Philosophy of Music Education in the Indian Context Essay

These goals must be the first and foremost reason why we teach music. To instill an even greater understanding and love of the domain thus enabling our students develop a genuine interest and continue a life long journey that’s undertaken in varying degrees and through diverse roles. Phenix (1986) stress on the fact that knowledge of methods makes it possible for a person to continue learning and undertake inquiries on his own (p. 11). Estelle Jorgenson in her book â€Å"Transforming Music Education† eloquently describes the need for music education to be transformed for the very reason that children be able to continue developing their knowledge beyond the classroom. Effective music education is built of a foundation that encompasses discussions, goals, materials and strategies, based on a teacher’s knowledge and experience of music and child development, educational guidelines and â€Å"overarching, and developing philosophy of music education† (Fiske, 2012). Before I elucidate my philosophy about music, I recognize the need to clarify my stand as a music educator who is passionate and determined to elevate the status of music education within classrooms around India. My Musical Experiences Music has always been a part of me for as long as I can remember. My earliest memories of music, especially the performance aspect, goes back to when I was three years old and sang a solo for a Christmas Concert that was organized by the radio station that my father worked at. I have memories of him kneeling on one knee and playing the guitar for me while I sang after which I was delighted to receive a big present from Santa. Ever since, I have enjoyed performing, and have so felt so comfortable on stage. All along I grew up listening to Christian gospel music and many contemporary arrangements of hymns. Supplementary to that my father offered me a rich experience of Indian hindustani devotional music. I learned songs by ear and didn’t realize what I was missing at this point, imagining what I learned in music to be the only way to absorb and internalize it. Performing was something that I enjoyed doing and it came naturally to me, partly because of my early initiation into leading worship at church. My true test of endurance came about when I was introduced to Western Classical Music at the age of 14, through the study of two years of piano. My teacher, like many others around, displayed an extremely formalistic approach and didn’t do much to expand my understanding of music beyond what was on the page and how I was supposed to read it. In response to this method I didn’t enjoy learning from the pages of notated music books, as much as I did learning by ear, and I continued to develop as a musician who played by ear and improvised at will. Studying opera during undergrad was a trying phase for me because of my inability to â€Å"connect the dots† as easily as I should have been able to. My aural skills remained excellent and I sometimes relied on that to carry me through certain phases. Hard work and determination became my motto, and I spent hours to understand and perfect music that was assigned to me, as I wanted to do my very best. Although I had composed songs earlier, without notating them, the study of music theory opened up a whole new world for me. I could now add variety and richness to my music through the concepts I was learning. Music became a new language for me; I was captivated by the way it lent itself to diverse experiences through different musical roles (something that I wasn’t aware of or didn’t pay attention to earlier). As a Music Teacher Although I initially joined a conservatory to study vocal performance, I found myself deeply drawn towards music education, and during my second semester decided to learn more about devising meaningful and persuasive trategies to improve the standard of music education in India. This thought emerged from an understanding that I had felt almost cheated for having lost out on so many years of studying music formally, yet effectively. I didn’t have a choice because structured music instruction simply wasn’t available at all the schools that I studied in, or the quality of instruction didn’t serve the purpose of educating or informing students like me. What gave the impression of a music class/lesson at school was in reality an enthusiastic way of keeping students occupied for forty minutes in simple singing, with a concert for parents every once a year. We learned songs by rote to perform them, year after year. During those years though, I didn’t realize the limitations that this system came with and continued to enjoy the fact that I was in choir and able to sing. This vacuum remains largely visible and unattended to in schools today, although some music educators in the recent past have taken huge steps towards improving the quality and effectiveness of their instruction in classrooms around India. Their efforts however remain predominantly an enthusiastic endeavor. What is urgently required is certainly something much more than sincere teaching. It calls for a transformation of the present system, giving room for every child to receive superior music education that fits into the whole. The need of every student being met in a transformed educational framework that constantly reshapes itself to accommodate new ideas and strategies. After all, as Regelski (2003) rightly points out that music (music education) is for everyone and not just for an elite few. The turning point in my decision to finally teach music myself came about when I enrolled my four-year-old daughter, Tiara, for after-school piano lessons. I hoped to give her a head start, with the understanding that she needn’t have to face the same challenges in learning music, like I had to. However, after a few classes, I realized to my complete dissatisfaction that there was no structure, no thought and imagination, and no clarity in what was being thought to her. Her fingering on the piano was all over the place for the two songs that her teacher worked on â€Å"Twinkle, Twinkle Little Star. † And â€Å"Baa Baa Black Sheep† Her teacher (I later learned wasn’t introduced to classical notation), taught her these songs by writing letters in a book and instructing her to commit it to heart. Lesson after lesson they would follow the same outline with no emphasis on any other musical aspects whatsoever. I decided I wasn’t going to take this lying down! I had to do all within my capacity to change the face of music education, as the vast majority of people understand it. I began studying about music education as well, to inform and equip myself for the task at hand. Around this period, my voice teacher encouraged me to coach students in voice, and I began shying away from it believing I was under qualified and needed many years of study to begin teaching. However, with a newfound passion and vigor, I accepted to coaching some of his voice students and also began to teach small groups of students on the history of music (because I loved learning about it). Meanwhile, I started training both my young daughters at home constantly developing new ideas and strategies to introduce musical concepts to them. A friend noticed my teaching style and asked if I would teach her daughter too, and thus began my professional journey as a music educator. Four years since then, I find myself accountable for the music instruction I offer to over 250 children across various age groups, who are part of my school. The need is so great within schools, and only a few educators are willing to take the extra effort of educating themselves and being channels of superior music instruction-catalysts of sorts. I am blessed to have a team of ten teachers who share in my vision and work alongside me in imparting music to the children who are part of our music school, â€Å"Harmony†. My long-term vision is to enhance the music programs in India for the betterment of as many children as possible. Individuals don’t realize what they’re missing until they’ve been given a taste of it, a glimpse of the bigger picture (much like my case). Through our school performances I aim on providing a window for the change to take place. A transformation that not only affects my students, but others around them as well through their personal interactions with each other and the community as a whole. My Personal Philosophy â€Å"A field or discipline without philosophical guidance, without critically examined ideals and commitment to their revision in light of the diverse and changing needs of those it seeks to serve, is more akin to an occupation han a profession† (Bowman & Frega, 2012, p. 23). For my vision to bear fruit and show evidence of becoming something concrete, I realize the need to develop my philosophy of music to an extent that equips me with the requisite tools to be able to initiate the change that I seek after. In the words of Jorgenson (2008), â€Å"I want to excavate beneath the superficial and demonstrable skills to think about the ideas and principles of music teaching, the things that drive and shape †. According to Kivy (2002), â€Å"A practice or discipline or body of knowledge, then, seems to become ‘eligible’ (If that is the right word) for philosophy, properly so–called, when it becomes for us a way of life: when it cuts so deeply into our natures as human beings that we are impelled to explore and reveal its innermost workings† (p. 7). It is necessary for me to â€Å"clarify the major dimensions of musical experience† so I can â€Å"effectively offer them to, and nurture them within, â€Å" my students (Reimer, 2003, p. 9), this despite the passion and conviction with which I teach and advocate the need for arts in schools. I have begun to develop a synergistic mindset in my philosophy of music education after my reading and researching the literature, coupled with practical experiences over the last few years. Reimer (2003) points out â€Å" A synergistic mind-set is one open to cooperation as an alternative to contention, to searching for points of agreement or confluence as an alternative to fixating on discord, to recognizing nuances in which seemingly opposed views are capable of some level of contention† (p. 30). I agree with Reimer’s democratic view that musical meaning is meaning that â€Å"individuals choose to give to and take from music, based on their life experiences and their musical orientations. † He further adds that there is to be no â€Å"one right way†, and calls for an adaptation of a synergistic blend in music teaching. Music must involve decision making through discernment and connections within a particular role (Reimer, 2003, p. 213). Eisner (1987) illuminates the need for a curriculum that â€Å"exploits the various forms of representation and that utilizes all of the senses to help students learn what a period of history feels like†(p. 7). Similarly, offering students a basis for understanding music in all contexts involves a thorough exploration of musical meaning within its definitive parameters, along with contemplation or reflection. Introducing students to the music and other art forms of various cultures is a wonderful way to broaden their understanding of the meaning of music. A student does not need to lose his own musical identity in order to study other music. On the contrary, in learning about other music, a student’s life is enriched. Reimer states, â€Å"In the spirit of adding to the self rather than substituting other selves for one’s self, the study of the music of foreign cultures enriches the souls of all who are engaged in it† (p. 191). Music and Meaning As advocates of music, music educators are often expected to express the meaning of music through words, yet words are incapable of truly describing the beauty and emotion felt through experience. â€Å"The concern is not to arrive at a definition and to close the book, but to arrive at an experience† (Ciardi, 1975, p. ). Ciardi states that there â€Å"still lingers belief that a dictionary definition is a satisfactory description of an idea or of an experience† (p. 1). Words may attempt to describe music, yet true meaning must be derived from the actual music experience Reimer (2003) discusses the difference between meanings drawn from words or language and the meanings found through music. He writes, â€Å"Language is created and shared through the processes of conceptualization and communication. Music is created and shared through the process of artistic/aesthetic perceptual structuring, yielding meanings language cannot represent† (p. 133). â€Å"The real power of music lies in the fact that it can be â€Å"true† to the life of feeling in a way that language cannot† (Langer, 1942, p. 197). Phenix (1986) highlights the need to look for aesthetic meaning in music concluding that there has to be a delicate balance between descriptive proposition that serves the purpose of laying out a historical background and allowing for freedom to gain perceptual features. Though music may evoke emotions in my students as they compose or serve as an outlet for their feelings when they perform, the ultimate significance of music lies in its ability to symbolize/portray deeply felt emotions. In the pages of his article, How Does a Poem Mean, John Ciardi (1975) shares with the reader his view that language is not capable of completely conveying the meaning that is discovered through experience. Living through the poetry is more powerful than attempting to interpret it. I believe that language does, however, serve a purpose of enhancing and is required when teaching for musical meaning. Words such as diction, metaphor, rhythm, and counter rhythm describe elements that lead to the understanding of form. Once a student can identify changes in the form through performance, â€Å"he will have identified the poem in action† (p. 95). He will no longer ask what the poem means but will see â€Å"how it means† (p. 95). Ciardi suggests questions such as, â€Å"Why does it build itself into a form out of images, ideas, rhythms? How do these elements become the meaning? † and â€Å"How are they inseparable from the meaning? † (p. 100). These questions are helpful in leading a student to the ultimate meaningful experience. Likewise, music students may use their knowledge of musical elements, such as rhythm and dynamics, to see â€Å"how† a piece of music means. Reimer (2003) says language has the essential function of disclosing and explaining the music. Music elements are inseparable from the performance of the music as they help to explain the musical experience. On their own, however, words and definitions remain dull and lifeless. I believe students should be immersed in the experience, while in a chorus, performing their instruments and listening to those around them. Meaning can be discovered through active participation in music and through the emotion and beauty the music portrays, for â€Å"Music means whatever a person experiences when involved with music† (Reimer, 2003, p. 133). Ciardi’s (1975) statement: â€Å"It is the experience, not the final examination, that counts† (p. 3) is particularly striking. The Indian society places high emphasis on examinations in music as with other subjects, very often overlooking the need for students to value their experience through the process of learning. I sometimes feel pressured by the community to meet high concert performance expectations and good examination results. Although I recognize that performance and the International music exams is a wonderful opportunity in which students can share their music with the community, or understand their level of competency, the true reflection of meaning in the music should be experienced in day-to-day music making within my classroom. I do my best not to focus on the examination repertoire alone but to include other music as well giving them a chance to draw out meanings and experience the music. Ciardi (1975) describes a poem as a â€Å"dynamic and living thing† (p. 10). He continues stating, â€Å"One experiences it as one experiences life. One is never done with it: every time he looks he sees something new, and it changes even as he watches† (p. 10). Similarly, music is capable of revealing something new each time it is experienced. The meanings my students derive from an initial listening of a piece of music may be vastly different than the meanings understood months or years later. The meaning of music constantly changes with personal life experiences and new perspectives. Reimer claims, â€Å"Music education exists to nurture people’s potential to gain deeper, broader, more significant musical meanings† (p. 133). I believe my students should derive their own meanings from the musical experience and without my influence. By explaining meanings to them, I face the fear of casting into oblivion the celebration of their own unique experience with the music, much the same way a language teacher might, in more ways than one, take away from the experience of a students â€Å"feelingful† experience of poetry as she explains the meaning in the verses of the poem. Instead of teaching â€Å"what† music means, I will instruct students on â€Å"how† music means, enabling them to derive meaning from experiences that occur beyond the classroom, and within their own roles. Feeling through Music â€Å"Music does for feeling what language does for thought† (Bowman, 1998, p. 200). As a musician, I understand the power of music to evoke feelings. Listening to or performing a great work of music in a concert hall may bring tears or chills to the musician in a way that only music is capable. Similarly, students’ emotional lives may be heightened by experiences in the classroom. According to Reimer (2003), the â€Å"emotional dimension of music-its power to make us feel, and to â€Å"know† through feeling-is probably its most important defining characteristic† (p. 72). In Western history, emotion has often been regarded less valuable than intellect (Reimer, 2003). Some people do not consider the arts to be as important as other core subjects such as math and reading in education due to the belief that arts are based on emotions and not reasoning or intellect. Recently, however, scientific scholars have begun to recognize that human intelligence, or cognition, is exhibited in a variety of forms, directly related to functions of the body, and tied to feeling. Dimensions of the mind, once thought to be separate and unrelated, are now known to work together, contributing to the things we know and experience. Anthony Damasio, a research neurologist, believes â€Å"feeling is likely to be the key factor in human consciousness itself and an essential ingredient in human cognition† (Reimer, 2003, p. 76). The capacity to feel â€Å"pervades and directs all we undergo as living, aware creatures† (p. 8). â€Å"Direct experiences of feeling are embodied in music and made available to the bodied experience of those engaged with it† (p. 80). The use of descriptive and symbolic language in the classroom, in the teaching of a varied repertoire of expressive music, aids in drawing out these responses of feeling from students. Including music that is heavy and loud or delicate and light will bring out an array of feelings. I believe students should be given an opportunity to articulate these feelings through journaling and in-class discussion.

Music Lesson for Visually Impaired Children in Schools

â€Å" The term ‘visual damage ‘ refers to people with unretrievable sight loss † ( Open University, 2006 ) . However, this class of people who require particular instruction demands ( SEN ) besides includes people whose damage can be recovered after medical aid. In general, a individual is non considered visually impaired when vision is possible with the aid of spectacless or contact lenses. Ocular damage can be caused after familial malfunction and ocular harm to the oculus before birth, after birth and during life span ( Miller and Ockelford, 2005 ) . There are 1.5 million kids worldwide that suffer from ocular damage. There are many oculus conditions that can do ocular damage in kids. Amongs them are Albinism, Cataracts, Coloboma, Cortical ocular damage ( CVI ) , Glaucoma, Nystagmus, Optic nervus upsets, Retinopathy of prematureness and Retinitis pigmentosa ( Miller and Ockelford, 2005 ) . There are some factors that can impact the visually impairer ‘s ability to get by with their status and map better. The specialist healer ‘s support can be a major influence, and the household ‘s attitude has a important portion as good. Additionally, societal and emotional safety has been proven to be really of import.Music and the non-specialist music instructors and the SEN kidsMusic can be good to every sort of particular instruction demand without even the appropriate cognition of the music instructors. Since the head has to be highly watchful all the clip, causes tenseness. Relaxing music can diminish tensenesss degrees ( Kersten, 1981 ) . Researchers in the country of music found that music can bring forth hearing every bit good as quiver. Elizabeth May ( 1961 ) has found that deaf kids can experience music through quivers, and execute in a alone manner. Harmonizing to Zimmerman ( 1997 ) , music can enrapture assurance, develop aspiration and satisfaction, in single and group work within the school environment. Music lesson in the course of study is really of import because it helps to advance self efficaciousness in kids. It facilitates relaxation and merriment in comparing with the therapies and other lessons that the kids are taught. Furthermore, kids with particular instruction demands might compare themselves with the other kids in the schoolroom. However, during the music lesson they are given the chance to loosen up and take part every bit. In add-on to that, music can enrapture creativeness for the kids with particular instruction demands. Kersten ( 1981 ) has indicated that, â€Å" Music provides an of import aesthetic part to the lives of sighted persons † ; hence, VI pupils can make originative degrees through musical activities. In the instance of non-sighted kids, music playthings can be really helpful since sighted kids have vision as the first sensory in order to gain objects and particularly playthings. Furthermore, these pupils can play a rhythmic instrument and bring forth steady beat, and take part in music composings. In general, a non-sighted individual is able to spread out life experiences by the usage of other senses. It is a known fact that visually impaired people use sound as a manner to counterbalance their loss of vision. Attending concerts is ever enjoyable because they can to the full take part like everybody else in the audience. It is really important how this signifier of equality can act upon their feelings of self-esteem. Most of the visually impaired are hearers, yet some of them are more involved with music by executing or even composing. Non-specialist music instructors have a great duty when educating kids with particular instruction demands. Although, they are non trained to cognize a manner to respond in the presence of any job, or, how to learn a vocal to each different instance of particular instruction demand, the music instructor is of import to be informed and take the appropriate preparation refering how to learn the kid. Being cognizant of the basic symptoms the kids show is one manner to learn them.The Music instructor in comparing with the Music healerThere are many differences between the music pedagogue and the music healer. â€Å" Music therapy and music instruction are distinguishable subjects and have separate grade demands † ( Patterson, 2003 ) . Patterson ( 2003 ) points out that the healer and the pedagogue are two different analogues. The pedagogue is the individual responsible to learn music ; on the other manus the healer addresses societal and communicative accomplishments through music . In other words, the purpose of the music instructor is to bring forth music, the purpose of the music healer is to supply an betterment in mental and physical wellness through music. These two functions should non be confused. However, there are some frequent misinterpretations that music instructors and healers are set abouting the same preparation, and they are supplying the same services. What is the function of the music instructor? VI kids often visit either a healer or a music healer ; hence, music instructor is non responsible T O treat the kid but to learn music as for the other kids. The music lesson should supply joy to the kids and if they are treated otherwise, that might do negative feelings and emphasis. Children with animal or physical damages have the ability to go really gifted instrumentalists, and the instructor should maintain that in head and handle them every bit. Harmonizing to Patterson ( 2003 ) , music pedagogues can collaborate with music healers, through audiences or in-service preparation. This accommodates the chance for music instructors to larn new techniques and schemes. They can be informed and updated refering the possible jobs that a particular instruction demand kid will confront in a mainstream school.Children with ocular damage in mainstream schoolsIn the mainstream school, a batch of troubles might be an obstruction for a VI kid. First of wholly, the kid may hold trouble reading notes from the board because of â€Å" deformation of depth perceptual experience, color perceptual experience, what is being seen and perceived † ( Arter et.al, 1999 ) . Furthermore, the kid may non be able to concentrate to approach and far distances, and this may do ocular weariness to the kid. These jobs can be solved by supplying more clip to treat the ocular information. There are many sentiments refering the school environment ‘s function. Some people support the thought that the school should offer safety for impaired people. However, others disagree with this, bearing that merely few steps should be taken in order to help them. Harmonizing to Patterson ( 2003 ) , many instructors have stated that they do non experience prepared to cover with kids with larning troubles. A study of modern-day mainstreaming patterns in the southern United States support this ( Music Educators Journal 58, April 1972 ) . Furthermore Jaquiss ( 2005 ) has collected some statements by music instructors that show the unpreparedness of the music instructors: â€Å" I need much more clip to be after if students with SEN are traveling to be coming to my lessons † And â€Å" I have plenty to make without worrying about sorts who ca n't read or compose † . Harmonizing to this, some instructors would experience more confident if they could hold more preparation on how to learn music to pupils with particular instruction demands. Witchell ( 2001 ) states that instructors ‘ outlooks should be realistic, and a secured method of larning is required for SEN kids. Furthermore, the Philpott and Plumeridge ( 2001 ) suggest that prosecuting a holistic attack that combines executing, composing and listening additions the natural development of musical development.Extracurricular work, in and out of school, for the VI kidsA school is a topographic point that acts as a little community where person can do friends and take part in groups and in different occasions. The visually impaired and every other particular instruction demand kids have a really hard day-to-day plan because of the instructor ‘s demands, and the therapies they are set abouting every twenty-four hours. In this instance, it is instead impossible to demand from these kids to take part in any extracurricular activity after school. Coercing the kid to fall in any music group, demands more attempt from the instructor and the kid. However, there are many musical ensemble activities that kids can take part, which do non necessitate notation. Some illustrations are: the Caribbean steel pan, the art and trade of the steel set, gamelan orchestras and different genres, which require improvisation by the instrumentalists. In this instance visually impaired kids can to the full take part at the same degree with their schoolmates, and experience a sense of equality and same capableness.Visually impaired kids in the early old agesZimmerman ( 1997 ) illustrated that kids who can see are more appealing because they interact more. On the other manus, babies who are non-sighted might non interact as much, and might non acquire the same response as the sighted babies. During the early old ages kids prefer toys from wood or metal than plastic 1s because the sound they produce is more exciting. Furthermore, in this age visually impaired babies are able to pull strings audiovisual stuffs. A posting-box recording equipment can spread out familiarity and turn control over sound through listening pleasance. In the mainstream baby's room school, the sighted kid is take parting in singing nursery rimes and musical games. Vision is the sense that enables kids to associate otiose sounds with what they see. Zimmerman ( 1997 ) suggests musical cues in order to assist the visually impaired kids. The non-sighted should be given clip to touch the instrument, produce a sound by error and get down researching the instrument. One nice learning method is to give instruments as a wages to the well behaved kids with ocular damage.Visually impaired at the Key phase 1The national course of study in England and Wales, in cardinal phase 1, is accessible to non-sighted pupils as good because it involves singing and playing an instrument, composing and being a portion of an ensemble. Zimmerman ( 1997 ) states that visually impaired pupils are able to even play marimbas, when the instructor takes off the note pieces that are non supposed to be played. Furthermore, the writer suggests that since the visually impaired pupil can non number on or copy other pupils, a solution is to keep custodies and take bends.Visually impaired at the cardinal phase 2In this phase, kids are able to sing and understand basic harmoniousness in relation to the vocal. The music instructor by using the sense of touch as a cue can bespeak to the blind and visually impaired pupils the right clip to come in the vocal. The readying for the public presentation ( dry runs and phase readying ) can be more hard than the public presentation afterwards. The usage of Braille, written linguistic communication for the blind, is indispensable for the kids in music lessons for kids with ocular damages in order to recognize the pitch and the length of notes.Visually impaired at the cardinal phase 3In cardinal phase 3, music specializer instructors are present in schools and they are responsible for the music lesson in particular designed music suites. It is instead hard for the blind and VI kids to show their endowment becaus e a whole category is working at the same clip with the instructor holding facial looks. The noise degree in the schoolroom might impact significantly the non-sighted kid ‘s ability to understand and follow the lesson. Zimmerman ( 1997 ) noticed that less sighted pupils prefer to hold a prima function or be merely a inactive member than have the same function as the bulk of other pupils. In this age the non-sighted kids are able to utilize the Braille beat notation. More lit, bright colorss and hypertrophied photocopies in a music base can assist pupils to work quicker.Visually impaired at the cardinal phase 4At this phase, the General Certificate of Secondary Education scrutiny is taking topographic point every bit good as the Standard Grade. Visually impaired kids are able to take these scrutinies with the aid of Braille, word processors and by composing the replies by manus.The lesson it-self: acting, listening and composingAs mentioned above, kids who are visually impaired use their sense of hearing in order to pass on and take part in the same degree with other pupils in the schoolroom. A quiet environment helps the kids to distinguish the sounds. In footings of acting, Witchell ( 2001 ) as noted that the music instructor should cognize every pupil ‘s musical degree. In this manner the instructor will be able to put the pupil in the appropriate degree of public presentation. The instructor can utilize short musical phrases to help the less sighted pupils to copy, repetition and develop. Furthermore, rhythmic ostinati and the usage of the pentatonic graduated table can be a great tool in helping the pupil to accomplish better consequences. Working in braces, one VI pupil and one sighted pupil can suit more successful public presentation. Pairs can pattern in a pattern room for better consequences, because VI pupils find it more hard to concentrate in their activity with other pupils playing music in the same room. In add-on to this, the usage o f Alternatively Clearvision music books ( which includes besides the Braille system ) , provides equal chances for all kids to work together without any distinction. Furthermore, the usage of a recording equipment in the schoolroom can assist the VI pupils to pattern and memorise a musical piece more easy. â€Å" The sky is the bound, since when given the chance to take, able students frequently select hard and ambitious paths, and bask taking hazards † ( Witchell, 2001 ) . This quotation mark should besides mention to the visually impaired pupils, because they are every bit capable as the sighted pupils in acting. Listening activities have been proven to promote pupils to use their aural sharp-sightedness in response to what they hear, and make their ain apprehension. It is suggested that the instructor should inquire easy answered inquiries to increase pupils ‘ engagement without any loss their assurance. Witchell ( 2001 ) has distinguished three basic degrees to find the students ‘ advancement. Students ‘ ability to distinguish sound qualities and instruments are the cardinal elements of the first degree. On the following degree, the pupils are able to acknowledge expressive characteristics. Finally, at the 3rd degree, the pupil can sort the construction of a piece. The last and really of import facet of instruction is composing which creates and improves the creativeness of the pupils. The instructor takes a more facilitator ‘s function refering the composing portion of the lesson. However, instructors sometimes neglect their function as a manager and have jobs learning the category. Composing can supply a sense of power and control to the lupus erythematosus sighted pupils because they understand and learn better when they compose. There are many ways to assist the visually impaired kids to larn how to compose. The instructor should maintain a steady gait to ease the pupils larning ability to compose. One manner to accomplish this is learning a specific genre to the kids and allow them work on it. Another manner for the kids to larn to compose is larning a specific graduated table. Furthermore, the instructor can explicate the rules of the vocal signifiers and melodious forms and use the wordss to the music in order to do it easier to the pupils to larn. Additionally, the sum of clip given to carry through a composing undertaking should be equal. Ten to fifteen proceedingss are plenty for pupils groups to compose a little piece. Every person student has his ain demands. It should be the bottom line to guarantee that music in schools meets every single demand ; hence, music instruction should lend to all kids so its impact could be maintained though their life span. Visually impaired kids are able to to the full take part in all musical activities in a mainstream school. However, there are some factors that could assist these kids in acting, listening and composing. The instructor should allow to the VI pupils to take the instruments of their liking. Furthermore, it would be helpful if the kids use a personal tape recording equipment or a mini-disk participant. In add-on to that, it is indispensable to do the pupils cognizant of what instruments are available in their schoolroom, by taging them with a highlighter marker. On the contrary, the instructor should ne'er take the instrument from a pupil without allowing them know. Furthermore, sudden and loud sounds can be really raging for the VI kids. In add-on to that, hapless quality and unturned instruments would detain the kids ‘s advancement. Refering specific activities, the music instructor should explicate the undertakings to the VI kids in the same degree with all the kids in the schoolroom. As mentioned above, the instructor should happen a pattern room for the VI kids. Talking while kids are making will impact a successful result. Furthermore, the instructor should ne'er oppugn that they will necessitate aid in entering or that they will hold a perfect musical memory. Many writers have stated that a music instructor in a mainstream school should do the VI pupil feel as more capable as possible. Learning for visually impaired pupils has to be ordered to go more good towards them. The music lesson should be a enjoyable activity that meets every pupil demand.

Preferred Learning Style for University Students Essay

Preferred Learning Style for University Students - Essay Example Multiple intelligences is a new approach that uses multiple learning styles. People using verbal linguistic learning techniques and styles are recognized and considered as bright. Learning style has a greater influence on the learning ability of a person than one may realize. A person's learning method is guided by the preferred style of learning. Therefore every person has a preferred style of learning. People who use less preferred learning styles are usually labeled under low grades. The negative and positive belief associated with learning styles can label a person as dumb or smart. A person can improve the quality and speed of learning by understanding and be recognizing the best-suited learning styles and techniques. The learning style also changes the way a person internally envisages experiences, the method of recollecting information and the words chosen to express thoughts (Overview of Learning Styles 2007). The perception of each person is different and shapes the thoughts and decisions. It is the perception that determines the learning style or natural learning strength of an individual. There are several approaches to learning styles. The Gregorc model explains the two perceptual qualities from an abstract and concrete perspective. A concrete approach to learning enables a person to record information directly using the five senses: taste, touch, sight, hearing, and smell. A concrete approach is a method of dealing with the obvious. There is no hidden message or there is no relationship between concepts and ideas. In contrast, the abstract approach to learning enables a person to visualize, understand the unseen and conceive ideas that are not actually seen. A person uses imagination, intuition and has a sight beyond the obvious. Though all human beings have both abstract and concrete perceptual abilities, each person is comfortable using either of the approaches. This is envisaged by the natural strength in abstract or concrete abilities of the person (Mills, D.W. 2002). The concrete and abstract approach may be linked to verbal linguistic and visual-spatial styles of learning respectively. The verbal or linguistic style o f learning includes abilities in both spoken as well as written word. If a person uses this style of learning it becomes easy to express both verbally and in writing. People who use this style usually love writing and reading and has a special interest in learning the sounds and meaning of words like rhymes, tongue twisters, and limericks. Individuals who adopt verbal learning style takes care to include words and phrases they have learned recently in their conversations (The verbal (linguistic) learning style 2007).  Verbal-linguistic learning style or intelligence indicates a person's capability to solve problems, reason and learn through language. The characteristics of this style are the clear expression and good listening skills. A person talented with learning through this method usually prospers in writing and reading curriculum at school. They have well-developed memory for the contents they read and have the ability to recall the information in a clear manner in their spe ech. Language is a fascination for people who use verbal linguistic style. People who prefer verbal linguistic styles tend to learn well when taught through written and spoken materials.

Globalization Term Paper Example | Topics and Well Written Essays - 1500 words

Globalization - Term Paper Example Financially, emergence of world wide financial markets has also improved external borrowing terms and relations; this has greatly contributed to the global financial structure instability. This is because the structures have grown dramatically than any other transitional regulatory regime. This can be seen in the current global economic crisis being experienced, the world economy has been intertwined and thus depends on the out comes of the bigger economies (Murray, 8). Economically, common markets are based on freedom of exchange in goods and services .Collapse of one market can therefore not be contained. This creates a generalized risk because if one country which for example is the market economy collapses the effects will be impacted also to the country which produces those goods or services because they will not be in a position to buy them (Sheila, 10). Politically globalization has been used to create cartels which are target towards particular motives or interests for example the World Bank, IMF among others. These cartels provide a means of control and regulations which deters relations between governments and mandates rights in regard to social and economic globalization. The United States for example has enjoyed a power stratus compared to other powers because of its vast wealth and resources backed by a very strong economy. This is because no other power may be able to compete with its vast wealth, resources, industries, technology among others (Jurgen, 8). With increase in technology communication links and networks have been established both in developed and geographically remote locations. The world nowadays has been linked with such things as satellite, fibre optics telephone and internet technologies .When flow of information is therefore considered the world is all connected to a one small global village. Globalization also has contributed to the use of one common language in most parts of the world, for example English is widely used because most of the communication equipment s e.g. the telexes mails among others are in English (Jurgen, 8). Globalization also means that various and vast range of products will be at the world market. This means that only the best goods or services will fetch market and good prices .This leads to competition where countries try to improve quality of their products as well as increasing value of these products in order to have the competing edge in the world market. Ranges of products are also coming up each and every world in through trade market in order for them to participate in the trade (Steiger, 8). Industrialization has also lead to climatically change that is currently being experienced. This has lead to change in climatic patterns thus lower production mostly affecting agricultural sectors where Africa can be cited as an example. This because most industries emit gases which are destructive to the ecological composition. They also require dirty industrial stage where they dumb the waste; this has led to environmental pollution for Example Rivers, lakes, soil etc (Jurgen, 8). Globalization had its effects in the world of business. Pressure is applied to lowly industrialized third world countries which operate on the same

Assignment argumentative Essay Example | Topics and Well Written Essays - 1000 words

Assignment argumentative - Essay Example White leaders had made a stand against the tactics used by Martin Luther King to solve racial segregation in America. The latter were against direction action taken by Dr. King and they instead recommended use of legal processes to solve racism. However, in Dr. King’s letter, he found the white leader’s tactics insufficient and tried to justify his use of direct action. The main argument in Letter from Birmingham was that injustice has both direct and indirect effects on the public, and direct action was needed. Dr. King’s letter was aimed at challenging the injustices done on the minority blacks in America. However, it was viewed as agitation funded by outsiders to destabilize the country through demonstrations. The clergymen whom Dr. King addressed were also against racism, but they feared to stand up against city government. They hence opted for other methods to counter segregation other than staging demonstrations and public events. In an earlier statement, t he clergymen said Dr. King’s timing was poor and he needed to wait for a right time to create awareness on racism. Dr. King replied to the clergymen in his letter citing that waiting for long would mean that racial segregation would never come to an end. This showed the latter’s focus and determination to bring an end to racism. Unlike most traditional activists who were silenced by imprisonment, Dr. King continued enlightening the public using the open letter. While in prison, Martin Luther King noticed the strong opposition of his use of direct action to mobilize and educate people on racism and social injustices. Letter from Birmingham Jail was to prove that grassroots action against racism was not as radical as the government and some clergymen perceived it to be. In the letter, he explained that his people did not demonstrate because they wanted to create trouble, but because it was necessary at the time. The tone used in the letter is persuasive and Dr. King achi eves this by using various writing techniques. He used ethos to show the credibility of his information and refute the accusations that he only wanted to create chaos. Ethos is a style used in writing to ensure the readers have trust in any information presented by an author. In the first line of the letter, Dr. King addresses his critics honorably as â€Å"Fellow Clergymen.† This gives the reader an open mind while reading through the rest of the letter through the connection created. This makes both his supporters and opposition know that he understands and respects their stand in the fight against racial segregation. The use of ethos in the text is seen in various paragraphs where he tries to prove his point. He is aware that the letter targets a religious audience and hence makes constant reference to the bible and Christian history. To show his respect for religion and the country’s clergymen, he said â€Å"I have the honor of serving as president of the Southern Christian Leadership Conference† (King). The statement was directed to people who thought he was not appropriate to head the movement against racial segregation. He proved that he understood civil rights and hence he is fit to speak on the subject. Dr. King again uses ethos as he concludes the letter when he states that he writes from a jail cell. The statement is aimed at showing the reader that the latter had made sacrifices too for the topic he was addressing. It creates a sense of trust in the reader

Tamas by Bhisham Sahni and Like Water for Chocolate by Laura Esquivel Essay

Tamas by Bhisham Sahni and Like Water for Chocolate by Laura Esquivel - Nathu and Tita; Victims of Society - Essay Example rns itself with the story of the partition between India and Pakistan, which is that reprehensible chapter of Indian history, depicting the exodus of the terror – stricken Hindus who lived in the Muslim majority regions and whose screams drowned the jubilant shouts of Independence. One of the quotes in the novel goes like this, "If people knew each other, they would find it hard to hate." (Bhisham Sahni, Tamas) This realistic portrayal fetched the novelist, actor and playwright, Bhisham Sahni, the Sahitya Akademi Award for 1975. Laura Esquivel’s ‘Like Water for Chocolate’ is a true portrayal of the Mexican revolution as its background, when various political parties were squabbling for control of the nation and putting forth their separate ideas about the governing of the nation. ‘Like Water for Chocolate’ is a story that takes place in the late 19th century, narrates about the widowed Mama Elena who has three daughters Gertrudis, Rosaura and Tita. The story uses the Mexican revolution as a metaphor for change, where Elena represents the old power structure while in Tita we have the attitude of rebellion, seen in the new members of the governing parties in the current times. The story revolves around the theme of forbidden love on the ranch, where the youngest daughter Tita is forbidden to marry her true love Pedro because according to the law the mother had to be looked after by the youngest daughter which happened to be Tita. Tita’s mother was so heartless as she offers Rosaura to Pedro in marriage instead. Pedro loved Tita so much that he agrees to marry Rosaura only for the one reason of being close to his true love Tita. Tita was victimized by her own mother ever since her birth. This is aptly described by the author who states â€Å"Tita was literally washed into this world on a great tide of tears that spilled over the edge of the table and flooded across the kitchen floor†¦.† These lines show the pain, suffering, suppression and trauma that

Market Failure Essay Example | Topics and Well Written Essays - 500 words

Market Failure - Essay Example One real life example of market failure is immobility of labor. The main types of market failure include the presence of gaps in skills, immobility of labor and inequality (Riley, 2011). There are two types of labor immobility- occupational, geographical and industrial. There are some imperfections in the market for labor which might lead to failure of market. For occupational labor mobility the main causes of market failure is skills do not match for the new jobs that are available. Often new jobs are available in the market but the available skills of the labor do not match the requirements. The second cause for the occupational labor mobility resulting in market failure is long term unemployment can lead to loss of skills on the part of the labor. If workers are not involved in work for a long term may be due to unemployment or for some other reason, they may lose their efficiency and their skills can be lost. The third cause that can be accounted is barriers to entry into the market eg, professional bodies. Sometimes a labor may not have the required skills to enter into a market. In case of geographical labor mobility the causes include differences in the price of houses in different regions, social bonding and family and differences in the cost of living (Revision on Labor Market Failure, n.d.) The failure of labor market can lead to structural unemployment, inflexibilities in the market of labor, continuous shortage of labor supply in some areas while surpluses in the others, rising wage and inequality of income, widens regional disparity and unemployment which has both, economic as well as social costs (Economics online, n.d.). The government can divert investment in education and training of personnel. This will induce the human capital in the total labor force. Subsidies in employment can be provided in cases of

Land Law Assignment Example | Topics and Well Written Essays - 3000 words

Land Law - Assignment Example In order to acquire Valiant Villa, Ben and Ali agreed to approach Cantander bank to negotiate for a mortgage worth ? 125,000. Notably, Ben and Ali are freehold owners of the property. As such, this form of mortgage is an equitable mortgage since it is created after the legal owners of the property negotiated an instrument with Cantander bank that demonstrates a binding intention to create a security in favor of the mortgagee as opposed to legal mortgage where the mortgagee remains the legal owner of the property. However, Ali who is a model scout and agent was later on entered into a contractual agreement with Cait Miss- a high profile model where Ali agreed to fund her travel commitments, provide her with personal assistants and manage her portfolio work. The entire cost for this work was worth ? 110,000. Ali unduly influenced Ben to signed mortgage forms that lead to release of some security in Valiant Villa to cover the costs. Ideally, not all mortgages are utilized to buy propert y. As in this case, it is apparent that Ali who also worked as a model scout and agent committed himself to fund Cait. ... held that the mortgagee has unqualified right to repossession in the event that the mortgagor defaults in mortgage repayment.2 Cantander bank has the right to repossesses the villa and either uses it to generate income or sell it to recover unpaid mortgage amounts. The mortgagee has the right to decide when to sell the property since one a property is repossessed; the bank will not be holding it in fiduciary capacity. In China and South Sea Bank Ltd v Tan Soon Gin (1989), the court held that the mortgagee was not obliged to sell the property at any particular time and was as such entitled to act in its own interest.3 Surprisingly, Ben was not fully aware of the whole deal as he thought the second mortgage was a form of mortgage repackaging. Unluckily, Cait Miss was embroiled in a drug scandal which dented her image making it difficult to continue working in the model industry. Indeed Ali’s reputation as her agent was also shattered and could no longer earn revenues to cover mo rtgage repayments. Cantander bank is now seeking repossession of Valiant Villa which has indeed caught Ben unaware. Ben should understand that mortgage as a contact is primarily based on contract law in regard to formation, terms and termination. As such, a mortgage differs from an ordinary loan since the mortgagee has equal rights to the property as the mortgagor. A mortgage has a proprietary interest since a mortgagee has rights over the property and can therefore take possession of that property in the event of non compliance to the repayment schedule agreed. Ben should be aware that Cantander bank has right to repossess Valiant Villa as governed by section 85 of the Law of Property Act (LPA) 1925 and in common law and rights of sale under statute.4 In addition, it is clear that Ben signed

Education the New Form of Segregation Assignment

Education the New Form of Segregation - Assignment Example The assignment "Education the New Form of Segregation" analyzes the article "A Future Segregated By Science? The Opinion Pages" by M.C. Blow. Blow in his article suggests that there is a new emerging parameter under which the American society is being divided based on science and STEM-based education and employment.The author directs our attention to the development and progress of historical injustices such as economic disenfranchisement of the African Americans. The article presents irrefutable facts such as the chronology of the growth of the STEM jobs in the coming decade. The projection of the growth of STEM jobs is more impending than non-STEM jobs. The main strength of the article is the statistical evidence. Blow systematically explored the data presented from credible institutions such as the national math and science initiative and the USA today. He assesses the admission and interest that black and monitories have in STEM-related courses and subjects. The research in the a rticle shows that the black population receives about 7% of all STEM-related bachelor’s degrees and even lower number of these professions gets hired. About 6% blacks and other minorities such as Hispanics hold STEM jobs in most of the prestigious companies and leading institutions. The weakness in the article is that the argument of the author fails to offer a solution on how best to improve on diversity in the workplace. Blow compares gainful employment to access the achievements of the black race and other minorities.

New Enterprise Group Essay Example for Free

New Enterprise Group Essay Bob Chen came from the oriental culture. He was born in Hong Kong. He came to Canada to study and was eventually given the opportunity to work in one of the largest public accounting firms in Canada, James-Williams. As most Orientals, he was quiet and soft-spoken. He was not a straightforward person. He does not readily utter his exact opinions about a situation or a person. This courteous behavior of his had also apparently concealed most of his views about career and work. David Shorter, though not indicated in the case study, possesses the characteristics of a person hailed from or has a great grasp of the Canadian or Western culture. Being the Practice Manager of the New Enterprise Group at James-Williams for the past four years, he had undoubtedly been successful in handling many Canadian constituents under his management. Chen and Shorter had different approaches to management. Shorter believed that for an employee like Chen who has great potential, he has to take things step by step. Chen had expressed his desire to be a tax consultant and thus would like to receive tasks heading toward that direction. Shorter, however, explained that he still needs to do another year of auditing work to make him a more effective tax consultant. He also wanted to take advantage of Chen’s oriental background and would like to use him as linkage to attract Hong Kong clients. Aside from the shortage of senior auditors for that year, a longer auditing experience would help him better understand business problems which would be essential to his desired specialization. Chen, however, was insistent with his career plans. Shorter attempted a compromise by offering him an all-expense-paid tax training program as long as he agrees to spend another year in auditing. Chen rejected the offer and still pushed to be assigned to a tax partner. Shorter finally gave in and assigned Chen to Joe Silverman but Chen has to do some auditing still during his first year with Silverman. Chen, unlike Shorter, was not convinced in taking his career step-by-step. He thought another year of auditing work would only delay him from his desire to be a tax consultant. He was not agreeable to Shorter’s statement that to be an effective tax consultant, he would need to have ample experience as a senior auditor. He, however, had understood Shorter’s visions of attracting Hong Kong clients to the New Enterprise Group. Being able to speak in Chinese and familiar with their culture, he would be able to win their trust easily. But this, unfortunately, was not what he had planned to do in his career. Chen’s performance after his meeting with Shorter was not very satisfactory. It was an act of professional discourtesy not to express directly if he had accepted or rejected the audit task for Softdisk Computer Company. Personality-wise, he may be known not to be very vocal with his opinions or feelings. But professionally, this is very detrimental. Softdisk is one of the important clients of the New Enterprise Group. Important clients should be handled with much care as their trust and confidence to the accounting firm is what retains them as clients. Mike Mcleod who brought up the auditing project went through the proper channels to determine the senior auditor who was available and capable of doing the job. Chen was the only one available in September and October. According to Silverman, there were no tax work lined up for him yet and the job Mcleod was offering would also touch on some tax issues which would be a good experience for him. Chen had not been explicit in expressing his hesitation with the project. He nevertheless attended the physical inventory conducted by the client. This risked the relationship with the client even more. Softdisk had Chinese origins and upon finding out that Chen would be auditing for them, they were very pleased. Once Chen withdraws from this project and declares that he did not want to do the audit in the first place, the New Enterprise Group will be placed in a bad light. Worse, Softdisk may withdraw themselves as a regular client. Shorter, who was also responsible in attracting and maintaining clients, would not find this very acceptable. He would give a failing evaluation to Chen for his professionalism. One of the factors to this evaluation would be his hesitation to the project which had no supporting grounds. First of all, as per task scheduling, he was available during the auditing period for Softdisk. He had also agreed to still perform auditing tasks though he had been assigned already to a tax partner. Other factors would be his being quiet with his hesitations and showing up to the client despite his uncertainties. Losing Softdisk as a client would be a big blow to Shorter and to the New Enterprise Group. The bad image may also eventually reflect to James-Williams as a company which was regarded as one of the most respected accounting firms in Canada. Chen’s behavior and the misunderstanding that transpired between him and his colleagues may also be reflective of a cross-cultural conflict. Individuals with oriental upbringing like Chen are not straightforward people like most Canadians or Westerners. They usually choose to be quiet out of courtesy or being polite to the other party. Being in a foreign land also makes them sensitive to racial discrimination issues. It is possible that Chen may have also perceived Shorter’s recommendation to take one more year in auditing as an underestimation of his capability to move forward as a tax consultant, reason enough for him to be insistent to be placed in a tax assignment. Chen’s colleagues who may not have understood how Oriental people do and perceive things may have taken this behavior against Chen. They may have also overlooked other factors while pushing Chen to take the project. For example, Chen may be by nature a very serious worker that when he accepts a particular project, he does not accept any project unless he is sure that he can finish it to its end and with good quality at that. Chen mentioned that he was currently working with the audit for a film company. This was, according to him, the reason for his hesitation with Softdisk as he did not want to leave his current project unfinished or to jeopardize it. And because he was not so vocal about his opinions and feelings, his colleagues had interpreted this as a deliberate rejection to projects and being very picky about them. Understanding the working styles, career perceptions, cultural norms and behaviors is a major challenge for managers who have subordinates coming from different cultural origins. There may already be barriers primarily in communication. Interaction may be difficult between a native of the country and a foreigner who educated himself to understand and speak the native language. Meanings may be different and may become the usual cause of misinterpretation or misunderstanding between colleagues. It is also unavoidable for some foreigners to manifest their own culture and beliefs when they communicate or work with others. There are some cultures which always exhibit themselves as dominant and aggressive. Some are quiet and not very vocal about their opinions and feelings like Chen. Others also appear very defensive when in front of individuals from other cultures especially there had been a history of discrimination against them. Because of some inherent beliefs, culture also affects one’s confidence in decisions made by the company. The subordinate may register agreement or display quiet hesitation to the decision. Without proper communication channels, opinion differences may lead to loss of confidence to the company or interest to work. For these cultural differences that may eventually evolve to office conflict, managers have to be very careful when communicating, giving out statements and mandating decisions to their subordinates. Statements and decisions should be seen as based from actual facts, from democratic discussions and not from subjective, biased ideas. It is also recommended for managers to learn something about the cultural backgrounds of their subordinates. A manager should always be a step ahead of his subordinates. He should be aware of their thinking processes, goals and working styles. With this knowledge, he can also implement appropriate techniques to motivate them and to criticize them when necessary. Not everybody in the company may perceive a colleague from a different cultural background as an equal. It is then the responsibility of the manager to mandate cultural equality in the office. He may create policies like for any display of cultural discrimination would mean an evaluation of unprofessionalism. Proper communication is a very crucial factor in resolving cross-cultural conflict. Professionally, managers and subordinates may adjust with each other so they can together meet certain goals. As in the case of Chen and his colleagues, misunderstanding may have been avoided if the communication lines had remained open. Chen would have vocalized his hesitancy to the Softdisk project before it came to the point of putting the relationship with the client at risk. Mcleod and Silverman would have been able to make some adjustments as well in due time. Similarly, Chen would have retained his professional stature in the company and not find himself unworthy in his position in the New Enterprise Group.

Oral Glucose Tolerance Test Report

Oral Glucose Tolerance Test Report Jason Taylor Introduction Glucose is a simple sugar that provides nearly half of the body’s energy, it can’t be eaten directly thus it is obtained from eating foods that contain carbohydrates. The liver stores about 1/3 of the body’s total glucose in the form of glycogen while muscle cells store 2/3 of glucose in the same form (Whitney Rolfe, p99). The amount of sugar present in the blood is known as the blood sugar, these levels need to be tightly regulated by the body (Jiang Zhang 2003). Eating food causes an increase in blood glucose levels, this stimulates insulin release from the pancreas into the blood stream, insulin stimulates glucose uptake into cells, stimulates liver and muscle cells to store it as glycogen and then the excess glucose is converted into fat (Whitney Rolfe, p99). Low blood glucose levels are stimulated by the glucagon release from the pancreas, this causes the stored glycogen to be converted to glucose which causes an increase in the blood glucose levels (Whit ney Rolfe, p99). Diabetes Mellitus is a group of disorders that have glucose intolerance in common, type I and type II diabetes are the most common. Type I diabetes mellitus is when the cells don’t produce enough insulin and its symptoms include excessive thirst and urination, lethargy, unexplained weight loss and wounds that heal slowly. Type I diabetes is due to the loss of beta cells in the pancreas which are responsible for the secretion of insulin (McCance Huether, pg745). There have been two types of type I diabetes identified, type 1A is an autoimmune disease in which environmental and genetic factors trigger the destruction of beta cells. Type 1B is non-immune and it’s when individuals having varying amounts of insulin deficiency (McCance Huether, pg746). Type II diabetes mellitus is less common and is when cells don’t respond to insulin, genetic factors such as a lack of insulin receptors combined with environmental influences like obesity can result in the pathophysio logic mechanisms for type II diabetes like decreased insulin secretion and insulin resistance. These are crucial for the development of type II diabetes mellitus (McCance Huether, pg750). There are numerous complications associated with diabetes such as hypoglycaemia, hyperglycaemia and diabetic ketoacidosis. Hypoglycaemia is when there’s low levels of glucose which is damaging as the brain and nervous system rely on glucose to function. Hypoglycaemia can be caused by too much insulin, strenuous physical exertion or inadequate food intake (Munter Spiegelman, 2007). Impaired glucose regulation can lead to hyperglycaemia which is abnormally high levels of glucose in the blood, for this to occur at least 80-90% of the beta cell function have to be compromised (McCance Huether, pg758). Carbohydrates need to be broken down into monosaccharaides before they can be absorbed. Their digestion begins in the mouth when salivary amylase hydrolyses them to shorter polysaccharides, they then progress to the stomach that doesn’t play a role in carbohydrate digestion however its low pH inactivates the salivary amylase (Whitney Rolfe, p101). The small intestine is where most of the digestion occurs, pancreatic amylase breaks down the polysaccharides to monosaccharide’s which are then absorbed (Whitney Rolfe, p103). A glucometer is used to calculate the concentration of glucose in the blood, a small drop of blood or a sample is placed on a disposable strip which is inserted into the glucometer which calculates the blood sugar levels (Whitney Rolfe, 2013). An oral glucose tolerance test (OGTT) is used to detect diabetes mellitus, there are accepted minimum and maximum values for glucose levels in blood (mmol/L) to be within, if they are beneath or exceed them it could indicate a diabetic profile. In this report we investigated the presence of glucose in urine samples as well as the BGL in prepared samples to determine if any of the patients showed a diabetic profile. Methods Most of the methods were followed as stated in: â€Å"RMB2530 Pathophysiology 1: Laboratory Manual, 2013† however due to safety and health issues real blood and urine samples were not taken. Results Table 3: Class Glucose Tolerance Test Results (Mary) Table 3: Class Glucose Tolerance Test Results (Alex) Graph 1: Blood Glucose Vs. Time for Mary and Alex Discussion Mary had a normal OGTT result as her blood glucose levels didn’t have a dramatic increase and they decreased efficiently as well. Mary’s blood glucose rose at 30 minutes (6.06 mmol/L) however the liver responded to the extra glucose by releasing insulin which promoted the uptake of glucose by cells and its storage as glycogen (Rubin Strayer, pg680). Alex had an impaired response to glucose as his glucose levels rose at 30 minutes and kept rising till 60 minutes, his highest glucose reading was 16 mmol/L while Mary’s highest was 6 mmol/L. From 60 minutes onwards Alex’s blood glucose exceeded the maximum range acceptable for blood glucose levels. At 60 minutes his blood glucose was 17.16 mmol/L while the maximum accepted range is 8.9 mmol/L. This indicates a diabetic profile as a normal response is insulin release by the pancreatic beta cells that regulate glucose uptake in liver and skeletal muscle. The delayed decline in glucose suggests that the beta cel ls aren’t producing glucose or that the cells aren’t responding to the insulin (Rubin Strayer, pg1090). The liver is the primary organ involved in glucose homeostasis responding rapidly to fluctuation in blood glucose levels. The reason that there is an increase in blood glucose is due to the consumption of food. Eating foods causes an increase in blood glucose, this stimulates the release of insulin by the pancreas which is responsible for stimulating glucose uptake. Excess blood glucose is utilised by the body and stored as glycogen in liver and skeletal muscle while excess glucose is converted to fat (Whitney Rolfe, p99). During periods of starvation or fasting, there is a lack of glucose. Low blood glucose levels are stimulated by the glucagon release from the pancreas, this causes the stored glycogen in the liver to be converted to glucose which causes an increase in the blood glucose levels. The conversion of glucose to glucose is known as glycogenolysis, gluconeogenesis is formation of glucose from non-carbohydrate sources such as amino acids and fatty acids and is utilised dur ing fasting periods. Symptoms of patients with diabetes mellitus include excessive urination and thirst, lethargy, headaches, dizziness, mood swings and leg cramps. Type I and II are the most commonly known diabetes forms however there are other types. Some people don’t have high enough blood glucose levels to be classified as diabetes, however since they are not normal it’s known as impaired glucose metabolism or pre-diabetes. There are two pre-diabetic conditions; impaired glucose tolerance (IGT) and impaired fasting glucose (IFG). IGT is when glucose levels are not high enough to be classified as diabetes, however they are still high while IFG are when blood fasting glucose levels escalated during fasting states but are yet again not high enough to be classified as diabetes. Gestational diabetes is a high blood glucose level during pregnancy as a result of the hormones, it usually goes away after the baby’s birth. Excessive thirst with large amounts of diluted urine is known as diabetes insipidus (DI), it occurs in two forms; central diabetes insipidus (CDI) and nephrogenic diabetes insipidus (NDI). CDI is due to an ADH d eficiency, ADH or anti-diuretic hormone is responsible for retaining water. NDI is when the kidneys or nephrons are insensitive to ADH. Glycosuria is the presence of glucose in the urine, glucose is usually filtered back into the bloodstream by the kidneys. Untreated diabetes mellitus is due to elevated glucose levels which leads to glycosuria. Filtrate pass through sieves in the kidney walls and get reabsorbed in to the blood. Damage to the filters results in filtrate excretion into urine. Urine sample A belonged to Alex and was positive for glucose as it changed from blue (negative) to dark green (+). Urine sample B belonged to Mary and it was negative for glycosuria. Alex’s positive urine sample could be due to his elevated glucose levels. Any differences between individual results could be attributed to a number of different reasons, there could have been errors during the glucometer readings such as contaminating the glucometer stick. There could have been errors made during the pipetting of the stock glucose and water resulting in a different concentration to what was required. The experiment should be repeated again to add validity to the results. Overall the experiment followed scientific expectations, the patient with diabetes mellitus was identified through measurement of the blood glucose levels as well as testing of a urine sample. The experiment should be repeated again to add validity to the results. References Tortora, GJ, Funke, BR, Case, CL (2010).Microbiology: An Introduction. 10th ed. San Francisco: Pearson Benjamin Cummings. 318, 586, 587, 710. McCance, KL, Huether, SE, Brashers, VL, Rote, NS (2010).Pathophysiology:The biological Basis for Disease in Adults and Children. 6th ed. Missouri: Mosby Inc . 296, 1684. Rubin, R, Strayer, DS (2012).Rubins Pathology: Clincopathologic Foundations of Medicine. 6th ed. Baltimore: Lippincott Williams Wilkins. 332, 346, 348. Jiang, G. Zhang, B.B. 2003, Glucagon and regulation of glucose metabolism,American journal of physiology. Endocrinology and metabolism,vol. 284, no. 4, pp. E671-678. Whitney, E Rolfes, S (2012).Understanding Nutrition. 13th ed. Australia New Zealand : Yolanda Cassio. Pg95-101.

Humanism During the Renaissance :: Philosophy

Humanism During the Renaissance During the renaissance, there was a renewed interest in the arts, and the traditional views of society came into question. People began to explore the power of the human mind. A term often used to describe the increasing interest in the powers of the human mind is humanism. Generally, humanism stresses the individual's creative, reasoning, and aesthetic powers. However, during the Renaissance, individual ideas about humanism differed. Writers and philosophers of the Renaissance time period expressed their opinions about human nature and human's roles in the universe through their writings. Pico della Mirandola's "Oration on the dignity of man", which glorifies humanity and praises the human ability to reason, offers the opposing view to Shakespeare's Hamlet and Montaigne's essay "Man's presumption and Littleness" which both suggest that humans are no higher in the universal order of things than any other of God's creatures. Pico begins his essay by informing his readers that he knows where humans stand in the divine order of the world. Pico believes that humans were the last creatures created by God, and that God's purpose, in creating them, was to fulfill his desire for someone to appreciate the great wonders and beauties of his world: When the work was finished, the Craftsman kept wishing that there were someone to ponder the plan of so great a work... therefore... he finally took thought concerning the creation of man. (Mirandola 224) It is also Pico's belief that when Humans were created, they were given qualities both divine and earthly, and could become whatever they chose: We have made thee neither of heaven nor of earth, neither mortal nor immortal, so that with freedom of choice... thou mayest fashion thyself in whatever shape thou shalt prefer. (Mirandola 225) Pico's conclusion about human ranking among the divine order of things was that while some people were almost celestial, others were no better than animals, and that this great variance of character among the human population only served to increase their importance and uniqueness from all other of God's creatures. His essay, which praised human greatness and exalted the powers of humanity, was opposed by more negative views of humanity, as expressed in the works of Montaigne and Shakespeare. Montaigne's essay "Man's presumption and Littleness" belittles the greatness of man so much that he becomes no more than another beast among beasts, possibly even lower than some of God's other creatures.

The Players in the Cocaine Game: An investigative look at the dealers,

The Players in the Cocaine Game: An investigative look at the dealers, suppliers, and enforcers From the third world of many South American countries, to the third street projects in the inner-city, to the third floor of a downtown luxury loft, cocaine is prevalent and being used. The business of the coca leaf is a billion dollar a year industry, if not more. Our foreign counterparts are profiting in full off of the drug. Mexico, Peru, and Colombia are some of the countries in Central and South America that are profiting and manufacturing cocaine. â€Å"Today's wholesale cocaine industry operated by Mexico's cartel is a $30 billion per year business -- a figure that easily outstrips revenues reported by giants like Ford, General Motors, Wal-Mart, Exxon, and General Electric. (Millar, 2000)† This is Mexico’s figure that doesn’t include the other manufactures, including Colombia, which is the world largest supplier. With such a revenue market, the control of the drug and drug trafficking is not as simple as making it illegal and enforcing it by law. With that, there is no doubt that America has itself entrenched in this industry one way or another. The United States has a history of being the enforcer on the international level with hidden agendas. We are like the gossip queen in High School that needs to have his or her nose in everyone’s business. On the one hand we have a strong anti-drug policy both here in the United States and for the international suppliers of cocaine and other drugs. On the other hand, America is one of the largest purchasers of cocaine with government involvement and aid. â€Å"United States chemical manufacturers aren’t too offended by the drug trade either. A congressional committee found that 90 p... ...ce. 4. Milar, Kathy. â€Å"Partnerships bring reinvention to the war on drugs†. http://govinfo.library.unt.edu/npr/rego/security/drugwar.htm 5. Balsamo, William, George Jr. Carpozi. Crime Incorporated. New Horizon Press, 1991 6. Rock, Paul ed., Manning, Peter K. and Lawrence John Redlinger. â€Å"Invitational Edges of Corruption: Some Consequences of Narcotic Law Enforcement†. Drugs and Politics. New Jersey; Transaction Inc. 1977 7. Menzel, Sewall, Fire in the Andes- US Foreign Policy and Cocaine Politics in Bolivia and Peru. Maryland; University Press of America, 1996 8. Borucke, Michael, â€Å"Seeing double in Colombia†. 28, April 2000. http://www.tech.mit.edu/V120/N23/col23boruc.23.html 9. Scarface. Dir. Brian de Palma. Perf. Al Pacino. Universal Studios, 1983.

Cordell Hull: The hero of peace behind the scene Essay

Cordell Hull, a Tennessee native, October 2, 1871; son of William and Elizabeth (Riley) Hull; was considered one of America’s greatest Secretary of States. Prior to becoming Secretary of State in President Franklin D. Roosevelt’s cabinet, where he served during the very critical years of the Great Depression and World War II, 1933 to 1944, he was a U.S. Senator and congressman for 24 years. As a young army captain he fought in the Spanish-American War of 1898. Cordell Hull’s most remarkable achievements were in the area of international economics where his special knowledge in that field left a lasting impact on the United States’ relations with other countries for many years after he died. He had dealt with the threats of war with the axis powers, the merit of the U.S. assuming the role of an isolationist nation by avoiding foreign entanglements, and the conciliation of aggressive nations in Europe and Asia. Hull advocated the revival of world trade as a key means for lifting the country out of the depression and as a way to attain global peace. His influence upon Congress to do away with high protective tariffs were enormous and he lobbied for the passage of Reciprocal Trade Agreements in 1934. Tariffs were reduced on certain goods up to 50% through special treaties, granting â€Å"most-favored-nation† terms with friendly nation anxious to do business with the U.S. Hull also created the Export-Import Bank, a government agency that allowed nations to borrow money in order to buy American products. In the interest of peace he helped start the United Nations. Franklin D. Roosevelt called him the â€Å"Father of the United Nations.† (Resnick 70) The man of peace Cordell Hull has devoted his entire life to the stabilization of international relations, best known to the public as his untiring efforts in the field of commercial policy, efforts inspired by his desire to counteract autarchic tendencies both in the U.S.A. and abroad. Of these efforts, which considerably influenced national policies during the period between the wars and especially at the end of the twenties, he says: â€Å"there can be no real progress toward confidence or peace or permanent trade recovery while retaliations and bitter trade controversies rage.† Confidence and peace between nations have constituted his goal in all spheres of his activity. This is the driving spirit behind this fight against isolationism at home, his efforts to create a peace bloc of States on the American continents, and his work for the United Nation Organization.   Hull reopened the question of taxation, after the victory of the democrats in 1912, managed to secure the introduction of income tax. He certainly saw it as a means of increasing federal income, but his first concern was with the effects of this tax as against those of the tariffs. He was convinced that protectionism created monopoly and enriched the few at the expense of the many, and that such system could not be reconciled with the free competition in which he believed. By the end of the war, his view on economic policy could be expressed as follows: High tariffs are barriers obstructing the development of trade and friendship between nations, thereby becoming barriers also to lasting international peace. As early as 1917, he put forward the idea of an international agreement to govern the methods employed in commercial competition. The task of reducing trade restrictions was taken up in the League of Nations and the basis for the work of the following years established at the great world conference in 1927 at Geneva. The culmination of these efforts was the World Economic Conference in London in 1933 which Hull himself attended, this time as secretary of state which ended as failure. It may think it was a mistake to lay so much stress on the question of stabilization of currency form the very beginning; it was then that led to Roosevelt’s famous telegram in which he rejected the plan for currency stabilization on the grounds that, a nation’s prosperity depends more upon a healthy internal economic structure than it does upon the price of its currency in relation to the price of currencies of other nations. This attitude, which prevailed in the United States, brought Hull’s work in this direction to a halt. Yet Hull did not give up, even though the London conference was a setback for his ideas. Despite this failure, in November of that year he headed the American Delegation to the Seventh Pan-American Conference, held in Montevideo, and won the trust of the Latin American diplomats, laying the foundation for the â€Å"Good Neighbor† Policy, followed up in the Inter-American Conference for the Maintenance of Peace held in Buenos Aires (1936) , the eighth Pan- American Conference in Lima (1938), the second consecutive Meeting of Ministers of Foreign Affairs of the American Republics in Havana (1940) (Haberman 289). Father of income tax Cordell Hull was the principal architect of the Income Tax of 1913. In structuring this tax, he used as his prototype the Income Tax of 1894. He believed that a tax on consumption unjustly burdened the working people. He aspired to create an institutional structure that would shift the burden from those citizens with the least ability to pay with the ones with the most. Given authority through the Trade Agreements Act of 1934, he negotiated reciprocal trade agreements with numerous countries, lowering tariffs and stimulating trade. He secured the passage of a bill empowering the president to lower tariffs by fifty percent and to reduce import restrictions for countries prepared to grant similar concessions to the United States. He was eventually able to conclude no fewer than twenty-seven trade agreements on the basis of this bill (Joseph 187). This law, which was subject to a time limitation, was last renewed in 1945 and authorized the president to reduce tariffs by forty-five percent. This was, of course, materialized after Hull had retired, but it represented nevertheless a victory for his policy. All of this marked a radical change in the economic policy of the United States; it is an affirmation of England’s policy during the free trade period, taking as a model the Cobden Treaty of 1860 of which the most favored nation clause formed an integral part. Although the change is partly due to the acceptance of the United States as a creditor nation, it signifies something more profound for Hull: it is his immutable belief that it will clear the way for improved international relations and remove one of the causes of war . Hull attacked not only the tariff bill but the whole theory of protection. In particular, he attempted to point out what he considered to be the fallacy of protection for the American farmer. He told the House that 334,000,000 acres of land in the United States were planted, in 1928, to crops valued at $7,000,000,000, which actually got some benefit form tariff protection. The conclusion he drew from these statistics was that, under any system of tariffs designed to protect the farmer against foreign competition, only an infinitesimal percentage of American agriculture could benefit, by the very nature of American production, consisting so largely, in acreage and value, of commodities such as corn, wheat, oats, barley, rye, cotton, tobacco, and fruits, of which large surpluses were exported every year and which had nothing to fear from competitive imports. Hulls claimed that the general tariff rates, which the Republicans were trying to boost, were already higher that those of any country except Spain and that the United States stood twelfth among the nations of the world in per capita exports and only fourteenth in per capita imports .   The principles of Montevideo, including the abrogation of the Platt Amendment, the new treaty with Panama, the withdrawal of the marines from Haiti, and progress on the inter-American highway. The sum total of the accomplishments was among the contribution of the greatest nation in the world to the maintenance and promotion of peace throughout a world which gave every evidence of tottering on the brick of war (Hinton 187). Father of United Nation After World War II broke out in Europe he asked for support to the Allies and recommended the revision of the Neutrality Act, which kept the United States out of being involved in the warfare. After U.S. involvement in war, he worked to develop cooperation among the Allies, through his visits in Moscow in 1943, and started to create a peace plan that supported the establishment of a world organization to maintain peace. Knowing that Woodrow Wilson’s League of Nations did not succeed, in part, because of political partisanship in the United States, Hull led successful conventions on the formulation of a new international organization and submitted the â€Å"Charter of the United Nations† in August, 1943. Before the Charter could even be approved in 1944 in San Francisco, Hull had to resign office due to weakening health. Tuberculosis and heart disease were his hindrance for him to continue his work to which Hull was used to. The Roosevelt administration received much of the attention and praise for the establishment of the United Nations, owed and giving much of the credit to Hull. Before Hull resigned in November of 1944, Roosevelt offered Hull the opportunity to run as his vice president, which Hull declined because of his health condition. Roosevelt was so grateful to Hull that he nominated his Secretary of State for the Nobel Peace Prize. In 1945, the Nobel Committee awarded Cordell Hull the Prize for his work in the Western Hemispheres, for his remarkable work on International Trade Agreements, and for his hard work in establishing the United Nations (â€Å"Cordell Hull: 1945†). Works Cited Cordell Hull 1945. 1 December 2007 http://www.cordellhullmuseum.com/about.htm Haberman, Frederick W. Nobel Lectures in Peace. World Scientific, 1999. Hinton, Harold B. Cordell Hull – a Biography. READ BOOKS, 2007. Joseph, Richard J. The Origins of the American Income Tax: The Revenue Act of 1894 and Its Aftermath. Syracuse University Press, 2004. Resnick, Abraham. They Too Influenced a Nation’s History: The Unique Contributions of 105 Lesser-Known Americans. iUniverse, 2003.

Recent Stock Market Crash and Government Initiatives

And Government Initiatives for stabilizing the market Dear Sir Here is the report on â€Å"Analysis of Recent Stock Market Crash and Government Initiatives for stabilizing the market† which I have prepared as the requirement of completion of the ABA degree and the course BUS 498, Project Work. While making the report I studied the reasons of stock market crash of Bangladesh during 2010-201 land government taken initiatives to stabilize the market situation. I have come to know a lot of things about the practical scenario of the capital market in Bangladesh.The whole experience of this report writing enabled me to bridge the AP between classroom learning in my academic study in the university and real life situations to a great extent. I thank you and the University for providing me such an opportunity. Sincerely yours, ACKNOWLEDGEMENT For helping to making this project, at first, I would like to thanks the Almighty and My parents. I am grateful to the employees of broker house s who helped me in collecting data and other necessary information for this report. I would also like to thank my friends and relatives for their supports.I would like to express my respected appreciation to my instructor Md. Zulu Haze. His constant guidance and advice played the pivotal role in making this report a success. He always gave me his suggestions that were crucial in making this report as flawless as possible. The project report is prepared to fulfill the partial requirement of the ABA program. Regarding the outcome of this report, I would like to express my sincere gratitude, profound thankfulness and indebtedness to my honorable teachers of the Department of Business Administration.I must take this opportunity to thank Dacha Stock Exchange for giving me the opportunity to complete my project requirement ND gave me the chance to show my practicability in the organizational arena. Executive Summery This report is about identifying the causes behind the recent collapse of capital market in 2010-2011 and government initiatives regarding that. To identify the causes and effective initiatives requires plenty of time and informational resources. Due to shortage of that the report highlights on the principal areas of the topic. The whole report is divided into six chapters covering their own respective parts of the topic.Chapter one Contains the detailed information about the recent market crash n 2010-2011 and government initiatives for stabilizing the market. The chapter includes several segments such as origin of the report, background, rationale of the report, objectives of the study, scope and limitations. It describes the background of the capital market in our country in details. Chapter two report revealed the methods used in collecting the objectives of the report which are the causes of the market crash and government initiatives regarding that. Primary and secondary data sources are used to complete this report.The chapter shared the direct op inion and ideas of he investors and informational data from Journals, paper articles and websites of the capital markets about the catastrophic incident of the capital market. The third chapter of the report provides an detailed description about the capital markets of Bangladesh and its history, Dacha stock exchange (DEEDS) and its missions, objectives and functions, Chitchatting stock exchange (CASE) and its vision, mission and objectives & an overview of Bangladesh securities and exchange commission (BASE) have been given consecutively.DEEDS is the present form of former east Pakistan stock exchange. It is the largest capital market of the country. CASE is known as the pioneer of modern capital stock exchange in the country. The mission DEEDS & CASE is to create a successful well-organized and transparent market of international standard to facilitate the competent entrepreneurs to raise capital and speed up industrial growth for overall benefit of the economy. So that Bangladesh can be a perfect investment ground for the domestic and foreign investors.The prime objective of the DEEDS & CASE is to create a nation-wide stock market also beyond the national boundary. The activities of DEEDS and CASE are regulated by the Bangladesh securities exchange omission. Beech's mission is to protect the interests of securities investors, developed and maintained fair, transparent and efficient securities markets, ensure proper issuance of securities and compliance with securities laws. This chapter discusses elaborately about these topics. Chapter four raises the detailed discussion about the capital market crash in 2010-2011.It highlights the December 2010 and January 2011 separately to explain the exact situation before, during and after the capital market collapse. There was an extreme disorder among the investors and law enforcers in the street. The government, regulatory bodies and BASE took immediate steps to minimize the losses of the investors and regain the st ability of the capital market. A committee of four members had been formed to find out the reasons behind the catastrophic incident.The committee submitted the report identifying the reasons which are role of market regulators and their employees, demutualization of exchanges, uniform face value of shares, trade in pre-pip placement, misuse of omnibus accounts, faulty asset revaluation, irregularities in book building method, lack of knowledge of small investor, December closing of financial institutions, serial ND artificial trading, issue of right and preference shares, suspicious transaction of top players, block placement and direct listing.The fifth chapter of the report explains the necessary steps taken by the government to overcome this recent catastrophe in stock market.In order to bring stabilization in the capital market government has taken some initiatives such as increasing the merging loans,relaxing the maximum limit of merchant banks investment starting netting syste m once again,altering mutual fund rules, introducing circuit breaker on the capital market index ,enforcing disciplinary measures against illegal activities,reviewing the transparency in transaction through Boo accounts etc. Chapter six consists of the recommendations which are stated to make the capital market more stable. He major recommendations are all the parties have to work perfectly, government can improve its guidelines for stock market, the decisions regarding the market should be taken considering behavioral psychology of the investors, in order to make the market more attractive, the corporate tax bracket can be lowered in order to encourage pompons to list their companies in the exchanges, the regulatory bodies' frequently changing policy and rules that is not good for the market stability, at the initial stages of stock market development, appropriation of state owned enterprises can make a signification contribution, regular TV and radio program should be made on deve lopments and other topics relating to the stock market to make the investors aware etc. The study has attempted to find out the major reasons for the recent stock market crash of Bangladesh in 2010-11 and role of different regulatory organizations including DEEDS, CASE, SEC and the government of the country. A number of reasons for the stock market crash have been identified. Though many causes were identified, few factors emerged stronger in the recent stock market crash.The causes includes over exposure of banks and financial institutions, poor monitoring of regulators, corrupted employees of regulatory organizations, margin loan, direct listing, insider trading, book building, lack of general investor's knowledge, imbalance of share and intervention of Bangladesh Bank. Other reasons, mentioned in discussion section were also liable for the crash. It also tries to suggest regulatory organizations to follow the recommendations to stabilize the capital market more efficiently.