Lab Report: Environmental Control of Sex Determination Essay

Presentation Ceratopteris richardii, known as a C-plant has a lifecycle alluded to as change of ages, which comprise of neither haploid nor diploid prevailing. C-greeneries are homospours plants which are significant in that they can create hermaphrioditic gametophytes so as to have the option to self prepare. In any case, a portion of the homospourous C-plants just produce male gametophytes .The existence pattern of Ceratopteris richardii begins as a diploid sporophyte which at that point, by meiosis, produces haploid spores. These spores at that point experience mitosis to create a haploid gametophyte, which can be either bisexual( delivering eggs and sperm), or a male gametophyte (creating just sperm). Gametophytes at that point produce gametes by mitosis. The bisexual gametophyte will create the two eggs and sperm,while, the male gametophyte will deliver carefully sperm. The gametes from the bisexual gametophyte treat each other creating a diploid zygote which develops by mitosis into a diplo id sporophyte prepared to begin the cycle once more (Lab Manual). Chromosomal sex assurance is controlled by the legacy of sex chromosomes, while, ecological sex assurance is affected by natural factors, for example, temperature and parasite invasion(Lab Manual). People utilize the arrangement of chromosomal sex assurance by joining their X and Y chromosomes to deliver a zygote deciding the sexual phenotype in people. Crocs utilize natural sex assurance while hatching their eggs.Temperature impacts the sex of the posterity meaning; hotter brooding temperatures produce male turn of events while cooler temperatures produce female turn of events (Lab Manual). Our theory for the Ceratopteris richardii was that gametophyte populace thickness impacts sex assurance. Our first expectation was that the level of male gametophytes would increment as the populace thickness of the gametophytes expanded. Our subsequent forecast was that the level of male gametophytes would diminish as the populace thickness of the gametophytes expanded. Results The diagram of our outcomes demonstrated the level of male gametophytes expanding and afterward leveling off (Figure 1). This was our pattern in light of the fact that the greater part of the focuses followed this example, in any case; there was an expected anomaly at point (68, 32.3). The circulation of gametophytes on the way of life plates changed. Plates An and F had even conveyance yet were very crowed with gametophytes, while plates D and C were equally disseminated however had less gametophytes. Plate E had clustering of gametophytes in the upper left corner and plate B had amassing the base right corner. Figure 1. The connection between the populace thickness and the level of male gametophytes. Conversation The expectation that the level of male gametophytes would increment as the populace thickness of the gametophytes expanded, and the forecast that the level of male gametophytes would diminish as the populace thickness of the gametophytes expanded were not upheld by our outcomes. At the point when the populace thickness was low, the level of male gametophytes was generally low on the grounds that there would not be sufficient eggs to treat the sperm created from both the hermaphrodite,and the sperm delivered by the male gametophyte. At the point when the populace thickness was high, the level of male gametophytes was higher yet at the same time under 50% on account of the equivalent reasons.The information from our outcomes supported our speculation that the gametophyte populace impacts sex assurance in the C-greenery in light of the fact that, the higher the populace thickness, the more level the level of male gametophytes became. The purpose behind this leveling out at the highest point of the chart was expected to; on the off chance that the level of male gametophytes continued expanding directly, at that point there would be an excessive number of male gametophytes and insufficient eggs being created from the bisexual gametophytes to be treated causing a lopsided populace. The anomaly related to this in light of the fact that the populace thickness was so high however the level of male gametophytes was generally near different focuses supporting that male gametophyte creation doesn't increment as populace thickness increments. Indeed, even idea the populace thickness was so high, the level of male gametophytes was generally equivalent to different focuses in light of the fact that the bisexual gametophytes were attempting to increment in number so they might create enough eggs to self treat and imitate with the male gametophytes, causing a leveling off in the diagram. C-Ferns may have advanced this arrangement of sex assurance for some reasons. Being a bisexual permits them to self treat, so by having this ability,C-plants can create eggs when there is sperm, so they generally can recreate. In contrast to bisexuals, having separate genders doesn't generally promise you a parter so there isn't ensure in multiplication. Cross preparation and self treatment are significant while talking about variety. Cross preparation takes into account diverse hereditary material to be consolidated causing variety. Variety permits common choice to follow up on and in this manner, plants that are better adjusted to the earth endure. Self Fertilization permits plants that have the adjusted endurance quality to self prepare, creating less variety however a greater amount of maintainable plant. This identifies with the posterity created by bisexuals since they generally self treat so they are delivering a greater amount of themselves yet less variety. The posterity delivered by isolated genders creates more variety yet has to a lesser extent a potential for success against regular determination in light of the fact that the bisexuals are recreating very much adjusted posterity while the different genders are creating another blend of hereditary qualities. A Labratory Manual for BIO 114. 2011. Natural Control of Sex Determination, pp.163-166. James Madison University, Harrisonburg, VA. â€â€â€â€â€â€â€â€

Economic Impact Of The Election Of Donald Trump †Free Samples

Question: Examine about the Economic Impact Of The Election Of Donald Trump On The Energy Industry Of Australia. Answer: The point of the article is to break down the conceivable positive or negative effect of Donald Trump political decision as US president on the vitality area of Australian economy. Australia is coordinated with US economy through Transpacific Trade. Donald Trump restricts the globalization arrangement to restore US economy. The impact of worldwide budgetary emergency and sub contract emergency in the US economy has not been dispensed with completely. In this way, the idea of trump is that decrease of collusion with worldwide economies and vision in internal situated development of US economy (dfat.gov.au 2017). Consequently, limitation in exchange with worldwide economies may hamper exchange connection with Australia and monetary development of Australia. Australia is net exporter of vitality and fundamental asset of the vitality area is coal and gaseous petrol. As interest for coal send out is diminishing because of environmental change and move of interest is towards sustainable power source, Australian vitality area is creating potential towards this vitality. During 2015, measure of complete fare in US was $10.2 billion, which is 5.4% of all out fare (industry.gov.au 2015). Australia is an extraordinary sources wind and sun oriented vitality. In this way, there is adequate open door for Australia to expand vitality exchange with US because of expanding request. In spite of the fact that US is wealthy in vitality assets and improved in innovation and has supreme preferred position in vitality creation, both Australia and US can pick up from exchange. As indicated by the Ricardian exchange hypothesis, exchange can happen between two nation even one nation has no supreme favorable position over creation of any of the exchanged products. Exchange is occurred dependent on relative bit of leeway. Opportunity cost of delivering vitality item in Australia might be not as much as creation of another merchandise or administrations. The two nations can pick up from exchange if both creating and sending out the merchandise having similar preferred position of creation. Feenstra (2015) contended that gains from exchange can be unique because of contrasts as far as exchange and relative flexibility of fare and import request. Additions from exchange are accumulated to the nation having low flexibility of fare request in remote market and high versatility of import request in local market. Exchange income improves with increment in fare and decrease in import. Current exchange hypothesis of Heckscher-Ohlin contended that exchange happens within the sight of fragmented specialization and contrasts in factor blessing (Johnson 2013). This model backings intra industry exchange. Be that as it may, as per new exchange hypothesis of Paul Krugman, current economies take part in universal exchange to exploit expanding return or economies of scale from exchange and not watching the distinctions in the factor blessing across locales (Helpman and Razin 2014). In the event that advanced exchange hypothesis is thought of, at that point likewise vitality exchange among US and Australia is productive. Worldwide exchange connection among US and Australia is expanding in the period of globalization. In this situation, prohibitive exchange arrangement can hamper monetary participation between two nations. Trump is against the Trans-Altantic Trade and Investment Partnership and Trans-Pacific Partnership, where numerous nations are occupied with exchange understanding including US and Australia (dfat.gov.au 2017). On the off chance that enemy of globalization strategy is executed in US, fare of vitality to the US economy might be cut or halted, which can lessen exchange income and capital inflows Australia. Local economy of Australia might be influenced for this strategy of Trump. As GDP can be introduced through the condition, GDP = C+I+G+(X-M), where all the segments of GDP, for example, utilization, speculation, government use and net fare are consumption side of the GDP. On the off chance that vitality exchange is diminished because of diminishing interest, income of this industry would be decreased. Thus vitality part may contract as coal and petroleum gas are principle segment of vitality exchange. As net fare (X-M) decreases, salary of individuals working in this segment may diminish with decrease in business opportunity. Per capita salary related with the vitality segment may decrease to adversely influence the utilization request. As an overflow impact, interest for various customer merchandise in the local business may diminish (Balistreri and Tarr 2016). Nonetheless, as contended by Findlay and Lundahl (2017), the impact of against globalization strategy may not influence the vitality business of Australia fundamentally, as Australia is connected with other local economies with more prominent offer in exchange. In the perspective on Feenstra (2015), over dependence on US economy is a significant reason for worldwide monetary or money related emergency. Monetary participation other created and creating economies may decrease exchange hazard and danger of strategy vulnerability in the US economy. Interest for coal is probably going to decrease in numerous nations because of expanding interest for sustainable assets. Australia may center to the development of vitality part to infiltrate into the new market for send out rather than US. This can decrease the negative impact of US protectionism arrangement on Australian economy. It very well may be finished up from by and large examination is that vitality division of Australia is probably going to be influenced by the Trump choice of against protectionism arrangement. Dark coal comprises biggest offer in the all out vitality send out from Australia, where US has 5.4 % portion of all out exchange with Australia. Against globalization approach and contradicting the possibility of Trans-Altantic Trade and Investment Partnership and Trans-Pacific Trade may diminish the exchange volume of Australia. As concentrated in past area, open exchange is gainful for the two nations within the sight of near preferred position. Be that as it may, protectionism confines the additions from exchange and furthermore limits the economy to increase expanding return. Choice of Trump is to limit capital surge from US economy. In this way, decrease in exchange income and capital inflows is probably going to happen in the Australian economy after Trump choice. References Balistreri, E.J. what's more, Tarr, D., 2016. Examination of Welfare Results from Trade Liberalization in the Armington, Krugman and Melitz Models: Impacts with highlights of genuine economies. dfat.gov.au 2017. Trans-Pacific Partnership Agreement. Accessible at: https://dfat.gov.au/exchange/understandings/tpp/pages/trans-pacific-association understanding tpp.aspx [accessed on 05.25.2017] Feenstra, R.C., 2015.Advanced universal exchange: hypothesis and proof. Princeton college press. Findlay, R. what's more, Lundahl, M., 2017. Displaying Global Interdependence: Centers, Peripheries and Frontiers. InTheEconomics of the Frontier(pp. 95-104). Palgrave Macmillan UK. Helpman, E. what's more, Razin, A., 2014.A hypothesis of universal exchange under vulnerability. Scholarly Press. industry.gov.au, 2015. Vitality in Australia. Accessible at: https://industry.gov.au/Office-of-the-Chief-Economist/Publications/Documents/vitality in-aust/Energy-in-Australia-2015.pdf [accessed on 05.25.2017] Johnson, H.G., 2013.International Trade and Economic Growth (Collected Works of Harry Johnson): Studies in Pure Theory. Routledge. minerals.org.au 2013. Fares. Accessible at: https://www.minerals.org.au/assets/coal/sends out [ got to on 05.25.2017]

The Legalization of Physician Assisted Suicide Essay Example for Free

The Legalization of Physician Assisted Suicide Essay The Legalization of Physician Assisted Suicide Of all the questionable subjects to I could have decided to talk about, the subject of doctor helped demise is one that is by all accounts untouchable, even to date. Oregon is the main state to effectively pass a bill sanctioning the training; this bill is known as the Death With Dignity Act (DWDA). Some may confound doctor helped demise with killing, yet they are two totally various acts. Killing requires a doctor, or other element, to manage a destructive creation; doctor helped demise is in line with an at death's door tolerant, the specialist gives a medicine of deadly drug which the patient takes willingly when they choose the opportunity has arrived. The authorization of doctor helped self destruction will open up only one more choice for patients experiencing terminal sicknesses and permit them to bite the dust with a little respect. In critical condition patients don’t have a ton of alternatives, most endure significantly on an everyday premise. The expansion of only one more alternative to such a short rundown can do a great deal to mentally comfort a patient. In his exposition â€Å"Physician-Assisted Death in the United States: Are the Existing Last Resorts Enough?† Timothy E. Plume diagrams a few parts of doctor helped passing, explicitly the way that at death's door patients need the same number of choices as they can get. At death's door patients endure a lot; they realize that in the long run they will pass on. He expresses that there are â€Å"several ‘last resort’ choices, including forceful agony the executives, previous life-supporting treatments, deliberately halting eating and drinking, and sedation to obviousness [†¦]† (17-22). A portion of the recommended final hotel strategies appear to be no better than doctor helped self destruction. Take, for instance, the technique for intentionally halting eating and drinking (VSED); for a patient, who is as of now experiencing the incessant torment of sickness, is it reasonable for solicit them to include the experiencing willful craving and lack of hydration? Sedation to obviousness is by all accounts no better of an answer; the patient is placed into an out cold state until they in the end pass on. This arrangement appears to facilitate the enduring of the patient, yet expand the enduring of the family. Beside VSED and sedati on, to swear off life-supporting treatments is by all accounts no better. On the off chance that a patient is as of now experiencing palliative consideration to treat side effects that are making them endure, why stop the treatment and increment the enduring as opposed to endâ the languishing once and over all? Plume proceeds to talk about the way that the decisions accessible to an in critical condition understanding are scarcely any that there ought to be no mischief in adding only one more to the short rundown. For instance, Quill expresses that â€Å"some patients will require an exit plan, and discretionarily denying one significant alternative of patients whose choices are so constrained appears unfair† (17-22). Plume mentions that a patient experiencing a terminal disease will need an exit plan; not really an exit from life, however an exit from the anguish. There are not many alternatives for somebody with constant anguish, as help is hard to get for somebody who is kicking the bucket. Doctor helped self destruction is only one of these choices, and it’s an alternative that ought not be ignored. What's more, Quill goes further to express that the choice of doctor helped self destruction is just a choice, only one decision a patient can make about their own human services. â€Å"Most patients will be consoled by the chance of a getaway, and most by far will never need to actuate that possibility† (17-22). This is an incredible statement, as it delivers the purpose o f sanctioning doctor helped self destruction doesn’t imply that the demonstration will bring about a lot of passings. The authorization of the demonstration will essentially add one greater chance to the rundown of last-resorts accessible to a patient. The statement likewise ventures to state that most by far of patients will essentially be consoled that, should every single other choice be depleted, there is as yet the chance of a last departure; never really expecting to utilize it, should palliative consideration and hospice get the job done in controlling the side effects of anguish. With the models gave, we can see that the requirement for sanctioning doctor helped passing is significant for patients who experience the ill effects of day today. Opening only one more choice, when there are scarcely any to browse, will give the patients a feeling of consolation that they can even now have power over their lives. Doctor helped demise is planned if all else fails choice; denying the patient a last getaway, when every single other choice have been depleted, is uncalled for. Presently that we’ve built up that a critically ill patient will profit by realizing that they have the alternative of a last break, let’s talk re garding why a patient would turn to utilizing doctor helped self destruction. Among the most reasonable motivations to end one’s life, the idea of a conclusion to enduring rings a bell. In any case, we definitely realize that finish of-life palliative consideration is instituted so as to helpâ ease the anguish and torment of a terminal ailment. This is valid, however when is excessively? Returning to Timothy Quill, he expresses that â€Å"there will consistently be a little level of situations where enduring some of the time turns out to be unsuitably serious [†¦]† (17-22). While enduring is a consistent, there are a few degrees of anguish; now and again this enduring can be effectively controlled with palliative consideration and forceful agony the board. Notwithstanding, Quill takes note of that there are times where the enduring can't be handily controlled, and there comes a moment that it turns out to be just unsuitable. When enduring arrives at this point, it is the ideal opportunity for a patient to begin contemplating final retreat c hoices; searching for an approach to end the misery. A patient living with terminal malignant growth is, definitely, languishing. Palliative consideration and hospice care are programs established with no aim other than to ease the torment. In her exposition â€Å"Euthanasia and Assisted Suicide: There is an Alternative†, Sylvia Dianne Ledger depicts enduring accordingly, â€Å"It happens when an individual sees the approaching pulverization of themselves, and it is related with lost hope† (81-94). This depiction of human enduring is magnificent when attempting to advocate a conclusion to said languishing. Record expresses that an individual endures when they sense their own demolition, when they understand that their end is close. Confronting one’s own mortality isn't a simple activity. The idea of being not able to stop your own destruction can, for sure, cause extraordinary misery. Record ventures to state that this acknowledgment of one’s own mortality is related with lost expectation, a feeling of hopelessness. Alongside lost expectation, there are a few reasons why a patient wo uld pick doctor helped self destruction if all else fails alternative. In an article titled â€Å"The Case for Physician-Assisted Suicide: How can it Possibly be Proven?† from the Journal of Medical Ethics, E Dahl and N Levy report that, as per Oregon’s Death With Dignity Act, â€Å"the most every now and again revealed purposes behind picking doctor helped demise under the DWDA are ‘loss of autonomy’, ‘loss of dignity’, and ‘loss of the capacity to appreciate the exercises that make life worth living’† (335-338). This report takes note of that the top purposes behind a patient to pick doctor helped self destruction as the last alternative don’t even incorporate a break from the physical agony. Being in critical condition makes life basically un-agreeable. The main explanation given for doctor helped demise is lost self-governance. To lose the capacity to haveâ control over one’s life can be mentally decimating. The loss of pride and the capacity to appreciate life came in intently behind to balance the best three purposes behind needing passing as a last getaway. At the point when palliative consideration doesn’t adequately facilitate the agony experienced every day, final retreat alternatives ought to be made accessible to a patient. At the point when ceaseless agony and ailment remove one’s capacity to appreciate life, remove one’s poise, and remove the human right of self-rule, an alternative to end the languishing once and over all ought to be made acce ssible. Indeed, even the wiped out have the right to keep up some similarity to their previous selves and pass on with a little nobility. The individuals who are against doctor helped self destruction have a substantial contention, there are consistently choices to ease enduring and control manifestations. Both hospice and palliative consideration are practical alternatives on account of critically ill patients. While examining elective choices to doctor helped self destruction and willful extermination, Sylvia Dianne Ledger talks about how far finish of-life care programs have come in helping the critically ill adapt to their malady. She takes note of that â€Å"with the ascent of the hospice development and the accessibility of its information and involvement with the control of upsetting manifestations in fatal sickness, there is not, at this point any genuine sign for euthanasia† (81-94). Record takes note of that the two types of end-of-life care have improved enormously throughout the years, turning out to be increasingly more practical when thinking about finish of-life choices. She takes note of that the y have improved in simple entry, getting increasingly accessible to patients through repayment programs due their developing ubiquity. Hospice and palliative consideration are not just more effectively open to patients with a requirement for end-of-life treatment, yet their method of conveyance has gotten increasingly productive; attendants would now be able to come to nursing homes, emergency clinics, even patient homes, so as to give care explicit to each patient’s needs. While these projects keep on improving the nature of care they give, Ledger takes note of that they likewise r

Report to the Management of Wilson, Tan & Associates

Presentation This report gives an assessment of the exhibition of the presentation of two U.K organizations that work in the design business with the goal of recognizing a reasonable takeover focus for Wilson and Tan Associates. The report covers the monetary presentation of the two organizations based deciphered with regards to the business condition in which they work. The two organizations remembered for the report incorporate Supergroup Plc and Mulberry Plc. The investigation depends on the gathering articulation of money related situation as at 2011 and 2010 and the gathering salary explanation for the years finishing 2010 and 2011. The remainder of the report is composed as follows: area 2 spotlights on breaking down the money related execution of the two organizations according to their industry and financial condition; and segment 3 gives ends and proposals on which organization to dominate. Examination of the Performance of Supergroup Plc and Mulberry Plc Index 1 contains the proportions of the two organizations over the period 2010 and 2011. The proportions spread an assortment of regions including benefit, liquidity, the executives effectiveness and long haul solvency.ProfitabilityThe capacity of an organization to create an arrival on put capital is a basic factor in deciding the estimation of the organization. Gainfulness fills in as a proportion of the serious situation of an organization just as the nature of the administration (Penman, 2007; Robinson et al., 2009). It tends to be seen from informative supplement 1 that general productivity of Mulberry Plc is better than that of Supergroup Plc. Supergroup Plc understood a gross overall revenue of 55.82% in 2011 up by 6% from its 2010 figure of 52.58%. In spite of this high proportion, of Mulberry Plc was high. The organization understood a gross overall revenue of 65.4% in 2011 up 11% from its 2010 figure of 59.0%. The working net revenue of Supergroup Plc was higher than that o f Mulberry Plc for both 2011 and 201. Nonetheless, Mulberry Plc understood a more prominent improvement in the working net revenue from 2010 to 2011. On the off chance that the organization proceeds with this soul it will before long beat Supergroup Plc. As far as the net revenue, return on resources, and profit for value, Mulberry Plc outflanked Supergroup Plc. Also, Mulberry Plc saw a noteworthy improvement in these proportions from 2010 to 2011 while Supergroup Plc saw a huge decrease in these proportions over a similar period. Concerning productivity, the two organizations have all the earmarks of being beneficial. In any case, the presentation of Mulberry Plc outperforms that of Supergroup Plc. The high benefit watched for these two organizations can be credited to positive improvements in the style business. Notwithstanding the poor financial atmosphere, the U.K design industry is encountering a development in income. The U.K stays a significant maker of attire and great textures. The joined material and attire industry in the U.K is esteemed at ?8.5billion worth of products. Retail deals in the design business in 2009 were around ?285billion. Fare deals added up to around ?7.3billion at manufacturer’s costs with the U.S.A, Japan, Russia, France, Italy the Middle East, Hong Kong and China being significant fare goals (Fashion United, 2011). Rising patterns in both fare and local deals clarify why organizations in the business are encountering expanding net revenues and degree of profitability as demonstrated by the proportions of Supergroup Plc and Mulberry Group Plc.LiquidityLiquidity gauges a firm’s capacity to meet its current monetary commitments. It is a proportion of how well the firm can pay its momentary leasers with its present resources without selling its non-current resources. All together words, liquidity quantifies how rapidly the organization changes over resources into money (Myers and Brealey, 2002; Penman, 2007). Supplement 1 additionally presents liquidity proportions for Supergroup Plc and Mulberry Plc. It very well may be seen that Supergroup Plc has a superior liquidity position than Mulberry Plc. Supergroup Plc had a present proportion of 2.81 in 2011 up 1% from 2.79 in 2010. Unexpectedly, Mulberry Plc had a present proportion of 1.62 in 2011 down 24% from 2010. The brisk proportion of Supergroup Plc was 1.59 in 2011 down 17% from 1.91 in 2010 contrasted with a fast proportion of 0.97 for Mulberry plc in 2011 down 34% from 1.48 in 2010. Considering just the present and fast proportions, it very well may be seen that Supergroup plc can meet its present liabilities with its present resources better than Mulberry plc can do. The money proportion for the two organizations in 2011 was under 1.0 recommending that money and money counterparts are insufficient to meet current liabilities. This implies if the two organizations endure a record in the estimation of stock or an expansion in terrible obligations, they would be not able to meet their present liabilities with their present base of money and money counterparts. In general, the liquidity position for the two organizations is declining in spite of the fact that Supergroup Plc seems, by all accounts, to be showing improvement over Mulberry Plc. The breaking down liquidity for the two organizations can be ascribed to the current financial atmosphere. Bank loaning has declined essentially because of the worldwide monetary emergency. Orchestrating an overdraft office has become increasingly troublesome contrasted with what use to be the situation before the worldwide money related emergency. Declining liquidity also can be because of the steady change in the design business. Garments stock becomes out of date too rapidly. This proposes moderate moving stock can result to liquidity imperatives for organizations that work in the design industry.Management EfficiencyEfficiency proportions are planned for seeing how well an organization deals with its exercises particularly how it productively deals with its benefits. Reference section 1 delineates various productivity proportions for Supergoup Plc and Mulberry Plc. The stock turnover of Supergroup plc declined from by 36% from 3.13times in 2010 to 2.01times in 2011. Supergroup ca n turnover more stock than Mulberry plc who saw a decrease in stock turnover by 42% from 3.25times in 2010 to 1.88 occasions in 2011. The decrease in the occasions that stock is surrendered prompted an expansion in the quantity of days that stock is extraordinary by 56% from 117 days in 2010 to 182days in 2011 for Supergroup Plc and by 73 % from 112 days in 2010 to 194 days in 2011 for Mulberry Plc. This decrease in stock turnover for the two organizations assists with clarifying why the liquidity proportions declined. The two organizations have expanded the quantity of days that stock is held along these lines expanding the likelihood that stock may get outdated and in this manner result to a crumbling in its worth. Most definitely, the administration of Supergroup Plc is progressively proficient. The receivables turnover of Mulberry Plc notwithstanding, is better than that of Supergroup Plc. Mulberry Plc can gather its remarkable receivables quicker than Supergroup Plc can do. Thi s is reflected in the lower number of days that its receivables stay extraordinary contrasted with Mulberry Plc. The buys turnover of Supergroup Plc is higher than that of Mulberry Plc. Also, the quantity of long periods of payables of Supergroup Plc is higher than that of Mulberry Plc. This proposes Mulberry Plc is either defaulting on its installments or has a higher dealing control over its providers. The outcomes for Supergroup Plc recommend that it either has a lower dealing power or doesn't default on its momentary obligations. As far as Payables turnover and receivables turnover, Mulberry Plc beat Supergroup plc showing that the administration of Mulberry plc is more proficient in dealing with its advantages than Supergroup plc. Taking a gander at the working capital, fixed resource, and complete resource turnover, it very well may be seen that the exhibition of Mulberry Plc was better than that of Supergroup plc.Long-term SolvencyThe dissolvability proportions show that Mulb erry Plc is in a superior dissolvability position than Supergroup Plc. The organization has no drawn out obligation which makes its obligation to-value and obligation to-capital proportions equivalent to zero. Ends and Recommendations One can close from the above examination that Mulberry Plc performed better than Supergroup plc over the multi year time frame under scrutiny. While Supergroup plc seems to have a superior liquidity position than Mulberry plc, Mulberry plc is increasingly gainful, has a superior administration and is in a superior dissolvability position than Supergroup Plc. Given its increasingly productive administration, it can deal with its liquidity position and improve in ensuing years. In the light of these discoveries, this report considers Mulberry Plc a superior takeover target and in this way suggests the administration of Wilson, Tan and Associates ought to consider setting a takeover offer for it. References Style United (2011) Facts and Figures in the UK design industry, accessible online at: http://www.fashionunited.co.uk/raw numbers in-the-uk-style industry, [accessed: first February 2012]. Myers, S. C. Brealey, R. A. (2002). Standards of Corporate Finance. seventh Edition McGraw-Hill. Penman, S. (2007) Financial Statements Analysis and Securities Valuation.3rd Edition. McGraw-Hill. Robinson, T. R., Greuning, J. H., Henry, E., Broihahn, M. A. (2009), â€Å"Financial Analysis Techniques† in Financial Reporting and Analysis, CFA Program Curriculum, vol. 3, Pearson Custom Publishing.

5 Paragraph Essay Topics for College

5 Paragraph Essay Topics for College When you apply to colleges you have chosen, you are required to write an essay along with the application. In this work you have to write about yourself to convince the admission committee that you deserve to start studying in the particular college. This may be quite difficult to create this paper, thats why we write this article where you will find many useful tips and ideas about choosing good topics for writing a 5 paragraph essay. We tried to gather and structure all the needed information, so you would understand things better. Just keep reading our guide and good luck with your writing! What is a five paragraph essay? This type of essay structure is a standard for college essay writing. This format is also widely used in many college classes. Lets consider the benefits of this format. In general, this is an effective way to polish and develop your composition skills. Probably, for some people, it seems difficult to create this type of essay, but after reading our guide you will get all the needed 5 paragraph essay ideas to create a successful college essay! Key elements of an excellent college essay Lets draw a structure of a 5 paragraph paper. It consists of next parts: Introduction. Here the writer describes the main idea of paper and gives to readers a short background about the entire work. This is the most important element of your essay because nobody would read a paper with a weak introduction. Here you should also put a thesis statement â€" this is the sentence that shows the main idea of your paper. Actually, there are many ways how to start this paragraph, and here are the most popular: choose good topics for a 5 paragraph essay to impress your readers with a bright subject; start your work with a quote to turn your readers attention; bring an interesting question and give an answer in the essay; write an anecdote or some exciting story at the very beginning, it will help to make your work non-ordinary; put a name of a well-known person at the very beginning (people like to read things connected to celebrities, politics, etc.) Body part, paragraph 1. Body part, paragraph 2. Body part, paragraph 3. This is the main part of your work that consists of three paragraphs. Here you can put all the needed information to support the main idea of your paper. Keep in your mind that each of three paragraphs should contain the one argument or point to support a thesis statement. Conclusion. This is the fifth paragraph of your essay where you have to end up your work shortly and logically. Why its important to choose right topics for five paragraph essay? Selecting a topic is a quite important step in your work because all success of your essay depends on this question. If you choose an interesting subject for your paper, then you will definitely have a higher chance to be accepted at the college. Before creating your paper, you should discover interesting topics for a 5 paragraph essay, and select a good subject to highlight. Remember that a half of your success depends on a chosen subject, thats why you should take your time and make a good research to find a bright and interesting topic. Keep reading our guide, and find fresh ideas for your papers topic to impress the admission committee! Best five paragraph essay topics for college We want to share some ideas for your future works subject, and hope you will find a good topic to write about! Tell your story. In this essay, you may tell about your hobbies, character or experience. Try to be honest and provide the admission committee with something interesting! Overcoming challenges. You definitely had something happened in your life that changed you to the best. Tell about your experience and what you have learned from the particular situation. Solving a situation. Present in your essay a situation when you had to find a decision to an important problem. Make people involved in the process, tell how you were insecure and what pushed you to make a final decision. Personal growth. Write here about some experience that made you better. Describe the event in details and provide the readers with arguments that prove your personal growth. Explain the importance of what happened. Write about your passion. This essay requires writing about the thing you are involved in. For example, it could be your favorite music, a book that inspired you, or just something you love to do the most. In this work, its very important to emphasize your individuality and personal qualities. If you still need more concrete ideas, you can search and read a five paragraph essay topics list to create a strong paper. How to write your own topic? Of course, you can make your own topic to write about. We suggest making this step only if you already have an experience in writing essays. Feel free to brainstorm all ideas that come to your head, and choose the brightest one! Anyway, try to put your attention on next things: Dig deeply into your topic asking yourself why and how. Demonstrate your own individuality to the admission committee. Read examples of 5 paragraph essay topics for college, this will help to get your own idea of writing. More useful tips in writing your college essay Here we want to give you some useful ideas about creating your paper: Make a work about something that is very important and interesting for you. If you feel stuck with own ideas, find good topics to write a 5 paragraph essay on the Internet. Describe yourself and your own character through your paper. Bringing too many funny moments is a bad idea. Take your time and plan everything beforehand. Try not to write repetitive information. Make sure you revised your work and corrected all errors. After we have shared all the needed tips for writing your paper and gave you the most interesting topic ideas for a 5 paragraph essay, we hope that you will create a successful and interesting work! We wish you good luck, and hope you will be approved by the college of your dream!

About Judaism, Christianity, and Islam - Free Essay Example

Introduction Human beings have been curious for long about the purpose and meaning of life. Religions have tried to bring this curiosity to an end by providing them with an answer about a higher and powerful source, identifying this greater domination as God. Some religions believe in the existence of one God. These faiths are known as a monotheistic religion. Examples of such religions are Christianity, Judaism, and Islam (Armstrong). Each religion possess a different perspective on beliefs and teachings; they have one thread in common which is believing in one God. In this research paper, I will discuss the historical perspective of each religion, their similarities and their differences. History of Judaism, Christianity, and Islam Judaism The history of Judaism started way back in 1200 B.C. The initial nomads who lived in Canaan near Egypt were nomads. The Jewish patriarchs (leaders) as well as prophets (inspired teachers) were committed to the almighty God (Armstrong). They emphasized on complete obedience and commitment to Yahweh by strictly adhering to moral law or code of conduct. The Jewish holy text is known as Tenakh, what the Christians call Old Testament. Within the holy text of Tanakh lies five books of Torah, which starts with creation story of the universe by Gods word (Peters). The Torah mainly talk about early Hebrews and Yahweh communicating with Moses. According to the holy text, this communication created laws on both worship as well as daily life. The Torah is essential in the Jewish worship. In the synagogue during worship, the rabbi removes the Torah while rolled to a scroll from ark in form of cupboard. He then carries the scroll while covered with silver crown and with a lectern (Peters). The Rabbi then opens the scroll and read to the congregation. Christianity Christianity began as an offshoot of Judaism around first century C. E. Early Christian communities were usually prosecuted until in 324 C.E. when the Roman Emperor, Constantine was converted to a Christian (Armstrong). Then Roman Empire then turned to the Holy Roman Empire. The capital city of the Holy Roman Empire moved to Constantinople from Rome. Development of Christian groups was due to small and large splits. For instance, the Orthodox Church together its leaders (patriarch) split and parted way with Roman Catholic Church in 1054 C.E. due to doctrinal and political differences. Around 16th century, Martin Luther was upset by the Catholic papacy corruption (Peters). He led a reformation movement which resulted in the establishment of Protestantism. Christians believe in and view Jesus Christ as both the Messiah as well as Son of God. According to them, Jesus Christ is the savior of the universe. Christianity initially began as a sect of Judaism. They embraced numerous Judaic practices and views. After Jesus died, Christians were able to differentiate themselves from Jewish. The rapid growth of Christianity as a religion in the early years was because of a Greek-speaking Jew and a Roman known as Saul of Tarsus and who later became St. Paul (Peters). He preached immensely and started more churches in Turkey, the Middle East as well as Greece. Today, Christianity has really grown and is an influential religious force in the universe especially in the west. The holy book in Christianity is called the Bible. It is divided into Old Testament and New Testament. It has 66 books of the Judeo-Christian Scriptures. The New Testament has 26 books as well as letters which interprets parts of Tenakh from the Christians viewpoint (Peters). Currently, Christianity is the largest religion in the world. It is more evenly spread around the universe. Islam Islam started around early seventh century C.E. It started in settled desert community of Mecca, which is the current Saudi Arabia. Islam developed from both cultural values of nomadic Bedouin Arabian tribes and Judeo-Christian tradition (Gilman). Islam expanded and spread to regions which were controlled by Byzantine Empire (comprising of Orthodox and Greek-speaking Christians with diverse population) as well as Sassanian Empire (Persian-speaking and Zoroastrian but also diverse). Around mid-eighth century, Islam had widely spread into Europe, North America, East, and Central Asia. Islam religion continued to grow and spread in South Asia, Sub-Saharan Africa and Southeast Asia. The origin and growth of Islam religion can be attributed to Prophet Mohammed. The prophets teachings directly expressed and represented the will of Allah. (Peters). They also believe that their God, Allah spoke through traditional prophets such as Moses and Jesus before He enlightened Mohammed. Islam is currently the second largest religion in the entire universe. Similarities between Christianity, Judaism, and Islam Christianity, Judaism, and Islam are monotheistic religions, and they worship one God who is the God of Abraham, Moses, and Adam and the lord, sustainer, as well as creator of the universe. The three faiths share a common belief of oneness of God, angels, sacred history (history as theater of activities of God as well as experience of humankind and God), divine revelation prophets and Satan (Peters). The three faiths also stress accountability, moral responsibility, eternal reward, Judgment Day and punishment. All the three faiths stress their unique covenant with God; Christianitys covenant through Jesus Christ, Judaisms covenant through Moses and Islams covenant through Muhammad. Peace is essential to all the three religions. This can be historically reflected in the way they use similar greetings with the similar meaning peace be upon you. These greetings are pax vobiscum for Christianity, Shalom Aleichem for Judaism and salaam alaikum for Islam (Gilman). The origins of the three religions are southwest Asia. Christianity and Judaism originated from Israel and Islam from the Middle East. They share most of their history and most prophets. Judaism, Christianity, and Islam are united by core values such as modesty, honesty, and devotion to God. Leaders of the three religions including King David, Joshua, Richard the Lion-Hearted, Constantine, Saladin, and Muhammad have all engaged in a holy war to defend or spread their empires or communities (Armstrong). The joining of politics and faith still exist in modern time though they manifest in different ways as seen in South Africa, the Middle East, Israel, America, and Northern Ireland. Differences between Christianity, Judaism, and Islam †¹One of the main difference existing between Judaism, Christianity, and Islam is their view or perception of Jesus Christ. According to Christianity, Jesus Christ is the son of God as well as the Messiah. Islam religion consider Jesus Christ as a prophet, and they dont believe in His resurrection (Aman). Judaism does not believe or recognize Jesus Christ as the son of God as well as the Messiah. †¹Christianity puts its emphasis on theology. Historically, in Christianity, cleavages, and disputes in the community originated from theological beliefs, i.e., relationships of Jesus Christ, humankind and divine natures or nature of the Trinity (Peters). Judaism and Islam, on the other hand, put their emphasis on practice instead of belief and law instead of dogma. The main religious discipline in Islam and Judaism has been religious law (Aman). The major debates and disagreements in Islam and Judaism were among scholars of religious laws over religious practice matters. †¹Christianity believes in the Holy Bible, both the Old Testament and New Testament. They do not believe or recognize the Holy Quran. Judaism believes in the Hebrew/Tenakh Bible. Torah is the Old Testament. They dont believe in The Holy Quran or the New Testament. Islam believes that the Gospel and Torah are Holy Scriptures whose messages of the Old and New Testament have already been corrupted by humankind. Islam believes in Holy Quran (Aman). †¹Christianity and Judaism believe that Jesus Christ was crucified. Islam believes that Jesus was never crucified and he did not die. According to Islam religion, Jesus ascended bodily to Heaven. Christianity believes in resurrection of Jesus Christ. Judaism does not believe in resurrection of Jesus Christ as they did not believe in him as the Son of God (Gilman). Islam doesnt believe in resurrection of Jesus Christ because according to them, he never died. Christianity believes that Jesus Christ was the Messiah. Judaism and Islam believe that the Messiah will come in the future and it is not Jesus Christ. Conclusion Christianity, Judaism, and Islam are among the most influential and popular religions in the history of the world. We have seen that Judaism large like Islam and Christianity. However, its effects on the world have been felt. Judaism, Christianity, and Islam are all considered Abrahamic religions. This is because they all worship and believe in the God of Abraham. They call their God different names due to language differences. They share numerous similar qualities. The three religions believe that God created the universe. Judaism, Christianity, and Islam are fiercely monotheistic. Despite numerous similarities, they have differences, and that is the reason they are not the same. These differences can be seen in their history, worship, and study. Work Cited Aman, Israa. The monotheistic faiths: Judaism, Christianity, and Islam. Philadelphia: Mason Crest, 2017. Armstrong, Karen. A history of God: The 4,000-year quest of Judaism, Christianity, and Islam. Ballantine Books, 2011. Gilman, Sander L., ed. Judaism, Christianity, and Islam: Collaboration and Conflict in the Age of Diaspora. Hong Kong University Press, 2014. Peters, Francis E. The Children of Abraham: Judaism, Christianity, Islam. Vol. 34. Princeton University Press, 2018.

Music - stimulus for learning across the primary curriculum - Free Essay Example

Sample details Pages: 22 Words: 6478 Downloads: 7 Date added: 2017/06/26 Category Education Essay Type Narrative essay Did you like this example? The teaching of music in Primary Schools is an area of education that has seen dramatic changes in the last few decades. From a situation where music teaching was almost non-existent in some schools, and where in others young children were frequently alienated from music by being banned from choirs or told they were ‘tone-deaf’, music is now strongly represented within the National Curriculum. Current thinking emphasises that there is no such thing as a completely unmusical child, and the curriculum has moved from an emphasis on performance – often for the relatively gifted only – and passive listening to encompass composition, performance and critical appraisal part of the musical education of every child. Don’t waste time! Our writers will create an original "Music stimulus for learning across the primary curriculum" essay for you Create order This study considers music within the broader context of Primary education, considering the benefits of integrating music into other areas of the curriculum, and looking at the implications for learning bearing in mind that music in itself has been linked with improved behaviour and concentration (Glover and Ward 1998: 14), and thus may be considered conducive to a desirable learning environment for all subjects, and, furthermore, to the social and mental well-being of Primary school children. The development of modern Primary music education can be traced back to the introduction of the National Curriculum in 1987, although music at the time was considered low priority, and was not included in the Curriculum until 1991. When the National Curriculum was introduced, many teachers questioned its viability: it moved away from the topic-based teaching which had embraced a number of subjects without specifying distinct areas such as history or music or language. It was felt that by focusing on the topic rather than specific academic subjects, lessons held more interest for children. However, a number of educationalists had criticised the topic-based approach because of its lack of objectives and limited focus on specific achievement, and the National Curriculum sought to address this. Today, best practice is considered to be somewhere between these two approaches: subjects are distinct from each other, but a focus on the links between different disciplines is encouraged, and it is in this environment that incorporating music into cross-curricular activities can be particularly beneficial. The past few decades have seen a significant change in the delivery of music education. The Plowden Report (1967) recognised the importance of ‘non-specialist’ teachers being able to deliver music teaching : â€Å"It is to the musical education of the teacher that attention must first be given†¦ Comparatively few primary schools†¦can, for s ome time to come, expect to have a music specialist as a full-time member of the staff and it is even doubtful whether a specialist responsible for most of the teaching is desirable. It is the musical education of the non-specialist which, in our view, is the key to the problem.†(Web link: Plowden Report para. 690) It was over two decades before this thinking began to be properly implemented. In the meantime, schools relied on music specialists –teachers who were trained musicians, almost always skilled pianists –and this led, at best, to a detachment of music-teaching from the rest of the curriculum, delivered by the class teacher, and, at worst (where a specialist was unavailable), marginalised or non-existent music education. The development of a National Curriculum for music which is intended to be delivered by classroom teachers without any music specialisation has allowed it to be linked with other work more easily.More significantly still, delivery by the class teacher who, through far more exposure to the class than the ‘once-a-week music teacher’,understands the dynamic of the class and the individual pupils’situations, enables that teacher to deliver music teaching in a way that engages the class more readily and meets their specific needs. In 1991, the National Curriculum for Music was developed quickly,with limited research and, in many areas of music teaching, no accepted‘good practice’ that could be incorporated into the plan. In 2000, anew National Curriculum for Music was introduced that could take account of what had been learnt through the 1990s. The announcement of the government’s Music Manifesto in July 2004 suggested a further commitment to music education, with the aim that every child should have the opportunity to learn a musical instrument. Although this could be considered a move away from classroom music teaching, with the requirement for peripatetic instrumental tea chers and the demands made on limited school time, the potential outcome is a future generation who consider a wide range of music to be part of their culture and experience, rather than something for their more gifted or more affluent classmates. In order to consider how music should be used across the Primary curriculum, some thought should be given to the ways in which children learn. There are various theories of learning: at the extremes are maturation, which suggests children should be left to learn through their own experiences, and behaviourism, which advocates learning through instruction from others. Many theories consider learning to be a combination of the two: Vygotsky’s theories reconcile the two approaches. Jean Piaget’s theories tend towards maturation and have been influential in education, though probably more so in the sciences than the arts. Through many years of observation, Piaget drew the conclusion that children establish a ‘framewor k’ within which they construct their vision of the world. As they experience something new, they try to explain it from the perspective of the framework (assimilation). Only if they cannot will their framework develop in some way(accommodation). Much of the experience Piaget considers should be self-generated and not instructional from teachers, parents or other authority figures. Piaget proposed four key stages of learning. For primary school teaching, the second and third stage are most relevant, covering the ages of around 2 to 7 (Pre-Operational) and around 7 to 11 (Concrete Operational) respectively. There is a lack of logic and a focus on the self in the Pre-operational stage, while in the Concrete operational stage, children are able to apply knowledge logically, manipulate information and understand the concept of others’ perceptions as well as their own. While Piaget’s theories are popular, many educators have reservations about them, particularly w ith regard to the specific age ranges linked to the stages. It is widely considered that such developments vary greatly in respect of age from child to child .Criticism of the Plowden Report has at times focused on its emphasis onPiagetian approaches (Gillard 2005). However, Piaget’s ideas are applied widely, including in music education, with its frequent focus on working together in ensembles (which helps develop understanding of others’ perspectives), or experimenting with the sounds that different classroom instruments can make (learning by experience). The behaviourist approach has lost favour in education: certainly in music, where it would be characterised by passive listening and instruction, it has been superceded by a more critical and analytical approach. Pavlov, famous for teaching dogs to salivate at the sound sofa bell, was a key figure in the development of behaviourist theory, and it has some place in musical education: for example, historical or cul tural context of a piece of music is best explained by the teacher before pupils explore its musical qualities. Vygotsky’s theories, which suggest children learn by a combination of experience and instruction are perhaps more relevant to primary music education. Vygotsky took into account the social and cultural environment, particularly the influence of parents. He proposed that children’s development arose as a result of interactions with others. Vygotsky’s theories provide a link to theories regarding the learning of expression through the spoken word. A number of academic shave researched the area of music as a language which might be learned in a similar way to speech. In Barrett (1996), various research into the learning of oral language is explored to construct a framework in which successful learning of music might take place. Key to it is immersion: just as language is practiced all around the child, so too should music be, with parents demonstrat ing good practice as well as teachers. This parallels the Suzuki method of instrumental learning,where the parent learns alongside the child and reinforces at home what has been taught. Barrett endorses a method which leans towards maturation – â€Å"the learner is encouraged to assume responsibility for his own learning,with frequent opportunities provided for the continuous practice of skills† (Barrett 1996:72), with â€Å"the teacher available to assist when help is requested† (ibid). Yet there is also an element of behaviourism: â€Å"The experience of explaining, or teaching an item to another is often instrumental in clarifying the issues within the mind of the learner† (ibid: 69). In Mills’ exploration of the development of musical skills in the primary years (Mills 1996), a New Zealand study is discussed which supports Barrett’s theories. Through extensive fieldwork, Roger Bucktonfound that Polynesian children in New Zealand sc hools sung with moreconsistent vocal accuracy than those from European families. Millsattributes this to the difference in culture: â€Å"[Polynesian] children sing with their families and in church from anearly age. Children of European ethnic background†¦often arrive atschool with little background in singing.† (Mills 1996: 119) As will be seen, these various schools of thought have implications forboth the study of music and of other subjects, and hence forcross-curricular activity too. To consider music’s use across the curriculum, we must first consider its place as a subject in its own right. The National Curriculum addresses the following core areas: Performing skills: controlling sound through singing and playing Composing skills: creating and developing musical ideas Appraising skills: responding to and reviewing music Listening and applying knowledge and understanding. The scope of the National Curriculum for music is broad. By the end ofKey Stage 1, pupils are expected to reach a standard where they arecapable of organising sound, of using symbols to represent music, ofperforming with an awareness of others and of responding to the mood ofmusic. Beyond the practical, they are also expected to learn aboutvarious music from history and around the world – this provides auseful opportunity for cross-curricular work – and to understand thefunctions of music such as for dance, again offering cross-curricularopportunities. This kind of background knowledge continues to form a core part of thecurriculum at Key Stage 2, with the practical element further expandedthrough ICT, with the statutory requirement to â€Å"capture, change andcombine sounds†. Technological developments and greater affordabilitymean this is an area that has been practical to include in thecurriculum only in recent years, and for many teachers unfamiliar with music technology, this creates an additional challenge. However, it isagain a practical area to apply cross-curricular teaching in. At Key Stage 2, pupils are expected to develop a sense of musicalexpression along with more advanced ensemble skills. They should alsobe able to evaluate and suggest improvements to pieces of music by thetime they leave Primary School. This corresponds to a time when pupilsare developing their own tastes, influenced by a range of externalfactors such as family (particularly older siblings), or artistsspecifically marketed at ‘tweens’. An awareness of such subcultures canhelp the Primary school teacher to relate elements of the music lessonto them to create a particular resonance with pupils with suchinterests. A 2002 study by a team of researchers from Southampton Roehampton and Keele Universities carried out as part of the QCA’s (Qualifications andCurriculum Authority) Curriculum Development Project in the Arts andMusic Monitori ng Programme produced some interesting findings(Hargreaves, Lamont, Marshall and Tarrant 2002). Many of the study’ssubjects were KS2 pupils. Across the study, which used interviews andquestionnaires to look at pupils’ and teachers’ attitudes to andengagement with school music teaching, children responded positively tothe performance aspect of the curriculum. Although many spent a gooddeal of time listening to music outside school (particularly popularmusic on the radio or on walkmans), little reference was made tolistening and appraising music in school music lessons, nor tocomposition. Given the government’s commitment to enabling every child to havethe opportunity to learn an instrument, it is perhaps surprising thatonly 17% of children thought this was something a school should offer,although the majority were learning or wanted to learn an instrument.While instrumental lessons may seem to offer limited scope forcross-curricular activities, and inde ed may take up additional teachingtime, their indirect effect on other subjects is positive as thelearning of an instrument helps develop a range of skills includingco-ordination, concentration and self-expression. The Southampton/Keele study noted that a number of teachersexpressed concern over time and financial resources available toimplement a music programme. The time constraints suggest thatcombination of subjects through cross-curricular activity may be anattractive solution if managed appropriately. The study also showed that the use of external music specialists inPrimary music teaching was widespread and, furthermore, help fromspecialists was seen as vital to the success of the music curriculum.The aim that music teaching should be deliverable by non-specialistteachers is still not met entirely: â€Å"Technical demands of the curriculum are mentioned by many teachers:even those with musical qualifications and expertise feel unable tocover the entire spectrum of the music curriculum.† (Hargreaves,Lamont, Marshall and Tarrant 2002: Section 3) This is not expanded on. Teachers responded positively to theschemes of work, particularly as a tool for less musically-experiencedteachers, but it is possible that the breadth of the music curriculumis a challenge for teachers to deliver. The government’s increasedfocus on learning an instrument is likely to maintain this situation.It will be interesting to see whether, in future years, the generationof teachers that has benefited from the National Curriculum for Musicas pupils and who have had more opportunity for learning an instrumentthan previous generations of Primary teachers find it easier to deliverclassroom music lessons. The response from schools in the Southampton/Keele survey wasoverwhelmingly positive and it appears that the National Curriculum hasbrought classroom music teaching out of the margins by demonstratingthe many benefits of musical activity, notably those beyond mu sicalskills such as the social aspects and positive impact on behaviour andconcentration. In addition to focusing purely on music for a period within thetimetable, many teachers practise combining music teaching with othersubjects. This has roots in pre-National Curriculum teaching, wherelearning was frequently cross-curricular and based on a topic. Incertain situations, it appears that music is highly relevant in theteaching of another subject. This section explores the opportunitiesavailable and shows how there may be significant benefits for learningin all subjects in a cross-curricular lesson. Glover and Ward warn that there is a danger of attempting tocombine subjects in a way that has little benefit. They particularlydraw attention to themed songs which have no musical relevance: â€Å"In a topic on ‘food’†¦young children might be encouraged to sing ‘FoodGlorious Food’†¦ the links with the topic are spurious†¦the song may be a poor musical choice for a class who find difficulty with pitching thedemanding interval leaps.† (Glover and Ward 1998: 153-4) Glover and Ward also draw attention to the practice of linkingcomposition too closely to topic work, so that children are invited tocreate the sound of, for example weather, producing sound effectsrather than an appropriately-structured and thought-out piece of music(Glover and Ward 1998: 154). Bearing these points in mind, how can music teaching be productively combined with other subject areas? History lends itself to an exploration of music from other times. Astudy of the Tudors might incorporate a look at Tudor instruments andmusic, which provides further opportunities to consider Tudor life.Many pieces are dances, and pupils might participate in a dance of theera. Pupils can find out more about the function of the music, aboutwho would have been able to afford the instruments and who would haveplayed them. This might link with study of lif e for the wealthycontrasted with the majority of the population or of leisure pursuitsof the time. This helps reinforce what has been learnt about life inTudor times, while consideration of the stylistic qualities of themusic benefits musical understanding. Geography provides the chance to consider world music within its socialand cultural context rather than in isolation. Glover and Ward advocateexploring various musical styles from the same geographical area: â€Å"A little research goes a long way towards getting things intoperspective. Children will be interested in the detail and thedifferences between different music within a culture.† (Glover and Ward1998: 160) Through exploration of the elements which go to make a particularmusical style, children can learn about musical devices such as dronesor call-and-response structures. Simultaneously, by understanding therole of a type of music within a particular culture, they gain abroader understanding of different s ocieties. Science lessons can provide a framework for the study of soundproduction. Through a focus on a range of instruments and othermaterials and their sonic properties (the production method of thesound, its qualities and pitch range, for example) causes pupils tofocus on the detail of sound. Composition activities linked toexperiments with sound production are enhanced: pupils consider thescope of their instruments in a broader range of musical parameters.Their scientific understanding of sound also benefits. Maths has particularly strong links with music, and various studieshave established a link between aptitude in maths and musical ability.Rhythm in music has a significant mathematical component: an obviousexample is the US note-naming system, where a crotchet is aquarter-note, a quaver an eighth-note and so on. Musical patterns offerthe opportunity to explore principles of symmetry, by playing a patternin its original form and in reverse. The inversion of a melody ca n belikened to reflection. A number of composers have incorporatedmathematical concepts into their music: many of these are rathercomplex for consideration at primary level, although the works ofXenakis may be useful for older Primary pupils. The construction of aparabola through a series of overlaid straight lines is visible in someof Xenakis’ scores, with lines performed as a string glissandi (slidesthrough pitch). Xenakis’ involvement with architecture, again using thescience of curves, may also be linked to lessons in this subject area.In addition to obvious connections with mathematics, Xenakis’ scoresare a useful example of how modern composers develop their own notationsystems and graphic scores, which may inspire children in compositionactivities. Literacy also has a close affiliation with music. The inflections inspeech are melodic and it has distinct rhythmic qualities. The settingof text to music draws on these connections. Explorations of language and words – for example, rhyming words or short poem – can be takenfurther by turning them into chants or songs. A recent trend which underlines the links between language andmusic is the frequency with which children write a ‘rap’ rather than apoem. This could be taken further with a look at rap music payingattention to the dialect, fulfilling the requirement of the NationalCurriculum for English that children understand about language variety.However, any rap music should be selected with care due to subjectmatter and vocabulary in many rap tracks being unsuitable for use inschool. Narratives in literacy can also be explored through music, but itis important that children understand the concept of music without aprogramme and can link musical devices to punctuation: a cadence is afull stop, a musical phrase correlates with a spoken phrase (Glover andWard 1998: 166). The National Curriculum for Physical Education promotes the explorationof music through dance, and schools have a long tradition of music andmovement lessons. Dance and music together are included in thegovernment’s Schemes of Work: â€Å"Unit 31†¦In this unit children focus on popular dance styles ofdifferent eras. They explore a range of dances, using step and gesturepatterns, body shapes, contact work, and contrasts in dynamic andrhythmic patterning. They learn more about both dance style and music.†(Weblink: Schemes of Work: PE/dance) This unit has links to history and possibly geography too, so is truly cross-curricular. Response to music through movement is pertinent throughout our culture(the inclination to tap a foot to the beat, for example), and in youngchildren a physical response to music is common. Ben-Tovim and Boydinclude this as a criterion in a ‘Musicality Test’ to be applied whenconsidering whether a child should learn a musical instrument(Ben-Tovim and Boyd 1995: 18). Possibly the most difficult sub ject to establish effectivecross-curricular links in is art. While music and art can be seen asclosely connected, they both function in a similar role in terms ofproviding an outlet for self-expression through organisation ofelements, whether visual or aural. The temptation to play a piece ofmusic as an ‘inspiration’ for painting may result in the childinventing a programme for the music which is then represented in apicture. One must question the benefits of this regarding the verylimited extent to which it might benefit musical understanding, andalso its unintentional promotion of the idea that music must beprogrammatic. Also, is the music a background element compromising thechild’s concentration on the art, or vice versa? Overall, there is a wide range of opportunity to combine music withother subjects to the benefit of both curriculum areas concerned. Thepractical applications discussed above also fulfil a balanced model ofinstructional teaching and self- discovery: for example, the teacherpresents a recording of music from another era or land, and providesbackground information, but the pupils are encouraged to explore itscharacteristics for themselves. This promotes a blend of thebehaviourist and maturation theories discussed earlier. The opportunities for mutual support between subjects throughcross-curricular teaching demonstrates the importance of classroomteachers having adequate support and training to incorporate music intoother lessons; it is even more relevant in cross-curricular teachingthan in music lessons. By ensuring this is the case, benefits may beseen across almost all curriculum subjects. In addition to combining music with other subjects in order to teach itdirectly, music has further applications in the curriculum. The connections between language and music have a further benefit thatcan be utilised across various subjects. Text set to music is moreeasily committed to memory, and the use of songs to lear n key facts iswidespread – for example, to learn numbers or the alphabet.Number-learning by song is effective, as one SEN teacher using singingin Maths comments: â€Å"Even if pupils don’t understand the concept of numbers, they can sing up to 10†, (Maynard 2004) Colwell’s research with Kindergarten children in the US (Colwell 1994)demonstrated that when children practised a reading text set to music,they read it with greater accuracy than a group who had practised thetext without its musical setting. However, although this researchsupports the findings of previous experiments, it used a sample of only27 subjects. Research undertaken by Dr Frances Rauscher, a former professional’cellist with a Ph.D. in Psychology, and her colleagues suggested alink between playing music to a group of subjects and a simultaneousincrease in their spatial-temporal reasoning abilities (Rauscher, Shawand Ky 1993). Since then, further research has been undertaken whichboth supports and questions these results. A further study in 1997 on preschool children showed a 34% increasein spatial-temporal reasoning tests among children who had receivedprivate piano and singing lessons compared to those who had not –including a group who had received private computer lessons. Theconclusion drawn by the researchers was that learning music was ofbenefit to learning potential in maths and science subjects, and moreso than computer skills. This research raises many questions. Firstly, it is widely thoughtthat the ideal age to begin learning an instrument is no younger than 7: â€Å"the second most common factor in musical failure was starting at thewrong time – too early†¦a six year old who goes on and on about wantingto play a musical instrument is experiencing the promptings of hisdeveloping instinct to make music, but he is not yet ready to do muchabout it.† (Ben-Tovim and Boyd 1995: 20) . It is therefore somewhat surp rising that very young children engagedwith their music lessons in a way that increased their more generalmental capabilities. This has clear implications for the government’sMusic Manifesto; could earlier instrumental learning have a greaterbenefit in other subjects? The second issue is the findings themselves: as the computerlessons had little impact on test results while the music lessons madea significant difference, it is clear that private teaching alone isnot the cause of the improvement; rather it is the learning of music.However, it does not necessarily follow that by simply listening tomusic, a child’s academic potential in mathematics or any other subjectis enhanced. Rauscher’s research has created a great deal of interest bothwithin more general media and among psychologists and other academics.It has, to some extent, been mythologised with the label â€Å"The MozartEffect†. Rauscher’s findings have been disputed by a number of aca demics.Heath and Bangerter (2004) argue that the original 1993 research, oncollege students, showed only a small effect which was not prolonged,and that a number of research projects have failed to replicate theresults. They also demonstrated a link between the level of attainmentin various states in the US and the amount of local newspaper coveragepromoting the Mozart Effect: the lower the attainment, the morecoverage. Heath and Bangerter attributed this to the recognition of aparticular problem and the possibility of a ‘quick fix’. In a number ofstates local government reflected media endorsement by subsidisingprojects to expose children to Mozart recordings, but it appears therestill needs to be more research in the area Rauscher herself has moved to clarify her research: â€Å"Our results on the effects of listening to Mozarts Sonata for TwoPianos in D Major K. 448 on spatial-temporal task performance, havegenerated much interest but several misconceptions†¦ the most common ofthese [is] that listening to Mozart enhances intelligence. We made nosuch claim. The effect is limited to spatial-temporal tasks involvingmental imagery and temporal ordering.† (Rauscher 1999) However, a number of studies have shown some evidence of a Mozarteffect in various different environments. Most relevant is Ivanov andGeake (2003) which found a Mozart Effect and a Bach Effect on Primaryschool children listening to music while undertaking a paper-foldingtask (again, this is demonstrating spatial-temporal competence ratherthan intelligence). This study also established that general musictraining was not a factor in the results – this suggests that playingmusic has a temporary effect on reasoning, and might not enhancelearning in other subjects subseq uently unless music is played on thatoccasion. The Mozart Effect continues to be debated by academics because ofthe conflicting research findings. However, it is notable that limitedresearch has been done on the elements of music which might contributeto the effect, although reference to an unspecified study by Dr WilliamThompson (Weblink: Research relating to the ‘Mozart Effect’ (2)) notesthat the effect is evident when lively classical music, includingMozart and Schubert, is played, but not with slower music by Albinoni. Many teachers report using background music in a variety of situations with positive results: â€Å"For many years I have used music during lessons. It helps youngchildren relax in handwriting lessons, and helps their concentrationduring imaginative writing sessions.† (Hume 2004) It appears that there is certainly some evidence supporting playinglively classical music in a variety of class situations to boostpupils’ performan ce, and a number of teachers are using backgroundmusic in class and feel it to be beneficial. However, much research isstill needed in this area. Music teaching has a variety of uses within the curriculum for pupilswith special educational needs (SEN). The term SEN is used to refer topupils with special needs arising from a wide range of situations andconditions such as physical disability, emotional and behaviouralproblems, autism, school phobia, a background of abuse or stress ordyslexia. Many of these children may be academically gifted, others mayfind very basic concepts challenging. Music in SEN, as a result,fulfils a range of functions. For all SEN music lessons, there is the potential to cover areasincluded in the National Curriculum: listening and appraising,composing and performing. The nature of SEN teaching means that thesemay have to be adapted according to the needs of pupils. Cross-curricular activity can be useful tool: for example, whilepupils with concentra tion problems may struggle to sit and listen tomusic, they may be more receptive if asked to draw a picture respondingto music that is playing while they do so, although there can be adifficulty with children focusing on their art and barely noticing themusic. Perry (1995: 56) suggests using a 5 minute excerpt introducedwith a story – thus using literacy – to create an initial engagementbefore moving on to children drawing. Music may also be used as a form of therapy. For younger children,activities undertaken while standing in a circle are of particularbenefit in helping child a child with attention difficulties to engage.An activity might involve passing a teddy around a circle while musicplays until it stops, at which point the child holding the teddy has achance to play briefly on an instrument. The teddy helps those childrenwho might be resistant to the activity to accept it (Weblinks: Becta). For autistic children, music can contribute to establishing arout ine. With songs, for example, for lunchtime, for playtime and forgoing-home time, where the same piece of music is used consistently forthe same activity, singing can help maintain the sense of stability androutine which is particularly important for those with autism (Maynard2004). While musical activities can benefit children with specialeducational needs, care must also be taken not to cause a detrimentaleffect. Packer (1996: 136) identifies that certain methods of musicmaking can create stress for a child who is particularly sensitive toit, quoting Nordoff and Robbins, pioneers in music therapy. Sheexpresses concern, however, that fear of causing harm can eliminate anychance of benefit if it results in less music being used in SENteaching. The role of music in SEN teaching effectively falls into twodifferent categories: music to try and lessen the SEN – for example,for children with behavioural problems – and music as a means offulfilling a number of needs fo r children whose underlying condition –say, visual impairment – will not be improved by the musical activities. For children who struggle to engage with mainstream activitiesbecause of a condition such as visual impairment or dyslexia, music hasan important role because many musical activities place them on anequal footing with pupils without special educational needs. This canenhance confidence and fulfil social needs. It is important to include deaf children in musical activities.Those with no hearing can sense vibrations and pulses, and theopportunity to play an instrument can have a significant effect on ahearing-impaired or profoundly deaf child. The organisation Music andthe Deaf, founded by Paul Whittaker, a gifted organist who isprofoundly deaf, has undertaken a number of projects to promote musicin the classroom for deaf children (Weblink: Music and the Deaf). Gifted children also fall within the category of SEN teaching, andcan prove a particular cha llenge in classroom music teaching. It is notunusual to find a Primary School pupil who has achieved AssociatedBoard Grade 5 or 6 on an instrument and for the non-specialist musicteacher this raises the issue of their own expertise being scrutinised.In practice, many of the activities in the QCA’s schemes of work adaptwell to cater for children of a wide variety of standards: for example,a composition or improvisation exercise allows each child to perform atthe level of their choosing. With many Local Education Authoritiesrunning Saturday music schools and similar activities, the provisionfor the musically-able pupil is often more than adequate. In conclusion, it is clear that music teaching in Primary schools has awide range of potential applications, including learning specificmusical skills, the reinforcement and exploration of concepts in othersubject areas, the enhancement of social aspects of school and apositive impact on behaviour and concentration. However, his torical neglect of classroom music teaching has resulted inthe ideal situation, of all Primary School teachers confident andcompetent in the delivery of classroom music lessons, still lacking inmany schools. This creates a situation where music is being taught veryinclusively, with the aim of engaging all pupils and the belief thatall pupils are capable of musical expression, by teachers with littleor no experience of being included themselves. The effect on a child’sconfidence of being told they are ‘no good’ at music, or of not beingallowed to join in with their peers in singing or playing activities,can have a lasting effect and it might be that issues with Primaryschool music teaching have more to do with teachers’ confidence thancompetence. It could be argued that the Music Manifesto’s emphasis oninstrumental teaching is in danger of perpetuating this. While seemingto offer children from all backgrounds an opportunity to participate inwhat c an be an expensive activity, there is the risk that thosechildren who are not inclined to learn an instrument are ‘made’ to takeone up by parents, that children who struggle with their instrumentfeel marginalised and compelled to abandon the instrument and theirenjoyment of music with it. The Southampton/Keele study showed that 45%of children surveyed from upper Primary and lower Secondary classes didnot learn an instrument and furthermore had no wish to. However, manyof these children enjoyed playing CDs, DJing, karaoke and singing alongto recordings at home, and it may therefore be desirable to incorporatethese activities into future plans (Hargreaves, Lamont, Marshall andTarrant 2002: Section 2). It is notable that instrumental lessons require specialist teaching,taking music education outside the remit of classroom teachers. Thesame could be argued for a credible supervised DJ-ing or karaokesession. These lessons potentially leave less time for classroom musicmak ing or for other subjects where music can be used incross-curricular situations. Yet the benefits of music in the classroomhas been established and it is important that, having become moreprominent within the curriculum, and with the support of teachers andheads, music does not become a more peripheral subject. Widespreadinstrumental proficiency would give a broader range of opportunitiesfor music-related activities, for example, the opportunity for allchildren to play in ensembles or sing with their peers providingmusical backing and to compose using the various instruments they andtheir peers are learning. The recent announcement by Ruth Kelly, Secretary of State forEducation, of an extended school day with breakfast clubs andafterschool activities may go some way to addressing the pressures onthe school timetable created by increasing the remit of school musiceducation. The future development of music education needs to be considered inthe context of music not merely as a c urriculum subject with a certainset of skills attached, but for its possibilities in other subjects andto fulfil a broader role in the school and community. Another area which needs further consideration is the broadereffects of music such as use as a therapy or as a tool to aidconcentration. Evidence suggests that research is still in its earlystages and causing some confusion over the potential of such uses ofmusic. It appears that there is no standard ‘good practice’ developedfor these applications. Given that many researchers are in conflictover what music can and cannot achieve, and that research largelyreports effects (or lack of them) with little exploration of whatspecific qualities in the music might be causing an effect, it is notsurprising that so little guidance seems to exist in this area.However, the number of studies reporting some kind of beneficial effectis too significant to ignore. As the research continues, it should beviable to put together infor mation on best practice and to implementthis in Primary – and other – schools with a greater consistency andpositive results. Another area of inconsistency is the links in schools with externalcontacts. One of the main reasons the Southampton/Keele studyestablished for children liking music lessons was â€Å"contact with ‘real’or professional musicians† (Hargreaves, Lamont, Marshall and Tarrant2002: Section 4). Many orchestras and other ensembles have outreachprojects involving musicians visiting schools. However, with many suchensembles London-based or in large cities, and professional musicianshaving many other commitments, there is a limit to how many of the UK’sapproximately 25000 Primary schools can be visited, with a notableeffect: â€Å"Smaller schools without these opportunities find this a significantproblem, whilst schools who benefit form contact with the world ofprofessional musicians report this as extremely beneficial ins upporting their in-school music teaching and activities† (ibid:Section 3). With inevitable limits on funding and time, the use of resources, evenwith the guidance of the National Curriculum and Schemes of Work, issubjective. However, the growing research into music, learning and itsbenefits for Primary school children supports a continued focus on thissubject which for so many decades has been neglected. To summarise, the recommendations for Primary music education in the future are: To continue training and support to increase classroom teachers’ confidence and competence in delivering music in a range of classroom situations To promote the use of music in cross-curricular situations with a mutual benefit for the two (or more) subjects taught in conjunction with each other To consider ongoing research into the broader benefits of music, both in mainstream education and SEN teaching, and to implement findings where applicable To continue to develop an inclusive Primary music strategy With the above points implemented, the growth of music as a forcewithin education with broad benefits for children and the widercommunity, will be set to continue. 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