles, beads or shells around a wooden board consisting of twelve or more holes. At my time, my friends and me often play using marbles. Traditionally, (Nasarah Nasarah) said the real ambience to play congkak is on the ground with players wearing sarungs. The function of wearing sarungs are much easier for the players to collect marbles to put in Rumah Ibu. Rumah Ibu is the two big holes dig on the ground with optional numbers of Lubang Rumah Anak. I ever had this kind of experiences during my childhood. The ambience playing under our wooden house was really incredible and amazing. At this time, I don’t know that congkak has a different name too. Historically, mancala or congkak is acknowledged as the oldest game in the world, with variety versions of playing rules depending on the culture of the player. Its origin is traced from Ancient Egypt. As the game dispersed around the globe, every culture has invented its own variation including the Malays. It is common to assume that digital games are something of a new phenomenon. In fact, historians on digs and discover of ancient records all over the world have been able to blow this assumption right out of the water. Many of the forms of traditional games that we see today have been around the centuries, even as earlier since ancient Egypt. Time passes as well as the traditional ways of gaming for the children. As they keep themselves entertained, the generation of video consoles and touch screen are now at the forefront (Boyajian). Nowadays, highly advanced gadgets packed the markets and as time goes by, they are becoming more and more advanced. If once upon a time, the traditional games still can easily be seen played by village boys and girls, in rural or sub urban area. Rarely now, the situation are not the same when the village boys and girls are exposed to technology, to suit with the changes of era. So, where are the traditional games for the Malays? I often asking myself about this, and sometimes I asked my circle of friends, family whereby why it is hard to find one now? Are they also aware of it? Are they realizing the disappearance of our one of the most valuable cultural values too? Just like ‘the evolution’ of society was imagined as a one-way transformation from tradition to modernity (Eichberg). Yes, we can’t deny modernization, but must the tradition being abandoned? Perhaps, not. Research Methodology and Analysis My real concern about the study is actually to investigate the Malay traditional games practices in classroom. The research methodology chosen for this study contain a number of selected gaming activities in classroom, loosely based on the research written by four researchers from different universities under the same disciplines. (1)Matthew Kam (Human-Computer interaction Institute, Carnegie Mellon University, USA, (2) Akhil Mathur and (3) Anuj Kumar both from Dhirubhai Ambani Institute of Information and Communication Technology, Gujarat, India, and (4) John Canny (Computer Science Division and Berkeley Institute of Design, University of California, Berkeley, USA. The title of the study is ‘Designing Digital Games for Rural Children: A Study of Traditional Village Games in India. This is the best article I’ve found to assist me in writing this study, as it’s quite hard to find related scholarly articles or journals about the study. Again, I am not to design a game, but I am investigating the appropriateness either the implementation of Malay traditional games in classroom is suitable to be applied during teaching and learning or not, in any subjects not specifically in Visual Art Education subject. Conducting the study means that I am finding the best methods and relevant ideas for teachers to apply it in classrooms. Mixed method of quantitative and qualitative case study approach is used for the investigation. The intention of this study is to exemplary the research methodology adopted for the study, which is a case study design. According to Merriam states that case study is â€Å"often the best methodology when understanding is sought in order to improve practice† (as cited in Zeyad ). Case study investigations â€Å"can explain the reason for a problem, the background of a situation, what happened and why†. A case study designed is employed to gain an in-depth understanding of the situation and meaning for those involved. The interest is in discovery rather than confirmation (as cited in Zeyad ). At the first place, I thought descriptive design is the best and safer way for doing research, but after gone through few steps ahead my research, I found that case study is the best to carry mine. Besides exemplary the case research done by (Kam et. al ), I also had conducted a preliminary investigation called pilot study as well as the literature survey. The pilot study is pointed to the process of inducting theory using case studies- from specifying the research questions to reaching closure. Besides carried out as a trial study, this pilot study also assisted me in testing the feasibility, reliability and validity of the design. I then selected a number of samples to carry out the pre-test, or in easier words to play the Malay traditional games inside a classroom before the actual investigation is done. I then used the information gathered in pilot studies to refine or improve my research or evaluation procedure being piloted before it is used on a larger scale. This internal pilot study was established through a variety of ways (1) I had approached school directly via headmaster or teachers or management itself to seek permission on conducting the small scale research internally, (2)I had work ‘in partnership’ with the students and interested teachers in contributing to the research, and (3)I drew on personal and professional contacts to set up projects with colleagues who are already aware of game-based learning specifically in traditional and digital ways. Clearly, implementing a game in a teaching and learning session is risky. Either the learning objectives can be achieved or it can be left undone. To design a game that combining a traditional game and completely match the understanding of students while playing, good data collection methods will be more culturally meaningful to rural students. Although I am not designing the game, but at least I am already have in my mind that traditional games might not be playing in traditional ways only, but we can suit with the current modernization. It just how creative the teachers’ are, to add up some spice in their teaching methods. I conducted an initial focus group interview for the student during the pilot study. I asked the participants to recall the everyday games that they love to play for us to videotape. I got a tremendous response from the participants saying their favorite everyday games, including both traditional and digital games. From the feedback, I hypothesized that they still know the Malay traditional games is still exist. I then conducted four methods of data collections which are (1) combination of semi-structured and unstructured interviews, (2) participant observation, (3) follow-up questionnaires and (4) collection of documents with the participants. All gathered information will be recorded for transcribing in data analysis. By using the different methods of data collections, a cross check data will assist in interpretation of data gathered later. Generally for semi-structured and unstructured interview, close-ended and open-ended questions will be asked in order to allow the participants to create options for responding on the current research topic. Participants can also voice their experiences and perspectives on the research area without boundary. They are free to talk and voice out their opinion in order to make the session is more fun, interactive and meaningful. The participant observation will allow me to role as the participant observer during the activities being held. But the observational roles can be changed later to suit with the activities conducted. Additional data came from the participant’s responses to follow-up questionnaires developed specifically to obtain answers to new questions raised after the initial interview data had been analyzed. These follow-up questionnaires were also used to clarify initial answers and verify interview findings. Public and private records will be a good source of text data in assisting the study. Permission was obtained before using the documents.

Examining The Blood Disorder Of Haemophilia Biology Essay

Examining The Blood Disorder Of Haemophilia Biology Essay Haemophilia, or hemophilia is a group of inherited blood disorders in which the blood does not clot properly. Known as a rare disease to individuals, Haemophilia has two main inheritable types, Haemophilia and Haemophilia B. Haemophilia is due in part to defective blood vessels, coagulation mechanisms or blood platelets. An affected individual may bleed spontaneously or for longer than a healthy person after injury or surgery. The paper will discuss in detail and in parts what exactly these diseases are, who suffers from them, what causes them, characteristic traits, statistics, locations , what are symptoms and treatments , research on the subject as well the social impact of these diseases. Many of those who suffer from these diseases have many changes and things they must do so they will not die from the complications of their diseases. The paper uses much information from many distinguished sources and cites them at the end of the paper. The paper also uses diagrams to help show how the genetics of passing down the defective genes. What is Haemophilia ? Hemophilia is a group of inherited blood disorders in which the blood does not clot properly. Known as a rare disease Bleeding disorders are due in part to defectsive blood vessels, coagulation mechanisms or blood platelets. An affected individual may bleed spontaneously or for longer than a healthy person after injury or surgery. The blood coagulation mechanism is a process which transforms the blood from a liquid into a solid, and involves several different clotting factors. The mechanism generates fibrin when it is activated, which together with the platelet plug, stops the bleeding. When coagulation factors are missing or deficient the blood does not clot properly and bleeding continues. Hemophilia can be divided into two major types: hemophilia A or hemophilia B. 9 out of 10 people who have hemophilia will have type A hemophilia which means the body is missing or has low levels of clotting factor 8. If the person has type B, then they are missing or have low levels of clotting f actor 9. In addition, hemophilia is usually genetically acquired but some can develop hemophilia during their lifetime. This can happen if the body forms to the clotting factors in your bloodstream. The antibodies can prevent the clotting factors from working. What causes haemophilia ? Haemophilia is caused by a malfunction in the X chromosome. To most recessive sex-linked, X chromosome disorders, haemophilia is more likely to occur in males rather than females. This is because females have two X chromosomes while males have only one, lacking a back up copy for the defective gene; meaning, the defective gene is guaranteed to manifest in any male who carries it. Because females have two X chromosomes and because haemophilia is rare, the chance of a female having two defective copies of the gene is very low, thus females are almost exclusively asymptomatic carriers of the disorder. Female carriers may inherit the defective gene from either their mother, father, or it may be a new mutation. Only under rare circumstances do females actually have haemophilia. (Center for Disease Control) Who suffers from Haemophilia Females possess two X-chromosomes, males have one X and one Y chromosome. Since the mutations causing the disease are recessive, a woman carrying the defect on one of her X-chromosomes may not be affected by it, as the equivalent allele on her other chromosome should express itself to produce the necessary clotting factors. However, the Y-chromosome in men has no gene for factors VIII or IX. If the genes responsible for production of factor VIII or factor IX present on a males X-chromosome are deficient there is no equivalent on the Y-chromosome, so the deficient gene is not masked by the dominant allele and he will develop the illness. Since a male receives his single X-chromosome from his mother, the son of a healthy female silently carrying the deficient gene will have a 50% chance of inheriting that gene from her and with it the disease; and if his mother is affected with haemophilia, he will have a 100% chance of being a haemophiliac. While, for a female to inherit the disease, she must receive two deficient X-chromosomes, one from her mother and the other from her father (who must therefore be a haemophiliac himself). Hence haemophilia is far more common among males than females. However, it is possible for female carriers to become mild haemophiliacs due to inactivation of the X chromosomes. Haemophiliac daughters are more common than they once were, as improved treatments for the disease have allowed more haemophiliac males to survive to adulthood and become parents. Adult females may experience heavy periods due to the bleeding tendency. The pattern of inheritance is criss-cross type. This type of pattern i s also seen in colour blindness. A mother who is a carrier has a 50% chance of passing the faulty X chromosome to her daughter, while an affected father will always pass on the affected gene to his daughters. A son cannot inherit the defective gene from his father. As with all genetic disorders, it is of course also possible for a human to acquire it spontaneously through mutation, rather than inheriting it, because of a new mutation in one of their parents gametes. Spontaneous mutations account for about 33% of all cases of haemophilia A. About 30% of cases of haemophilia B are the result of a spontaneous gene mutation. Demographics/Location Haemophiliacsa re primarily male although there are a rare instances of femleas having it too. The disease it self does have any numbers to any particular ethnicity but Haemophilia was featured prominently in European royalty and thus is sometimes known as the royal disease. Queen Victoria passed the mutation to her son Leopold and, through several of her daughters, to various royals across the continent, including the royal families of Spain, Germany, and Russia. In Russia, Tsarevich Alexei Nikolaevich, son of Nicholas II, was a descendant of Queen Victoria through his mother Empress Alexandra and suffered from haemophilia. Statistics Annual incidence of haemophilia is estimated at 1/5,000 male births and the prevalence is estimated at 1/12,000. About 400 babies are born with hemophilia each year. The exact number of people living with hemophilia in the United States is not knownbut the current estimate is about 20,000. In the United States, most people with hemophilia are diagnosed at a very young age. What Symptoms are shown? The major signs and symptoms of hemophilia are excessive bleeding and easy bruising. Bleeding can occur on externally or internally. Signs of excessive external bleeding include: bleeding in the mouth from a cut or bite or from cutting or losing a tooth, nosebleeds, heavy bleeding from a minor cut, bleeding from a cut that resumes after stopping for a short time. Signs of internal bleeding include blood in the urine (from bleeding in the kidneys or bladder) and blood in the stool (from bleeding in the intestines or stomach). Internal bleeding in the brain is a very serious complication of hemophilia that can happen after a simple bump on the head or a more serious injury. Many serious complications can also arise from bleeding into various body systems. Hemarthrosis is a bleeding into joint spaces and may be prevalent to those with a more serius from of the disease. How is it Diagnosed? Genetic testing and genetic counselling is recommended for families with haemophilia. Prenatal testing, such as amniocentesis, is available to pregnant women who may be carriers of the condition. Based on CDC data, the median age at diagnosis is 36 months for people with mild hemophilia, 8 months for those with moderate hemophilia, and 1 month for those with severe hemophilia. In about two thirds of cases, there is a family history of hemophilia. The diagnosis of hemophilia is made using a special blood test and most babies can be tested soon after birth. Sometimes prenatal genetic testing is done to diagnose hemophilia before birth. Research With the severe problems that arise with Haemophilia, numerous doctors are currently working to find a cure to treat this disease. One research study that may help to understand and find a cure dealt with Inhibitors in mild/moderate haemophilia A. Haemophilia A is caused by a deficiency of factor (F) VIII. Therapy is based on the replacement of FVIII to haemostatically adequate levels for the prevention or treatment of bleeds. Inhibitors neutralising the haemostatic effects of FVIII have been recognised as a complication of haemophilia since the introduction of replacement therapy. In MMHA, they occur later in life than in severe haemophilia and are generally associated with a change in bleeding pattern. Many of these patients experience severe spontaneous bleeding in joints and muscles Two cases were studied , patient 1 and patient 2. In the first , the patient was given drugs that prevented the formation of inhibitors and allowed the factor to prevail. In patient 2 , the patient re ceived a different treatment and still getting that treatment ot prevent inhibitors from forming. In the second the patient did not get the same type of treatment and thus still suffered from bleeding. A range of therapeutic options to eradicate the inhibitor is currently available and a variety of treatments can also be used to treat the bleeding episodes. However, the optimal treatment regimen for the eradication of inhibitors in MMHA and for the treatment of bleeding episodes have yet to be established. Social Impact Many think people with hemophilia cannot live a normal life, which is not true. In order for people with hemophilia to live normal lives, they must take steps to prevent bleeding problems. The first step they do is to get in contact with the federal government about finding a hemophilia treatment center. This center will provide resources for families and people affected by hemophilia. Precautions one can take to avoid complications is to follow your treatment plan exactly, get regular checkups and vaccinations, and tell all of your health care providers that you have hemophilia, get regular dental care, and know the signs and symptoms of bleeding in joints and other parts of the body. People who have mild hemophilia can take part in a variety of activities. Those who have severe hemophilia should avoid contact sports and other activities that are likely to lead to injuries that could cause bleeding. Physical therapists at Hemophilia Treatment Centers can develop exercise programs tailored to your needs and teach you how to exercise safely. Its usually not safe for people who have bleeding problems to participate in contact sports, such as football, hockey, and wrestling and thus they should exercise extreme caution.. To prevent bleeding, one may be able to take clotting factors prior to exercise or a sporting event. Patients with hemophilia should avoid medicines that increase the risk of bleeding like aspirin, ibuprofen, naproxen, and other nonsteroidal anti-inflammatory medicines and should go to a doctort if there is bruising or tingling in their joints as this may cause them to bleed internally.

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The future of technology takes us further into video games. Does it cause violence and social behavior in kids. Many people believe that violent video game lead to violence outbreaks and bad behavior. Can all this be true? Can it possible that video games are making the upcoming generation having a violent side and not being able to socially interact with others. There have been studies that give valid points on these topics. Video games are enhancing every year as technology gets better also do the games. Does this mean that videos games are also becoming more realistic, violent, and aggressive. Is Spending all these hours making a kid more likely to have anti-social behaviors and damaging these kids brain? Have people wondering how are video games really affecting our kids in this generation? Violent games being released today have age restrictions on them but this does not stop underage kids from getting these games in their hands. There's controversies about how kids should know the difference between video game violence and real violence and also if it causes social problems. T...

A Modest Proposal For Making Driving More Entertaining, While Creating

A Modest Proposal For Making Driving More Entertaining, While Creating The Same Risks For Everyone On The Road It was suggested to me that we â€Å"†¦kill all [the] dumbasses [who choose to drink and drive],† but I felt this too harsh (Holzbach). Why not let them kill themselves? The nation, as a whole, would be more pleasant, happier and more carefree. It is a melancholy object to those who often frequent the bars in this great country to see those who do not currently share in their fortunate state of being. They are usually alone, observing those around them with great envy, holding the car keys, but worst of all, sober. It is the inopportune being who is unluckily chosen to be the designated driver for the evening. It is always an enjoyable experience to spend hour upon hour pounding back the drinks in a bar. Why limit the fun? Why choose someone to be a designated driver and make his or her night miserable? Why not take the fun onto the road? I think that it is agreed by all parties that the prodigious number of sober drivers in our neighborhoods, city streets, and country roads is at present deplorable to the state of our great nation. Currently, a whopping ninety-eight percent of Americans of driving age feel threatened by those who drive under the influence of alcohol, which means that only two percent of Americans are able to fully relax and enjoy themselves while on the road, and with the growing awareness, this number could be on the rise (MADD Online: General Statistics 1). What a travesty! All drivers, and passengers alike, should be put at the same risk for danger, be it damage, injury, or death. But my intention is very far from being confined to provide only for those driving the cars: it is of a much ... ...ed American FactFinder. U.S. Census Bureau. 18 September 2002 . Brown, Meg. Personal interview. 18 September 2002. Holzbach, Wyatt. E-mail interview. 18 September 2002. Licensed Drivers – Our Nation’s Highways – 2000. 26 April 2002. U.S. Department of Transportation. 18 September 2002 MADD Online: General Statistics. MADD Online. 18 September 2002 . MADD Online: Government Survey Shows Troubling News On Drunk Driving, Underage Drinking. 5 September 2002. MADD Online. 15 September 2002 . Reed, Kim. E-mail interview. 18 September 2002. Santo, Beth. E-mail interview. 18 September 2002.

Good and Bad Memory in Academic Study

I. Abstract Improving memory has always been a critical issue of most concern for every person in general, particularly for students in academic learning. Accordingly, our research aims to examine some possible explanations for both students’ good and bad memory in academic study. Another approach of this study is to look for the solutions to students’ poor memory performance. To collect the data, a questionnaire was developed and delivered to 60 English students in the context of Hanoi University.The findings suggest that although most of students have general knowedge about memory skills, not many of them efficiently employ what they have absorded. In conjunction with ineffective study methods, laziness, low concentration and overlearning are the main factors lowering students’ memory. Consequently, a good memory skill is not enough, more important than that is the practice of training the brain every day to reach the best of memory ability. II. IntroductionApp arently, people are now overwhelmingly bombarded by a huge amount of information which changes and multiplies every day. Hence, it is of great necessity for each individual to have a good memory so as to perceive and deal with such large knowledge. However, it is a fact that many people, including students have trouble memorizing. According to Tony (2008), as much as 95 percent of people suffer from major problems related to memory. He claims the reason explained for this is that people have little access to methods or skills to â€Å"best utilize their inherent capacities† (p. 2). In our research, we mainly focus on a group of freshmen and sophomores of Hanoi University to find out why students sometimes feel helpless with their memory and in what ways they can boost their retentive memory in academic study. III. Materials and methods For the data collection purpose, a questionnaire serves as the most practical and effective tool due to its convenience and speediness, especi ally when the survey conducted involves people on a large scale. Our questionnaire consists of two parts, namely reasons and solutions, representing five questions on the whole.Specifically, the first part is to identify the number of English students of Hanoi University (English Hanuers) having access to memory skills at school as well as how they evaluate their memory ability. The reasons constituting to participants’ poor memory are in particular examined. The second part is designed in attempt to specify memory’s kind most students possess. Besides, some memory skills are suggested to see the most applicable in academic study. Prior to the real delivery, we had a trial version conducted in our class. The result shows that some informants were confused about the question order.Accordingly, an alternative was developed as respond to subjects’ problems. 60 questionnaires were randomly administered to 60 students on a voluntary basis in April, 2012. Both English freshmen and sophomores participated in the survey, among whom, female numbers as the major ones. It took us one week to implement the survey and one more day to sort out appropriate sheets. Of 60 questionnaires delivered, 8 were invalid as not being completed, therefore; 52 left met standards for final tabulation. Data analysis was undertaken as the next step.In the first part, the respondents’ answer is divided into two groups, depending on their option in the 2nd question. If students label themselves as owning a good memory, they will proceed to answer question on reasons and factors involved. In contrast, those who believe to possess a poor memory will be asked to respond to a list of possible causes. The second part contains two smaller sections. The first section is composed of four questions including twelve options, which could be divided into three groups. Described in each group are some basis symptoms, in consequence featuring visual memory, auditory memory and k inesthetic memory.The next section presents some suggestive memory skills for students to choose which one they mostly employ. Based on respondents’ choice, we synthesized and analyzed which memory aids are useful academically. IV. Results and Discussion 1. The reasons contributing towards students’ poor memory In order to make the data analysis clearer and easier to understand, we divided the respondents’ answer into two groups, namely group A and group B. Group A contains students whose answer is ‘yes’ to the question whether they were taught about memory skills at school. And others who ticked ‘no’ for the question mentioned above belong to group B. . The statistics of English Hanuers who have been taught about memory skills at school Table 1:The access of English Hanuers to memory skills at school |Access to memory skills at school |Number of respondents (†¦/52) |Percentage (%) | |Group A |37 |71 | |Group B |15 |29 |Table 1 sh ows the access of English students of Hanoi University to memory skills at school. As presented in the table 1, as much as 71% of respondents have learned about memory skills at school. What can be traced from the table is that a large number of subjects, in the investigation’s scope, more or less have some knowledge base related to memory. Understandably, it is the obvious fact that people are increasingly aware of the importance of memory in an individual’s success (William, 2009). Students, especially those studying foreign language are not the exception.It is of great fundament for English learners to develop the degree of memory to increase their language acquisition. The more they understand how their memory works and how to work with it, the more they enjoy the power of memory in their learning. Nevertheless, the matter should be taken into consideration is the effectiveness of those memory skills to students’ performance. The claim that students who have access to lesson related to memory skills have a better memory than those who do not will be investigated in the next part. . 2 The comparison between the percentage of respondents who have a good memory and those who do not [pic] Figure 2: The percentage of good and bad memory of taught and untaught memory-skill students Figure 2 compares the proportion held by participants who evaluate themselves as having good memory and those suffering from poor memory between two groups. The result appears to be different from our expectation. Among students in group B, the percentage of those possessing a good memory is much higher than that of in group A.Specifically, nearly 70% of students in group B is determined to own good memory which opposes to that in group A with only 46%. This fact can be partly explained by the ineffectiveness in students’ learning styles and memory methods which lead them to encounter difficulties in memorizing. Language learners may suffer more from memory inability since they have to deal with a large number of vocabularies and structures in everyday learning. From what is presented in the chart, it can be probably concluded that English Hanuers still somehow face difficulties making use of what they conceive at school.Obviously, although educators put priority in optimizing students to effectively master their study, students seem to find it difficult to take the knowledge into practical application. 1. 3a Reasons contributing to good memory [pic] Figure 3a: Reasons for good memory. It is clearly shown in the pie chart 3a that among students having good memory, the number of those who see it as the result of long-run practice makes up to 65%, outnumbering those who are naturally inherited with 35%. It is possibly inferred from the data that the mnemonic competence can be boosted and strengthened by day-by-day practice with the suitable memorizing methods.Of the same viewpoint, Higbee (2001) states that practice plays as a key facto r to memory improvement. It is a fact that the number of people who are born with excellent innate memory is very small, and majority of people gradually reach the state of having good memory by practice. In Kazt’s findings (2006), most people employ about 10% of their memory ability. He also emphasizes that there is no bad innate brain, but it is because of people’s underestimation of what their memory can do which causes their memory’s limitation.Many students, generally, are of the opinion that their memory is out of control, which results in the less success of memory practice. 1. 3b Reasons contributing to students’ poor memory 1. Low concentration 2. Overlearning 3. Laziness 4. Knowledge disuse 5. Low understanding 6. Negative learning attitude [pic] (The total number is over 100% because the respondents tick more than one option) Figure 3b: Reasons for bad memory Bar chart 3b displays some common reasons contributing towards students’ bad me mory. Generally, English Hanuers suffer from poor memory with combination of reasons.Of the six factors provided, laziness ranks as the most popular one to be blamed on (64%). Following next are overlearning and low concentration which share the same number of 56%. Coincidently, we got the same incidence of 32% for low understanding together with negative learning attitude as the key elements to students’ memory inability. Meanwhile, knowledge disuse is mentioned as the most unpopular factor resulting in respondents’ poor memory performances. It comes as no surprise to us that laziness is revealed as the main reason leading to students’ poor memory.The congruent result is presented in Higbee’s work (2001) when he claims that laziness plays an important role in people’s deficient and ineffective memory. Manifestly, memorizing and memory use for study are a complex and complicated process which requires a great deal of effort and determination. And a bout 95% of information will be forgotten if learners do not retrieve it in a proper way (Adam, 2009). Therefore, laziness appears to be a huge barrier preventing students from boosting up their memory.Also, being distracted and having too much knowledge to learn are the common reasons as students usually complain that they are out of breath because of the huge amount of knowledge and information absorbed. Some students find it hard to focus on study and remember things since they have to cope with a great deal of interference such as part-time job, finance, love affair, and so on. It varies from person to person in the reasons and factors accounting for their experiencing memory difficulties and there may be a combination between the outside and the inside causes.However, what it is down to is that it is students themselves who are the most responsible to their memory inability. 2. Solutions 1. Memory types of English students of Hanoi University [pic] Figure 4: Memory types of Eng lish students of Hanoi University Figure 4 describes the memory types of English Hanuers. As generally demonstrated from the findings, participants belong to various types of memory. Not only do they possess single type of memory but also those of combination. Nevertheless, more students belong to single types than mixed types.Of six categories provided, visual memory is the most preferred one as 31% of students are classified in this category. People owning visual memory type have tendency to memorize by creating mental images, looking at pictures and diagrams. Auditory memory refers to people who memorize information better through melodies, beats and rhythms. They prefer to hear instructions or lectures rather than watch or write, and better take in information presented orally (Cusimano, 2001). As shown in the chart, 23% of respondents belong to type of auditory memory.Meanwhile, 15% of the subjects show that they are likely to be in the group of kinaesthetic memory. Those prefe r trying or experiencing things to memorize and they tend to enjoy activities more during class time. [pic] Figure 5: Memory skills used to better memory Figure 5 presents some memory skills students use to better their memory. Connecting old and new information is the most popular methods to be employed by English Hanuers (42. 3%). Meanwhile, 30. 8% of respondents feel that using mindmaps helps them most in studying and remembering things.Taking notes while studying seems less effective as just only 26. 9% of students choose it as their favorite method to memorize. Undeniably, new information can be easily memorized if it is organized based on the connection with the background knowledge. The better you understand the subject, the longer and more vividly you remember it. Using mindmaps is considered as an effective skill in improving memory because it boosts the react of both sides of the brain (Tony, 2008). Users not only create a mental image but also depict a real map on the pap er, which help the brain ave time to transfer the information into long-term memory. Taking notes while studying also is very important since students cannot remember all the contents during the class. It is a muscle activity, and the fact is that our muscles have significantly better memories than our heads (Kesselman- Turkel, Peterson, 1982). When writing something down, you will remember more efficienly than just only read or listen. Moreover, the lecturer or professional may give a lot of precious and interesting information from their knowledge and experience, which are not written in any books.Hence, it is vital for a student to take notes for reviewing after class time. However, because of laziness, some students still have the wrong awareness of note-taking skill. IV. Conclusion In brief, this small-scale paper investigates reasons and solutions to poor memory among English students of Hanoi University. Firstly, laziness, low concentration and over-learning are the most comm on factors contributing towards students’ memory inability. With regards to these problems, some memory skills are recommended. Different students choose their own method which helps them remember most effectively.They highly appreciate the connection between background knowledge and new information as well as the role of reviewing in memory’s improvement. However, because of the small scale of the research conducted, the limitations are unavoidable. We failed to testify the correlation between students’ memory types and their most favorite memory skill. Hence, in further research, this should be taken into consideration as an important key point. It is our attempt in giving some brief review about memory and the ways to boost students’ memory.We hope that the research helps students identify their memory’s type and define the most effective skills and study methods. REFERENCES Adam, K. (2002). I'm a gifted, so are you. England, Times Media Pte Ltd . Cusimano, A. (2001). Learning disability, there’s a cure. Pennsylvania, Achieve Publications. Harry, L. (2000). How to develop a power memory. New York, NY: Free Press. Higbee, K. L. (2001). Your memory: how it works and how to improve it. New York, NY: Maloew and Company Katz, E. (2006). Secrets of a super memory. New York, NY: Free Press.Kesselman-Turkel, J. & Peterson, F. (1982) Note-taking made easy, Lincolnwood, IL: Contemporary books. Tony, B. (2002). Mind maps book. USA, Penguin Group (USA) Incorporated. Tony, B. (2008). Use your head. London, BBC Pubns. William, W. A. (2009). Memory: How to develop, train and use it. UK, The Elizabeth T- wne. APPENDIX QUESTIONNAIRE We are Hoang Thi Hoa and Dam Thi My Hanh, from class 11a10. Our research aims to investigate the reasons contributing to the students’ poor memory and also find out some effective ways to hasten their memory.We would be grateful for your honesty in answering these questions. Thank you so much for y our cooperation. I. REASONS 1. Were you taught anything about your memory skills at school? ? Yes ? No 2. Do you think that you have a good memory? ? Yes ? No ( If yes, skip question 4, if no, skip question 3) 3. What could be the reasons explained for your good memory? ? Naturally, I have a good memory ? It is the result of my practice Other(s):†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ( please specify) 4. What factor(s), in your opinion, contributes to your poor memory? You unable to concentrate when you study ? You have to learn too much knowledge at a time ? You are lazy ? You disuse what you have learned ? You do not understand clearly what you learned ? You try to remember only when you are forced to ? You have negative attitude when having something to study and remember II. SOLUTIONS A. TO BEST REMEMBER INFORMATION,†¦ (circle only one for each question) 1. When lea rning new words, I often try to†¦ a. Visualize the word b. Say the word aloud c. Write the word 2. When needing concentration to study, I usually†¦ a. Look at something carefully . Listen to music c. Find a quiet place 3. When reading, I†¦ a. Like descriptive scenes b. Enjoy conversations and try to hear the characters c. Prefer actions and do not like reading much 4. When learning something new, I†¦ a. Like to see diagrams or pictures b. Prefer to hear instructions or like to talk about it with someone else c. Prefer to jump right in and try it B. TO BETTER MY MEMORY, I†¦ ? using mind maps ? connecting old and new information ? taking note while study Other(s):†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (please specify) THANK YOU VERY MUCH FOR YOUR COOPERATION!