Misconceptions of psychology

Misconceptions of psychology Numerous studies have shown undergraduate students and everyday people to have a range of misconceptions about psychology. This study examined misconceptions among one group of first year psychology students, and another group of first year engineering students in order to determine whether psychology students perform significantly better than students of other academic disciplines in regards to their knowledge of psychology. A quasi-experimental independent-groups design was used, with the independent variables in this study having two levels, or whether the participant was either a psychology or engineering student and the dependent variable of the number of correct questions the individual achieved on the questionnaire. Results of this study showed that students from the two disciplines differ in their misconception and knowledge of psychology, with descriptive statistics and analyses of an independent groups t-test and a point biserial correlation showing a significant difference between the two groups. Conclusively, this study suggests that psychology students do have fewer misconceptions compared to engineering students, while further stating an alternative explanation and critically analysing procedures used to determine the produced results. Further research of in this area could focus on testing the misconceptions of a more varied sample, administer a different type of questionnaire, while also extending such research to a range of groups such as psychologists, doctors, teachers, or students of numerous disciplines. Misconceptions of psychology: A comparative study between psychology and engineering students Psychological research, regardless of the specific topic of study, is based upon the same scientific principles as the other hard sciences like physics and chemistry. Nevertheless, psychology has a long history of fighting a commonly held perception that it does not qualify as a scientific discipline and that it generates knowledge that is mere common sense. In many cases, however, common sense leads to an incorrect appreciation of phenomena that have been scientifically investigated by psychologists. Several studies have shown that undergraduate students and lay people alike hold many misconceptions about psychology. These misconceptions have been demonstrated in the United States and England and in several different courses of study. McCutcheon, Furnham, and Davis (1993) asked if there was a significant difference in the prevalence of misconceptions about psychology between American and English university students. They administered a 65 item multiple-choice questionnaire and found that English students generally did better than American students, though neither group answered more than half of the questions correctly. While the authors offered no clear explanation for either the poor performance or the difference between the two groups, they speculated that selective reporting in the mass media may contribute to both the formation of misconceptions and their resolution. Martin, Sadler, and Baluch (1997) tested undergraduate students from psychology, sociology, business, English and engineering from Middlesex University, U.K. on their general knowledge of psychology. Questions on their test invited common sense but incorrect answers. Out of a possible score of 38, psychology students scored highest with an average score of 17.08 while engineering students scored lowest with 11.57. Martin et al. also found that engineering students were least likely to regard psychology as one of the hard sciences or even one of the social sciences. The present study followed up previous reports of students generally poor performance on tests of misconceptions about psychology. Specifically, we repeated a portion of Martin et al.s (1997) study of misconceptions about psychology. We tested two Australian undergraduate classes, one introductory psychology class and one introductory engineering class, on a true/false test of common misconceptions about psychology adapted from Best (1982).This way of replicating a study is known as conceptual replication. While not all details of the Martin et al. study were replicated, this study allowed researchers to answer the overall question of misconceptions in psychology from a different angle. For this to be considered an exact replication of the Martin et al. study, misconception tests should have been given to individuals from a range of both first and last year psychology, sociology, business studies, engineering and English students, compared to just first year psychology and engineerin g students. Additionally, this study did not use a multiple choice test of misconception, but rather assessed misconception using a true or false questionnaire and provided no questionnaire of student attitudes towards psychology. The present study aimed to determine whether psychology students perform significantly better than students of other academic disciplines in regards to their knowledge of psychology. It was hypothesized that psychology students would have the lowest number of misconceptions about psychology, while engineering students would express the most misconceptions. Method Participants The 641 participants in this study consisted of 282 first year, undergraduate psychology students and 359 first year, undergraduate engineering students. Of the two groups in the study, the psychology group consisted of 75 males and 207 females, with ages ranging from 16 to 59 years, and a mean age of 20.3 years and a standard deviation of 5.5 years. The engineering group consisted of 264 males and 95 females, with ages ranging from 16 to 59, and a mean age of 20.0 years and a standard deviation of 5.3 years. The experiments were conducted at a university during Week 2 tutorials in the second half of the university year. Students were recruited by means of whether they were enrolled in either PSYC1040 or ENGG1000, two courses offered at the university. Design and Materials For the present study, a quasi-experimental independent-groups design was used. Similar to a true experiment, this study set up two levels of the I.V. (independent variable) and measured its effect on the D.V. (dependent variable). In this case, formation of the two groups was established by random assignment, but also by criteria established prior to completing the study. The independent variable in this study had two levels, or whether the participant was either a psychology or engineering student, while the dependent variable was the number of correct questions the individual achieved on the questionnaire. The key difference in a quasi-experiment is that participants in this study were tested on their knowledge and misconceptions according to characteristics they already acquired. The experiment used a 36-item true or false questionnaire (see Appendix A) to measure participants misconceptions and knowledge about psychology. The statements were drawn from a previous study conducted by Best (1982), which additionally suggested these statements appeared in a range of contemporary psychology textbooks and other similar questionnaires. Each statement consisted of a short sentence describing a simple scenario or event (e.g. psychiatry is a subdivision of psychology) and for which each participant was instructed to provide a true or false answer. Procedure All 641 participants received one copy of the questionnaire. Individuals were given the questionnaire during tutorials in Week 2 of Semester 2, 2010. Members of each tutorial group were assigned randomly by means of being there at the given time. Participants were instructed to complete each item individually and answer the statement as honestly as possible. The questionnaire was completed individually by the participants, without any interaction with fellow colleagues. Participants were given 10 minutes to fill in their answers, after which they were asked to swap their questionnaires with the person sitting next to them. Each participant then counted how many of the answers were correct and wrote down a score out of 36. For all the questions, the answer was false. Questionnaires and scores for both PSYC1040 (see Appendix B, figure 3) and ENGG1000 (see Appendix B, figure 4) were collected for further analysis and publication of the raw data. Results Data for both groups was explored graphically through frequency tables, frequency polygons, and box-and-whisker plots and were statistically analysed by means of an independent groups t-tests and a squared point-biserial correlation coefficient. Table 1. Mean questionnaire score and standard deviation of PSYC1040 and ENGG1000 Descriptive Statistic Psychology Engineering Mean 20.674 12.262 Standard Deviation 5.246 4.030 Psychology students scores were the higher of the two groups, with a mean of 20.7 and a standard deviation of 5.25 (see Table 1). Engineering students, on average scored lower than psychology students, with a mean of 12.3 and a standard deviation of 4.0 (see Table 1). As further indicated in Appendix C, psychology students performed better, with clear indication scores ranged between 16 and 26, while the engineering students highest scores ranged from 9 to 18 correct answers. Relative frequencies (see Appendix C, tables 4 5) were greater for scores between 15 and 28 for the PSYC1040 group, while scores between 8 and 18 for the engineering students proved to be more relatively frequent. Similarly, Figures 2 and 3 (Appendix D) illustrate PSYC1040 participants to have performed better than ENGG100 students, as psychology students achieved a higher score of 20 (indicated by the peak in the graph) most frequently and compared to engineering students who achieved a high score of only 12 m ost frequently. Additionally, from the distribution illustrated, the highest score from the PSYC1040 group was 36, while the lowest score was 6. Contrastingly, engineering students performed worse, achieving a high score of 30 and a low score of 0. Systematically, psychology students scores (See Appendix E and Appendix G, Figure 5), showed a mode and median of 20 and a range of 30. Descriptive statistics (Appendix E) and the box and whisker display (Appendix G, Figure 6) for the engineering group indicate a mode of 11 and a median of 12, while the range proved to be 30. Descriptive statistics (Appendix E) for the two groups show a significant difference between the two groups. Psychology students in fact performed 8.41 points greater than engineering students. However, in order to obtain a difference which is statistically important, certain assumptions were made to in order to perform further statistical analyses. Three assumptions were made of the independent groups t-test performed. Firstly, it was assumed that scores of PSYC1040 were independent of scores by ENGG1000 students, that data collected is representative of normally distributed populations and that variances of the two groups scores are alike. Test scores of PSYC1040 can be assumed to be independent of test scores of ENGG1000, as individual test scores from PSYC1040 could in no way be related to test scores achieved by ENGG1000 students, as the two groups were different. By means of illustration using the frequency polygons (Appendix D), the second assumption can be proven correct. Whi le the two distributions of the sample look more skewed and peaked than a normal ideal curve, we can make a decision that indeed the two samples of scores are from normally distributed populations as distributions of scores are not too skewed or peaked to violate such an assumption. Variances of the two populations differ slightly, as variance for the psychology group was 27.525 and variance for the engineering group was 16.243. There is no great difference to assume the two differ, so as a result we accept the given data and proceed. An independent groups t-test (see Appendix H) revealed that psychology students (M = 20.67, SD = 5.25) performed significantly better than engineering students (M = 12.26, SD = 4.03), with t (639) = 22.92, p Discussion As predicted, psychology students performed best in the misconceptions of psychology test than engineering students. The independent t-test and point biserial correlation both support the hypothesis proposed. The independent t-test showed significance between the two groups. The difference is very unlikely to occur if the samples were of no difference in the population and as a result the assumption is rejected. In other words, we reject the null hypothesis () and accept the alternative hypothesis, or that we are accepting a difference between the means that is no equal to zero. In this case the mean for psychology test scores is larger than the mean for engineering test scores, so it can be concluded that studying psychology leads to significantly higher tests scores when it comes to misconceptions of psychology. Additionally, the squared point-biserial correlation coefficient also supports the predicted hypothesis. Indicating the proportion of variance in a two sample study, the proportion ranges from 0 (variable has no effect) to 1.0 (variables control scores and therefore 100% of all scored can be predicted accurately). Variables representing between 10% and 30% of variance, indicated a relationship. Therefore, it can be concluded that being an engineering or psychology student accounts for a significant amount of the variance in the test scores. The variable therefore plays an important part in determining the test scores on the misconceptions survey. This means that the study was significantly more accurate at predicting a participants knowledge of psychology by knowing the condition they were in as opposed to just utilising the overall mean score for both conditions. Alternatively, composition of the two classes may have affected the data obtained. In both classes a gender difference exists. The psychology group consisted of more females than males, while the engineering group consisted of more males than females. Uneven numbers of males and females allows the data to be slightly bias. While experimental logic states that if one variable is manipulated, and if everything is kept the same, then all differences we observe are due to the manipulation of that variable. Quasi- experimental studies, which use gender as a variable, cannot be easily manipulated, meaning we cannot change gender throughout the experiment and we cannot be sure everything else stays the same. In order to control for the factor of gender bias, it is important to ensure the samples are representative of both males and females, in both the psychology and engineering groups. Possibly, other types of groups could be tested, all of which should be representative of both genders. McCutcheon (1991) critics the questionnaire used in this study. The Test of Common Beliefs has been constantly criticised on the basis that many items are ambiguously written. It has been argued that making the correct answers to all items false exposed individuals to accept without protest and gives many the opportunity to guess the answer by chance. Furthermore, McCutcheon suggests, items on several misconception tests are not widespread, meaning the test only focuses on a specific set of topics. Several studies such as Vaughan (1977), Lamal (1979), Gardner and Dalsing (1986) and Griggs and Ransdell (1987) all found that only a fraction of their questionnaire items were answered and only by half of their participants. It is possible to come to the conclusion that students which are beginners in psychology do not have many misconceptions about the subject. McCutcheon also proposes a possibility that true-false surveys are perhaps not the best at measuring misconceptions. In order to counter for this, McCutcheon steers away from using the true-false test of misconceptions, including several questions related to participant interest. Overall, results of this study suggest that in fact psychology students do have fewer misconceptions about psychology. It may be that other students of other disciplines are not aware of the knowledge required to overcome such misconceptions and therefore may even dismiss psychology as being a hard science. Further research in the area could include a study of misconceptions based on a larger, varied sample, while also using a questionnaire related to participant interests instead of a true or false questionnaire. Furthermore, future studies could also integrate participants who may be more experienced in the field, such as qualified psychologists in order to further analyse inter-disciplinary comparison of attitudes about psychology.

Childcare Unit 7 Play

Te Whariki Te Whariki is the Ministry of Education's early childhood curriculum policy statement. Te Whariki is a framework for providing children's early learning and development within a social cultural context. It emphasises the learning partnership between teachers, parents, and families. Teachers weave a holistic curriculum in response to children's learning and development in the early childhood setting and the wider context of the child's world. This curriculum defines how to achieve progress towards this idea for learners in early childhood learning environments.It is about the individual child. Its starting point is the learner and the knowledge, skills, and attitudes that the child brings to their experiences. The curriculum is also about early childhood settings. Learning begins at home, and early childhood programmes outside the child’s own home play a significant role in extending early learning and in laying the foundations for successful future learning. There a re four broad principles at the centre of the early childhood curriculum. Empowerment – The early childhood curriculum empowers the child to learn and grow.Holistic Development – The early childhood curriculum reflects the holistic way children learn and grow. Family and Community – The wider world of family and community is an integral part of the early childhood curriculum. Relationships – Children learn through responsive and reciprocal relationships with people, places, and things. The strands and goals arise from the four principles. The whariki is woven from these four principles and from the following five strands, or essential areas of learning and development.The principles and strands together form the framework for the curriculum. Each strand has several goals. Learning outcomes have been developed for each goal in each of the strands, so that the whariki becomes an included foundation for every child’s development. Strand 1: Well-being The health and well-being of the child are protected and nurtured. Goals Children experience an environment where: †¢ their health is promoted; †¢ their emotional well-being is nurtured; †¢ they are kept safe from harm. Strand 2: Belonging Children and their families feel a sense of belonging. GoalsChildren and their families experience an environment where: †¢ connecting links with the family and the wider world are affirmed and extended; †¢ they know that they have a place; †¢ they feel comfortable with the routines, customs, and regular events; †¢ they know the limits and boundaries of acceptable behaviour. Strand 3: Contribution Opportunities for learning are equitable, and each child’s contribution is valued. Goals Children experience an environment where: †¢ there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background; †¢ they are affirmed as individuals; they are encouraged t o learn with and alongside others. Strand 4: Communication The languages and symbols of their own and other cultures are promoted and protected. Goals Children experience an environment where: †¢ they develop non-verbal communication skills for a range of purposes; †¢ they develop verbal communication skills for a range of purposes; †¢ they experience the stories and symbols of their own and other cultures; †¢ they discover and develop different ways to be creative and expressive.Strand 5: Exploration The child learns through active exploration of the environment. Goals Children experience an environment where: †¢ their play is valued as meaningful learning and the importance of spontaneous play is recognised; †¢ they gain confidence in and control of their bodies; †¢ they learn strategies for active exploration, thinking, and reasoning; †¢ they develop working theories for making sense of the natural, social, physical, and material worlds.

Analysis of 2 Translations of Beowulf

Grendel’s Description Comparative Analysis Beowulf is a great piece of Anglo-Saxon literature that can be, and has been, translated in multiple ways. Of the many outstanding translations, two of which are by Burton Raffel and Seamus Heaney, different ways of writing are portrayed. Grendel’s description is written quite differently in both translations. Heaney’s translation is more similar to the Anglo-Saxon style of writing than Raffel’s translation.In Heaney’s translation, he uses a kenning to describe the Danes whereas Raffel uses simple wording to get the same story across. Heaney calls The Danish people â€Å"Ring-Danes† to get his translation to be closer to the Anglo-Saxon’s style of literature. This use of a kenning causes the reader to be more familiarized and to better understand how the story was originally written or, rather, originally composed. Raffel, on the other hand, plainly calls the Danes â€Å"warriors† to ma ke the passage clear and easy to read.By translating Beowulf this way, Raffel is simplifying the writing and turning it into a more modern style of writing by not using kennings, therefore, taking away from the original story’s metaphorical aspect and straying way from the Anglo-Saxon style of literature but making it more understandable to the less than advanced reader. Another way Heaney nears the Anglo-Saxon style of writing and Raffel digresses from it is the use of poetry and poetic devices in the translations. Heaney uses alliteration in nearly every line of his translation.For example, in line twenty five, â€Å"blundering back with the butchered corpses,† repeats the letter â€Å"B† three times. He translated Beowulf by making sure the same meaning is transferred into the new language, (English), and also made sure that the writing’s style was also transferred. This makes even the translation sound like a poem that can be sung just as Beowulf woul d have been many years ago. Raffel, on the contrary, does not use alliteration or other poetic devices as much.In line four, alliteration is present by repeating the â€Å"H† in â€Å"hall† and â€Å"harp’s,† however, this isn’t the case in many lines. An example would be, line one, â€Å"A powerful monster, living down. † By doing this, Raffel is turning what was initially a complex poem into a short story, setting it up in a way that is very similar to any modern novel. It is quite clear that Heaney’s choice of diction is far more complex and sophisticated than Raffel’s choice of diction, which is very simple.Heaney uses many words that may be hard to comprehend due to the fact that they are not often used in conversations or even in many other writings. An example of a word that Heaney uses in his translation that may not be understood right away is â€Å"prowler. † This word, which means stalker, is a word that may n ot be comprehended by someone with a weak vocabulary. It intensifies the story greatly, however, by allowing the reader to visualize Grendel sneaking up on his prey, showing that he has a deceitful personality.Raffel, on the other hand, simply describes Grendel’s actions. He skips from Grendel being a â€Å"powerful monster† to him growling due to the excessive noise from the hall. Grendel’s personality is not explained or stated as in Heaney’s translation. By Raffel missing this little piece of information about Grendel, the reader has an easier time comprehending what is currently occurring, though it is slightly less informative.Heaney and Raffel’s translations are both phenomenal works of literature. Heaney, however, concentrates more on how poetic and similar the translation is to the original writing to give the reader an idea as to how the original story was composed. Raffel strays slightly away from the poetic Anglo-Saxon writing style and simplifies Beowulf, making it easier to read. Both of the translations tell the same story, however, how the tale is told can impact the reader in different ways.

SAT Score Range The Complete Story

SAT Score Range The Complete Story SAT / ACT Prep Online Guides and Tips What is the range for SAT scores? How do your scores stack up? In this article, I’ll give you a basic rundown of the range of scores you can expect on the SAT and help you put your scores in perspective if you’ve already taken the test. SAT Score Range: The Basics The SAT is scored on a 1600 point scale, and composite scores range from 400 to 1600.You composite score represents the combined scores of two test sections: Evidence-Based Reading and Writing, scored from 200 to 800, and Math, also scored from 200 to 800. You get three test scores in Reading, Writing, and Math on your score report, but they range from 10-40 and will not be a concrete aspect of your final composite score.The SAT score reportalso includestwo cross test scores and seven subsection scores that are designed to give you a more complete picture of your strengths and weaknesses based on which questions you answered correctly. The essay is optional (like it currently is on the ACT) and does impact your composite score; the essay score is reported separately. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Average SAT Scores The national average for composite SAT scores is around a 1500.For 2014, these were the average section scores: Critical Reading: 497Math: 513Writing: 487 Total: 1497 If you’re scoring above a 1500, you’re already doing better than half of the country.If you’re scoring above an 1800 you’re in the top 25% of scorers, and if you're scoring below a 1260 you’re in the lowest 25%. In the end, you shouldn’t worry about these averages nearly as much as you should worry about averages for your particular college.Some schools don’t even consider the Writing Score, like schools in the public university system in Massachusetts.Admitted students to UMASS Lowell last year had an average combined Critical Reading and Math score of 1150, meaning they scored slightly higher than average on each test. If you want to have the strongest chance of getting into a school, you should aim for the 75th percentile score (a higher score than 75 percent of admitted students).If you’re hoping to get into schools in the Ivy League and other top schools like MIT and Stanford, you will be expected to have scores that are in the 2200-2400 range.To use Stanford as an example, the 75th percentile composite score for applicants this past year was a 2360! To learn more about what scores you should aim for, check out our article on figuring out your target score. Ugh Stanford get over yourself. NO PLEASE TAKE ME YOU'RE BEAUTIFUL. Studying for Your Score Goals Now that you have a better sense of the possible score range on the SAT, you can take a practice test (or take a look at scores from an SAT you’ve already taken) and see where you fall in the rankings.If your scores aren’t where you need them to be yet, that’s ok! You will just have to plan out your studying time accordingly. I’ll outline some brief guidelines below, but for more information read my article on how long you should study for the SAT and our complete study plan for the SAT. I’m Looking to Improve 100-200 Points This will require about 40 hours of studying on average.Plan ahead a couple months or so before your test date - if you give yourself two months, five hours of studying a week should get you up to speed.If you prefer to spread out your studying more, you might start studying six months in advance and schedule out one or two hours a week for SAT prep. I’m Looking to Improve by Around 300 Points This will require about 60-80 hours of studying on average.You should plan out your studying at least three or four months in advance and be prepared to study for five hours every week.In this case it would probably be easier to start studying six months or more before the test. If you think you might need longer study time because you often get distracted or have difficulty learning quickly from your mistakes, you should definitely plan on starting six months in advance and studying at least two or three hours a week. I’m Looking to Improve by 500+ Points This is a big goal, so you should be prepared to study for 150+ hours to reach it.If you start six months before the test and study for five hours a week or so, that should be enough to get you close to a 500 point improvement. Remember, though, if you want to improve by this much, yourstudying has to be super high-quality!Mark any questions you don’t understand on practice tests and figure out what the problem is that’s causing you to make mistakes.Fully understanding your mistakes and figuring out how to correct them is the key to making significant improvements! Summary Here are some of the main points you should know about SAT scores: Composite scores range from 600 to 2400 Critical Reading, Math, and Writing are each worth 200 to 800 points Nationally, the average SAT score is about 1500 You should check the average scores for the schools you’re applying to, and try to aim for the 75th percentile score as a goal for yourself.Everyone has a different target score!You can make a study plan depending on how much you need to improve, so your scores will be in the right range by the time you take the real test. What's Next? Trying to decide when to take the SAT? Read this article to find the best test date for your situation. If you plan on taking the new SAT but have been practicing with the old SAT, take a look at the charts in this article to convert your scores and see where you might fall within the new 1600 point score range. Score choice and superscoring are two policies that might impact your test taking and studying plans for the SAT. Read more about these policies and the difference between them. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Medical Conversation and Vocabulary for Joint Pain

Medical Conversation and Vocabulary for Joint Pain Read  the following dialogue between a patient and her doctor as they discuss joint pain during an appointment. Practice the dialogue with a friend so you can feel more confident the next time you visit the doctor. A comprehension and vocabulary review quiz follow the dialogue.   Joint Pain Patient: Good morning. Doctor Smith? Doctor:  Yes, please come in. Patient: Thank you. My name is Doug Anders.​ Doctor: What have you come in for today Mr. Anders? Patient: Ive been having some pain in my joints, especially the knees. Doctor: How long have you been having the pain? Patient: Id say it started three or four months ago. Its been getting worse recently. Doctor: Are you having any other problems like weakness, fatigue or headaches? Patient: Well Ive certainly felt under the weather. Doctor: Right. How much physical activity do you get? Do you play any sports? Patient: Some. I like to play tennis about once a week. I take my dog on a walk every morning. Doctor: OK. Lets have a look. Can you point to the area where you are having pain? Patient: It hurts right here.   Doctor: Please stand up and put weight on your knees. Does this hurt? How about this?   Patient: Ouch!   Doctor: It seems you have some inflammation in your knees. However, theres nothing broken. Patient: Thats a relief! Doctor: Just take some ibuprofen or aspirin and the swelling should go down. Youll feel better after that. Patient: Thank you! Key Vocabulary joint pain (noun) the connection points of the body where two bones connect including wrists, ankles, kneesknees (noun) the connection point between your upper and lower legsweakness (noun) the opposite of strength, feeling like you have little energyfatigue (noun) overall tiredness, low energyheadache (noun) a pain in your head that is steadyto feel under the weather (verb phrase) not feel well, not feel as strong as usualphysical activity (noun) exercise of any kindto have a look (verb phrase) to check something or someoneto have pain (verb phrase) to hurt  to put your weight on something (verb phrase) put the weight of your body onto something directlyinflammation (noun) swelling  ibuprofen/aspirin (noun) common pain medicine that also helps reduce swellingswelling (noun) inflammation Check your understanding with this multiple choice comprehension quiz. Comprehension Quiz Choose the best answer to each question about the dialogue. 1. What seems to be Mr. Smiths problem?   Broken knees  Fatigue  Joint pain 2. Which joints are bothering him the most?   Elbow  Wrist  Knees 3. How long has he been having this problem?   three or four years  three or four months  three or four weeks 4. Which other problem does the patient mention?   Hes felt under the weather.  Hes been vomiting.  He doesnt mention another problem. 5. Which phrase best describes the amount of exercise the patient gets?   He works out a lot.  He gets some exercise, not a lot.  He doesnt get any exercise. 6. Whats Mr. Anders problem? He has broken his knees.He has some swelling in his knees.He has broken a joint.   Answers Joint painKneesThree or four monthsHes felt under the weather.He gets some exercise, not a lot.He has some swelling in his knees.   Vocabulary Review Fill in the gap with a word or phrase from the dialogue. Ive had a lot of  _________for more than a week. Im really tired!Are you feeling _________the weather today?Im afraid I have some _________around my eyes. What should I do?Could you please put your _________on your left foot?Take some _________and stay home for two days.Are you having any pain in your _________? Answers fatigue/weaknessunderinflammation / swellingweightaspirin/ibuprofenjoints

Online Radio & Globalization Research Paper Example | Topics and Well Written Essays - 2500 words

Online Radio & Globalization - Research Paper Example Commercial entities, instead of paying enormous amounts of money for radio advertisements, and sponsoring target programs, can develop content that attracts and retains an audience (Kozamernik, & Mullane, p. 13). Internet radio has an immense impact on globalisation because it targets a wider global audience, and can influence commerce and culture. Internet radio does not only impact on globalisation but it also impacts on commercial trends. It impacts on advertising, management, production, marketing and radio listenership. With the advent of internet radio, business shifted their attention to seeking for advertising space in online radio because of its international nature. Online radio also changed radio listenership; international listeners could tune in to an online station and listen to music that may not be available in their local radio stations. This means that expatriates can listen to radio stations from their native countries, and in a way influence the locals to listen t o this radio stations. Online radio is also appealing to the youths who are internet savvy and compose the highest number of radio listeners (Kozamernik, & Mullane, p. 18). Radio incorporates signal transmission in space using electromagnetic waves that have frequencies below visible light. This waves, electromagnetic waves, travel by oscillating electromagnetic fields in air and vacuum space. ... Ships used radio by sending Morse code to land in 18th century. The importance of radio came to the fore during the sinking of the RMS Titanic. Operators on board the Titanic communicated with nearby vessels using radio. During the First and Second World Wars, radio gained immense usage by the navies and the armies (Kozamernik, & Mullane, p. 5). Commercial radio broadcasting in 1920s changed the landscape for radio usage. Besides, radio program relay, point-to-point broadcasting and telephone messaging became widespread in 1920s. Presently, radio has taken many forms, which include mobile communication, wireless networks and radio broadcasting. Commercial radio broadcasting includes music, news, comedies, dramas, variety shows and numerous forms of entertainment. During the golden age of radio, it gained uniqueness as a method of presentation because it only used sound. Technological developments brought other means of mass media, and the currently, online based services takeover fro m some of the services that people used to enjoy. Internet or online radio is growing in acceptance and may overtake conventional radio within no time. Internet radio has changed aspects of radio such as advertisement, its globalization role, listenership, production, marketing, education and entertainment (Kozamernik, & Mullane, p. 7). Internet or online radio uses the internet to transmit audio services. Internet radio primarily involves streaming media, which presents listeners with non-stop audio streaming. This means that the audio stream cannot be replayed or paused but can be stopped. Internet radio is similar to conventional radio, but the difference is in the mode

Rights and Remedies within the Tort Laws Term Paper

Rights and Remedies within the Tort Laws - Term Paper Example In order to ensure there is better protection of consumer’s interests, the consumer protection bill of 1987 was introduced. The main objective during the introduction of the consumer protection bill was to provide better protection of consumer interests. Howells and Weatherill contend â€Å"the move also aimed at creating provisions for the introduction of consumer councils and other institutions that would assist in settling consumer disputes and other issues of concern.†2 In brief, the consumer protection bill seeks to promote and protect the following consumer rights; the right to get protection against products that are harmful to humans and property; right to get information regarding the quality, quantity, price, standard, purity, and potency of products for the purpose of protecting consumers against unlawful trade practices; the right to receive audience and get a guarantee that consumer interests will get due attention at appropriate forums; the right to go for a redress against unjust trade practices or corrupt exploitation of consumers; and the right to receive consumer education. From the outlined rights, it is clear that the consumer is the main beneficiary of this legislation. However, this legislation provides a chance to forward looking firms to realize that it is their interest to bring to an end unfair competition from firms that neglect consumer rights. Therefore, the Act is relevant to everyone interested in the safety of goods and services getting into the market. The first part of the Act came into action in 1988. The first part applies in Great Britain alone, but there is a similar provision for Northern Ireland. The second part of the consumer protection Act contains provisions on consumer safety. This section came into place in 1987 and applies throughout the UK.