Business Research Report Essay Example | Topics and Well Written Essays - 1500 words

Business Research Report - Essay Example Of course the products required customer service. And Apple Inc. positioned Customer Technical Support mostly in the USA but partly outsourced to India because of the 50% lower cost. In the US alone, there are about 10,000 AppleCare Advisors applications in 24 States aside from 3,300 home based Advisors, and 600 part-time employees who are college students. In 2010, Apple Inc. realized 58% of total revenues from countries outside of the USA (Kane and Rohwedder 2010). The management therefore launched iPhone 4 in 88 countries to compete against other brands of iPhones manufactured by other companies. In 2009, Apple Inc.’s iPhone 3GS reached 64 countries. Unlike the Apple Macintosh computers which could not compete, the iPod music players of Apple Inc., the iPad Tablet Computers, and the iPhones were able to penetrate the international markets. And the sales of Apple Inc. are gradually being improved via retails stores specialized with Apple products. It was done through aggress ive marketing effort wherein new stores of Apple Inc. in places like London and Shanghai accounted for more than 50% of all the new stores of the industry wherein Apple Inc. belongs. By May 2013, as a result of sustained globalization effort to penetrate the markets in many countries, Forbes (2013) identified Apple Inc. as the # 1 most powerful brand in the world, # 1 in market value, # 2 in profits earned, # 26 most innovative company, # 15 in sales, and # 15 in the world’s top 2000 global companies. The products sold are made up of mobile phones, portable media, personal computers, music players that are digital and portable, software, services, and peripherals. Well known brands that were sold included the iPhone, iPad, Apple TV, iOS, iCloud, iTunes, iBookstore, and so on. Apple Inc. capitalization exceeded $ 400 billion. And the channels of distribution now include direct sales aside from online sales and actual retail stores. Wholesales and resellers were tapped along wi th cellular network carriers.. Technology, as a whole, has been changing the lifestyle, pace, and pattern of people in different parts of the globe. For example, in April 24, 2013, software developers around the globe will learn from Apple Inc. engineers about deploying followed by integrating iOS and OS X technologies in 100 sessions during a conference in June 10-14, 2013. Programmers worldwide will gain the knowledge of creating new features and applications from that Worldwide Developers’ Conference directly from 1,000 Apple engineers who will be there to teach programmers in hands-on laboratories. Such an opportunity to be updated in terms of technology normally takes many months or even years of further education via schools or online universities. This will take only days. And the value for participants will be in the form of better business performance through better services to customers who need improvements in their Apple devices. (Apple Inc. 2013b) Just to give an idea of the size of that business opportunity from just one application alone, the well-known iTunes, Apple Inc. (2013c) reported that over 25 billion musical downloads had been sold worldwide by the online iTune Stores for nusic, TV shows, and movies. The store averages 15,000 iTune songs being downloaded per minute. The owner

Role Of A Nursing Faculty Member Essay Example for Free

Role Of A Nursing Faculty Member Essay Introduction The basic role of a nursing faculty member is to teach nursing skills to students effectively. The knowledge, skills and values acquired by the learners must be put into clinical practice. It is therefore the duty of the faculty member to impart practical skills to the students. There has been a debate on the most suitable method of teaching clinical medicine. Most arguments have shown that the effectiveness of the clinical teaching is determined by the end results. Teaching being a skill it requires specialized strategies for its positive desired end results. A faculty should be organized in hierarchy to enable proper allocation of duties; therefore the roles of the faculty member are very diverse and practical. ROLE OF A NURSING FACULTY MEMBER The aim of teaching is equip a student with knowledge and skills that are consumable. A good education program is deemed to be the one is able to satisfy both individual and societal needs. The changes in health care delivery systems, demographic trends, technological advances and developments in higher education influence the competencies needed for professional nursing practice. (Garberson Oermann 2007) The main developments in the teaching of nursing allude to the philosophical perspective in which the program goal and objectives based on the content are developed followed by the teaching evaluation process. The current strategies of teaching nursing focus much on the end results as such there is more focus given to an individual’s needs, learning activities, learning style, which has improved the quality of the end results. In a situation where teaching is based on the end result, the faculty member then should commence the teaching by identifying the end results rather than the intention of the teaching. Some of this en d results expected after the teaching process include knowledge, skills, professional attitudes behavior and values. Good clinical learning activity is achieved by enabling the students to be able to transfer acquired knowledge into real life situations. The knowledge (theory) acquired should be put into practice. Researches geared toward curriculum reforms are very important to a nursing faculty member in order to accommodate the fast changes in health are important. Nurse teachers should focus on giving students tangible skills based on facts. The ability to solve clinical is an important recipe to clinical teaching and learning. Most of the clinical problems require the student to be creative this necessitates the teacher to equip the student with necessary skills on how to solve practical new clinical problems according to the context. Therefore essentially critical and creative skills mind is in order to be abreast with the current challenges in health care that will help one work more effectively in the real life situations. The care services should spread evenly within a particular environment this is in the view that medical has grown to be a very vital service to be offered to people of all calibers in the world. PREPARATION NEED FOR THE ROLE The nursing faculty member and students in academic nursing must choose a healthy learning center to assist in acquisition of practical skills. The teacher therefore is expected to assign duties and responsibilities to the students within a given period of time. A faculty member should put in place different roles important in guiding the students in their learning activities. The major of the teacher is to empower the students with skills within and outside the clinical context that will enhance delivery of quality services to patients. Proper planning of the clinical activities requires a teacher to have more knowledge. A nursing faculty member should be able to organize the students into groups in order to improve the guiding of the cognitive skills that are crucial for problem solving. Typically students’ utilization of resources increases with the implementation of problem-based learning as students are challenged to research answers of learning issues. Resources for information include faculty experts, consultants, text, journal and a computerized data retrieval system as well as field and clinical experience. Lowestein and Bradshaw (2004). The subtler role of a nursing faculty member is to monitor the  Ã‚   learning atmosphere. The students acquire clinical skills positively this nurtures them towards working independently. Research has shown that when one works independently is likely to double the skills in the field specialized (DeYoung, 2003). The outcome of should be able to reflect need oriented especially the needs of the patients should be give priority. Evaluation is a very important criterion for establishing the knowledge and competence acquired by the student. Therefore suitable criteria for evaluation should be established and feedback given appropriately after each evaluation. Problem solving strategy has been found a very helpful learning strategy among students as it gives maximum outcomes. For a nurse to acquire necessary clinical expertise in understanding the multiplicity of factors that interplay in a give situation, the must impart research based techniques in a student. This can be done through giving the student  Ã‚   research tasks to be done especially those relating to patients. The implication here is that the student will have the opportunity to integrate the knowledge learnt with the past and present experiences and use it to solve anything new in future. A faculty member may be involved in clinic care activities in the process of ensuring quality assurance. In this event the teacher is acting as a role model to the students. There are diverse roles of a nursing faculty member among them include: administration, nursing education program course coordination conducting research and serving as a consultant among other functions (Gaberson, Oermann, 2007). Therefore the understanding of situation of clinical learning activities start with proper preparation in the part of the teacher, this is usually achieved by setting goals and objectives to be achieved. The goals and objectives determine the methods to be used in teaching process.   The teacher should be able to evaluate the extent to which a particular student is prepared before being assigned a duty to execute especially when they given a private client to attend to in the assigned clinical duties (Barnum, Karlene Kerfoot, 1995). Conclusion The nursing faculty member should equip the students with theoretical skills that can bring about positive learning process and the desired outcomes. The knowledge imparted on a student should have utilitarian value on an individual, the knowledge should enable them impact their patients positively. The roles that the nursing faculty member does are beneficial to the institution as well as the student. Positively the faculty member gives care services to the patients what might be called in-service function. It should be noted that nursing is a labour intensive activity, which requires commitment, it requires a 24-hour ongoing service and as such individual should be prepared to face this challenges appropriately. References: Arlene J. Lowestein, Martha J. Bradshaw. (2007) Fuszard’s innovative teaching strategies in  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   nursing. Jones Bartlett publishers. Barbara Stevens Barnum, Karlene M. Kerfoot (1995). The nurse as executive   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aspen publishers. DeYoung, S. (2003). Teaching strategies for nursing educators. Upper Saddle River, N.J.: Prentice Hall Health. Kathleen B. Gaberson, Marilyn H. Oermann. (2007). Teaching strategies in nursing. Aspen publishers.

Immediate and Late Effect of Cryotherapy on Balance

Immediate and Late Effect of Cryotherapy on Balance immediate and late effect of cryotherapy on balance IN HEALTHY SUBJECTs Abstract Background: cryotherapy application is commonly used as a physical therapy tools with many known advantage, however several research have reported decrease in subject balance which affect quality of movement following cryotherapy application, therefore the purpose of study to investigate the immediate and late effect of cryotherapy on ankle dominant joint on static balance and test the difference in static balance change between both sexes. Methods: thirty normal subjects, Subjects had their static balance tested during two conditions: (1) an experimental condition where the subject received the cryotherapy application by using cooled gel pack to the dominant ankle joint for 15 minutes immediately before static balance testing and (2) a control condition finished at room temperature. The order of testing condition was randomized by using a coin flip. Biodex balance system was used to measure static balance. Result: analysis of data using ANOVA and unpaired test ,show insignificantly statistically effect in all aspect of static balance within female group with p value of overall stability index =0.669,Anterior/posterior stability index =0.196 and medial/lateral stability index =0.989,insignificantly statistically effect in all aspect of static balance within male group with p value of overall stability index =0.382,Anterior/posterior stability index =0.552 and Medial/lateral stability index =0.46 and insignificant statistically difference between male and female in all aspect of static balance. Conclusion: The result of current study suggest that fifteen minutes of cold gel pack on ankle dominant extremity have no effect on static balance on both sexes . Key words: static balance, cryotherapy Introduction: cryotherapy therapy is a popular non-pharmacological intervention, The term cryotherapy was used in year 1908 by A.W. Pusey to describe the treatment of skin injuries with low temperatures[1,2] , The primary aim of cryotherapy is the removal of heat energy from the site of injury, in order to facilitate a therapeutic effect [3] by produces a number of physiological effects to the human body including a reduction in blood flow, edema, hemorrhage[4], cellular metabolic rate, hypoxia, enzymatic activity and tissue damage[5]. Cryotherapy has also been demonstrated to significantly increase the pain threshold and pain tolerance by reducing nerve conduction velocity and muscle spasm [6]. Cryotherapy often used in athletic and rehabilitation cases to manage injury during the immediate and rehabilitative phases [7]. Cryotherapy treats the muscle damage caused by High-intensity exercise including predominantly eccentric activity, unaccustomed activity, and exercise of long duration and/or high intensity which has been shown to induce an inflammatory response [8]. In spite of the characterized treatment advantage of cryotherapy, there are reduction in subjects performance variables are likely to occur after returning to normal movement immediately after cryotherapy application,[9]especially , decrease speed of running, muscle strength speed and agility measures have been noted after cryotherapy application over many anatomical areas and studies[10,11]. The ability to conserve postural control or balance is important for the correct carrying out of all daily activity ranging from standing and walking to sitting and standing from a chair [12]. Possessing the ability to conserve several positions, to react automatically to voluntary movements of the body, and to react to external disturbance represents a postural control domain needed in daily life [13]. The maintenance of balance is important in the prevention of injuries and this ability depends on proprioceptive input from capsuloligamentous and musculotendinous mechanoreceptors in combining with vestibular and visual input to the central nervous system (CNS)[14,15] . This input used in feedback and feed-forward loops to provide the proper neuromuscular response [16-17]. Variations in any of these inputs would disturb balance and increase the risk of injury [18]. There is also growing awareness that rehabilitation using cryotherapy has deleterious effects on balance, or return patients to their previous functional levels [19, 20].Quality of movement is important as strength of movement, and the key of movement quality is balance [21]. Even if a patient has regained full strength and range of motion, if they still have poor balance and proprioception, they are at risk for re-injury. During the management of acute distortion, cryotherapy is commended after the injury and in rehabilitation, ice application is supposed to promote the beginning of active exercise and its progression [7]. In practice it can happen that sportsmen are sent back to exercising or competition immediately after cryotherapy. Although the question is controversially discussed, if physical activities after ice application can be re-established without risk or increase liability to injury. This study takes up the problems if cryotherapy application at the ankle disrupts static balance so that an increased risk of injury could result and the study also clarify the immediate and late effect and test the difference in static balance between both sex. Methodology The current study was conducted at biomechanics laboratory at faculty of physical therapy, modern university, in the period from December 2015 to April 2016 to investigate the immediate and late effect of cryotherapy application on dominant ankle joint on static standing balance and test the difference in static balance between both sexes. Design of study Cross over (single repeated measurements) design used in this study to determine the immediate and late effect of cryotherapy application on dominant ankle joint on static standing balance and test the difference in the static standing balance between both sexes. Subjects A sample of thirty healthy normal subjects (fifteen male and fifteen female), subjects were recruited using publically distributed posters and by online social media. Subjects had their static balance examined during two situations: (1) an experimental situation where the subject received the cryotherapy application by using cooled gel pack to the dominant ankle joint for fifteen minutes immediately before static balance testing and (2) a control situation finished at room temperature. The order of examining situation was randomized by using a coin flip. Participant finished the control situation first immediately finished the experimental situation following assessment. Participants randomized to the cryotherapy situation first had the control session arranged at a separate time to confirm no lingering effects remain from the cryotherapy procedures. Subjects participate in the current study after approval of ethical committee of faculty of physical therapy, Cairo University with number P.T.REC/012/001035 and all subjects provided written informed consent. Subjects were included if their age range from 18 to 40 years [22] free from musculoskeletal diseases and neurological diseases affecting the lower limb. Excluded if had musculoskeletal disorders in lower limb, had infected skin diseases and loss of sensation, had Metabolic or vascular disease with neurological component such as diabetes, had previous ankle operation and had recent injury of ankle joint. Instrumentation Measurement instrumentation The device used in this study (Biodex Medical Systems Inc., Shirley, New York, USA) was a foot platform (circular in shape with a diameter of 21.5΄, which permits up to 20 ° tilting from horizontal in all directions), support rails that were adjustable from 25΄ to 36.5΄ above the platform, and could be swung away if desired, a display module whose height was adjustable from 53΄ to 68΄ above the platform and angle was adjustable from vertical back to 45 °, with a display viewing area of 24.8 ÃÆ'- 18.4 cm and a printer. This testing machine has 12 dynamic levels plus locked for static measurements [23]. Stability indexesthe stability index represents the variance of platform displacement in degrees from level. An increase in number indicate considerable motion, which indicates a problem with balance [24] . The participants ability to control the platforms angle of tilt was measured by the system and noted as a stability index. The data on the balance of the tested participants were supplied to the system. These data included anteroposterior stability index (APSI), mediolateral stability index (MLSI), and overall stability index (OSI). The smaller the amount of sway, the lower the numerical value of these indexes [24]. OSI: represented the variance of foot platform displacement in degrees, from level, in all motions during the test. A high number was indicative of considerable movement during this test. APSI: represented the variance of foot platform displacement, in degrees, from level, for motion in the sagittal plane. MLSI: represented the variance of foot platform displacement, in degrees from level, for motion in the frontal plane [24] . Therapeutic instrumentation: Reusable cold gel pack 25.4 x 48.1 cm. 5 +/- degree C [25] was frozen and wrapped with a towel and supported with elastic strap around the ankle joint of dominant lower extremity. Procedure Each participant received a verbal explanation about the test steps. When the system was on, the first displayed screen was the main menu. It allowed us to choose entering testing, training, or system utilities. Choosing to enter testing showed the next screen, which allowed determination of the test parameters such as test duration and the stability level chosen. The weight and height of the participant were recorded and the next screen was used for the centering process. The next screen was the stability test screen, where the start key was pressed to lock or unlock the platform and begin the test. A cursor appeared during the test tracing the movement of the platform while the clock counted till the time of the test ends. The next screen showed a menu. The examiner chooses the numeric report option on this screen to allow the participants numeric screen appear. Pressing start while on this screen initiates printing of the report, which includes the numeric values of the APSI, MLSI , and OSI (operation and service manual). Step 1: balance assessmentthe participants were tested without footwear and asked to perform two test trials before a specific test condition for the purpose of instrument familiarity before data collection. Then, the participant was first asked to assume the test position (standing on dominant foot) with arms held at the sides, eye closed and to attempt to control his/her balance as much as possible. Each participant was asked to center him/herself on the foot platform before starting the test. The test parameters introduced into the device were: Participants age , weight and height Stability level: all participants were tested on stability level 0 for 15 s. Then, the start key was pressed in the control panel (which took 5 s) with an auditory alarm just before the beginning of the test. The participant was instructed that the test was started just after the alarm. Each participant was instructed to maintain his/her balance for the period of the test. Three trials were performing prior to the measurement. There was report obtained at the end of each test include information on OSI, APSI, and MLSI. Step 2: cryotherapy application Reusable cold gel pack 25.4 x 48.1 cm. 5 +/- degree C was employed as the cryotherapy modality in this study. Application duration will be 15 minutes. Wrapping of pack by towel will applied all around ankle joint of domain extremity with towel in between .Two elastic straps will used to secure the ice pack. The subject will asked to relax during cryotherapy application to limit activity of muscle and lessen any change in temperature of tissue.Step 3: balance reassessmentthe participant was asked to repeat the same balance testing procedures directly after cryotherapy application, 30 minutes later and 60 minutes later to measure post OSI, MLSI, and APSI. Statistical analysis All statistical analysis were carried out by using SPSS,version 23 for windows; SPSS Inc., Chicago,Illinois,USA.the normality of data distribution was tested through the Shapiro-wilk test.Descriptive data for participants, characteristics was calculated as the mean, standard deviation and range minimum maximum of measured variables, ANOVA tests used to compare between pretest and posttest. Unpaired test used to compare between male and female. Level of significant will set at Results: General characteristics of the subjects: In this study, thirty subjects were assigned randomly, the range of the ages is between 18 to 40 years overall. There was no statistically significant differences between the groups in their ages as the p-value are 0.412. The range of the weight is between 50 to 105 kg. There was no statistically significant differences between the groups in their weight as the p-value are 0.214. The range of the Height is between 156 to 195 cm. There was no statistically significant differences between the groups in their weight as the p-value are 0.366. Table (1): Demographics Distribution Items Male Female Comparison Significant Mean ±SD Mean ±SD T-value P-value Age (years) 26.4  ± 6.08 25.533  ± 5.41 0.412 0.682 No Significant Weight (Kg) 70.89  ± 14.57 77.2  ± 5.41 -1.270 0.214 No Significant Height (cm) 165.27  ± 4.57 166.66  ± 6.41 -0.411 0.366 No Significant Figure. (1): Demographics Distribution As for the gender distribution, 15 subjects (50%) were male and 15 subjects (50%) were females. In addition, 26 subjects (86.7%) had their dominant right leg tested, and 4 subjects (13.3%) had their dominant left leg tested. Static Balance Pre-test The results are shown using the following table (2) and illustrated in figure (2). 1) Overall Stability Index Independent t-test was used to show difference between pretest for females and males. The female mean value of overall stability index (3.47à ¯Ã¢â‚¬Å¡Ã‚ ±1.42) was significantly different from (5.04à ¯Ã¢â‚¬Å¡Ã‚ ±2.31) with t test = -2.242 and p value = 0.033*. 2) A/P Stability Index Independent t-test was used to show difference between pretest for females and males. The female mean value of A/P Stability index (2.41 à ¯Ã¢â‚¬Å¡Ã‚ ± 0.85) was significantly different from (3.393à ¯Ã¢â‚¬Å¡Ã‚ ±1.65) with t test = -2.157 and p value = 0.043. 3) M/L Stability Index Independent t-test was used to show difference between pretest for females and males. The female mean value of M/L Stability index (2.01 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.08) was insignificantly different from (2.99à ¯Ã¢â‚¬Å¡Ã‚ ±1.72) with t test = -1.887 and p value = 0.072. Table (2): The pre-test results for the Stability Indices Static Stability Index Overall Stability Index A/P Stability Index M/L Stability Index Pre-test for Females 3.67à ¯Ã¢â‚¬Å¡Ã‚ ±1.41 2.407à ¯Ã¢â‚¬Å¡Ã‚ ±0.85 2.01à ¯Ã¢â‚¬Å¡Ã‚ ±1.08 Pre-test for Males 5.04à ¯Ã¢â‚¬Å¡Ã‚ ±2.3 3.39à ¯Ã¢â‚¬Å¡Ã‚ ±1.65 2.99à ¯Ã¢â‚¬Å¡Ã‚ ±1.72 Independent t-value p value -2.492 0.033* Significant -2.157 0.045* Significant -1.884 0.072 Insignificant Data are expressed as mean  ± SD. P> 0.05= insignificant. *P Figure (2): The pre-test results for the Stability Indices Static B) Within Group (Females) The results are shown using the following table (3) and illustrated in figure (3).ANOVA F-test was used to show difference between pre and post-test in the stability indices. Overall Stability Index: The mean value was pretest (3.47à ¯Ã¢â‚¬Å¡Ã‚ ±1.42) when compared with its corresponding no significant difference after assessment immediately (3.78à ¯Ã¢â‚¬Å¡Ã‚ ±1.868), after 30 minutes (3.41 à ¯Ã¢â‚¬Å¡Ã‚ ± 2.27), and after 60 minutes (4.29 à ¯Ã¢â‚¬Å¡Ã‚ ± 2.86) with f test = 0.521 and p value = 0.66. A/P Stability Index: The mean value was pretest (2.41 à ¯Ã¢â‚¬Å¡Ã‚ ± 0.85) when compared with its corresponding no significant difference after assessment immediately (2.47 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.52), after 30 minutes (2.14 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.27), and after 60 minutes (3.27 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.43) with f test = 1.616 and p value = 0.196. M/L Stability Index: The mean value was pretest (2.01 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.08) when compared with its corresponding no significant difference after assessment immediately (2.2 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.07), after 30 minutes (2.12 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.84), and after 60 minutes (2.13 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.98) with f test = 0.04 and p value = 0.989. Table (3): The mean values and S.D of Stability Indices before starting and after the test for Females Static Data of evaluations Overall Stability Index A/P Stability Index M/L Stability Index Pre-test 3.47 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.42 2.41 à ¯Ã¢â‚¬Å¡Ã‚ ±0.85 2.01à ¯Ã¢â‚¬Å¡Ã‚ ± 1.08 Post-Immediate 3.73 à ¯Ã¢â‚¬Å¡Ã‚ ± 1.868 2.47à ¯Ã¢â‚¬Å¡Ã‚ ± 1.52 2.2à ¯Ã¢â‚¬Å¡Ã‚ ± 1.07 Post-30 minutes 3.41 à ¯Ã¢â‚¬Å¡Ã‚ ± 2.27 2.14à ¯Ã¢â‚¬Å¡Ã‚ ±1.27 2.12à ¯Ã¢â‚¬Å¡Ã‚ ± 1.84 Post-60 minutes 4.29 à ¯Ã¢â‚¬Å¡Ã‚ ± 2.86 3.27à ¯Ã¢â‚¬Å¡Ã‚ ± 1.43 2.13à ¯Ã¢â‚¬Å¡Ã‚ ± 1.98 F-value ANOVA 0.521 1.616 0.04 p value 0.669 Insignificant Difference 0.196 Insignificant Difference 0.989 Insignificant Difference Data are expressed as mean  ± SD. P> 0.05= insignificant. *P Figure (3): The mean values and S.D of Stability Indices before starting and after the test for Females Static D) Within groups (Males) The results are shown using the following table (4) and illustrated in figure (4). ANOVA F-test was used to show the difference between post-test in the stability indices. Overall Stability Index: The mean value was pretest (5.04à ¯Ã¢â‚¬Å¡Ã‚ ±2.3) when compared with its corresponding no significant difference after assessment immediately (5.01à ¯Ã¢â‚¬Å¡Ã‚ ± 1.765), after 30 minutes (4.42à ¯Ã¢â‚¬Å¡Ã‚ ±2.22), and after 60 minutes (3.95à ¯Ã¢â‚¬Å¡Ã‚ ±1.56) with f test = 1.039and p value = 0.382. A/P Stability Index: The mean value was pretest (3.39à ¯Ã¢â‚¬Å¡Ã‚ ±1.69) when compared with its corresponding no significant difference after assessment immediately (3.4à ¯Ã¢â‚¬Å¡Ã‚ ±1.42), after 30 minutes (3.11à ¯Ã¢â‚¬Å¡Ã‚ ± 1.78), and after 60 minutes (2.67à ¯Ã¢â‚¬Å¡Ã‚ ± 1.416) with f test = 0.707and p value = 0.525. M/L Stability Index: The mean value was pretest (2.99à ¯Ã¢â‚¬Å¡Ã‚ ± 1.72) when compared with its corresponding no significant difference after assessment immediately (3.02à ¯Ã¢â‚¬Å¡Ã‚ ±1.28), after 30 minutes (2.52à ¯Ã¢â‚¬Å¡Ã‚ ± 1.55), and after 60 minutes (2.33à ¯Ã¢â‚¬Å¡Ã‚ ± 1.02) with f test = 0.874and p value = 0.46. Table (4): The mean values and S.D of Stability Indices before starting and after the test for Males Static Data of evaluations Overall Stability Index A/P Stability Index M/L Stability Index Pre-test 5.04à ¯Ã¢â‚¬Å¡Ã‚ ±2.31 3.39à ¯Ã¢â‚¬Å¡Ã‚ ±1.65 2.99à ¯Ã¢â‚¬Å¡Ã‚ ± 1.72 Post-Immediate 5.01à ¯Ã¢â‚¬Å¡Ã‚ ± 1.765 3.4à ¯Ã¢â‚¬Å¡Ã‚ ± 1.42 3.02à ¯Ã¢â‚¬Å¡Ã‚ ± 1.28 Post-30 minutes 4.42à ¯Ã¢â‚¬Å¡Ã‚ ± 2.229 3.11à ¯Ã¢â‚¬Å¡Ã‚ ± 1.78 2.52à ¯Ã¢â‚¬Å¡Ã‚ ± 1.55 Post-60 minutes 3.95à ¯Ã¢â‚¬Å¡Ã‚ ±1.56 2.67à ¯Ã¢â‚¬Å¡Ã‚ ± 1.42 2.33à ¯Ã¢â‚¬Å¡Ã‚ ± 1.02 F-value ANOVA 1.039 0.707 0.874 p value 0.382 Insignificant Difference 0.552 Insignificant Difference 0.46 Insignificant Difference Data are expressed as mean  ± SD. P> 0.05= insignificant. * P Figure (4): The mean values and S.D of Stability Indices before starting and after the test for Males Static D) Post test results Static The results are shown using the following table (5) and illustrated in figure (5). Independent t-test was used to show difference between post-test in the stability indices. 1) Overall Stability Index Independent t-test was used to show difference between immediately post-test for females and males. The female mean value of overall stability index (3.73  ± 1.868) was insignificantly different from (5.01  ± 1.765) with t test = -1.913and p value = 0.063. Independent t-test was used to show difference between 30 minutes post-test for females and males. The female mean value of overall stability index (3.41  ± 2.27) was insignificantly different from (4.42  ± 2.229) with t test = -1.227and p value = 0.23. Independent t-test was used to show difference between 60 minutes post-test for females and males. The female mean value of overall stability index (4.29  ± 2.86) was insignificantly different from (3.95  ± 1.56) with t test = 0.415 and p value = 0.682. Stability Index Immediate 30 Minutes 60 Minutes Overall Stability Index Post-test for Females 3.73  ± 1.868 3.41  ± 2.27 4.29  ± 2.86 Post-test for Males 5.01  ± 1.765 4.42  ± 2.229 3.95  ± 1.56 Independent t-value p value -1.913 0.063 Insignificant -1.227 0.23 Insignificant 0.415 0.682 Insignificant Table (5.a): The mean values and S.D of Overall Stability Index post-test for both Females and Males-Static Data are expressed as mean  ± SD. P> 0.05= insignificant. * P Figure (5.a): The mean values and S.D of Overall Stability Index post-test for both Females and Males-Static 2) A/P Stability Index Independent t-test was used to show difference between immediate post-test for females and males. The female mean value of A/P Stability index (2.47  ± 1.52) was insignificantly different from (3.4  ± 1.42) with t test = -1.699and p value = 0.1. Independent t-test was used to show difference between 30 minutes post-test for females and males. The female mean value of A/P stability index (2.14  ±1.27) was insignificantly different from (3.11  ± 1.78) with t test = -1.723and p value = 0.096. A/P Stability Index Immediate 30 Minutes 60 Minutes A/P Stability Index Post-test for Females 2.47  ± 1.52 2.14  ± 1.27 3.27  ± 1.43 Post-test for Males 3.4  ±1.42 3.11  ± 1.78 2.67  ± 1.42 Independent t-value p value -1.699 0.1 Insignificant -1.723 0.096 Insignificant -0.925 0.363 Insignificant Independent t-test was used to show difference between 60 Minutes post-test for females and males. The female mean value of A/P stability index (3.27  ± 1.43) was insignificantly different from (2.67  ± 1.42) with t test = -0.925 and p value = 0.363. Table (5.b): The mean values and S.D of A/P Stability Index post-test for both Females and Males-Static Data are expressed as mean  ± SD. P> 0.05= insignificant. * P Figure (5.b): The mean values and S.D of A/P Stability Index post-test for both Females and Males-Static 3) M/L Stability Index Independent t-test was used to show difference between immediate post-test for females and males. The female mean value of M/L Stability index (2.2 ±1.07) was insignificantly different from (3.02  ± 1.28) with t test = -1.898and p value = 0.068. Independent t-test was used to show difference between 30 Minutes post-test for females and males. The female mean value of M/L stability index (2.12  ± 1.84) was insignificantly different from (2.52  ± 1.55) with t test = -0.656and p value = 0.518. Independent t-test was used to show difference between 60 Minutes post-test for females and males. The female mean value of M/L stability index (2.13  ± 1.98) was insignificantly different from (2.33  ± 1.02) with t test =0.097and p value = 0.729. Table (5.c): The mean values and S.D of M/L Stability Index post-test for both Females and Males-Static M/L Stability Index Immediate 30 Minutes 60 Minutes M/L Stability Index Post-test for Females 2.2  ± 1.07 2.12  ± 1.84 2.13  ±1.98 Post-test for Males 3.02  ± 1.28 2.52  ± 1.55 2.33  ± 1.02 Independent t-value p value -1.898 0.068 Insignificant -0.656 0.518 Insignificant 0.097 0.729 Insignificant Data are expressed as mean  ± SD. P> 0.05= insignificant. * P Figure (5.c): The mean values and S.D of M/L Stability Index post-test for both Females and Males-Static Discussion: The purposes of the study were To determine the immediate and late effect of cryotherapy on the dominant ankle joint on static balance and To determine the difference in static balance changes between both sexes. Our result revealed that the females have significant difference in static balance than male when measured before application of cold gel pack to ankle dominant extremity with p value of overall stability index = 0.033 , p value of A/P stability index=0.043 and not for ML stability index with p value of =0.072. Our result revealed that after using cold gel pack to ankle dominant extremity for 15 minutes has no statistically significant difference on all aspect of static balance in female group. In over stability index there was no statistically significant difference after assessment immediately, after 30 minutes and after 60 minutes with p value =0.66. In over A/P stability index there was no statistically significant difference after assessment immediately, after 30 minutes and after 60 minutes with p value =0.196. and In over M/L stability index there was no statistically significant difference after assessment immediately,

Is the story Daughters of the late Colonel more comic than tragic Essay

Is the story Daughters of the late Colonel more comic than tragic for the reader overall? Be sure to comment on Mansfield’s use of language. The story â€Å"Daughters of the late Colonel†, written by Katherine Mansfield takes place during Victorian times, based around two sister’s whose father had recently died. Mansfield describes the struggles of these two women as they try to express their femininity and overcome the barriers of etiquette and the presence of their father, whom they feared. The story ends as the sisters Josephine and Constantia attempt to break free of their suppressed world but fail to, thus ending the story in tragedy. Despite this the path leading to the tragic ending is riddled in humorous moments. Therefore it might be said about the story that it is more comic than tragic for the reader. Mansfield often uses humor as a technique to reveal the darker, suppressed side of the two sisters and she often does it subtly. A casual reader might never discover this area of the story. It is as if Mansfield employs comic moments as a mask to cover the tragedy of the play. On one occasion Constantia is worrying about an imaginary mouse: â€Å"A spasm of pity squeezed her heart. Poor little thing! She wished she’d left a tiny piece of biscuit on the dressing table. It was awful to think of it not finding anything. What would it do?† The way Constantia exerts herself is simply pathetic. The reader is amused at her antics to attempt to bring the mouse some food. This obsession with detail is further emphasized with the rhetorical question at the end of the quote, as well as the phrase: â€Å"poor little thing!†- it’s short length and exclamation mark emphasizes its importance, and the use of â€Å"poor... ...ephine was silent for a moment. She stared at a big cloud where the sun had been. Then she replied shortly, â€Å"I’ve forgotten too.†Ã¢â‚¬  During the final section, the sun represents their chance for freedom. â€Å"Golden rays† symbolized the richness and exiting new life which they could have taken. Yet, the whole new path the sisters might have taken was blocked out, symbolizing the cloud. It is thus that the story ends in tragedy- the sisters fail to break free, and remain stuck inside their self-imposed world. Their late father’s influence is too great for them to overcome. In conclusion, it may be said that the story is both a comedy and a tragedy. However, because Mansfield cleverly disguises the tragedy to blend into hilarious moments the reader gets an overall sense of comic fun. Therefore, Daughters of the Late Colonel is more of a comedy than a tragedy.

Heroic styles of Beowulf and Sir Gawain Essay

Throughout history, different cultures have held different virtues in the highest regard. The Anglo-Saxons, like the anonymous scop of the poem Beowulf, valued strength and courage over any other quality. On the other hand, the earliest English people, like the poet of Sir Gawain and the Green Knight, respected honor and the basic codes of chivalry over all else. Both Beowulf and Sir Gawain, therefore, display the most favored qualities of their people: Beowulf by defeating monsters, performing great feats of courage, and telling of his deeds; Gawain by being loyal, brave, and honest. Both sets of qualities are displayed throughout each tale. In Beowulf, written in about the fourth century AD, the hero’s first major test is to fight a huge monster. In doing so, he proves his physical abilities, and thus establishes his hero/ leader status. To be the best, you have to be the strongest, and he says â€Å"Fate saves/ the living when they drive away death by themselves!† (572-73), showing how much Beowulf relies on his physical strength. On the other hand, Gawain’s first test is not physical, but psychological. He is forced to prove his loyalty to Arthur, by offering his life to the Green Knight. He does not claim to be the best, or the strongest, and in fact claims: â€Å"I am the weakest, I am aware† (part 16). Gawain is displaying his modesty, and the medieval belief that a person should be humble about himself. This displays the immediate difference between the two cultures. For the Anglo-Saxons, if you wanted people to know you’re a hero, you tell them you’re a hero. For Gawain, and the Knights of the Round Table, they must act humbler, in order to appeal to their Christian beliefs. However, both societies do require their heroes to display some similar traits, the most common being courage. Gawain must show how brave he is by making a long and difficult journey to fulfill his oath, and die at the hands of the Green Knight. Beowulf must show his courage by fighting off large monsters, even to the last day of his life. â€Å"Why should I be dismayed? /Of doom the fair or drear/ by a man must be assayed† (24) shows how Gawain believes a hero should conduct himself, with dignity and honor. He does not believe that journeying to his death will be such a bad thing, since it will allow him to keep his honor intact. This sounds very similar to â€Å"Let me live  in greatness/ and courage, or here in this hall welcome my death,† Beowulf’s concept of bravery. Beowulf believes that either he is going to win, and kill Grendel, or Grendel will win and kill him. Either way, it is up to wyrd, his Fate. The resemblance continues with the theme of generos ity. Both try their very hardest to not simply keep all their earned wealth (or lack thereof) to themselves. Beowulf, upon receiving heaping treasures from Hrothgar, promptly dispenses it among his men. He even â€Å"rewarded the boat’s watchman/ who had stayed behind, with a sword that had hammered/ gold wound on its handle,† (1901-03) showing how he treats all his men as equals. The watchman’s job, to him, was just as important as all the other warriors that actually traveled with him. Similarly, Sir Gawain tells the lord of the house that he appreciated the hospitality of the host by remarking â€Å"I would give you some guerdon gladly, were I able† (82) immediately before departing. He says this to show the host his graciousness, but also displays his generosity, displaying the similarities between the two cultures. Finally, each has an opposite view of their importance in society. Beowulf believes that the best thing someone can do is become the most famous, and to have your name live on forever. â€Å"Fame after death/ is the noblest of goals† (lines 1388-89). For him to die in battle is the single most important thing he can do, to ensure he lives on in legend. On the other hand, Gawain thinks that he must do his part, and better the whole of Camelot. â€Å"Since this affair is so foolish that it nowise befits you,† (part 16) says that Gawain is willing to sacrifice his own life to save his king. He thinks he is the least of the Knights, and the most nonessential of them, and therefore the best candidate. Furthermore, â€Å"I would fainer fall dead than fail in my errand† (42) shows his dedication to the task he set out for. The two characters are in stark contrast between their concepts of self-worth. As you can see, the Anglo-Saxon and early English people held widely varying notions of what a hero/ leader figure should be. For the anonymous scop that wrote Beowulf, battle, glory, and fame were paramount; to the unknown singer of Sir Gawain, honor, honesty, and loyalty to one’s country had top priority.

Definition and Examples of Absolute Phrases in English

Definition and Examples of Absolute Phrases in English An absolute phrase is a group of words that modifies an independent clause as a whole. Its etymology is from the Latin, free, loosen, unrestricted. An absolute is made up of a noun and its modifiers (which frequently, but not always, include a participle or participial phrase). An absolute may precede, follow, or interrupt the main clause: Their slender bodies sleek and black against the orange sky, the storks circled high above us.The storks circled high above us, their slender bodies sleek and black against the orange sky.The storks, their slender bodies sleek and black against the orange sky, circled high above us. An absolute allows us to move from a description of a whole person, place, or thing to one aspect or part. Note that in traditional grammar, absolutes (or nominative absolutes) are often more narrowly defined as noun phrases...combined with participles. The term absolute (borrowed from Latin grammar) is rarely used by contemporary linguists. Examples and Observations The absolute phrase that adds a focusing detail is especially common in fiction writing, much more common than in expository writing... In the following passages, all from works of fiction, some have a participle as the post-noun modifier...; however, youll also see some with noun phrases, others with prepositional phrases. There was no bus in sight and Julian, his hands still jammed in his pockets and his head thrust forward, scowled down the empty street. (Flannery OConnor, Everything That Rises Must Converge)Silently they ambled down Tenth Street until they reached a stone bench that jutted from the sidewalk near the curb. They stopped there and sat down, their backs to the eyes of the two men in white smocks who were watching them. (Toni Morrison, Song of Solomon)The man stood laughing, his weapons at his hips. (Stephen Crane, The Bride Comes to Yellow Sky)To his right the valley continued in its sleepy beauty, mute and understated, its wildest autumn colors blunted by the distance, placid as water color by an artist who mixed all his colors with brown. (Joyce Carol Oates, The Secret Marriage) A second style of absolute phrase, rather than focusing on a detail, explains a cause or condition: Our car having developed engine trouble, we stopped for the night at a roadside rest area. We decided to have our picnic, the weather being warm and clear. The first example could be rewritten as a because- or when- clause: When our car developed engine trouble, we stopped... or Because our car developed engine trouble, we stopped... The absolute allows the writer to include the information without the explicitness of the complete clause; the absolute, then, can be thought of as containing both meanings, both when and because. The absolute about the weather in the second example suggests an attendant condition rather than a cause. (Martha Kolln, Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 5th ed. Pearson, 2007) Nominative Absolutes Nominative absolutes are related to nonfinite verb phrases... They consist of a subject noun phrase followed by some part of the predicate: either a participle form of the main verb or a complement or modifier of the main verb. . . . [C]omplements and modifiers may take almost any form...Absolutes have traditionally been called nominative because the absolute construction begins with a noun phrase as its headword. Nevertheless, they function adverbially as sentence modifiers. Some [absolutes] explain reasons or conditions for the action described in the main clause; others... describe the manner in which the action of the main clause is performed. (Thomas P. Klammer, Muriel R. Schulz, and Angela Della Volpe, Analyzing English Grammar, 5th ed. Longman, 2007) More Examples of Absolute Phrases Roy circles the bases like a Mississippi steamboat, lights lit, flags fluttering, whistle banging, coming round the bend. (Bernard Malamud, The Natural, 1952)Harry froze, his cut finger slipping on the jagged edge of the mirror again. (J.K. Rowling,  Harry Potter and the Deathly Hallows. Scholastic, 2007)Bolenciecwcz was staring at the floor now, trying to think, his great brow furrowed, his huge hands rubbing together, his face red. (James Thurber, University Days)The spider skins lie on their sides, translucent and ragged, their legs drying in knots. (Annie Dillard, Holy the Firm, 1977)His bare legs cooled by sprinklers, his bare feet on the feathery and succulent grass, and his mobile phone in his hand (he was awaiting Lionels summons), Des took a turn round the grounds. (Martin Amis, Lionel Asbo: State of England. Alfred A. Knopf, 2012)When Johnson Meechum came up the three steps of his purple double-wide trailer and opened the front door, his wife, Mabel, was waiting for him, her thin hands clenched on her hips, her tinted hair standing from her scalp in a tiny blue cloud. (Harry Crews, Celebration. Simon Schuster, 1998) Six boys came over the hill half an hour early that afternoon, running hard, their heads down, their forearms working, their breath whistling. (John Steinbeck, The Red Pony)Whenever you heard distant music somewhere in the town, maybe so faint you thought you imagined it, so thin you blamed the whistling of the streetcar wires, then you could track the sound down and find Caleb straddling his little velocipede, speechless with joy, his appleseed eyes dancing. (Anne Tyler, Searching for Caleb. Alfred A. Knopf, 1975)Still he came on,  shoulders hunched, face twisted, wringing his hands, looking more like an old woman at a wake than an infantry combat soldier. (James Jones,  The Thin Red Line, 1962)A tall man, his shotgun slung behind his back with a length of plow line, dismounted and dropped his reins and crossed the little way to the cedar bolt. (Howard Bahr, The Year of Jubilo: A Novel of the Civil War. Picador, 2001)The men sit on the edge of the pens, the big white and silver fish between their knees, ripping with knives and tearing with hands, heaving the disemboweled bodies into a central basket. (William G. Wing, Christmas Comes First on the Banks) Hundreds and hundreds of frogs were sitting down that pipe, and they were all honking, all of them, not in unison but constantly, their little throats going, their mouths open, their eyes staring up with curiosity at Karel and Frances and their large human shadows. (Margaret Drabble, The Realms of Gold, 1975)The accused man, Kabuo Miyamoto, sat proudly upright with a rigid grace, his palms placed softly on the defendants table - the posture of a man who has detached himself insofar as this is possible at his own trial. (David Guterson, Snow Falling on Cedars, 1994)The superintendent, his head on his chest, was slowly poking the ground with his stick. (George Orwell, A Hanging, 1931)You can get a fair sense of the perils of an elevator shaft by watching an elevator rush up and down one, its counterweight flying by, like the blade on a guillotine. (Nick Paumgarten, Up and Then Down. The New Yorker, April 21, 2008)Two middle-aged men with jogging disease lumber past me, their faces pur ple, their bellies slopping, their running shoes huge and costly. (Joe Bennett, Mustnt Grumble. Simon Schuster, 2006) At a right angle to the school was the back of the church, its bricks painted the color of dried blood. (Pete Hamill, A Drinking Life, 1994)Ross sat on the edge of a chair several feet away from the table, leaning forward, the fingers of his left hand spread upon his chest, his right hand holding a white knitting needle which he used for a pointer. (James Thurber, The Years With Ross, 1958)One by one, down the hill come the mothers of the neighborhood, their kids running beside them. (Roger Rosenblatt, Making Toast. The New Yorker, December 15, 2008)I could see, even in the mist, Spurn Head stretching out ahead of me in the gloom, its spine covered in marram grass and furze, its shingle flanks speared with the rotting spars of failed breakwaters. (Will Self, A Real Cliff Hanger. The Independent, August. 30, 2008)Down the long concourse they came unsteadily, Enid favouring her damaged hip, Alfred paddling at the air with loose-hinged hands and slapping the airport carpeting with poorl y controlled feet, both of them carrying Nordic Pleasurelines shoulder bags and concentrating on the floor in front of them, measuring out the hazardous distance three paces at a time. (Jonathan Franzen, The Corrections. Farrar Straus Giroux, 2001) Source Macmillan Teach Yourself Grammar and Style in Twenty Four Hours, 2000.

The Scarlet Letter6 essays

The Scarlet Letter6 essays Multiple meanings and discussion providing insight into the letter The letter A was to be worn as a punishment, to be worn in shame, to be worn as adulteress. This may not have been clearly and directly stated to the reader, but throughout reading the book, you gather possible hidden meanings of Hesters scarlet letter. Although the sense of the meaning adulteress is constant, the metaphoric, emotional, and moralistic meanings of the scarlet letter vary from positive to negative interpretations throughout the novel The Scarlet Letter. The Puritan community was a dark, strict society, feeling indifferent to the humanity of the woman standing before them on the scaffold, with her infant daughter against her chest. The beautifully embroidered letter does not glow in the eyes of the people. The letter shapes the way they look at Hester and the way they treat her. They isolate Hester not only socially but also through her location, which ultimately causes her own emotional isolation. It had the effect of a spell, taking her out of the ordinary relations with humanity and inclosing her in a sphere by herself. (40) However, the peoples attitude does change. It goes through various roller-coasters of positive and negative meanings throughout the course of the novel. The symbolism of the scarlet letter is expanded in Chapter Five, Hester at Her Needle. Whereas at first it represented Hester's adultery and also her needlework skills, it now takes on more meanings. The letter begins to represent the hidden shame of the community. This shame is shown through Hesters reactions around the community, like when she almost covers up the letter with her hand. Preachers will stop in the street and give sermons when they see Hester. The letter therefore becomes an example of crime and acts as a deterrent for others in the community. Throughout the beginning chapters Hester is is...