Summary and Analysis of The Man of Laws Tale Essay -- The Canterbury

Summary and Analysis of The Man of Law's Tale Fragment II The Words of the Host to the Company and Prologue to the Man of Law's Tale: The host speaks to the rest of the travelers, telling them that they can regain lost property but not lost time. The host suggests that the lawyer tell the next tale, and he agrees to do so, for he does not intend to break his promises. He says that we ought to keep the laws we give to others. He even refers to Chaucer, who works ignorantly and writes poorly, but at the very least does not write filthy tales of incest. The Man of Law tells the company that he will tell a tale by Chaucer called the tale of Cupid's Saints. The lawyer prepares for the tale he will tell about poverty, and does so in a pretentious and formal manner. Analysis In the prologue to the Man of Law's Tale, Chaucer once again plays with the divergence between the actual author and the narrator of each tale with the lawyer's critical reference to Chaucer, as if he were not the actual architect of the tale's words. The lawyer's critique of Chaucer is playful, little more than a sarcastic jibe at Chaucer's own abilities and a critique of Chaucer's contemporaries not meant to be taken seriously. In fact, little that the lawyer says is momentous or significant. Chaucer portrays the lawyer as pompous and formal, addressing the motley crowd as if he were speaking to the court. The Man of Law's Tale, Part One: In Syria there dwelt a company of wealthy traders who made a journey to Rome. After a certain time there, they beheld Constance, the emperor's daughter, who was renowned equally for her goodness and beauty. When the merchants returned to Syria, they reported to the sultan what they had seen; he immediately ... ... Â ­ Constance survives and remains devoted to her faith. She is thus comparable to biblical characters such as Jonah and Job. Her final reward for her steadfast faith comes when she reunites with both her father and her husband upon her final return to Rome. Even in the fate of Maurice is the influence of Christianity felt. He becomes emperor of Rome only when the pope gives his assent. Epilogue to the Man of Law's Tale: The Host praised the Lawyer for his tale, and urged the Parish Priest to tell a tale. The Parson chides the Host for swearing, and he in turn mocks the Parson as a "Jankin" (a contemptuous name for a priest). The Shipman decides that he will tell a tale next. In the fragments that remain of the Canterbury Tales, however, the Shipman's Tale exists later in the manuscripts, in the seventh set of stories. The Wife of Bath's Tale follows instead.

Comparing Women in The Yellow Wallpaper by Charlotte Gilman and The Chr

Comparing Women in The Yellow Wallpaper by Charlotte Gilman and The Chrysanthemums by John Steinbeck Talents and dreams, hopes and desires, shunned by the husbands and times of the women in The Chrysanthemums and The Yellow Wallpaper. The wife, Elisa, in the Chrysanthemums, reflects an internal struggle to find her place in a world of definite gender roles. The Yellow Wallpaper traces the treatment of a woman who descends from depression to madness in the male-imposed psychiatric confinement of her room. The mirror-like situations that hinder the protagonists in both stories call the women to conduct themselves in demeanors drastically different from one another. Elisa Allen of the Chrysanthemums and the narrator of the Yellow Wallpaper both have husbands who fancy the idea of knowing what their wives want and need. On the way to dinner, Elisa asks her husband about the fights and his immediate reply is, ?We can go if you want, but I dont think you would like them much.? He cannot fathom the idea that she may actually enjoy this non-feminie event. The narrators husband also assumes that he kno... ...Their husbands, the fence, and the wallpaper, are all constraints that must be depleted. Their strive for happiness and zest for a life far more exciting than the present is what gives the narrator and Ellisa Allen an AWAKENING to which they must react. Works Cited: Gilman, Charlotte Perkins. The Yellow Wallpaper. New York: Feminist Press, 1973. Steinbeck, John. ?The Chrysanthemums.? Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts and Henry E. Jacobs. 2nd Compact ed. New Jersey: Prentice Hall, 2003. 359-366.

Classroom Participation

Classroom participation is a condition in which all students take part in discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions (Wade, 1994).Lack of participation remains one of the challenges teachers face in Mathematics lessons in Namibia (Mbalu, 2004). According to Ministry of education (1994) since independence teaching mathematic has been a challenge, while lack of participation being an aspect of this challenge leading to the poor performance in the subject of Mathematics particularly at Upper Primary. Mathematics' Numeracy and literacy are core features of primary education, thus Mathematics and the languages are the most important subjects in the curriculum in this phase and participation is one of the fundamental requirements. Millar (2004) states that abstract ideas cannot simply be transferred from teacher to learner, the learner must play an active role in appropriating these ideas and making personal sense of them. Learners should learn mathematics by doing Mathematics and thus should experience inquiry in the Mathematics classrooms. According to NIED (2015) Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. According to Mwetulundila (2000) reports that leaners in Namibia especially girls do not fully participate in mathematics because of the following reason: The South African colonial education was inferior particularly With regard to Mathematics; the low participation of females is carried-over from secondary schools or high schools to tertiary level; the â€Å"hidden curriculum,† which not only lacks gender equality regarding what is taught, but also regarding how it is taught; socio-economic factors .This study focused more on higher grades not primary and also have left unanswered question on factors in the classroom that can lead to lack of participation in a mathematics lesson. The rationale for studying Mathematics involves observing, representing and investigating patterns and quantitative relationships in social and physical phenomena. These cannot be achieved if learners are not motivated to participate in Mathematics lessons (NIED, 2015). Wade (1994, p. 12) considered the â€Å"ideal class participation† as one in which all students take part in the discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions. Participating in classroom activities provides a critical occasion for learning new skills. Participation helps pupils make deep, meaningful connections in the mind that are important in learning (Bean and Peterson, 2003). Furthermore, the importance of learners' participation is also stressed by Jackson (2002) who maintain that participation provides the setting in which learners can construct and shape identities as members of the classroom. Moreover, research has shown that participation in classroom activities is important in learner centered curriculum for effective learning to take place, especially in Mathematics (Jeffrey & Adam, 2010). They further noted that participation increases the likelihood learners will study and have a sense of responsibility for their learning when they actively voice their opinions and thoughts in the classroom. Despite the benefits of participation in the classroom, lack of participation is a common phenomenon in grade4 mathematic lessons at the primary School. This problem (lack of participation) was identified by the researcher during School Based Studies Phase 3 at the primary School in Mathematic lessons, as one of the major problem contributing to high failure in Mathematics, when he was conducting his teaching practice. As observed, the majority of learners in this grades were not participating in the classroom during the Mathematics lesson presentations. Therefore, teachers are encouraged to derive strategies on how to motivate learners to participate in Mathematic lessons. This prompted the researcher to carry out a case study in order to find out more about factors contributing to lack of participation and find out strategies that could be used by Mathematic teachers to enhance learners' participation.Statement of the ProblemMore of literature have been written regarding the value and importance of learners' participation in classroom discussion but few, if any, teachers (particularly at school level in Namibian Mathematic classrooms) would dispute the position that learners who participate in class learn more(Petress, 2006) . However, actual evidence to support this hypothesis seems somewhat lacking. Despite the shift from teacher centered to the learner centered approach of teaching and learning there still seems to be very little freedom and autonomy amongst learners (Rocca, 2001).Vygotsky (1978) is of the opinion that to be autonomous, learners need to be able to have some choices as to why and how of the curriculum and, at the same time, they should feel responsible for their own learning and for the learning of those with whom they interact. In addition, it still gives educators question marks on why most of our learners refuse to participate in classrooms apart from the fact that we have a learner centered notion that in one way promotes learners freedom on the curriculum (Rocca, 2001). It really brings frustrations when teachers ask their learners whether they understood a topic or not, what is commonly observed is that learners in grade 4 at this primary School always tell their teachers that they understand the topic yet when it comes to the home works, tests, oral question or class works, they underperform. Deducing from observations, one of the reasons they say we do understand a topic even if they do not is probably fear and lack of freedom of expression, since the whole lesson they are passive. There is an absence of literature available that deals with factors contributing to lack of participation in Mathematic in Namibian schools previous work has only focused on gender, social culture and social economy as key factor contributing to lack of participation in mathematics. It is against this background that a case study will be conducted to seek a deeper understanding on the factors contributing to lack of participation and find out strategies that could be used to enhance learners' participation in Mathematic lessons for grade 4 at a primary school.Research aims and objectivesThe primary purpose of this study was to examine the factors contributing to lack of participation in grade 4 Mathematic classroom. Secondly, it was to suggest strategies that could be used to enhance participation by teachers in Mathematic lessons at the primary School.Significance of the studyPeople who will benefit from this study will be educators, teachers and learners in Zambezi region as well a s all over country. The results of this study are important as they would inform the policy makers of the factors that inhibit teachers from engaging their learners in a meaningfully manner in Mathematics lessons Thus, they can come up with possible strategies to enhance learners' participation. Teachers will benefit as they would be aware of the different strategies to enhance their leaners participation in Mathematics lessons which will enrich the teaching and learning process.Limitations of studyThere are not many studies done in Namibia on participation of learners in Mathematics. This is a big limitation especially to get secondary data for the literature review. Second, the size, convenience, and homogeneity of the sample will limit the generalizability of this study. Limited time needed to carry out the study will be a limitation too.DelimitationsResearch participants was restricted to Mathematics teachers and learners at this School, in the Zambezi region. Other people were not directly involved in Mathematics classroom, for example; the principal and other teachers who do not teach Mathematics.Definition of TermsClassroom participation: Wade (1994) considered the â€Å"ideal class participation† as one in which all students take part: in discussions that go on in the classroom, learning, and listening to others' ideas, comments, and questions.Teaching strategies: Teaching strategies comprise the principles and methods used for instruction (Effective Teaching Strategies, 1994).Motivation: Donyei (1998) defines motivation in Second Language Learning as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive and motor processes.Phenomenon: refers to something which is observed to happen or exist, in this case learners' lack of participation in Mathematics lessons (Cambridge Online Dictionaries. 2016).Learner centered: â€Å"teaching means the student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the classroom shifts to the student† (Jeffrey & Adam, 2010, p.135). Autonomy: is defined as the ability to make your decisions about what to do rather than being influenced by teachers (Cambridge Online Dictionaries, 2016).CHAPTER 2: LITERATURE REVIEWFACTORS CONTRIBUTING TO CONTRIBUTING TO LACK OF CLASSROOM PARTICIPATION No teacher will ever deny that active classroom participation plays an important role in the success of language learning (Tatar, 2005). As involvement and participation are essential for language acquisition, the more utterances the learners offer, the better their spoken language is and vice versa. This phenomenon is termed Matthew Effect that is â€Å"rich get richer, poor get poorer† (Chau, Fung-ming, 1996. P. 67).This context the rich get richer while the poor get poorer simply means that those that participate frequently in the Mathematic lessons improve their skills and while those that are always passive remain behind in terms of language development and subject content.LANGUAGE ANXIETYJones (2004) defines this phenomenon in language learning situation as a fear provoked when the learner is asked to speak in the second or the foreign language in public, with the risk of social embarrassment. Oxford (1990), Jones (2004), Von Worde (2003) concludes that anxiety has a negative effect in language learning. Fears, nervousness, timidity and lack of self-confidence are related to language anxiety. The experience of participating in Mathematics Lesson is both mentally and emotionally demanding for most learners (Timothy, 2007). Larkin and Pines (2003) emphasize that most second or foreign languages are learned in classrooms, where there is constant performance evaluation by the teachers and peers. This situation can be frightening for most learners, especially those who are shy, due to their desire for approval from others and fear of negative evaluation. In Mathematics class for instance, where English as a foreign language, especially a class that emphasizes speaking and listening, shy students seem to be at a great disadvantage since they do not draw attention to themselves, either by not volunteering to answer questions in class, or by avoiding opportunities for oral communication.LACK OF PREPARATIONAlso another cause of students ‘silence to participate in Mathematic class. The findings of a study conducted by Macro thinker Institute (2008) revealed that some learners felt nervous when speaking English without any preparation. Second language learners in most cases have to think in their mother tongue when asked a question in English so when they are caught offside it becomes difficult for them to participate (Miller, 1995; 1996; Larkin and Pines, 2003).FEAR OF VOLUN TEERING TO ASK OR ANSWER A QUESTION IN CLASSBeing afraid to speak in class for fear of making mistakes was of concern for learners. Liu and Littlewood, (1997) discovered that when learners were asked in a research on how they felt concerning asking and answering questions during class, most of them reported that they often felt afraid of asking a question to teachers during class.  SHYNESSShyness was another influencing factor which could affect students' participation. However, shyness, according to Anthony (2004), is a behavior that could be the result of any one oral combination of the following factors: social introversion, lacking confidence in subject matter, and/or communication apprehension.FEAR OF MAKING MISTAKES AND BEING LAUGHED ATFassinger, 1995; Krupnick, 1985; and Crombie, (2003) mentioned that fear of making errors is often cited as another cause of the perceived silence and passivity. This anxiety factor is also allegedly related to certain aspects of Eastern cultu re, such as the desire to be right and perfect and fear of losing face (Cheng, 2000). Melvin and Lord (2006) noted that anxiety of making mistakes reduce participation because they think their mistakes make them feel incompetent. Learners think making a mistake in Mathematics classroom will distort their image in front of their classmates.CHAPTER 3: RESEARCH METHODOLOGYIn this chapter the study describes the methodology and different procedures used during data collection and analysis. In the first part research design is discussed. The second part will be on the instrument and procedures of data collection which consist of observation and interview. The third part relates to the data processing and analysis. The last part will be the ethical issues considerationRESEARCH DESIGNResearch design may be referred to as the plan of the study that will answer the research objectives. Research designs are the specific procedures involved in the research process which are; data collection, d ata analysis and report writing (Creswell, 2012: 20). In addition to that Yin (1994) explains a different way of thinking about research design that it is a â€Å"blueprint† of research, looking at four problems: what questions to study, what data are relevant, what data to collect and how to analyze the results. The purpose of research design is to help the researcher to organize his or her ideas in a way that the researcher will be in a good flow. The researcher chose case study design to work with in the research. Case study In this study the researcher employed a case study design to be able to answer the research questions. Stake (2004) gives the definition of a case study that is both a process of inquiry about the case and the product of that inquiry. Yin (2003: 18) argues that â€Å"case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real life context especially when the boundaries between phenomenon and context are not clearly evident†. Qualitative approach In order to find out the factors contributing to lack of participation amongst grade 4C-E learners in the Mathematics classroom at the school, qualitative approach was used. Qualitative approach allows researchers to get at the inner experiences of participants, to determine how meanings are formed through culture and to discover rather than test variables (Corbin & Straws, 2008: 5). Creswell (2012) stresses that, qualitative research is suitable in addressing a research problem which you do not know the variables and need to discover. The natural setting of this study was in a Mathematics classroom where teaching process occur. Teachers and learners were observed and interviewed on the factors contributing to lack of participation and strategies that they use in teaching to enhance participation in their classes POPULATION Population may be defined as certain group of people in which a researcher is interested in. Cresswell (2012) defines population as a group of individuals with some common defining characteristic that a researcher can identify and study. In this study the population was formed by two teachers and ten learners which involve four learners from 4C and three from 4D and 4E respectively. All the teachers and learners were purposeful selected from the Mathematics classes. SAMPLING AND SAMPLING PROCEDURE Susan (2012), Sampling says is a method of studying from a few selected items, instead of the entire big number of units. The small selection is called sample. Purposive sampling method will be used as the sampling procedure (Cohen &Manion, 1995). From the population 3 teachers will be selected and 10 learners from grade 4A-4D SAMPLING PROCEDURE Purposive sampling is when a researcher chooses specific people within the population to use for a particular study or research project unlike random studies, which deliberately include a diverse cross section of ages, backgrounds and cultures, the idea behind purposive sampling is to concentrate on people with particular characteristics who will better be able to assist with the relevant research (Cohen &Manion, 1995). In this study teachers to be interviewed will be purposively selected based on the subject they teach Mathematics in this case. Two Mathematic teachers will be interviewed in this study. Four learners from grade will be interviewed. RESEARCH INSTRUMENT During the examination on the factors contributing to lack of participation in Mathematics classroom interview and observation were used. Observation The observation was my main instrument of collecting data. Since the study was about the factors contributing to lack of participation amongst grade 5C–E learners in the Social studies classroom, therefore it was important to see what teachers do in the classroom. Maxwell (2005) argues that it is known that observation often provides a direct and influential way of learning about people's behavior and context in which this occurs. In line with this Gall et al (2007) says observation provide rich data sources that offer an in-depth explanation of the case. In this study the researcher observed factors contributing to lack of participation and teaching strategies which were used by the teachers during classroom instructions in Mathematics lessons grade The researcher also observed strategies that teachers use to enhance participation Mathematics classroom. The observation method may supplement what the oral interview may not suffice. I used non-participant observation. I believe that non-participant observation gave me a great chance to observe what the teachers are doing in an inclusive class. Advantages of observation Observation is very important among the data collection instruments. According to Marshal and Rossman (1995) the following are the advantages of observation. It is used to find out complex interactions in natural social settings. They also believe that even in depth interview studies, observation plays a significant role as the investigator notes body language and affects in addition to the person's worlds. Limitations of observation Limitations which are likely to occur during observation are closely related to the role of inquirer in observation. This may be because the researcher assumes the participant, nonparticipant, or middle-grounded position. Taking the field notes, recording quotes perfectly for inclusion and determining the good timing for moving from a nonparticipant to participant. Researchers sometime tend to disclose themselves to the participants, sharing relationships with other individuals and attempting to disengage from the site (Cresswell, 2007 p.139). Interview This study involved semi-structured interviews which are attached in appendix A and B. The interview involved open-ended questions that were asked to the interviewees. The questions were constructed from my knowledge gained from literature on classroom participation, my experience on Namibia's educational system, my educational background, and my personal interest.

Health Dissertation ideas †Applied Musculoskeletal Podiatry

Introduction Pathology that causes metatarsalgia Morton’s Neuroma can be described as a perineural fibrosis and nerve compression of the common digital nerve. This condition often occurs in the second and third intermetatarsal spaces, although it can be seen in other intermetatarsal spaces (Pace, Scammell and Dhar, 2010). According to Adams (2010) neuroma may be bilateral, are more prevalent in female adults starting their third decade of life. Whilst the actual cause of Morton’s neuroma is not clear, it is believed to be associated with hypermobility of the metatarsals, in addition to repetitive motions which ultimately grind nerves in metatarsals. There are suggestions from anecdotal studies that Morton’s neuroma is directly linked to crush injuries or repetitive running or jumping motions. The results of such repetitive actions may lead to damage or injury on the area of the forefoot. There is also the possibility of structural misalignment and mechanical abnormalities that may be experienced at the forefoot, which may consequently lead to creation of symptomatic Morton’s neuroma (Pace, Scammell and Dhar, 2010). Structural misalignment in this case may refer to lateral compression of foot, which can lead to invariable pain when inflamed bursa is squeezed between the metatarsal heads. Hauser (2011) observes that one of the most common structural concerns is the possibility that lax in intermetatarsal ligament may cause inter-digital nerve tissue to shift into a wrong place, particularly in between the areas of metatarsal heads and be subject to comprehensive trauma. The common subjective history based on patients’ reports is usually characterised by numbness and tingling, and radiating and burning pain. Patients’ reports also suggest that the pain is localised at the plantar aspect of the specific intermetatarsal space, although it can also extend itself and radiate into other adjacent toes of the infected person (Berry, Gonzalez, Bowman, 2012). Patients often describe their feeling of â€Å"lump† on the foot’s bottom. Significantly, these symptoms may rise when the infected carries out a weight-bearing activity. Reports indicate that closed-toed shoes, particularly the tight-fitting ones can lead to increase in symptoms, and patients report relief after they remove or change their shoes (Summers, 2010). Relief may also be experienced when the patient massages their foot or moves the toes around. Aetiology of this condition and how it would be recognised clinically Research has established that Morton’s neuroma is unique in terms of clinical diagnostic requirements or needs (Drury, 2011). This is because although patients frequently report symptoms such as numbness, there is evidence that sensory deficit may or may not be found when the patient goes through examination. Drury (2011) observes that there may be a demonstration of splaying or divergence of the digits when clinical presentation is carried out, and that more often than not little or no edema or inflammation can be observed clinically. Typically, reproducing pain with palpation to the intermetatarsal space is a normal activity, but care must be taken to put the pressure in the space, and avoid the metatarsal heads. There have been various clinical strategies to assist clinicians effectively diagnose Morton’s neuroma. Schreiber et al (2011); Faraj and Hosur (2010) report that patients may demonstrate a Mulder’s sign, which is provoked by squeezing the forefoot and conducting application of plantar and dorsal pressure. In other words, clinical test for Morton’s neuroma has all along been to compress the foot by applying pressure to the medical and lateral aspects of the foot at the metatarsophangeal joints, which in turn puts pressure on nerves (Pastides, El-Sallakh and Charalambides, 2010: 503). A positive clinical test outcome involves a pop or click that can be felt and heard at the same time. This pop or click is usually painful to the patient. There is a possibility of replicating symptoms of Morton’s neuroma in a process involving Gauthier’ test, where the forefoot is squeezed and medial to lateral pressure is applied (Beltran et al., 2010). Mayo Clinic (2010) has subsequently described a test consisting of hyperextending the toes and rolling the thumb of the examiner in the area of symptoms, a process that may identify a tender, thickened, and longitudinal mass of flesh. Clinical findings also indicate that Morton’s neuroma may also show Tinel’s sign as well as Valleix phenomenon (Berry, Gonzalez and Bowman, 2012). The other pathway for detecting Morton’s neuroma is diagnostic testing. This process involves plain radiography, ultrasound, and magnetic resonance imaging (Summers, 2010). Radiographs are routinely ordered to rule out musculoskeletal pathology, even though rise in proximity of the adjacent metatarsal heads is believed to result in increased pressure of the intermetatarsal nerve. Furthermore, Hause (2010) found no significant correlation between radiographic findings and the clinical presence of neuromas. In addition, there is the recommendation to use ultrasound in the diagnostic evaluation of the interspaces (Hause, 2010). Drury (2011: 19) observes that there is a likelihood of a neuroma appearing as an ovoid mass with hypoechoic signal-mass to the long axis of the metatarsals. . Adams (2010), however, advises that although MRI is a useful diagnostic tool, it should always be reserved for atypical presentations or to eliminate multiple neuromas. Significantly, neuroma can be best identified on T1 weighted images, and it’s likely to come out as a well-demarcated mass with minimal signal intensity. In summary, clinical diagnostic approach to identify Morton’s neuroma can be achieved by ensuring that examination and diagnostic testing has ruled out any other etiologies of symptoms. Conservative treatment intervention for Morton’s neuroma No best treatment interventions have been identified in the literature for treatment of Morton’s neuroma. Conservative intervention for Morton’s neuroma is considered to be one of the best treatments alternatives for the condition. However, some of the common conservative treatment options involve changing shoe type, use of metatarsal pads, and use of non-steroidal anti-inflammatory drugs, administering sclerosing alcohol injections, and surgically transposing the offending nerve (Summers, 2010). Many doctors and physical therapists have recommended that patients are put to rest for a specific period of time, and reduce activities that may elicit pain (Pastides, El-Sallakh and Charalambides, 2012). Injections as an intervention Various clinical studies have exposed the need to consider injection as a better treatment option for Morton’s neuroma over other non-surgical treatment options available. In a study conducted by Drury (2010) different conservative treatment measures often produce similar results. In a small randomised prospective study of 23 patients, the researchers compared reduction in neuroma pain when supinatory or pronatory insoles are used. In the study, there was no explicit inclusion or exclusion criteria other than clinical diagnosis, and no participant or evaluator was considered blind to the intervention allocations. The study had 13 percent of the participants (two patients) drop out after one month into the experiment. After 12 months, pain in the supination and pronation insole groups reduced by 50 percent and 45 percent, respectively- a reduction considered insignificant. In another study, a physically active 25-year-old female with diagnosed symptomatic Morton’s neuroma was put through a massage therapy sessions. The six-session massage therapy involved a 60-75 minute weekly massage exercise involving postural alignment in addition to localised foot and leg treatment. The patient was also put to complete at-home daily exercise, with a weekly monitoring of change by the therapist who reassessed the patient’s posture and ensuring the client fills out a pain survey based on a Visual Analog Scale. The results indicated progressive change on the side of the client in terms of pain character. Specific patient report indicates that the pain character changed from burning and stabbing to dull and pulsing sensation after three sessions. There was also a reduction in pain during exercise. Although this study suggests that massage therapy is a significant treatment for Morton’s neuroma, its weakness is based on the fact that the treatment only involved one client. No study has indicated the effectiveness of the method on a larger randomised control studies. In a prospective randomised study involving 82 patients, the researchers compared steroid injections alone based on shoe modifications (Berry, Gonzalez and Bowman 2012). Some of the recorded primary outcomes were patient satisfaction, which is basically the presence or absence of pain, the pain intensity, and return of pain afterwards. The results of the study indicated that steroid injections yielded better outcome in terms of patient satisfaction, compared with other conservative options such as shoe modifications alone. In this study, 23 percent of shoe-modification patients achieved complete satisfaction after one month of intervention. This was significantly lower than the 50 percent of patients who experienced significant pain reduction after one month of steroid injection. After six months, 28.6 percent of the participants experienced satisfaction with shoe modification, significantly lower than 73.5 percent satisfaction amongst those who had received injection. Although the difference was significant lower after one year with 63 percent satisfaction with shoe modification and 82 percent with injection, the reduction could have occurred because patients were allowed to cross over after six months. The researchers observed that no complications were reported, although the study was limited by a high cross-over rate from shoe modification group to injection group after 6moths. Some studies have investigated other techniques such as the use of sclerosing effects of alcohol (Pastides, El-Sallakh and Charalambides, 2012; Schreiber, 2011; Beltran, 2010; Pace, Scammell and Dhar, 2010), where delivery is done by multiple injections guided by ultrasound techniques over time. Improvements were reported in term of clients’ satisfaction with no long-term adverse effects in various case series. It is mostly recommended that even as an injection is used as the chosen treatment option, other supplementary management options such as shoe adjustments and calf-stretching exercises should also be implemented concurrently. However, in case the conservative interventions fail to work, many patients may be advised to undergo surgery to remove the neuroma or just to release pressure from ligaments. Studies have, however, indicated that 15 to 20 percent of these surgeries will not relieve the patient from pain, and may also lead to various complications such as local post-surgery infections, scar tissue, and damage of soft tissues which may affect normal foot functions. It has also been established that there is a possibility of neuroma recurring after the surgery. Conclusion Whilst the exact cause of Morton’s neuroma is not known, the common belief is that it is caused by hypermobility of the metatarsals. This may also be aggravated by repetitive motions involving grinding of nerve bundle. The common symptoms are patients describing their feeling of â€Å"lump† on the foot’s bottom. These symptoms may increase when the patient engages in weight-bearing activity. Research has established that symptoms that may be associated with Morton’s neuroma may not necessarily mean a person is suffering from the complication. This is why clinical diagnosis is often recommended. One of the most common clinical strategies that may be beneficial to clinicians diagnosing Morton’s neuroma is patients demonstrating Mulder’s sign. A positive clinical test outcome involves a pop or click that can be felt and heard at the same time. Clinical findings also indicate that Morton’s neuroma may also show Tinel’s sign as well as Valleix phenomenon (Berry, Gonzalez and Bowman, 2012). Although there are various conservative therapies used to manage Morton’s neuroma complications including rest, weight loss, and exercise for muscle strengthening, orthotics, massage therapy, physiotherapy, and manipulation, these methods are found to be very effective. It’s against this backdrop that injection is found to be a more effective way of managing the complication as reported by clients’ satisfaction studies. Injection may involve steroid injection, local anaesthetic injections or sclerosant injections. Injections have been found to yield better outcome in terms of patient satisfaction, compared with other conservative options such as shoe modifications alone. It has also been established that there are no complications reported in injections. Medical practitioners, however, recommend that patients may be advised to undergo surgical intervention in case conservative interventions fail to yield desired results. References Adams WR. (2010). Morton’s neuroma. Clin Podiatr Med Surg., (2)7: 535-545. Beltran LS, Bencardino J, Ghazikhanian V, Beltran J. (2010). Entrapment neuropathies III; lower limb. Semin Musculoskelet Radiol, 14: 501-111. Berry K, Gonzalez P, and Bowman RG. (2012). Physical Medicine and Treatment for Morton Neuroma. Available from: http://emedicine.medscape.com/article/308284-overview [Accessed November 17, 2014.]. Bronfort G, Haas M, Evans R, et al. (2010). Effectiveness of manual therapies: the UK evidence report, Chiropractic & Osteopathy, 18(3):1–33 Drury AL. (2011). Use of homeopathic injection therapy in treatment of Morton’s neuroma. Altern Ther Health Med, 2(1) 17-48. Faraj A, and Hosur A. (2010). The outcomes after using two different approaches for excision of Morton’s neuroma. Chinese Medical Journal, 12 (3): 2195- 2198. Hauser R. (2011). A retrospective observational study on Hackett-Hemwall dextrose prolotherapy for unresolved foot and toe pain at an outpatient charity clinical in rural Illinois. J of Prolotherapy 2 (3): 543-551. Mayo Clinic. (2010). Morton’s Neuroma. [Accessed September 16, 2010]. Available from: http://www.mayoclinic.com/health/mortons-neuroma/DS00468. Published & Updated October 5, 2010. Pastides P, El-Sallakh S, Charalambides C. (2012) Morton’s neuroma: A clinical versus radiological diagnosis. Foot Ankle Surg, 18: 22-4. Pace A, Scammell B, Dhar S. (2010). The outcome of Morton’s neurectomy in the treatment of metatarsalgia. Int Orthop, 3 (4):511-5. Schreiber K, Khodaee M, Poddar S, Tweed EM. (2011). Clinical Inquiry. What is the best way to treat Morton’s neuromaInt Orthop, 60: 157-158. Summers A. (2010). Diagnosis and treatment of Morton’s neuroma. Emerg Nurse, 1(8): 16-17.

Organization Behavior Reflection Paper Essay Example | Topics and Well Written Essays - 1000 words

Organization Behavior Reflection Paper - Essay Example One of conditions of successful choice of profession is presence of a complex of psycho-physiological and the personal qualities necessary for successful work. As leading characteristics of a person’s readiness to the certain professional work should be considered not only theoretical knowledge, the mental abilities, and special skills, but also own outlook, personal characteristics, valuable orientations, motivations, physical development, and particularities of behavior. On coming to some company or organization a worker has his own purposes, needs, values, norms, style of behavior and certain demands to the employer (conditions of work, salary, etc). A company in turn has own purposes and goals, and makes certain demands to an employee’s education, qualifications, productivity, discipline, etc. It expects the worker will fulfill all rules, social norms, and respect and follow the developed traditions of the organization. Except for a professional role a worker of any company carries out some social roles (becomes the colleague, subordinates, or the head, a member of the trade-union organization). Here we deal with the process of adaptation of own personal style, values, and preferences with job preferences, skills, and ability to work with others Process of adaptation will be the more successful, the more values and norms of behavior of the company will become simultaneously values and norms of behavior of a worker. As for me I consider myself as a person who should be occupied with some job connected with communication with people. I am really communicative and open person. I can easily come to an understanding with different people. Moreover to my opinion one of the most necessary features of character that a person working with people should process is a capability to keep out of conflict situations. All my friend and relatives admit that I am very sociable person. I am sure that sociability on one

Kant and Locke Essay Example | Topics and Well Written Essays - 1000 words

Kant and Locke - Essay Example The two are not only concerned with the individual, but also the manner in which the individual interacts within a group, and the consequent tensions that may occur out of these interactions. This essay attempts to explore the manner in which both Locke and Kant address the concept of human freedom. Freedom, or the manner in which individuals are in a position to act on their own accord, is an important philosophical argument in the contemporary world. History indicates that Kant supported multinational organizations and the republican government. He had a strong faith in the universality of humanity. However, Kant argued that the natural end that everybody seeks to accomplish is personal happiness (Kant 98). However, the concept that people act out their own accord does not communicate all that Kant meant. According to Kant (6), nothing in the world can be regarded as good without sufficient reasons. Kant argues that as humans, we cannot prove that freedom is something real within o urselves and in the human nature. In Kant`s thinking, human thinking revolves around a circle. People tend to assume that they are free so that they think the moral law as are meant for them and as a result, they must obey them. To Kant, freedom is a subjective state of the mind, a concept of reason, which may be difficult to comprehend in reality. Thus to Kant, human freedom is embedded in the term enlightenment which to him is a process through which people free themselves from immaturity state of which they themselves take the responsibility. Locke believed that every person has the ability to govern himself and that each individual is equal to every other person. He refers to this as state of nature where he says every man has total liberty to act as he wills, free from interference by any other person. To Locke, in the state of nature, the enjoyment of freedom is uncertain because it is invaded by others who act as they wish; making enjoyment of property a person has in this st ate very unsafe. This natural state eventually comes into a state of war where men turn against one another. When men are faced with this condition, they quit the state of nature which is full of dangers and put themselves in government for the protection of their property giving up their freedom to do as they wish. To this extent, it’s true to point out that everyman is naturally free and that nothing subjects him to any power or authority without his consent. Consequently, human freedom in a consented government is where the people trade off their liberty and power entrusting them to the government they form in exchange of protection of their property peace and safety. The issue of the relationship of the concepts of natural rights construal, and freedom and equality is at the centre of discussion today as it was many centuries ago. Whereas Kant’s concept of freedom and equality and the views of Locke’s natural rights are generally accepted as the epitome of l iberalism, the equality concept in relation to liberty still remains a subject of discussion. Kant views individual freedom in the context of equal opportunity for all. He claims that a person has one natural right only, that is freedom - the state where one is actually independent from being influenced or constrained by another person’s choice. Because of this right an individual may not be coerced arbitrarily, and not because of property right that covers self-ownership. In addition, Kant suggests that the pursuit for equality is lawful when there is no interference with the enjoyment of individual autonomy. Kant holds that equality and freedom is a state where an individual enjoys liberty without necessarily interfering with another person’

Theories & Methods Thesis Example | Topics and Well Written Essays - 7000 words

Theories & Methods - Thesis Example (Waltz, 1979) The criteria for good or sound theory are evident enough: it should be conceptually clear and rigorous, historically aware, able to yield substantive analysis and research agenda, and, where appropriate, able to engage with ethical issues. Theory is a necessary part of all human understanding, from the numbers of mathematics or divisions into colours we use in everyday life to the abstractions of Hegel, or of the sociologist Talcott Parsons. International Relations as a field emerged after the First World War with the aim of studying the reasons for the history's first major conflict and means of avoiding it in future. It borrowed theories and ideas from other disciplines such as political science, economics, and to some extent sociology and anthropology but according to Halliday it sought most inspiration from international law when Woodrow Wilson's liberalism attempted to bind state actors into a legal relationship backed by the League of Nations and the incumbent study named "International Relations" was introduced in the academia (Aberystwyth, Oxford and London School of Economics) in Britain and contemporaneously in the American universities. When International Relations took shape as a subject in the later 1... from international law when Woodrow Wilson's liberalism attempted to bind state actors into a legal relationship backed by the League of Nations and the incumbent study named "International Relations" was introduced in the academia (Aberystwyth, Oxford and London School of Economics) in Britain and contemporaneously in the American universities. When International Relations took shape as a subject in the later 1920s and early 1930s and began to influence policy makers, it was more or less, based on "idealism" with a normative approach, that is, researchers and writers of that era laid down norms for states to behave with each other. But a similar thought was expressed as early as 1795 by Kant, for instance, in his tract, Perpetual Peace, he "prescribed" an international authority to assert an international rule of law and so ensure peace between nations. IR was based on the presumption that states were naturally benign and did not wish to enter a conflict unless forced upon. Kant (1795) again: "We ordinarily assume that no one may act inimically toward another except when he has been actively injured by the other. This is quite correct if both are under civil law, for, by entering into such a state, they afford each other the requisite security through the sovereign which has power over both." Idealist school of thought in international relations which harkens back to the eighteenth century Kantianism essentially holds that a state should make its foreign policy reflect its internal political philosophy. But soon "realist" school of thought contested idealism as a non-workable theory and advocated that instead of setting norms for the states' behaviour or international rule of law, states should be left alone and relations between them should be dictated by the